![End-user innovation … a source of innovation, only now becoming widely recognized, is end-user innovation. This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs “end-user innovation [is], by far, the most important and critical”Eric Von Hippell Sources of Innovation](https://image.slidesharecdn.com/lsnds-100712042618-phpapp02/85/LSN-Triple-Science-workshop-5-320.jpg)
![Challenge of starting online communities of practice then...‘… the fallacy is to think that social networks are made up of people. They’re not; social networks consist of people who are connected by a shared object [aim].’JyriEngestrom](https://image.slidesharecdn.com/lsnds-100712042618-phpapp02/85/LSN-Triple-Science-workshop-6-320.jpg)
LSN Triple Science workshop
- 1. Developing sustainable communities of practiceusing digital media to support the teaching of Triple ScienceManchester, 8th July, 2010Dan Sutch dan.sutch@futurelab.org.uk
- 2. 10.00 – 10.30Introduction to the Day10.30 – 11.15Challenges of using digital media in science teaching11.15 – 11.30 Break11.30 – 12.30 Overcoming the barriers12.30 – 1.00 Lunch1.00 – 1.30 Recapping and awareness raising1.30 – 2.30 Creating ‘elevator pitches’2.30 – 2.45 Sharing elevator pitches2.45 – 3.30 Break3.30 – 3.45 Plenary, next steps and close
- 3. AimsThe overall aim is to develop a ‘sustainable community’ of triple science practitioners – to support collaborative delivery (collaborative development, practice, support and reflection) and the use of digital media. The aim of the day is to understand the challenges of being (actively) involved in such a community; the challenges of getting (and remaining) involved, and the ways in which digital technologies can support this community.
- 4. Challenge of Innovation‘...change in education may now be thought of as a constant condition, rather than an event’Futurelab Literature review: Teachers Learning with Digital Technologies: A review of research and projects, p.5
- 5. End-user innovation … a source of innovation, only now becoming widely recognized, is end-user innovation. This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs “end-user innovation [is], by far, the most important and critical”Eric Von Hippell Sources of Innovation
- 6. Challenge of starting online communities of practice then...‘… the fallacy is to think that social networks are made up of people. They’re not; social networks consist of people who are connected by a shared object [aim].’JyriEngestrom
- 7. 10.00 – 10.30Introduction to the Day10.30 – 11.15Challenges of using digital media in science teaching11.15 – 11.30 Break11.30 – 12.30 Overcoming the barriers12.30 – 1.00 Lunch1.00 – 1.30 Recapping and awareness raising1.30 – 2.30 Creating ‘elevator pitches’2.30 – 2.45 Sharing elevator pitches2.45 – 3.30 Break3.30 – 3.45 Plenary, next steps and close
- 8. Putting the ideas into practice
- 9. Putting the ideas into practicePoor communication and access to information
- 10. Poor participation in teams
- 12. Poor alignment of actions to goals
- 13. Poor monitoring of results (standard and non-standard)O'Sullivan, 2002
- 14. Putting the ideas into practicePoor communication and access to information
- 16. Teachers independence and influence
- 17. Poor participation in teams
- 18. Teachers and peers
- 20. Support network
- 26. Poor alignment of actions to goals
- 27. Poor monitoring of results (standard and non-standard)
- 28. Teachers adapting to changeBates (2000)
- 29. Putting the ideas into practicePoor communication and access to information
- 32. Teachers independence and influence
- 33. Poor participation in teams
- 34. Confidence in new approach
- 35. Teachers and peers
- 36. Confidence in new approach
- 39. Support network
- 44. ITT and CPD
- 45. Time constraints
- 49. Poor alignment of actions to goals
- 50. Poor monitoring of results (standard and non-standard)
- 51. Teachers adapting to changePutting the ideas into practicePoor communication and access to information
- 56. Teachers independence and influence
- 57. Poor participation in teams
- 58. Confidence in new approach
- 59. Teachers and peers
- 60. Fear of unknown
- 64. Personal desire
- 65. Confidence in new approach
- 68. Support network
- 73. ITT and CPD
- 74. Time constraints
- 80. Poor alignment of actions to goals
- 81. Separation of new practice with personal beliefs
- 82. Poor monitoring of results (standard and non-standard)
- 83. Teachers adapting to changeBarriers to using digital mediaUsing post-it notes: what are the key challenges to using digital media in the science classroom.write a few issues on different post-it notesSort them with your group in to themes (technical issues, confidence, support, time etc)Using google docs – can we compile a shared list of challenges? what similarities are there between groups? what links the themes?
