Scanning the ICT Environment Derek Wenmoth Director, eLearning CORE Education Ltd [email_address]
Follow the markers… NATIVES INTERNATIONAL NATIONAL LOCAL FUTURE SOCIAL THINKING TECHNOLOGY PEDAGOGY POLITICAL
 
Educational <ul><li>Curriculum review </li></ul><ul><li>Pedagogical change </li></ul><ul><li>Learner-centredness </li></ul...
Schooling Strategy <ul><li>All students experience effective teaching </li></ul><ul><li>Evidence-based  practice </li></ul...
Curriculum Project
ICT Strategies
Teacher Skills <ul><li>“ What teachers really need is  in-depth ,  sustained  assistance as they work to  integrate  compu...
Pedagogical   Change
political <ul><li>Accountability </li></ul><ul><li>Financial rigor - ROI focus </li></ul><ul><li>MoE structural changes </...
Accountability
Digital Strategy http://www.digitalstrategy.govt.nz
Ed. Sector ICT Strategy Online learning communities Sharing effective research & practice Shared planning & monitoring How...
Social <ul><li>Internet safety </li></ul><ul><li>Digital divide </li></ul><ul><li>Urban drift </li></ul><ul><li>Internet -...
Internet Safety http://www.netsafe.co.nz
Life-long learning http://www.seniornet.org.nz
technological <ul><li>LMS/SMS </li></ul><ul><li>Social software/ Web 2.0 </li></ul><ul><li>Semantic web </li></ul><ul><li>...
Personal learning tools <ul><li>Personal Web Space - eg  http://www.myspace.com </li></ul><ul><li>Social Bookmarking - eg ...
Synchronous tools <ul><li>Instant message - eg  http://www.msn.com   </li></ul><ul><li>VOIP - (Voice over IP) - eg  http:/...
The Read-Write Web <ul><li>The everyday creation of content by everyday people </li></ul>WebNote 10 tips for using furl Vo...
Key issues  <ul><li>Authorship </li></ul><ul><li>Ownership </li></ul><ul><li>Identity </li></ul><ul><li>Community (not aud...
Convergence <ul><li>Phone (obviously) </li></ul><ul><li>Appointments Calendar </li></ul><ul><li>Alarm Clock </li></ul><ul>...
Local/regional <ul><li>Mush Networks </li></ul><ul><ul><li>Digital Christchurch </li></ul></ul><ul><ul><li>Nelson Loop </l...
Regional Initiatives <ul><li>Nelson Loop </li></ul><ul><li>Venture Southland  </li></ul><ul><li>North Shore </li></ul><ul>...
Learning Centres <ul><li>Parnterships between local council and schools/MoE -  </li></ul><ul><li>CHCH South Learning Centr...
Access anywhere… <ul><li>Wireless networks - local and WAN </li></ul><ul><li>Satellitle access to all corners of NZ </li><...
National <ul><li>Strategies and action plans </li></ul><ul><li>KAREN </li></ul><ul><li>Research initiatives </li></ul><ul>...
Linking it together
KAREN
National Network
VC Brokerage
Research- eFellows http://www.efellows.org.nz
Research - DigiOps <ul><li>http://www.digiops.org.nz   </li></ul>
Research - Online Projects <ul><li>What overall impacts are these web-based learning services having on diverse learners? ...
International <ul><li>JISC/DEST partnership </li></ul><ul><li>Common Services (SOA) </li></ul><ul><li>E-Framework - IMS </...
Common Services… All in one: ✔ Content management ✔ Discover ✔ Cataloguing ✔ Course management ✔ Authentication ✔ Authoriz...
E-Framework <ul><li>A services-oriented framework for education and research </li></ul><ul><li>http://www.elframework.ac.u...
Advanced Networks
International Reports <ul><li>Emerging Technologies for Learning - BECTA http://www.becta.org.uk/research   </li></ul><ul>...
Future School… <ul><li>What would students learn? </li></ul><ul><li>How would they learn? </li></ul><ul><li>Who would they...
Two key questions… <ul><li>Education  in  the Future: </li></ul><ul><li>What will our schools be like? </li></ul><ul><li>W...
