Dan Sutch www.futurelab.org.uk dan.sutch@futurelab.org.uk

The challenge…

“We need the combined expertise of industry, academia, practitioners and policy to design and implement the tools, the technologies and practices that will revolutionise the way we learn” Lord Puttnam

1

2

3

Space Signpost

My-E

Mobi Missions

Ecolibrium

Exploratree

Astroversity Moovl

Enquiring Minds

Fizzees

4

How we work with partners

• Bringing together the appropriate expertise for each project

• Co-design– Involving users throughout the design processes– Understanding the lived environment

• Linking creative, tech and education• Linking policy, practice and research

Sharing all findings, processes and lessons learnt5

Fizzees (Physical Electronic Energisers)

An example...

6

rationale

Fizzees -

“Child obesity has doubled in a decade. Junk food and lack of exercise have created 'public health time-bomb'.” The Guardian Newspaper (22 April 2006)

Research evidence: young people aged 2 - 19* 40% boys and 60% of girls are doing less than 1 hours moderate exercise per day

* 1/5 of boys and ¼ of girls are overweight or obese

* The prevalence of obesity almost doubled among boys and increased by over a half among girls between 1995 and 2002.* One in 10 six-year-olds is obese. The total number of obese children has doubled since 1982. On present trends half of all children in England in 2020 could be obese.

EU Platform on Diet, Physical Activity and Health, 2005

Forecasting Obesity to 2006. DoH 2006

7

aimsTo encourage 8-12 year olds to be more physically active and develop and a greater understanding of the constituent parts of a ‘healthy lifestyle’

Fizzees -… applied understanding … 8

what is it?

* Accurate, personal health data* Easily interpretable data (Fizzee’s maturation and appearance)* Always on, ‘situated learning’ game* Individual, motivating, encouraging, informative …applied understanding

Fizzees -

A wearable technology that is a combination of dual sensor, processor, battery and screen.

The screen shows a virtual pet (a Fizzee) that the young person is responsible for. The Fizzee’s maturation and health depends upon the actions of the young person. A website for further investigation, games, and comparisons

9

Fitting physical activity into current lifestyles in relation to research into patterns of behaviour change.

why this approach?

* play video games (immersive, empathetic, motivational)

* nurture virtual pets (Tamagotchi etc)

* compete, compare and share with peers * aspectual shape (game, learning tool, digital pet)

Fizzees -… applied understanding …10

how it worksActivity levels are monitored through a heart rate monitor and accelerometer, which have a direct impact on the Fizzee displayed on a wrist-worn device

Fizzees -

Accelerometer Heart rate Factor

Mod Low X1

Mod Mod X1

Mod Vig X1.5

Mod V Vig X2

* Privileging the interplay between the dual sensors* Rewards for particular activity types, frequency, exertion etc* Rewards rest and a ‘dose response’ stops over-training

11

scoring

Fizzees -

* Based upon guidance from the UK Chief Medical Officer on recommended amounts of exercise for young people

* Developed with UoB’s Department of Exercise and Health Sciences

Governing principles* Based on personal, accurate health data* Personal calibration of equipment * Dual sensors for more accurate reading * Privileging the interplay between sensors* Discounting stress and excitement as signifiers of activity* Relationship between data becomes a factor in the scoring system* Programmable system

12

Supporting website

Fizzees -

•support resource – further motivation* highly visual and interactive* social networking & community elements* upload data, interrogate progress – day by day

* Fizzee World : for related information e.g. healthy eating* play games: the healthier your Fizzee is, the better he’ll play* contact & communicate with experts

