"Let their voice be heard" - - "Let their voice be - - PowerPoint PPT Presentation

"Let their voice be heard" "Let their voice be heard" -

• learner led change in

learner led change in services for schools services for schools

Doug Dickinson Doug Dickinson Educational ICT consultant (UK) Educational ICT consultant (UK)

From BETT 2007 From BETT 2007

• The alarming difference in the ICT experience

The alarming difference in the ICT experience available to young people in and out of schools available to young people in and out of schools was highlighted at the BETT 2007 educational was highlighted at the BETT 2007 educational technology show by technology show by Annika Annika Small, chief executive Small, chief executive

• f ICT research hothouse
• f ICT research hothouse Futurelab

Futurelab. .

• While she welcomed the internet's move to

While she welcomed the internet's move to "talkies" (multimedia and broadband) and the "talkies" (multimedia and broadband) and the growth of online "community and collaboration on growth of online "community and collaboration on a scale never seen before", she warned: "2006 a scale never seen before", she warned: "2006 was particularly significant is that the disconnect was particularly significant is that the disconnect between young people between young people’ ’s lives outside school and s lives outside school and their educational experiences grew their educational experiences grew – – and quite and quite dramatically in some quarters". dramatically in some quarters".

School School’ ’s out s out … …

‘ ‘The current generation of decision The current generation of decision-

• makers

makers – – from politicians to teachers from politicians to teachers – – see the world from a very different see the world from a very different perspective to the generation of young perspective to the generation of young people who do not remember life without people who do not remember life without the instant answers of the internet or the the instant answers of the internet or the immediate communication of mobile immediate communication of mobile phones. phones.’ ’

Demos – Their Space – Education for a digital generation

‘ ‘It is these decision It is these decision-

• makers who shape the way

makers who shape the way that digital technologies are used in the system that digital technologies are used in the system and who set them up to limit their use and role in and who set them up to limit their use and role in everyday life. everyday life.’ ’

Demos – Their Space – Education for a digital generation

Demos report Demos report

The report points out the difference The report points out the difference in young peoples' experiences of web in young peoples' experiences of web 2.0 versus what they get in 2.0 versus what they get in school.

• school. ...

... "plus ca change, plus c'est "plus ca change, plus c'est la meme chose" la meme chose" ... ...

Two key change agents are emerging

rapidly:

• The sense that traditional structures which

define where and how learning takes place are no longer sufficient

• timetables – lessons – classrooms
• Redefining the ‘New Basics’ for education

And we need to ask, ‘How will these

influence the direction of the ICT Strategy?’

Is this as it should be? Is this as it should be?

‘ ‘Instead of starting from the physical, you Instead of starting from the physical, you need to start with the program you know need to start with the program you know you need to have. Then you can see how you need to have. Then you can see how your existing structure won your existing structure won’ ’t let you do t let you do

• that. And then you do work to make
• that. And then you do work to make

physical changes physical changes’ ’

Dr Betty Despenza-Green, Director, National High School Initiative

Moral Panic .V. Technological determination Moral Panic .V. Technological determination

• Web 1.0

Web 1.0 – – Web 2.0 Web 2.0

• Ownership

Ownership

The democratization of learning where

time, place and access is determined by the crowd

UK University UK University

• Infrastucture

Infrastucture

• Evolved

Evolved

• Elastoplast

Elastoplast

• Fit for purpose

Fit for purpose

• When

When

• Clients

Clients

• RSS

RSS

Web 2.0 Web 2.0 – – 3.0 and beyond 3.0 and beyond

• Not just:

Not just:

• Google

Google

• Skype

Skype

• Youtube

Youtube

• blogger

blogger

• pbwiki

pbwiki

• del.icio.us

del.icio.us

• diigo

diigo

• flickr

flickr

• myspace

myspace

• Breeze

Breeze

• http://momb.socio

http://momb.socio-

• kybernetics.net/section/list

kybernetics.net/section/list

Filter buster Filter buster

Students already have numerous Students already have numerous ways of bypassing the systems we ways of bypassing the systems we have created for them: have created for them: http: / / www.shambles.net/ pages/ learni http: / / www.shambles.net/ pages/ learni ng/ ict/ filterbust/ ng/ ict/ filterbust/

Clients/Students? Clients/Students?

• The student voice is beginning to see that

The student voice is beginning to see that they have the power they have the power (technology has begun to give them that) (technology has begun to give them that) to make dramatic changes in the way that to make dramatic changes in the way that they learn they learn

• If the institutional infrastructure provided

If the institutional infrastructure provided does not recognise this, the chances are, does not recognise this, the chances are, it will be bypassed it will be bypassed

‘ ‘Exploiting and Protecting the Exploiting and Protecting the Network Network’ ’

• 'Exploiting and Protecting the Network Best

'Exploiting and Protecting the Network Best Practice Guide' is published by UCISA Practice Guide' is published by UCISA (Universities and Colleges Information Systems (Universities and Colleges Information Systems Association). Now in its third edition, this takes Association). Now in its third edition, this takes into account the further growth in network use into account the further growth in network use since the last version, changes in legislation, since the last version, changes in legislation, and changes in the allowable uses of the JANET and changes in the allowable uses of the JANET and regional networks. It aims to help institutions and regional networks. It aims to help institutions to protect themselves against dangers whilst to protect themselves against dangers whilst making full and appropriate use of their network. making full and appropriate use of their network.

