insights, strategies, issues and challenges in moving to a modern...
TRANSCRIPT
Insights, Strategies, Issues and Challenges in moving to a Modern Learning Environment
Leadership Workshop Jan 26. Moncton, NB.
Bruce Dixon [email protected]
4 Key Questions
What is the compelling case for
change?
What does ubiquitous access to technology now
make possible for contemporary teaching and
learning?
4 Key Questions
How might you best lead
this inevitable shift?
4 Key Questions
How will we best manage
implementation of our initiative?
4 Key Questions
Phase IV Implement
Readiness Asessment/
project planning
Phase III Strategies for
Change
Budget to implement financial strategy. Set
policies: answer parent questions
Financial & Change Management
Strategy
Phase I The Compelling Case for Change
Ensure systemic understanding of vision
and goals Communicate goals to
all shareholders Why 1 to 1? Vision
Phas
e V
Revi
ew
M
onito
r
Ev
alua
te
Communication Strategy
3-6 months 6-12 months 12-15 months
Phase II Exploring
Contemporary Teaching & Learning
What does 1 to 1 make possible?
Develop professional development and action
research strategies New Roles for
Teachers & Students
Pedagogical Review
Review Existing Curriculum
Explore: New Assessment, Evaluation, Project-based learning
Ignite: Innovation in Learning, Personalized Learning
Define comms strategy
Build infrastructure. Partner.Support services.
DEPLOY.
Create meaningful, measurable goals
Design, Deploy & Transform
Phase 1 The Compelling Case for Change
What are y ou r
ex pect a t ion s for
what technology-
richness makes possible
for modern learners?
What ex pect a t ion s do your s t u den t s have of what t ech n o logy m ak es poss ib le for t h em ?
Global Unemployment R is in g again
55
60
65
70
75
80
1991 2013 2008
Youth Unemployme
nt (Millions)
International Labor Office, Geneva
In the new world of work, unemployment is high, yet skilled and talented people are in short supply
The Economist, Sept 2011
This is schooling in an Age of A bu n dan ce and Ex pon en t ia l Ch an ge
http://internetcensus2012.bitbucket.org/images.html
Next year more than ONE BILLION photos will be uploaded & shared every day
Mary Meeker / Liang Wu May 29 2013
Mary Meeker / Liang Wu May 29 2013
A bu n dan ce is changing… MEDIA POLITICS JOURNALISM MEDICINE BOOKS BUSINESS MUSIC more. . .
• Schools structured as enclosed groups and physical spaces
• Curriculum is in silos tied to disciplines
• Teacher lectures • Students study independently • Standardized exams test recall
and application of simple procedures
• Technology used as a supplement..too often to simply automate
Is technology t r an s f o r m in g
schools?
This is schooling in an Age of Am bigu i t y and Un cer t a in t y
“The transformation of work requires much more than a mastery of a fixed curriculum inherited from past centuries.
Success in the slowly changing worlds of past centuries came from being able to do well what you were taught to do.
Success in the rapidly changing world of the future depends on being able to do well what you were not taught to do”
Vision for Education: Caperton & Papert
Where students are learning is changing
When students are learning is changingz
Shutt, K., Phillips, R., Van Horne, K., Vye, N., & Bransford, J. B. (2009). Developing science inquiry skills with challenge-based, student-directed learning. Presentation to the LIFE Center: Learning in Informal and Formal Environments, University of Washington, Seattle WA.
What students are learning is changing How students are learning is changing
Where students are learning is changing
When students are learning is changing
Information today is…
Open
Distributed
Scalable
Social
Generative
Networked
Self-organized
Adaptive
Global
Emerging web technologies are providing an “architecture for participation”...for all students
We are now… • challenging traditional approaches to how our students
learn. • challenging our assumptions about classrooms and
teaching. • challenging our assumptions about knowledge,
information and literacy. What are the implications for your schools?
This is possibly the most disruptive moment ever in education
Yet there has never been a more inspiring time to be a teacher…
..or a more challenging time to be an educational leader.
..or a more exciting time to be a learner.
In light of the context of our young people growing up in a digitally-rich, abundant, ambiguous and uncertain world, …
Curriculum Assessment Pedagogy Budgeting Staffing Infrastructure and Scheduling
What are the im p l ica t ion s for
Surely it’s a time for exploring new basics.. …n ew m odels of sch ool , …n ew r o les for t each er s …and lea r n er s
…and for defining n ew l i t er acies .. …that bet t er equip our young people for their lives in the modern world which they are now part of?
