1 to 1 Master Class Bruce Dixon Co-founder, Anytime Anywhere Learning Foundation The Good, the Bad and the Ugly.

1 to 1 Master ClassBruce Dixon

Co-founder, Anytime Anywhere Learning Foundation

The Good, the Bad and the Ugly

What should ubiquitous technology access make possible for schools,

teachers and learners?

..a critical conversation..

What we teach must change

How we teach must change

Where we teach must change

When we teach must change

Step 1: ResearchStep 2: Clarify your vision for 1-to-1 learningStep 3: Engage your school board or parents and citizens

associationStep 4: Plan a communication strategyStep 5: Conduct a detailed readiness assessment Step 6: Develop a project planStep 7: Prepare a detailed budgetStep 8: Select a preferred ownership and finance modelStep 9: Prepare teachers with their own laptopsStep 10: Develop a Professional Development Framework and

prepare a Change Management StrategyStep 11: Prepare physical learning spacesStep 12: Select software tools to fit pedagogical goalsStep 13: Explore supplier partnership opportunities and devicesStep 14: Calculate the total cost of participation in the programStep 15: Define essential policiesStep 16: Prepare responses to anticipated questionsStep 17: Establish onsite service structuresStep 18: Conduct parent and/or community sessionsStep 19: Order devices and prepare for deploymentStep 20: Distribute student laptopsStep 21: Review and reform

21 Steps to 21st Century Learning and 1 to 1 Success

Imperatives driving New Visions for Education…

One view of globalisation..• Globalization 1 (1492 to 1800)

where the dynamic force was European countries projecting their power overseas for resources and imperial conquest.

• Globalization 2 (1800 to 2000) was about companies globalising for markets and resources.

• Globalization 3 from around 2000 - is about individuals and small groups collaborating.

OLPC, 2008

communications is the leveler, collaboration is

the glue.

3,000 people every day

3,000

Sharing our Planet: issues involving the global commons• Dangerous climate change• Biodiversity and ecosystem losses• Fisheries depletion• Deforestation • Water deficits• Maritime safety and pollution

Sharing our Humanity: issues whose solution demands a global commitment

• Massive step-up in the fight against poverty • Peace-keeping, conflict prevention, combating terrorism• Education for all• Global infectious diseases • Digital divide• Natural disaster prevention and mitigation

Sharing our Rulebook: issues needing a global regulatory approach

• Reinventing taxation for the 21st century• Biotechnology rules• Global financial architecture• Illegal drugs• Trade, investment and competition rules• Intellectual property rights• E-commerce rules• International labor and migration rules

20 years, 20 issues

J.F. Rischard 2007

21st Century

Challenges

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9How the demand for skills has changed

Economy-wide measures of routine and non-routine task input (US)

1960 1970 1980 1990 200240

45

50

55

60

65 Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine inter-active

(Levy and Murnane)

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The dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource

Where do our 21st Century Learners indulge their Digital Lifestyle?

Bransford, How People Learn, 2000

Multiple Web 2.0 communities

Virtual Worlds & simulations

“ Screenagers”

Social Networks The Economist viewpoint

The Evolving Learning Environment

Print Era a

Authors/Publishers

Books, Documents

14th- 19th Century 20th Century 21st Century

Collaborative Age

Community Generated Experiences

Mixed Media, Social Networks, Virtual Environments

Broadcast Era

Vendor Produced Content

Film, Radio, TV, Video, Web Pages

Web 2.0: the “architecture of participation”

The web is now…• challenging traditional approaches to

how we learn.• challenging our assumptions about

classrooms and teaching.• challenging our assumptions about

knowledge, information and literacy.

What are the implications for your school?

Will Richardson, 2007

Anytime Anywhere Learning Foundation www.aalf.org(Sheryl Nussbaum-Beach PLP 2009)

Anytime Anywhere Learning Foundation www.aalf.org

New skills that underpin a participatory culture include….

• Play — the capacity to experiment with one’s surroundings as a form of problem-solving

• Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery

• Simulation — the ability to interpret and construct dynamic models of real-world processes

• Appropriation — the ability to meaningfully sample and remix media content

• Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.

• Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities

Anytime Anywhere Learning Foundation www.aalf.org

• Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal

• Judgment — the ability to evaluate the reliability and credibility of different information sources

• Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities

• Networking — the ability to search for, synthesize, and disseminate information

• Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms

http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf

  It's the change underlying these tools that I'm trying to

emphasize. Forget blogs...think open dialogue.

