Dan Sutch UWE presentation


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Dan Sutch UWE presentation

  1. 1. Voice, choice and participation Participatory approaches to learning with digital technologies Dan Sutch [email_address]
  2. 2. Overview <ul><li>Introduction to Futurelab </li></ul><ul><ul><li>Resources and work </li></ul></ul><ul><ul><li>Projects </li></ul></ul><ul><li>Changing Contexts </li></ul><ul><ul><li>Changes to education </li></ul></ul><ul><li>Participation </li></ul><ul><ul><li>Social changes </li></ul></ul><ul><ul><li>Technology changes </li></ul></ul><ul><li>Possibilities </li></ul><ul><ul><li>Example projects and provocations </li></ul></ul><ul><li>Questions </li></ul>
  3. 3. The challenge… <ul><li>“ We need the combined expertise of industry, academia, practitioners and policy to design and implement the tools, the technologies and practices that will revolutionise the way we learn” Lord Puttnam </li></ul>
  4. 5. <ul><li>http://tinyurl.com/FuturelabInnovation </li></ul><ul><li>www.futurelab.org.uk/resources/documents/handbooks/innovation_handbook.pdf </li></ul>
  5. 6. <ul><li>Literature Reviews </li></ul><ul><ul><li>Mobile technologies and Learning </li></ul></ul><ul><ul><li>Learning with digital technologies in museums, science centres and galleries </li></ul></ul><ul><li>Further Literature </li></ul><ul><ul><li>Networked Learning </li></ul></ul><ul><ul><li>Social software </li></ul></ul><ul><ul><li>http://www.futurelab.org.uk/resources </li></ul></ul><ul><li>Projects </li></ul><ul><ul><li>http://www.futurelab.org.uk/projects </li></ul></ul>
  6. 7. futurelab.org.uk/projects Space Signpost My-E Mobi Missions Ecolibrium Exploratree Astroversity Moovl Enquiring Minds Fizzees
  7. 8. <ul><li>Personalisation </li></ul><ul><li>Learner Voice </li></ul><ul><li>Use of new technologies </li></ul><ul><li>New school infrastructure </li></ul><ul><li>Linking to informal learning </li></ul><ul><li>Extended schools </li></ul><ul><li>Family Learning </li></ul><ul><li>Lifelong learning </li></ul>Key descriptors of a currently changing educational paradigm:
  8. 9. Key descriptors of a changing educational paradigm <ul><li>Personalisation </li></ul><ul><li>“ We believe that personalising learning and teaching must play a central role in transforming England’s education service [...] between now and 2020.” Gilbert Review, 2007  </li></ul><ul><li>Key policy documents: Children’s Plan (2007); Every Child Matters (2004); Extended Schools (2007); Gilbert Review (2007). </li></ul><ul><li>Learner Voice </li></ul><ul><li>“ Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.” Article 12, United Nations Convention on the Rights of the Child, 1989 </li></ul><ul><li>Key policy documents: Children’s Plan (2007); Every Child Matters (2004); United Nations Convention on the Rights of the Child (1989); Young People: Leading Change (2008). </li></ul><ul><li>Use of new technologies   </li></ul><ul><li>“ We aim to put learners, young people – and their parents – in the driving seat, shaping the opportunities open to all learners to fit around their particular needs and preferences. In achieving these goals the effective use of interactive technologies is absolutely crucial.” Harnessing Technology Strategy, 2005 </li></ul><ul><li>Key policy documents: Children’s Plan (2007); Gilbert Review (2007); Harnessing Technology Strategy (2005); Harnessing Technology Strategy: Next generation learning (2008); Leitch Review of Skills (2006). </li></ul><ul><li>New school infrastructure </li></ul><ul><li>“ spaces will need to use technology – both within and outside classrooms – to enhance learning.” Gilbert Review, 2007 </li></ul><ul><li>Key policy documents: 14-19 education and skills (2005); Children’s plan (2007); Extended schools (2007); Gilbert review (2007); BSF website http://www.partnershipsforschools.org.uk/ </li></ul>