The education context
Roy Amara, former President, Institute for the Future
Time
Our expectations
Actual
Where do you think we are currently are?
Impa
ct
1 2
3
4
Why do we appear to have such low ex pectat ion s for what digital richness now makes possible?
Understanding the Modern Learning Environment…
Why do we appear to have such low ex pectat ion s for what digital richness now makes possible?
• The Access My t h
• Dig i t a l Gr id lock
• The Impact of a Decep t iv e V is ion “ Having no destination, I am never lost”
Ikkyu 15th Century Zen Monk
Why do we appear to have such low ex pectat ion s for what digital richness now makes possible?
Understanding the Modern Learning Environment…
How well do ex is t in g pedagogies serve the needs of our young modern learners today?
The reality is that today’s schools were simply n ev er des ign ed to ch an ge p r oact iv ely
and deep ly : they were built for discipline and efficiency,
enforced through h ier a r chy and r ou t in iza t ion
Gary Hammel
What are the Es sen t ia l Con d i t ion s for a
Moder n L ear n in g En v i r on m en t that might better
allow our young learners to leverage and amplify the opportunities
afforded to them in this digitally rich world?
The baby, the bathwater...and the freshwater What do you want to keep...
what do you want to throw out,… and what do you want to add?
The evolving learning environment…
PRINT ERA
Authors/Publishers Books, Documents
14TH- 19TH CENTURY BROADCAST ERA Vendor Produced Content
Film, Radio, TV, Video, Web Pages
COLLABORATIVE AGE Community Generated Experiences
Mixed Media, Social Networks, Virtual Environments
20TH CENTURY 21ST CENTURY
Emerging Web Technologies
It's the change underlying these tools that I'm trying to emphasize.
Forget blogs...think open dialogue. Forget wikis...think collaboration.
Forget podcasts...think democracy of voice. Forget RSS/aggregation...think personal networks.
Forget any of the tools...and think instead of the fundamental restructuring
of how knowledge is created, disseminated, shared, and validated. George Siemens blog
Universal Access
Emerging Web Technologies
Danny Hillis “The Pattern on the Stone”
“Our goal must be to find ways in which children can use technology as a constructive medium to do things that they could not do
before;
to do things at a level of complexity that was not previously accessible to children”
Prof. Seymour Papert
Mathematician,, Scientist,, Educator
What if every child had her own laptop,
…and nothing changed?
Universal Access
Emerging Web Technologies
Contemporary Pedagogical
Insight
Contemporary pedagogical insight comes from a better
understanding of the r ea l i t ies o f t h e
m oder n lea r n er ’s w or ld , and h ow t h ey
lea r n
An Educational
Vision for
21st Century Learning
Contemporary Pedagogical
Insight
Universal Access
Emerging Web Technologies
The evolution of the Moder n L ear n in g Environment…
Unprecedented opportunity to
re-imagine Teaching & Learning
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
•
•
Most significant
Next most
significant
Next most
significant
at your tables… What challenges do
you think you might experience in building and sustaining a
modern learning environment?
How are your goals, expectations
& policy priorities aligning
to deliver on your vision?
“Over the past decade, many countries have spent significant time, energy, and resources to design e-strategies which often remained blue prints, or white elephants because no systematic set of indicators had been agreed upon and established to monitor and evaluate their implementation”
World Bank
What research says…
Why have so many ICT initiatives in the past have limited impact?
• Not a policy initiatives but projects— policy in bits and pieces
• Current policies are replaced by the new government • The policy underpinning the initiative focuses only on ICT • The policy provides a short-term strategy without a sense of where
this will go in the long-term
• ICT policies are too often based on incorrect assumptions, which create unrealistic expectations for what can be realistically achieved.
