Posts filed under ‘Digital teknology’
Monday 30th July 2012 – Day one of my peripatetic journey.
If you don’t know what this is all about, and why would you, I shall explain as succinctly as I can.
For the last 10 years (at least) the Vivid office has overlooked the splendour of the Royal Pavilion here in Brighton. On a daily basis I have strolled from my house, by Queens Park, down Edward Street to the office on the Old Steine to attend to Vivid business around this bustling centre of the city.
Last week we, Vivid staff, moved out of that office with no new office to replace it. We moved out because the owners of the building are seeking vacant possession so that they can sell it. In some ways it suited us because in, any case, most of the people who work with us do so remotely maintaining contact through digital communications, getting face to face only periodically. This is the reality of the increasingly mobile digital world we live in, a reality that actually renders our office with it’s splendid views a luxury rather than a necessity.
Functionally the office had become a means of getting me out of the house, a place where others could occasionally work when we needed them, a mailing address, an anchor. But latterly none of this has been essential to the work we undertake. Indeed our recent award winning (winner of the British Council ELTon award for innovation in learning resources) development of the Sounds app for Macmillan Publishers was undertaken virtually (ha,ha) wholly remotely by the complete team.
So we have complete confidence in our ability to maintain the very highest of standards of the work we undertake whilst operating remotely, and indeed save a bit of cash by ridding ourselves of the permanent physical office overhead.
But there is another important reason for the decision to become mobile. I spend a significant amount of my time describing my vision of the education ‘system’ of the future, a vision that has personalisation, in which each individual can undertake their own unique lifelong learning journey which feeds their individual talents and aspirations, at its core. This is made possible because of digital technology with mobile technology an important component of this.
In essence digital technology rids us of the necessity for a single teacher to teach 30 pupils the same thing, in the same place, at the same time. Now 30 people can be learning 30 different things at any one time. This means that ‘place’ takes on a different aspect. The school building was designed to coral pupils into one place for the purpose of being taught. Now there is a growing recognition that the role of teacher is changing from one of teaching to one of enabling learning, and that learning takes place in a variety of ways, individually and collaboratively.
With mobile technology people can be undertaking learning activities, digitally, individually or collaboratively anytime, anywhere. This doesn’t mean that physical presence, getting together, is not important, or indeed essential, but that such events do not have to be undertaken in the one place called school, between the hours of 9.00am and 3.00pm, during term time.
Thus education itself becomes peripatetic, weaved into our lives, as part of our lives, a combination of individual and collective effort, on-line and off-line, digital and physical, here and there.
In this 21st century, with ‘always with, always on’ technology in most of our hands, the boundaries between learning, working and playing are diminishing. The way that place defines our lives is shifting, the need to delineate the places to learn, to work, and to play is becoming redundant. Whilst my vision for education is of a more dispersed environment, so my vision for the workplace is the same, indeed they are inter related.
Our decision to explore the reality of this, by going mobile is us ‘putting our money where our mouths are’, saying that the future we foresee is happening now. For me it is living my life within the philosphies I profess to.
This ‘diary’ is a device to track progress, to document the highs and lows of this journey, to establish what works and what doesn’t.
My first act is to sit amongst the washing up in my kitchen at home and write this. More later….
You may have seen the item on Breakfast TV news this morning (14th Feb) about the use of blogging in Heathfield School which is a fantastic demonstration of the massive potential of digital technology for education. If you didn’t see it the essence is that pupils of Heathfield Primary School, under the inspirational guidance of deputy head David Mitchell (@deputymitchell if you want to follow him on Twitter) are writing blog posts. Not only do they really enjoy this, it is also having a fantastic positive effect on their writing abilities.
This is happening at a time of immense change when the education ‘system’ is going through yet more changes on top of the constant fiddlings that have taken place over the last 20 years. This is incredibly destabilising and difficult for schools, but of course education must go on. The initiative at Heathfield School is a prime example of how a simple application of digital technology can have hugely beneficial effects, despite current uncertainties over curricula etc..
