Derek Wenmoth Director, eLearning CORE Education Ltd derek@core-ed.net

Derek Wenmoth

Director, eLearning

CORE Education Ltd

derek@core-ed.net

NATIVES

Follow the markers…Follow the markers…

INTERNATIONAL

NATIONAL

LOCAL

FUTURE

SOCIAL

THINKING

TECHNOLOGY

PEDAGOGY

POLITICAL

EducationalEducational

• Curriculum reviewCurriculum review• Pedagogical changePedagogical change• Learner-centrednessLearner-centredness

– Personalisation/customisationPersonalisation/customisation• Information/digital literacyInformation/digital literacy• AssessmentAssessment• Professional learning - teacher skillsProfessional learning - teacher skills

Schooling StrategySchooling Strategy

• All students experience effective teaching

• Evidence-based practice

• Children’s learning is nurtured by families and whanau

Curriculum ProjectCurriculum Project

Teacher SkillsTeacher Skills

“What teachers really need is in-depth, sustained assistance as they work to integrate computer use into the curriculum and confront the tension between traditional methods of instruction and new pedagogic methods that make extensive use of technology.”(CEO Report, 1999 http://www.ceoforum.org)

“What teachers really need is in-depth, sustained assistance as they work to integrate computer use into the curriculum and confront the tension between traditional methods of instruction and new pedagogic methods that make extensive use of technology.”(CEO Report, 1999 http://www.ceoforum.org)

“Despite growing evidence of the importance of quality teaching, the vast majority of the nation's teachers are prepared in programs that have low admission and graduation standards and cling to an outdated vision of teacher education… [they have] not kept pace with changing demographics, technology, global competition, and pressures to raise student achievement.”

“Despite growing evidence of the importance of quality teaching, the vast majority of the nation's teachers are prepared in programs that have low admission and graduation standards and cling to an outdated vision of teacher education… [they have] not kept pace with changing demographics, technology, global competition, and pressures to raise student achievement.”

PedagogicalPedagogical ChangeChange

politicalpolitical

• AccountabilityAccountability• Financial rigor - ROI focusFinancial rigor - ROI focus• MoE structural changesMoE structural changes• Contestible fundingContestible funding• Pan sector focusPan sector focus

AccountabilityAccountability

Digital StrategyDigital Strategy

•

http://www.digitalstrategy.govt.nz

Ed. Sector ICT StrategyEd. Sector ICT StrategyLearning & Teaching

Research Administration & Support

Connectivity What Improved accessShared resources

How Connected networksAppropriate security

Access & interoperability standardsShared services

Content What Discoverable content in digital repositories

How Open standards-based digital repositoriesDiscovery tools

What Information & knowledge managementLifelong learning

How Information & knowledge management practicesContinuityePortfolios

Confidence &Capability

What Information literacy skills and competencies Effective, efficient systems

How Coordinated change managementMonitoring & compliance

Learning, teaching, research and administration systems

What Learners, teachers, researchers, administrators working together & sharing resources

Agencies delivering value-for-money

How Online learning communitiesSharing effective research & practice

Shared planning & monitoring

SocialSocial

• Internet safetyInternet safety• Digital divideDigital divide• Urban driftUrban drift• Internet - content to conversationInternet - content to conversation• Emphasis on life-long learningEmphasis on life-long learning• Corporate intranet/training focusCorporate intranet/training focus

Internet SafetyInternet Safety

http://www.netsafe.co.nz

Life-long learningLife-long learning

http://www.seniornet.org.nz

technologicaltechnological

• LMS/SMSLMS/SMS• Social software/ Web 2.0Social software/ Web 2.0• Semantic webSemantic web• Advanced NetworkAdvanced Network• Interoperability/connectivityInteroperability/connectivity• Personalisation/customizationPersonalisation/customization• MiniaturizationMiniaturization• ConvergenceConvergence

