Post on 17-Nov-2014
description
Future School Site • What would kids 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…
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
School Level barriers
1996, Prof. Hedley Beare
Two key questions… Education in the
Future:
• What will our schools be like?
• Where will learning occur?
• What will be the role of teachers?
• What technology will be used?
Education for the Future:
What must we be doing today to ensure that our students are equipped with the skills and knowledge required to function in the world of tomorrow?
Future School Scenarios
Status Quo Re-‐schooling De-‐schooling
Source: OECD – Six Scenarios
Status quo, BureaucraLc systems conLnue
Meltdown scenario
Schools as core social centres
Schools as focused learning organisaLons
Learning networks and network society
Extended Market Model
If you really could start from scratch without the constraint of inherited plant, existing buildings and dedicated real estate, you are pushed back to first principles.
Perspectives
Vision, planning and governance
Curriculum Buildings and architecture
Pedagogy and space
ICT Infrastructure
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
Lack of coherent vision…
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?
Competing philosophies Philosophy A Philosophy B
Education Broken, but can be fixed (quickly)
Long term investment in the future
Technology Drives change Enables, supports and accelerates change
Teachers Another problem to be fixed
Supported professionals
Learners The future workforce More than just the future workforce
Innovation Let a thousand flowers flourish
Got to be scalable and sustainable
Success Input targets and attainment
Wider long-term benefits
Curriculum Don’t trust teachers - ‘package’ it up
Guidance and support for teachers
Competing philosophies Philosophy A Philosophy B
Education Broken, but can be fixed (quickly)
Long term investment in the future
Technology Drives change Enables, supports and accelerates change
Teachers Another problem to be fixed
Supported professionals
Learners The future workforce More than just the future workforce
Innovation Let a thousand flowers flourish
Got to be scalable and sustainable
Success Input targets and attainment
Wider long-term benefits
Curriculum Don’t trust teachers - ‘package’ it up
Guidance and support for teachers
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
Beyond the stable state 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
Ask yourself…
• Do your 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?
A learning organisation
Feature Conventional Learning
Awareness At leadership level Throughout the organisation
Environment Centralised, mechanistic, structures
Flatter structures, open-ness encouraged
Leadership Centralised, autocratic Shared, committed resources
Empowerment Hierarchical view of power
Locus of controls shifts to workers
Learning Not a focus – emphasis on productivity
Learning labs – small scale real-life settings
• Provides a process for whole school review and development as a learning organisation.
• Involves all stakeholders as learners in the process h"p://eps2.core-‐ed.org
Diffusion of innovation
Beyond the stable state, Donald Schon, 1973
Getting the balance right
Technology Rampant
Innovation Resisted
Creativity Frustrated
Potential Realised
Approach
Old
Old
New
New
Technology
Ref: h"p://www.makingthenetwork.org
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
Effective teaching and learning… Effective teaching and learning occurs when…
Student autonomy and initiative accepted and encouraged.
Students engage in dialogue with
teacher and each other
Higher level thinking is encouraged
Class uses raw data, primary
sources, physical and interactive
materials.
Knowledge and ideas emerge only from a situation in which learners have to draw
them out of experiences that have meaning and importance to them.
Teacher asks open-ended questions and allows wait
time for response
Students are engaged in
experiences that challenge
hypotheses
John Dewey – Construc1vist Pedagogy, 1916
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
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
TPACK
h"p://www.tpck.org
Captures some of the essential qualities of knowledge required by teachers for technology integration in their teaching.
Exploring Education 3.0
h"p://www.geLdeas.org
Learning Settings
Learning occurs in a variety of settings, requiring flexible use of space
h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf
Linking Principles to place
Understanding how we use space to support pedagogical practice
h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf
Albany Senior High School – open spaces that can be conLnually re-‐organised and re-‐shaped according to pedagogical need.
Albany Senior High School – open spaces that can be conLnually re-‐organised and re-‐shaped according to pedagogical need.
Albany Senior High School – library space adjacent to learning areas, with specialised spaces connected for media producLon etc.
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.
Leigh Academy
Leigh Academy, London – schools-‐within-‐school concept, strong focus on technology integraLon.
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.
Albany Senior High School – uLlitarian design, with opportuniLes for evolving use of internal space.
Albany Senior High School – operaLng in the cloud, so no need for server racks and expensive air condiLon systems etc.
ICT infrastructure
• Flexible agile simple
• Reliable sustainable scalable
• Open-ness
• Ubiquitous seamless access
• Litmus test is “do your outcomes meet your vision?”
The perfect storm
Personalisation
A perfect storm looming?
Benefits of cloud computing?
Shared management systems
Decreased reliance on school ICT staff
Version control and updates
Expand resource sharing
Reduce barriers to parLcipaLon, sharing, collaboraLon
Greater choice, agility re:
applicaLons used
Sobware licensing
Ubiquitous access
http://blog.core-ed.net/derek/2009/06/8-ways-cloud-computing-may-change-schools.html
Mobile
Anywhere, any time, any device learning
Pesonalisation
vs.
vs.
The emerging paradigm…
Networked
Schools
Then Now Next
Teaching focus on process
of instruction
F2F Classrooms
Distance Education
Intranets
Extranets
Education focus on teaching and
learning Learning
focus on learner e
Networked Schools
Examines the next phase of schooling – providing guidance for those moving toward networked school communities
h"p://networkedschooling.ning.com/
A School’s “Loop”
School A
School A
School A
Services
Internet
School
School
School
Public Library
University
KAREN
Aggrega1on Point
National Education Network
Envisioning a network of networks, connected by a high speed fibre backbone
A local schools network example
h"p://www.gcsn.school.nz
A regional network example
h"p://map.lgfl.org.uk/gol/Map.aspx
h"p://www.nen.gov.uk/
Making learning virtual
http://www.virtuallearning.school.nz
LCO Handbook
A guide for schools seeking establish local online learning communities and to become a part of the virtual schools network
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
If you want to 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
Thankyou
Derek Wenmoth
Director, eLearning
CORE Education Ltd derek@core-ed.net
http://blog.core-ed.net/derek
education leaders and policy makers