9. Learning to Learn in the 21st Century www.edunova.org What is learning?
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12. Learning Led ICT – linking learning to ICT Learning to Learn in the 21st Century www.edunova.org Fresh Immediate Feedback Dynamic Interactive Multi-sensory Access Collaborative Deft ICT Data to inform Learning & Teaching Efficient & effective administration processes
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21. Learning Led ICT – linking learning to ICT Learning to Learn in the 21st Century www.edunova.org Fresh Feedback Dynamic Interactive Multi-sensory Access Collaborative Deft ICT
22. Learning to Learn in the 21st Century www.edunova.org As Principals, will we adapt to the challenges lying before us?
23. Learning to Learn in the 21st Century www.edunova.org Changing faster than our education system Tomorrow’s citizen will have to be able to survive in a much more fluid environment Education system will have to go through radical change – voluntarily or involuntarily The world of work is changing !
24. Learning to Learn in the 21st Century www.edunova.org So too must our schools, Our teachers! And all those who work in and with schools
25. Changes to schools and other learning environments Learning to Learn in the 21st Century www.edunova.org Classroom Learning centre Centres Distributed networks Class timetables Personal programmes Parent evenings Online information 08h00 to 14h00 24hrs/365 days School based Community based
26. Learning to Learn in the 21st Century www.edunova.org Key issues to understand when driving change in your school
27. Process of Transformation Learning to Learn in the 21st Century www.edunova.org Today’s reality Designing Making it happen Vision Reflecting Exploring Just do it Vision Where the school wants to be in the future Transforming People Developing a new mindset Transforming the Organisation Developing approaches, structures and solutions Andersen change enablement model The process of getting from where we are to where we want to be
28. Learning to Learn in the 21st Century www.edunova.org Good performance /management Poor performance /management Traditional Model New Model School improvement strategies focus on the traditional model
29. Learning to Learn in the 21st Century www.edunova.org Fitness for purpose If we are going to have an ICT solution that is fit for purpose – we have to know what that purpose is We need to understand the learning going on in our school today and our vision for that learning tomorrow
30. Learning to Learn in the 21st Century www.edunova.org A layered approach TECHNICAL INFRASTRUCTURE EDUCATIONAL INFRASTRUCTURE NETWORK COMPUTER ROOM INFRASTRUCTURE PERSONAL DEVICES Laptops, Desktops, PDAs, Cellphones SHARED DEVICES Printers, Data projectors, Scanners, Cameras CORE APPLICATIONS Virtual Learning Environment Management Information System Office Productivity Suite Email, Internet ORGANISATIONAL & CHANGE MANAGEMENT VISION FOR LEARNING ICT SKILLS TRAINING SUPPORT ICT STRATEGIES MANAGEMENT STRATEGIES COMMUNITY ADOPTION MODEL FOR LEARNERS FOR EDUCATORS FOR ADMINISTRATORS
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33. Learning to Learn in the 21st Century www.edunova.org Information gathering sources ICT Functional Specification Partners Learning Resource Centre workshop Curriculum planning documents Staff and SGB meetings Design Team meetings Industry standard input DoE input Virtual Learning Environment workshop Effective Learning Historic aspects Curriculum groups
34. Total Cost of Ownership Learning to Learn in the 21st Century www.edunova.org
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40. Learning to Learn in the 21st Century www.edunova.org EDUNOVA Learning to Learn in the 21st Century
Notas do Editor
Move toward being more of a ‘guide by the side’ than the all knowing content provider in the front How will we as educators handle this change Can we adjust our style
ICT can be catalyst for change
Edunova – definitions These are guiding ideas based on our fundamental beliefs Broad definition of Learning about action be definition is learning for life Process view – by making this explicit can focus the learn, the teacher and the organisation on making the process more effective The nature and quality of the specific learning activities undertaken within the learning process affect the effectiveness of the learning (speed and retention) Some of the qualities of an f learning process are generic – see next slide Some of the qualities are specific to an individual learner (or type of learner) – Garders learning styles
Sum up requirements as: Continuity – of service, of delivery, of design, of project management, …. End to end solution partners Experience – not just education but in delivering this type of solution, back it up with a proven track record, on time, on budget – on specificatoin Scalability – offer a solution meets requirements now but well into future, provide a flexible solution as needs change – flexibility as market changes – such as converging technologies – business synergies
Sum up requirements as: Continuity – of service, of delivery, of design, of project management, …. End to end solution partners Experience – not just education but in delivering this type of solution, back it up with a proven track record, on time, on budget – on specificatoin Scalability – offer a solution meets requirements now but well into future, provide a flexible solution as needs change – flexibility as market changes – such as converging technologies – business synergies
Ease of travel, eg how many people do you know working in Dubai etc. Cost competitive travel Workplace becoming more flexible/remote working encouraged HOW DO WE PREPARE LEARNERS FOR THIS WOLRD OF WORK? Changes will need to be made in our teaching and learning proceses
School organisation Teaching mindsets Supporting agencies and service providers
Schools of the future have already implemented newer and more skills based approaches
Need to provide a context and a breakdown of ICT components – a logical approach
Introductions Edunova researches and develops practical educational solutions that break through traditional constraints to deliver substantially improved outcomes for students. We help clients with the application of these solutions, and invest in ventures designed to deliver radical improvements in the educational performance of schools, colleges and other learning organisations. Our services include advice on developing and delivering integrated learning models and processes, supported by practical technology solutions, working within new learning environments.