FIZZEES

AMANIAC ANDYM AMELIO BRADSTER CORNFLAKE

FREDDIE FLYMAN GATESEY HULLABOO MIFFY

NANCYTWO NEWKIDONBLK OBIWAN ORLA OCTOPUSSY

RADLEY ROO SNOOP STARLIGHT TILLY

FIZZEES GROUP SNAPSHOT:THIS SHOWS EVERY FIZZEES’ PROGRESS AS OF MONDAY JANUARY 15 2007 AT 9AM

DREADMEN DULCY

MILO MISSYSTAR

PAULIE PRENSKY

TRON UBICON

ELEPHUNK

NANCYB

PREEEETY

ZEBEDEE

SCORE: 225 SCORE: 225 SCORE: 225 SCORE: 225SCORE: 225SCORE: 225 SCORE: 225SCORE: 225

SCORE: 225 SCORE: 225 SCORE: 225 SCORE: 225SCORE: 225SCORE: 225 SCORE: 225SCORE: 225

ALL FIZZEES SHOWN IN GREEN HAVE GIVEN YOU PERMISSION TO VIEW THEIR PROFILE PAGES - CLICK TO VISIT

SCORE: 225 SCORE: 225 SCORE: 225 SCORE: 225SCORE: 225SCORE: 225 SCORE: 225SCORE: 225

SCORE: 225 SCORE: 225 SCORE: 225SCORE: 225 SCORE: 225SCORE: 225 SCORE: 225SCORE: 225

FIZZEE WORLDSNAPSHOTMY FIZZEE EDIT PROFILES HELPUPLOAD SCORE VIEW OTHERS LINKS

Currently logged in as MIFFY | Log out

13

Image you are the Fizzee

14

So what does this mean for future skills?

• How can we understand what new skills will be needed?

• How can we investigate what new demands are placed on learners– Technologically?– Socially?

15

Dan Sutch dan.sutch@futurelab.org.uk 16

• Educational goals

• Educational ‘personnel’

• Educational institutions

• Educational methods

• Educational tools

• Educational outcomes

• Beliefs about education

Thinking about...

17

The BCH programme is aiming to build a challenging and long term vision for education in the context of socio-technological change 2025 and beyond

Long term futures programme intended to

•Enhance the ‘futures thinking’ capacity of the UK education system

•Inform current strategy, decision making and planning

Futurelab running the programme in partnership with DCSF 18

The 5 Challenges• Generations and Life-course• Identities, Citizenship, Communities• Knowledge, Creativity and Communication• Working and Employment• State/Market/Third Sector

Cross-challenge activities

• Science and Technology Subgroup (review & cross-challenge involvement)

• Demographics (Review)

• Popular images of educational ‘futures’ – and how to challenge these (event)

• Dealing with uncertainty and risk (review and event) 19

Generations and Life-course

• Professor Sarah Harper, Director of the Institute for the Future of Aging, Oxford University

• What changes in families, inter-generational relationships and adult-child relationships might emerge 2025-2050 in interaction with developments in new technologies?

• How might education respond?

... By 2030 half the population will be over 50, one quarter over 65 ...ageing societies require the transfer of educational resources between young and old ... The role of “qualifications” will need to be re-examined ...”radical longevity” ...education as family’s ‘active health’

20

Knowledge, Creativity and Communication

• Dr Carey Jewitt, Deputy Director, London Knowledge Lab• What new creative and communicative practices might emerge in the light of scientific and

technological developments?

• How might education respond?

...‘cosmetic neurology’ ... Performance through smart drugs may require a trade off with creativity and originality ... New forms of sharing and communicating ... A change in what is perceived as important, new and necessary knowledge ... New ways of organising and representing knowledge

21

Identities, Citizenship and Communities

• Professor Helen Haste, University of Bath• How might developments in globalisation, migration and networked technologies inter-relate to

lead to the creation or fragmentation of communities and cultures?

• How might education respond?

... Fertility rate that is below the replacement level and high levels of inward migration lead to a lower proportion of younger people and a more ethnically diverse ageing population ... Relationships between geographic, language-based, religious and virtual communities ... Online identities, avatars, virtual presence

22

Working and Employment

• Professor Rob Wilson, University of Warwick• How might technological and economic trends inter-relate to develop new working and

employment practices ?

• How might education respond?

... Changing working hours and locations, and the implications for how schooling is organised... Changing organisation of schooling, and the implications for working hours and locations ... Retirement based upon medical records not age ... Multi-generational workforces

23

State/Market/Third Sector

• Led by Futurelab• How might institutional and technological trends inter-relate to offer new forms of educational

provision?

... Education is likely to be pluralistically funded by individuals, communities, employers, governments and private enterprise ... Pressure groups as the new ‘opposition’ ... Role of industry members as ‘teachers’ ... Links between young people learning and workforce development

24

www.beyondcurrenthorizons.org.uk

25

blog.beyondcurrenthorizons.org.uk

26

www.millionfutures.org.uk27

www.beyondcurrenthorizons.org.uk/powerleague

28

Some questions for the rest of your conference

• What social changes have taken place that require new skills, knowledges and dispositions of learners?

• What technological changes are learners facing?

• What are the implications for teachers?

• What are the implications for institutions?

• What are the implications for the goals of education?

29