I think this is a real way forward, where we simply transcend the complications of platforms, technical compatibilities, even connectivity. Blogging can be undertaken anywhere, anytime on any device and doesn’t even need constant connectivity, simply the ability to connect to upload a blog, or to read someone elses blog (unless stored locally).
Yet it opens up the world.
This does open up the potential for what Mike Butler (outgoing chair of the Independent Academies Association [IAA] and chief executive of the award winning Djanogly City Academy in Nottingham) describes as a ‘guide by the side’ approach which gives the learners greater control of their own learning, with teachers in a more supportive, facilitation role.
Heathfield were also pioneers in the use of YouTube in the classroom. Some may feel that giving access to the vast range of videos on You Tube may be problematic if it gave young pupils access to disturbing materials but Heathfield got around this by installing software to filter out comments around the materials that may have been disturbing.
This gives access to an extraordinary free resource that can be used in a number of ways for learning, not least in the use of the ‘freeze frame’ technique that I blogged about a couple of years ago.
What I particularly like about both these initiatives, blogging and YouTube, is the simplicity of implementation from a technical perspective. None of this involves complex Learning Management Systems or VLE’s, no considerations of SCORM compatibility, no complex devolvement of new systems or technical standards. Just progressive thinking.and ‘guiding by the side’ (a term I an rather taken by).
It is no wonder to me that @deputymitchell has taken his rightful place in the ‘inner circle’ with the likes of Tim Rylands, Dawn Hallybone, Stephen Heppell, Derek Robertson et al.
More like this, please.
I read a post recently that came through the BECTA ICT Research Network from a PhD student in Australia who was looking at the potential of smartphones to deliver personalised learning, something I believe in.
In fact I believe that education content delivered through this medium will become massively important rather faster than people tend to believe (see Ray Kurzweils ‘Law of accelerating returns‘ about the exponential progress of technology). I also believe that through the use of digital technology there is the opportunity to transform education beyond recognition in a way that finally allows our young people to fly.
However, we do have to be careful that our use of smartphone technology for this purpose does not become intrusive in young peoples lives.
Rather worryingly the Australian PhD student characterises the possibilities of smartphone technology for this purpose thus:
‘As we well know, a mobile device can collect data relating to a student’s interests (gathered from search history, applications and communications), location, surroundings and proximity to others (GPS, Bluetooth).
However, what has been less explored is the opportunity for a mobile device to map the movements and activities of a student from moment to moment and over time. This longitudinal data provides a holistic profile of a student, their state and surroundings.
Analysing this data may allow us to identify patterns that reveal a student’s learning processes; when and where they work best and for how long. Through revealing a student’s state and surroundings outside of schools hour, this longitudinal data may also highlight opportunities to transform a student’s everyday world into an inventory for learning, punctuating their surroundings with learning recommendations. This would in turn lead to new ways to acknowledge and validate and foster informal learning, making it legitimate within a formal curriculum.’
I raise this because it is a part of the wider debate we should be engaged in about the real, often unsaid, implications of digital technology. There is an excellent series on BBC2 in the UK, The virtual revolution , that really does express and expose the reality and the dangers of the web based information society we currently live in. You can’t come away from the programme without the feeling that the question we should be asking ourselves is not ‘if’ the personal data about us being gathered by Google or others will at some point be used for purposes more sinister than sales and marketing, but ‘when’ it will be used in this way (or if, indeed, it is already being used so without our knowledge) and what, if anything, we can do about it.
Our children, the so called ‘digital natives’, tend to approach all this with the innocence of the young, gratefully grasping the myriad freebies that they are presented with. It is the duty of the adults who understand this to forewarn our kids of the dangers and to arm them with strategies of defence, even things as simple making it absolutely clear to them that anything digital that they post to the internet, through whatever forum, is there forever. There is no going back.