• You can download the guidance from

You can download the guidance from UCISA UCISA. .

‘ ‘To what extent has the potential wide To what extent has the potential wide diversity of users of the learning space been diversity of users of the learning space been identified? How fully are the different users identified? How fully are the different users and stakeholders in the proposed learning and stakeholders in the proposed learning space involved in shaping and informing the space involved in shaping and informing the design process? How far are they able to set design process? How far are they able to set as well as respond to design directions? as well as respond to design directions?’ ’

Tim Rudd, Carolyn Gifford, Jo Morrison, Keri Facer, What if … - Re-imagining Learning Spaces, (London, Futurelab 2006)

‘ ‘To what extent does the design of new learning To what extent does the design of new learning spaces take account of how learners are already spaces take account of how learners are already using digital technologies for learning and life? To using digital technologies for learning and life? To what extent do designs for what extent do designs for ‘ ‘future schools future schools’ ’ allow for allow for the creation of flexible, distributed and connected the creation of flexible, distributed and connected learning communities? learning communities?’ ’

Tim Rudd, Carolyn Gifford, Jo Morrison, Keri Facer, What if … - Re-imagining Learning Spaces, (London, Futurelab 2006)

English Schools Federation, English Schools Federation, Hong Kong Hong Kong

The world is on the move The world is on the move … … we we must move too, or be left behind must move too, or be left behind

• The

The ‘ ‘we we’ ’ here is the institution here is the institution

• ‘

‘We We’ ’ will be left behind by a next will be left behind by a next generation of open thinkers who recognise generation of open thinkers who recognise the technology for what it is the technology for what it is – – a gateway a gateway

• So who should be the

So who should be the ‘ ‘gate gate-

• keepers

keepers’ ’ ? ?

Perhaps Perhaps … …We need to start by We need to start by asking asking

‘ ‘ what if things could be very, very what if things could be very, very different different … …? ?’ ’

Tim Rudd, Carolyn Gifford, Jo Morrison, Keri Facer, What if … - Re-imagining Learning Spaces, (London, Futurelab 2006)

References References

• Hannah Green & Celia Hannon,

Hannah Green & Celia Hannon, Their Space, Education for a digital age Their Space, Education for a digital age ( London, Demos 2007). ( London, Demos 2007).

• Demos

Demos http://www.demos.co.uk/ http://www.demos.co.uk/

• Tim Rudd, Fiona

Tim Rudd, Fiona Colligan Colligan, , Rajay Rajay Naik Naik, , Learner voice Learner voice ( London, ( London, Futurelab Futurelab 2006) 2006)

• Despenza

Despenza-

• Green, B. Director, National High School Initiative at the Small

Green, B. Director, National High School Initiative at the Small Schools Workshop Schools Workshop based at the University of Illinois at Chicago, quoted in based at the University of Illinois at Chicago, quoted in ‘ ‘Innovative School Design for Small Innovative School Design for Small Learning Communities Learning Communities’ ’. . www.essentialschools.org/cs/resources/view/ces_res/208 www.essentialschools.org/cs/resources/view/ces_res/208

• Tim Rudd, Carolyn Gifford, Jo Morrison, Keri Facer,

Tim Rudd, Carolyn Gifford, Jo Morrison, Keri Facer, What if What if … … -

• Re

Re-

• imagining Learning Spaces,

imagining Learning Spaces, (London, (London, Futurelab Futurelab 2006) 2006)

• Building Schools for the Future,

Building Schools for the Future, http://www.bsf.gov.uk/ http://www.bsf.gov.uk/

• Ucisa

Ucisa, , Exploiting and protecting the network Exploiting and protecting the network – – Edition 3 Edition 3 , (Oxford 2006) , (Oxford 2006)

http://www.ucisa.ac.uk/resources/bestpractice/exploiting_network http://www.ucisa.ac.uk/resources/bestpractice/exploiting_network/agree/ExploitingtheNetworkGuide.pdf /agree/ExploitingtheNetworkGuide.pdf

• James Surowiecki , The Wisdom of Crowds, (London, Anchor, 2005)
• Malcolm Gladwell, The Tipping Point, ( London, Abacus, 2000)
• Thomas L. Friedman ,

, The World is Flat, (London, Penguin, 2006)

• Malcolm Gladwell, Blink, (London, Penguin, 2005)

Contact me Contact me doug@dougdickinson.co.uk doug@dougdickinson.co.uk

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