Future Focused Schools


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  • ACEA VIRTUAL CONFERENCEKeynote AddressDesigning a Break-the-Mould School for the FutureEmeritus Professor Hedley Beare
  • Information and the technology that supports its collection, communication and analysis is a core concern of modern government, making e-government (meaning electronically enabled government) fundamental to the ongoing 'reinvention' of public administration. But the quest for e-government opens up a range of issues - whether to take a 'big bang' or an incremental approach to computerisation, how to deal with security and privacy concerns, how to reconfigure the machinery of government to fit ICT practices - and decisions - hardware and software procurement, software architecture, access by whom to what. The spending of public money is always intriguing and perhaps money spent on ICT has been the most intriguing of all, with some spectacular failures costing millions. This book is written for a general audience and takes a critical look at policies, problems and prospects for e-government in a series of case studies. Why have ICT failures in the public sector occurred and what lessons do they provide for the future?
  • Future Focused Schools

    1. 1. •  What would kids Future School Site learn? •  How would they learn? •  When would they learn? •  Who would they learn with? •  What would they learn on or with? •  Where would they learn? •  How will they/we know what they’ve learned? •  Who decides? •  Etc…
    2. 2. Shut them down? Alvin Toffler’s School of Tomorrow These are the fundamentals of the futurist’s vision for education in the 21st century: •  Open 24 hours a day •  Customized educational experience •  Kids arrive at different times •  Students begin their formalized schooling at different ages •  Curriculum is integrated across disciplines •  Non-teachers work with teachers •  Teachers alternate working in schools and in business world •  Local businesses have offices in the schools •  Increased number of charter schools h"p://blog.core-­‐ed.org/derek/2009/10/1546.html    
    3. 3. School Level barriers 1996, Prof. Hedley Beare
    4. 4. Two key questions… Education in the Education for the Future: Future: •  What will our schools What must we be doing be like? today to ensure that •  Where will learning our students are occur? equipped with the skills •  What will be the role and knowledge required of teachers? to function in the world •  What technology will be used? of tomorrow?
    5. 5. Future School Scenarios Status  Quo   Re-­‐schooling   De-­‐schooling   Status  quo,   Schools  as  core   Learning  networks  and   BureaucraLc   social  centres   network  society   systems  conLnue   Meltdown  scenario   Schools  as  focused  learning   Extended  Market  Model   organisaLons   Source:  OECD  –  Six  Scenarios  
    6. 6. If you really could start from scratch without the constraint of inherited plant, existing buildings and dedicated real estate, you are pushed back to first principles.
    7. 7. Perspectives Buildings and Curriculum architecture Vision, planning and governance ICT Infrastructure Pedagogy and space
    8. 8. Vision and planning •  Vision needs to be outcome focused and learner- centric •  Establish a vision which is inclusive of all stakeholders but exploit the opportunity presented by creative tension •  Adaptive leadership of change vision holder •  Intelligent client role via the change programme implementer •  Governance committed to the vision and support of the leadership
    9. 9. Lack of coherent vision… Technological change is not additive, it is ecological. A new technology doesn’t just change something… … it changes everything! But do we really believe this…? How is this belief reflected in policy?  