Future School Scenarios
Secondary Futures <ul><li>http://www.secondaryfutures.co.nz/ </li></ul><ul><li>3 key questions </li></ul><ul><li>5 themes ...
Building Future Schools <ul><li>Ambitious UK project </li></ul><ul><li>2.5 billion pounds per year </li></ul><ul><li>Rebui...
Mental Models <ul><li>What are the ideas about knowledge, mind, and learning that inform your current thinking about how y...
Knowledge <ul><li>Knowledge is “stuff” </li></ul><ul><li>It can be stored - in minds, books or other kinds of databases </...
Minds <ul><li>Minds are like containers (filing cabinets or databases), they store knowledge </li></ul><ul><li>Minds also ...
Learning <ul><li>Learning is the process by which knowledge gets stored in minds </li></ul><ul><li>Learning is an individu...
The Net Generation <ul><li>Today 82 percent of kids are online by the seventh grade,  (Pew Internet and American Life Proj...
Some characteristics <ul><li>“ hypertext minds”   ability to leap around and gather information from multiple sources </li...
Think about it… <ul><li>“The only people who call technology “technology”, are those who were born before it was invented”...
Takeaways… <ul><li>Alignment of government strategies </li></ul><ul><li>Greater bandwidth is coming </li></ul><ul><li>Diff...
Choose to act… <ul><li>Keep watching </li></ul><ul><ul><li>Set up an RSS aggregator </li></ul></ul><ul><ul><li>Join email ...
Thank you <ul><li>Derek Wenmoth </li></ul><ul><li>Director, eLearning </li></ul><ul><li>CORE Education Ltd </li></ul><ul><...
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eLearning NZ environment scan

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Spotlight presentation slides from ULearn06 - an overview and environment scan of eLearning in New Zealand

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  • eLearning NZ environment scan

    1. 1. Scanning the ICT Environment Derek Wenmoth Director, eLearning CORE Education Ltd [email_address]
    2. 2. Follow the markers… NATIVES INTERNATIONAL NATIONAL LOCAL FUTURE SOCIAL THINKING TECHNOLOGY PEDAGOGY POLITICAL
    3. 4. Educational <ul><li>Curriculum review </li></ul><ul><li>Pedagogical change </li></ul><ul><li>Learner-centredness </li></ul><ul><ul><li>Personalisation/customisation </li></ul></ul><ul><li>Information/digital literacy </li></ul><ul><li>Assessment </li></ul><ul><li>Professional learning - teacher skills </li></ul>Educational
    4. 5. Schooling Strategy <ul><li>All students experience effective teaching </li></ul><ul><li>Evidence-based practice </li></ul><ul><li>Children’s learning is nurtured by families and whanau </li></ul>
    5. 6. Curriculum Project
    6. 7. ICT Strategies
    7. 8. Teacher Skills <ul><li>“ What teachers really need is in-depth , sustained assistance as they work to integrate computer use into the curriculum and confront the tension between traditional methods of instruction and new pedagogic methods that make extensive use of technology.” (CEO Report, 1999 http://www.ceoforum.org) </li></ul>“ Despite growing evidence of the importance of quality teaching, the vast majority of the nation's teachers are prepared in programs that have low admission and graduation standards and cling to an outdated vision of teacher education… [they have] not kept pace with changing demographics, technology, global competition, and pressures to raise student achievement.”