- 84. 10.00 – 10.30Introduction to the Day10.30 – 11.15Challenges of using digital media in science teaching11.15 – 11.30 Break11.30 – 12.30Overcoming the barriers12.30 – 1.00 Lunch1.00 – 1.30 Recapping and awareness raising1.30 – 2.30 Creating ‘elevator pitches’2.30 – 2.45 Sharing elevator pitches2.45 – 3.30 Break3.30 – 3.45 Plenary, next steps and close
- 85. Putting the ideas into practicePoor communication and access to information
- 90. Teachers independence and influence
- 91. Poor participation in teams
- 92. Confidence in new approach
- 93. Teachers and peers
- 94. Fear of unknown
- 98. Personal desire
- 99. Confidence in new approach
- 100. Management of tools
- 102. Support network
- 103. Time to understand
- 104. Time to understand
- 105. Time to personalise
- 106. Time to personalise
- 107. ITT and CPD
- 108. Time constraints
- 110. Access to training
- 111. Poor goal definition
- 112. Imposed practices
- 114. Poor alignment of actions to goals
- 115. Separation of new practice with personal beliefs
- 116. Poor monitoring of results (standard and non-standard)
- 117. Teachers adapting to changeReducing the resistances to changeSharing innovation and early ideas
- 118. Networks of practice
- 120. Conversation
- 121. Networks of practice
- 122. Sharing innovation and early ideas
- 123. Communication
- 124. Conversation
- 125. Risk management
- 126. Showcases
- 128. Tools and resources
- 129. Conversation
- 132. Conversation
- 134. Communication
- 135. Showcases
- 136. Sharing innovation and early ideasOvercoming the barriersHow are the barriers articulated by teachers/heads etc?What are the benefits to attempting to overcome the barriers?Sharing stories of when barriers have begun to be overcome - what practices ? - what tools/resources ? - what examples ?Share in groups & on google docs (30 mins)
- 137. Key theme: no sharing onlineHow is it described?Tech problem? Pedagogic problem? Individual problem?- ‘no time to share’- ‘people using resources but not commenting’- ‘high downloads, low uploads’- ‘no time to search online’‘ no time to QA resources’ Benefits- innovation happens at intersection of disciplines- where it goes on, sharing can lower preparation, time increase resources elsewhere etc etc
- 138. Distance and dependence Intertwining of practice and technology rather than ‘pedagogy before practice’Innovation Itself
- 139. Perceived and actual Different characteristics: Longevity, Fecundity, Copy Fidelity, Innovation Itself
- 142. Overcoming the barriersSharing stories of when barriers have begun to be overcome - what practices ? - what tools/resources ? - what examples ?Share in groups & on google docs (30 mins)
- 143. Personal Learning NetworksPersonal Learning Networks are created by the person at the centre of them. As such, they are difficult to describe as each can vary greatly from others, yet they can be characterized as non-formal networks that take advantage of digital and physical tools to bring together the most useful and interesting sets of people to provide ideas, inspirations, resources and support systems. These networks are reciprocal, flexible and necessarily personal.It is interesting that the reciprocity of PLNs comes by taking advantage of current social processes, rather than setting out to encourage new activities for people to share innovations. That is, by utilising existing sharing networks (Twitter, Facebook, google Docs, TeachMeet) the single act of sharing becomes used for a variety of purposes which are contextualised by other parts of the PLN.http://www.edtechpost.wikispaces.com/PLE+Diagrams