    10. 10. Competing philosophies Philosophy A Philosophy B Education Broken, but can be fixed Long term investment in the (quickly) future Technology Drives change Enables, supports and accelerates change Teachers Another problem to be Supported professionals fixed Learners The future workforce More than just the future workforce Innovation Let a thousand flowers Got to be scalable and flourish sustainable Success Input targets and Wider long-term benefits attainment Curriculum Don’t trust teachers - Guidance and support for ‘package’ it up teachers
    11. 11. Competing philosophies Philosophy A Philosophy B Education Broken, but can be fixed Long term investment in the (quickly) future Technology Drives change Enables, supports and accelerates change Teachers Another problem to be Supported professionals fixed Learners The future workforce More than just the future workforce Innovation Let a thousand flowers Got to be scalable and flourish sustainable Success Input targets and Wider long-term benefits attainment Curriculum Don’t trust teachers - Guidance and support for ‘package’ it up teachers
    12. 12. Vision and values “Organisations that are built to change have a clear sense of who they are and what they stand for.” Lawler & Worley, 2009, p.193
    13. 13. Beyond the stable state The loss of the stable state means that our society and all of its institutions are in continuous processes of transformation. We cannot expect new stable states that will endure for our own lifetimes. We must invent and develop institutions which are ‘learning systems’, that is to say, systems capable of bringing about their own continuing transformation. Beyond the stable state, Donald Schon, 1973
    14. 14. Ask yourself… •  Do your employees seem unmotivated or uninterested in their work? •  Does your workforce lack the skill and knowledge to adjust to new jobs? •  Do you seem to be the only one to come up with all the ideas? •  And does your workforce simply follow orders? •  Do your teams argue constantly and lack real productivity? •  Or lack communication between each other? •  And when the "guru" is off do things get put on hold? •  Are you always the last to hear about problems? •  Or worst still the first to hear about customer complaints? •  And do the same problems occur over and over?
    15. 15. A learning organisation Feature Conventional Learning Awareness At leadership level Throughout the organisation Environment Centralised, mechanistic, Flatter structures, structures open-ness encouraged Leadership Centralised, autocratic Shared, committed resources Empowerment Hierarchical view of Locus of controls shifts power to workers Learning Not a focus – emphasis Learning labs – small on productivity scale real-life settings
    16. 16. •  Provides a process for whole school review and development as a learning organisation. •  Involves all stakeholders as learners in the h"p://eps2.core-­‐ed.org     process
    17. 17. Diffusion of innovation Beyond  the  stable  state,  Donald  Schon,  1973  
    18. 18. Getting the balance right New Technology Potential Rampant Realised Technology Innovation Creativity Old Resisted Frustrated Old New Approach Ref:  h"p://www.makingthenetwork.org  
    19. 19. Curriculum   Personalised Curriculum offerings   Curriculum is co-constructed with students   Integrated curriculum- avoid the silos   Authentic- Real world context, multiple sources of information, exposure to a range of experts   Quality assurance of your chosen model
    20. 20. Effective teaching and learning Effective teaching and learning… occurs when…   Teacher asks open- Student autonomy Students engage in ended questions and initiative dialogue with and allows wait accepted and teacher and each time for response encouraged. other Knowledge and ideas emerge only from a situation in which learners have to draw them out of experiences that have Students are meaning and importance to them. engaged in experiences that challenge Class uses raw hypotheses data, primary Higher level thinking sources, physical is encouraged and interactive materials. John  Dewey  –  Construc1vist  Pedagogy,  1916  
    21. 21. Effective Pedagogy •  Creating a supportive learning environment •  Encouraging reflective thought and action •  Enhancing the relevance of new learning •  Facilitating shared learning •  Making connections to prior learning and experience •  Providing sufficient opportunities to learn •  Teaching as inquiry Source:  New  Zealand  Curriculum  document  
    22. 22. Resolving the tensions Technology  –  constant   change  and  development   requiring  new  skills  and   learning   Pedagogy–  new   instrucLonal  methods,   learner  centric  focus.   Curriculum  –   competency-­‐based,   flexile,  holisLc  
    23. 23. TPACK Captures some of the essential qualities of knowledge required by teachers for technology integration in their teaching. h"p://www.tpck.org    
    24. 24. Exploring Education 3.0 h"p://www.geLdeas.org    
    25. 25. Learning Settings Learning occurs in a variety of settings, requiring flexible use of space h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf    
    26. 26. Linking Principles to place Understanding how we use space to support pedagogical practice h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf    
    27. 27. Albany  Senior  High  School  –  open  spaces  that  can  be  conLnually  re-­‐ organised  and  re-­‐shaped  according  to  pedagogical  need.  
