Maintaining Local Identity, Control and Ownership while Increasing uses of Technologies in Schools

1. Maintaining Local Identity, Control and Ownership while Increasing uses of Technologies in Schools Dr. Deirdre Butler St. Patrick’s College, Dublin City University in collaboration with Media Lab Europe

2. Difficult Questions • What kind of future do we want to create? • What kind of people do we wish to nurture? • What are the values we want to live by? • Can digital technology help this happen?

3. Epistemological Foundations

4. Principles of a learning environment in the Digital Era • We are striving to develop a learning environment that • is inclusive • ensures equitable access for all • respects the inherent dignity of the individual to realise their potential • enhances the subjectivity of people to become shapers and active construtors of the Digital Age while realising their creative abilities and full human potential

5. A fundamentally different learning environment Can immersion in a supportive constructionist learning environment, rich in computationally expressive materials, empower people to become self-determined learners?

6. Design of the Learning Environment • Constructionism • Immersion

7. Constructionism • Materials • Constructed Artefact • Learners

8. Materials • Capable of reflecting and deepening both learners’ interests and experiences • Enable, through the properties of the materials and the construction process, engagement with and deeper understandings of ‘big ideas’ and learning processes.

9. The Learners • The Learners’ needs, interests and experiences are at the forefront of the learning experience • Control / ownership vested in the Learner • The Learner must accept responsibility for setting their own learning goals in order to meet their interests and needs

10. Constructed Artefact • “Object to think with” • A means by which others can become involved in the thinking process as it develops • Iterative design process • The group dynamic is important as the artefact grows and learners share and reflect.

11. Immersive Learning Environment • Computational Materials • Atelier-style workshop environment

12. Computational Materials Challenging Addressing personal needs and interests Conversational Inviting contemplation and negotiation Connective Supporting personal relationships and ideas that transcend traditional subject boundaries e.g.engagement with and deeper understandings of computational ideas and processes e.g., control, feedback and variability.

13. Atelier-style workshop environments • Intimate connection between knowledge and activity • Key features of an Atelier-style of working : • participants engage with complex open-ended problems over a protracted length of time • collaboration encouraged • reflection explicitly incorporated • heterogeneity of issues addressed. (Kuhn, 2001, p.5) • Structured, unstructured or self-structured? (collaborations movie)

14. Local Identity • Cromdubh and St. Patrick - Stokane N.S. • Hurling at Kilvemnon • “Diarmaid agus Grainne” epic

15. Control & Ownership • Fionn in the stockade - twist in the tale (teacher’s reflection & movie) • Recycling • The Robbery • Explosion at Springfield • Motors in Stokane

16. Self-Determined Learning • Ownership and control vested in the learner [Dignity] • Equitable access [Equity] • Democratic decision making [Inclusion] • Provocative, engaging, and challenging computational materials; • Challenging learning experiences in sustained, immersive, Atelier-style learning environments; • Embedding learning in their own experiences (“objects to think with”); • A support framework that addresses each individual needs, interests and experiences; • A supportive community with a diverse range of backgrounds; • Adequate time to allow self directed learning to develop and changes to take place.

17. Evidence of Learning v’s Traditional Testing Learning stories Web-platform Field notes Interviews Case Study/ Portfolio Teacher reports E-mails Photographs Journals Video footage

18. Challenges • Teacher Educators • Preparing a new generation of teacher/learners • Continuum of Teacher Learning • Theory / Practice • Policy makers • Acknowledge epistemological foundations of policy • Recognise inconsistencies • Reconceptualise current models of schooling • Reassess current models of teacher professional development

19. EM’s Constructionist Learning Network http://empoweringminds.mle.ie