Forget wikis...think collaboration.Forget podcasts...think democracy of voice.

Forget RSS/aggregation...think personal networks. Forget any of the tools...and think instead of the fundamental restructuring of how knowledge is

created, disseminated, shared, and validated.George Siemens blog

Dabbling. Doing old things in old ways.

Doing old things in new ways. Doing new things in new ways.

Prensky, 2005

Where does what learning take place..and when?

...examples breaking barriers of time and place with technology

..a critical conversation..

The unconnected classroom / learnerduring school time

occasional expert visits

teachers

schoolcommunity

occasional class

excursions

school library

mobiles, phones, fax machines, TV, video

snail mail

writers

Primary sources

experts

organisations

people’s experience

collective thinking

peers

original artefacts and documents

mobiles, phones, WAP, VOIP, PDAs, tablets, desktop, laptop, future technologies

MOO chat forum wikis blogs LMS CMS podcast data/tele/video conferencing messaging email & listservs video cast/streaming webcasts meeting tools web authoring

Secondary sources

websites

learning communities

all teachersUnis/Colleges

world libraries and museums

digital repositories

RSS feedsspeakers

any school

The connected learnerany where ~ any time ~ in time

common interest groupsnetworks

commercial companies

world news

collaborative projects

action learning groups

global groups

online learning

learning objects

world events

original photos,images, video, audio

original works

Carr 2006

Trend to Create, Remix, Publish, Market, Mashup,and Distribute

Content Managing Local Learning Content

Education sites

Video sites: individuals and commercial interests

News sites

“The transformation of work requires much more than a mastery of a fixed curriculum inherited from past centuries.

Success in the slowly changing worlds of past centuries came from being able to do well what you were taught to do.

Success in the rapidly changing world of the future depends on being able to do well what you were not taught to do”

Vision for Education: Caperton & Papert

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Technology and Change

So technology can be used • To sustain and support what we are

already doing (conservative use – does not lead to change)

• To supplement and extend what we are doing (leads to improvement and reform)

• To subvert and transform what we are doing (leads to transformation and innovation)

George Thomas Scharffenberger, 2004

the more powerful technology becomes the more indispensable good teachers are

that learners must construct their own meaning for deep understanding to occur

technology generates a glut of information but is not pedagogically wise

teachers must become pedagogical design experts, (leveraging) the power of technology

Michael Fullan

The teacher in a contemporary classroom understands…

• Technology-driven ideals

• Ill-defined expectations

• Trivializing teacher competence

• Access is a major issue….5:1, 4:1 are

just slightly better versions of the same thing!

• 59% < 59 minutes

We need to build a better understanding of the “Art of the Possible”

In too many of our schools..the technology emperor has had no clothes!

Edweek.org

Basic ICT

PC

Labs

Classroom e-Learning

1:1 eLearning

Technology

Connectivity

Professional Development

Improved Learning Methods

Digital Curriculum

> 25:1

Broad, fast coverage (WiFi,

WiMAX)Lab instructor only

Student-centred learning

Complete digital curriculum

integration

~ 10:1Computers-on-wheels or

shared desktops

(~ 5:1)

Laptops (1:1)

Wireless in classroom

Dialup

More people,

deeper instruction

Most people,

thorough instructionProject-based learning

Group

collaboration

Some digital curriculum

integration

Focus on

learning PCs

Wired, lab only

eLearning Environments

Knowledge Acquisition

Knowledge Deepening

Knowledge Creation

Both proponents and opponents of educational technology agree that the full effects of

technology in schools cannot be fully realized until the technology is no longer a shared

resource (Oppenheimer, 2003; Papert, 1992, 1996).

A vision of learning built around a very powerful idea...

“More and more I was thinking of the computer not just as hardware and software but as a medium through which you could communicate important things. ..

….an instrument whose music is ideas."

