Educational Repositories in Perspective

Lilla Voss (lilla.voss@gmail.com)

The World

•Media generation

•ICT- users from the age of 3

•Multi (media)tasking - of course

•Networking

•Collaborative

•Active, want to do things themselves

•Like games

School

•Organisation and concept at least 500 years old

•Fundamentally slow to change

•Few outside competitors

•Very coherent social organisation

•Strong external pressure

•Economic structure – artisan structure – vulnerable to rationalisation

use to learn

learn to use

technical infrastructure

teachertraining

organi-sation

Dias 10

use to learn

learn to use

technical infrastructure

teachertraining

organi-sation

Time

Strategiudv i k l i ng - en proces

H and le-p lan

S tatusB udgetÅrsplan

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B udgetÅrsplan

Vis io n

S tatus

Vis io n

S tatus

Vis io n

S tatus

Vis io n

S tatus

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H and le-p lan

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O rganis ato ris k fo rankring af s trategipro c es

Strategy development – a process

• In-service training to give teachers ICT skill

• Virtual learning environments for schools

• ICT as a vehicle for enhancing the quality of education

ICT in schools – key words

ICT keywords for schools:

•Networking

•Collaboration

•Knowledge sharing and Knowledge management

•Ability to transform information into knowledge by offering children critical methods and means to combat the information overload brought about by the Net.

use to learn

learn to use

technical infrastructure

teachertraining

organi-sation

Time

Use to learn

• ICT to become a personal tool for the student • Personal PC, connected all the time.

• More problem orientation /project organised

• New teacher roles – coach, facilitator, teamwork-Together with old roles

• New ways to organise education and learning • Flexible organisation of lessons day/week/year

• Flexible ”classes”

• Flexible use of teacher’s

• Flexible teacher/ICT support

ICT – an important tool – not a goal in itself

• ITIF ( ICT in grades 1-10) – government programme 2004 – 2007/8

• Computers etc.

• Digital content – on-line, web based

• Development of courses for in-service training

• Knowledge sharing – best practise

• Emphasis on an early start

Holistic approach

Computers for grade 3 – political goals

• To enhance the quality of education in general by effective use of computers from an early stage.

• To help children to develop literacy and numeracy skills more rapidly in order to reduce percentage of school leavers with substantial reading disabilities.

• To offer the (small) percentage of children with no computer access at home the possibility in their school.

ITIF

Computer usagein 3thgrade in 2002

0

10

20

30

40

50

60

70

80

Percentage

2002: 75% of theschoolsareusingcomputers lessthanoncea monthornever

Number of pupils per computer in primary and lower secondary school

1992 - 2007

0

10

20

30

40

50

60

70

# Pupils pernumber of 'up todate' computer

Reduction from 60 to only 4 pupils per computer

# Pupils per ‘up to date’ educational computer in 2007

00,5

11,5

22,5

33,5

44,5

55,5

6

2007

# Pupils per 'up todate' educationalcomputer in 1stto 10th grade# Pupils per 'up todate' educationalcomputer in 3thto 5th grade

2007: 2 pupils per computer in 3-5th

grade

Results

• 150.000 up to date computers (600.000 pupils)

• Majority laptops

• In racks

• Out of the computer labs

• Wireless access

• Increasing purchase of interactive whiteboards

Source: ”The Economist’s list on e-readiness, 2006

Denmark the world’s leading in

”e-readiness”

Internet as a tool for economical and human developement – e-readiness

Education is not an isolated island.

”The school of tomorrow?

