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Open University Educational Futures: Schools Network Meeting, Jan 18 2012 …

Open University Educational Futures: Schools Network Meeting, Jan 18 2012
Briefing for Milton Keynes & Birmingham Headteachers & Local Authority

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  • 1. Educational FuturesThematic Research Network orkSchools Network Meeting, Jan 18 2012Briefing for Milton Keynes & BirminghamHeadteachers & Local AuthorityLearning Technology Research@ The Knowledge Media InstituteSimon Buckingham ShumKnowledge Media InstituteSenior Lecturer & Assoc. Director (Technology)http://simon.buckinghamshum.net 1
  • 2. Educational FuturesThematic Research Network ork A  new  OU  network  connec-ng  researchers,  prac--oners,  futures  analysts  and  other  stakeholders     to  envision  and  create  be<er  educa-onal  futures  
  • 3. My bit of the OU…Knowledge Media Institute 70-strong R&D lab prototyping the near future (2-5 yrs) of technology for the OU and our research partners — next generation internet, learning, collaboration and search
  • 4. 3 things I do which you might beinterested in •  Collective Intelligence: making people smarter by connecting who they know and what they know •  Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates •  C21 transferable learning dispositions and skills: tools grounded in “learning power” 4
  • 5. 3 things I do which you might beinterested in •  Collective Intelligence: making people smarter by connecting who they know and what they know Relevance to L.A.s, Heads,individuals and groups Staff, •  Mapping Dialogue & Debate: scaffolding Students?... and problems in making sense of messy and complex debates how we might work •  C21 transferable learning with you? dispositions and skills: tools grounded in “learning power” 5
  • 6. 3 things I do which you might beinterested in §  Collective Intelligence: making people smarter by connecting who they know and what they know §  Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates §  C21 transferable learning dispositions and skills: tools grounded in “learning power” 6
  • 7. Collective Intelligence: Evidence Hubs•  A way for a reflective learning community to share who and where they are, what they are working on, and what they’re learning•  Demonstrator site for Open Education movement: http://ci.olnet.org•  (Watch the intro movies) 7
  • 8. Collective Intelligence: Evidence Hubs•  A way for a reflective learning community to share who and where they are, what they are working on, and what they’re learning 8
  • 9. Collective Intelligence: Evidence Hubs•  A way for a reflective learning community to share who and where they are, what they are working on, and what they’re learning 9
  • 10. Collective Intelligence: Evidence Hubs•  A way for a reflective learning community to share who and where they are, what they are working on, and what they’re learning 10
  • 11. Collective Intelligence: Evidence Hubs•  A way for a reflective learning community to share who and where they are, what they are working on, and what they’re learning 11
  • 12. Collective Intelligence: Evidence Hubs•  A way for a reflective learning community to share who and where they are, what they are working on, and what they’re learning 12
  • 13. Collective Intelligence: Evidence Hubs 13
  • 14. 3 things I do which you might beinterested in §  Collective Intelligence: making people smarter by connecting who they know and what they know §  Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates §  C21 transferable learning dispositions and skills: tools grounded in “learning power” 14
  • 15. Dialogue Mapping the Election TVdebateshttp://people.kmi.open.ac.uk/sbs/2010/04/debate-replay-with-map 15
  • 16. Compendium: “concept mapping” fordialogue and debate: multipleviewpoints and arguments 16
  • 17. Teaching Yr 8’s evidence-based scientific deliberation through Dialogue MappingOkada, A. and Buckingham Shum, S. (2008). Evidence-Based Dialogue Maps as a Research Tool to Investigate the Quality of School Pupils’ 17Scientific Argumentation, International Journal of Research and Method in Education, 31(3), pp. 291–315 (Special Issue: Coffin, C. and O’Halloran,K.A, (Eds.) Researching Argumentation in Educational Contexts: New Methods, New Directions). Article PrePrint: http://oro.open.ac.uk/11773
  • 18. 18
  • 19. Once the structure of the argument is clear(even if the answer isn’t) students produce an argumentative text 19
  • 20. Mapping a scientific argument onNational Front website (“Negro IQ”) What are the facts? Over almost seventy years, in study after study, conducted byscientists and educationalists in numerous countries, studies conducted by such bastions ofracial rationalism as the Inner London Education Authority, the US Army, and Harvard and on every measure of intellectualOxford Universities,ability and educational attainment Blacksperform significantly worse, on average, thanWhites. In the case of average IQ, forexample, the average Negro figure is only85% of the White average. In fact the higher the proportion ofWhite genes the higher the intelligence: a pure-bred Negro freshout of Africa scores nearer 70%. Readers can consult Race by Dr. John R. Baker, former Reader in Cytology at Oxford University, published by the Oxford University Press, or The Testing of Negro Intelligence, an exhaustive review of hundreds of studies demonstrating racial differences in intellectual ability by Dr. Audrey M. Shuey, and of course there is The Bell Curve by Herrnstein and Murray. 20
  • 21. Mapping a scientific argument onNational Front website (“Negro IQ”)http://bit.ly/aP4M0P (View in Safari)
  • 22. Mapping a scientific argument onNational Front website (“Negro IQ”) Red link= challenges Green link= supports Hyperlink to evidence on a website http://bit.ly/aP4M0P (View in Safari) 22
  • 23. Mapping a scientific argument onNational Front website (“Negro IQ”)http://bit.ly/aP4M0P (View in Safari)
  • 24. Mapping a scientific argument onNational Front website (“Negro IQ”)http://bit.ly/aP4M0P (View in Safari)
  • 25. Mapping a scientific argument onNational Front website (“Negro IQ”)http://bit.ly/aP4M0P (View in Safari)
  • 26. Mapping a scientific argument onNational Front website (“Negro IQ”)http://bit.ly/aP4M0P (View in Safari)
  • 27. 3 things I do which you might beinterested in §  Collective Intelligence: making people smarter by connecting who they know and what they know §  Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates §  C21 transferable learning dispositions and skills: tools grounded in “learning power” 27
  • 28. Assessing “Learning Power”ELLI: Effective Lifelong Learning InventoryA web questionnaire generates a spider diagram summarising the learner’s self-perception: the basis for a mentored discussion and interventions Changing and learning Critical Learning Curiosity relationships Meaning Making Strategic Awareness Creativity Resilience 28
  • 29. Learning to Learn:7 Dimensions of Learning Power
  • 30. Learning to Learn:7 Dimensions of Learning Power
  • 31. Blogging + Learning Power: EnquiryBloggerNational Learning Futures programme: http://learningfutures.orgWordpress blog plugins adding visual analytics to create a reflective,social learning journal. Promising initial pilot, rollout Feb/Mar 2012 http://LearningEmergence.net 31
  • 32. http://LearningEmergence.net 32
  • 33. EnquiryBlogger: cohort dashboard(ELLI Spider) (learners’ names hidden) (learners’ names hidden) (learners’ names hidden) (learners’ names hidden) (learners’ names hidden) http://LearningEmergence.net
  • 34. EnquiryBlogger: cohort dashboard(Enquiry Spiral) (learners’ names hidden) (learners’ names hidden) (learners’ names hidden) (learners’ names hidden) (learners’ names hidden) http://LearningEmergence.net
  • 35. LearningEmergence.nethttp://International network of researchers and practitioners working on deeplearning, leadership, complex systems thinking and knowledge media 35
  • 36. Thanks! http://simon.buckinghamshum.net §  Collective Intelligence: making people smarter by connecting who they know and what they know §  Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates §  C21 transferable learning dispositions and skills: tools grounded in “learning power” 36