Future School Site •  What would kids learn?

•  How would they learn?

•  When would they learn?

•  Who would they learn with?

•  What would they learn on or with?

•  Where would they learn?

•  How will they/we know what they’ve learned?

•  Who decides?

•  Etc…

Shut them down? Alvin Toffler’s School of Tomorrow These are the fundamentals of the futurist’s vision

for education in the 21st century:

•  Open 24 hours a day •  Customized educational experience •  Kids arrive at different times •  Students begin their formalized schooling at

different ages •  Curriculum is integrated across disciplines •  Non-teachers work with teachers •  Teachers alternate working in schools and in

business world •  Local businesses have offices in the schools •  Increased number of charter schools

h"p://blog.core-­‐ed.org/derek/2009/10/1546.html    

School Level barriers

1996, Prof. Hedley Beare

Two key questions… Education in the

Future:

•  What will our schools be like?

•  Where will learning occur?

•  What will be the role of teachers?

•  What technology will be used?

Education for the Future:

What must we be doing today to ensure that our students are equipped with the skills and knowledge required to function in the world of tomorrow?

Future School Scenarios

Status  Quo   Re-­‐schooling   De-­‐schooling  

Source:  OECD  –  Six  Scenarios  

Status  quo,  BureaucraLc  systems  conLnue  

Meltdown  scenario  

Schools  as  core  social  centres  

Schools  as  focused  learning  organisaLons  

Learning  networks  and  network  society  

Extended  Market  Model  

If you really could start from scratch without the constraint of inherited plant, existing buildings and dedicated real estate, you are pushed back to first principles.

Perspectives

Vision, planning and governance

Curriculum Buildings and architecture

Pedagogy and space

ICT Infrastructure

Vision and planning

•  Vision needs to be outcome focused and learner-centric

•  Establish a vision which is inclusive of all stakeholders but exploit the opportunity presented by creative tension

•  Adaptive leadership of change vision holder •  Intelligent client role via the change programme

implementer •  Governance committed to the vision and support

of the leadership

Lack of coherent vision…

Technological change is not additive, it is ecological. A new technology doesn’t just change something… … it changes everything!

But do we really believe this…?

How is this belief reflected in policy?  

Competing philosophies Philosophy A Philosophy B

Education Broken, but can be fixed (quickly)

Long term investment in the future

Technology Drives change Enables, supports and accelerates change

Teachers Another problem to be fixed

Supported professionals

Learners The future workforce More than just the future workforce

Innovation Let a thousand flowers flourish

Got to be scalable and sustainable

Success Input targets and attainment

Wider long-term benefits

Curriculum Don’t trust teachers - ‘package’ it up

Guidance and support for teachers

Competing philosophies Philosophy A Philosophy B

Education Broken, but can be fixed (quickly)

Long term investment in the future

Technology Drives change Enables, supports and accelerates change

Teachers Another problem to be fixed

Supported professionals

Learners The future workforce More than just the future workforce

Innovation Let a thousand flowers flourish

Got to be scalable and sustainable

Success Input targets and attainment

Wider long-term benefits

Curriculum Don’t trust teachers - ‘package’ it up

Guidance and support for teachers

Vision and values

“Organisations that are built to change have a clear sense of who they are and what they stand for.”

Lawler & Worley, 2009, p.193

Beyond the stable state The loss of the stable state means that our society and all of its institutions are in continuous processes of transformation. We cannot expect new stable states that will endure for our own lifetimes. We must invent and develop institutions which are ‘learning systems’, that is to say, systems capable of bringing about their own continuing transformation.

Beyond the stable state, Donald Schon, 1973

Ask yourself…

•  Do your employees seem unmotivated or uninterested in their work?

•  Does your workforce lack the skill and knowledge to adjust to new jobs?

•  Do you seem to be the only one to come up with all the ideas? •  And does your workforce simply follow orders? •  Do your teams argue constantly and lack real productivity? •  Or lack communication between each other? •  And when the "guru" is off do things get put on hold? •  Are you always the last to hear about problems? •  Or worst still the first to hear about customer complaints? •  And do the same problems occur over and over?

A learning organisation

Feature Conventional Learning

Awareness At leadership level Throughout the organisation

Environment Centralised, mechanistic, structures

Flatter structures, open-ness encouraged

Leadership Centralised, autocratic Shared, committed resources

Empowerment Hierarchical view of power

Locus of controls shifts to workers

Learning Not a focus – emphasis on productivity

Learning labs – small scale real-life settings

•  Provides a process for whole school review and development as a learning organisation.

•  Involves all stakeholders as learners in the process h"p://eps2.core-­‐ed.org    

Diffusion of innovation

Beyond  the  stable  state,  Donald  Schon,  1973  

Getting the balance right

Technology Rampant

Innovation Resisted

Creativity Frustrated

Potential Realised

Approach

Old

Old

New

New

Technology

Ref:  h"p://www.makingthenetwork.org  

Curriculum

  Personalised Curriculum offerings

  Curriculum is co-constructed with students

  Integrated curriculum- avoid the silos

  Authentic- Real world context, multiple sources of information, exposure to a range of experts

  Quality assurance of your chosen model

Effective teaching and learning… Effective teaching and learning occurs when…  

Student autonomy and initiative accepted and encouraged.