It is also the duty of adults, I believe, to recognise an over intrusive application of technology as characterised above. My own kids who are 12 and 15 would be absolutely appalled at the idea that there location and movements were being tracked through their mobile phones. A huge part of their maturity is gained from the trust they are shown by their parents and other adults. Stripping this away is condemning them to a sort of nether life where they never feel they can completely take full control of their own lives because we are always watching. After all, it’s not as if they’re all on asbo’s.
We really do need to trust our young people more and believe, as I do, that allowing them to fly means trusting them with far greater control of their own learning.
My ten bobs worth about the i-pad. Yes, Graham, getting sucked in…to the debate at least.
So, I find myself getting sucked in to the debate about the i-pad. This is unusual for me because, to be honest I have certainly been on the fringes of what Stephen Fry in his review of the i-pad calls the ‘nay sayers and sceptics’ in respect of the i-phone and i-pod touch et al.
In my defence, though, I have never said that the development of the Apple mobile device armoury is not extremely well conceived, beautifully designed, and skilfully executed, or that Apple have not led where others have followed.
But, neither do I believe that the sun shines from Steve Jobs posterior. There is something about the evangelism surrounding all things Apple that disturbs me. Perhaps it’s the blinding light shining from you know where that restricts our peripheral vision preventing us from properly seeing the full picture.
Where it comes to the i-pad, and indeed i-phone, i-pod touch etc. context is important, I think. At least it is in the world I occupy which professionally and personally revolves around education, specifically primary and secondary education. Even more specifically a large slice of my life is taken up with the exciting opportunities offered to education through digital technology which, as Lord Putnam said at the recent Learning Technologies show at Olympia, has changed the way people interact, engage and make sense of the world’.
The i-pad, in all it’s glory (and I do not doubt its gloriousness) will open up all sorts of exciting opportunities to do some remarkable things in some schools and educational institutions around the globe. But, fantastic as that is, this effort will be restricted to a minority for three very good reasons that have nothing to do with design or functionality. These reasons are that the i-pad is too expensive, too nickable, and too fragile.
Stephen Fry in his review of the i-pad refers to the ‘shockingly low price’ of $499 (£310) for the basic model. Shockingly low for someone of his means, for sure, affordable for someone of my means, completely out of the question for the hundreds of thousands on a low income. Will the ‘Home access’ scheme (which already restricts provision of access to broadband to one year only) be extended to the provision of this device, even the basic model. I suspect not. In any case the ‘Home access’ scheme doesn’t by any means reach all the people who need it.
Where the ‘Home access’ scheme is meant to narrow the digital divide, the aggressive pricing policy of Apple (when did you last see a discounted i-phone or i-pod touch), I’m afraid, only serves to widen it. This does play into Apples hands, of course, because their enormous 15.9 billion revenue is made mainly from the haves and the perception that their beautiful products are made for the beautiful people who, of course, can afford them.
I know that Steve Jobs has made a point of saying that he wants to keep the price low, but there is low and there is low.
In a tweet today Graham Brown-Martin (of Handheld Learning fame) said ‘as I walk thru the Elephant & Castle favela I wonder if I’d really whip out an #iPad to read the news…’ Now extend that thought to all the pupils in all the schools.
We recently had a burglary at our offices. Someone had got hold of the key and came in at their leisure when no-one was around. From everything we have in the office, dozens of systems, Macs and Pc’s and all sorts of other equipment, the burglar took just our i-pod touch (my freebie from the Handheld Learning conference) and our Mac mini. Small enough to conceal and very sellable, just like the i-pad. No doubt the good Apple folk would puff out their chests in pride that their products are so eminently nickable so not likely to be much change there.
And as for robustness, I have no idea how much rough handling the i-pad can take (because of its elegance it does seem rather fragile, but this may well not be the case), but it would have to be very robust indeed to survive the ravages of my 12 year old sons treatment. Clothes, books, bottles, lunchboxes, nothing survives the daily onslaught. His mobile phone just about survives, because it is small enough to go in his pocket, and has a case to protect it. Even so it looks pretty sorry for itself, although just about intact.