    28. 28. Albany  Senior  High  School  –  open  spaces  that  can  be  conLnually  re-­‐ organised  and  re-­‐shaped  according  to  pedagogical  need.  
    29. 29. Albany  Senior  High  School  –  library  space  adjacent  to  learning  areas,   with  specialised  spaces  connected  for  media  producLon  etc.  
    30. 30. Buildings and architecture •  Learning •  Synergy and respect between learning professionals and design professionals •  Student voice, engagement and ownership in everything from visioning, outcomes and practice •  It’s not worth doing if it is not an improvement •  Me, we, see.
    31. 31. Leigh Academy Leigh  Academy,  London  –  schools-­‐ within-­‐school  concept,  strong  focus   on  technology  integraLon.  
    32. 32. Discovery School Discovery  School,  Hong  Kong  –  school  designed  and  built  before  staff   were  appointed,  strong  emphasis  on  design  features,  modificaLons   required  to  fit  with  pedagogical  intent.  
    33. 33. Albany  Senior  High  School  –  uLlitarian  design,  with  opportuniLes  for   evolving  use  of  internal  space.  
    34. 34. Albany  Senior  High  School  –  operaLng  in  the  cloud,  so  no  need  for   server  racks  and  expensive  air  condiLon  systems  etc.  
    35. 35. ICT infrastructure •  Flexible agile simple •  Reliable sustainable scalable •  Open-ness •  Ubiquitous seamless access •  Litmus test is “do your outcomes meet your vision?”
    36. 36. The perfect storm tion sonalisa Per A perfect storm looming?
    37. 37. Benefits of cloud computing? Sobware   licensing   Greater  choice,   Decreased  reliance   agility  re:   on  school  ICT  staff   applicaLons   used     Reduce  barriers  to   Expand   parLcipaLon,  sharing,   resource   collaboraLon   sharing   Shared   management   Version  control   systems   Ubiquitous   and  updates   access   http://blog.core-ed.net/derek/2009/06/8-ways-cloud-computing-may-change-schools.html
    38. 38. Anywhere, any time, any device learning Mobile
    39. 39. Pesonalisation vs.   vs.  
    40. 40. The emerging paradigm… Then Now Next F2F Classrooms Intranets Networked Teaching Education e Learning focus on process focus on teaching and focus on learner of instruction learning Extranets Schools Distance Education
    41. 41. Networked Schools Examines the next phase of schooling – providing guidance for those moving toward networked school communities h"p://networkedschooling.ning.com/    
    42. 42. A School’s “Loop” Internet School A School KAREN School A School Aggrega1on   University Point   Services Public  Library School A School
    43. 43. National Education Network Envisioning a network of networks, connected by a high speed fibre backbone
    44. 44. A local schools network example h"p://www.gcsn.school.nz    
    45. 45. A regional network example h"p://map.lgfl.org.uk/gol/Map.aspx    
    46. 46. h"p://www.nen.gov.uk/    
    47. 47. Making learning virtual http://www.virtuallearning.school.nz
    48. 48. LCO Handbook A guide for schools seeking establish local online learning communities and to become a part of the virtual schools network
    49. 49. Dangerous Enthusiasms •  Interesting stories of major failures •  Some reasons: –  Over-stated benefits –  Bigger doesn’t mean better –  Bigger the project, bigger the scale of risk –  “Capture” of key people h"p://www.otago.ac.nz/press/booksauthors/2006/dangerous_enthusiasms.html    
    50. 50. If you want to build a ship, don't drum up the people to gather wood, divide the work and give orders. Instead, teach them to yearn for the vast and endless sea. Antoine de Saint Exupery
    51. 51. Thankyou education leaders and policy makers   Derek Wenmoth Director, eLearning CORE Education Ltd derek@core-ed.net http://blog.core-ed.net/derek