Why I disagree with Ian Livingstone (and why we should continue the discussion)
Last month I participated in a videoed round-table at Computing magazine’s offices in Soho, chaired by Peter Gothard. The panel included Ian Livingstone (the father of RPG games like Dungeons and Dragons and co-author of the Nesta NextGen report), Phil Bryant of OCR, and Joanna Poplawska of the Corporate IT Forum.
Part 2 of 3 of the conversation was published yesterday. Part 1 contains the panelists’ opening remarks and part 3 will address BYOD. It is this second part that contains the heart of the discussion.
I was a little taken aback, when I showed the video to my work colleagues yesterday, that they all complained that we were all far too polite to each other. “Where’s the passion?”, they complained. I assured them that this was not my normal reputation when discussing Learning Technology (indeed, I boasted, I had recently been threatened with legal action for defamation). But I can see what they meant. Maybe the shortness of the recording session and the unfamiliarity of the studio setting made us all a little stilted.
So, while there was much that the panel did agree on, I write this piece to highlight my disagreements with Ian Livingstone. They are generally disagreements of degree rather than of category—but they are significant nonetheless. When you add them together, they become pretty fundamental—and I would not want the importance of this disagreement to get lost in the civilities of the TV studio.
With all quotes coming from his first speech, I disagree with Ian…
The most fundamental of all pedagogical patterns is the conversation—and it is this paradigm that needs to inform the implementation of education technology.
Grab a cup of coffee and get comfortable! At 12,000 words this is the longest of my posts so far. But right now, it seems as if it is my most important, so I think it will be worth the read.
In 2012, I have addressed what I see as deficiencies in many of the current ed-tech theories and processes. Last month, in Education’s coming revolution, I made the general argument that education technology provided the only plausible, long-term solution to what are endemic problems in our schools, introducing a systematic approach to education that contrasted with the model of teacher-as-craftsman.
This post describes what I think those systems will look like. They will be grounded in reputable educational theory, and in particular on what is the essential design paradigm for all learning: the conversation.
The requirement for education technology rests, not on spurious arguments about “21st century skills”, but on a long-standing need to find a way of teaching traditional skills systematically and at scale. To succeed, education has to go through its own industrial revolution, which will introduce systematic processes, backed by effective quality controls and robust quantitative evidence of effectiveness.
At a recent event in London reported by Merlin John, Tim Oates of Cambridge Assessment suggested that the British textbooks produced in the 1970s by the School Mathematics Project (SMP) and the Nuffield Science series still represented the best resources around in their respective fields. This is startling claim, coming as it does after 40 years in which we have seen a revolution in information technology and the expense of billions of pounds on technology in schools.
Two of the leading figures in the textbook publishing movement of the 1970s were both Headmasters at my old school, Sevenoaks, a commuter town 25 miles south of London. At the time that I was at the school in the late 1970s, the Headmaster was Alan Tammadge, a principal author of the SMP series for Maths. The previous Headmaster had been Kim (L C) Taylor, who had resigned from Sevenoaks in 1970 to become Director of the Nuffield Resources for Learning project.
Resources for Learning was also the name of a book, written in the following year, in which Taylor provided a justification for the Nuffield programme. He questioned whether the comprehensive education that was being introduced in the UK at the time was realistic. His concern was not about the phasing out of selection: the problem that caught Taylor’s eye was the fact that the new system of secondary education was to be universal. Traditional education had always been provided to a small elite based on a model of the teacher-as-craftsman. So long as we clung to that model, Taylor argued that there would not be enough sufficiently well qualified teachers to go around.