    8. 9. Pedagogical Change
    9. 10. political <ul><li>Accountability </li></ul><ul><li>Financial rigor - ROI focus </li></ul><ul><li>MoE structural changes </li></ul><ul><li>Contestible funding </li></ul><ul><li>Pan sector focus </li></ul>
    10. 11. Accountability
    11. 12. Digital Strategy http://www.digitalstrategy.govt.nz
    12. 13. Ed. Sector ICT Strategy Online learning communities Sharing effective research & practice Shared planning & monitoring How Learners, teachers, researchers, administrators working together & sharing resources Agencies delivering value-for-money What Coordinated change management Monitoring & compliance Learning, teaching, research and administration systems How Information literacy skills and competencies Effective, efficient systems What Confidence & Capability Information & knowledge management practices Continuity ePortfolios How Information & knowledge management Lifelong learning What Open standards-based digital repositories Discovery tools How Discoverable content in digital repositories What Content Connected networks Appropriate security Access & interoperability standards Shared services How Improved access Shared resources What Connectivity Administration & Support Research Learning & Teaching
    13. 14. Social <ul><li>Internet safety </li></ul><ul><li>Digital divide </li></ul><ul><li>Urban drift </li></ul><ul><li>Internet - content to conversation </li></ul><ul><li>Emphasis on life-long learning </li></ul><ul><li>Corporate intranet/training focus </li></ul>
    14. 15. Internet Safety http://www.netsafe.co.nz
    15. 16. Life-long learning http://www.seniornet.org.nz
    16. 17. technological <ul><li>LMS/SMS </li></ul><ul><li>Social software/ Web 2.0 </li></ul><ul><li>Semantic web </li></ul><ul><li>Advanced Network </li></ul><ul><li>Interoperability/connectivity </li></ul><ul><li>Personalisation/customization </li></ul><ul><li>Miniaturization </li></ul><ul><li>Convergence </li></ul>
    17. 18. Personal learning tools <ul><li>Personal Web Space - eg http://www.myspace.com </li></ul><ul><li>Social Bookmarking - eg http://del.icio.us </li></ul><ul><li>Photo sharing - eg http://www.flickr.com </li></ul><ul><li>Sharing videos - eg http://www.youtube.com </li></ul><ul><li>Collaborative websites - wikis eg http://www.jotspot.com </li></ul>
    18. 19. Synchronous tools <ul><li>Instant message - eg http://www.msn.com </li></ul><ul><li>VOIP - (Voice over IP) - eg http://www.skype.com </li></ul><ul><li>Video conferencing - eg iChat, Skype, MSN </li></ul>
    19. 20. The Read-Write Web <ul><li>The everyday creation of content by everyday people </li></ul>WebNote 10 tips for using furl VodCasting
    20. 21. Key issues <ul><li>Authorship </li></ul><ul><li>Ownership </li></ul><ul><li>Identity </li></ul><ul><li>Community (not audience) </li></ul><ul><li>Discovery </li></ul><ul><li>Power of the collective (harnessing collective intelligence) </li></ul><ul><li>The 4 “R”s </li></ul>
    21. 22. Convergence <ul><li>Phone (obviously) </li></ul><ul><li>Appointments Calendar </li></ul><ul><li>Alarm Clock </li></ul><ul><li>Game device </li></ul><ul><li>Music player </li></ul><ul><li>Still Camera </li></ul><ul><li>Video Camera </li></ul><ul><li>Video player </li></ul><ul><li>Address Book </li></ul><ul><li>To Do List Reminder </li></ul><ul><li>Voice Recorder </li></ul><ul><li>Calculator </li></ul><ul><li>Email Tool </li></ul><ul><li>Text Messenger </li></ul><ul><li>Satellite Navigation System </li></ul>
    22. 23. Local/regional <ul><li>Mush Networks </li></ul><ul><ul><li>Digital Christchurch </li></ul></ul><ul><ul><li>Nelson Loop </li></ul></ul><ul><ul><li>LERN network </li></ul></ul><ul><li>Broadband Challenge </li></ul><ul><li>VC clusters </li></ul>
