SSAT ICT Register Keynote


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  • Futurelab known for developing prototypes of possible future practice – showcases of what might be done with digital technologies in education – each of them developed to think about how a particular aspect of education might be achieved through the development and use of technologies. From supporting positive physical activity through the use of sensor technology From linking to wider networks of experts and peers through mobile technology To supporting links between parents, young people and teacher through networked technologies Or through supporting collaboration through games technology – much of our work has been developing new approaches to teaching and learning by looking existing areas of challenge in education and then looking at the affordances of digital technology, then finding creative solutions to those challenges.
  • Over the last 2.5 years though, FL has been leading a programme of work called ‘Beyond Current Horizons’ – the Department’s long term education futures programme. and I’d like to spend just a few minutes looking at this work to look at the wider context for your discussions today – to help unpack the question of ‘potential for what?’
  • Set up to look at this aim Not just looking at tech changes but socio-tech changes. 100 academics 60+ papers Plus engagement with 130 organisations and people, plus 500 members of the public etc
  • Probable, possible and preferable futures Not to predict, but to (a) help us consider and prepare for a range of futures that may come about But also to support us in making the decisions that can attempt to bring about the preferable futures we want to see 2025 – useful timeframe Also a step from ‘how improve current approaches’ – to what would we need by then? Essentially then, it’s been looking at the wider context in which our futures-focussed activity is working.
  • Look at some of the socio-technological trends that we can expect to see: to paint a picture of the sorts of environments our education policies need to prepare for, respond to and shape.
  • Moore’s Law and uses of tech How access/choose to access resources MIT/Open Uni/schoolofeverything -are youth workers better at supporting young people within their own environments – what about within their digital envioronments? Role of teacher – networked? Within or between institutions?
  • Digitally literate What does it mean to digitally participate, as well as participate in geographic communities Moves beyond how do these trends affect pedagogy – to questions of curriculum
  • So -some of the things that excite me at the moment in response to those sorts of challenges
  • Support teachers to be more aware of their current PLNs and how they might develop them
  • User led innovation – meeting insight with invention Also a recognition that inno happens at the intersection of disciplines and PLNS go beyond ‘groups’ of people to look at networks of shared interest.
  • Education Eye (Map of Innovations) The aim is to provide an inspiring, easy-to-use online resource that gives access to useful, relevant and interesting innovations across educations varied communities.
  • Lots of exciting things that I’m sure the ICT register can lead the way in address – we’ve many challenges to look at for the year and year’s to come but I’m excited that groups like this are leading the way. I’ll leave with a short video that presents some challenges from future trends – but one particular challenge in particular: How are you going to help create the future that you want to see?
  • SSAT ICT Register Keynote

    1. 1. Educational Futures: Challenges and Opportunities SSAT ICT Register Showcase: Achieving Learning Potential Dan Sutch [email_address] @Dannno
    2. 2. Space Signpost My-E Mobi Missions Ecolibrium Exploratree Astroversity Moovl Enquiring Minds Fizzees
    3. 3.
    4. 4. <ul><li>The BCH programme is aiming to build a challenging and long term vision for education in the context of socio-technological change 2025 and beyond </li></ul><ul><li>Long term futures programme intended to: </li></ul><ul><li>Enhance the ‘futures thinking’ capacity of the education policy makers </li></ul><ul><li>Inform current strategy, decision making and planning </li></ul>
    5. 5. <ul><li>The BCH programme is aiming to build a challenging and long term vision for education in the context of socio-technological change 2025 and beyond </li></ul><ul><li>Educational goals </li></ul><ul><li>Educational ‘personnel’ </li></ul><ul><li>Educational institutions </li></ul><ul><li>Educational methods </li></ul><ul><li>Educational tools </li></ul><ul><li>Educational outcomes </li></ul><ul><li>Beliefs about education </li></ul>
    6. 6. Section title goes here Socio-technological trends – what are the sorts of trends we need to be aware of? Keri Facer, 2009, BCH Final Report
    7. 7. Creating the personal ‘cloud’ <ul><li>The capacity to connect to a network and be constantly connected to knowledge, resources, people and tools </li></ul><ul><li>The ability to be ‘wrapped’ in an information landscape rather than managing it through institutions </li></ul><ul><ul><li>Recognising the rise of the ‘mobile learner’ </li></ul></ul><ul><ul><li>‘ Pulsating networks of learning’ </li></ul></ul><ul><ul><li>New ways of connecting and accessing ‘educational offerings’ </li></ul></ul>What does this mean for how we access formal and non-formal learning offerings?
    8. 8. Information landscape <ul><li>Denser, deeper, more diverse – “know more stuff about more stuff” </li></ul><ul><li>Gather, store, use, share more data about more of our world than at present </li></ul><ul><ul><li>Social movements towards accountability & transparency </li></ul></ul><ul><ul><li>Increased availability of data storage </li></ul></ul><ul><ul><li>Digitally tag entities in extended world </li></ul></ul><ul><ul><li>New forms of bio/genetic information </li></ul></ul>What does this mean for what we teach and when we teach it?
