Black Swans and the Future of EducationKim Flintoff
“A black swan is an event or occurrence that deviates beyond what is normally expected of a situation and is extremely difficult to predict. Black swan events are typically random and unexpected.”
2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K-12 was published for the last time as the New Media Consortium was wound up operations.
During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use.
This talk will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.
HE staff innovation presentation - ALT September 2017David Biggins
Association for Learning Technology, September 2017 presentation by Bournemouth University (David Biggins and Debbie Holley. iInnovate is a scheme focused on staff innovation in HE
Over the course of my internship with St. Paul, MN's public access network, I wrote multiple blog entries to help showcase the network's work in the community. This particular entry discussed SPNN's (St. Paul Neighborhood Network) partnership with City Academy, a unique school on St. Paul's east side.
Student-directed engagement in community-linked STEM integration through coll...Kim Flintoff
Prepared for the Deakin STEM Education Conference 2021.
This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School.
They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety of contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluate the processes and ways of working they have adopted, as well as highlighting how their work has produced interdisciplinary artifacts that can be used to guide and assess learning across a range of subject areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centered design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system, they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
Black Swans and the Future of EducationKim Flintoff
“A black swan is an event or occurrence that deviates beyond what is normally expected of a situation and is extremely difficult to predict. Black swan events are typically random and unexpected.”
2017 saw the conclusion of one of the most significant global projects around educational technologies. The Horizon Report K-12 was published for the last time as the New Media Consortium was wound up operations.
During 2018 several new projects emerged around the globe including the CoSN Driving K-12 Innovation project, Australian Educational Technology Trends, and others. Each seeking to bridge the knowledge gap between where education is heading and what will be happening in terms of technology use.
This talk will consider some of the emerging trends, and discuss some of the expectations over the next 2-5 years as they are likely to be experienced by schools, teachers, administrators and technology leaders. Extended reality, drones, eSports, data and analytics, visualisation technologies, space science and astronomy, new strategies for assessment, and other imminent engagements will be discussed.
HE staff innovation presentation - ALT September 2017David Biggins
Association for Learning Technology, September 2017 presentation by Bournemouth University (David Biggins and Debbie Holley. iInnovate is a scheme focused on staff innovation in HE
Over the course of my internship with St. Paul, MN's public access network, I wrote multiple blog entries to help showcase the network's work in the community. This particular entry discussed SPNN's (St. Paul Neighborhood Network) partnership with City Academy, a unique school on St. Paul's east side.
Student-directed engagement in community-linked STEM integration through coll...Kim Flintoff
Prepared for the Deakin STEM Education Conference 2021.
This paper will be co-authored by a team of participating Year 10 students who are working on a challenge-based learning project in their TIDES (Technology Innovation Design Enterprise Sustainability) class at Peter Carnley Anglican Community School.
They are considering a problem derived from the theme of National Science Week 2021 (Food: Different by Design). The focus on issues relating to Food Security has enabled them to create a body of work that supports deep engagement and a scope of learning that exceeds most traditional content-delivery models. They have been able to generate work that can be submitted across a variety of contexts and to enable entry to several external programs for recognition.
With their teacher, the students will describe and evaluate the processes and ways of working they have adopted, as well as highlighting how their work has produced interdisciplinary artifacts that can be used to guide and assess learning across a range of subject areas within their regular school timetable. They will also consider the benefits of student agency and external audiences in building engagement and focus in their learning. The students will discuss how programs such as Game Changer Awards, ANSTO National Science Week Hackathon, STEM4Innovation and think tank events provide platforms for the practice and application of their collaborative human-centered design-thinking process to enhance their learning in STEM and other areas across the curriculum.
Too often student experience of learning is not reflected in education conferences. As one of the most important voices in the whole system, they often struggle to be heard. This paper will provide insights into student perceptions of integrated STEM as an approach to meaningful learning that provides scope and depth of learning across many parts of the broader K-100 curriculum. Content and capabilities will be considered and the students along with their teacher will endeavour to unpack the benefits and challenges they encounter.
Part of a series of presentations about Challenge-based Learning and Curtin University's Global Challenge platform. Presented during May 2020 via the Cisco Digital Schools Network.
http://LearningFuturesNetwork.org
http://GlobalCnallenge.org.au
Balance of the Planet is a project from Curtin University that connects learners from around the globe and invites them to learn valuable skills, compete for scholarship funds and prizes, and gain university-endorsed recognition by solving real-world problems associated with the United Nations Sustainable Development Goals (SDGs).
