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04/03/2017
1
Trinity	College	Dublin,	The	University	of	Dublin
Technology,		Learning,	Teamwork,	
Systemic	Change
&	Bridge21...
04/03/2017
2
Bridge21	Supporters	Since	2007
Trinity	College	Dublin,	The	University	of	Dublin
Area	of	Interest
“Innovative/...
04/03/2017
3
Trinity	College	Dublin,	The	University	of	Dublin
Systemic	Change
“Philosophers have interpreted the
world, th...
04/03/2017
4
Trinity	College	Dublin,	The	University	of	Dublin
Innovative	Learning
Learning	activities	at	the	SAMR	redefini...
04/03/2017
5
Trinity	College	Dublin,	The	University	of	Dublin
Schools	IT2000
• Schools	IT	2000’s	core	objective	is	to	put	...
04/03/2017
6
Trinity	College	Dublin,	The	University	of	Dublin
Current	Reform	Process	- Alignment
Bridge21
04/03/2017
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Bridge21
1. A pedagogical	model
2. A learning	laboratory
3. A	systemic	change	action	research	project	
1 – Th...
04/03/2017
8
Trinity	College	Dublin,	The	University	of	Dublin
Bridge21	a	Pragmatic Model	of		21st Century	
Teaching	and	Le...
04/03/2017
9
Trinity	College	Dublin,	The	University	of	Dublin
Lesson	Template	– Activity	Model
Set-Up
● Divergent	Thinking...
04/03/2017
10
2	– The	Learning	Laboratory
Trinity	College	Dublin,	The	University	of	Dublin
Activities	and	Topics
1. Core	T...
04/03/2017
11
Trinity	College	Dublin,	The	University	of	Dublin
Some	Numbers
Bridge21	Impact	Since	2007
04/03/2017
12
Trinity	College	Dublin,	The	University	of	Dublin
Publications	I
The	Model
1. Sullivan	S.,	Marshall	K.,	Tangn...
04/03/2017
13
Trinity	College	Dublin,	The	University	of	Dublin
Themes	emerging	from	
research
1. Students	developed	a	pers...
04/03/2017
14
Trinity	College	Dublin,	The	University	of	Dublin
Long	Term	Impact	on	Students	
of	Participation
Key	Skills
•...
04/03/2017
15
Trinity	College	Dublin,	The	University	of	Dublin
Overlapping	Issues
CS	&	STEM
Technology	
Enhanced	
Learning...
04/03/2017
16
Teacher	CPD
Trinity	College	Dublin,	The	University	of	Dublin
Role	of	the	teacher
it	was	very	much	90%	
they	...
04/03/2017
17
Trinity	College	Dublin,	The	University	of	Dublin
Responsibility	for	learning (Conneely ,	Girvan,	Lawlor	and	...
04/03/2017
18
Post	Graduate	Certification
Post	Graduate	Certificate
• Level	9	- TCD	Accredited
• Fri/Sat	Modules	in	TCD	&	...
04/03/2017
19
Trinity	College	Dublin,	The	University	of	Dublin
Year	1
••Age	13
••11	Subjects
Year	2
••Age	14
••11	Subjects...
