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Karl Royle K.royle @wlv.ac.uk 01902323006 SkypeKarlr61 CDaRE Wolves Uni

Karl Royle K.royle @wlv.ac.uk 01902323006 SkypeKarlr61 CDaRE Wolves Uni. 273 968 74884 26636782259. Learning in the digital age: Exploring the Future of Education . Assessment requirements.

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Karl Royle K.royle @wlv.ac.uk 01902323006 SkypeKarlr61 CDaRE Wolves Uni

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  1. Karl Royle K.royle@wlv.ac.uk 01902323006 SkypeKarlr61 CDaRE Wolves Uni 273 968 74884 26636782259

  2. Learning in the digital age: Exploring the Future of Education.

  3. Assessment requirements • Ass 1. You will carry out an evaluative audit of your own current skills and knowledge in this area • Ass 1 Presentation: Describe and critically evaluate the current use of technology in your subject area and put forward a proposal for a digital package. • Ass 2 Produce a subject orientated interactive learning resource / package and a critical evaluation of its effectiveness in terms of teaching and learning.

  4. Key areas of related enquiry • Policy • Curriculum change • Systems change management/leadership • Enquiry • Assessment • Pedagogy • Digital divide • Mobile technology • 21st Century skills • Personalisation • Learners’ skills and habits • Pervasive and ubiquitous technology • Teachers’ skills and habits

  5. Digital technology and education The case for transformation The question is no longer about efficient and effective education but about how notions of effective education will have to be aligned with what constitutes a worthwhile education in the 21st century.

  6. New technologies are almost always examined in terms of their potential for supporting and improving the work of teachers rather than in terms of their capacity to support the work of students. Schlechty (2009) In the digital world, the learner, not the instructor, is in charge of what will be learned, as well as how and when that learning will occur. (ibid)

  7. Transformation or reform? Transformation by necessity includes altering the beliefs, values and meanings-the culture- in which programmes are embedded, as well as changing the current systems of rules, roles and relationships - social structure- so that the innovations needed will be supported. Reform, in contrast means only installing innovations that will work within the context of the existing structure and culture of the school

  8. Key issues A] For teaching and learning Learners characteristics, Curriculum, constraints B] For using technology within classes C] For using technology outside classes to supplement learning

  9. Disruptive Technology • Christensen (1997) separates new technology into two categories: sustaining and disruptive. • Sustaining technology relies on incremental improvements to an already established technology. • Disruptive technology lacks refinement, often has performance problems because it is new, appeals to a limited audience, and may not yet have a proven practical application. (Such was the case with Alexander Graham Bell's "electrical speech machine," which we now call the telephone.)

  10. Disruptive technology? • Disruptive technologies > in education > replication e.g • Outside of Education > transformational > e.g.

  11. Information transfer V information sharingConsumers V CreatorsCoercion V ChoiceWhat learners do with technology

  12. Learning and teaching, Digital Choices, Change. From To Friend Many projects Leader and manager of learning Many media Problem, Research , analysis, synthesis, evaluation,transformation Process skills Production of knowledge Learner agency • Foe • 1 project • Control of learning • 1 media • Reconstitution of facts • Product bias • Consumption of knowledge • Teacher agency

  13. How to make ICT interventions work Findings from CDaRE research project for TDA

  14. The status of the technology being introduced Technical status Social status…good or bad ? Learning status…

  15. Capacity for innovation Leadership support Risk taking and experimentation Legitimisation Openness and sharing Recognition of individuals’ existing knowledge Mentoring others

  16. The degree of alignment between the innovation and the needs andconcerns of individuals and teams Be underpinned by core educational values. Meet the needs of teachers or pupils Add to core activities of teams Align with the overall strategic aims of organisations Preserve or recreate the identity and role of the teacher

  17. Karl’s 7 rules • Provide an environment that supports innovation and challenges norms • Don’t ban technologies that learners use • Utilise their digital habits for learning • Preserve the role and identity of the teacher/ transform if necessary (but the role is vital) • Problem based learning that promotes learner agency • Develop collective agency…shared values beliefs etc…Reformation or Transformation? • Learn about your organisations’ digital habits, skills and affordances and act accordingly. • Use action research to recreate pedagogy

  18. Learners need learning which is… • deep (reflective, metacognitive, beyond course requirements) • authentic (‘real-world’ contexts, meaningful to students’ lives) • motivational (task/goal oriented, inspires students to further learning). Hadfield and Jopling (2008)

  19. Learners E nough is E nough • 1. Twitch speed vs. conventional speed • 2. Parallel processing vs. linear processing • 3. Graphics first vs. text first • 4. Random access vs. step-by-step • 5. Connected vs. standalone • 6. Active vs. passive • 7. Play vs. work • 8. Payoff vs. patience • 9. Fantasy vs. reality • 10. Technology-as-friend vs. technology-as-foe • Prensky (2001) Digital Natives V Digital Immigrants

  20. Things to read • Boyd, D. (2007) Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life. MacArthur Foundation Series on Digital Learning Youth, Identity, and Digital Media Volume (ed. David Buckingham). Cambridge, MA: MIT Press. • Fisher, T. (2006) Educational transformation: Is it, like ‘beauty’, in the eye of the beholder, or will we know it when we see it? Educ Inf Technol (2006) 11: 293–303 DOI 10.1007/s10639-006-9009-1 • Gee, J. P. (2005) What would a state of the art instructional video game look like? Innovate 1 (6). http://www.innovateonline.info/index.php?view=article&id=80 (accessed October 26, 2008). • Gee, J.P. and Hayes, E. (2009) Public Pedagogy through Video Gameshttp://www.gamebasedlearning.org.uk/content/category/1/1/60/ [accessed 21 May 09] • Hadfield, M. and Jopling, M. (2008) A Horizon Scanning Guide: Innovation Unit http://www.innovation-unit.co.uk/education-experience/next-practice/learning-futures-next-practice-in-learning-and-teaching.html [accessed 06 June 09] • Hadfield, M., Jopling, M., Royle, K. and Southern, L. (2009) Evaluation of the Training and Development Agency for Schools’ funding for ICT in ITT Projects. London:TDA www.tda.gov.uk/techforteaching • Kirkland,K. & Sutch, D. (2009) Overcoming the barriers to educational innovation, Bristol: Futurelab • Lenhardt, A et al (2008) Teens, Video Games and Civics, Pew Internet & American Life Project (Pew/MacArthur). • Schlechty, P. C. (2009) Leading for Learning, San Francisco :Jossey-Bass

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