The document summarizes discussions from Scotland's School Estate Conference on the key challenges to delivering change in the school estate and examples of good practice. Three main points emerged from discussions: 1) collaborative briefing processes that engage stakeholders early on can help deliver change but require time and varied engagement techniques; 2) learning beyond the school gate, such as through community centers, offers exciting opportunities but barriers to concurrent community and school use need addressed; and 3) small-scale school refurbishments allow intense discussions to develop consensus, but the challenge is scaling this approach to larger, more complex projects.
Presentation to launch #BrilliantResidentials in Scotland to NNOL at their meeting on 14 March 2017 at the Millport Field Studies Centre on Isle of Cumbrae.
Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Creativity counts in learning for care experienced young peopleCELCIS
CELCIS Education Conference: In a Scottish Government and ESF-funded initiative called Arts, Creativity and Employability (ACE), Abertay University joined forces with the Articulate Cultural Trust to carry out research.
Presentation to launch #BrilliantResidentials in Scotland to NNOL at their meeting on 14 March 2017 at the Millport Field Studies Centre on Isle of Cumbrae.
Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Creativity counts in learning for care experienced young peopleCELCIS
CELCIS Education Conference: In a Scottish Government and ESF-funded initiative called Arts, Creativity and Employability (ACE), Abertay University joined forces with the Articulate Cultural Trust to carry out research.
Updates from the Sakai Teaching and Learning GroupJoshua
The Sakai Teaching and Learning Group has been engaged in a range of activities over the past year including developing a new "Learning Capability Review Process", leading the Teaching with Sakai Innovation Award program, sharing best practices via webinars and developing a vision for the future of Sakai. This session will provide a short presentation to update the community on these initiatives and then spend the remaining time discussing priorities and ideas for the coming year.
Supporting post-school transitions through non-linear learning journeys to po...CELCIS
CELCIS Education Conference 2019: Glasgow Kelvin College shares its approach to supporting vulnerable and disadvantaged learners, with a focus on the Transitions to Learning and Work programme, which provides alternative pathways for young people who have been unable to sustain attendance at school.
Presentation at the Bonner Fall Directors and Community-Engaged Learning Meeting on November 4, 2019 exploring integrative academic and co-curricular pathways. Narrates types of innovative degree pathways. With Ariane Hoy, Rachayita Shah, and Bobby Hackett.
The Schools Innovation Projects Initiative (SIPI) promotes research and fosters understanding of how new technologies support academic excellence and student success. SIPI leverages a “network of networks”, including tools and practices that will collaboratively increase efficiency and capacity for high-quality learning engagement.
Creativity in education - perspective from WalesEduSkills OECD
This presentation was given by Steve Davies at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Updates from the Sakai Teaching and Learning GroupJoshua
The Sakai Teaching and Learning Group has been engaged in a range of activities over the past year including developing a new "Learning Capability Review Process", leading the Teaching with Sakai Innovation Award program, sharing best practices via webinars and developing a vision for the future of Sakai. This session will provide a short presentation to update the community on these initiatives and then spend the remaining time discussing priorities and ideas for the coming year.
Innovation in Education is a program for pedagogical leaders as well as policy makers and NGOs seeking to integrate cutting-edge educational practices into their learning environment and business processes. The program is co-organized together with the University of Helsinki, (HY+) Centre for Continuing Education.
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
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.
Delivering on our Corporate Parenting duties through the establishment of a V...CELCIS
CELCIS Education Conference: outlining the journey taken by Aberdeen City Council in establishing a Virtual School to support improvement in attainment and achievement of all Looked after Children with a key focus on the use of data and partnership working.
Re-Envisioning Hampshire College for the next 50 years. To implement this plan, we need to raise $5 million by April 20, 2019 at https://hampshirefuture.org
Open Android Apps - Hidden Treasures on Android phonesFriedger Müffke
Open Android Apps is a site that publishes functionality of apps that can be reused by 3rd parties, i.e. the app interface/intents filters. This is the missing link between the dependency manager (shown in 2010) and the intents registry (showing in 2009) of Android.