  9. 10. <ul><li>Links to informal learning </li></ul><ul><li>“ We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.” Learning Outside the Classroom Manifesto, 2006  </li></ul><ul><li>Key policy documents: Extended Schools (2007); Learning Outside the Classroom Manifesto (2006); Shaping the Way Ahead (2008); Youth Matters (2006). </li></ul><ul><li>Extending schools </li></ul><ul><li>“ We have increasingly strong evidence showing the positive impact of extended services on children’s motivation, behaviour and engagement with learning. This is beginning to yield real improvements in attainment, particularly for the most disadvantaged pupils. And families and local communities are benefiting too, through access to a wider range of opportunities which, in turn, raise aspirations.” Extended Schools: Building on Experience, 2007 </li></ul><ul><li>Key policy documents: Aiming High for Young People (2007); Children’s Plan (2007); Every Child Matters (2004); Extended Schools (2007); Youth Matters (2006). </li></ul><ul><li>Family Learning </li></ul><ul><li>“ [The new department] will now focus on the significant challenges that remain – raising standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. The new structure will also allow us to respond to new challenges that will affect children and families: demographic and socio-economic change; developing technology; and increasing global competition.” DCSF website, 2007 </li></ul><ul><li>Lifelong Learning </li></ul><ul><li>“ Despite recent progress, the UK has serious social disparities with high levels of child poverty, poor employment rates for the disadvantaged, regional disparities and relatively high income inequality. Improving our skill levels can address all of these problems.” Leitch Review of Skills, 2006  </li></ul><ul><li>Key policy documents: Aiming High for Young People (2007); Children’s Plan (2007); Leitch Review of Skills (2006). </li></ul>Key descriptors of a changing educational paradigm
  10. 11. <ul><li>Child Participation in design – Seymour Papert (MIT) 1960s – 1970s </li></ul><ul><li>Various roles within the design of learning resources </li></ul><ul><li>‘ Informant Design’ Mike Scaife et al . 1997 ( INFORMANT ) </li></ul><ul><li>Children and teachers as ‘native informants’, able to identify problems from within their separate educational experiences, not as equal participants </li></ul><ul><li>Involves intended user groups at various stages, where and when their expertise can be maximised and where their knowledge is required </li></ul><ul><li>‘ Participant Design’ Gro Bjerknes et al . 1987 ( VOICE ) </li></ul><ul><li>Democratic processes of design and democratic workplaces; users as peers in product design </li></ul><ul><li>‘ everybody has a voice and […] all voices are heard and have an impact’ </li></ul><ul><li>Cooperative Inquiry’, ‘Co-designing’, ‘Design-centred Learning’ </li></ul><ul><li>Alison Druin 2002 ( EQUAL role ) </li></ul><ul><li>Children as equal stakeholders in multi-disciplinary, inter-generational (and long-term) design teams alongside educators, artists, computer scientists </li></ul>http://www.futurelab.org.uk/research/handbooks.htm
  11. 12. <ul><li>Offers first hand experience of needs, requirements and interests of end-users </li></ul><ul><li>It enables developer to ‘free up’ their ideas and develop more innovative and creative resources </li></ul><ul><li>It allows developers to be surprised by users and to avoid creating formulaic work </li></ul><ul><li>It allows developers to avoid costly mistakes and to identify difficulties of design at an early stage </li></ul><ul><li>It offers the opportunity to create resources that are embedded in teaching strategies and educational contexts </li></ul><ul><li>Working with users assists validation and informing </li></ul><ul><li>Process is iterative – ideally from first prototype through to later developments </li></ul><ul><li>Process informs developer as well as partners </li></ul><ul><li>Ownership of change... </li></ul>
  12. 13. Ladder of participation
  13. 14. <ul><li>Look through the 'Ladder of Participation‘ </li></ul><ul><li>Where would you place you current practice? </li></ul><ul><li>What are the benefits of working at the different stages? </li></ul><ul><li>Where would you 'like' to be on the ladder? </li></ul><ul><li>What activities would support this space? </li></ul>
  14. 15. But avoid this ... Simpsons: O Brother Where Art Thou
  15. 16. futurelab.org.uk/projects Smart learners, smart places Savannah Mudlarking in Deptford Space Signpost New Toons Pleasurable Cities Fizzees Mobi Missions
  17. 18. Summary F O U N T A I N E E R S - A project to co-design and develop an interactive and programmable water [fountain] with a local primary school Learner owned - Learner managed
  18. 19. F O U N T A I N E E R S -
  19. 20. F O U N T A I N E E R S -
  20. 21. F O U N T A I N E E R S -
  21. 22. F O U N T A I N E E R S -
  22. 23. F O U N T A I N E E R S -
  23. 25. Creating visions of futures education, 2025 and beyond