It might be argued that other devices may be equally susceptible to damage, but that isn’t the point. Someone will have to address the issue of rough treatment, and I don’t suppose it will be Apple. They are just not in that space.
You may feel that I am simply being something of a killjoy about all this, but I think I am just being practical and pragmatic. I don’t doubt, or deride, Apples achievements as innovators. But, in the world I occupy, I cannot see a ubiquitous place, per se, of the i-pad, i-phone, i-pod et al despite all the potential on offer.
In this respect, though, Apples great achievement, and it is a great achievement, is to set the standards for others to follow and I applaud them for that. But I expect to see a greater use of other devices for education, netbooks for a while, making way for smartphones that can be had free on very low tariffs, gaming consoles like PS3 and x-Box, others like the DS and of course the brilliantly conceived Wii.
So holidays have faded into the background, kids are back at school grinding their way through a new term, I’m trying to make sense of the ‘system’.
To do this I thought it might be useful to review the current state of the various government schemes for education that have been developed over the last few years. As a specialist in digital media for education I consider that I have a reasonable grasp of these.
As a starting point I made a list of acronyms of these schemes with their actual definitions with the intention of reviewing the current state of play with each one. Initially I came up with about a dozen or so of these including things like bsf (Building Schools for the Future), ECM (Ever Child Matters), AfL (Assessment for Learning), HTG (Harnessing Technology Grants) etc..
Then I read the ‘National Strategies Annual Plan Summary’ for 2009-2010 which at 45 pages is a helluva summary and lists in an annex 65 acronyms that are used within it. This makes the ‘summary’ virtually incomprehensible. Here is a typical example:
‘A significant number of LA’s are struggling to mainstream NPSLBA within their school improvement services and their CPD offer and need to target recruitment of priority schools and with PRU leaders and staff to NPSLBA.’
Even when you decode this it doesn’t make any sense. It is little wonder that our education system is in a state of apparent disarray when such a plethora of acronyms abound.
One of the difficulties, I think, is the attempt to force uniformity on an education system that actually needs diversity if it is to be appropriate for the 21st century. As a useful report about barriers to innovation in education produced by Futurelab puts it:
“…(education policy) should be committed to promoting, encouraging, archiving and sharing the development of widely diverse educational responses in order to ensure that there is diversity in the system to allow adaptation whatever changes emerge, rather than seeking out and disseminating universal and uniform solutions.”
The attempt to impose uniformity, and the failure of that attempt, can be aptly illustrated with the framework of Personal Learning and Thinking Skills (PLTS). This framework neatly divides the essential skills ‘that will enable young people to enter work and adult life as confident and capable individuals’, into the six categories of, independent enquirers, creative thinkers, reflective learners, team workers, self-managers, and effective participators. Having made these divisions the framework then helpfully points out that:
“The groups are interconnected. Young people are likely to encounter skills from several groups in any one learning experience.”
In other words every child is an individual. Any teacher worth their salt already knows this and, within the constraints of class numbers, will respond to each child appropriately. Unfortunately the PLTS framework simply panders to the misconceived desire to package every child according to a single set of rules, ‘universal and uniform solutions’.
I do understand the temptation to think this way. With an average class of 30 kids it seems to make things so much more manageable but it does not allow individual talents and aspirations to flourish.
Back in the dark industrialist days there didn’t seem any other way to manage things. But now in the 21st century we have different aspirations and we have technology to help us.
So we don’t actually need to try and package things in a neat ‘PLTS’ way. We just have to loosen up a bit, ditch the acronyms, trust the kids, support them, and let them get on with it. That is true personalised learning.
This is a rather long blog post, after some absence from posting to this blog due to pressures of work, (filling a senior sales position at Vivid) and as you will read, a great holiday in the USA. After this it will be back to ‘business as usual’ with more regular and shorter posts to come. Thanks for sticking with it.
Holidays are often a time of reflection and the gaining of new perspectives. No more so for me following my family holiday in California with my partner and two children (aged 14 and 12). This was a touring holiday taking in the diversities of San Francisco and Los Angeles, Death Valley and Las Vegas (in the same day), the wonders of the Grand Canyon, snow in the boiling heat of Mammoth Lakes, chilling in Santa Cruz.