04/03/2017
20
Trinity	College	Dublin,	The	University	of	Dublin
Current	Reform	Process	- Alignment
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Computer in Education Society of Ireland (CESI) Keynote March 2017

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Overview of Bridge21

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Computer in Education Society of Ireland (CESI) Keynote March 2017

  1. 1. 04/03/2017 1 Trinity College Dublin, The University of Dublin Technology, Learning, Teamwork, Systemic Change & Bridge21 Brendan Tangney Trinity Centre for Research in IT in Education School of Computer Science & Statistics and School of Education tangney@tcd.ie www.bridge21.ie www.slideshare.net/tangney Trinity College Dublin, The University of Dublin The Team Aibhín Bray, Ann Fitzgibbon, Carina Girvan, Ciarán Bauer, Claire Conneely, Clionna Hannon, Dermot Walsh, Elizabeth Oldham, Grace Lawlor, Jake Byrne, John Lawlor, Joseph Roche, Katriona O’Sullivan, Keith Johnston, Kevin Marshall, Kevin Sullivan, Lorraine Fisher, Megan Kuster, Michelle O’Kelly, Richard Millwood, Rónán Smith, Sharon Kearney
  2. 2. 04/03/2017 2 Bridge21 Supporters Since 2007 Trinity College Dublin, The University of Dublin Area of Interest “Innovative/Creative” Education Scale & System Wide Change
  3. 3. 04/03/2017 3 Trinity College Dublin, The University of Dublin Systemic Change “Philosophers have interpreted the world, the point however is to change it.” Karl Marx Educational innovation is not easy to accomplish. http://juniorfellow.ewb.ca/systemic-change/ Trinity College Dublin, The University of Dublin The SAMR Model for Integrating ICT into the Classroom Puentedura, R. (2012)
  4. 4. 04/03/2017 4 Trinity College Dublin, The University of Dublin Innovative Learning Learning activities at the SAMR redefinition layer “do not sit well within a conventional school system featuring didactic methods of teaching and learning, a Victorian-style classroom (the teacher addressing rows of students) and short single-subject class periods. Instead, they are more in keeping with the widely-discussed 21C Learning approach to education”. (Tangney B., Bray A., Oldham E., 2015) Technology and the Irish Educational Landscape
  5. 5. 04/03/2017 5 Trinity College Dublin, The University of Dublin Schools IT2000 • Schools IT 2000’s core objective is to put in place a permanent infrastructure which will ensure that: –pupils in every school have the opportunity to achieve computer literacy and to equip themselves for participation in the information society; –support is given to teachers to develop and renew professional skills, which will enable them to utilise ICTs as part of the learning environment of the school. Trinity College Dublin, The University of Dublin Technology and the Educational Landscape Digital Strategy for Schools 2015-2010 1. A Constructivist Pedagogical Orientation underpinning the embedding of ICT in schools. 2. The use of ICT in teaching, learning and assessment can enhance the experience of all students 3. The use of ICT in teaching, learning and assessment is embedded in school curricula, Department policies and teacher education.
  6. 6. 04/03/2017 6 Trinity College Dublin, The University of Dublin Current Reform Process - Alignment Bridge21
  7. 7. 04/03/2017 7 Bridge21 1. A pedagogical model 2. A learning laboratory 3. A systemic change action research project 1 – The Pedagogical Model
  8. 8. 04/03/2017 8 Trinity College Dublin, The University of Dublin Bridge21 a Pragmatic Model of 21st Century Teaching and Learning (Lawlor J., Marshall K., Tangney B., 2015) (Conneely, C., Girvan, C., Lawlor, J., Tangney, B 2015) Trinity College Dublin, The University of Dublin
  9. 9. 04/03/2017 9 Trinity College Dublin, The University of Dublin Lesson Template – Activity Model Set-Up ● Divergent ThinkingWarm Up ● Define Problem ● Research ● Convergent ThinkingInvestigate ● Tasks ● Roles ● Schedule Plan •Create •Review •Reflect Create Present Reflect Trinity College Dublin, The University of Dublin • Brainstorm – everything you can do with this object • Brainstorm all the events you can from WWI and place on a timeline • Select the names of three soldiers from a local monument • Research using multiple primary & secondary sources • Prepare to tell one story with a video and two on paper – add all of the information to the timeline Sample Lesson – History - World War I
