Personalisation, Portability and Freedom Computing Bob Harrison Support for Education and Training.

Personalisation, Portability and Freedom Computing Bob HarrisonSupport for Education and Training

Agenda

• Background to ICT in Schools• Personalisation • Wireless, Portability & Freedom

Computing• Mobile Learning• Questions

Background to ICT in Schools

• OfSTED report, “ICT in Schools” – The

Impact of Government Initiatives Five Years On is a timely reminder of the constant pressure on educators to demonstrate that the investment in technology is having the required impact on the learning process and outcomes.


• The report highlights the main positive aspects of the work of The National Grid for Learning including:-

Laptops for teachers• Strategic Leadership in ICT• Curriculum Online• Enhancing subject teaching using ICT• Continued funding of Regional Broadband

Consortium• The Test bed Project


• Continued impact of government initiatives for ICT in schools has been significant.

• Outcomes of the initiatives are more evident in improvements in pupils’ achievements in ICT capability rather than in application in other subjects.

• But application of ICT in lessons across other subjects is increasing slowly but surely.


• Government’s aim for ICT to become embedded in the work of schools is a reality in only a small minority of schools

• More typical is a picture in which pupils ICT experiences across the curriculum are sporadic and dependent on teachers

• Widening gap between the best and worst provision

• The quality of the use of ICT in varies enormously from school to school.

• in some schools that are furthest forward, ICT is starting to have beneficial effects in teaching and learning in ALL subjects.


The Impact of ICT in schools-a landscape review Becta 2007

Overwhelming positive developmentValuable in in improving learning,teaching,motivation and

achievement.No direct causal evidenceNot yet transformationalSignificant demands on teachersTeachers fail to appreciate the need for a a new approach to

pedagogy,preparation and planningRelationships will changeImpact is mitigated by curriculum and assessment demands and

teachers belief systemsSelf-review framework is providing monitor of progress to e-

confidence/maturityNo impact on “what is learned”or “where”Classroom of the future???????

Personalised LearningAdding value to the learning journey through a whole school approach

Vision – Adding value to the learning journey

All these …. whatever my background, whatever my abilities, wherever I start from

All these …. whatever my background, whatever my abilities, wherever I start from

I know what my learning objectives

are and feel in control of my learning

My parents are involved with the school and I feel I

belong here

I enjoy using ICT and know how it can

help my learning

I can get the job that I want

I know if I need extra help or to be challenged to do better I will get the

right support

I know what good work looks like and can help myself to

learn

I can work well with and learn from many others as well as my teacher

I can get a level 4 in English and Maths

before I go to secondary school

I get help with my problems so that I can concentrate on my

learning

I know how I am being assessed and what I need to do to improve my work

Personalised Learning is…

…about tailoring education to ensure that every pupil achieves and reaches the highest

standards possible. It is also about personalising the school experience to

enable pupils to focus on their learning and involve the community

The Five Components of Personalised Learning

“We need to engage parents and pupils in a partnership with professional teachers and support staff to deliver tailor made services – to embrace individual choice within as well as between schools and to make it meaningful through public sector reform that gives citizens voice and professional flexibility” (David Miliband, 18 May 2004)

Assessment for Learning

Effective Teaching and Learning

Curriculum Enrichment and Choice

Organising the School for Personalised Learning

Beyond the Classroom

Inner Core

Personalising the School Experience

“Learning has always been and always will be a personalised experience. It is the organisation of education that has been impersonal…Technology is making personalisation achievable at scale.”

Chris Yapp, Head of Public Sector Innovation, Microsoft

Summary of the main points

• Personalised Learning is an aspiration or philosophy; there are parameters that give space within which others can operate, taking into account the local context.

• There is an inner core of activities, largely delivered through the National Strategies, to enhance learning, teaching and the curriculum.

• Personalising the school experience is designed to set the pre-conditions for learning and to remove barriers; it complements the core and delivers aspects of the Every Child Matters agenda.

• A whole-school approach is needed, underpinned by workforce reforms; collaboration with partners in the community is vital.

• New Relationships with Schools will provide the levers to encourage schools to respond to the agenda.

Wireless, Portability & Freedom Computing

• Wireless networking in schools and the use of portable devices featured in the recent OfSTED report.