Internal Use Only

Identifying the Key Drivers for 1 to 1…

• Laying down an economic foundation for future growth

• Equity-Narrowing the Digital Divide • Budget/stimulus imperatives• Improving academic benchmarks• Improves assessment alternatives• Provides opportunity for textbook replacement• Marketing-competitive advantage• Unlocking the possibility of personalised learning• Expanded pedagogical opportunities• Offers 21st Century Learning opportunities

-extending formal learning communities, expanding global communication and collaboration, and develop creative expression

• Research on the impact on learning

Internal Use Only

Uruguay (OLPC)

• Bruce Dixon

What the research tells us…• Student attendance increases and students

are more motivated and more engaged (Russell, 2004, New Brunswick, 2004-06)

• Students write more, more often and better. (Silvernail, 2004, Warschauer, 2005)

• Overall improvement in test scores (New

Brunswick, 2004-06 +)

• Students engagement in critical thinking, problem-solving, and higher-order thinking on a task increased with 1-to-1 students; more willing to address/assess controversy within an assignment (Rockman, 1998)

What the research also tells us…• Increase in 21st century learning skills – including

multimedia engagement, greater quality/quantity of writing, multiple/deeper investigation of information (Warschauer, 2005)

• Motivation, engagement, independent work, interaction, and class preparation/participation of students with disabilities improved (Harris, 2004)

• Access to a laptop for teachers and their students often forced a change in teachers’ level of risk and openness to learning (Rockman, 1997)

• As digital confidence grows, and teachers are more ambitious…

• More students are accessing more mathematics in deeper ways.

• Students explore new dimensions of accessing new knowledge

• Students are more engaged in in-depth research (Warschauer, 2004)

What the research tells also us…• Teachers perceive that students exhibit a range

of learning behaviors that are better because of the laptops (Silvernail, 2004)

• There is a greater level of effective delivery to students with special needs and individualized learning programs. (New Brunswick, 2004-06)

• There is a statistically significant change towards a constructivist teaching practice; teachers indicated the laptops were important in making these changes (Rockman, 2000)

• Teachers’ attitudes and beliefs significantly affect implementation and success (Penuel, 2005)

How do we become aware of our reality beyond our concepts…..

and then take time to reflect on what we see..

The challenge of Re-imagining…

‘Perspective is worth 80 IQ points.’ Alan

Kay

“What does it take to shake people loose?...imagination deteriorates with experience ..we need radical re-imagining”.

Peter Senge 2007

“My goal in life is to find ways in

which children can use

technology as a constructive

medium to do things that they

could not do before; to do things

at a level of complexity that was

not previously accessible to

children”

Prof. Seymour Papert 1998

Building Broad Community Support

Develop a Community communications strategy Staff & students Parents Broader business and civic community

Be specific and detailed about key issues

Set realistic expectations from the outset -underpromise and overdeliver

Be proactive and totally transparent at all times Educate and inform around all issues, ideas and

challenges Celebrate successes frequently and publicly

May 4, 2007Seeing No Progress, Some Schools Drop Laptops

Scores of the leased laptops break down each month, and every other morning, when the entire school has study hall, the network inevitably freezes because of the sheer number of students roaming the Internet instead of getting help from teachers.

So the Liverpool Central School District, just outside Syracuse, has decided to phase out laptops starting this fall, joining a handful of other schools around the country that adopted one-to-one computing programs and are now abandoning them as educationally empty — and worse.

“After seven years, there was literally no evidence it had any impact on student achievement — none,” said Mark Lawson, the school board president here in Liverpool

“Yet school officials here and in several other places said laptops got in the

way because they did not fit into lesson plans”

“a survey of district teachers and parents found that one-fifth of Matoaca students rarely or never used their laptops for learning..”

“I feel like I was ripped off,” said Richard Ferrante, explaining that his son, Peter,

used his laptop to become a master at the Super Mario Brothers video game.

“But it is less clear whether one-to-one computing has improved academic performance — as measured through standardized test scores and grades ..”

“If the goal is to get kids up to basic standard levels, then maybe laptops are

not the tool. But if the goal is to create the George Lucas and Steve Jobs of the

future, then laptops are extremely useful.”

“Let’s face it, math is for the most part still a paper-and-pencil activity

when you’re learning it,”

School Readiness

Consider….

•Technical Support

•Network Storage

•Connectivity•Wireless Access

•Power Supply•Security

•Physical Security• Learning Environment•Staff Readiness•Parental Support•Community Support• Leadership Support

Baseline Project Plan:

• What is a realistic, manageable timeline?

• How are the project tasks divided?

• How will change be managed?

• What are the project priorities?

• What is the communication strategy?

• What are the policies & procedures to be defined?

Baseline Project Plan

Implementation models..• variety of paths to take

• a class• a grade level• a school

• pilot vs. expanded program• optional vs. mandatory across subjects or

grades?• mixed classrooms or laptop-only

classrooms• determine best funding model

…above all, set yourself up for success!

