Shift2: Pervasive Learning: Facing the Challenges of the 21st Century

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Shift2: Pervasive Learning: Facing the Challenges of the 21st Century by Mind Map: Shift2: Pervasive Learning: Facing the Challenges of the 21st Century

1. Shouldn't this be: People using IT is a cause of change

2. Turn schools into research hubs - ruthless automation of admin, focus on time budget, beyond school boundaries

2.1. Why not go a step further and make schools a system that directs children onto self-autonomous tasks that they do themselves or part of a team? Include local business to not only give students a look into the working world but also to allow them to learn outside the classroom and bring back a little more kinetic nature to the educational system thats had its foot chained to a desk for too long.

3. Chris Yapp

3.1. One of the authors of Shift Happens

3.2. Agyris & Schon definition - schools previously not always learning organisations

3.3. After break - is technology something that doesn't work? A chair is technology....

3.4. Technologies - ability to improve learning phenominally OR technology gets in the way of learning?

3.5. Is there a mismatch between drivers such as transformation and technology terms?

3.5.1. From iT to It - the more pervasive the technology, the more it is background - only noticed when it fails. Maybe focus on "Information" IT is a cause of change A means of effecting change eg new processes, virtual organisations Education is cause & result of change Learning TECHNOLOGY - VLEs, Wikis, Blogs, Podcasts etc LEARNING technology - Vygotsky, Steiner... MIT90s paradigm Measuring benefits of technology - is it possible

3.5.2. 5 levels of transformation 1 local exploitation of tech 2 internal integration (networking, standardised access) 3 process redesign around learner Evolutionary 5 Scope redefinition Revolutionary 4 Network re-design

3.5.3. REAL impact of ICT - blurring boundaries, changing scale, changing scope, fexibility & agility, integration - personalisation,

3.5.4. Analyse efficiency/effectiveness of schools. 48 mins/lesson on admin! Processes; Activity - administration

3.6. Community learning networks - libraries, schools & colleges, home, leisure centres, office, cultural centres

3.7. vertical integration of organisation - CEO, Staff & ops, finance, personnel, customer service

3.7.1. Most businesses moved away from this 40-50 years ago

3.7.2. Shamrock org Customer Core org Contractedd fringe part time help smaller

3.7.3. schools some of biggest orgs

3.8. Raymond Williams... education for (top down); understanding; adapting to change; authorship of change

3.9. Schools beyond level 2

3.9.1. Artist in none residence...CPD in staffroom linked to HE...SAELN....E-twinning...E-hwk/support...Automated MCQs...Eportfolios...SMS reminders etc

3.9.2. More rational leadership pattern

3.9.3. Teacher as lifelong learner, diverse roles, learning - social, research profession, T&L team, rich assessment, personalised curriculum for teachers & learners, social inclusion, globalisation.localisation of learning

3.10. Day 1 at school - parental learning contract (book ICTeachers)

3.11. Can we justify IT on solely learning gains?

3.11.1. Rethink teaching professions, curriculum, assessment, inspection

3.12. Purpose of education - personal growth, economic performance, social cohesion

3.12.1. Tofflers 3rd Wave - moving from

3.12.2. Traditional phases -, now lifelong learning in order to sustain above. Srtial not parallen life

3.12.3. Hypothesis; learning has/will be personalised experience, organisation of ed is impersonal, impediment is economic sacelability

3.12.4. IT & glogalisation - increased demands for creativity, innovation, design & personal/interpersonal skills Min skill set for living wage, demand falling for low skilled, rate of skill change needs increasing, state budgets under pressure

3.12.5. Transmitting best from generation to generation v preparing for the future. What is vision of ofsted framework? Fill the mind or light the fire?

4. Which stakeholders could IT make biggest impact on from position of school effectiveness?

5. What should school leadership team look like by 2020?

5.1. The term 'leadership team' is really a euphemism for 'management'. That needs clarification. Leadership is not, and should not be, a special position in a hierarchy of authority. Management, as we understand the term at the moment, is an impediment to change. Management should be subordinated to leadership. The Leadership Team should be a biennially elected group drawn from the community as a whole. Anyone can stand. There should be a limit on duration of re-election. All leaders are subject to peer appraisal.

6. What new roles would be a priority to improve schools systemically.

7. What should schools stop doing by 2020?

7.1. Are innovations from schools or teachers?

7.2. Maybe the schools need stop competing with eachother, has anyone seen this khan academy yet?

7.2.1. We've seen the effectiveness of video conferencing between schools across different continents but have we ever simply tried the other one down the street? Has anyone ever thought, even considered, that that old rivalry between schools could be transformed into a competitive energy in academic performance as much as it is in sports? And not simply just between the students, seeing other teachers and members of staff trying new educational techniques can encourage innovation in other practitioners and we raise the standard of a city as a whole rather than just having one group of children happy in a dynamic and innovative school and another group wishing they'd got into that school instead of their current one. “But, they will worry, a decade or so down the line, when those infant “losers” are transformed into disaffected youths hanging threateningly around the mall, teenage mums devouring tax payer’s money, or criminals who don’t see why they should give a dam about the welfare of the moneyed classes.” (Palmer, 2006) We can't raise in one school a group of "winners" only to brand everyone else "losers", schools by 2020 need to stop thinking about their own and start figuring out the cold hard truth: If education isn't working across the board, it isn't working anywhere. schools shouldn't be on leaderboards, they're there to educate not compete.

8. Jackie Holderness AFA

8.1. ICT Tools for Future teachers

8.2. Jackie; AFA research shows some children with disabilities outperformed other children - hence national rollout of model; Achievement for All (

8.2.1. Increasing parental engagement is effective

9. John Cuthell

9.1. Young peoples’ uses of digital technologies

9.2. MirandaMod/AFA event. Supported by Bedford students - learned technology quickly & will be supporting at Bett 12!

10. Which processes in schools are most open to automation, now and in next five years?

10.1. Storing and indexing all content. To include all filing of all work by students as well as teachers and other workforce sectors. While tagging may be manual (obviously) there is no need for 'filing cabinet' models of files storage. Indeed, such models are impeding the effective retrieval, use and re-use of content.

11. What data do schools have which is useful to help them improve?

11.1. They have not only a system of review for themselves but might also have the data of other schools currently being reviewed. From this data a school could look at what seperates them from a school, not valued for academic results, but valued for the experience its pupils and staff have received. its important to remember schools should work to form well rounded people and that test results do not say all about a person or their education.