Students engage in dialogue with

teacher and each other

Higher level thinking is encouraged

Class uses raw data, primary

sources, physical and interactive

materials.

Knowledge and ideas emerge only from a situation in which learners have to draw

them out of experiences that have meaning and importance to them.

Teacher asks open-ended questions and allows wait

time for response

Students are engaged in

experiences that challenge

hypotheses

John  Dewey  –  Construc1vist  Pedagogy,  1916  

Effective Pedagogy

•  Creating a supportive learning environment

•  Encouraging reflective thought and action

•  Enhancing the relevance of new learning

•  Facilitating shared learning •  Making connections to prior

learning and experience •  Providing sufficient opportunities to

learn •  Teaching as inquiry

Source:  New  Zealand  Curriculum  document  

Resolving the tensions Technology  –  constant  change  and  development  requiring  new  skills  and  learning  

Pedagogy–  new  instrucLonal  methods,  learner  centric  focus.  

Curriculum  –  competency-­‐based,  flexile,  holisLc  

TPACK

h"p://www.tpck.org    

Captures some of the essential qualities of knowledge required by teachers for technology integration in their teaching.

Exploring Education 3.0

h"p://www.geLdeas.org    

Learning Settings

Learning occurs in a variety of settings, requiring flexible use of space

h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf    

Linking Principles to place

Understanding how we use space to support pedagogical practice

h"p://www.eduweb.vic.gov.au/.../bf/Linking_Pedagogy_and_Space.pdf    

Albany  Senior  High  School  –  open  spaces  that  can  be  conLnually  re-­‐organised  and  re-­‐shaped  according  to  pedagogical  need.  

Albany  Senior  High  School  –  open  spaces  that  can  be  conLnually  re-­‐organised  and  re-­‐shaped  according  to  pedagogical  need.  

Albany  Senior  High  School  –  library  space  adjacent  to  learning  areas,  with  specialised  spaces  connected  for  media  producLon  etc.  

Buildings and architecture

•  Learning

•  Synergy and respect between learning professionals and design professionals

•  Student voice, engagement and ownership in everything from visioning, outcomes and practice

•  It’s not worth doing if it is not an improvement

•  Me, we, see.

Leigh Academy

Leigh  Academy,  London  –  schools-­‐within-­‐school  concept,  strong  focus  on  technology  integraLon.  

Discovery School

Discovery  School,  Hong  Kong  –  school  designed  and  built  before  staff  were  appointed,  strong  emphasis  on  design  features,  modificaLons  required  to  fit  with  pedagogical  intent.  

Albany  Senior  High  School  –  uLlitarian  design,  with  opportuniLes  for  evolving  use  of  internal  space.  

Albany  Senior  High  School  –  operaLng  in  the  cloud,  so  no  need  for  server  racks  and  expensive  air  condiLon  systems  etc.  

ICT infrastructure

•  Flexible agile simple

•  Reliable sustainable scalable

•  Open-ness

•  Ubiquitous seamless access

•  Litmus test is “do your outcomes meet your vision?”

The perfect storm

Personalisation

A perfect storm looming?

Benefits of cloud computing?

Shared  management  systems  

Decreased  reliance  on  school  ICT  staff  

Version  control  and  updates  

Expand  resource  sharing  

Reduce  barriers  to  parLcipaLon,  sharing,  collaboraLon  

Greater  choice,  agility  re:  

applicaLons  used    

Sobware  licensing  

Ubiquitous  access  

http://blog.core-ed.net/derek/2009/06/8-ways-cloud-computing-may-change-schools.html

Mobile

Anywhere, any time, any device learning

Pesonalisation

vs.  

vs.  

The emerging paradigm…

Networked

Schools

Then Now Next

Teaching focus on process

of instruction

F2F Classrooms

Distance Education

Intranets

Extranets

Education focus on teaching and

learning Learning

focus on learner e

Networked Schools

Examines the next phase of schooling – providing guidance for those moving toward networked school communities

h"p://networkedschooling.ning.com/    

A School’s “Loop”

School A

School A

School A

Services

Internet

School

School

School

Public  Library

University

KAREN

Aggrega1on  Point  

National Education Network

Envisioning a network of networks, connected by a high speed fibre backbone

A local schools network example

h"p://www.gcsn.school.nz    

A regional network example

h"p://map.lgfl.org.uk/gol/Map.aspx    

h"p://www.nen.gov.uk/    

Making learning virtual

http://www.virtuallearning.school.nz

LCO Handbook

A guide for schools seeking establish local online learning communities and to become a part of the virtual schools network

Dangerous Enthusiasms

•  Interesting stories of major failures

•  Some reasons: –  Over-stated benefits

–  Bigger doesn’t mean better

–  Bigger the project, bigger the scale of risk

–  “Capture” of key people

h"p://www.otago.ac.nz/press/booksauthors/2006/dangerous_enthusiasms.html    

If you want to build a ship, don't drum up the people to gather wood, divide the work and give orders. Instead, teach them to yearn for the vast and endless sea.

Antoine de Saint Exupery

Thankyou

Derek Wenmoth

Director, eLearning

CORE Education Ltd derek@core-ed.net

http://blog.core-ed.net/derek

education leaders and policy makers