Posts filed under ‘Education’

Peripatetic me – amongst the washing up

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….

August 1, 2012 at 7:51 am Leave a comment

Cross platform app development – no substitute for experience

In July last year, at Vivid Interactive, we ran a webinar about our app development strategy over the coming months, both for the range of apps we are producing for our own digital publishing activities, as well as cross platform strategies for the development of smartphone apps for our publisher clients. Several months on we have been putting these strategies into practice and now have app development firmly within our portfolio of services.

This is a natural progression for us but highlights the absolute importance of good solid experience of the implementation of robust, pedagogically sound digital technology solutions to education issues. It is unfortunate that some of the ‘education’ apps I come across, often developed by people who know their stuff ‘technically’, lack the pedagogical attributes that are so important.

Having been involved in digital media development for over 25 years I know full well the complexities of developing across different operating systems and browser types, memory options, computer speeds and versions, and this just across PC and Macintosh platforms. Regardless of this, though, it is possible to identify those issues that are common, regardless of the technical differences of particular delivery platforms. For example there are a range of usability principles that were as relevant for early BBC Micro Computer Based Training programmes, as they are now to leading edge smartphone apps.

An important thing to remember is that the user experience is critical, and the principle that any application or programme should transparently ‘do what it says on the tin’ absolutely key. The fact that we have new opportunities for apps that make best use of the multi functional facilities and ‘always with, always on’ mobility of smartphones and tablet devices should not cloud our usability judgements and tempt us to be over complex.

Neither should we be daunted by the apparent complexities of developing across platforms in the smartphone arena. Anyone who has experienced in detail the complexities digital technology over the last 25 years should not be daunted by the spectre of cross platform development of apps across iOS (Apple), Android, (Google), Blackberry (RIM), Windows phone 7 (Microsoft and more recently also Nokia), and a few others. There is a process, involving constant problem solving, that if appositely applied allows a smooth development path.

There are, of course, various techniques, like, say, agile development methodologies, that can help the process. But in the end, the key, the absolute critical factor that makes the difference between a development that is fraught with difficulties, a development that doesn’t deliver to objectives, is good solid experience of developing within the particular environment of digital technology for education publishing.

We can easily find the technical expertise required for app development, but there is no substitute for experience.

April 7, 2011 at 4:14 pm Leave a comment

Birbalsingh, Adonis, and Plan B

On Newsnight last night, musician Ben Drew (aka Plan B) talked about his disillusionment with politicians – “no politicians have ever represented me because they have not come from the environment I have.” His relative success as a musician, with some acting, and now directing, thrown in, has occurred, he says, despite, and not because of, politicians or indeed the education system, both of which he considers failed him. His education happened outside the formal education system, because there was no place for him, or for the likes of him within it.

Continuing the piece answering questions from Jeremy Paxman were Katherine Birbalsingh, ex deputy head teacher and proponent of a return to the old ‘traditional’ ways of teaching Latin and of stronger discipline in schools, and ex labour Schools Minister Lord Adonis.

Birbalsingh’s argument for greater discipline is that ‘working class boys are the most vunerable’ when it comes to education and often lack the structure, order and discipline in their home lives that their middle and upper class peers benefit from. It is, therefore, up to the schools, she argues, to provide this. Drew, she explains, “wasn’t inspired in schools because his teachers weren’t free enough to be able to inspire him”. Her solution to this is to “instill structures and systems  to make sure the children are disciplined enough to sit tight so that their teachers are free enough to be able to inspire”.

This conjures up images for me of rows of children dutifully ‘sitting tight’ whilst their teachers strut their inspirational stuff until the period ends and the next cohort are wheeled in to be inspired in turn. We just need some security staff to deal with behaviour issues ensuring the children do indeed ‘sit tight’ and hey presto the teachers are freed up to get on with it. Simple enough!

Problem is children aren’t very good at ‘sitting tight’, goddam them. They are naturally vivacious, full of energy with lively enquiring minds, relishing experience, craving diversity. In fact children are probably the least suited to ‘sitting tight’  of all humankind.

They do love to be inspired, though. My teenage kids can tell me precisely who the good teachers (the ones who inspire) are and the bad teachers (the ones who don’t inspire) are. We all of us have tales about subjects we enjoyed because of the teacher, and subjects we didn’t for the same reason. The teacher in all this is massively important, and can have a real influence on the whole of a childs life. That is why, in my view, we should recognise bad teachers and bad teaching and outlaw both, for the sake of our children. Seriously.

What I found more disturbing about the Newsnight item was Birbalsinghs assertion that “we need absolute order and structure, school uniforms need to be perfect in school”. This honestly sends a chill down my spine. And this made worse by the fact that Lord Adonis (labour) in his own words, completely agreed with her.

