Spotlight presentation at the ULearn conference, 2010

2. • What would kids
Future School Site learn?
• How would they learn?
• When would they learn?
• Who would they learn with?
• What would they learn on or
with?
• Where would they learn?
• How will they/we know what
they’ve learned?
• Who decides?
• Etc…

3. Shut them down?
Alvin Toffler’s School of Tomorrow
These are the fundamentals of the futurist’s vision
for education in the 21st century:
• Open 24 hours a day
• Customized educational experience
• Kids arrive at different times
• Students begin their formalized schooling at
different ages
• Curriculum is integrated across disciplines
• Non-teachers work with teachers
• Teachers alternate working in schools and in
business world
• Local businesses have offices in the schools
• Increased number of charter schools
h"p://blog.core-­‐ed.org/derek/2009/10/1546.html

4. School Level barriers
1996, Prof. Hedley Beare

5. Two key questions…
Education in the Education for the
Future: Future:
• What will our schools What must we be doing
be like? today to ensure that
• Where will learning our students are
occur? equipped with the skills
• What will be the role and knowledge required
of teachers?
to function in the world
• What technology will
be used? of tomorrow?

6. Future School Scenarios
Status
Quo
Re-­‐schooling
De-­‐schooling
Status
quo,
Schools
as
core
Learning
networks
and
BureaucraLc
social
centres
network
society
systems
conLnue
Meltdown
scenario
Schools
as
focused
learning
Extended
Market
Model
organisaLons
Source:
OECD
–
Six
Scenarios

7. If you really could
start from scratch
without the
constraint of
inherited plant,
existing buildings
and dedicated real
estate, you are
pushed back to
first principles.

8. Perspectives
Buildings and
Curriculum
architecture
Vision, planning
and governance ICT Infrastructure
Pedagogy
and space

9. Vision and planning
• Vision needs to be outcome focused and learner-
centric
• Establish a vision which is inclusive of all
stakeholders but exploit the opportunity
presented by creative tension
• Adaptive leadership of change vision holder
• Intelligent client role via the change programme
implementer
• Governance committed to the vision and support
of the leadership

10. Lack of coherent vision…
Technological change is not
additive, it is ecological.
A new technology doesn’t
just change something…
… it changes everything!
But do we really believe this…?
How is this belief reflected in policy?

11. Competing philosophies
Philosophy A Philosophy B
Education Broken, but can be fixed Long term investment in the
(quickly) future
Technology Drives change Enables, supports and
accelerates change
Teachers Another problem to be Supported professionals
fixed
Learners The future workforce More than just the future
workforce
Innovation Let a thousand flowers Got to be scalable and
flourish sustainable
Success Input targets and Wider long-term benefits
attainment
Curriculum Don’t trust teachers - Guidance and support for
‘package’ it up teachers

12. Competing philosophies
Philosophy A Philosophy B
Education Broken, but can be fixed Long term investment in the
(quickly) future
Technology Drives change Enables, supports and
accelerates change
Teachers Another problem to be Supported professionals
fixed
Learners The future workforce More than just the future
workforce
Innovation Let a thousand flowers Got to be scalable and
flourish sustainable
Success Input targets and Wider long-term benefits
attainment
Curriculum Don’t trust teachers - Guidance and support for
‘package’ it up teachers

13. Vision and values
“Organisations that are
built to change have a
clear sense of who they
are and what they stand
for.”
Lawler & Worley, 2009, p.193

14. Beyond the stable state
The loss of the stable state means
that our society and all of its
institutions are in continuous
processes of transformation.
We cannot expect new stable
states that will endure for our own
lifetimes.
We must invent and develop
institutions which are ‘learning
systems’, that is to say, systems
capable of bringing about their
own continuing transformation.
Beyond the stable state, Donald Schon, 1973

15. Ask yourself…
• Do your employees seem unmotivated or uninterested in their
work?
• Does your workforce lack the skill and knowledge to adjust to new
jobs?
• Do you seem to be the only one to come up with all the ideas?
• And does your workforce simply follow orders?
• Do your teams argue constantly and lack real productivity?
• Or lack communication between each other?
• And when the "guru" is off do things get put on hold?
• Are you always the last to hear about problems?
• Or worst still the first to hear about customer complaints?
• And do the same problems occur over and over?

16. A learning organisation
Feature Conventional Learning
Awareness At leadership level Throughout the
organisation
Environment Centralised, mechanistic, Flatter structures,
structures open-ness encouraged
Leadership Centralised, autocratic Shared, committed
resources
Empowerment Hierarchical view of Locus of controls shifts
power to workers
Learning Not a focus – emphasis Learning labs – small
on productivity scale real-life settings

17. • Provides a process
for whole school
review and
development as a
learning organisation.
• Involves all
stakeholders as
learners in the
h"p://eps2.core-­‐ed.org
process

18. Diffusion of innovation
Beyond
the
stable
state,
Donald
Schon,
1973

19. Getting the balance right
New Technology Potential
Rampant Realised
Technology
Innovation Creativity
Old Resisted Frustrated
Old New
Approach
Ref:
h"p://www.makingthenetwork.org

20. Curriculum
 Personalised Curriculum offerings
 Curriculum is co-constructed with students
 Integrated curriculum- avoid the silos
 Authentic- Real world context, multiple
sources of information, exposure to a range
of experts
 Quality assurance of your chosen model

