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Derek Wenmoth Director, eLearning CORE Education Ltd

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Presentation on theme: "Derek Wenmoth Director, eLearning CORE Education Ltd"— Presentation transcript:

1 Derek Wenmoth Director, eLearning CORE Education Ltd


3 Educational Curriculum reviewCurriculum review Pedagogical changePedagogical change Learner-centrednessLearner-centredness –Personalisation/customisation Information/digital literacyInformation/digital literacy AssessmentAssessment Professional learning - teacher skillsProfessional learning - teacher skills

4 Schooling Strategy All students experience effective teaching Evidence-based practice Childrens learning is nurtured by families and whanau

5 Curriculum Project

6 ICT Strategies

7 Teacher Skills What teachers really need is in-depth, sustained assistance as they work to integrate computer use into the curriculum and confront the tension between traditional methods of instruction and new pedagogic methods that make extensive use of technology. (CEO Report, 1999 Despite growing evidence of the importance of quality teaching, the vast majority of the nation's teachers are prepared in programs that have low admission and graduation standards and cling to an outdated vision of teacher education… [they have] not kept pace with changing demographics, technology, global competition, and pressures to raise student achievement.

8 Pedagogical Change

9 political AccountabilityAccountability Financial rigor - ROI focusFinancial rigor - ROI focus MoE structural changesMoE structural changes Contestible fundingContestible funding Pan sector focusPan sector focus

10 Accountability

11 Digital Strategy

12 Ed. Sector ICT Strategy Learning & Teaching ResearchAdministration & Support Connectivity What Improved access Shared resources How Connected networks Appropriate security Access & interoperability standards Shared services Content What Discoverable content in digital repositories How Open standards-based digital repositories Discovery tools What Information & knowledge management Lifelong learning How Information & knowledge management practices Continuity ePortfolios Confidence & Capability What Information literacy skills and competencies Effective, efficient systems How Coordinated change management Monitoring & compliance Learning, teaching, research and administration systems What Learners, teachers, researchers, administrators working together & sharing resources Agencies delivering value-for-money How Online learning communities Sharing effective research & practice Shared planning & monitoring

13 Social Internet safetyInternet safety Digital divideDigital divide Urban driftUrban drift Internet - content to conversationInternet - content to conversation Emphasis on life-long learningEmphasis on life-long learning Corporate intranet/training focusCorporate intranet/training focus

14 Internet Safety

15 Life-long learning

16 technological LMS/SMSLMS/SMS Social software/ Web 2.0Social software/ Web 2.0 Semantic webSemantic web Advanced NetworkAdvanced Network Interoperability/connectivityInteroperability/connectivity Personalisation/customizationPersonalisation/customization MiniaturizationMiniaturization ConvergenceConvergence

17 Personal learning tools Personal Web Space - eg http://www.myspace.com Social Bookmarking - eg http://del.icio.us Photo sharing - eg Sharing videos - eg Collaborative websites - wikis eg http://www.jotspot.com

18 Synchronous tools Instant message - eg http://www.msn.com VOIP - (Voice over IP) - eg Video conferencing - eg iChat, Skype, MSN

19 The Read-Write Web The everyday creation of content by everyday people WebNote 10 tips for using furl VodCasting

20 Key issues Authorship Ownership Identity Community (not audience) Discovery Power of the collective (harnessing collective intelligence) The 4 Rs

21 Convergence Phone (obviously) Appointments Calendar Alarm Clock Game device Music player Still Camera Video Camera Video player Address Book To Do List Reminder Voice Recorder Calculator Email Tool Text Messenger Satellite Navigation System

22 Local/regional Mush NetworksMush Networks –Digital Christchurch –Nelson Loop –LERN network Broadband ChallengeBroadband Challenge VC clustersVC clusters

23 Regional Initiatives Nelson Loop Venture Southland North Shore Hamilton Canterbury Ref: And And

24 Learning Centres Parnterships between local council and schools/MoE - CHCH South Learning Centre Riccarton Community Library

25 Access anywhere… Wireless networks - local and WAN Satellitle access to all corners of NZ WiFi connecting small islands in the Pacific