    23. 24. Regional Initiatives <ul><li>Nelson Loop </li></ul><ul><li>Venture Southland </li></ul><ul><li>North Shore </li></ul><ul><li>Hamilton </li></ul><ul><li>Canterbury </li></ul>Ref: http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=26535 And http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=26535 And http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=27043
    24. 25. Learning Centres <ul><li>Parnterships between local council and schools/MoE - </li></ul><ul><li>CHCH South Learning Centre </li></ul><ul><li>Riccarton Community Library </li></ul>
    25. 26. Access anywhere… <ul><li>Wireless networks - local and WAN </li></ul><ul><li>Satellitle access to all corners of NZ </li></ul><ul><li>WiFi connecting small islands in the Pacific </li></ul>
    26. 27. National <ul><li>Strategies and action plans </li></ul><ul><li>KAREN </li></ul><ul><li>Research initiatives </li></ul><ul><li>Online pilots & projects </li></ul><ul><li>Brokerage services </li></ul>
    27. 28. Linking it together
    28. 29. KAREN
    29. 30. National Network
    30. 31. VC Brokerage
    31. 32. Research- eFellows http://www.efellows.org.nz
    32. 33. Research - DigiOps <ul><li>http://www.digiops.org.nz </li></ul>
    33. 34. Research - Online Projects <ul><li>What overall impacts are these web-based learning services having on diverse learners? </li></ul><ul><li>http://www.wicked.org.nz </li></ul><ul><li>http://www.learnnow.org.nz </li></ul><ul><li>http://www.studyit.org.nz </li></ul><ul><li>http://www.learnz.org.nz </li></ul><ul><li>http://www.anyquestions.org.nz </li></ul>
    34. 35. International <ul><li>JISC/DEST partnership </li></ul><ul><li>Common Services (SOA) </li></ul><ul><li>E-Framework - IMS </li></ul><ul><li>Advanced networks </li></ul>
    35. 36. Common Services… All in one: ✔ Content management ✔ Discover ✔ Cataloguing ✔ Course management ✔ Authentication ✔ Authorization ✔ Packaging Now includes: ✔ Content management ✔ Discover ✔ Collaboration ✔ Course management ✔ Authentication ✔ Authorization ✔ Packaging ✔ Assessment Complete solution: ✔ Grading ✔ Audit ✔ Report ✔ Course management ✔ Authentication ✔ Authorization super Student Record System extra Library system <ul><li>new </li></ul><ul><li>LMS </li></ul>
    36. 37. E-Framework <ul><li>A services-oriented framework for education and research </li></ul><ul><li>http://www.elframework.ac.uk </li></ul>
    37. 38. Advanced Networks
    38. 39. International Reports <ul><li>Emerging Technologies for Learning - BECTA http://www.becta.org.uk/research </li></ul><ul><li>Emerging Techologies (EdNA, Australia) </li></ul><ul><li>http://www.det.act.gov.au/ </li></ul><ul><li>Coming of Age - an introduction to the new WWW </li></ul><ul><li>http://www.ictineducation.org </li></ul><ul><li>Social Software Report - FutureLab, UK </li></ul><ul><li>http://www.futurelab.org.uk/research/opening_education.htm </li></ul>
    39. 40. Future School… <ul><li>What would students learn? </li></ul><ul><li>How would they learn? </li></ul><ul><li>Who would they learn with? </li></ul><ul><li>When would they learn? </li></ul><ul><li>What would they learn on or with? </li></ul><ul><li>Where would they learn? </li></ul><ul><li>How will they/we know what they’ve learned? </li></ul><ul><li>Who decides? </li></ul><ul><li>Etc… </li></ul>
    40. 41. Two key questions… <ul><li>Education in the Future: </li></ul><ul><li>What will our schools be like? </li></ul><ul><li>Where will learning occur? </li></ul><ul><li>What will be the role of teachers? </li></ul><ul><li>What technology will be used? </li></ul>Education for the Future: What must we be doing today to ensure that our students are equipped with the skills and knowledge required to function in the world of tomorrow?