Personal learning toolsPersonal learning tools

Personal Web Space - eg http://www.myspace.com

Social Bookmarking - eg http://del.icio.us

Photo sharing - eg http://www.flickr.com

Sharing videos - eg http://www.youtube.com

Collaborative websites - wikis eg http://www.jotspot.com

Synchronous toolsSynchronous tools

• Instant message - eg http://www.msn.com • VOIP - (Voice over IP) - eg http://www.skype.com• Video conferencing - eg iChat, Skype, MSN

The Read-Write WebThe Read-Write WebThe everyday creation of content by everyday people

WebNote

10 tips for using furl

VodCasting

Key issues Key issues

• Authorship• Ownership• Identity• Community (not audience)• Discovery• Power of the collective

(harnessing collective intelligence)

• The 4 “R”s

ConvergenceConvergence• Phone (obviously)• Appointments Calendar• Alarm Clock• Game device• Music player• Still Camera• Video Camera• Video player• Address Book• To Do List Reminder• Voice Recorder• Calculator• Email Tool• Text Messenger• Satellite Navigation System

Local/regionalLocal/regional

• Mush NetworksMush Networks– Digital ChristchurchDigital Christchurch– Nelson LoopNelson Loop– LERN networkLERN network

• Broadband ChallengeBroadband Challenge• VC clustersVC clusters

Regional InitiativesRegional Initiatives

• Nelson Loop• Venture

Southland • North Shore• Hamilton• Canterbury

Ref: http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=26535

And http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=26535

And http://www.beehive.govt.nz/ViewDocument.aspx?DocumentID=27043

Learning CentresLearning Centres

Parnterships between local council and schools/MoE -

• CHCH South Learning Centre

• Riccarton Community Library

Access anywhere…Access anywhere…

• Wireless networks - local and WAN• Satellitle access to all corners of NZ• WiFi connecting small islands in the Pacific

NationalNational

• Strategies and action plans• KAREN• Research initiatives• Online pilots & projects• Brokerage services

Linking it togetherLinking it together

KARENKAREN

National NetworkNational NetworkCityLink Auckland Vector

North Shore

10Gb

10Gb

Forest ResearchRotorua

Innovation Waikato

10Gb

10Gb

TCL POP Napier 10Gb

Hawkes Bay ResearchCentre

Havelock North10Gb

10Gb

Inspire.NetPalmerston North

10Gb

Massey UniversityPalmerston North

10GbCityLink

Wellington 10Gb GNS Lower Hutt

10Gb

10Gb

TCL POPNelson

10Gb

10GbCanterbury University

10Gb 10Gb

10Gb AgResearchInvermay

= Nortel DWDM Connection

= Fibre Connection

10Gb

10Gb

Hort ResearchMount Albert

CityLinkWellington

= Fibre Patch Lead

REANNZ Physical Network DiagramVersion 1_1

30th December 2005

Lincoln University

Otago University

10Gb

VectorNorth Shore

VC BrokerageVC Brokerage

Research- eFellowsResearch- eFellows

http://www.efellows.org.nz

Research - DigiOpsResearch - DigiOps

• http://www.digiops.org.nz

Research - Online Research - Online ProjectsProjects

What overall impacts are these web-based learning services having on diverse learners?

• http://www.wicked.org.nz• http://www.learn-now.school.nz• http://www.studyit.org.nz• http://www.learnz.org.nz• http://www.anyquestions.org.nz

InternationalInternational

• JISC/DEST partnershipJISC/DEST partnership• Common Services (SOA)Common Services (SOA)• E-Framework - IMSE-Framework - IMS• Advanced networksAdvanced networks

Common Services…Common Services…

E-FrameworkE-FrameworkA services-oriented framework for education and research

http://www.elframework.ac.uk

Advanced NetworksAdvanced Networks

International ReportsInternational Reports

• Emerging Technologies for Learning - BECTAhttp://www.becta.org.uk/research

• Emerging Techologies (EdNA, Australia)• http://www.det.act.gov.au/ • Coming of Age - an introduction to the new WWW• http://www.ictineducation.org • Social Software Report - FutureLab, UK• http://www.futurelab.org.uk/research/

opening_education.htm

Future School…Future School…• What would students learn?