Aside from the time we all spent in the car (we covered around 2,500 miles in just under 3 weeks) we also all lived in one room in different motels around the place. So this was quite intense. Mum, Dad, and the teenage kids in such close proximity 24/7. Although Diane and I had been to various places in the US prior to this visit, many of the places we visited on this occasion were as new to us as they were to the kids. So for much of the time there was a shared sense of discovery in all the places we visited and experienced.
For example, nothing prepared any of us for the 118 F heat or the eeriness we experienced in Death Valley, or the contrasting glitch and glamour and madness of the Luxor hotel in Las Vegas when we first walked through the doors, the breathtaking first sight of the Grand Canyon, the sheer vastness of the Redwood trees in Yosemite, being at the centre of simulated flash floods at Universal Studios, discovering a tarantula as big as a fist sidling up to us at a restaurant in Seligman (on Route 66).
And all of these experiences excited the curiosities of the kids, sparked myriad questions across a rich variety of disciplines – the origin of language, weather systems (naturally, being brits), the solar system, politics, history, geography, and so much more.
We also all kept daily diaries (mine a series of tweets).
There were some tremendously evocative moments, like when we all surveyed the scene at Badwater Basin (in Death Valley and the lowest point in the USA at 182 feet below sea level), the salt flats stretching into the distance in the intense heat, and imagined the gold rush pioneers trudging along, no shade for miles, tired and despairing. A hugely compelling image and one that grabbed the imagination of our kids sparking loads of questions. Of course we were unable to answer all the questions they had but had wide ranging discussions in which we all explored the issues raised.
If this is not education I do not know what is. Yet, the rules are that family holidays within school terms are not allowed, or only allowed on a limited basis with the express permission of the school head. This means that because everything is much more expensive during the school holiday periods hundreds and thousands of children from families who simply cannot afford to holiday at the inflated prices demanded are excluded from the wonderful experiential and enlightening educational opportunities thus afforded.
I used to think that an answer to this is that legislation should forbid the holiday companies from inflating prices during school holidays. Or that families are allowed to take their kids out of school for holidays if they can demonstrate the educational benefits of doing so. But I now think differently because these propositions simply pander to the view, and our obsession with the idea, that education is something that is wholly controllable and measurable and can be contained within constraints established by government.
As 16 year old Michael Jones in a Teachers TV video puts it (http://www.teachers.tv/video/17058 – start at 56.00), ‘I learn loads of stuff on the streets, learning is everywhere’. And so it is. From the streets of New Delhi where Sugata Mitra first conducted his ‘Hole in the Wall’ experiments, to middle class holidays in the US, to messing on the streets, learning is taking place.
Change is occurring in our education system, politicians messing with stuff they know little about, but as David Warlick in his recent blog post on ‘2¢ worth’ says:
‘it seems that every time we sit down and talk about education reform, there seems to be something in the way, preventing us from what we want to do right now. We can’t move that tile in the puzzle, until the one next to it is out of the way, which we can’t move until another one has been shifted, etc. etc.’
OK this is a blog from USA but the issue is the same. This is just messing around the edges of a system that is clearly failing with the unfortunate effect, actually, of making life increasingly more difficult for those on the ground, those who are delivering education, our teachers. And in the process the voice of the young people for whom the system is designed is completely ignored.
A new Ofsted report on progress with the new diploma system has just been published. The conclusions are that ‘teaching of functional skills, maths, English and IT, must improve’.
This, of course should come as no surprise to anyone who knew from the start that the diploma debacle was wholly misconceived. It explains why resultant qualifications from the diploma are not ‘A’ levels, truly on a par with the more ‘academic’ qualifications. This is because excellence in the so called ‘vocational’ skills is simply not valued. Just as the arts are similarly undervalued (see Ken Robinson on this), placed at the bottom of the existing hierarchy.
