ATL Fringe event - An 'ideal' school?

2,552 views
2,449 views

Published on

A presentation by Doug Belshaw to the fringe event as part of the Association of Teachers and Lecturers annual conference 2012.

Published in: Education, Technology
0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
2,552
On SlideShare
0
From Embeds
0
Number of Embeds
84
Actions
Shares
0
Downloads
0
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

ATL Fringe event - An 'ideal' school?

  1. 1. +An ‘ideal’ school?Doug BelshawATL Fringe eventManchester, 3 April 2012
  2. 2. 1. Context2. Community3. Curricula
  3. 3. 1Context
  4. 4. + 6 crises likely to affect education
  5. 5. + 6 crises Economic Socio-technical likely to affect education Resource Environment Accountability Dehumanisation
  6. 6. + Socio-technicalReliance on non-human likeintelligence; dependence onlarge-scale systems ofsystems in finance, logistics,healthcare; capacity for bio-engineering and radicallongevity; development ofdata-rich culture.
  7. 7. + Socio-technicalReliance on non-human likeintelligence; dependence onlarge-scale systems ofsystems in finance, logistics,healthcare; capacity for bio-engineering and radicallongevity; development ofdata-rich culture.
  8. 8. + Socio-technicalReliance on non-human likeintelligence; dependence onlarge-scale systems ofsystems in finance, logistics,healthcare; capacity for bio-engineering and radicallongevity; development ofdata-rich culture.
  9. 9. “When you plug somethinginto a wall, someone is gettingplugged into you. Whichmeans you need new patternsof defense, perception,understanding, evaluation.You need a new kind ofeducation.” Postman & Weingartner, Teaching as a Subversive Activity
  10. 10. 2Community
  11. 11. CC BY-SA Velo Steve
  12. 12. Schools are communities.There is no ‘ideal’ community.There is no ‘ideal’ school.
  13. 13. CC BY-NC tarotastic
  14. 14. “All knowledge has thepotential to find its usesomewhere, thechallenge lies in findingthe right communityor context.” Keri Facer, Learning Futures
  15. 15. CC BY-NC Britta Bohlinger
  16. 16. “There’s a Japaneseproverb that I love. Ittranslates, literally, as ‘Thereverse side itself also has areverse side’ (‘Monogotoniwa taitei ura no uraga aru mono da’).” Cathy Davidson, Now You See It
  17. 17. CC BY-NC Shira Golding
  18. 18. “Tools dont getsocially interestinguntil they gettechnologicallyboring” Clay Shirky, Here Comes Everybody
  19. 19. 3Curricula
  20. 20. “There cannot, of course, be oneanswer, one final meta-curriculum ‘to rule them all’ thatwill provide us with thereassurance that we completely,and definitively, know what weneed to know for ourfuture wellbeing…” Keri Facer, Learning Futures
  21. 21. Chapter 8Learning mapsinvolving the wholecommunity. Keri Facer, Learning Futures
  22. 22. LevelUp! DML Competition bid Copyright EffectiveSC.com (used with permission)
  23. 23. CC BY-NC-ND atomicShed
  24. 24. Conclusion•  Move beyond one curriculum to rule them all.•  Use taken-for-granted technologies for socially- interesting results.•  Get input from every part of the community.
  25. 25. 1. Context2. Community3. Curricula
  26. 26. +Doug Belshawdoug@synechism.com@dajbelshawhttp://dougbelshaw.com

×