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    Notes on slide 1

    Glow is providing the means for a small country to collectively harness it’s potential – build online communities and share opportunities for learning.

    Marc Prensky “Digital Natives” – Professor Wim Veen coined phrase Homo Zappiens for children growing up in the digital age. New Technology leads to new skills. Immersed in the technology – new media leads to new skills and ways of learning. How do we as educators bridge the gap between teachers’ teaching preferences and pupils preferred learning styles. Different media different skills. As an example: Twitch speed – gamers have the same reflexes as fighter pilots Good at multi-tasking – surfing/on messenger to multiple friends/ listening to music/ on the phone all simultaneously Collaborative used to sharing ideas and resources and experiences How do you harness this motivation? What would an ideal scenario look like. This is where we created our vision for Glow. What would a 21 st century learning experience look like?

    So, a 21 st Century curriculum to best meet learner needs is best provided via a solution like Glow

    What is Glow? [click] Glow is the name for the Scottish Schools Digital Network – a digital network connecting every individual involved in Scottish education in a safe and secure online environment.

    Some of the functions that are integral to Glow. All accessed via a single sign-on

    The third element of the project is the one that every user comes into direct contact with. Glow is an internet portal that provides a host of online tools and resources for teachers, students and parents to use in their learning and teaching. What does the portal do?

    In schools where we have 1 to 1 projects, we have seen students plan and work in ways more useful to them as individuals. It’s early days for this project, as it will take time to roll out across the entire country, but early signs of new pedagogy are interesting, challenging and inspiring. Greg Whitby quote – “Connect, Collaborate, Create”

    I’ve included some screen shots here to show you what Glow does, and to give some curricular examples of how people are using it. Every user has access to the national site, where they can find out what is happening across the country, and receive targeted news for areas of education that they are interested in.

    Whilst primarily a national intranet for those within Scotland, already links have been made internationally – this group shows 10 and 11 year olds collaborating with children their own age in Blantyre Malawi, using the tools of web conferencing to see and hear each other. Despite there being strong links between Scotland and Malawi, often this doesn’t filter down into the lives of the young people we teach. Were it not for Glow, Malawi for these students would be a country only read about in text books, but as one pupil commented “I can’t believe I’m speaking to someone my age, live, in another continent”.

    For many, the most exciting feature of Glow is Glow Meet - the desktop web conferencing element. Web conferences allow users to engage in a rich multi-media environment. In Scotland, many of our schools are in remote areas, so web conferencing allows expertise to be brought into the classroom without the need of time consuming travel. Web conferences can also be recorded, allowing for any place, any time learning.

    At a national level, users of Glow have access to centrally procured or shared rich learning content, that they would otherwise not have had access to.

    Instead of having to rely on tried and tested ways of both staff and students having to remember complex URLs of websites, it’s an easy process to share hyperlinks in Glow to any other location on the web, and a simple process to incorporate windows into websites within areas of Glow as shown in this image.

    Any user can create a learning space, known as a ‘Glow Group’, and invite other users to work with them there. This space can be customised to suit the needs of the group – the screenshot here shows a group with many different pages denoted by the tabs at the top, and different web parts shown by the yellow framed boxes.

    Whilst based on 2003 technology (SharePoint 2003), it is an easy process to bring rich media such as Flash and web 2.0 content into Glow.

    Each individual has their own space, which can be customised and shared with others – many students are already beginning to regard this as their own electronic portfolio, and collate work that they are proud of, and express themselves in their own space within a secure online environment, away from the potential dangers of the wider internet.