General Education Revision at Webster University: Process and Lessonsbumbaugh
Presentation for the Harris-Stowe State University Faculty Symposium, Retooling the General Education Curriculum for the Twenty-First Century, May 6, 2011
The Sutton Trust's Best in Class Summit - April 2016Sir Peter Lampl
The Sutton Trust and the Carnegie Corporation of New York organised the Best in Class summit in London on 9 March 2016.
This report outlines the issues discussed and evidence presented throughout the day proceedings of the summit.
Research, videos, photos, slides and news stories from the event can be viewed at www.summit-bestinclass.com
Parents as Collaborators in the ClassroomBrett Rolfe
This presentation was given at the FutureSchools conference in Sydney 2016. Aimed at educators (particularly those in primary/elementary years) it explores how parents can be used in the classroom to provide a richer learning experience for students.
Designing meaningful learning environments with service-learningSt. John's University
Service-learning is an academically rigorous and structured educational approach that promotes active learning by integrating classroom learning with experiential learning through pragmatic community service and civic engagement.
Windsor Conference April 12th - 15th 2012 POSTER PRESENTATIONAndrea Wheeler
"The comfort dimension when evaluating the discrepancy between predicted and actual energy performance" Dr Andrea Wheeler, Dr Masoud Malekzadeh and Professor Dino Bouchlaghem
The paper analyzes the architecture of two regions in South-East Asia namely Kashmir, a state in Northern India, and Bhutan, a country located on the southern slopes of the Eastern Himalayas to challenge the uncritical adoption of values and building techniques associated with Western architecture, often inappropriate for climate and local labor, to question the notion of benefit from the perspective of sustainability. In doing so it seeks to support the cause of vernacular Architecture and also further its incorporation in contemporary sustainable building design.
AGENCY, 2008 5th International Conference of the Architectural Humanities Res...Andrea Wheeler
Andrea Wheeler (2008) Architectural and educational perspectives on Cmmunity and Individual Agency in Creating Sustainable Human Society. AGENCY 5th International COnference of the Architectural Humanities Research Association, The University of Sheffield
Part of a series of presentations about Challenge-based Learning and Curtin University's Global Challenge platform. Presented during May 2020 via the Cisco Digital Schools Network.
http://LearningFuturesNetwork.org
http://GlobalCnallenge.org.au
Balance of the Planet is a project from Curtin University that connects learners from around the globe and invites them to learn valuable skills, compete for scholarship funds and prizes, and gain university-endorsed recognition by solving real-world problems associated with the United Nations Sustainable Development Goals (SDGs).
General Education Revision at Webster University: Process and Lessonsbumbaugh
Presentation for the Harris-Stowe State University Faculty Symposium, Retooling the General Education Curriculum for the Twenty-First Century, May 6, 2011
The Sutton Trust's Best in Class Summit - April 2016Sir Peter Lampl
The Sutton Trust and the Carnegie Corporation of New York organised the Best in Class summit in London on 9 March 2016.
This report outlines the issues discussed and evidence presented throughout the day proceedings of the summit.
Research, videos, photos, slides and news stories from the event can be viewed at www.summit-bestinclass.com
Parents as Collaborators in the ClassroomBrett Rolfe
This presentation was given at the FutureSchools conference in Sydney 2016. Aimed at educators (particularly those in primary/elementary years) it explores how parents can be used in the classroom to provide a richer learning experience for students.
Designing meaningful learning environments with service-learningSt. John's University
Service-learning is an academically rigorous and structured educational approach that promotes active learning by integrating classroom learning with experiential learning through pragmatic community service and civic engagement.
Windsor Conference April 12th - 15th 2012 POSTER PRESENTATIONAndrea Wheeler
"The comfort dimension when evaluating the discrepancy between predicted and actual energy performance" Dr Andrea Wheeler, Dr Masoud Malekzadeh and Professor Dino Bouchlaghem
The paper analyzes the architecture of two regions in South-East Asia namely Kashmir, a state in Northern India, and Bhutan, a country located on the southern slopes of the Eastern Himalayas to challenge the uncritical adoption of values and building techniques associated with Western architecture, often inappropriate for climate and local labor, to question the notion of benefit from the perspective of sustainability. In doing so it seeks to support the cause of vernacular Architecture and also further its incorporation in contemporary sustainable building design.