• The policy is organizationally isolated • The policy does not specify measurable goals • Researchers describe a gap between rhetoric in government policy
and reality of education practice
Singapore
1. First, strengthen competencies for self-directed, collaborative, learning. (SDL & CoL)
2. Second, tailor learning experiences according to the way that each student learns best.
3. Third, encourage students to go deeper and advance their learning.
4. Fourth, learn anywhere.
…and, strategies to achieve these goals…
Leadership that focuses on 21st century skills
Master Plan #3
Dr Ng Eng Hen then Minister for Education ,2008
Singapore
Source: The ICT Connection http://ictconnection.edumail.sg
Singapore
Source: The ICT Connection http://ictconnection.edumail.sg
Core focus on 21st century skills
Singapore
Source: The ICT Connection http://ictconnection.edumail.sg
Core focus on 21st century skills
Singapore
5E model for level of ICT usage
EMPOWER Learners take control of learning through use of ICT, deciding to some extent what and/or how they learn
Passive Active Learner engagement
Lear
nin
g D
eep
Sh
allo
w
EXTEND Process of learning is changed through learners’ use of ICT, resulting in the possibility of learners learning more than teacher intended
ENHANCE Deepen learning through learners’ hands-on use of ICT
ENRICH Engage learners by teacher’s use of richer mix of media to make lessons more interesting and vivid
EXCHANGE Swap traditional practices with ICT
Source: Crescent Girls’ School, Singapore
5E Model: Crescent Girls’ School, Singapore
Teacher centred Learner centred
REMEMBERING
UNDERSTANDING
APPLYING
ANALYSING
EVALUATING
CREATING
Singapore
Student/teacher numbers: approx 580,000 students, 38,000 teachers
Schools: 1600 schools, includes 625 High Schools-Grades 7-12
Governance: 92% budget controlled at school level. Overseen by local School Council
Technology format: 85% laptops of which 30% are Apple, the balance Windows
Device numbers: approx 240,000 laptops across the state.
Date program initiated: State deployment as part of the national Digital Education Revolution program…Elementary program followed.
Commenced in March 2008
The Birthplace of 1 to 1,
at MLC in Kew in 1990
Portugal
USA: The State of Maine
Student/teacher numbers: approx 186,000 students, 16,000 teachers
Schools: 662 schools, includes 226 Middle schools Grades 7 &8 : 131 High Schools-Grades 9-12 across 108 School Districts.
Governance: As with most US schools, funding and all policy is by school districts through property taxes with state top-up through General Purpose Aid to Education
Technology format: 95% laptops. ‘01 to ‘13 100% Apple middle school , 75% Windows High school. This year middle switched to largely Win.
Device numbers: approx 80,000 laptops across the state.
Date program initiated: State deployment Commenced in December 2001. Expanded to High school program in 2009.
Maine launched the 1st US state wide 1
to 1 initiative in 2001
Student/teacher numbers: approx 694,000 students,, 45,000 teachers
Schools: 763 schools, includes 448 elementary Schools, 85 Middle schools
Governance: All policy and hiring is through the LAUSD.
Technology format: 100% iPads.
Device numbers: proposal is for approx 640,000 laptops across the District.
Date program initiated: small pilot run in spring 2013 . Rollout commenced in 2013
USA: Schools District of Los Angeles, CA
Vision The Common Core Technology Project (CCTP) is laying the foundation to provide an individualized, interactive, and information-rich experience for every student. There are many key components to the project including providing each teacher and student with a mobile device, creating systems to distribute content and configure devices easily and remotely , provide every student with an individual online account, email, software to enable sharing content easily among teachers, students, and parents, and professional development for our educators to facilitate the transition.
• Goals • By scaling up this transformational effort to every K-12 classroom in LAUSD, we will
accomplish the following critical objectives: • 1. Equip educators with tools to advance student learning in the classroom
• 2. Support the Common Core State Standards, including student engagement with a
digital curriculum, interactive supports, and computer adaptive assessments, and
• 3. Close the digital divide by ensuring that every student has access to 21st century classroom technology.
USA: Schools District of Los Angeles, CA
USA: Schools District of Los Angeles, CA
Key Strategic Issues • Im p lem en t a t ion s t r a t egy Rolling out 31,000 iPads in 2013, with all
640,000 by end of 2014.
• P edagogica l s t r a t egy Teachers to be provided with inservice support while roll-out is proceeding
• Tech n o logy p r io r i t ies Each student is receiving an iPad pre-loaded with educational applications and other programs that will be used by the students in their studies. Fu n d in g sou r ce a $1 billion construction bond. $500m for devices and $500m for infrastructure.
• How w i l l i t be su s t a in ed? No long-term funding plan in place
• High l igh t …It’s a big number.: 640,000 students, mainly from challenged environments may get access to the digital learning environment.
