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Peter Twining WCCE 09 Brazil July 2009 Acknowledgements:    The Schome Park Community NAGTY, Innovation Unit, Becta, OU ww...
<ul><li>Context - The Schome Initiative </li></ul><ul><li>Open Virtual Worlds </li></ul><ul><li>ICT & change in education ...
www.schome.ac.uk not  sc h ool not h ome sc h ome
www.schome.ac.uk not  sc h ool not h ome sc h ome
www.schome.ac.uk not  sc h ool not h ome sc h ome
www.schome.ac.uk not  sc h ool not h ome sc h ome it is 'very difficult for school communities to collectively analyse and...
www.schome.ac.uk
www.schome.ac.uk
www.schome.ac.uk
www.schome.ac.uk
www.schome.ac.uk
www.schome.ac.uk
www.schome.ac.uk Trojan mouse?
www.schome.ac.uk Education = Complex system
www.schome.ac.uk Time Sustaining innovations Pace of performance improvement Performance Christensen et al (2008) Disrupti...
www.schome.ac.uk Time Sustaining innovations Pace of performance improvement Performance Incumbents nearly always win Chri...
Heppell (1994) Multimedia and learning: normal children, normal lives and real change. In Underwood (ed) Computer based le...
Heppell (1994) Multimedia and learning: normal children, normal lives and real change. In Underwood (ed) Computer based le...
Heppell (1994) Multimedia and learning: normal children, normal lives and real change. In Underwood (ed) Computer based le...
www.schome.ac.uk Time Sustaining innovations Pace of performance improvement Performance Incumbents nearly always win Chri...
www.schome.ac.uk Time Time Non-consumption Sustaining innovations Pace of performance improvement Performance Different me...
Extending thinking about schome
Extending thinking about schome
Co-learners Ownership Mistakes essential Extending thinking about schome
Phase 1 Phase 2 Phase 3 Dates March to  April 07 June to  December 07 January to  May 08 Students (13 to 17 years) 149  (G...
Phase 1 Phase 2 Phase 3 <ul><li>Generic support (Scho-op) </li></ul><ul><li>Shared meeting spaces </li></ul><ul><li>Sandbo...
Phase 1 Phase 2 Phase 3 <ul><li>Staff led ‘curriculum’: </li></ul><ul><li>Physics </li></ul><ul><li>Ethics & Philosophy </...
Schome Park > 4,700 hours (by students) Wiki + forum  > 6,000,000 page views >  75,000 contributions
The pedagogy dimension www.schome.ac.uk Learn about Learn by becoming Learn by doing Learn through role play
<ul><li>Complete learning environment </li></ul><ul><li>Adjust key educational variables </li></ul><ul><ul><li>Participant...
Bryman’s (2001 p.298) four distinct participant-observer roles Role Key Features Complete participant   Not obvious observ...
Bryman’s (2001 p.298) four distinct participant-observer roles Role Key Features Complete participant   Not obvious observ...
Do I have  any rights?
 
 
I personally believe that this project can change the fundamental way we can all learn in the future.  (Student A in wiki)...
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Twining 2009 Ov Ws And Transformative Educational Research 09 07 23

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Slidecast for a symposium at the World Conference on Computers in Education in Brazil in July 2009.

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Twining 2009 Ov Ws And Transformative Educational Research 09 07 23