    Flash based front end e.g Cool Iris

    Mobile devices. Easy to use and work

    Access to Glow via portal address here

    Public website

    Favorites, Groups & Events

    Sac Ht J Mc C V2 - Presentation Transcript

    1. Our Changing World John McCarney Head of Education Services, RM
    2. Today's learner - coming soon to a school near you.......
      • The times they are a changin’ (again)
      • Impact of technology:
        • What it is and why should you care?
      • Glowing Potential
      • Questions for discussion
      Today's Presentation
    4. The conditions that typified training…
      • Information was scarce
      • Key sources of information were controlled by an ‘elite’
      • Teachers were seen as the fonts of knowledge
      • The economy demanded mass-production of learning
      • The curriculum was centrally determined
      • Pedagogy meant ‘knowledge transfer’
    5. “ The crux of success or failure is to know which core values to hold on to, and which to discard and replace when times change.”
    6. Do you know…
    7. What does the average Scottish child spend most time on, after sleeping and school?
    8. The average Scottish child spends 164 minutes online every day
    9. That’s 41 days a year…
    10. There are over 300 million registered users of MySpace
    11. There are over 2.7 billion searches performed on Google every calendar month
    12. To whom were those questions addressed B.G? (Before Google)
    13. The number of text messages sent and received every day exceeds the population of the planet
    14. The amount of technical information is doubling every two years which means…
    15. For a student starting a four year technical degree…
    16. 50% of what they learned in year one would be outdated by their third year of study
    17. According to Richard Riley, the former US Secretary of Education…
    18. The top ten “in-demand” jobs in 2014 will not have existed in 2004
    19. We are currently preparing students for jobs that don’t yet exist…
    20. that will use technologies that haven’t yet been invented
    21. In order to solve problems that don’t exist yet.
    22. How does this impact on you and me?
    23. When the ‘younger’ generation learn differently …
    24. When students leave school with a variety of new and advanced skills
    25. As educators how do we ensure that our approach to learning , teaching and development is relevant and meaningful for the 21 st century?
    26. In Finland the government has engaged 5,000 students to teach their teachers how to use computers and information technology.
    27. Here’s what some commentators say...
    28. Do you agree?
    29. One of the only places operating largely as it did more than 50 years ago would be the local school. Nummela and Caine; Making Connections
    30. The world our kids are going to live in is changing four times faster than our schools.
      • Dr Willard Daggert
      • Director of International Centre for Leadership and Education
    31. You can expect to have on your wrist tomorrow, what you had on your desk today, what filled a room yesterday.
      • N. Negroponte; Being Digital
    32. Existing systems produce existing results. If something different is required the system must be changed.
      • Sir Christopher Ball; More Means Different
      • (from a report on widening access to Higher Education)
    33. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
      • Marc Prensky: Digital Natives, Digital Immigrants
    34. The real power of the computer will be as a student-controlled learning tool.
      • P Nolan; Massey University
    35. Everyone is now a teacher as well as a learner. And for the first time ever, children are taking over critical elements of a communications revolution.
      • Growing up Digital: Tapscott, D.
    36. In the future learning will come from doing. You abolish lectures, you don’t just read about history you participate in a simulation of it. The chief role of technology is to help end boredom.
      • Professor Raj Reddy, Carnegie Mellon University
    37. Perhaps schools won’t look like schools. Perhaps we will be using the total community as a learning environment.
      • Anne Taylor; Creating the Future
    38. Learning is the greatest game in life and the most fun. All children are born believing this and will continue to believe it until we convince them that learning is very hard work and unpleasant.
    39. Some kids never really learn this lesson, and go through life believing that learning is fun and the only game worth playing.
    40. We have a name for such people...
    41. We call them geniuses.
      • G Doman; Teach your Baby Maths
    42. It’s time to ensure that how we learn with technology…
    43. agrees with the way we live with technology
      • Our New Learners
      • Kid on a Dance Mat here
      • http://www.youtube.com/watch?v=sqnNinH8Kz8
    45.  
    46. Homo Zappiens Learning Strategies of the Digital Generation Professor Wim Veen, Deft University: Homo Zappiens: Growing Up in a Digital Age
    47. Homo Zappiens Being in control of information flows
    48. Homo Zappiens learns differently... Homo Zappiens twitch speed < multi tasking < non linear approaches < iconic skills first < connected < collaborative < active < learning by playing < instant payoff < fantasy < Homo Sapiens > conventional speed > mono tasking > linear approaches > reading skills first > stand alone > competitive > passive > separating learning and playing > patience > reality
    49. What do they want?
      • Straw Poll – write your answer and fold it over
    50. What do they want – survey results
      • Take Me Seriously
      • Challenge me to think
      • Nurture my self-respect
      • Show me I can make a difference
      • Let me do it my way
      • Point me towards my goals
      • Make me feel important
      • Build on my interests
      • Tap my creativity
      • Bring out my best self
      Educational Leadership: Giving Students Ownership of Learning 2008
    51. Role of technology
      • Common misconceptions; e.g.
        • Kit is panacea
        • Children learn by osmosis
      • Didactic learning?
      • Constructivist & creative?
      • Classroom of future? Where are we?
      • Victorian classroom? Where are we?
    52. Classroom of the future?
    53. Victorian Classroom
      • Our New Learners
      • Edutopia simulation
      • http://www.edutopia.org/no-gamer-left-behind
      • Our New Learners
      • Edutopia simulation
      • http://www.edutopia.org/no-gamer-left-behind
    56. The power of technology
      • Serious learning meets interactive entertainment
      • Interactive pretending- edutopia
      • Simulations
      • Technology at point needed (minibeasts hunt/ camera/microscope/ )
      • Collaborative environments for students & staff
    57. What is Glow? A digital network, connecting every individual involved in Scottish education, in a secure online environment.
    58. News feeds Glow Learn CPD portal Targeted news Secure File Transfer Video Conferencing Mailing lists Audio Conferencing Threaded Discussions Virtual Whiteboard Glow Groups Application Sharing Chat rooms Web Hosting Video Streaming Instant Messaging Email Importing Web Parts
    59. What does Glow help us do?
    60. Connect – Collaborate - Create
    61. Sharing Nationally
    62. Communicate Internationally
    63. Web conference Glow Meet
    64. Access to Resources
    65. Include websites
    66. Customized learning spaces Glow Groups
    67. Use Flash and web 2.0
    68. Share your own space My Glow
    69.  
    70.  
    71. Glow is not simply a ‘conduit for content’ but a powerful tool for thinking and personalisation of learning.
    72. Can your school do this (1) ?
      • Collaborative science, electricity lessons with another school
      • Webquests on Tropical Rainforest topic
      • General Knowledge homework; using vokis to ask questions and using VLE
      • Dictionary words and maths homework on VLE
      • Collaborative reading group with another school using web video conference 3 times a week
    73. Can your school do this (2) ?
      • Open Classroom with another school; 2 Teachers, 40 children
      • Regular web video-conference with remote school
      • Web video-conference to train staff
      • Peer assessment within & outwith school
      • Private discussion board for consultation with external tutor
    74. Disruptive Innovation?
      • Few reforms have addressed the root cause of students’ inability to learn
      • School reformers have repeatedly tried to “bash” the system & confront it head-on
      • If all children learn differently, then current schooling won’t allow customised learning
      • User networks democratise developments & allow “end-users” to be enabled
      • School leaders to use tools of power and “separation”
      Disrupting Class; Christensen, Horn & Johnson, 2008
    75. portal.glowscotland.org.uk http://www.rm.com [email_address]
      • Is your school set up to align learning & teaching to the rapid changes in technology & the outside world?
      • What do your students expect from your school in 2014?
      • How can I, and my school, share with others and move forward together?
    SlideShare Zeitgeist 2009

    + Learning and Teaching ScotlandLearning and Teaching Scotland Nominate

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