Foredrag holdt under NKUL 2014 i Trondheim om konteksten rundt Promethean sin skyplattform for læring, ClassFlow.
Lecture held at NKUL 2014 in Trondheim, Norway, on the context for Promethean's new cloud plattform, ClassFlow.
5. Forventninger
Fra RSA Animate: Sir Ken Robinson –
Changing Paradigms
«Elevenes erfaringer med
teknologi utenfor skolen
påvirker deres forventninger
til bruk av teknologi i
klasserommet.»
Ken Royal
7. Engasjerende og motiverende
Interaktive leksjoner
Individuell læring og
samarbeidslæring
Tilpasset læring basert på
vurdering, data og forskning
For virkelig å kunne påvirke elevenes motivasjon til
å lære bør teknologien muliggjøre tre kritisk viktige
læringsnivåer:
Formel for elevmotivasjon
11. Videregående opplæring
70% fullfører innen 5 år
12% fortsatt i systemet
uten godkjent eksamen
eller fagprøve etter 5 år
18% fullfører ikke videregående
9600
14400
12. Utdanningens kvalitet og relevans
Utdanningen er ofte ikke godt nok tilpasset behovene I
arbeidsmarkedet.
Bedrifter finner det ofte utfordrende å lete etter arbeidskraft med
kunnskap, ferdigheter og verdier som de trenger.
Utdanning er
nøkkelen til et rett
tilpasset
arbeidsmarked.
13. Utdanningens kvalitet og relevans
«…evnen til å bygge nettverk og bevege seg formålstjenlig i dem!»
Downes 2006
14. Utdanningens kvalitet og relevans
“I framtiden vil du ikke bli betalt for
det du vet, men for hvordan du bruker
det du vet!”
Andreas Schleicher
Spesialrådgiver i utdanningspolitikk for OECD's generalsekretær
Tale ved Economic World Forum
London 2014
22. Mål: å knytte sammen
Interaktive
flater og
teknologi
Forberedelse
og
undervisning
Vurdering og
analyse
BEHOV
Enkelt
å bruke!
23.
24. Lærerens utfordringer
“Jeg må ofte hente ressurser fra
flere kilder og det kan være
vanskelig å huske hvor, få
tilgang til dem og bruke dem
på en naturlig måte i
klasserommet…”
“Jeg vil gjerne være godt forberedt,
så jeg vet at jeg får dekket det jeg
skal. Men jeg vil også være fleksibel
og følge opp elevene sin
nysgjerrighet og oppmuntre til
kreativitet…”
“Mine elever bruker mye
teknologi hjemme og dette vil
jeg gjerne utnytte for å øke
motivasjon og interesse I
klasserommet…”
“Jeg vet hvilke elever som lykkes og
hvilke som strever, men jeg vil så
gjerne vite det med en gang når de
ikke forstår og kunne gjøre noe med
det der og da…”
Bruk av
teknologi
Data-drevet
vurdering
Innhold Pedagogisk
endring
Gjennom forståelse av teknologi og grunnleggende kunnskap til
læringsprosesser må formålet til en hver tid være å skape dynamiske
læringsmiljø som motiverer elevene til å lære.
25. Interaktiv sky-basert løsning
ClassFlow™ er en revolusjonerende sky-basert applikasjon som gjør
planlegging av undervisningen mer effektiv og det å undervise mer
dynamisk ved at du kan:
Sette sammen og
presentere interaktiv
undervisning fra hvilken
som helst nettleser.
Få fram elevengasjement
ved å knytte mobile
enheter som PC’er og
nettbrett til interaktive
tavler og skjermer.
Bruke elevrespons i
sanntid til umiddelbart
å kunne justere og
tilpasse undervisningen.
26. Åpen plattform i skyen
Interactivity Engagement Feedback for Learning
Alle læringssituasjoner
Interaktivitet Engasjement Vurdering for læring
Kunnskapsoverføring
INDIVIDUELT
Kunnskapsdeling
SMÅ GRUPPER
Samhandling
STØRRE GRUPPER
REF: Howard Rheingold; Literacy for the 21st Century
28. Knytter klasserommet sammen
FORBEREDE
Bestemme
mål og metode
Finne
ressurser
Utvikle
idèer
UNDERVISE
Formidle aktiviteter
til elevene
SAMLE
Samle inn
data
Resultater
ANALYSERE
Tilpasse
læringen
Se over –
Vurdere
BEDRE INNRETTING
AV OPPLÆRINGEN
FORBEDRET TILFANG
AV DATA OG ANALYSE
ØKT ENGASJEMENT
This is not an overview of ClassFlow.This presentation is designed to lead the audience through the elements that drive what we, Promethean, bring to market and, importantly, why.It uses the theme of “Bringing It All Together”, which is the message that we will be reiterating during 2014.It ends with a lead into a ClassFlow presentation / demonstration.