In this presentation the following questions are answered:
- How does the intent system of Android compare to other platforms?
- Which applications offer interfaces? An overview from recent app store analysis and common use cases
- What are the benefits, what the drawbacks of providing and using an interface?
Finally, a short demo is given showing the depency manager that uses data of the Open Android Apps database.
Updates from the Sakai Teaching and Learning GroupJoshua
The Sakai Teaching and Learning Group has been engaged in a range of activities over the past year including developing a new "Learning Capability Review Process", leading the Teaching with Sakai Innovation Award program, sharing best practices via webinars and developing a vision for the future of Sakai. This session will provide a short presentation to update the community on these initiatives and then spend the remaining time discussing priorities and ideas for the coming year.
Supporting post-school transitions through non-linear learning journeys to po...CELCIS
CELCIS Education Conference 2019: Glasgow Kelvin College shares its approach to supporting vulnerable and disadvantaged learners, with a focus on the Transitions to Learning and Work programme, which provides alternative pathways for young people who have been unable to sustain attendance at school.
Presentation at the Bonner Fall Directors and Community-Engaged Learning Meeting on November 4, 2019 exploring integrative academic and co-curricular pathways. Narrates types of innovative degree pathways. With Ariane Hoy, Rachayita Shah, and Bobby Hackett.
The Schools Innovation Projects Initiative (SIPI) promotes research and fosters understanding of how new technologies support academic excellence and student success. SIPI leverages a “network of networks”, including tools and practices that will collaboratively increase efficiency and capacity for high-quality learning engagement.
Creativity in education - perspective from WalesEduSkills OECD
This presentation was given by Steve Davies at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Updates from the Sakai Teaching and Learning GroupJoshua
The Sakai Teaching and Learning Group has been engaged in a range of activities over the past year including developing a new "Learning Capability Review Process", leading the Teaching with Sakai Innovation Award program, sharing best practices via webinars and developing a vision for the future of Sakai. This session will provide a short presentation to update the community on these initiatives and then spend the remaining time discussing priorities and ideas for the coming year.
Innovation in Education is a program for pedagogical leaders as well as policy makers and NGOs seeking to integrate cutting-edge educational practices into their learning environment and business processes. The program is co-organized together with the University of Helsinki, (HY+) Centre for Continuing Education.
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
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.
Delivering on our Corporate Parenting duties through the establishment of a V...CELCIS
CELCIS Education Conference: outlining the journey taken by Aberdeen City Council in establishing a Virtual School to support improvement in attainment and achievement of all Looked after Children with a key focus on the use of data and partnership working.
Re-Envisioning Hampshire College for the next 50 years. To implement this plan, we need to raise $5 million by April 20, 2019 at https://hampshirefuture.org
Open Android Apps - Hidden Treasures on Android phonesFriedger Müffke
Open Android Apps is a site that publishes functionality of apps that can be reused by 3rd parties, i.e. the app interface/intents filters. This is the missing link between the dependency manager (shown in 2010) and the intents registry (showing in 2009) of Android.
In this presentation the following questions are answered:
- How does the intent system of Android compare to other platforms?
- Which applications offer interfaces? An overview from recent app store analysis and common use cases
- What are the benefits, what the drawbacks of providing and using an interface?
Finally, a short demo is given showing the depency manager that uses data of the Open Android Apps database.