• Perry (2001) suggests that a wireless network can help teachers to :

• Work more efficiently• Better support their pupils learning through their own use of ICT• Use ICT to extract greater value from their teaching• Work wherever and whenever suits them best


• The summary of the 2004 BECTA report states that key benefits of the use of portable devices include:

• Portability enables students to take work home to continue working, and this can foster greater feelings of ownership over work

• Increased motivation, organization skills and responsibility amongst pupils

• Access to up to date pupil and school data, any time and anywhere

• Increased involvement in education for parents and, in some cases, improved self esteem


How portability evolved:

YEAR 1985 1990 1995 1997 2000 2003 2007FORM FACTOR Luggable Notebook Notebook Ultra Ultra Slim/Tablet WearablePROCESSOR 386DX 386SX Pentium Pentium II Pentium III Centrino ?STORAGE Floppies 40MB 340MB 6GB 20GB 120GB 750GBSCREEN G&W/Plasma CSTN SVGA TFT XGA TFT Poly TFT UXGA TFT FlexibleSIZE 9.5" 9.5" 10.4" 14.1" 15" 17" VariableO/S DOS 3.1 Win 3.0 Win 95 Win98/NT4 Win 2K XP/TABLET SpeechOPTICAL None FDD CD-ROM DVD CD-RW DVD-Multi Plug inBATTERY Mains NiCad NiMH Li-Ion 4 Hour All-Day SolarCOMMS 1200 Baud 14.4K 28.8K 56K/ISDN 56K/ISDN ADSL Yes !CONNECTIVITY Nothing Proprietary PC Card PC Card Int Ethernet WiFi 3GCOST £2,500 £2,500 £2,000 £1,750 £1,500 £1,100 £500

ENTRAPMENT RESTRICTION LIBERATION FREEDOM

Fast-Paced Change

The computer

room 1990

The school

network1995

BBCThe school computer

1985

e-LearningThe here and

now !

Anytime Anywhere Learning

2000

Tablet PCs in Schools

Key benefits• Promoting curriculum access• Improved communication• Improved motivation

Key Issues• Reliable and fast wireless access• The initial cost• Short battery life, low screen illumination and lost digitiser pens.

Tablet PCs in Schools

Key findingsThe key findings emerging from the case studies were that Tablet PCs:

• For maximum benefit, needed to be used in conjunction with a wireless network• Needed to be introduced in a planned way that took full a account of the school’s vision, as well as of the technical a infrastructure, support and staff development, and day-to-day management issues• Increased the amount of ICT use and the degree of integration of ICT across the curriculum

Innovative Practice with e-Learning

• Portability• Any time, any place

connectivity• Flexible and timely access

to e-learning resources• Immediacy of

communication• Empowerment and

engagement of learners, particularly those in dispersed communities

• Active learning experiences

Mobile Technologies and Learning

1 Behaviourist – activities that promote learning as a change in learners’ observable actions

2 Constructivist – activities in which learners actively construct new ideas or concepts based on both their previous and current knowledge

3 Situated – activities that promote learning within an authentic context and culture

4 Collaborative – activities that promote learning through social interaction

5 Informal and lifelong – activities that support learning outside a dedicated learning environmentand formal curriculum

6 Learning and teaching support –activities that assist in the coordination of learners and resources for learning activities


Big Issues In Mobile Learning-Kaleidescope Network-Ed Mike Sharples 2006

“ One issue that became clear is that mobile learning is not just about learning using portable devices,but learning across contexts.”

“Mobile Technology does not just mean delivering content to small screens”


Current Perspectives- 4 Broad categories;Technocentric-dominates the literatureRelationship to e-learning -an extension of e-

learningAugmenting formal education-not only in the

classroomLearner-centred- focus on the mobility of the

learner


Mobile Usability in Educational Contexts;What have we learnt? –Agnes Kukulska-Hulme,Open University in the International Review of Research in Open and Distance Learning ,July 2007:

“ The successful development of mobile learning is dependent on human factors….the majority of mobile learning continues to take place on devices not designed with educational applications in mind”

Perry D (2002) Wireless Networking in Schools BECTA/DfES/Technology College TrustSeale J (2004) The Development Of Accessibility Practices In e Learning: BECTA (2004) What the research says about portable ICT devices.BECTA ICT Research (2004) Tablet PCs in schools A review of literature and selected projects by the Open University BECTA ICT Research (2004) Tablet PCs in schools Case study report by the Open UniversityJISC Innovative Practice with e-learning (2005) A good practice guide to embedding mobile and wireless technologies into everyday practiceNESTA Futurelab Literature Review in Mobile Technologies and Learning REPORT 11: A Report for NESTA Futurelab Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike Sharples University of Birmingham 2006Mobile Usability in Educational Contexts;What have we learnt? A Kukulska-Hulme IRRODL July 2007Big Issues in Mobile Learning-Kaleidescope Network,Ed Mike Sharples 2006The impact of ICT in schools-a landscape review,Becta,January 2007

References

Thank you - Any questions ?

Bob Harrisonwww.setuk.co.uk

[email protected]

Personalisation, Portability and Freedom Computing Bob Harrison Support for Education and Training.

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