I know the boundaries between conservative, labour and indeed, now liberal democrat, governments are very blurred. I would have hoped though, perhaps naively, that the extreme right wing rhetoric of Birbalsingh would at least have been somewhat tempered by Adonis. But not to be, it seems.

Lord Adonis celebrates the ‘success’ of Mossbourne Community Academy in Hackney whose headmaster values ‘discipline’ and talks about a ‘no excuses’ society (no excuses meaning toe the line, or else). Of course the school is regarded as being successful on their GCSE A – C results and such measures. No account is taken, as far as I can see of the ‘achieving personal potential’ , or ‘happiness’, or ‘fulfilment’ measures, largely because such matters are not measured at all, as though irrelevant.

It would be easy to become depressed by such unenlightened thinking across the political spectrum, but despite all this I remain optimistic about our education system. This is because I know the kids are texting underneath their desks despite mobiles being banned, that they are networked and connected, that there is an unstoppable force that will out regardless.

February 16, 2011 at 12:10 am Leave a comment

Blog’s away!

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.

February 14, 2011 at 4:41 pm Leave a comment

Lembit, SAT’s and picnics pot pourri

You’ve got to feel a bit sorry for Lembit Opik who so unexpectedly lost his seat in the election. But only a bit. Whilst I am sure it is no picnic for him, I have no doubt that when he has finished crying on a Cheeky Girls shoulder he will pick up some tasty work, Portillo like, in the media. He is quite high profile already, as though preparing for just this moment. He has already been on ‘Have I got news for you’ just hours after his fall and this morning on breakfast TV, not just once, but on two different slots.

Michael Portillo’s political demise all those years ago has, it seems, been voted as peoples’ third favourite moment of the 20th century. By his own admission his notoriety at the time has enabled him to reinvent himself and carve out a very nice, and no doubt lucrative, career in the media. If we’re not very careful we are in danger of even calling him a ‘national treasure’ (although on reflection perhaps a step too far).

Lembit does not have the same level of notoriety although his high profile womanising will do him no harm. He is sufficiently known, though, I think to be a prime candidate for picking up some very nice media jobbies, thank you very much, not to mention the autobiography, the diaries!!)

Whilst Lembit has been replaced as MP for Montgomeryshire, it is also no picnic for many head teachers of primary schools who are facing the ignominy of being replaced, at least temporarily, if they boycott the KS 2 SAT’s that are due to be taken this week. Those heads who are participating in the boycott are doing so for very sound, deeply felt educational reasons. The nub of this as one primary head interviewed this morning put it is that she simply did not feel that a 45 minute exam in any way reflected a child’s achievements over their previous 8 years schooling.

Any child that does not do well in their SAT’s knows it, and starts their secondary schooling with that blot on the landscape. This can’t help but affect that child’s confidence, the position they occupy in secondary school, and the view their new teachers have of them. Where there is setting at a secondary school the SAT’s results contribute to what set a child might be put in.

If they are put in top set they will probably feel quite good about themselves (as will their proud parents) although their can also be pressures on them to maintain that position. If they are put in the set below top set, well they are not quite good enough really, are they? If they are put in bottom set, then that means not up to much really, pretty worthless.

We do not literally believe those judgements, or at least we would not admit to it, but a child does. This leads to hundreds and thousands of school children starting the very scary and life changing journey into secondary education already with a chip on their shoulder, already disadvantaged, already with lowered expectations. No picnic at all.

It is in recognition of this, and of the fact that scrapping SAT’s does not mean scrapping ‘assessment’ as such (there are very many robust means of assessing a child progress) that those heads participating in the boycott are doing so. Rather than analysing the legal position of a boycott, or threatening to replace participating heads, it seems to me that the government would benefit from listening properly to the very cogent arguments being proffered.

One reason, I suspect, that the boycott appears to be somewhat patchy is that there seems to be no real political strength apparent in teachers unions. This is typified by a ‘laugh out loud’ moment when I heard on the news this morning that the NUT was holding a ‘protest picnic’ on the issue of KS2 SAT’s. Well, that will show them, won’t it!!!

So no need to worry Ed Balls, Michael Gove, or David Laws (or whatever combination of the three wins influence over the coming days) when it comes to dealing with the NUT, it is a picnic!

May 10, 2010 at 10:29 am Leave a comment

Stranded in Lanzarote – JCQ response a disgrace

When people first heard that we were stranded in Lanzarote as a result of Eyjafjallajoekull a first reaction was to comment how lucky we were. However, the truth belies that.

We were psychologically prepared initially for a one week holiday in a villa on the island. We were not psychologically prepared for our stay to be extended indefinitely, in the event for an additional week.