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Collaborative Remixing and Reuse of Open Educational Resources - CHI 2013 Pap...tcoughlan
Presentation given at the ACM Conference on Human Factors in Computing Systems ( CHI ) 2013 conference: http://chi2013.acm.org/
Building Open Bridges: Collaborative Remixing and Reuse of Open Educational Resources across organisations
Tim Coughlan (University of Nottingham, UK)
Rebecca Pitt & Patrick McAndrew (The Open University, UK)
Paper available from: http://oro.open.ac.uk/36473/
Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning
Joe Hallgarten presentation from the HEA 'Curriculum Challenge: Being a Curriculum Thinker' event on 7 April 2014
Exploring Value and Values through Openness: Third Sector Partnerships approa...Ronald Macintyre
This paper explores a partnership between a Scottish Government programme to raise awareness and develop capacity in the creation and use of free open online education materials (OER), Open Educational Practices Scotland (OEPS), and Parkinson’s UK a Third Sector organisation which works to improve the lives of people with Parkinson’s. The partnership has designed and produced a series of badged open online courses aimed at Health and Social Care (HSC) staff. The paper focuses on one created for front line staff, sharing what we learnt about what design based approaches can contribute as explorers of “Public Value” (e.g. Moore 1995).
Those accessing OER tend to be the educational haves, in addressing this OEPS has applied “what works” in Widening Participation (WP), seeking partnership with organisations who are “trusted sources of support” with “shared values” to explore the OER role in creating learning journeys for those distanced from education (Macintyre and Cannell 2017). Parkinson’s UK have online and face to face programmes. However, as demand outstripped capacity, they wanted to use OER as a way to explore whether and how people would engage with open online learning. We suggest the creation of OER to outside formal curriculum suggests an absence, structural holes which are being filled by a values led organisation.
Influenced by work on participatory design, and design thinking approaches which focus on value (Dorst 2011) the partners treated these questions as a complex adaptive problem. Through workshops we looked at the value we wanted to create for the learners, for the people the learners cared for, and how this created values of each partner. In the paper we look at what this meant on a practical level, exploring the role of design based approaches in shaping our exploration of Public Value. In particular, we reflect on the use of a Public Value models as heuristics devices to frame messy real world problems. Suggesting this would provide a useful avenue for future research
References
Cannell P. Macintyre R. (2017) Free open online resources in workplace and community settings – a case study in overcoming barriers, Widening Participation and Lifelong Learning, 19(1), pp.111-12
Dorst, K. (2011). The core of “design thinking” and its application. Design Studies, 32(6), pp.521–532.
Moore M. H. (1995) Creating Public Value: Strategic Management in Government, Harvard University Press: London
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1.4 modern child centered education - mahatma gandhi-2.pptx
Schools conference session - Context and Change, Your Perspectives
1. Scotland’s School Estate Conference
Contexts and change: your perspectives
facilitated by
Diarmaid Lawlor
Head of Urbanism
2. Scotland’s School Estate Conference
Aim
contexts
change
differences
matter
pressures and
responses
benefits
briefing
evaluation
3. Scotland’s School Estate Conference
Scope
• Perspectives: challenges &
opportunities- your view
contexts
change
differences
matter
pressures and
responses
• Policy: change in legislation
and processes
• Potential: spaces to respond
to desires for learning
benefits
briefing
evaluation
• Practice: collaborations for
learning benefit in Scotland
4. Scotland’s School Estate Conference
Context and change: your perspectives
Challenges
What, for you, are the key current challenges
to delivering change in the school estate?
5. Scotland’s School Estate Conference
Context and change: your perspectives
Challenges
What, for you, are the key current challenges
to delivering change in the school estate?
Good practice
What, from your current experiences, are the
good practices we should do more of?
6. Scotland’s School Estate Conference
Challenges
Why change?
Do we understand why we
need change?
• Equity of opportunity
• Pedagogy
• Briefing for context
Picture of what change
looks like
• Challenging and
Why change?
promoting messages
• Vision and reality
How to predict uncertainty
• Demographics/tensions
• Sustainability
Why change?
• Planning for growth and
not
7. Scotland’s School Estate Conference
Challenges
Why change?
Conditions for change
Do we understand why we
need change?
• Equity of opportunity
• Pedagogy
• Briefing for context
Leadership
• Bravery
• Short termism
• Community facility
Picture of what change
looks like
• Challenging and
Why change?
promoting messages
• Vision and reality
Environment for change
• Tensions: strategic v
localismchange?
Why
• Old work practice
• Silos
How to predict uncertainty
• Demographics/tensions
• Sustainability
Why change?