    41. 42. Future School Scenarios
    42. 43. Secondary Futures <ul><li>http://www.secondaryfutures.co.nz/ </li></ul><ul><li>3 key questions </li></ul><ul><li>5 themes </li></ul><ul><li>Database of evidence </li></ul>
    43. 44. Building Future Schools <ul><li>Ambitious UK project </li></ul><ul><li>2.5 billion pounds per year </li></ul><ul><li>Rebuilding half of all secondary schools by 2015 </li></ul><ul><li>Joint venture - 50% government and 50% business. </li></ul>
    44. 45. Mental Models <ul><li>What are the ideas about knowledge, mind, and learning that inform your current thinking about how you teach and how schools should be organised? </li></ul><ul><li>Ref: Jane Gilbert (2005) Catching the Knowledge Wave - NZCER </li></ul>
    45. 46. Knowledge <ul><li>Knowledge is “stuff” </li></ul><ul><li>It can be stored - in minds, books or other kinds of databases </li></ul><ul><li>Knowledge is true, correct, “the facts” </li></ul><ul><li>It is something stable that accumulates slowly over time; new knowledge builds on older knowledge </li></ul><ul><li>It is built up by people, and people can “have” it, however, it exists objectively, independently of people </li></ul><ul><li>There are different branches of knowledge called disciplines or subjects </li></ul><ul><li>Each discipline has its own way of doing things </li></ul>
    46. 47. Minds <ul><li>Minds are like containers (filing cabinets or databases), they store knowledge </li></ul><ul><li>Minds also process knowledge; they take it in, organise it and represent it </li></ul><ul><li>Minds are the places where thinking and learning happen </li></ul><ul><li>Some minds have more capacity than other minds for storing and processing knowledge </li></ul><ul><li>The mind is located in the brain, but its activities are distinct from the brain’s other functions </li></ul>
    47. 48. Learning <ul><li>Learning is the process by which knowledge gets stored in minds </li></ul><ul><li>Learning is an individual activity: it takes place in individual minds </li></ul><ul><li>Learning is an activity that happens in more or less the same way in all individuals </li></ul><ul><li>Learners of the same age (or stage of development) will be ready for the same kinds of knowledge at the same time </li></ul><ul><li>Learning is easier if the knowledge to be learned is broken down into parts and introduced as a series of steps. </li></ul>
    48. 49. The Net Generation <ul><li>Today 82 percent of kids are online by the seventh grade, (Pew Internet and American Life Project) </li></ul>Time using electronic media holding steady at 6.5 hours a day -- but packing more media exposure into that time: 8.5 hours' worth, thanks to &quot;media multitasking&quot;
    49. 50. Some characteristics <ul><li>“ hypertext minds” ability to leap around and gather information from multiple sources </li></ul><ul><li>Ability to read visual images intuitive visual communicators </li></ul><ul><li>Inductive discovery learn better through discovery than being told </li></ul><ul><li>Fast response time able to respond rapidly and expect rapid responses in return </li></ul><ul><li>Visual - spacial skills perhaps because of their expertise with games they can integrate the virtual with the Physical </li></ul><ul><li>Attentional deployment able to shift their attention rapidly from one task to another </li></ul><ul><li>Source: Educating the Net Generation - available electronically: </li></ul><ul><li>http://www.educause.edu/educatingthenetgen </li></ul>
    50. 51. Think about it… <ul><li>“The only people who call technology “technology”, are those who were born before it was invented” </li></ul><ul><li>(Source unknown) </li></ul>
    51. 52. Takeaways… <ul><li>Alignment of government strategies </li></ul><ul><li>Greater bandwidth is coming </li></ul><ul><li>Different view of networks </li></ul><ul><li>Current students offer insights </li></ul><ul><li>Social networking applications </li></ul><ul><li>Impact on pedagogy </li></ul><ul><li>Future of schooling options </li></ul><ul><li>Changing view of knowledge </li></ul><ul><li>Consumers to contributors </li></ul>
    52. 53. Choose to act… <ul><li>Keep watching </li></ul><ul><ul><li>Set up an RSS aggregator </li></ul></ul><ul><ul><li>Join email lists </li></ul></ul><ul><li>Participate </li></ul><ul><ul><li>Join discussion forums: Curriculum project, Centre4, LeadSpace </li></ul></ul><ul><li>Contribute </li></ul><ul><ul><li>Create a blog </li></ul></ul><ul><ul><li>Join a wikispace </li></ul></ul>
    53. 54. Thank you <ul><li>Derek Wenmoth </li></ul><ul><li>Director, eLearning </li></ul><ul><li>CORE Education Ltd </li></ul><ul><li>[email_address] </li></ul><ul><li>http://blog.core-ed.net/derek </li></ul>

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