  1. 1. Peter Twining WCCE 09 Brazil July 2009 Acknowledgements: The Schome Park Community NAGTY, Innovation Unit, Becta, OU www.sc h ome.ac.uk
  2. 2. <ul><li>Context - The Schome Initiative </li></ul><ul><li>Open Virtual Worlds </li></ul><ul><li>ICT & change in education </li></ul><ul><li>Disruptive innovation theory </li></ul><ul><li>SPP overview </li></ul><ul><li>New research strategy? </li></ul><ul><li>Transformative? </li></ul>www.sc h ome.ac.uk
  3. 3. www.schome.ac.uk not sc h ool not h ome sc h ome
  4. 4. www.schome.ac.uk not sc h ool not h ome sc h ome
  5. 5. www.schome.ac.uk not sc h ool not h ome sc h ome
  6. 6. www.schome.ac.uk not sc h ool not h ome sc h ome it is 'very difficult for school communities to collectively analyse and redesign their practice' (Engeström et al 2002 p.211). Engeström, Yrjö ; Engeström, Ritva & Suntio, Arja (2002) Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers, in Wells, Gordon & Claxton, Guy (eds) Learning for life in the 21st century, pp211-224, Oxford: Blackwell.
  7. 7. www.schome.ac.uk
  8. 8. www.schome.ac.uk
  9. 9. www.schome.ac.uk
  10. 10. www.schome.ac.uk
  11. 11. www.schome.ac.uk
  12. 12. www.schome.ac.uk
  13. 13. www.schome.ac.uk Trojan mouse?
  14. 14. www.schome.ac.uk Education = Complex system
  15. 15. www.schome.ac.uk Time Sustaining innovations Pace of performance improvement Performance Christensen et al (2008) Disrupting Class: how disruptive innovation will change the way the world learns. London: McGrawHill.
  16. 16. www.schome.ac.uk Time Sustaining innovations Pace of performance improvement Performance Incumbents nearly always win Christensen et al (2008) Disrupting Class: how disruptive innovation will change the way the world learns. London: McGrawHill. Disruptive innovation
  17. 17. Heppell (1994) Multimedia and learning: normal children, normal lives and real change. In Underwood (ed) Computer based learning: potential into practice, pp.152-161. London: David Fulton Publishers. www.schome.ac.uk Pre 1900 Incumbent technology
  18. 18. Heppell (1994) Multimedia and learning: normal children, normal lives and real change. In Underwood (ed) Computer based learning: potential into practice, pp.152-161. London: David Fulton Publishers. www.schome.ac.uk Early 1900s Disruptive innovation
  19. 19. Heppell (1994) Multimedia and learning: normal children, normal lives and real change. In Underwood (ed) Computer based learning: potential into practice, pp.152-161. London: David Fulton Publishers. www.schome.ac.uk Performance measure?
  20. 20. www.schome.ac.uk Time Sustaining innovations Pace of performance improvement Performance Incumbents nearly always win Christensen et al (2008) Disrupting Class: how disruptive innovation will change the way the world learns. London: McGrawHill. Disruptive innovation Different measure of Performance
  21. 21. www.schome.ac.uk Time Time Non-consumption Sustaining innovations Pace of performance improvement Performance Different measure of Performance Incumbents nearly always win Entrants nearly always win Disruptive innovation Competing against non-consumption Christensen et al (2008) Disrupting Class: how disruptive innovation will change the way the world learns. London: McGrawHill.
  22. 22. Extending thinking about schome
  23. 23. Extending thinking about schome
  24. 24. Co-learners Ownership Mistakes essential Extending thinking about schome
  25. 25. Phase 1 Phase 2 Phase 3 Dates March to April 07 June to December 07 January to May 08 Students (13 to 17 years) 149 (G&T) 85 (21 from P1) 108 (24 from P2) Staff (18 and over) 10 + 20+ 30+ Recruitment Individuals In own time Groups In own time Groups In school time
  26. 26. Phase 1 Phase 2 Phase 3 <ul><li>Generic support (Scho-op) </li></ul><ul><li>Shared meeting spaces </li></ul><ul><li>Sandbox </li></ul><ul><li>Curriculum areas: </li></ul><ul><li>Physics </li></ul><ul><li>Ethics & Philosophy </li></ul><ul><li>Archaeology </li></ul>Naturalistic setting Two islands – game theme < 250 m staff controlled > 250 m free building Student controlled (planning permission) Student controlled Parcels for projects
  27. 27. Phase 1 Phase 2 Phase 3 <ul><li>Staff led ‘curriculum’: </li></ul><ul><li>Physics </li></ul><ul><li>Ethics & Philosophy </li></ul><ul><li>Archaeology </li></ul><ul><li>Discrete staff led sessions (e.g. research methods) </li></ul>Student led activities Staff led machinima (The Hindenburg) Student led activities SpARTans induction then projects Student & staff led projects (e.g. Savvy Avies) 2 national competitions Student led activities (e.g. regatta; wedding; murder mystery evening) Discrete staff led sessions (e.g. Sudoku) Staff led strands (e.g. maths)
  28. 28. Schome Park > 4,700 hours (by students) Wiki + forum > 6,000,000 page views > 75,000 contributions
  29. 29. The pedagogy dimension www.schome.ac.uk Learn about Learn by becoming Learn by doing Learn through role play
  30. 30. <ul><li>Complete learning environment </li></ul><ul><li>Adjust key educational variables </li></ul><ul><ul><li>Participants </li></ul></ul><ul><ul><li>Environment </li></ul></ul><ul><ul><li>Curriculum </li></ul></ul><ul><ul><li>Support </li></ul></ul><ul><ul><li>+ other dimensions of practice </li></ul></ul>
  31. 31. Bryman’s (2001 p.298) four distinct participant-observer roles Role Key Features Complete participant Not obvious observation is taking place – no real-time record Participant-as-observer Taking part & ‘taking notes’ Observer-as-participant Recording data (not participating but not ignoring the participants) Complete observer Recording data – not engaging with participants
  32. 32. Bryman’s (2001 p.298) four distinct participant-observer roles Role Key Features Complete participant Not obvious observation is taking place – no real-time record Participant-as-observer Taking part & ‘taking notes’ Observer-as-participant Recording data (not participating but not ignoring the participants) Complete observer Recording data – not engaging with participants Virtual environments Complete participation – not obvious observation taking place unless you do something explicitly to alert participants + Full transcript recorded (forum posts, wiki history, in-world chatlogs) + snapshots and/or machinima in-world
  33. 33. Do I have any rights?
  34. 36. I personally believe that this project can change the fundamental way we can all learn in the future. (Student A in wiki) I think that what Schome is doing through breaking down the barriers between 'teachers' and 'students', making it hard to see where one stops and the other begins, is fantastic, because when everyone is on a learning curve together, it brings about less of a feeling of segregation and a greater feeling of equality, and this leads to people trusting more. (Student B in wiki)

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