• Planning for growth and
not
Inertia
• Expectations
• Opposition
Why change?
• Fear of unknown
8. Scotland’s School Estate Conference
Challenges
Why change?
Conditions for change
Resourcing
Do we understand why we
need change?
• Equity of opportunity
• Pedagogy
• Briefing for context
Leadership
• Bravery
• Short termism
• Community facility
Capital
• Reducing
• Competing priorities
Picture of what change
looks like
• Challenging and
Why change?
promoting messages
• Vision and reality
Environment for change
• Tensions: strategic v
localismchange?
Why
• Old work practice
• Silos
Affordability
• New and improved
existing
How to predict uncertainty
• Demographics/tensions
• Sustainability
Why change?
• Planning for growth and
not
Inertia
• Expectations
• Opposition
Why change?
• Fear of unknown
Revenue
• Maintenance
• Energy
9. Scotland’s School Estate Conference
Best practice
Integration
•
•
•
Discussions about what learning in places of change looks like
Corporate asset management
Integrating community and education facilities and services
Context led
robustness
•
•
•
Misleading definitions ‘Good practice’
Accepting not one size fits all; open-ness to variety
Robustness on capacity assessment
Persuasion
•
•
•
Proving the value of what you do
Persuading people of benefit in the new school
Desire for more work on Post Occupancy Evaluation
•
•
More time, and space to interrogate the story behind the examples
Multiple ways to access information: online, educationalist views,
designer views
•
Conversations to drive new ways to create more time and resource to
do goodpractice
Behind the good
practice story
Time
10. Scotland’s School Estate Conference
World Café sessions: summary
facilitated by
Diarmaid Lawlor
Head of Urbanism
11. Scotland’s School Estate Conference
World Café sessions: topics
•
The collaborative briefing processes used by East Dunbartonshire in their investment programme in six secondary
schools, and in their recent design work with SfT. This will be led by Jan Pollock, Quality Improvement Officer at East
Dunbartonshire.
•
The principles of briefing for learning beyond the school gate, and the potential of using existing civic assets in
places to support a range of learning opportunities, from learning towns to agile classrooms led by Dugald Forbes,
educationalist.
•
Learning from briefing for refurbishment of small schools, how communities, teachers and learners were engaged,
how the processes informed spatial briefing and the challenges to scale up to apply the lessons learned to larger,
more complex estate challenges. This will be led by Annette Patterson, Asset Development Manager for Scottish
Borders Council with Lesley Munro, Headteacher from Earlston and Gordon primary schools.
•
The idea of shared spaces to facilitate ambition and attainment by learners, of all ages, and backgrounds; and
attachment by communities. This session will provoke questions about how we create spaces for learning, challenge
zoning, ask questions about overlapping programmes and relationships in space between teachers, learners and
communities. This session will be led by Steven Quinn, Head of Service, Education and Skills at North Ayrshire
Council.
•
Learning about practical processes of briefing for and delivering spaces for outdoor learning, citizenship and
development of children and young people. This will be led by Juno Hollyhock, Executive Director of Grounds for
Learning.
•
Sam Cassels took the final session which looked at the options to re-think buildings we already have to deliver the
Curriculum for Excellence
12. Scotland’s School Estate Conference
World Café sessions: emerging discussion points [a]
Deciding on decisions
• Layering decisions in the briefing process
Leverage
• How do we get added benefit from the school as a place for learning, for all people, from
3-70 years old
Balance of investment
• Balance of investments and outcomes: how do we re-consider basis asset maintenance,
new build and refurbishment to achieve better outcomes
• What is the value of investment in the estate in terms of outcomes achieved?
13. Scotland’s School Estate Conference
World Café sessions: emerging discussion points [b]
Reflecting the reality of how we do things now
• Changing patterns in how we work: is this reflected in the design of spaces for young
people to learn?
Supporting different learners in different ways
• Challenge to the idea that attainment has improved, despite investments in the built estate
• Building better spaces to improve modern skills for work, learning and life
• Can we have smaller classrooms, use what was the corridor for some learners self
motivated, and host people who need extra support in the classroom?