So it’s back to square 1. The diplomas appear to have been conceived with the crazy notion that offering more vocational subjects within a new structure to the less ‘academic’ will somehow magically make these people more academic, say in subjects like English, Maths and IT! It won’t. They will continue to struggle and will continue to be treated as second class because they are seen as struggling with these subjects.
And this will continue to happen until a new approach, a pupil led approach, to learning is developed and until we rid ourselves of the elitist view that academic prowess is the route to fulfilment.
When the worlds financial systems went into meltdown last year a great opportunity emerged to rethink the whole of that structure and to make radical changes accordingly. Unfortunately it looks like that opportunity is lost and the signs are that the financial institutions, propped up as they are by government, are simply reverting to the old greedy ways and habits, bonuses are back!!
There is a danger that a similar thing will happen with education. It would be great if holiday prices were not inflated during school holidays so more people could afford to go away, it would be great if parents were encouraged to take their children on holiday during term times with the wide educational benefits that that offers but in the end that’s just tinkering around the edges, simply moving the tiles around.
With technology there is the real potential of delivering an education environment that is truly personalised, is aimed at self fulfilment, and is pupil led.
Yet this potential will come to nought unless we have the courage to remove the barriers to learning, to knock down the walls around the classrooms, to trust our young people, to listen to what they have to say, and to radically rethink the whole purpose of education, and deliver for the 21st century.
Last night my 11 year old son told me that he had gone from hating history at school to loving it. When I asked him why, he said that he now had a good teacher. I haven’t yet quizzed him, as I will, on his perceptions of what was bad about the previous teaching and what is now good, but it is interesting that he makes that distinction. In my view teaching in a way that is interesting and motivating is not just desirable, but should be required of every teacher. I admire and respect teachers for undertaking a difficult job and when it is right in enhancing a child’s life. But I abhor bad teaching because of the serious harm it can do.
If we want to know what is good teaching or bad teaching we just have to talk to the young people who are being taught. They know what they like and don’t like, they know what switches them on and what turns them off. And we should listen to what they have to tell us about this and do something about it, even when we hear stuff outside our comfort zones.
As parents we celebrate each child’s individuality even if it’s only to extent of ‘he’s got his fathers eyes, but his mother’s nose’. Yet we force them to endure an education that expects uniformity, that expects an 11 year old to achieve the same standards in the same subjects as their 12 year old mates, or a class of 30 to express equal interest in all things.
We do this not because of any considered philosophy of education, but purely through means of practicality. How else can we ‘control’ a class of 30, a year of 120, but by imposing strict criteria on required outcomes.
My son also recently had a science test coming up and was told by his teacher to revise for it. That’s all. Not any guidance of how to revise, what to revise, even where to look for advice. Just ‘go away and revise’. Oh yes. There was some advice to try BBC bitesize, but not to do everything there because it was not all relevant.
That evening I caught him in our front room aimlessly flicking through the various folders of the work he had undertaken during the year not really knowing where to start, which things to concentrate on.
And then he asked me if I would test him so he could get an idea of what he knew best and importantly what he knew least. This is ‘assessment for learning’, a concept that he arrived at of his own volition, understanding that finding out the gaps in his own understanding could give him a structure for revision.
Unfortunately his teacher had not had the foresight to arm his pupils with some past tests in order that they could test their understanding in this way, but we were able to find some appropriate stuff online. In fact BBC bitesize was not the most helpful or structured. Many more structured resources were to be found on other sites simply by Googling ‘Year 7 science tests’.
Why do I say all this? Two reasons. Firstly on the question of practicality we do have the opportunity to really, seriously deliver (or I prefer to say ‘allow’) ‘personalised learning’ by appropriate use of digital technology. Going online to find appropriate revision materials is just the tip of an enormous iceberg.
Secondly, young people are wholly capable of being properly engaged in the debate about their own learning. So let’s ask them, listen to them, trust them, believe them, and act on what we hear.
And instead of just fiddling around the edges let’s do it now before they lose interest and before the global warmed digital iceberg disappears.