Infrastructure planning…

• constantly refer to your learning objectives designing your best environment

• set a high bar for acceptable performance-a different order of magnitude: clear expectations.

• prerequisite, preferred and optional

• integrate tightly into your implementation schedule

Service and support management

Tri-level Support Strategy Student helpers sustainable, replicable, scalable. who is responsible for support, and to

what level? what can be reasonably handled in-house vs outsourced

hardware…warranty, insurance software...helpdesk, outsourcing how is the support cost going to be

covered?

http://genyes.org/media/freeresources/student_support_of_laptops.pdf

One-to-One Funding Equity

Core Principles• Funding should ensure all students can

participate• Funding should be structured to ensure

it can be sustained indefinitely• Laptop funding must be supported by a

commitment to professional development

• Everyone who benefits should make some contribution

A unique funding option…

Networked

Fluid

Participatory

Govt/Corp/P&C/Foundation

School

Family

Shared Cost Model

…that is sustainable, replicable and scalable.

Start with some assumptions….

• Student laptop $900

• Bag $30

• 3 years insurance$196

Total Cost $1226

Over 3 years $38/month

Software *

$100

One possible funding option…

Networked

Fluid

Participatory

Govt/Corp/P&C -16%- $6.25

School- 34%-$12.97

Family-50%$18.93

Shared Cost Model $38/month

…and this is sustainable, replicable and scalable…every child can benefit.

Another option….

• Netbook $400

• Bag* $30

• 3 years insurance$80

Total Cost $550

Over 3 years $17.12/month

Software *

$40

another funding option…

Networked

Fluid

Participatory

Govt/Corp/P&C -37%- $6.25

School-35%-$5.99

Family-28%-$4.88

Shared Cost Model $17.12 month

…and this is sustainable, replicable and scalable…every child can benefit.

Example Student Purchase Programs

• NB Cost = one cappuccino a day for ~21 months• 200 Euro bonus on NB purchase• Gov covers bank losses and insurance for student ‘faults’• Gov invested five mill Euro for nationwide Wi-Fi in universities• 100 k new students

Italy’s “One C@ppucino a Day”

Anytime Anywhere Learning Foundation www.aalf.org

• offer extensive opportunities to significantly address learner diversity.

• promote new dimensions of pedagogical innovation.

• Enriching teacher insight, by giving us a platform to improve teaching effectiveness and show what personalisation offers learners..

• challenge us to look for more appropriate and effective means of assessment.

• allow us to re-imagine curriculum and what it might mean for the 21st Century learner.

Innovation in a 21st Century learning environment should..

Using technology to increase our capacity to innovate

Addressing Learner Diversity• Identify and define prior

knowledge so learning is appropriate for individuals and groups.

• Adopt a flexible approach to learning delivery by drawing on a bank of Learning Elements or Objects from different sources.

• Apply different emphases and mixes of knowledge processes as appropriate to suit different ‘learning styles’.

• Identify and negotiate learning pathways as appropriate to students interests and dispositions.

Burrows and Kalantzis, 2005

..how are you rewarded for innovation?

Be curious!

Be Bold!

What does it actually look like?

…at the very heart of transformation.

Innovative Pedagogy

where to start, and how to scale

…

What are the implications for the

classroom?

What risks should you take?

What should I give up?

http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf

A different view of the nature of learning

• Anyone can now learn anytime, throughout their life

• Anyone can now learn anywhere, wherever one has access to the Internet

• Anyone can now learn anyhow, in tacit, non-formal and formal ways

• So, learning need not, and perhaps even should not, be concentrated in a given period of life (school age) and in a particular place (the school) nor ought it to be “standardized”, “one size fits all”

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The Evolution of Innovation

CulturalAutomated At ScaleIdiosyncratic

Beliefs & Attitude

Opportunity & Possibilities

Pedagogical Wisdom

Technology greatly increases our capacity to innovate

Anytime Anywhere Learning Foundation www.aalf.org

Anytime Anywhere Learning Foundation www.aalf.org

http://www.treadlightly.me/

• Periodic Table• Gravity across the Solar System• Circuits and Electrons• Linear Regressions• Normal Distributions• Friction• Ohm’s Law• Times Tables

Heart of DarknessBlogs, Wiki and Pocasting

Scaffolding thinking

http://www.schoolkit.com

Social Learning• Most eLearning simply automates the traditional pedagogy or

traditional model of learning-the only difference is they don’t have to be in the same place at the same time...they can be anywhere, anytime.