AGENCY, 2008 5th International Conference of the Architectural Humanities Res...Andrea Wheeler
Andrea Wheeler (2008) Architectural and educational perspectives on Cmmunity and Individual Agency in Creating Sustainable Human Society. AGENCY 5th International COnference of the Architectural Humanities Research Association, The University of Sheffield
AR3311 ADVANCED SPACE DESIGN STUDIO DESIGN BRIEF- PRIMARY SCHOOL DESIGN ANNA ...Niveditha Mani Sasidharan
Designing a built environment requires the development of individual capacity for thought with
respect to subjective and objective aspects. Studying and designing projects of small scale that
involve a more immediate and basic experience is important in this context. The study and project
exploration will involve the following aspects from first principles as well as through live studies and
theory – human behaviour, activities and needs for various purposes, role of specific form/space in
creating particular experiences and effects, built form-open space relationships, spatial organisation,
environment behaviour aspects (especially those relating to children), lighting and ventilation, site
as a positive tool in all scales, potential of materials and construction. Through this, both the
qualitative and quantitative attributes of design can be understood and engaged. This would give
training in the ingenious use of architecture to fulfil goals towards a responsive and stimulating
environment.
【平成25年度 環境人材育成コンソーシアム(EcoLeaD)事業】
日付:平成25年12月14日
イベント:第3回アジア環境人材育成研究交流大会-国際シンポジウム2部
タイトル:高等教育におけるサステイナビリティの実現に向けて:オーストラリアにおける模範例の紹介 / Leading for sustainability in higher education: Exemplars from Australian contexts
発表者:スー・エリオット 氏(ニューイングランド大学教育学部教授、オーストラリア環境教育学会副会長) / Dr. Sue Elliott(Senior Lecturer, School of Education, University of New England, Vice President, Australian Association for Environmental Education Inc.)
詳細:http://www.eco-lead.jp/active/seminar/2013-2/
Critical Thinking and Collaborative Problem-Solving for Improving Education P...IEREK Press
The global ecological crisis is an indispensable issue that needs to be solved. The importance of developing critical thinking and communication skills in teaching-learning methods will help to enhance education performance; as well, the students would become informed participants in environmental decision-making. Lebanon is suffering from multiple ecological problems due to the environmental mismanagement, particularly energy problems. For this reason, training the Lebanese students mainly in architecture schools should to think critically about environmental issues, and using collaborative problem-solving as one of teaching-learning methods and techniques, which will be directly reflected in finding solutions to the problem under investigation. The researcher aims to experiment and apply this method in a history of architecture class at faculty of architecture, to improve the environmental quality of health and wellbeing in historical built environment. This will increase the awareness for conservation aspects of architectural heritage in students, on the one hand. In addition to spread the spirit of teamwork, to facilitate the concept of integrated design process between the different disciplines when practicing professional life, on the other hand. Therefore, the study aims to produce a new methodology for integrating teaching-learning method in architecture, presenting various international attempts of thermal retrofit in historical built environment, guiding the architectural students to follow the same approach of such projects, which will save energy in a country that has a major problem in electricity. The case study is based on a real problem in a realistic situation in Tripoli old Souks at north Lebanon, in which the instructor and the students will analyze and propose some solutions of building thermal retrofit within this historical context, using collaborative problem-solving strategy that could clarifying its reversal extent on the validity of health and wellbeing with the continuity of conserving the architectural heritage.
Learning spaces as accelerators of innovation ecosystem development 2013Kari Mikkelä
This article examines learning spaces as a broad concept, addressing them both as an abstraction and as venues and facilities supporting learning on individual, organisational and regional levels. Our two simultaneous perspectives are top-down (Europe 2020 strategy) and bottom-up (learning and innovativeness of individuals). As an abstract
concept, learning space refers especially to the mental dimension of the space emerging
when individual experts collaborate. It draws from the culture of modernising the Triple
Helix collaboration coloring the learning environment, and the quality of interaction between the classroom and industry agents, either hindering or supporting better synergy between research, education and innovation, as well as different initiatives focusing on creativity and entrepreneurial discovery.