  10. 10. 04/03/2017 10 2 – The Learning Laboratory Trinity College Dublin, The University of Dublin Activities and Topics 1. Core Transition Year Programme – 4 day workshops, digital media 2. Advanced TY Weeks – 4 day workshops – Physics, Maths, History, English, Gaeilge, Development Education, Philosophy, German, Project Management, Peer tutoring, 3. Computer Coding 4. Primary Schools 5. Professional Masters in Education 6. Certificate in 21st Century Teaching & Learning
  11. 11. 04/03/2017 11 Trinity College Dublin, The University of Dublin Some Numbers Bridge21 Impact Since 2007
  12. 12. 04/03/2017 12 Trinity College Dublin, The University of Dublin Publications I The Model 1. Sullivan S., Marshall K., Tangney B., Teaching without teachers; peer teaching with the Bridge21 model for collaborative technology-mediated learning, Journal of IT Education: Inovation in Practice – 2015, (14), 63-83 2. Lawlor J., Marshall K., Tangney B., Bridge21 – Exploring the potential to foster intrinsic student motivation through a team-based, technology mediated learning model, Technology, Pedagogy and Education, 2015, p1-20. 3. LLawlor J., Conneely C., Tangney B., Towards a pragmatic model for group-based, technology-mediated, project-oriented learning – an overview of the B2C model, Proceedings of the 2010 TechEduca Conference, Athens, May, 2010, pp 602-609. 4. Tangney B., Bray A., Oldham E., Realistic Mathematics Education, Mobile Technology & The Bridge21 Model For 21st Century Learning – A Perfect Storm, in Mobile Learning and Mathematics: Foundations, Design, and Case Studies, Crompton H., & Traxler J., (Eds) Routledge, pp 96-105. Computer Programming 1. Byrne, J. R., O'Sullivan, K., & Sullivan, K. (2016). An IoT and Wearable Technology Hackathon for Promoting Careers in Computer Science. IEEE Transactions on Education. (60), 1, pp 50-58. 2. Tangney, B., Oldham, E., Conneely, C., Barrett, E., Lawlor, J., Pedagogy and processes for a computer engineering outreach workshop – the B2C model, IEEE Transactions in Education, 2010, vol 53 no 1, pp53-60. 3. Sullivan, K., Byrne, J. R., Bresnihan, N., O'Sullivan, K. & Tangney, T. CodePlus - Designing an After School Computing Programme for Girls. 45th Annual Conference Frontiers in Education (FIE), 21 - 24 October 2015 El Paso, USA, pp5. Trinity College Dublin, The University of Dublin Publications II Teacher CPD 1. Girvan C., Conneely C., Tangney B., Extending experiential learning in teacher professional development. Teaching and Teacher Education 58:129-139 · August 2016. DOI: 10.1016/j.tate.2016.04.009 2. Fisher, L., Byrne, J. R. & Tangney, B. (2015) Exploring Teacher Reactions Towards a 21St Century Teaching and Learning Approach to Continuing Professional Development Programme in Computer Science, 7th International Conference on Computer Supported Education (CSEDU), 23 - 25 May 2015 Lisbon, Portugal, pp 22-31 3. Byrne, J. R., Fisher, L. & Tangney, B. (2015) Computer Science Teacher reactions towards Raspberry Pi Continuing Professional Development (CPD) workshops using the Bridge21 Model , 10th International Conference on Computer Science & Education (ICCSE), 22-24 July 2015 Cambridge, UK, in press 4. Byrne, J. R., Fisher, L. & Tangney, B. (2015) Empowering Teachers to Teach Computer Science - A social constructivist approach using the Bridge21 Model for CS CPD., 45th Annual Conference Frontiers in Education (FIE), 21 - 24 October 2015 El Paso, USA, 9pp. Use in Schools 1. Conneely, C., Girvan, C., Lawlor, J., Tangney, B., An Exploratory Case Study into the Adaption of the Bridge21 Model for 21st Century Learning in Irish Classrooms, in editor(s) Butler, D., Marshall, K., Leahy, M., Shaping our Future: How the lessons of the past can shape educational transformation, Dublin, Liffey Press. 2015, pp 348- 381. 2. Johnston K., Conneely C., Murchan D., Tangney B., Enacting Key Skills-based Curricula in Secondary Education: Lessons from a Technology-mediated, Group-based Learning Initiative, Technology, Pedagogy and Education, 2014, pp1-20. 3. Conneely C., Murchan D., Tangney B., & Johnston K. (2013). 21 Century Learning –Teachers’ and Students’ Experiences and Views of the Bridge21 Approach within Mainstream Education. Proceedings of Society for Information Technology & Teacher Education International Conference (SITE), 5125-5132. 4. Louise Merrigan, Carina Girvan, Kevin Marshall and Brendan Tangney (2013). Teacher Attitudes To Assessment, AfL and ICT for Assessment in Bridge21 Schools, Case Study Report for the NCCA, (p51), Dublin: Centre for Research in IT in Education, Trinity College Dublin. 5. Carina Girvan, Ciarán Bauer and Brendan Tangney (2013) Integrating the Bridge21 Model for 21st Century Learning in Irish Second Level Classrooms. Case Study Report for the NCCA. (pp. 49). Dublin: Centre for Research in IT in Education, Trinity College Dublin.