• How would they learn?

• Who would they learn with?

• When would they learn?

• What would they learn on or with?

• Where would they learn?

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

• Who decides?

• Etc…

Two key questions…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 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?

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 ScenariosFuture School Scenarios

Secondary FuturesSecondary Futures

http://www.secondaryfutures.co.nz/

3 key questions

5 themes

Database of evidence

Building Future SchoolsBuilding Future Schools

• Ambitious UK project• 2.5 billion pounds per

year• Rebuilding half of all

secondary schools by 2015

• Joint venture - 50% government and 50% business.

Mental ModelsMental Models

What are the ideas about knowledge, mind, and learning that inform your current thinking about how you teach and how schools should be organised?

Ref: Jane Gilbert (2005) Catching the Knowledge Wave - NZCER

KnowledgeKnowledge

• Knowledge is “stuff”

• It can be stored - in minds, books or other kinds of databases

• Knowledge is true, correct, “the facts”

• It is something stable that accumulates slowly over time; new knowledge builds on older knowledge

• It is built up by people, and people can “have” it, however, it exists objectively, independently of people

• There are different branches of knowledge called disciplines or subjects

• Each discipline has its own way of doing things

MindsMinds

• Minds are like containers (filing cabinets or databases), they store knowledge

• Minds also process knowledge; they take it in, organise it and represent it

• Minds are the places where thinking and learning happen

• Some minds have more capacity than other minds for storing and processing knowledge

• The mind is located in the brain, but its activities are distinct from the brain’s other functions

LearningLearning

• Learning is the process by which knowledge gets stored in minds

• Learning is an individual activity: it takes place in individual minds

• Learning is an activity that happens in more or less the same way in all individuals

• Learners of the same age (or stage of development) will be ready for the same kinds of knowledge at the same time

• Learning is easier if the knowledge to be learned is broken down into parts and introduced as a series of steps.

The Net GenerationThe Net Generation

Time using electronic media holding steady at 6.5 hours a day -- but packing more media exposure into that time: 8.5 hours' worth, thanks to "media multitasking"

Time using electronic media holding steady at 6.5 hours a day -- but packing more media exposure into that time: 8.5 hours' worth, thanks to "media multitasking"

Today 82 percent of kids are online by the seventh grade, (Pew Internet and American Life Project)

Today 82 percent of kids are online by the seventh grade, (Pew Internet and American Life Project)

Some characteristicsSome characteristics

• “hypertext minds” ability to leap around and gather information from multiple sources

• Ability to read visual images intuitive visual communicators

• Inductive discovery learn better through discovery than being told

• Fast response time able to respond rapidly and expect rapid responses in return

• Visual - spacial skills perhaps because of their expertise with games they can integrate the virtual with the Physical

• Attentional deployment able to shift their attention rapidly from one task to another

Source: Educating the Net Generation - available electronically: http://www.educause.edu/educatingthenetgen

Think about it…Think about it…

“The only people who call technology “technology”, are those who were born before it was invented”

(Source unknown)

Takeaways…Takeaways…• Alignment of government strategies• Greater bandwidth is coming• Different view of networks• Current students offer insights• Social networking applications• Impact on pedagogy• Future of schooling options• Changing view of knowledge• Consumers to contributors

Choose to act…Choose to act…

• Keep watching– Set up an RSS aggregator– Join email lists

• Participate– Join discussion forums:

Curriculum project, Centre4, LeadSpace

• Contribute– Create a blog– Join a wikispace

Thank youThank you

Derek Wenmoth

Director, eLearning

CORE Education Ltdderek@core-ed.net

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