- 144. 10.00 – 10.30Introduction to the Day10.30 – 11.15Challenges of using digital media in science teaching11.15 – 11.30 Break11.30 – 12.30 Overcoming the barriers12.30 – 1.00 Lunch1.00 – 1.30 Recapping and awareness raising1.30 – 2.30 Creating ‘elevator pitches’2.30 – 2.45 Sharing elevator pitches2.45 – 3.30 Break3.30 – 3.45 Plenary, next steps and close
- 145. 10.00 – 10.30Introduction to the Day10.30 – 11.15Challenges of using digital media in science teaching11.15 – 11.30 Break11.30 – 12.30 Overcoming the barriers12.30 – 1.00 Lunch1.00 – 1.30 Recapping and awareness raising1.30 – 2.30 Creating ‘elevator pitches’2.30 – 2.45 Sharing elevator pitches2.45 – 3.30 Break3.30 – 3.45 Plenary, next steps and close
- 147. Future possibilities
- 149. 10.00 – 10.30Introduction to the Day10.30 – 11.15Challenges of using digital media in science teaching11.15 – 11.30 Break11.30 – 12.30 Overcoming the barriers12.30 – 1.00 Lunch1.00 – 1.30 Recapping and awareness raising1.30 – 2.30 Creating ‘elevator pitches’2.30 – 2.45 Sharing elevator pitches2.45 – 3.30 Break3.30 – 3.45 Plenary, next steps and close
- 150. Elevator pitchesIn groups choose: - a barrier (or theme) - a tool/resource - a practice ... And create an elevator pitch to share the benefits of a new approach to teaching science - ensure you describe the challenges and the benefits.
- 151. 10.00 – 10.30Introduction to the Day10.30 – 11.15Challenges of using digital media in science teaching11.15 – 11.30 Break11.30 – 12.30 Overcoming the barriers12.30 – 1.00 Lunch1.00 – 1.30 Recapping and awareness raising1.30 – 2.30 Creating ‘elevator pitches’2.30 – 2.45 Sharing elevator pitches2.45 – 3.30 Break3.30 – 3.45 Plenary, next steps and close
- 152. 10.00 – 10.30Introduction to the Day10.30 – 11.15Challenges of using digital media in science teaching11.15 – 11.30 Break11.30 – 12.30 Overcoming the barriers12.30 – 1.00 Lunch1.00 – 1.30 Recapping and awareness raising1.30 – 2.30 Creating ‘elevator pitches’2.30 – 2.45 Sharing elevator pitches2.45 – 3.30 Break3.30 – 3.45 Plenary, next steps and close
- 153. 10.00 – 10.30Introduction to the Day10.30 – 11.15Challenges of using digital media in science teaching11.15 – 11.30 Break11.30 – 12.30 Overcoming the barriers12.30 – 1.00 Lunch1.00 – 1.30 Recapping and awareness raising1.30 – 2.30 Creating ‘elevator pitches’2.30 – 2.45 Sharing elevator pitches2.45 – 3.30 Break3.30 – 3.45 Plenary, next steps and close
- 155. Mobi MissionsAstroversityMoovlEnquiring MindsExploratreeMy-EFizzeesSpace SignpostEcolibrium
- 156. Supporting Innovation in SchoolsEducation Eye .org.uktinyurl.com/FLinnovationFlux.futurelab.org.uk
Editor's Notes
- 10 – 10.30 Introduction to the Day (Mark/Beth); overview of the agenda (Dan)Trying to understand what the challenges are – from your experience and wider research. Trying to link these to motivations and reasons to try to overcome them.Then, sharing experiences of how we can overcome them, before building some shared resources to support others in overcoming that work.We’ll be building a shared document today that hopefully will provide useful to you all outside of this day in working with othersThe elevator pitches will
- Shorter term challenges: whether adapting to new assessment approaches and curricula; seeking to take advantage of the affordances of new technologies; trying to find new ways to support specific learners, or adapting to the particular needs/requirements of a class ... Change as constant.