    9. 9. Institutional boundaries <ul><li>Weakened & porous </li></ul><ul><ul><li>Information not tied to institution </li></ul></ul><ul><ul><li>Greater number of ‘suppliers’ of education </li></ul></ul><ul><li>Blurring ‘work’ & ‘leisure’ </li></ul><ul><ul><li>Personal networks/expertise/brand </li></ul></ul><ul><li>Education/work/retirement no longer differentiated </li></ul><ul><ul><li>Working life longer/education as leisure, lifelong etc </li></ul></ul><ul><li>Public/private roles merging </li></ul><ul><ul><li>Disaggregation of learning/resources from the institution </li></ul></ul>What does this mean for where learning takes place – and when people access it?
    10. 10. ‘ Silver bullets’ not expected for complex educational problems <ul><li>Quick-fixes won’t emerge </li></ul><ul><ul><li>Neuroscience, computing and biosciences are not expected to produce ‘easy solutions’ over coming two decades </li></ul></ul><ul><ul><li>Targeted progress made in relation to specific disabilities, including ‘smart’ prosthetics, new learning methods or targeted pharmacological enhancements </li></ul></ul>What does this mean for how we develop the education systems that we need?
    11. 11. Scientific-technological trends Profs Dave Cliff, Josie Fraser, Claire O’Malley <ul><li>Moore’s law continues </li></ul><ul><ul><li>Gordon Moore’s observation that the number of transistors on a chip doubles approximately every two years </li></ul></ul><ul><ul><li>£1000 today = £31.50 in 2020 and £1 by 2030 </li></ul></ul><ul><ul><li>Device today = 32 times more powerful in 2020 and x1000 in 2030 </li></ul></ul><ul><li>Once per decade disruptions </li></ul><ul><ul><li>Joel Birnbaum’s observation (1982) expected to hold true: mainframe – minicomputers – PC – internet – (cloud computing) - ? </li></ul></ul><ul><ul><li>Cloud computing; ubiquitous computing; digital display technologies; tangible and haptic technologies </li></ul></ul>What does this mean for how we remake our vision for education?
    12. 12. Questions to consider? <ul><li>What does a curriculum for a networked learner look like? </li></ul><ul><li>What does it mean to digitally participate? </li></ul><ul><li>What does it mean for teachers and teaching? </li></ul><ul><li>What does this mean for our vision of education development: how do we achieve our potentia l? </li></ul>
    13. 13. Section title goes here Responding to the challenges – ways of achieving learning potential
    14. 14. Exciting things (1) <ul><li>Personal Learning Networks (PLNs) </li></ul><ul><ul><li>Finding access to the people, resources, ideas appropriate to you </li></ul></ul><ul><ul><li>Inherently personal (and therefore different to other people’s) </li></ul></ul><ul><ul><li>Developing our individual expertise whilst developing the workforce as a whole </li></ul></ul>Asset Mapping Where do you get your information from? What sources do you use regularly/rarely? Who do you share ideas with? Who do you trust? How do you access this and how often?
    15. 15. End-user innovation <ul><li>… a source of innovation, only now becoming widely recognized, is end-user innovation . This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs </li></ul><ul><li>“ end-user innovation [is], by far, the most important and critical” </li></ul><ul><li>Eric Von Hippell Sources of Innovation </li></ul>
    16. 16. Exciting things (2) <ul><li>New relationships in learning </li></ul><ul><ul><li>Organisation linking together (Schools + schools, SSAT and Futurelab etc) </li></ul></ul><ul><ul><li>Non-formal learning sector/Personal & Social Education </li></ul></ul>Collaborating to support your aims What other organisations have shared aims? What can you learn from non-formal/informal sector? How can you support their aims?
    17. 19. Education Eye <ul><li>Alpha site </li></ul><ul><li>Early BETA site </li></ul><ul><li>Open Invitation to the SSAT ICT register : </li></ul><ul><ul><li>to join the (online) development group to help create a really useful tool to support the sharing and implementation of innovations </li></ul></ul><ul><ul><ul><li>What are the best sources of inspiration, ideas, resources? </li></ul></ul></ul><ul><ul><ul><li>@Dannno or </li></ul></ul></ul>
    18. 20. Exciting things 3 <ul><li>Teachers’ and Learners’ voice </li></ul><ul><ul><li>Development (and recognition) of PLNs </li></ul></ul><ul><ul><li>Range of tools to support Learner Voice, policy imperatives to increase teacher freedom </li></ul></ul><ul><ul><li>Rise of Teachmeets, unconferences etc </li></ul></ul><ul><ul><li>Introduction of ‘Conflab’ </li></ul></ul>
    19. 21. Conflab... <ul><li>Futurelab Autumn conference is about...? </li></ul><ul><ul><li>What activities best support your CPD? </li></ul></ul><ul><ul><li>What challenges are your currently facing? </li></ul></ul><ul><ul><li>What do you want to find out about? </li></ul></ul><ul><li>[email_address] </li></ul><ul><li>What really is learner voice? </li></ul><ul><li>What does ‘good’ parental engagement look like? </li></ul><ul><li>How can you get support from SLT for innovative projects? </li></ul>
    20. 22. <ul><li> </li></ul>
    21. 23. [email_address] @Dannno