To deliver the personalized learning experiences that motivate students, education technology and classroom environments must: Foster student engagement – note the typical picture of a young student engaged interactively at the boardEnable student collaboration – the fundamental of collaborative problem solvingFacilitate real-time feedback – the basis of the ability to provide differentiated learning and personalization
Our objective is to help children to move through every stage of their development; form the time that they start school, through college or into university, and onwards into adult life.Your emphasis should adjust according to your audience:In Elementary / primary schools, learning is often focused towards core knowledge and basic skills.In senior schools, motivating students to achieve in external examinations are often a focus, with measures of success including transition to colleges or universities.But development based on education extends right through to the adult workplace.Governments (national or local) continue to invest in education to achieve the best results from each stage in an individual’s development.
NOTE: These macro-economic slides may not be appropriate for presentations to school group!In most countries, governments are concerned with how their education systems operate efficiently to produce an effective workforce to drive GDP and international competitiveness.In order to do this, they invest in teachers (input), school systems (productivity) and standards to ensure the most predictable outcomes possible.The output of the system, youth between the ages of 15 and 24, make up 17 % of the world’s population (according to the OECD).87% of that youth lives in developing countries
NOTE: These macro-economic slides may not be appropriate for presentations to school group!From 17% of the population, we see that 40% of unemployed fall within this age group.The very group that are the output of our education systems are the same ones that are failing to be able to contribute effectively (in terms of employment and wealth creation) in the outside world.How is it that the education systems are failing them so massively?
Education is often not adequately tailored to the needs of the labour market, the ultimate destination for most individuals. This means that firms are unable to hire the skills they need. Combined with the inability of many economies to create sufficient jobs, it has resulted in increasing the “educated unemployed”.Employers want and need employees who not only have knowledge, but have the skills to work in a collaborative workplace and the understanding of how their environment can be positively (or negatively) impacted by their actions.
To support this proposition, we need only to turn to Andreas Schleicher. He is widely acknowledged as being “Mr Education”.OECD = Organization for Economic Cooperation and Development.As Schleicher’s blog says:“Everywhere skills transform lives and drive economies; and without the right skills, people are kept on the margins of society, technological progress does not translate into economic growth, and countries can’t compete in today’s economies. … Getting education to respond to new demands will be key to getting this right. … In short, there is a lot more that we can do to develop the right skills and turn them into better jobs and better lives.”In short, higher level skills and understanding are fundamentals to a country’s ability to increase its Gross Domestic Product.
USE THESE SLIDES IF YOU WANT TO TALK MORE ABOUT PISA AND HOW EDUCATIONAL ATTAINMENT AFFECTS THE REAL WORLD Around 510,000 students in 65 economies took part in PISA 2012 representing about 28 million 15-year-olds globally. The 2012 assessments focused on mathematics.Look at the mathematics trend for the economy to whom you are talking. There is no embarrassment, no insult – this is simply objective data.More than 70 economies have signed up to take part in the test in 2015 which will focus on science.
From 2015, the PISA tests will incorporate assesement of how well 15 year-olds can carry out Collaborative Problem Solving (CPS).This means that the ability of our solutions (hardware and software) to support CPS in the school environment will become more and more critical – and the effect will be measured and compared across the globe.The definition incorporates three core collaborative problem solving competencies: Establishing and maintaining shared understanding; Taking appropriate action to solve the problem; Establishing and maintaining team organisation.These three competencies arise from a combination of collaboration and individual problem solving processes. The individual problem solving processes are already defined by the PISA 2012 framework: Exploring and understanding, representing and formulating, planning and executing, and monitoring and reflecting. The CPS competencies are further influenced by factors such as the task, the team composition, the medium in which the task is applied, as well as the overall background context of the problem solving task.
