National And International Contexts

The National andInternational Contexts

Miles BerryHead, Alton Convent Prep

•The story so far•Policy framework•Scotland & NI•Developing world•Higher Education•Corporate•Wider issues

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1980s

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1990s

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2000s

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Early 2000s

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Late 2000s

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And next?

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Policy Framework

Choice and Voice

The DfES is proud of the way it has placed choice and voice at the heart of its policy making and service delivery. The recently published ‘Five Year Strategy for Children and Learners’ sets out the Department’s plans to radically reshape the system for delivering education and children’s services so that its central characteristic will be personalisation – a system that fits the individual rather than the individual fitting the system.

Evidence to public administration select committee inquiry into choice, voice and public services, 2004

The e-strategy•Ensure integrated personal

support for children and learners

•Develop a collaborative approach to personalised learning activities

•Schools … will want to develop eventually an e-portfolio where learners can store their work, record their achievements, and access personal course timetables, digital resources relevant to their own study, and links to other learners

The personal online space

• “In the future it will be more than simply a storage place - a digital space that is personalised, that remembers what the learner is interested in and suggests relevant web sites, or alerts them to courses and learning opportunities that fit their needs."

Ruth Kelly's introduction to Harnessing Technology, 2005

Schools white paper

• Personalisation … means a tailored education for every child and young person

• It means every pupil being able to extend their learning and develop their interests and aptitudes

• Good schools already use ICT … to set and mark work online … and to link the classroom and home

• By 2008 all schools will be able to offer access to e-learning resources both in and out of school. We will encourage all schools … to make available a personal online space to every pupil

2020 Vision

• Collaborative relationships … which develop pupils’ skills of working independently and in groups

• Information is not always available to those who could draw on it to improve learning

• Blurring the distinction between informal and formal learning – giving children the ability to choose what they learn and when they learn it

• It will be important that decisions on the use of the new technologies be taken in the context of a clear vision for personalising learning

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Functional RequirementsAssessment items | Launch resources | Load content objects | Load resources | Metadata creation | Metadata import and display | Resource creation | Coursework | Cross device | Identifiers | Resource lists | Syndicate content | Accessibility | Assessment for learning | Customisable interface | Lesson planning | Navigation (NC) | Personalisation (by profile) | Sequence resources | Metadata harvesting | Access off site | Authentication | Consistent learner information | Data protection | Groups and roles | Information access | Learner information export | Learner information Import | Portfolios | Scheduling | Tracking | Usage data | Attendance | Self-organisation | Timetabling | Discussion forums | Rights management | Web services | AV Conferencing | Blog | Email | Knowledge construction | Messaging | Other activities | Resource syndication |1

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Framework Suppliers

• Azzurri Communications Ltd

• Etech Group

• Fronter

• Netmedia Education

• Pearson Education Limited

• Ramesys

• Research Machines plc

• Serco Ltd

• UniServity

• Viglen Limited

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Computers for Pupils

• £60 million over 2 years

• Help for the most disadvantaged secondary pupils

• A computer into the home

• Benefit for the pupil, family, school and wider community

• “The funding must be used to purchase access devices, services and connectivity for the homes of eligible pupils. It is important that schools choose the ICT equipment that is most appropriate to the needs of the different pupils and is most effective in supporting the different intended outcomes, including equipment which may be needed for the individual pupils to access their computer.”

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Building Schools for the Future

•Should we be?

• “To help all children achieve their full potential by supporting every school in England to become a centre of excellence in the use of ICT for teaching and learning and for whole-school development.” 

• “ICT provision is essential to develop differentiated, personalised approaches to learning and the aim for BSF schools should therefore be to have sufficient and suitable equipment to allow individual access.”

• Efficient use and seamless transfer of data

• Media rich learning resources

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BSF continued• “ICT provision should be area-base”

• “The ICT Provision is intended to be procured using conventional capital for the installation and revenue funding from schools’ delegated budgets for the ongoing support.”

• “It should enable teaching staff to use digital lesson preparation and delivery, have access to administration and management information systems and provide learners/parents/carers access to personalised learning portfolios.”

• “A full ICT support environment that includes training, security, help desk support and other related services. The hosting of learning environments in a controlled and secure environment should also be provided.

• Bidders should... propose technology that is mainstream and proven

• Fundamentals, LA Enhancements, School Enhancements

• Local Choice Fund (from an agreed catalogue, and to include furniture)

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Scotland and Northern Ireland

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Glow• Services provided free for all schools

– Secure and personalised access

– Virtual learning, including virtual whiteboards to share information across many schools taking part in one lesson; the system includes tools access and the ability to manipulate and present content

– Tools to enable you to collaborate, cooperate and communicate across the network

– Technical helpdesk and training support

• Add-on services local authorities and other stakeholder organisations can buy

– The contracted supplier, RM, will offer paid-for extra services:

– local intranet service: this allows local authorities to build a secure website to hold information on almost any topic - from absence procedures to continuing professional development (CPD) programmes

– co-location: this allows partners or external suppliers to locate their servers directly on the Interconnect, improving efficiency

– local helpdesks: local authorities can outsource their helpdesk services.

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Learning NI• C2K & HP

• 370,000 users

• “By teachers for teachers”

• All teachers now have access; pupil access being rolled out

• Licensed content

• Web page creation; streaming video; calendar; email; storage

• Learning, teaching and professional development

• Courses within and across schools and organizations

• Communication and discussion

• “LearningNI is a flexible, feature-rich environment that can support current classroom provision, also supporting other pedagogical models, thus allowing teachers and learners to blend diverse learning models appropriate to a range of learning styles.”

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Developing World

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OLPC

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Edubuntu

•“Humanity to others”•Computer Labs without reliable Internet or tech support

•Free of charge•Translations and accessibility

•Releases every six months

•Open source development

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Higher Education

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Corporate

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“For the majority of firms in the west, the priorities

are the ‘capture’ of employees’ knowledge, exploitation of existing knowledge resources or assets, and improved access to expertise.”

Quintas, 2002

VLEs and Knowledge Management

“There is no obvious system for innovation in learning and teaching to direct the complex process of knowledge creation, capture and transfer” (Gilbert et al 2007)

•VLEs can do much to support KM and organizational learning•Are used for sharing data, information and resources•Not used much to codify teachers’ tacit knowledge•Culture of collaborative working essential to reap the benefits and keep things manageable•Potential for data analysis not yet realised•Participation in design makes for better use of the tools•Introducing a VLE can help with organizational change

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Wider Issues

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Sustainability

Equal Opportunities

Accessibility

E-Safety

Cyberbullying

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Lifelong learning

Work - life balance

Dad at the Disco

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