• Is student attainment all there is to the idea of attainment? What about wellbeing,
collaboration, behaviours?
• Is attainment to do with teaching or the spatial environment?
14. Scotland’s School Estate Conference
World Café sessions: emerging discussion points [c]
What is the role of consultation and how do we leverage it?
•
•
•
•
Who is involved in the briefing process?
The people you involve in the briefing process will all be coming from different
perspectives
When you take people’s views on board, the embrace the spaces. It can help attainment
Are there qualities of a basis brief, generic qualities that can bespoke from place to place or
condition
15. Scotland’s School Estate Conference
World Café sessions: summary feedback from topic groups [a]
Collaborative briefing processes
Collaborative briefing works well. The challenge is to get stakeholders involved earlier in the process, and to
use a variety of techniques to engage everybody. Engaging the learner is important, and this in itself, with the
realities of how decisions and actions happen, can be a valueable learning process for them.
Learning beyond the school gate
Learning beyond the school gate, and learning from the work of the people working on Learning Towns in
Dumfries is an exciting possibility. This is particularly the case when schools are being brought together
around a centre, using the investment in the schools, and the place, to make the centre work for a range of
people, in a range of ways, at different times. Participants felt that vocational learning in particular could
benefit from this model, and a desire to explore what more academic focused learning could look like.
16. Scotland’s School Estate Conference
World Café sessions: summary feedback from topic groups [b]
Briefing for refurbishment of small schools
The challenge here is to scale up learning around processes for changing buildings for learning from the small
to the big. The small scale allows intense discussions with all interests to develop consensus about actions.
This discussion looked at the balance of outcome from prioritising the education brief over the property brief,
and the way this set of values changes the trade offs and balance of decisions in investment. Some key issues
emerged around how to structure the strategic brief, the vision; how we lead the process of education driven
briefing; how we share intent on a wider basis to get buy in from learners, teachers, parents and wider
interests.
Shared spaces
Participants felt that schools should sit at the heart of communities, used by communities. Fears over
concurrent learning and community use need to be addressed to unlock the potential for whole community
learning. This is about politicians, officers and community leaders working together to both identify the actual
barriers, and work together to overcome them. We also need to interrogate why it has been difficult to
achieve more of this form of concurrent use. Is it old thinking, is it too difficult? The changing landscape of
finance and resources may bring opportunities to tackle these issues and make spaces work harder for
everyone.
17. Scotland’s School Estate Conference
World Café sessions: summary feedback from topic groups [c]
Outdoor learning
If we are serious about Outdoor learning, we need to value it, and influence policy to achieve it. We need to
better understand the reasons why things around the use of outdoor space change from early years to
secondary. At second level, young people go out, a lot less. The key question is how we make this transition
different, in all contexts, from clusters of schools working together, to exploring opportunities within schools.
A key challenge at second level, where the focus may be on exams and attainment, is to link outdoor learning
and examinations. Make outdoor learning count as part of learning for all.
Changing buildings and interiors of buildings we already have
Influencing people about changing buildings, and interiors is about showing models. We should celebrate the
fact that there are awards now looking at re-invention of a primary school and a building schools for the
future scheme in the Glasgow Institute of Architecture process. These are two different examples of realising
learning and education need in Scotland. There are some really good examples around. Share more.
18. Scotland’s School Estate Conference
World Café sessions: Alastair Blyth final summary]
Layering
decisionmaking
in the briefing
process, and the
quality of time
spent on the
different
processes
The importance
of
communication,
consultation and
collaboration in
briefing
Design is
briefing, and
briefing is part
of design
Briefing is a
continuous
process of
problem finding
and resolution
through the
whole life of a
building
We need more
examples of
good products
[buildings and
spaces for
learning]and
processes
Editor's Notes
Presentation to Heads of Planning in Scotland at TAYPlan, June 18, 2010
Presentation to Heads of Planning in Scotland at TAYPlan, June 18, 2010