So how do we help teachers to get Students ready for adult life?Think about how teachers support student learning.Knowledge TransferTeacher: whole class, direct instruction from front of classStudent: passive learning with minimal interaction. Content: textbook and worksheet drivenKnowledge sharingTeacher: Instruction from front of class; student data drives instructionStudents: Involved in interactive activities and engaged with peers; ability groupingContent: Engaging and interactive; provides opportunity to edit and shareKnowledge CommunitiesTeacher: “Point of Need” instruction provided to individuals / small groupsStudents: Mastery learning; working at individual pace in multi-aged environment; ability to connect with real-world experts and outside resources, including parentsContent: Dynamic, real-world resources that provide opportunity for project or challenge-based learningNote that within each phase, the orange line describes how performance and student motivationcan be improved through the application of technology – tracing an orange line starts with “readiness to change” followed by the upwards slope of “effecting change” until a “plateau of competence” is reached. At that point, teachers will need to make a transition to teaching differently – moving to the next stage.It is important to understand that this is not a situation of KT=Bad, KC=Good. Different approaches are correct in different circumstances – age, subject, maturity, focus. We will offer the teacher the ability to deliver blended learning that motivates students in whatever environment.Our product strategy is to address education systems/countries for each stage of development and provide a path to support their journey
Promethean brings together key elements to enable a deeper learning experience that in turn provides the level of education that students require to contribute appropriately in the wider world.The Objectives of Learning are to acquire the Knowledge, Skills and Understanding needed for the wider world (as a contributor to the growth of GDP)Content provides the means for teaching, learning and to facilitate feedback for teachers and learners alike.The three teaching modalities are applied selectively and appropriately across subjects, topics and ages.There are Technologies that can be applied to enable presentations, individual and collaborative activities.Promethean takes these inputs and develops technologies to:Deliver experiences for learners that are authentic, personalized and collaborative to align them with the needs of employersProvide feedback for learning (in the moment); formative (as learning progresses); and summative (end of term or year assessments)
Teacher Laptop: the first technology in the classroom – did teachers know what to do with the laptop / desktop?Student Laptops: the first 1 to 1 initiative; often just access to a Virtual Learning EnvironmentInteractive Whiteboard: Revolutionised the classroom by bringing interactivity and engagement to the front of the class. The first real step in using technology to motivate students.So really here we have the tools that motivate students within the Knowledge Transfer phase.Learner Response Devices: Enabled structured, formative assessment as part of the normal lesson processInteractive Table: the start of small team learning environments – students working together on specialist group activitiesInteractive Flat Panels and advanced IWBs: changing the interactive surface with an emphasis on multiple touch for ease of collaborative problem solving within small teams of studentsSo now we have the fundamentals to motivate students through Knowledge SharingTeacher Tablet: Most schools gave tablets to teachers first; often used only as a remote control for the laptopStudent Tablets: extended the ability to respond and to access new contentFull Wall Interactive Displays: extending the scope of how interaction can take placeSo now the tools are in place – for both teacher AND students - to extend the learning to the self-directed, facilitated woirl of the Knowledge Community.But how could all these devices and surfaces be linked together?
In technology, actions speak louder than words.The infamousselfie (Cameron, Obama, Danish PM HelleThorning-Schmidt) is from the Mandela Memorial in December 2013.
In technology, actions speak louder than words.The infamousselfie (Cameron, Obama, Danish PM HelleThorning-Schmidt) is from the Mandela Memorial in December 2013.
In 2014, only Promethean is committed to “Bringing it ALL Together” by offering a complete, one-of-a-kind portfolio of integrated classroom technology solutions that power learning.We deliver the technologies that meet the needs of schools and teachers operating in whatever stage of Professional Development – KT, KS or KC.Next-generation digital classroom surface systems that motivate students to collaborate & learn by facilitating active, engaging and effective learning experiencesInnovative interactive lesson-plan preparation and delivery platforms that revolutionize the classroom environment by connecting interactive learning content to a wide array of classroom technologies and devices, regardless of brand or manufacturer.Individual student assessment & response systems that provide the data and insights that inform differentiated, personalized instruction while motivating student ownership of learning outcomes
ClassFlow is our answer.
Remember that our purpose is to motivate the student to learn. But that our partner in using our transformational technologies is the teacher. And that is where ClassFlow starts. In the Classroom.Our market research distilled the views and comments of hundreds of teachers into four key areas of concern where they look for technology to help.These common challenges can be summed up (anti-clockwise) asContent (from many sources)Use of technologyData-driven decision makingPedagogical change
ClassFlow can be applied to any stage of the Leaning Continuum – Knowledge Transfer where large groups are involved; Knowledge Sharing, where students collaborate in small teams to solve problems, and differentiated learning becomes possible; and within KnowledgeCommunites, where Individualized Learning is the goal.
The diagram represents the most common workflow or process that teachers described to Promethean. Our core elements of Prepare, Deliver, Assess and Analyze
ClassFlow is our answer.
This is not an overview of ClassFlow.This presentation is designed to lead the audience through the elements that drive what we, Promethean, bring to market and, importantly, why.It uses the theme of “Bringing It All Together”, which is the message that we will be reiterating during 2014.It ends with a lead into a ClassFlow presentation / demonstration.
