Why change 3 lenses for the Future of School

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Why change? 3 lenses for the Future of
School Bruce Dixon Director, ideaslab Innovative
Schools, London, January 2009
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Innovative Schools workshop
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Welcome

• Michael Golden, corporate vice president,
  Education Products Group,
• Microsoft Corporation

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Why change? 3 lenses for the Future of
School Bruce Dixon Director, ideaslab Innovative
Schools, London, January 2009
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3 lenses for the Future of School
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a lens into a childs 21st Century world
connected, collaborative and creative.
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their world
A Digital lifestylemulti-modal,
multi-literate...continually connected..
Globalised Education
Communications as a leveler, collaboration as the
glue.
21st Century Challenges
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One view of globalisation..

• Globalization 1 (1492 to 1800) where the dynamic
  force was European countries projecting their
  power overseas for resources and imperial
  conquest.
• Globalization 2 (1800 to 2000) was about
  companies globalising for markets and resources.
• Globalization 3 from around 2000 - is about
  individuals and small groups collaborating.

communications is the leveler, collaboration is
the glue.
OLPC, 2008
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SchoolsInternational benchmarking, PISA, global
campuses, virtual schools, language barrier
lowering with captioning, online
translationschools as global enterprises.
Students want to be better informed about
courses .access to course ware, podcasts, and
videos.. international experience and broader
cultural understanding..greater mobility as
skilled workers in an increasingly
knowledge-based economy. greater competition for
students and academics between countries and
higher education institutions.
OECD overseas students grew 70 from 2.3 million,
98 to 03
The Globalisation of Education
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• Faculty want Domestic K-12 and Higher Ed faces
  international pressure.. ranking, quality labels,
  and choice
• International experience for academics and to
  promote mutual understanding

Lifelong learners want Shorter coursesflexible
deliveryrecognition of prior learning
tailor-made programscourses that support
multiple career changes.
..and greater flexibility between formal, and
informal, and non-formal learning..
The Globalisation of Education
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What if anyone could access a course at MIT or
Stanford or..?

• An efficient way of promoting lifelong learning,
  both for individuals and for government
• Bridges the gap between non-formal, informal and
  formal learning.
• 3,000 open courseware projects at 300
  institutions across the world

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21st Century Challenges
who will solve them?
..the fight against drugs, and new communicable
diseases?
Climate Change? Population growth.Threatening
our futureWe need new approaches to global
problem-solving.Fast! About limits, the new
world economy has no clue. Nor do most
politicians and thinkers, trained by the
prosperous second-part of the 20th Century to be
overly market-trusting Jean-Francois Rischard
2007
How can we make it happen?
Can Education Answer the Big Challenges for Our
Future??
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• Sharing our Planet issues involving the global
  commons
• Dangerous climate change
• Biodiversity and ecosystem losses
• Fisheries depletion
• Deforestation
• Water deficits
• Maritime safety and pollution
• Sharing our Humanity issues whose solution
  demands a global commitment
• Massive step-up in the fight against poverty
• Peace-keeping, conflict prevention, combating
  terrorism
• Education for all
• Global infectious diseases
• Digital divide
• Natural disaster prevention and mitigation
• Sharing our Rulebook issues needing a global
  regulatory approach
• Reinventing taxation for the 21st century
• Biotechnology rules
• Global financial architecture
• Illegal drugs

