A white paper proposing key ed-tech priorities for the world wide web
I co-wrote the following paper with Pierre Danet from Hachette Livre for the task force being run by W3C, the consortium responsible for the world wide web. The paper outlines what we see as the key priorities for the world wide web in the face of an emerging market for digital ed-tech. The basic premises of the paper were accepted in a call last Friday and over the next two weeks we will be working on a paper to describe in greater detail the specifics of the next steps that we believe need to be taken. This will be intended to form the prospectus for a W3C Community Group, which anyone who is interested in taking this work forwards is invited to join. Please email me at firstname.lastname@example.org and I will forward your details to Pierre, who is leading the current scoping exercise. The original paper is currently on the W3C wiki page for this group.
A copy of a comment regarding the difference between customisation and adaptation, and the importance of the latter to learning content that encapsulates pedagogy.
It is a central argument of this blog that the attempt to apply technology to the improvement of education has been held back by the lack of education-specific software. Such software will generally encapsulate pedagogy. An objection to this approach was recently raised by Peter Twining in a useful discussion on his blog, EdFutures. It is a little difficult to link directly to the part of the conversation where this occurs – the best way is probably to follow the link to the discussion page and then to search for “Re Technology Enhanced Learning”, which is the title of the thread in which this discussion occurs.
To paraphrase the general objection to software that encapsulates pedagogy, such software might be seen as a way of scripting lessons that dis-empower the teacher. At the top level, I would respond that many teachers have a pretty shaky understanding of pedagogy, so the ability to put pedagogically proven tools into their hands is a key way in which we will empower (not dis-empower) teachers (see my Education’s coming revolution). As for the nature of those tools, I certainly accept that the way in which software is used in the classroom needs to be flexible, allowing the teacher (the professional on the spot) to apply the software in the right way. This provides the background to my conversation with Peter Twining regarding the customisation or adaptation of education-specific software.
Peter’s argument is that, according to an OU project in the 1990s called SoURCE, in which he was involved, the pedagogy encapsulated in software often needed to be subverted by the teacher—and that this suggested that the encapsulation of pedagogy was something of a blind alley. I copy below my reply to Peter, followed by my conclusion.
Why 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.