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Supporting the continuity of learning Opening up learning Philippa Lee, Mike Briscoe & Stuart Jones.

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Presentation on theme: "Supporting the continuity of learning Opening up learning Philippa Lee, Mike Briscoe & Stuart Jones."— Presentation transcript:

1 Supporting the continuity of learning Opening up learning Philippa Lee, Mike Briscoe & Stuart Jones

2 In this session Raise a number of points around the issue of continuity Focus on 5 specific areas Share what Becta is saying and doing Offer an opportunity for discussion

3 ‘Turbo Capitalism’: an Age of Uncertainty & Insecurity? “No jobs are guaranteed, no positions are foolproof, no skills are of lasting utility, experience and know-how turn into liability as soon as they become assets, seductive careers all too often prove to be suicide tracks. In their present rendering, human rights do not entail the acquisition of a right to a job, however well performed, or - more generally - the right to care and consideration for the sake of past merits. Livelihood, social position, acknowledgement of usefulness and the entitlement to self-dignity may all vanish together, overnight and …without notice.” Zygmunt Bauman, Postmodernity & its Discontents, page 22

4 What is it? Continuity of lifelong learning – wherever I am and whenever I need to learn Continuity within learning – where is it taking me; how can I access it; where can I access it

5 … or Continuity – moving between schools (transition) Continuity – when I am not in formal learning - I am informally learning … 85% or…

6 The broad issues Continuity Learner Learning Technology Institution Workforce Disaffected Work-basedInclusion Tracking Home Learner Community

7 The broad issues Continuity Learner Learning Technology Institution Workforce

8 Topic specific example - Learner developing the individual to be responsible for own learning. diagnostic testing – learner identifying own strengths and areas for improvement. skills bank - what skills does the learner need including transferable skills? changing peer group when learning in different places. ICT as an administrative, communicative and collaborative tool. Also tracking and recording for their own information and as proof for accreditation.

9 Topic specific example - Workforce Digital divide and confidence New skills for teachers – ICT, pedagogic, technical and collaborative. Access to equipment Connectivity– broadband availability? More resources online than ever before – but how to find, evaluate and access it New ways of working - time

10 Topic specific example - Institution Resource management; equipment, availability, reliability, maintenance and renewal Content management; Staff skills in using and authoring Content management - platforms, interoperability, availability, suitability, quality and quantity. Cost of hardware, software, licenses and availability to staff parents and learners Assessment security and authentication

11 Topic specific example - Technology Common platforms or at least common interoperability standards Gamble or wait Minimum specifications for compatibility Multiple formats Loan equipment or purchase scheme

12 Topic specific example - Learning Continuity of learning opportunities - For some groups of children for instance Gypsy and Traveller children, children who are ‘looked after and accommodated’ and asylum seekers, where the continuity of learning may be disrupted. ICT can offer opportunities to reduce the impact of discontinuities on children’s learning and development. Some children may be quite separated from their cultural heritage. The use of ICT can be considered both as a tool for sharing information electronically and also for accessing information from the internet to support cultural identities.”

13 Starting to bring things together Starting the debate Listening Asking Thinking Starting somewhere…

14 Towards ‘tertiary’ learning “The world in which post-modern men and women need to live their lives and shape their life strategies puts a premium on ‘tertiary learning’ - a kind of learning which our inherited institutions, born and matured in the modern ordering bustle are ill prepared to handle; and one which educational theory, developed as a reflection of modern ambitions and their institutional embodiments, can only view with a mixture of bewilderment and horror, a pathological growth or a portent of advancing schizophrenia.” Bauman, op. cit.

15 So what are Becta doing? LearnerWorkforceInstitutionTechnologyLearning Resources Access Data Pedagogy Evidence

16 So how will it manifest itself? Publications Services Papers Challenges Policy advice Strategy review Advice to Government Strategic Guidance Support Tools Advice Programmes

17 QUESTIONS?

18 Supporting the continuity of learning Opening up learning Philippa Lee & Stuart Jones


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