- 10.30 – 11.15: The challenges of using digital media in science teachingSo we start off with some of the challenges that teachers see in using digital media.20 min ‘brainstorm’ in small groups to map the key challenges to using digital media in the science classroom. Each participant to write a few issues on post-it notes; groups then to sort the issues into themes (which should emerge during the session, but are likely to include technical, time, motivation/need etc). Groups then use Google docs to share their own lists, building a shared set of challenges the participants are aware of to using digital media in the classroom. (note – need to ensure good wireless access for all participants and that they either bring their own laptops or we provide one per group) Dan to facilitate sharing of list: Point #1 working as a team/network we (should) have found shared challenges (beginnings of a community) and new ideas from others.
- 20 min ‘brainstorm’ in small groups to map the key challenges to using digital media in the science classroom. Each participant to write a few issues on post-it notes; groups then to sort the issues into themes (which should emerge during the session, but are likely to include technical, time, motivation/need etc). Groups then use Google docs to share their own lists, building a shared set of challenges the participants are aware of to using digital media in the classroom. (note – need to ensure good wireless access for all participants and that they either bring their own laptops or we provide one per group)
- 11.30 – 12.30 Overcoming the barriersDan to lead: brief overview of ways of looking at the barriers (based on FL research literature); 30 mins: Groups to undertake a quick activity looking at methods for overcoming particular challenges and mapping ideas/responses against the challenges on the Google Doc (creating a shared list of tools, resources and practices).Dan to facilitate sharing of list: Point #2 working within a community amplifies access to resources and practices that are mediated by professional community
- 30 mins: Groups to undertake a quick activity looking at methods for overcoming particular challenges and mapping ideas/responses against the challenges on the Google Doc (creating a shared list of tools, resources and practices).Dan to facilitate sharing of list: Point #2 working within a community amplifies access to resources and practices that are mediated by professional communityhttp://spreadsheets.google.com/ccc?key=0An0q-sC0_YyhdGlxaUgydGp0b0IwTW5tT0pINTZxWmc&hl=en#gid=1
- Conversational space, how do you make sure those gaps are closed – innovation intermediaries
- 30 mins: Groups to undertake a quick activity looking at methods for overcoming particular challenges and mapping ideas/responses against the challenges on the Google Doc (creating a shared list of tools, resources and practices).Dan to facilitate sharing of list: Point #2 working within a community amplifies access to resources and practices that are mediated by professional communityhttp://spreadsheets.google.com/ccc?key=0An0q-sC0_YyhdGlxaUgydGp0b0IwTW5tT0pINTZxWmc&hl=en#gid=1
- 1.00– 1.30 Recap of morning’s activities and introduction to afternoon sessionDan to present a range of tools and resources for using digital media in the classroom (search tools, authoring tools, video resources, presentation tools and communication tools). Linking from the emerging practices shared in the morning – the aim is to provide a range of developments that may support the use of digital media in the classroom.
- 1.30 – 2.30 Creating ‘elevator pitches’Using Flip cams, Qik, VoiceThread etc, small groups are to create elevator pitches (2-3 min powerful messages) for either: ‘the role of digital technologies in science teaching’ or ‘the use of the [LSN] network’. This session should support the participants in starting from real classroom-based challenges, to describing the benefits (and linked resources) that may be found through the network(Note – this session should create useful resources that can populate the sharepoint site and/or be used by consultants and teachers to share their work with
- elevator pitches’Using Flip cams, Qik, VoiceThread etc, small groups are to create elevator pitches (2-3 min powerful messages) for either: ‘the role of digital technologies in science teaching’ or ‘the use of the [LSN] network’. This session should support the participants in starting from real classroom-based challenges, to describing the benefits (and linked resources) that may be found through the network(Note – this session should create useful resources that can populate the sharepoint site and/or be used by consultants and teachers to share their work with
- 2.30 – 2.45 Sharing elevator pitchesParticipants acting as critical friends for each others’ work. Do pitches address concerns that they each face, do they make recommendations that will support teachers?
- 3.30 - 3.45 Plenary, gathering next steps and end.Dan to overview the journey of the workshop in relation to processes of educational change (relate to ownership, motivations for joining and participating in communities and future need for involvement in community). Mark/Beth summing up next steps