  24. 26. Why Public and Stakeholder Engagement? <ul><li>...ensuring the programme is shaped, not only by scientific evidence, but by the values and aspirations of education’s stakeholders </li></ul><ul><li>Agency – multiple actors </li></ul><ul><ul><li>Ability to act in and on the world within multiple possible futures </li></ul></ul><ul><li>Wider perspectives and insight </li></ul><ul><ul><li>Informed participation to increase insight and perspectives within BCH </li></ul></ul><ul><li>Futurelab approach </li></ul><ul><ul><li>Voice, Participation, co-design/co-development </li></ul></ul><ul><li>Growing ‘engagement’ agenda </li></ul><ul><ul><li>Civic participation; active citizenship; democratisation of decision-making; increased representation; ‘mass participation’ </li></ul></ul>
  25. 27. Section title goes here Methods of engaging with educational futures
  26. 28. <ul><li>Deliberative Engagement </li></ul><ul><ul><li>Citizen’s Council; ICT Champions Events; Expert Interviews; Facilitated Million Futures; Facilitated BCH Power League </li></ul></ul><ul><li>Normative/typical Engagement </li></ul><ul><ul><li>Million Futures; Citizen’s Panel; Industry workshop; Comments on blog and website; shorter expert interviews </li></ul></ul><ul><li>Communications/dissemination </li></ul><ul><ul><li>Website; Blog; e-Newsletter; Posters; Flyers; BETT item; Conference presentations </li></ul></ul>Public and Stakeholder Engagement
  27. 29. millionfutures.org.uk <ul><li>1539 short entries made from 100 different countries </li></ul><ul><li>What are your hopes for the future? </li></ul><ul><li>What do you want your community to be like? </li></ul><ul><li>What’s your biggest worry for the future? </li></ul><ul><li>What of today’s education do you want to see in 2025? </li></ul><ul><li>What skills do you think will be important? </li></ul><ul><li>What would you not want to see in any future education system? </li></ul><ul><li>What do you want your country to be like? </li></ul><ul><li>What should education be like for our grandchildren? </li></ul>
  28. 30. powerleague.org.uk <ul><li>How to educate league – 73 factors, 1452 votes </li></ul><ul><li>Collaboration or personalised learning? </li></ul><ul><li>Access to experts or student led learning? </li></ul><ul><li>What’s education for league – 70 factors, 5387 votes </li></ul><ul><li>Realising own potential or creating a vibrant labour market? </li></ul><ul><li>Confidence or creating responsible citizens? </li></ul>
  29. 31. Citizen’s Council <ul><li>Women's Aid </li></ul><ul><li>Refugee Council </li></ul><ul><li>Age Concern </li></ul><ul><li>Religious Education Council for England and Wales </li></ul><ul><li>Royal National College for the Blind </li></ul><ul><li>National Youth Agency </li></ul><ul><li>NIACE </li></ul><ul><li>UK Youth </li></ul><ul><li>Age Concern </li></ul><ul><li>ESSA </li></ul><ul><li>Tony Blair Faith Foundation </li></ul><ul><li>Strategic Commissioner, Gloucestershire City Council </li></ul><ul><li>Connexions </li></ul><ul><li>Senior representatives from organisations set up to work-for particular groups within society. </li></ul><ul><li>Current values of/in education </li></ul><ul><li>Prioritising emerging evidence from the 5 Challenges </li></ul><ul><li>Future aims of education </li></ul>
  30. 33. enquiringminds.org.uk
  31. 35. School of Everything http://www.schoolofeverything.com/ Ways of organising
  32. 36. http://ocw.mit.edu
  33. 37. The Haptic Cow is a virtual reality simulator developed to train veterinary students to palpate the bovine reproductive tract, to perform fertility examinations and to diagnose pregnancy. The simulator uses haptic (touch feedback) technology, which allows a user to interact with a 3D virtual environment through the sense of touch. When being trained with the Haptic Cow, the student palpates computer generated virtual objects resembling parts of the bovine reproductive tract. The teacher provides instruction and feedback while following the student's actions inside the cow on the computer monitor. Phantom haptic 3D printers Nuffield Design/Young Foresight project QTC is clever stuff. It comes as thin sheets or a powder. It can be built into textiles or fixed to hard surfaces. In a relaxed state it is a good insulator. When it is stretched, squashed or twisted it becomes a conductor. The harder you stretch, squash or twist it the better it conducts. It’s already been used in power tools and a robot hand.
  34. 38. Videopaper Slideshare Bubbleply www.skrbl.com www.nextgenteachers.com YackPack www.diigo.com Keep Toolkit Twitter.com/Dannno
  35. 39. www.grupthink.com www.diigo.com Keep Toolkit Del.ici.ous Createascape futurelab.org.uk/projects/why-dont-you
  36. 40. Dan Sutch [email_address]