Bob Harrison

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AoC-Learning Futures
Bob Harrison Support for Education and Training
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We All Know The Numbers

• The Web doubles every 65 days
• Internet usage is increasing at the rate of about
  140 persons a minute - almost 72 million a year
• 3.6b txt messages in Oct 2006

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Rate of Technology Adoption
Years To Reach 50 Million Subscribers
Radio 38 Years Television 18 Years
Cable 12 Years The Web 5 Years
The Mobile Phone 2 Years
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The Knowledge Economy

• 60 GNP related to IT industries.
• Most new jobs will occur in computer related
  fields and 80 of those jobs do not even exist
  yet.
• Within five years 50 of workers will be employed
  in industries that produce or are intensive users
  of information technology.
• Knowledge workers- 65 jobs

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Fuelling the Knowledge Economy
In an era of man-made, brain-power industries,
those who win will learn to play a new game with
new rules requiring new strategies and new
skills. Technology is making skill and knowledge
the only sources of sustainable strategic
advantage
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What New Skills?
OLD ECONOMY NEW ECONOMY Labour Vs.
Management Co-operation/Collaboration Status
Quo Dynamic Rapid Change National Global

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Charles Darwin (1809 - 1882)

• It is not the strongest of species that survive,
  nor the most intelligent, but the one most
  adaptable to change.

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Transforming Education Processes
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Automation Vs. Innovation

• Automation
• Streamlining and improving existing practices,
  activities and organisations
• Innovation
• Bring about change and introduce new ways of
  working

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FUTURE EDUCATION is not just to be found in
content production, not just in the distribution
of content not just in the mechanical transfer
of knowledge into empty heads ...
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Guessing The Impact OfTechnology Is Really Hard!
This telephone has too many shortcomings to be
seriously considered as a means of communication.
The device is inherently of no value to
us. Western Union Internal Memo, 1876
Who the hell wants to hear actors talk ? HM
Warner, Warner Bros., 1927
I think that there is a world market for maybe
five computers. Thomas Watson, Chairman of IBM,
1943
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KEY DRIVERS
Further Education Bill E
Strategy i2010 Digital natives,Homozapiens and
the Net generation. BSF E Maturity of other
sectors M Learning L itch Gilbert,Lyons
etc. 14-19 Reforms and Personalisation

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The
E-confident
College
10 possible features of the e-confident college
a framework for review and planning
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THE E-CONFIDENT College

• 10 key features
• High levels of staff confidence, competence and
  leadership
• Re-engineered teaching, learning and assessment,
  integrating effective use
• Leading and managing distributed and concurrent
  learning
• Effective application within organisational and
  management processes

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THE E-CONFIDENT College (cont)

• Coherent personal learning development, support
  and access for all leaders, teaching and
  non-teaching staff
• Secure, informed professional judgement
• Appropriate resource allocation to ensure
  sustainable development
• Availability, access and technical support
• Pupils/students with high ICT capability
• College as the lead community learning and
  information hub