20 years, 20 issues
J.F. Rischard 2007
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Where do our 21st Century Learners indulge their
Digital Lifestyle?
The Economist viewpoint
Social Networks
Screenagers
Virtual Worlds simulations
Multiple Web 2.0 communities
Bransford, How People Learn, 2000
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The unconnected classroom / learner during school
time
occasional expert visits
school community
occasional class excursions
teachers
school library
snail mail
mobiles, phones, fax machines, TV, video
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The connected learner any where any time in
time
Primary sources
Secondary sources
learning objects
learning communities
writers
world libraries and museums
original artefacts and documents
peoples experience
online learning
websites
digital repositories
experts
organisations
collective thinking
Unis/Colleges
all teachers
any school
RSS feeds
speakers
peers
collaborative projects
original works
common interest groups
networks
world news
original photos, images, video, audio
action learning groups
commercial companies
global groups
world events
Carr 2006
MOO chat forum wikis blogs LMS CMS
podcast data/tele/video conferencing
messaging email listservs video
cast/streaming webcasts meeting tools web
authoring
mobiles, phones, WAP, VOIP, PDAs, tablets,
desktop, laptop, future technologies
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Unlimited access to distant experts,
collaboration, mentors, communities of practice,
shared virtual environments Ubiquitous 1-to-1
computing Wireless devices infusing resources
from the real world..smart objects intelligent
contexts
Self-service banking, shopping, travel,
ticketinglearning. Informal learning organic,
contextualized, activity and experience-based,
self-activated under the learners control.
New learning interfaces
Burrows and Kalantzis, 2005
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through a technology lens
the Art of the Possible.
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• The web is now
• challenging traditional approaches to how we
  learn.
• challenging our assumptions about classrooms and
  teaching.
• challenging our assumptions about knowledge,
  information and literacy.
• What are the implications for your school?

Web 2.0 the architecture of participation
Will Richardson, 2007
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The Evolving Learning Environment
14th- 19th Century
20th Century
21st Century

• Print Era a
• Authors/Publishers
• Books, Documents

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Community Generated Content Explosion

• Blogs
• Wikis
• Video Creation and Sharing
• Photo Creating and Sharing
• Music Creation and Sharing
• Social Networking
• Podcasting
• Virtual Realities
• eMail
• Text Messaging
• RSS
• VOIP Recording and Messaging
• Mashups Mixing them all Together

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Demand for Business (Web 2.0) Solutions
2009 Predicted Corporate Web 2.0 Penetration
Blogging 80 RSS 75 Podcasting 60
Wikis 50
Source Gartner
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Creating, Remixing, Publishing, Marketing,
Mashups,and Distributing Content

• Managing Local Learning Content
• Education sites
• Video sites individuals and commercial interests
• News sites

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http//www.xplane.com
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Education ? content

• Rapid knowledge growth
• The information pace is too rapid for the current
  model of learning
• Informal learning is eclipsing formal learning
• Capacity to know more is more critical than what
  is currently known
• Personal knowledge is comprised of a network
• Learners will move into differentpossibly
  unrelatedfields over their lives

?Siemens, from Oblinger,2005
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Distributed or collectivecognition
Imagine a world in which every single person is
given free access to the sum of all human
knowledge.
almost 6.5 million articles, in some 250
languages by almost 6 million people.
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If we can google it, should we teach it?
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• 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
• http//www.papert.org/articles/Vision_for_educatio
  n.html

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Innovation in a technology-rich learning
environment can..

• offer almost unlimited opportunities to
  significantly address learner diversity.
• promote new dimensions of pedagogical innovation.
• give us a platform to better understand teaching
  effectiveness and leverage what personalisation
  offers learners..
• challenge us to look for more appropriate and
  effective means of assessment.
• allow us to re-imagine curriculum and what it
  might mean for the 21st Century learner.

Technology increases our capacity to innovate
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Addressing Learner Diversity

• Identify and define prior knowledge so learning
  is appropriate for individuals and groups.
• Adopt a flexible approach to learning delivery by
  drawing on a bank of Learning Elements or Objects
  from different sources.

• Apply different emphases and mixes of knowledge
  processes as appropriate to suit different
  learning styles.
• Identify and negotiate learning pathways as
  appropriate to students interests and
  dispositions.

Burrows and Kalantzis, 2005
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Developing curiosity amongst faculty
where to start, and how to scale
What does it actually look like?
What are the implications for school
leaders? How do you allow for the necessary
risk-taking? What can you do to build an
innovative culture within your State, school or
Authority?
..how do you reward innovation?
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Expression
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1. Genuine transformative use of ICT

• 1.1 Reinventing Simulations
• - built around our new knowledge of the Science
  of Learning
• Muzzy Lane
• http//www.muzzylane.com

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Accountability assessment in 2020
If we want 21st Century innovative learners do we
we need to create metrics of innovative learning!
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What impact will greater transparency have on
assessment?
What will be the role of collaboration literacy?
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A vision of learning built around a very powerful
idea...