21. Effective teaching and learning
Effective teaching and learning…
occurs when…
Teacher asks open-
Student autonomy Students engage in
ended questions
and initiative dialogue with
and allows wait
accepted and teacher and each
time for response
encouraged. other
Knowledge and ideas emerge only from a
situation in which learners have to draw
them out of experiences that have Students are
meaning and importance to them. engaged in
experiences that
challenge
Class uses raw hypotheses
data, primary
Higher level thinking sources, physical
is encouraged and interactive
materials.
John
Dewey
–
Construc1vist
Pedagogy,
1916

22. Effective Pedagogy
• Creating a supportive learning
environment
• Encouraging reflective thought and
action
• Enhancing the relevance of new
learning
• Facilitating shared learning
• Making connections to prior
learning and experience
• Providing sufficient opportunities to
learn
• Teaching as inquiry
Source:
New
Zealand
Curriculum
document

23. Resolving the tensions
Technology
–
constant
change
and
development
requiring
new
skills
and
learning
Pedagogy–
new
instrucLonal
methods,
learner
centric
focus.
Curriculum
–
competency-­‐based,
flexile,
holisLc

24. TPACK
Captures some of the
essential qualities of
knowledge required
by teachers for
technology
integration in their
teaching.
h"p://www.tpck.org

25. Exploring Education 3.0
h"p://www.geLdeas.org

26. Learning Settings
Learning occurs in a variety of settings,
requiring flexible use of space
h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf

27. Linking Principles to place
Understanding how we use space to support
pedagogical practice
h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf

28. Albany
Senior
High
School
–
open
spaces
that
can
be
conLnually
re-­‐
organised
and
re-­‐shaped
according
to
pedagogical
need.

29. Albany
Senior
High
School
–
open
spaces
that
can
be
conLnually
re-­‐
organised
and
re-­‐shaped
according
to
pedagogical
need.

30. Albany
Senior
High
School
–
library
space
adjacent
to
learning
areas,
with
specialised
spaces
connected
for
media
producLon
etc.

31. Buildings and architecture
• Learning
• Synergy and respect between learning
professionals and design professionals
• Student voice, engagement and ownership in
everything from visioning, outcomes and
practice
• It’s not worth doing if it is not an improvement
• Me, we, see.

32. Leigh Academy
Leigh
Academy,
London
–
schools-­‐
within-­‐school
concept,
strong
focus
on
technology
integraLon.

33. Discovery School
Discovery
School,
Hong
Kong
–
school
designed
and
built
before
staff
were
appointed,
strong
emphasis
on
design
features,
modificaLons
required
to
fit
with
pedagogical
intent.

34. Albany
Senior
High
School
–
uLlitarian
design,
with
opportuniLes
for
evolving
use
of
internal
space.

35. Albany
Senior
High
School
–
operaLng
in
the
cloud,
so
no
need
for
server
racks
and
expensive
air
condiLon
systems
etc.

36. ICT infrastructure
• Flexible agile simple
• Reliable sustainable scalable
• Open-ness
• Ubiquitous seamless access
• Litmus test is “do your outcomes meet your
vision?”

37. The perfect storm
tion
sonalisa
Per
A perfect storm looming?

38. Benefits of cloud computing?
Sobware
licensing
Greater
choice,
Decreased
reliance
agility
re:
on
school
ICT
staff
applicaLons
used
Reduce
barriers
to
Expand
parLcipaLon,
sharing,
resource
collaboraLon
sharing
Shared
management
Version
control
systems
Ubiquitous
and
updates
access
http://blog.core-ed.net/derek/2009/06/8-ways-cloud-computing-may-change-schools.html

39. Anywhere, any time,
any device learning
Mobile

40. Pesonalisation
vs.
vs.

41. The emerging paradigm…
Then Now Next
F2F
Classrooms
Intranets Networked
Teaching Education
e Learning
focus on process focus on teaching and
focus on learner
of instruction learning
Extranets Schools
Distance
Education

42. Networked Schools
Examines the next phase
of schooling – providing
guidance for those moving
toward networked school
communities
h"p://networkedschooling.ning.com/

43. A School’s “Loop”
Internet
School A
School
KAREN
School A
School
Aggrega1on
University
Point
Services
Public
Library
School A
School

44. National Education Network
Envisioning a network of networks, connected
by a high speed fibre backbone

45. A local schools network example
h"p://www.gcsn.school.nz

46. A regional network example
h"p://map.lgfl.org.uk/gol/Map.aspx

47. h"p://www.nen.gov.uk/

48. Making learning virtual
http://www.virtuallearning.school.nz

49. LCO Handbook
A guide for schools
seeking establish local
online learning
communities and to
become a part of the
virtual schools network

50. Dangerous Enthusiasms
• Interesting stories of major
failures
• Some reasons:
– Over-stated benefits
– Bigger doesn’t mean better
– Bigger the project, bigger the
scale of risk
– “Capture” of key people
h"p://www.otago.ac.nz/press/booksauthors/2006/dangerous_enthusiasms.html

51. If you want to build a ship, don't
drum up the people to gather
wood, divide the work and give
orders. Instead, teach them to
yearn for the vast and endless
sea.
Antoine de Saint Exupery

52. Thankyou
education leaders and
policy makers
Derek Wenmoth
Director, eLearning
CORE Education Ltd
derek@core-ed.net
http://blog.core-ed.net/derek