A keynote presentation to the BU Careers and Teachers conference #BUCATC This keynote suggests that with the move to models of school based teacher training, that trainee teachers and NQTs find the CPD on offer unsuitable to their needs. Here I suggest that harnessing their desire co-create with their peers and develop solutions to real-time issues can be scaffolded and mediated through simple technology such as augmented reality, and I present a model to take the work forward.

1. 17 May 201717 May 2017
Creating authentic classroomCreating authentic classroom
scenarios to enhance studentscenarios to enhance student
learninglearning
Projects:
Second Life (secondary school), Augmented
Reality (primary school), Google Cardboard
(HE)
BU Careers and Teachers Conference 2017BU Careers and Teachers Conference 2017
#BUCATC#BUCATC
Debbie HolleyDebbie Holley @debbieholley1@debbieholley1
Professor of Learning Innovation & Head,Professor of Learning Innovation & Head,
Centre for Excellence in LearningCentre for Excellence in Learning @Cel_BU@Cel_BU

2. Continuous Policy Development:Continuous Policy Development:
a contested areaa contested area
Issues?
UK Policy: despite recognition of teaching as a Masters Level Profession and hype
about learning from others (Swedish Model) – current ‘English’ policy –
marketization, de-professionalisation and move to ‘apprenticeship’ model
International Comparison: OECD/TALIS report 2014
‘Teachers in England feel much less need for CPD…than teachers elsewhere’
‘Participation in CPD is high, average number of training days…low by
international standards’
‘50% report ‘effective’ CPD with a moderate or large impact on teaching – low
compared 71% in high performing countries
‘Teachers in England work on average 48 hours a week, 9 hours more than the
median average time for f-2-f is 20 hours, close to the national average’
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3. Policy documentsPolicy documents
TALIS
TALIS The OECD
Teaching & Learning
International Survey
Open Educational
Resources (OERS)
OER link
Just sharing that the US Gov
#GoOpen initiative is really
gaining momentum with a big
commitment today for open
education and use of open
licenses on all education dept.
funded IPR.
http://tech.ed.gov/open-education/
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4. An exemplary approachAn exemplary approach
Good Practice: Beeches Academy
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/392169/Perry_20Beeches_20the_20Academy_
A new model
for developing
staff as a
learning
community
Coaching staff
to foster
improvement
Extensive use of
‘student voice’ to
evaluate
teaching
Every member of
teaching staff
expected to gain
a masters degree
Assistant
teachers –
encouraged to
complete level 2
in English, Maths
or IT
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5. Training at Perry Beeches:Training at Perry Beeches:
Culture of LearningCulture of Learning
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6. And on the ground?And on the ground?
HeadguruteacherHeadguruteacher
blogblog : how it is CPD: how it is CPD
in schoolsin schools
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7. Three case studiesThree case studies
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Othree (CC BY 2.0)

8. Case Study (1)The chaotic science labCase Study (1)The chaotic science lab
PGCE Student Science Teachers
Come from a range of disciplines
Have less 'hands on' laboratory experience
Need class based Health and Safety compliance
Need laboratory management skills
Some skills needed for non-science specialists
PGCE resources
Less training and more teaching on placements
Less time to build laboratory management experience
Fewer resources to practice skills
Dangers to person and infrastructure!
The
problems?
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9. The ScenarioThe Scenario
The Chaotic Laboratory
Simulates real science class room
Represents basic hazards
Students evaluate risks and take remedial action
Scenario provides context for H&S discussion
Student perspective
Supplemental to existing training on demand
Used as a pre-course familiarisation exercise
Helps bridge from book to practical knowledge
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10. Building the Scene: template laboratoryBuilding the Scene: template laboratory

11. Building the Scene: Virtual laboratoryBuilding the Scene: Virtual laboratory

12. Second Life Interface
External data server
Communication modelCommunication model

13. InteractionInteraction
Interactive acid bottle and mop / bucketLINK

14. Avatars exploring - chaoticallyAvatars exploring - chaotically !
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15. Web server interfaceWeb server interface
Results:
A free resource,
for all educators
to access
Shared with over
200 school
partners
Issues?
Second Life
complicated to
learn
Needs certain
amount of
technical skills
Not all trainee
science teachers
interested