• More and more I was thinking of the computer
  not just as hardware and software but as a medium
  through which you could communicate important
  things. .an instrument whose music is ideas.

1968
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• My goal in life is 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 1998

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e-Learning Environments
11 eLearning
Classroom e-Learning
Knowledge Creation
Complete digital curriculum integration
Knowledge Deepening
PC Labs
Student-centred learning
Some digital curriculum integration
Basic ICT
Knowledge Acquisition
Project-based learning
Focus onlearning PCs
Most people,thorough instruction
Group collaboration
More people,deeper instruction
Broad, fast coverage (WiFi, WiMAX)
Lab instructor only
Digital Curriculum
Wireless in classroom
Improved Learning Methods
Wired, lab only
Professional Development
Dialup
Laptops (11)
Connectivity
Computers-on-wheels or shared desktops( 51)
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Technology
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The teacher in a contemporary classroom
understands

• the more powerful technology becomes the more
  indispensable good teachers are
• that learners must construct their own meaning
  for deep understanding to occur
• technology generates a glut of information but is
  not pedagogically wise
• teachers must become pedagogical design experts,
  (leveraging) the power of technology
• Fullan, 1998

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through the lens of School
what School could be.
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Classroom of the Future
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a shift in focus..

• Learning will not take place only inside schools
  and colleges, but in communities, workplaces and
  families.
• The shift to thinking about learning beyond the
  classroom requires a shift in our thinking about
  the fundamental organizational unit of
  educationfrom the school, an institution where
  learning is organized, defined and contained
• to the learner, an intelligent agent with the
  potential to learn from any and all of her
  encounters with the world around her.
• Tom Bentley, DEMOS

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Keys to InnovationInnovative Classroom
Environments

• Educators use methods that ensure success for all
  learners
• There are high expectations for achievement
• Multiple forms of feedback is provided to
  learners for further improvement
• Learners are actively engaged in authentic,
  meaningful tasks that develop critical thinking
  and problem solving skills within the context of
  their lives
• Student peer learning, such as in an open
  discussion, is encouraged
• Learners display pleasure in learning
• Learners have access to multiple audiences

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Keys to InnovationInnovative School Environments

• There is a shared understanding and vision for
  innovation
• Leadership promotes improvement through
  professional development
• Leadership comes from many levels in the school
• The schools learning community uses shared
  vocabulary
• Sustained professional development is connected
  with learner success
• Time is provided within the school day for
  collaboration and school networking
• Innovation is encouraged and supported with no
  repercussions for trying new things
• All staff are receptive to implementing ideas
  from teachers and learners

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Keys to InnovationInnovative Educators

• Have a vision that includes the kind of learning
  needed to prepare todays learners for their
  future
• Are passionate about teaching and learning
• Are willing to take risks, embrace change, and
  face difficulties
• Are reflective and use analytical skills on a
  continuous basis
• Openly continue learning and updating
  professional knowledge and skills
• Are willing to accept and give constructive
  criticism to learn from peers
• Facilitate learner-centered activities and are
  willing to let students take a lead
• Effectively manage unplanned or unspecified
  questions and situations

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Building a Culture of Innovation
Beliefs Attitude
Opportunity Possibilities
Pedagogical Wisdom
Technology greatly increases our capacity to
innovate
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Imagine if

• We could use Business Intelligence systems to
  allow us to formatively assess students in a way
  that had immediate impact on their learning.
• That we could build life-long learning profiles
  that accurately reflected a students
  competencies, highlighting their strengths and
  allowing us to target their weaknesses.

• We had the ability to intelligently search for
  teaching and learning resources as effectively as
  we search for books on Amazon.

now we can.
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Imagine if

• We could make learning in school as transparent
  as learning out of school that the line between
  formal and informal learning faded.
• We could put a large part of human knowledge at a
  students fingertips, in such a way that it was
  meaningfully accessible.

• We could allow students to collaborate seamlessly
  anytime, anywhere.

now we can.
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Imagine if

• We could develop ways in which children could 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 them.

we can do this it now will be possible for all
children.
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bdixon_at_aalf.org