26 National Strategies and action plans KAREN Research initiatives Online pilots & projects Brokerage services

27 Linking it together


29 National Network

30 VC Brokerage

31 Research- eFellows

32 Research - DigiOps

33 Research - Online Projects What overall impacts are these web-based learning services having on diverse learners?

34 International JISC/DEST partnershipJISC/DEST partnership Common Services (SOA)Common Services (SOA) E-Framework - IMSE-Framework - IMS Advanced networksAdvanced networks

35 Common Services…

36 E-Framework A services-oriented framework for education and research

37 Advanced Networks

38 International Reports Emerging Technologies for Learning - BECTA Emerging Techologies (EdNA, Australia) Coming of Age - an introduction to the new WWW Social Software Report - FutureLab, UK

39 Future School… What would students learn? How would they learn? Who would they learn with? When would they learn? What would they learn on or with? Where would they learn? How will they/we know what theyve learned? Who decides? Etc…

40 Two key questions… Education in the Future: What will our schools be like? Where will learning occur? What will be the role of teachers? What technology will be used? Education in the Future: What will our schools be like? Where will learning occur? What will be the role of teachers? What technology will be used? Education for the Future: What must we be doing today to ensure that our students are equipped with the skills and knowledge required to function in the world of tomorrow? Education for the Future: What must we be doing today to ensure that our students are equipped with the skills and knowledge required to function in the world of tomorrow?

41 Future School Scenarios

42 Secondary Futures 3 key questions 5 themes Database of evidence

43 Building Future Schools Ambitious UK project 2.5 billion pounds per year Rebuilding half of all secondary schools by 2015 Joint venture - 50% government and 50% business.

44 Mental Models What are the ideas about knowledge, mind, and learning that inform your current thinking about how you teach and how schools should be organised? Ref: Jane Gilbert (2005) Catching the Knowledge Wave - NZCER

45 Knowledge Knowledge is stuff It can be stored - in minds, books or other kinds of databases Knowledge is true, correct, the facts It is something stable that accumulates slowly over time; new knowledge builds on older knowledge It is built up by people, and people can have it, however, it exists objectively, independently of people There are different branches of knowledge called disciplines or subjects Each discipline has its own way of doing things

46 Minds Minds are like containers (filing cabinets or databases), they store knowledge Minds also process knowledge; they take it in, organise it and represent it Minds are the places where thinking and learning happen Some minds have more capacity than other minds for storing and processing knowledge The mind is located in the brain, but its activities are distinct from the brains other functions

47 Learning Learning is the process by which knowledge gets stored in minds Learning is an individual activity: it takes place in individual minds Learning is an activity that happens in more or less the same way in all individuals Learners of the same age (or stage of development) will be ready for the same kinds of knowledge at the same time Learning is easier if the knowledge to be learned is broken down into parts and introduced as a series of steps.

48 The Net Generation Time using electronic media holding steady at 6.5 hours a day -- but packing more media exposure into that time: 8.5 hours' worth, thanks to "media multitasking" Today 82 percent of kids are online by the seventh grade, (Pew Internet and American Life Project)

49 Some characteristics hypertext minds ability to leap around and gather information from multiple sources Ability to read visual images intuitive visual communicators Inductive discovery learn better through discovery than being told Fast response time able to respond rapidly and expect rapid responses in return Visual - spacial skills perhaps because of their expertise with games they can integrate the virtual with the Physical Attentional deployment able to shift their attention rapidly from one task to another Source: Educating the Net Generation - available electronically:

50 Think about it… The only people who call technology technology, are those who were born before it was invented (Source unknown)

51 Takeaways… Alignment of government strategies Greater bandwidth is coming Different view of networks Current students offer insights Social networking applications Impact on pedagogy Future of schooling options Changing view of knowledge Consumers to contributors

52 Choose to act… Keep watching –Set up an RSS aggregator –Join email lists Participate –Join discussion forums: Curriculum project, Centre4, LeadSpace Contribute –Create a blog –Join a wikispace

53 Thank you Derek Wenmoth Director, eLearning CORE Education Ltd

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