  13. 13. 04/03/2017 13 Trinity College Dublin, The University of Dublin Themes emerging from research 1. Students developed a personal responsibility for learning 2. Teamwork is a positive contributor to the learning experience 3. Evidence of development of meta-cognition & higher order learning 4. Results resonate with the SPRinG project 5. Skills students developed during programme carried back to school “I can do things I didn’t think I could” “You’re responsible for yourself & for your own work” “I learned how to interact with other people & work together to build anything” “I like working in a team rather than by myself” • (Lawlor J., Marshall K., Tangney B., 2015; Lawlor J., Conneely C., and Tangney B., 2010. ; Tangney B., Oldham E., Conneely C., Barrett S., Lawlor J., 2010) Trinity College Dublin, The University of Dublin Longitudinal Study - Students (Kevin Sullivan 2016)
  14. 14. 04/03/2017 14 Trinity College Dublin, The University of Dublin Long Term Impact on Students of Participation Key Skills • Immediate: Significantly increased confidence – Communication, Collaboration, Critical Thinking, Creativity, Learning with Technology and Self-Direction • Long Term: Sustained increases after 3 months and 1 year 3rd level • Immediate: Increased aspiration among undecideds • Long Term: Eased transition to 3rd level – Meeting new people, speaking up in class, leading group projects, learning with technology. 3 – Systemic Change Bridge21 in Schools
  15. 15. 04/03/2017 15 Trinity College Dublin, The University of Dublin Overlapping Issues CS & STEM Technology Enhanced Learning 21st Century Learning Trinity College Dublin, The University of Dublin Operating at Multiple Levels System Evidence base through published research Reports for policy makers Networking with policy makers and other influencers Schools Bridge21 & TA21 schools Teachers Introduction to Bridge21 workshops Free CS workshops Accredited CPD in 21C T&L and Coding In school “Lesson Study” CPD cycles Students Introductory workshops to Bridge21 Advanced activities, e.g. Language Learning, Peer Teaching, CodePlus Students - 12,000 Teachers – 1,500
  16. 16. 04/03/2017 16 Teacher CPD Trinity College Dublin, The University of Dublin Role of the teacher it was very much 90% they were working, 10% me it looks like I'm doing nothing I would have been chalk and talk you know, and now often times I say nothing in class The other thing I'd say which I think is really important, from my point of view, is the kids taught me a lot
  17. 17. 04/03/2017 17 Trinity College Dublin, The University of Dublin Responsibility for learning (Conneely , Girvan, Lawlor and Tangney 2015) Trinity College Dublin, The University of Dublin Teacher Professional Development Girvan C., Conneely C., Tangney B., Extending experiential learning in teacher professional development. Teaching and Teacher Education 58:129-139, August 2016.
  18. 18. 04/03/2017 18 Post Graduate Certification Post Graduate Certificate • Level 9 - TCD Accredited • Fri/Sat Modules in TCD & Google • 6 Modules - 30 ECTs Inclusive Education Digital Media Literacy Teacher as Researcher Leadership & Change Management Computational Thinking Information Literacy Contextual Maths STEM Pedegogy Intro to Scratch Programming Python Programming Raspberry-Pi Computer Systems Advanced Scratch Programming Individual Workshops • Free for teachers • Delivered Locally Trinity Access 21 Data and Impact
  19. 19. 04/03/2017 19 Trinity College Dublin, The University of Dublin Year 1 ••Age 13 ••11 Subjects Year 2 ••Age 14 ••11 Subjects Year 3 ••Age 15 ••Junior Certificate Longitudinal Study 11 Project Schools 1100 Students and their teachers Year 4 ••Age 16 ••Transition Year Year 5 ••Age 16/17 ••7 Subjects Year 6 ••Age 17/18 ••Leaving Certificate 2014/15 2015/16 2016/17 2016/17 Trinity College Dublin, The University of Dublin Confidence - 21st Century Teaching Practices
  20. 20. 04/03/2017 20 Trinity College Dublin, The University of Dublin Current Reform Process - Alignment

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