• People are now developing their own Personal (informal) learning– They search and access all kinds of resources –videos,wikis, blogs,

podcasts...whatever they need and store them for easy retrieval

• They make connections with like-minded people with whom they connect and share ideas, resources and experiences.

• Social Learning is pedagogy for the connected, collaborative age.

Jane Hart http://c4lpt.co.uk/sociallearning/about.html

Bold and ambitious teaching practice: What are the resulting experiences for your students?• Is it what they did before, but done with

technology?• Is it something different, rather than innovative?• Is it genuinely improving the learning

experiences for students? If so how? Can you very clearly articulate that improvement?

• How is it impacting on the lives of your students?

• How is immersive access increasing the learning opportunities for your students?

• What is the scale of improved experience? ie how often, across which classes, and over what period of time?

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Building a Policy Framework for Success..• Policies for effective implementation

• Taking care of the detail to develop fidelity of implementation

• Ensuring all parties are kept informed• Addressing change management issues

• Policies that ensure equity and scalability• Build digital and learning equity• Allowing all students to participate

• Policies that build sustainability across all dimensions• Focus on addressing effective classroom

practice• What really matters, and what’s worth

doing

Guiding Principles to ensure success.

Setting the Guidelines: Policy Development…

Devices left at home – spare devices, penalties Backup / Data storage – division of responsibility,

home v school, (CD, DVD, Server, other) Virus protection / removal (cost of re-imaging) Storage – mandatory v optional secure storage Allocation of storage to students v grade level /

subject selection School based service / support (cost, level of support,

supplier agreements) Transport – responsibility between home & school Printing credits - school supplied v student purchase Device model flexibility – single unit v limited range

options Service / Support policies, pricing, guidelines School bags – mandatory v optional (durable hard

case alternatives)

Setting the Guidelines: Policy Development… Insurance - Mandatory v optional / School v home

Parental training? Mandatory v optional Internet / network policy (in line with existing EQ

policy) Home v School Data limit for downloading v purchasing more

credit Email (MIS v Yahoo v Hotmail etc) Reporting lost / stolen laptops Chat & Web 2.0 – allowed v restricted v

banned Electronic Games/Mp3 music files Personal software policy Devices left at home – spare devices, penalties

Setting the Guidelines: Policy Development…

Battery charging student / parent responsibility, swap out batteries, penalties

Backup / Data storage – division of responsibility, home v school, (CD, DVD, Server, other)

Virus protection / removal (cost of re-imaging) Storage – mandatory v optional secure storage Allocation of storage to students v grade level /

subject selection School based service / support (cost, level of support,

supplier agreements) Transport – responsibility between home & school Printing credits - school supplied v student purchase Device model flexibility – single unit v limited range

options Service / Support policies, pricing, guidelines School bags – mandatory v optional

Issues around Notebook Use in Class

Handwriting and Exams“If my son is taught keyboarding, his

handwriting will deteriorate”” “”If my son uses his notebook too

much, his handwriting will deteriorate”

“ My son has to handwrite his Year 12 exams so he needs keep handwriting regularly otherwise he will get out of practice”

“Until our students are allowed to take notebooks into exams, we will need to ensure that students can handwrite quickly and legibly”

Spelling “Of course spellcheckers

allow my son to cheat” “My son has become a lazy

speller because of his spell-check”

“Spellcheckers harm my son’s spelling ability”

Issues around Notebook Use in Class

• We could use learning analytics to allow us to formatively assess students in a way that had immediate impact on their learning.

• That we could build life-long learning profiles that accurately reflected a student’s competencies, highlighting their strengths and allowing us to target their weaknesses.• We had the ability to intelligently search for teaching and learning resources as effectively as we search for books on Amazon.

Imagine if…

…now we can.

Imagine if…• We could make learning in school as

transparent as learning out of school; that the line between formal and informal learning faded.

• We could put a large part of human knowledge at a student’s fingertips, in such a way that it was meaningfully accessible.

…now we can.

• We could allow students to collaborate seamlessly anytime, anywhere.

• We could develop ways in which children could use technology as a constructive medium to do things that they could not do before…

… to do things at a level of complexity that was not previously accessible to them.

Imagine if…

…now we can do this; it is now possible for

all children.

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www.aalf.org

[email protected]