This year's keynote address will be delivered by Bob Harrison, Education Advisor & Consultant.
"Evolution needs mutations and Revolution needs pioneers but where will they come from in a sector-led system".
The presentation will question whether, in a “sector-led system” and a funding and accountability regime which militates against innovation, we can avoid what Martin Bean, and Vice Chancellor of the Open University describes as a “crisis of relevance” facing schools, colleges, adult & community learning and work based learning.
All the e-fair 2012 resources at http://moodle.rsc-em.ac.uk/course/view.php?id=209
Why is education so resistant to change? Over the next decade will it undergo as radical a transformation as the music industry? If so, it will have to face some of the same issues, such as preserving copyright and maintaining quality, and also some unique ones such as assessing learning in the field and bridging the gap between formal and non-formal education. We urgently need to address these issues if learning is to meet the challenges and opportunities of the mobile age.
e-fair 2012 - Keynote presentation
“On With The( r ) evolution” RSC East Midlands e-fair 2012 Bob Harrison www.setuk.co.uk bob@ setuk.co.uk
Barriers to change-Diana Laurrilard The drivers of the education system 1. – assessment, curriculum, inspection/ quality requirements, funding flows, promotion criteria – have not changed in recognition of what technology offers, so nothing within it can change.
Barriers to change 2. Technological change is very rapid, and because every innovation is useful in education we need more time to make the radical changes they afford.
Barriers to change 3. The education system is run by leaders who are not comfortable with either the detail or the implications of the technology potential, and they need more support.
Barriers to change 4. Education is a political activity so avoids being subject to the innovation that market forces encourage.
Barriers to change 5. Education systems change slowly because they are hierarchical command - control systems, rather than devolved - power adaptive systems. Teachers and lecturers are given neither the power nor the means to improve the nature and quality of the teaching-learning process through technology.
Are the New Millennium Learners Making the Grade? Are the New Millennium Learners Making the Grade? Technology use and Educational performance in Pisa Centre for Educational Research and Innovation
The Future of Learning: Preparing for Change The Future of Learning: Preparing for Change European Commission Joint Research Centre Institute for Prospective Technological Studies Authors: Christine Redecker, Miriam Leis, Matthijs Leendertse, Yves Punie, Govert Gijsbers, Paul Kirschner, Slavi Stoyanov and Bert Hoogveld
Human-Computer Interaction in 2020 Being Human – Human – Computer interaction in the Year 2020 Edited by Richard Harper, Tom Rodden, Yvonne Rogers and Abigail Sellen Published by Microsoft
Equipping Every Learner for the 21st Century Equipping Every Learner for the 21st Century
The Future of Thinking The Future of Thinking Learning Institutions in a Digital Age Cathy N. Davidson and David Thea Goldberg with the assistance of Zoe Marie Jones
The Digital World Of Young Children:Impact on Emergent Literacy The Digital World Of Young Children: Impact on Emergent Literacy Jay Blanchard | Terry Moore Arizona State University College of Teacher Education and Leadership