• L ow l igh t …there are several, to date…
1. The Rush. If we haven’t learnt anything from previous large rollouts, it’s the need for careful, scheduling and planning.
2. Lack of training and professional development.. “Teachers were not trained in the system to manage the devices. Nobody at the school was trained.”
3. Students couldn’t take their iPads home 4. Why iPads. Given the intent, it would seem a poor choice
• In s igh t s…Learn from the experiences of others.
USA: Schools District of Los Angeles, CA
Policy Implications
Student/teacher numbers: approx 840,000 students, 68,000 teachers
Schools: 2200 schools, includes 370 High Schools-Grades 7-12
Governance: 92% budget controlled at school level. Overseen by local School Council
Technology format: 85% laptops of which 30% are Apple, the balance Windows
Device numbers: approx 380,000 laptops across the state. 50% private schools have 100% Gr 5-12
Date program initiated: State deployment as part of the national Digital Education Revolution program…Elementary program followed.
Commenced in March 2008
1 in 3 students in Victoria attend a non-govt. school.
Vic was the
birthplace of 1 to 1 in 1990
Australia: State of Victoria
Student/teacher numbers: approx 1.2 million students, 69,000 teachers
Schools: 3,100 schools, includes 510 High Schools-Grades 7-12
Governance: Policy, staff hiring and curriculum very much driven from the State. Slowly changing.
Technology format: 80% laptops of which 30% are Apple, the balance Windows
Device numbers: approx 360,000 laptops across the state.
Date program initiated: State deployment as part of the national Digital Education Revolution program.
Commenced in March 2008
Australia’s largest state, which had a highly centralised State education
system.
Australia: State of New South Wales
http://bit.ly/1uyQl23
"A POLICY AGENDA FOR A 21ST-CENTURY EDUCATION", was recently listed on SSRN's Top Ten download list
Recommended Reading
Phase 2 Exploring
the possibilities for contemporary
teaching & learning
What does ubiquitous access to technology
now make possible for
contemporary teaching and learning?
Our Modern Learners….
..and they are Inquiry-based
They are curious
..are Social Learners…
They believe
strongly in the value of
relationships
..are Self-directed
They want to
shape their own destiny
Inquiry-based
…moving from the
known to the unknown
The social learner
…moving from me
to we
Self-directed
…moving from dependency to
autonomy
from dependency to autonomy
Modern learners have the ability to operate in the same spaces as experts and professionals …which enables them to make better decisions about their own learning.
everything is scaffolding
through the lens of the
inquiry-based learner…
from me to we
1. Modern learners have the ability to access high quality content whenever and in whatever format they need it
…which enables them to draw upon a diverse range of external resources
too big to know
through the lens of the
social learner…
from me to we
2. Modern learners have the ability to publish using a variety of media for low or no cost
…which enables them to share their ideas and get feedback from others
the world is our sounding board
through the lens of the
social learner…
Communicating
•••
from known to unknown
5. Modern learners have the ability to save and retrieve information in a variety of formats …which enables them to extend their capacity to manage and manipulate information
capacity is limitless
through the lens of the
social learner…
Improved
•
•
•
•
through the lens of the
inquiry-based learner…
from known to unknown
7. Modern Learners have the ability to reuse and build upon the work of others …which enables them to move beyond individual and isolated projects
everything is a remix
Learning collectively
•
•
Modern technologies
provide students with the potential
for experiences of
unprecedented breadth, depth and relevance.
We now have the conditions for
modern learners to tackle projects
of a complexity
previously unimaginable.
It’s not about delivering curriculum to kids, but rather
discovering curriculum with them
Larry Rosenstock,
Principal, High Tech High San Diego
We used to worry about our students getting around web
filters, now we they are getting around our curriculum
Richard Olsen
..as a result we must rethink what we expect
of our students.
We must stop underestimating what they are now capable
of;
and above all…set much higher expectations
Younger teachers are generally more Willing and able to find creative ways to
incorporate ICT into their teaching and learning.
Is learning in the context of more than one teacher
is better than the solo teacher model?
the heart of the problem
Move away from the ‘factory-style’ paradigm
separate rooms separate and separated educators
separated class groups separate desks & chairs or rows
separate preparation
separate
….is developing effective collaborative skills among teachers.”
“I believe that the biggest challenge we have to transformation….
Stephen Harris Sydney Centre for Innovation in Learning