”Brick and mortar ”Virtual school”

The ”school of tomorrow”? Will soon be the school of today

”Brick and mortar school”

”virtual school”

VLE /LMS

• organisation• pedagogy

Content – goals

•ICT-based learning ressources (”books”)

•Universes for different learner groups on the EMU(national website for learning)

•The National Repository

•E- museum

•LMS-LCMS

• ICT-based learning resources (”books”) •Universes for different learner groups on the EMU (national website for learning)•The National Repository•E- museum•LMS-LCMS

Schools- the virtual layer

New digital competencies

young people use digital technologies much more often and

varied outside school

Daily media uses – pupils – school nightmare

10-16 year oldAccess to digital medias at home

• 97 % access to computers

• 58 % has own computer

• 96 % has Internet access

(Rattleff, P. 2007. Børn og unges brug af internettet i fritiden. Medierådet for Børn og Unge/DPU)

10-16 year old – use of the Internet in spare time

• 35% looking for websites relevant for school homework • 30% looking for websites relevant for personal interests • 54% chatting• 71% playing online games • 31% looking for pictures• 57% listening to music• 37% watching film/video• 35% downloading music/film/pictures/games• 26% accessing school LMS - system

(Rattleff, P. 2007. Børn og unges brug af internettet i fritiden. Medierådet for Børn og Unge/DPU)

Children use mainly digital medias in their spare time

Children learn to use digital medias from other children or from experimenting themselves

Children live in both physical and virtual environments

Smaller groups of children have very high ICT skills.

(Sørensen 2002)

What kind af methods do they use?

Which tools?

How do they organise collaboration?

How do they document their activities?

How do they produce?

They are creative and they produce content themselves

Learning 2.0 Power Tools

Mailing Lists

Bookmarks

Photos

Media Sharing

Blogs

Wikis

Chat

Instant Messaging

Videos

Screencasts

Blog Search

Screen Sharing

Tagging

Feeds

Visualisation

Social Networking

VoIP

Film making

Virtual reality

Bulletin boardsCreative software

Flickr

Podcasts

Games

Second Life

YouTube

mySpace

They are the web 2.0 generation - using

VLE- LMS-LCMSKey factor for an e-ready school

E- readiness

• The school as an organisation has integrated ICT both organisational and in their teaching and learning

• All teachers use ICT- both for organisational and pedagogical purposes

• Pupils and parents have access to all school resources – net based from home - and can collaborate and communicate from home, libraries with teachers, other students etc.

VLE/LMS systemsKnowledge sharing, knowledge management

• On-line access to school resources• Interactive communication and collaboration• Teachers to put links, examples, demonstrations in subject

folders • Teachers to comment assignments on-line – both when

they are finished and on the way .• Pupils to communicate and collaborate with other pupils• Results shown in each child’s portfolio• Teachers to use learning objects from on-line repositories

when they prepare lessons• Re-use of pedagogical data in school administration – and

vice-versa

This is the environment that repositories have to cope with in the future.

These are the users that should find repositories useful and worth while spending time on.

Because teachers – sooner or later - need to adapt their teaching methods to the target groups and the new virtual environment of the school

Use to learn

• ICT to become a personal tool for the student • Personal PC, connected all the time.

• More problem orientation /project organised

• New teacher roles – coach, facilitator, teamwork-Together with old roles

• New ways to organise education and learning • Flexible organisation of lessons day/week/year

• Flexible ”classes”

• Flexible use of teacher’s

• Flexible teacher/ICT support

Which repository – which user groups

• Teachers : national repository (national goals)

• Pupils : national repository (training modules), international repositories and other sources ( search machine Google) for highly specialised interests

• National editors/subject specialists: international repositories to help national teachers to find good content elsewhere.

• Parents ???

Repositories in perspective

• The whole textbook will still exist

• But smaller – much smaller - modules will be in demand ( Lego bricks - MIT)

• A broader target group of users and content targeted for each of these groups

• A pick and mix system with possibilities for the user to change and supplement with own produced content.

• A micro payment system for content not free of charge

If not

Repositories might end up being

Nice to have

But not

Need to have!

Schools 2016?• The traditional brick and mortar school will still

be there• Aged divided class concept will still be standard

– but combined with cross age/cross curricular elements

• Majority of lessons will still be 1 teacher/1 class /1 subject area– but combined with group based/cross-curricular/project – oriented work and a group of teachers in collaboration.

• Use of LCMS still primarily for organisational purposes – but pedagogical use increasing (class and pupil portfolios), use of L.O’s could be better.

• Special needs education will be dramatically changed.

Thank you !