A great deal of the extra time was spent trying to find a flight home, feeling lost in limbo up to the time we did eventually manage to find one.

There were additional living expenses, which in theory we should be able to claim back from our airline, but in truth are expecting a mighty battle over.

Whilst you might think our kids would have relished this additional time off school there reactions were in fact very different.

Our 15 year old daughter got very upset at the prospect, realising that she would miss key lessons as preparation for GCSE’s, in particular missing a mock GCSE in PE the proper exam of which she is taking next week. She is a high achiever, very motivated, and until this happened on track for some great results. What upset her was the prospect of this being put at risk, through no fault of her own.

To help with this we got the school to email the mock GCSE paper which she then took in our hotel room, emailing the results back to school for marking. Up to the point of taking this mock she had been quite worried and miserable, but it was remarkable how she perked up immediately after having sat the mock.

Our 12 year old son reacted very differently. He is in Year 8, not yet on the GCSE treadmill, apart from in fast track French. For him the extra time off school was a bonus, more time in the pool and in the sea.

They did both miss their friends, Mum and Dad being poor substitutes, despite my efforts to regress which served only to embarrass. They were able to have some Facebook contact but despite all you can’t beat good old face to face stuff.

In response to our email to them explaining the situation the school did manage to inform ‘most’ of their subject teachers. I highlight ‘most’ because I do feel that missing the odd teacher was sloppy. One of my daughters’ subject teachers had no idea of the situation and was completely unprepared for remedial action on her return.

In order to reassure my daughter that she would not miss out as a result of our enforced stay I told her that her circumstances would be taken into account, and if it was adjudged that due to the prevailing circumstances she was put at a disadvantage in her preparation she would be able to take, say her PE GCSE, at a later date. She said this would not be the case. I swore it was. She was right.

It seems that whilst the JCQ (Joint Council for Qualifications) has said that some oral exams and practical tests would be re-arranged they also insist that no written A level or GCSE exams would be rescheduled. Why? I’ll tell you in a minute.

And where does that leave my daughter. She has done absolutely everything that has been asked of her, she is an asset to her school, she is on track, through her own efforts, for some fantastic results in her exams. When some of this is put at risk, through no fault of her own, can she depend on the ‘system’ to be sufficiently flexible to support her appropriately? No she can’t. Why not? Simply because they can’t be arsed – it would require a certain about of reorganisation and I can only assume that it is to avoid the necessity for this that the JCQ have decided, ahead of time, not to offer any flexibility for written exams.

I think this is appalling, and yet another nail in the coffin for an education system that thinks more of itself than it does of its pupils.

April 29, 2010 at 4:08 pm Leave a comment

They’re not all on ASBO’s are they!

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.

March 8, 2010 at 3:12 pm Leave a comment

i-pad, u-pad, we-pad….or do Wii?

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.

January 28, 2010 at 5:42 pm 9 comments

Danish bacon!!!!

internet prohibition

A couple of weeks ago I tweeted about my 12 year old son having been told by his science teacher that the homework he had handed in was good, but that he would have got more marks if he found out more stuff from the internet.

The next day he came home with the prohibition notice pictured above. ‘DISQUALIFICATION’ if caught in exams with mobile phones, ipods, MP3/MP4 players or any products with an electronics communication/storage device or digital facility.

So if students use certain digital tools to gather information in the first place, as they are encouraged to do, they are disqualified from using them in an exam situation. All of which highlights one of the big problems with exams. If you happen not to be able to remember stuff you won’t do well. This is nothing to do with understanding. It’s simply memory testing, which isn’t real knowledge.

How refreshing then that in Denmark they are considering allowing wired computers with internet access to be used during exams ( http://tinyurl.com/otvrhw). This is to allow students to look up relevant facts during the exam.

Of course, it is immediately pointed out that:

“There are a number of potential pitfalls, however, not least protecting against plagiarism and the problem of students lifting information from online sources to pad out work”.

It seems that in Denmark, as well as here in the UK we assume young people will want to cheat, so guarding against this becomes an overriding concern. How trusting of our young people is that? There are all sorts of ways of guarding against this, and I do hope that these concerns don’t get in the way of this enlightened initiative.

Can’t see it happening in the UK though, not for many light years anyway. Apart from the fact that our mistrust of young people is very deep rooted, we just love exams, labouring as we do under the misapprehension that somehow exam results indicate something of a child’s understanding or abilities and can be used as a means of perpetuating a two tier system of haves and have nots.

November 4, 2009 at 4:55 pm 2 comments

Ditch the acronyms (DtA)!

img-acronyms small

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.

October 1, 2009 at 8:44 am 1 comment

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Mick Landmann on education, digital technology, and the 21st century

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