Monthly Archives: March 2013

Managing progression in LAPland

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Reindeer in the snow in LaplandWhy Learning Activity Platforms (LAPs) are required, if we are to make sense of sequencing and progression management.

My piece yesterday on the iTunes model of learning content makes two presuppositions:

  • that by “learning content”, everyone understands me to mean “learning activities” and not “expositive resources” – see What do we mean by “content”? if this distinction does not make sense to you;
  • that disaggregated learning content needs to be built up into coherent courses, programmes of study, or short activity sequences for a single lesson or homework—this is what has often been referred to as sequencing, though I think I prefer “progression management” as being more unambiguously applicable to activity rather than information.

This post continues to inform the conversation on Daniel Clark’s blog, about his post on Key issues on OER and how we might overcome them.

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The iTunes model in education

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iTunes gift voucherDeveloping a marketplace for micro educational software and content

In response to my post MOOCs and other ed-tech bubbles (which listed OER as one of three significant “bubbles”), Daniel Clark (LearningShrew) posted an interesting piece on Key issues in OER and how we might overcome them.

Recognising that there was a problem with quality control, Daniel advocates an education equivalent of Google’s App Store. This would enable OER authors to market their products as a sort of cottage industry. The micro-market would produce a selection process, sorting the wheat from the chaff, and would incentivise authors to improve the best.

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Good lord! Where’s the digital literacy?

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Tintin, Captain Haddock, Professor Tarragon and Snowy find that the mummy has disappeared, from Tintin and the Seven crystal balls by HergéThe most recent draft of the Computing Curriculum for England and Wales has majored on Computer Science at the expense of Digital Literacy. Before we can discover where the latter has gone, we will need to agree on what it is we are looking for.

In November I posted an article on Digital literacy and the new ICT curriculum, which argued that:

  • the review of the ICT curriculum would allow us to disentangle the teaching of technology (“Computing”) from the use of technology to improve learning (“education technology”);
  • this opportunity was not yet being realised because teachers’ representatives were still led by adherents of the old conception of “ICT”, which deliberately conflated these two separate objectives.

The supporters of the old consensus have been arguing that there is no need to change the old ICT curriculum at all because all was well with the status quo. In response to some misleading information that suggested that this view had the support of OFSTED, on 5th February I wrote an opinion piece in Computing Magazine, clarifying OFSTED’s position and summarizing what I see as the problem with the debate over Digital Literacy.

This article gives some more background to the position described in Computing. It will:

  • analyse the current draft of the DfE’s Programme of Study (PoS) for Computing;
  • review the theories that lie behind the definition of “digital literacy” put forwards by the advocates of ICT;
  • restate the case for the adoption of the definition of “digital literacy” put forwards by the Royal Society;
  • propose a set of amendments to the current draft of the ICT programme of study, bringing back what I suggest is the right sort of digital literacy.

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