Ten trends 2011

Smart Web

What is the Trend? We’re seeing more applica7ons and services that are capable of ac7ng without human interven7on, with decisions being made on the basis of data usage pa=erns etc. Indicators: •  Internet of things •  Adap7ve Web •  Learning analy7cs

•  How might an ‘internet of things’ apply in an educa7on seFng, e.g tracking students, smart libraries etc.? •  How might an adap7ve web environment be beneﬁcial to schools, e.g. for personalising learner spaces, interac7ons with parents and community etc? •  What use are we making of learning analy7cs to predict and advise on learning through the applica7ons we use?

What is the Trend? Among users of all ages there is a clear shiI towards compu7ng ‘anywhere, any7me with any device’ – where access is not conﬁned to a par7cular 7me and place, and not dependent on a par7cular device. Indicators: •  Wireless •  Mobile devices •  Private Clouds

•  Is your school network prepared to accommodate the influx of student-‐owned mobile devices being connected? •  What policies and prac7ces do you have in place regarding the use of mobile technologies in your school? •  How could your school make effec7ve use of a ‘private cloud’ structure to serve the needs of students and staff?

What is the Trend? The move beyond uniform, mass provision can be described as “personalisa7on” of educa7on and of public services more widely. Indicators: •  Interfaces •  Assessment •  PorTolios

•  To what extent does the use of digital technologies feature as a strategy for personalising the learning experience for students in your school? •  How customisable are the interfaces of key applica7ons you use to suit the preferences of individual students/staﬀ? •  How are digital technologies being used to support approaches to assessment for learning, including the use of student-‐owned porTolios?

What is the Trend? We are witnessing an unprecedented ‘explosion’ of data in the world, accumula7ng in electronic databases everywhere. This poses challenges about its usefulness and about how we may store, manage and derive meaning from it. Indicators: •  Storage and management •  Manipula7on/visualisa7on •  Open data

•  What strategies do you have in place for coping with the enormous quan77es of data being generated in your school? How robust and sustainable are they? •  What advantages and opportuni7es do the new forms of data manipula7on provide for teachers and students? •  What use are you making of the open data sources that are now available?

What is the Trend? Ci7zenship is a con7nually evolving concept. Ci7zenship involves understanding the ‘rules’ and boundaries that exist, and involves both rights and responsibili7es. As our world expands to include the ‘virtual’, so too do the following lenses on ci7zenship: Indicators: •  Global •  Digital •  Cyber

•  How well is the concept of global ci7zenship embedded into your school curriculum? Do you have a vision for the global future that your students will inhabit? •  What is your personal/school vision for being digitally literate? •  How are the prac7ces of cyber-‐ci7zens being modelled in your school? What would be the response of staﬀ to a breakdown in this area?

What is the Trend? The “Cloud” is growing signiﬁcantly over the whole of the ICT world. Cloud compu7ng refers to storage and processing that occurs in a networked environment rather than relying on the limits of a personal computer. Indicators: •  Infrastructure •  Data access •  Services

•  How would you describe the concept of “the cloud” to your staﬀ or board of trustees? •  What services currently owned and managed by your school could most easily be provided in the cloud? •  What do you understand to be the advantages and risks of storing school/student data in the cloud? How might these be mi7gated?

What is the Trend? Virtual learning services are expanding interna7onally, with the development of virtual schools in many countries. It is an eﬀec7ve way of providing access for those who may not otherwise be able to par7cipate. Indicators: •  Programmes •  Projects •  Professional Learning

•  How do your programmes of learning enable students to con7nue learning outside of the classroom or school hours? •  What sorts of projects could you involve your students in right now that would provide them with the rich experiences of collabora7ng on authen7c tasks, and connec7ng virtually with experts? •  How might you embrace the opportuni7es of professional learning for staﬀ in the online environment?

What is the Trend? Digital technologies are expanding the opportuni7es and ways we can access and engage with informa7on in a range of new and exci7ng ways, and where engagement tended to be passive, it is now an ac7ve experience. Indicators: •  E-‐books •  Data visualisa7on •  Gesture based compu7ng

•  Do the ways you use digital technologies embrace a vision for changed interfaces into the future? (or are you s7ll bound by the model of monitor and keyboard?) •  Do you have processes in place to ac7vely promote and encourage experimenta7on with new and emerging technologies?

What is the Trend? What were previously regarded as barriers to growth, access or innova7on in our system, are now being challenged or circumvented through the use of systems that are more open and par7cipatory. Indicators: •  Open content •  Open data •  Open source

•  How could open content be incorporated into your work with students? How can staﬀ/ students contribute to this? •  How can open data sources be used by your staﬀ/students? What applica7ons would you use to manipulate or represent it? •  What policies do you have around the use of open source soIware? How do these apply to applica7ons on student owned machines?

What is the Trend? In the networked age, our educa7on ins7tu7ons need to shiI from the exis7ng paradigm of opera7ng in rela7ve isola7on (even compe77on) to being more collabora7ve and working as a node on the educa7on network. Indicators: •  Learning communi7es online •  Virtual learning network •  UFB schools

•  What advantages can you see for your school context of entering more formal rela7onships with other schools in a networked way of working? –  For sharing learning programmes? –  For sharing content and services? –  For sharing teaching exper7se? –  For sharing governance structures? •  How would working this way change how you work?

www.core-‐ed.org/tentrends

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Ten trends 2011

by Derek Wenmoth on Mar 03, 2011

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