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Future Focused Schools
The document discusses key considerations for the design of future schools, including what students would learn, how they would learn, when and where learning would take place, and how learning would be assessed. It outlines Alvin Toffler's vision for schools of the future that are open 24/7, have customized learning experiences, and integrate business and education. The document also discusses barriers to transforming schools and the need for a coherent vision that supports long-term investment in students' futures.
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Future Focused Schools
- 2. • What wouldkids 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…
- 3. 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
- 4. School Level barriers 1996, Prof. Hedley Beare
- 5. 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?
- 6. 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
- 7. If you reallycould start from scratch without the constraint of inherited plant, existing buildings and dedicated real estate, you are pushed back to first principles.
- 8. Perspectives Buildings and Curriculum architecture Vision, planning and governance ICT Infrastructure Pedagogy and space
- 9. 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
- 10. Lack of coherentvision… 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?
- 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. 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
- 13. 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
- 14. Beyond the stablestate 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
- 15. Ask yourself… • Doyour 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?
- 16. 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
- 17. • Provides aprocess for whole school review and development as a learning organisation. • Involves all stakeholders as learners in the h"p://eps2.core-‐ed.org process
- 18. Diffusion of innovation Beyond the stable state, Donald Schon, 1973
- 19. Getting the balanceright New Technology Potential Rampant Realised Technology Innovation Creativity Old Resisted Frustrated Old New Approach Ref: h"p://www.makingthenetwork.org
- 20. 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
- 21. Effective teaching andlearning 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
- 22. 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
- 23. 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
- 24. TPACK Captures some of the essential qualities of knowledge required by teachers for technology integration in their teaching. h"p://www.tpck.org
- 25. Exploring Education 3.0 h"p://www.geLdeas.org
- 26. Learning Settings Learning occursin a variety of settings, requiring flexible use of space h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf
- 27. Linking Principles toplace Understanding how we use space to support pedagogical practice h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf
- 28. Albany Senior High School – open spaces that can be conLnually re-‐ organised and re-‐shaped according to pedagogical need.
- 29. Albany Senior High School – open spaces that can be conLnually re-‐ organised and re-‐shaped according to pedagogical need.
- 30. Albany Senior High School – library space adjacent to learning areas, with specialised spaces connected for media producLon etc.
- 31. 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.
- 32. Leigh Academy Leigh Academy, London – schools-‐ within-‐school concept, strong focus on technology integraLon.
- 33. 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.
- 34. Albany Senior High School – uLlitarian design, with opportuniLes for evolving use of internal space.
- 35. Albany Senior High School – operaLng in the cloud, so no need for server racks and expensive air condiLon systems etc.
- 36. ICT infrastructure • Flexible agile simple • Reliable sustainable scalable • Open-ness • Ubiquitous seamless access • Litmus test is “do your outcomes meet your vision?”
- 37. The perfect storm tion sonalisa Per A perfect storm looming?
- 38. Benefits of cloudcomputing? 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
- 39. Anywhere, any time, any device learning Mobile
- 40. Pesonalisation vs. vs.
- 41. 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
- 42. Networked Schools Examines the next phase of schooling – providing guidance for those moving toward networked school communities h"p://networkedschooling.ning.com/
- 43. A School’s “Loop” Internet School A School KAREN School A School Aggrega1on University Point Services Public Library School A School
- 44. National Education Network Envisioninga network of networks, connected by a high speed fibre backbone
- 45. A local schoolsnetwork example h"p://www.gcsn.school.nz
- 46. A regional networkexample h"p://map.lgfl.org.uk/gol/Map.aspx
- 47.
- 48.
- 49. LCO Handbook A guide for schools seeking establish local online learning communities and to become a part of the virtual schools network
- 50. 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
- 51. If you wantto 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
- 52. Thankyou educationleaders and policy makers Derek Wenmoth Director, eLearning CORE Education Ltd derek@core-ed.net http://blog.core-ed.net/derek
Editor's Notes
- #8 ACEA VIRTUAL CONFERENCEKeynote AddressDesigning a Break-the-Mould School for the FutureEmeritus Professor Hedley Beare
- #51 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?