Further education and skills: next generation learning

Kendal College 8th May

Bob Harrison

The Obama Effect• President Obama said:

•  • "In a 21st-century world where jobs can be shipped wherever there's an

Internet connection, where a child born in Dallas is now competing with a child in New Delhi, where your best job qualification is not what you do, but what you know -- education is no longer just a pathway to opportunity and success, it's a prerequisite for success."

•  

• In addition, President Obama noted that:

•  • "I'm calling on our nation's governors and state education chiefs to

develop standards and assessments that don't simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem-solving and critical thinking and entrepreneurship and creativity."

3

Context

We want to see:

•colleges and providers understanding technology and making strategic investments in IT

•staff who are confident and skilled in deploying technology

•discriminating learners and employers choosing what, where, when and how to learn in a safe environment

•teaching and learning supported by fit-for-purpose and innovative technology such as customised planning and curriculum management tools, online assessment etc

•‘intelligent’ buildings and transformed learning spaces

•business systems made effective and efficient through technology

Our vision for further education, skills and regeneration is of a system in which technology will help colleges and providers to meet the needs of learners, employers and communities at all levels – local, regional and national.

The technology horizon

Avoiding uncertain prediction

Current educational leading edge and emerging business IT practice:

• Personal internet devices and mobility• Ubiquitous connectivity, wireless access• Resource, application and desktop virtualisation• Other ‘green computing’ practices – power management,

recycling, telecommuting• Next generation collaborative environments (e.g. VLEs)

A view informed by…

Partners’ visions for capital programmes

A view informed by…

FE college e-enablement plateau, and stubborn late adopter segment

Becta: Measuring e-maturity in the FE sector (2008)

FE College leadership and organisational culture challenges

E-Mature providers:

Technology for learning strategy is led by a member of the senior leadership team, with the full support of the Principal

The strategy is founded in business and quality improvement

Innovation is supported and encouraged Change has been accepted by staff as a necessary

challenge

Becta: Measuring e-maturity in the FE Sector (2008)

Only 1 in 4 colleges are using technology really well

that means that 3,515,250 learners

could be getting more from their provider

and this is only counting public-funded learners!

Technology now...the reality

What it takes to learn

John Dewey

Jean Piaget

Lev Vygotsky

Jerome Bruner

Paulo Freire Gordon Pask

Terry Winograd

Seymour Papert

Lauren Resnick

John Seely Brown

Ference Marton

Roger Säljö

John Biggs

Jean Lave

Inquiry-based education

Constructivism

Mediated learning

Discovery learning

Learning as problematization

Learning as conversation

Problem-based learning

Reflective practice

Meta-cognition

Experiential learning

Learner-oriented approach

Social constructivism

Situated learning

share a commonconceptionof the learningprocess

1890..

1940..

1960..

1980..

2000..

There is a common thread in our understanding of learning

- the learner is an active agent in the learning process

What it takes to learn does not change

Inquiry-based learning

Constructivism

Mediated learning

Discovery learning

Learning as conversation

Problem-based learning

Reflective practice

Meta-cognition

Experiential learning

Learner-oriented approach

Social constructivism

Situated learning

Books, Blackboards, Slides

Broadcasts, Overhead projectors

Tape-slides

Interactive whiteboards, Powerpoint

Web-pages, Podcasts

Modelling tools

Simulations

Chat-rooms

Online conferences

Multiplayer games

Wikis

Blogs

Learning through attention

Learning

1908

1958

20042008

Learning

1908

1958

2008

What do these all have common?

Answer: They have all been banned in classrooms

Disconnect(Ed)

Learners

Their Space: Digital Beginnings

Hannah GreenCelia Hannon

“In class I have to power down” (Guardian, May, 2007)

“In class I have to power down” (Guardian, May, 2007)

Learners of the future

Common classroom activities

52%

29%

25%

22%

22%

17%

16%

16%

10%

10%

9%

8%

7%

7%

4%

3%

Copy from the board or a book

Listen to a teacher talking for a long time

Have a class discussion

Take notes while my teacher talks

Work in small groups to solve a problem

Have a drink of water when I need it

Work on a computer

Listen to background music

Have some activities that allow me to move around

Create pictures or maps to help me remember

Have a change of activity to help focus

Which three of the following do you do most often in class?

Spend time thinking quietly on my own

Talk about my work with a teacher

Learn things that relate to the real world

Teach my classmates about something

Base: All pupils (2,417) Source: Ipsos MORI

Have people from outside to help me learnLearn outside in my school’s grounds

33%

Most preferred ways to learn

55%

39%

35%

31%

21%

19%

16%

14%

12%

9%

9%

8%

5%

6%

3%

1%

In groups

By doing practical things

With friends

By using computers

Alone

From friends

With your parents

By practising

By copying

By thinking for yourself

Other

From others

In which three of the following ways do you prefer to learn?

From teachers

By seeing things done

In silence

At a museum or library

Base: All pupils (2,417) Source: Ipsos MORI

Learners

“More than half of all secondary school students are excited about using mobile devices to help them learn; only 15 percent of school leaders support this idea.”

Source: Project Tomorrow. Credit: David Julian

Centre for Learning and Performance Technologies-Top Tools for Learners 2009.1. Googlesearch

2. YouTube3. Firefox4. Wikipedia5. Gmail,Facebook,Google reader,Twitter6. Google scholar7. Skype8. Moodle9. Itunes10.Word11.Flickr12.Powerpoint13.Slideshare

Learners

• How children learn using technology outside school•

Learners

• Children's favourite learning with technology inside school•

Learners

Learning

Learning

Learning - iTunes U

Learning - iTunes U

Learning •Harnessing Technology: Preliminary identification of trends affecting the use of technology for learning •July 2008 •Ian Chowcat, Barry Phillips and John Popham - Sero Consulting •Ian Jones, Learning Sciences Research Institute, University of Nottingham

LearningFrom our preliminary analysis of the trends, six cross-cutting themes emerge; these are the:

• Wide-ranging implications for curriculum and pedagogy of Web 2.0 technologies, and the behaviours of young people who are incorporating them into their lives. • Longer-term impact on curriculum and pedagogy of capital investment programmes. • Changing demands for workplace skills. • Extent to which both social and technological drivers will lead to a fundamental transformation of the character of education and how it is organised. • Implications for the pedagogical role and professional development of teachers and other enablers of learning. • Implications for education of the arrival of pervasive computing.

Questions, questions

- what sort of education do we want to see in future?

- how many computers do we need?

- what sorts of learning relationships do we want to foster?

- what buildings do we want?

- what competencies do we want learners to develop?

- What tools and resources are available to us to support learning?

Adapted from “Re-Imagining Learning Spaces” - Futurelab, 2006

21st Century Learning

• If the aim is really to transform education then we must:

–Use 21st century tools to develop learning skills–Teach and learn in a 21st century context–Teach and learn 21st century content–Use 21st century assessments that measure 21st century

skills

Learning for the 21st Century (2004)

It’s not about the technology ….

… it’s about new thinking.

he barriers are in our heads!through the Building Schools for the Future programme.

Almost all the barriers are in our heads.

The only barriers are in our heads!

What are your challenges ?

How can Becta help?

The Challenge