The consensus is that we should not mind the technology but that we should focus instead on the learning. The consensus is wrong.
This is the transcript of a presentation I gave at the EdExec conference, held by ICT Matters in London on 6 November 2013. The ostensible argument in my talk is that “procurement matters”, which I will admit, probably isn’t going to set your heart racing. But perhaps it should. The reason why procurement matters is that technology matters – and this is a point that much of the ICT community do not generally admit. Time and again, you hear the old saw being repeated, “never mind the technology, where’s the learning?” Most of my talk addressed addressed this point—and in doing so, I take on (as is my wont in this blog) a lot of shibboleths. I summarise some arguments with which those of you who have read previous posts may be familiar, and I also shadow some arguments that I will develop in greater detail in future. And I return to a promise that I made in my first post to this blog in January 2012, which is to discuss in rather more depth than I have done before why Becta’s approach to procurement was so lamentable.Continue reading →
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.
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.
A resume of a break-out discussion at the JISC/CETIS annual conference
For me, the highlight of the 2012 JISC/CETIS annual conference was Adam Cooper’s session on “Mapping Cause and Effect”. Adam asked participants to create diagrams which traced chains of causality (both negative and positive) through to a final, desirable, pre-defined outcome.
I joined a break-out group with Colin Smythe (Chief Architect at IMS ), Tore Hoel (Oslo and Akershus University, Sweden), Malcolm Batchelor (JISC/CETIS), and Seyoung Kim (Carnegie Mellon University, USA). We chose to analyse what preconditions would favour or disfavour the use of analytics to improve the quality of course materials, taking course materials to be synonymous with learning content. We envisaged a scenario in which the author of a digital course might be able to track the performance of students taking the course. Having discovered from this data which parts of the course worked well and which worked less well, the author could improve the quality of the course materials.
I have intended to build up a carefully stepped argument in this blog, only progressing to look at specific policy issues when I had covered some important background first. But in view of the speed with which the current debate around education technology is progressing (and in particular, the opportunity this week presented by the #AskGove Twitter campaign), I have decided to publish ahead of schedule a summary of reasons why the DfE should cancel it’s ill-conceived Information Management and Learning Services framework. Continue reading →