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Make appropriate intervention in pupils learning
Use ICT effectively in their professional roles
Identify where ICT can enhance the learning
High levels of staff competence and confidence
Use of a range of different technologies to
support teaching
Manage the technology in the classroom for
effective teaching and learning
Evaluate new technologies/content resources that
can enhance or support teaching and learning
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Equal entitlement of ICT for all learners
ICT embedded in all schemes of work
A re-designed curriculum putting ICT at the heart
of learning
Re-engineered teaching, learning and assessment,
integrating effective use
ICT used across the whole curriculum
Transparent transition between phases and ages
Learners learning styles accommodated when using
ICT
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Valuing learning taking place elsewhere
Accommodating concurrent learning within teaching
Leading and managing distributed and concurrent
learning
Valuing pupils knowledge and understanding which
may be greater than the teachers
Building on opportunities to learn out of school
Awareness of the impact of concurrent and
distributed learning in their teaching
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Use of management tools to analyse pupils
attainments and progress
Working smarter not harder
Re-designing management and administrative
procedures around ICT
Effective application within organisational and
management processes
A single entry for data shared across years and
phases
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Planned individual and whole school professional
development
Coherent personal learning development, for all
leaders, teaching and non-teaching staff
Support and training for use of ICT in teaching
and learning
Development strategies use a range of different
training options
Support and training for school based innovation
New approaches to teaching and learning using ICT
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Reflective evaluation of the use of ICT
How ICT can improve teaching and learning?
Secure, informed professional judgement
Observing and making judgements about the use of
ICT in teaching and learning
Assessing pupils ICT capability and judging
standards
How ICT can help to improve standards?
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Appropriate resource allocation to ensure
sustainable development
Sufficient resources to ensure easy access for
all pupils and teachers
A wide range of resources ensures inclusion for
all learners
Capacity to introduce new ICT innovations
Workable plans for sustaining and improving ICT
resources
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The school has a web-site which supports the
local community
Pupils are able to access ICT resources out of
school hours
School as the lead community learning and
information hub
The school makes ICT resources available to the
wider community
The school uses ICT to communicate with parents
ICT allows pupils to link their work between home
and school
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Maintenance is provided as and when required
A wide range of diverse technologies are available
There is sufficient access to ICT to accommodate
all needs
Availability, access and technical support
Effective use is made of all resources
Access to ICT is available to all pupils when
required
Technical support is available for all staff when
required
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All pupils develop a wide range of ICT knowledge
skills and understanding
Pupils are able to display their high levels of
ICT capability high challenge tasks
Pupils/students with high ICT capability
Teachers are aware of pupils ICT capability
Pupils are autonomous users of ICT
Pupils show sensible use in the way they select
appropriate ICT resources
High levels of ICT capability are built on by
teachers
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E-CONFIDENCE THE CHALLENGE

• In an e-confident College what would you look
  for in the
• e-confident workforce
• e-confident Principal
• e-confident learners
• e-confident governor
• e-confident community

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Use ICT to learn away from school
Has a wide range of generic ICT skills
Can select appropriate tool for the task
Able to learn new skills as needed
e-confident pupil
Prepared to explore and experiment in their use
of ICT
Can talk about the way ICT can enhance their
learning
Knows when ICT can assist their learning
Has high level of information literacy
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DfES 5 Year Strategy for Children and Learners
We believe the ambitious and imaginative use of
technology will be a central element in improving
personalisation and choice across the system
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5 key principles of reform

• Greater personalisation and choice
• Opening up services
• Freedom and independence
• A major commitment to Staff Development
• Partnerships

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Harnessing Technology A unifying e Strategy

• Transforming teaching and learning
• Reaching hard to reach learners
• Building an open and accessible system
• Achieving efficiency and effectiveness

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Success for All themes
LSC leads on Themes 1 4
DfES Standards Unit leads on Themes 2 3
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ICT and Raising Standards

• The importance of ICT in delivering our Key
  Strategies
• The support we can offer you to help you use ICT
  
• What we are doing to achieve a workforce
  confident and competent in use of ICT
• Examples / Case Studies
• Challenges and your views

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Supporting you to use ICT

• Materials
• Advice and Guidance
• Research / Evaluation and Best Practice

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Materials

• S4A Teaching and Learning Frameworks and
  resources
• NLN Materials
• Single Portal (building on NLN online)

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Advice and Guidance

• Subject Learning Coaches
• NLN ILT Subject Mentors FERL Practitioners
  support networks online guidance
• Regional Support Centres

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Research / Evaluation and Best Practice

• Put in place a framework for the sector to
• Share experience in the Schools sector e.g.
  ImpaCT 2 and the Becta ICT Test Beds
• Bring together evidence of effective practice in
  Post 16 sector make it accessible and
  commission further studies to fill gaps

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Teachers / Trainers Skilled and Confident in ICT

• Work with the Centre for Excellence in
  Leadership
• Reform of Initial Teacher Training
• Embed into Continuous Professional Development

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Our View on Challenges What are Yours ?

• Sustainability
• Embedding
• Equality and Diversity
• Staff Development

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FUTURE EDUCATION is to be found on making
learning happen within activity rich and
culturally rich social environments that never
existed.
problem solving
debates
learning by teaching
directed dialogues
learning by reflection
simulations
question posing
action learning
learning by doing
project based learning
situated learning
socratic dialogues
story telling
projects
case studies
panel discussions
incidental learning
learning from mistakes
role playing
small group discussions
story listening
Technology allows for different educational
paradigms