Towards aligning pedagogy, space and technology inside a large-scale learning...Dr Wayne Barry
This is a presentation that was given at the Society for Research into Higher Education (SRHE) Newer Researchers’ Conference 2011: New communities, spaces and places: inspiring futures for higher education, 6-7 December 2011, Celtic Manor Resort, Newport, Wales.
The presentation outlines some of the findings from my year long master’s research project. The study revealed that both tutors and students experienced ‘troublesome space’, but in very different ways. For tutors, the learning spaces, if not fully understood or appropriately planned for, presented risks and challenges to their teaching practices. For students, it was not always clear what they could or could not do within a particular space.
Furthermore, evidence suggests that influencing students’ attitudes could engage them in using the learning environment more. However, students placed a high premium on ‘silent spaces’ (Beard, 2009) suggesting that policy makers and planners may need to consider the right balance between social and private spaces.
Finally, it proposes a conceptual model which illustrates the alignment of pedagogy, space and technology with the learner situated at its heart.
Applying accredited community-based learning and research into your curriculu...CampusEngage
The Campus Engage Participate Programme presentation was delivered to Higher Education Educators as part of the Universal Design Conference, November 2015
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...EduSkills OECD
Martin Culkin and Julia Atkins present their 5-year journey – its challenges, change drivers and processes - to undertake a major regeneration project at Dandenong High School in which three existing schools with over 2 000 students were amalgamated, representing 66 nationalities (www.oecd.org/edu/facilities/compendiumlaunch).
Similar to Exploring Avenues to Interdisciplinary Research: From cross to Multi to Interdisciplinarity 2007 The University of Nottingham (20)
Exploring Avenues to Interdisciplinary Research: From cross to Multi to Interdisciplinarity 2007 The University of Nottingham
1. Building Sustainable Schools: Are places of
social interaction more important than
classrooms?
Andrea Wheeler, RCUK/ESRC Early Careers
Interdisciplinary Research Fellow,
The University of Nottingham, Institute of Architecture and
School of Education
2. ACKNOWLEDGEMENTS
This work is part of an ESRC Early Career Interdisciplinary
Fellowship Research Project:
How Can We Design Schools As Better Learning Spaces and
To Encourage Sustainable Behaviour? Co-Design
Methodologies and Sustainable Communities.
3. KEY QUESTIONS/
PURPOSE OF THE STUDY
To research how we can build better learning spaces, and to explore this from within
an interdisciplinary perspective, discovering absences and points of conflict (lacking
in current research).
To explore what is the relationship between learning, teaching Eco-Citizenship and
encouraging sustainable behaviour? How each relates to architectural design. One
of the questions of the project, is whether the social adaptation to climate change
(the ethical issues) could be the most important and useful issue for young people
to learn.
To explore participation techniques and practices with children and how to listen: To
explore place making and techniques and to analyse why children’s
participation/voice can remain tokenistic in many projects.
To explore social cohesion and sustainable school communities: How do young people
understand sustainability and sustainable communities – Have we something to
learn from them?
4. OUTLINE OF PRESENTATION
1. The Context: Academies and the BSF programme.
2. Interdisciplinary: The problems of current research within this field.
3. The relation of architecture, curriculum and sustainability. Teaching to meet
the challenge of global warming and the potential of co-design practices.
Potential Implications for Policy and Practice in this area.
4. Early Pilot Research Findings – Young people’s perspectives.
5. 1. AIMS OF THE NEW SCHOOL BUILDING
PROGRAMMES (Academies and BSF) …
The Building Schools for the Future (BSF) programme launched in 2004 is
described as set up:
To improve the fabric of school buildings, either through refurbishment or new
build;
At the same time as transforming learning and embedding sustainability into
the educational experience.
The BSF programme, is committed to rebuilding or renewing every Secondary School
in England over a 10-15 year period, to spending £45 billion on the school’s estate
in the UK, and is now in its very early stages.
The first Building Schools for the Future School, Bristol Brunel School (formally
Speedwell Technical College), was officially opened by the Prime Minister
Gordon Brown on the 6th September 2007. Designed by Stafford Critchlow of
Wilkinson Eyre Architects.
6. “It is worth emphasising the scale and scope of BSF; there is no project like
it anywhere in the world. Not since the huge Victorian and post-war building
waves has there been investment in our school capital stock on this scale,
and of course the potential for new ways of learning has moved on
considerably since then” (House of Commons, Education and Skills
Committee, 2007, 13).
