rethinking learning and learning spaces: new technologies and future possibilities

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re-thinking learning and learning spaces new
technologies and future possibilities

• Tim Rudd
• Tim.Rudd_at_futurelab.org.uk
• www.futurelab.org.uk

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Overview

• Background - Futurelab
• Why innovate?
• Key themes and principles
• Some examples and activities

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Why Innovate

• Within education innovation its the movement
  toward an educational vision through the
  development of new practices or tools that lead
  to better learning and teaching
• Personalisation

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Key principles of personalisation

• Increased learner choice and voice
• Learners as subjects not objects
• Less prescription - more active dialogue
  learners as agent/co-producer or co-author of
  educational script
• Principle to support greater diversity,
  participation, responsibility for learning
  greater learner empowerment/autonomy/ownership
• Changed relationships between teachers/tutors and
  learners
• The 3 Cs how might your learning space design
  account for these? Content creation,
  communication, collaboration

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Why Innovate?

• Learner Voice
• Learner empowerment
• Active and responsible learners
• Appropriate 21st century skills
• Funds of knowledge

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Fountaineers

• A project to co-design and develop an interactive
  and programmable object (intelligent water
  fountain) to be constructed within the school
  grounds of a primary school.
• The design of the artefact and the management of
  its use thereafter is to be owned and led by
  learners
• Fountaineers involves a whole primary school in
  the co-design of an interactive, programmable
  water fountain.
• The project will explore different ways of
  organising learning, create alternative
  educational experiences and enable learner voice

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• A learning journey that has thrown up
  excitement, uncertainty, frustration,
  possibility, chinks of light and unadulterated
  terror! One certainty, however, is that teaching
  and learning will never be the same again.
• State of being in the fog - out of our comfort
  zone and we didnt like it one bit.
• Children having a great time - bursting with
  enthusiasm and thoughts crucial turning point
• Child centred education where we let go of
  complete classroom autonomy

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Create-a-scape

• www.createascape.org.uk
• Freely available GPS, PDA, Mediascape authoring
  tool
• (audio, visual, now video overlays onto real
  world content repository and tagging)

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Enquiring Mindswww.enquiringminds.org.uk

• Curriculum innovation project
• Develop activities and resources for children and
  teachers enabling young people to act not simply
  as recipients of knowledge, but its creators
• Handbook and forthcoming online guide/tools
• Exploratree

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Why innovate?

• Society has changed
• Fordist Mass Customisation/Flexible Specialism
  DIY/Fajita model
• Education still predominantly C19 model

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New technologies new possibilities

• Clash between technologies to change how, where
  and who we learn from
• Mobile, outside, informal, non formal, learning
  in and from environment, alternative spaces,
  authoring, embedded micro-computers, alternative
  spaces, intelligent places and spaces, cell
  technology, satellite technology, AR/VR
• Clash between use of digital technologies inside
  and outside
• Tools to create, edit, share, collaborate and
  publish more push, less pull
• Emphasis on content creation emotionally and
  experientially different experience
• Third wave outside implementation,
  expansion/embedding where is the
  transformational 3rd wave? In schools?

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The 3 Cs New Possibilities - creation,
communication collaboration
Chat
VoIP
Mailing Lists
Flickr
Instant Messaging
Games
Photos
Screen Sharing
Media Sharing
Videos
Social Networking
Tagging
Bookmarks
Feeds
Creative software
Screencasts
Blog Search
Wikis
Virtual reality
Weblogs
Pod-casts
Film making
Online collaborative writing
Bulletin boards
Skype, Video conferencing
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Built Pedagogy and Learning Spaces

• Inadequate visioning BSF and primary
• Building schools or learning spaces?
• 200 years different materials same approach?
• The school for the future the school Id/youd
  like

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Rethinking the Possible

• If Id spoken to the customers, theyd have
  asked for a faster horse Henry Ford
• Where is the scaffolding, alternatives ideas?
• What if? Re-imagining Learning Spaces
  (Learning Spaces Visioning Cards)
• Huge opportunity vs. missed opportunity

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The biggest barriers?

• Habits of the mind
• Insitutionalised logic is the enemy of creativity
  and innovation what is/who is education for?
• Tendency to orientate toward certainty (of the
  now) and away from the realms of possibilities
  for the future

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The personalisation continuum?
Incremental changes. Adapt to change. Underlying
organisation unchanged
New organising principles emerge
Location and educational modes of delivery change
Learning through exploration
ICT allows learners deeper into curriculum
learner led choices start to emerge
Increased options for learners content and
approach
Teacher role as mentor/coach
deep PL system transformation
shallow PL mass customisation
Peer to peer mentoring
ICT enables evidence based picture of learning
needs
Choices for learners still largely focussed
around navigation of existing content
Focus on learning skills not content
New learning networks emerge. New model of
education
Learners voice heard and embedded begin to
direct their learning
ICT as tool to reduce transaction costs
different content and more collaboration
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Asset Mapping. Individual or organisation wide
Tapping into existing resources