16. Case study (2) Schools and CPDCase study (2) Schools and CPD
Policy landscape (England ages 5 – 11)
• New national curriculum.
• Changes to the types of schools : academies and free schools.
• Aim to increase opportunities for school autonomy and develop a culture of self-
improvement (DoE 2014).
• Schools have to develop their own professional development or buy into schemes or
courses.
Teacher trainee experience
• Training days are didactic with limited support outside the delivery.
• Desire for a more relevant pedagogy underpinning an authentic and technologically
enabled practice.
• Solution? Augmented Reality.
• Topic: Behaviour - It is worth noting that in a recent survey of teachers in England,
60% of those who participated stated that they had not received any CPD relating to
managing pupil behaviour in the last 12 months, and of those who had 15% received
only informal support from their colleagues.
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17. CPD and classroomCPD and classroom
behaviourbehaviour
Case Study
• Maylandsea primary school Essex
• Co-design workshop with children
• Curricula development work
• Filming with the children
Emerging Themes
• Behavior Management
• Use of Technology
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18. Co-design workshopCo-design workshop
Participants: Dept. Head Teacher (1), Classroom
Teacher(2), Trainee Teacher(1) Pupils(8),
Researchers(2), Learning Technologist(1)
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It consisted of collecting the information generated and proposed
by the participants, observing how they created their ideas about
classroom behaviour, and is a feature of design based research
(DBR) McKenney & Reeves (2012).

19. Co-designed WebsiteCo-designed Website
Real life scenarios linked to interactive resources designed to prompt reflection
Link
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20. Emergent ThemesEmergent Themes
Behaviour Management
• Identified a gap in the literature on classroom behaviour.
• Little written from the perspective of the child.
Use of AR as an enabling technology
• Staff and pupils became eager to explore the use of AR.
• Not just in the project but also in other aspects of school
education.
• Authentic learning experience through the use of AR.
• Real experiences captured for inclusion in workshops through a
video clip library.
• AR underpinning an authentic pedagogic approach the creation
of flexible classroom learning scenarios.
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21. And augmented?
Teachers:
•We have piloted a session with teachers in Essex
•They loved AR for working with children
•Encouraging children to create their own overlays is subjects as
diverse as English and Science
Trainee teachers:
Want to develop their own learning scenarios for training days, and
share with others… create meaningful and situated learning
experiences
We have already tried out with year 1 undergraduate students,
transforming attitudes and results…

22. Google CardboardGoogle Cardboard
Link to post about
AR, VR and 360
degree cameras
Detlef La Grand (CC BY 2.0)
Brownpau (CC BY 2.0)

23. Second Life
SLURL – http://bit.ly/chaoticlab - takes
you to Anglia Ruskin University
Island
Server (password protected)
http://mojo.csd.anglia.ac.uk/~sandry/chaoticlab/index.php
Blog http://angliasledu.wordpress.com/
YouTube
A short demonstration of phase I
- please excuse compression and
double speed.
http://youtu.be/Fdh34YYeZzU
Chaotic laboratory Augmented
Reality/Cardboard
Our CEL workshop
https://microsites.bournemouth.ac.uk/cel/
2016/10/26/cels-workshop-on-augmented-
an
The CEL Technology Enhanced Learning
Toolkit
https://www1.bournemouth.ac.uk/about/o
ur-people/centre-excellence-learning/tel-
toolkitd-virtual-reality/
Bespoke links our workBespoke links our work

24. Further ReadingFurther Reading
The New Media Horizons Report 2017
Link to my commentary: https://microsites.bournemouth.ac.uk/cel/2017/02/27/the-
awesome-new-media-consortium-nmc-horizon-report-2017-out-now/
JISC blog/reports on what students entering HE expect from
digital technologies
https://www.jisc.ac.uk/blog/what-do-students-entering-he-expect-from-digital-
technologies-01-sep-2014
Guidelines for open educational resources in higher education
http://www.unesco.org/new/en/communication-and-information/resources/publications-and-
communication-materials/publications/full-list/guidelines-for-open-educational-resources-oer-in-higher-
education/
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25. To conclude: an appeal to use creativeTo conclude: an appeal to use creative
commons and share our work!commons and share our work!
The founding of Creative Commons, in 2001, resulted in an
elaborated set of licenses that allow copyright holders to
specify the rights they wish to waive, a tool to facilitate
the sharing of content.
http://creativecommons.org/about
Thank you for yourThank you for your
attention!attention!
Any questions?Any questions?
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I would like to acknowledge the contributions
of Dr Mike Hobbs and Dr Philip Howlett
Anglia Ruskin University