“The investment will enable the construction of high quality classrooms,
kitchens, dining halls, sports and ICT facilities and staff and community
rooms. We aim to have school buildings that are both inspirational and
get the basics right; school environments that are by turns practical,
sustainable, delightful, pleasant, accessible and secure: buildings that
support the principle that every child matters and serve the local
community” (House of Commons, Education and Skills Committee,
2007).
7. “New school buildings should serve their communities for many years
to come and it is important that they facilitate good teaching and
learning, provide attractive and comfortable environments for all users -
staff, pupils and the wider community - and that they are robust
enough to need minimal maintenance over time. Excellent design will
inspire teachers and learners, optimise inclusion and help to improve
behaviour and attendance. Design quality encompasses a number of
issues but should include sustainability, flexibility, adaptability and value
for money” (House of Commons, Education and Skills Committee
2007).
8. TRANSFORMING LEARNING AND
SUSTAINABLE DEVELOPMENT
- Aims of the building programme
Teachers themselves have expressed concern that they are not clear what
transformative learning or embedded sustainability really mean in the
BSF programme design terms.
In consultations carried out with teachers, reinforced in questions posed at
the British Council for School Environment's Summit in July 2007, it is more
time that teachers say they need, time to explore what they want their
schools to be. The Design Council in a Press Release issued on the 13th
August called for more support for Head Teachers, and time for schools to
prepare so they can be “good clients”.
9. More holistic approaches to what sustainable development and
transformative learning might mean for any particular community have
had currently had too little discussion.
What is certain is that greater thought has to be directed to the
skills young people will need in order to adapt to the economic and
social changes climate change will bring.
10. AIMS OF THE NEW SCHOOL BUILDING
PROGRAMMES (Academies and BSF) …
11. AIMS OF THE NEW SCHOOL BUILDING
PROGRAMMES (Academies and BSF) …
Link to a video about the opening with Gorden Brown and Ed Balls:
http://www.youtube.com/watch?v=SLYBEidc5f8
12. AIMS OF THE NEW SCHOOL BUILDING
PROGRAMMES (Academies and BSF) …
The BSF Samworth Academy in Bilborough,
Nottingham, sponsored by The University of
Nottingham. Architect, Graham Nobel, Atkins
Global.
13. 2. INTERDISCIPLINARY RESEARCH AND
THE NEED FOR EMPIRICAL EVIDENCE
PROBLEMS WITH THE CURRENT
CONTEXT… Woolner et al. (2007) suggests that
Government research should consider the evidence for the
relationship between environment and learning (especially
where there is a general enthusiasm towards evidence based
policy) She sees a paucity of clear, replicable empirical
studies about the relation of architecture and learning.
But in so doing she dismisses the judgements of architects
(architectural/professional experience is not evidence).
HOW TO ASSESS SCHOOLS BUILDINGS?
14. Each school will have its own set of problems to address, in addition to policy
objectives. Just as the social and environmental aspects of sustainable development are
not separate issues; neither are improved learning and sustainability those to be
addressed independently and attached at a later date. Each school will require a unique
context-based solution to both learning and the environmental and social aspects of
sustainable development, As the Department for Children, Schools and Families
(formally the DfES) publication Schools for the Future: Design of Sustainable Schools, states:
“Sustainability in schools is highly context-dependent: what works for one school with a
particular set of requirements and constraints may not be so successful elsewhere”
(DfES, 2006, 6). This is the nature of the problem. How architects’ address the aims of
BSF for improved learning and sustainability will be a complex challenge, and already
there are fears of failure.
15. 3. WHY ASK YOUNG PEOPLE?
And do the architect’s and teachers really listen?
How to ask young people?
16. And how to listen.
Some practices assume architects need to be talked to in the
language of a schedule of space requirements, told the
toilets have to be better, and equally the corridors. Is this
really helpful to architects having to meet complex needs of
transformative learning and sustainability? In this way the
social and emotional aspects of learning can be filtered out
of participation exercises.
17. 4.
PILOT PROJECTS
What do you think a sustainable community
is?
Pilot projects/focus groups with young people 16-19.
Pilot projects/focus groups with young people 12-15.
18. THANK YOU!
Andrea Wheeler
Andrea.wheeler@nottingham.ac.uk