LSN Triple Science workshop
38
Developing sustainable communities of practice using digital media to support the teaching of Triple Science Manchester, 8 th July, 2010 Dan Sutch [email protected]
description
Overview presentation for Triple Science workshop July 2010
Transcript of LSN Triple Science workshop
Developing sustainable communities of practiceusing digital media to support the teaching of Triple Science
Manchester, 8th July, 2010
Dan Sutch [email protected]
•10.00 – 10.30 Introduction to the Day
•10.30 – 11.15 Challenges of using digital media in science teaching
•11.15 – 11.30 Break
•11.30 – 12.30 Overcoming the barriers
•12.30 – 1.00 Lunch
•1.00 – 1.30 Recapping and awareness raising
•1.30 – 2.30 Creating ‘elevator pitches’
•2.30 – 2.45 Sharing elevator pitches
•2.45 – 3.30 Break
•3.30 – 3.45 Plenary, next steps and close
Aims
•The overall aim is to develop a ‘sustainable community’ of triple science practitioners – to support collaborative delivery (collaborative development, practice, support and reflection) and the use of digital media.
•
•The aim of the day is to understand the challenges of being (actively) involved in such a community; the challenges of getting (and remaining) involved, and the ways in which digital technologies can support this community.
Challenge of Innovation
•‘...change in education may now be thought of as a constant condition, rather than an event’
Futurelab Literature review: Teachers Learning with Digital Technologies: A review of research and projects, p.5
End-user innovation
… a source of innovation, only now becoming widely recognized, is end-user innovation. This is where an agent (person or company) develops an innovation for their own (personal or in-house) use because existing products do not meet their needs
“end-user innovation [is], by far, the most important and critical”
Eric Von Hippell Sources of Innovation
Challenge of starting online communities of practice then...
‘… the fallacy is to think that social networks are made up of people. They’re not; social networks consist of people who are connected by a shared object [aim].’
Jyri Engestrom
•10.00 – 10.30 Introduction to the Day
•10.30 – 11.15 Challenges of using digital media in science teaching
•11.15 – 11.30 Break
•11.30 – 12.30 Overcoming the barriers
•12.30 – 1.00 Lunch
•1.00 – 1.30 Recapping and awareness raising
•1.30 – 2.30 Creating ‘elevator pitches’
•2.30 – 2.45 Sharing elevator pitches
•2.45 – 3.30 Break
•3.30 – 3.45 Plenary, next steps and close
Putting the ideas into practice
Putting the ideas into practice
O'Sullivan, 2002
• Poor goal definition
• Poor monitoring of results (standard and non-standard)
• Poor participation in teams
• Poor alignment of actions to goals
• Poor communication and access to information
Putting the ideas into practice
Bates (2000)
• Poor goal definition
• Poor monitoring of results (standard and non-standard)
• Poor participation in teams
• Poor alignment of actions to goals
• Poor communication and access to information
• Teachers and peers
• Teachers adapting to change
• Teachers professional development
• Teachers independence and influence
• Time to understand• Time to personalise
• Support network• Time to understand• Time to personalise
• Enaction of innovation
Putting the ideas into practice
• Poor goal definition
• Poor monitoring of results (standard and non-standard)
• Poor participation in teams
• Poor alignment of actions to goals
• Poor communication and access to information
• Teachers and peers
• Teachers professional development
• Teachers independence and influence
• Time to understand• Time to personalise
• Support network• Time to understand• Time to personalise
• Enaction of innovation
• Confidence in new approach
• ITT and CPD• Access to training
• Management of tools
• Time constraints
• Understanding new approach
• Understanding new approach
• Confidence in new approach
• Teachers adapting to change
Putting the ideas into practice
• Poor goal definition
• Poor monitoring of results (standard and non-standard)
• Poor participation in teams
• Poor alignment of actions to goals
• Poor communication and access to information
• Teachers and peers
• Teachers professional development
• Teachers independence and influence
• Time to understand• Time to personalise
• Support network• Time to understand• Time to personalise
• Enaction of innovation
• Confidence in new approach
• ITT and CPD• Access to training
• Management of tools
• Time constraints
• Understanding new approach
• Understanding new approach• Assessment constraints
• Curriculum constraints
• Curriculum constraints
• Confidence in new approach
• Personal desire
• Personal interests
• Teachers adapting to change
• Imposed practices• Separation of new
practice with personal beliefs
• Inspection and review
• Fear of unknown• Challenge to ‘power’
Barriers to using digital media
•Using post-it notes: what are the key challenges to using digital media in the science classroom.
•write a few issues on different post-it notes
•Sort them with your group in to themes (technical issues, confidence, support, time etc)
•Using google docs – can we compile a shared list of challenges?
• what similarities are there between groups? what links the themes?
•10.00 – 10.30 Introduction to the Day
•10.30 – 11.15 Challenges of using digital media in science teaching
•11.15 – 11.30 Break
•11.30 – 12.30 Overcoming the barriers
•12.30 – 1.00 Lunch
•1.00 – 1.30 Recapping and awareness raising
•1.30 – 2.30 Creating ‘elevator pitches’
•2.30 – 2.45 Sharing elevator pitches
•2.45 – 3.30 Break
•3.30 – 3.45 Plenary, next steps and close
Putting the ideas into practice
• Poor goal definition
• Poor monitoring of results (standard and non-standard)
• Poor participation in teams
• Poor alignment of actions to goals
• Poor communication and access to information
• Teachers and peers
• Teachers professional development
• Teachers independence and influence
• Time to understand• Time to personalise
• Support network• Time to understand• Time to personalise
• Enaction of innovation
• Confidence in new approach
• ITT and CPD• Access to training
• Management of tools
• Time constraints
• Understanding new approach
• Understanding new approach• Assessment constraints
• Curriculum constraints
• Curriculum constraints
• Confidence in new approach
• Personal desire
• Personal interests
• Teachers adapting to change
• Imposed practices• Separation of new
practice with personal beliefs
• Inspection and review
• Fear of unknown• Challenge to ‘power’
Reducing the resistances to change
• Distributed leadership
• Champion of innovation
• Conversation
• Tools and resources
• Showcases
• Communication
• Networks of practice
• Sharing innovation and early ideas
• Risk management
• Reprofessionalisation of teachers
• Communication
• Conversation
• Conversation • Distributed leadership
• Showcases• Sharing innovation and early ideas
• Sharing innovation and early ideas
• Distributed leadership
• Conversation
• Networks of practice
Overcoming the barriers
•How are the barriers articulated by teachers/heads etc?
•What are the benefits to attempting to overcome the barriers?
•Sharing stories of when barriers have begun to be overcome
• - what practices ?
• - what tools/resources ?
• - what examples ?
• Share in groups & on google docs (30 mins)
Key theme: no sharing online
•How is it described?
•Tech problem? Pedagogic problem? Individual problem?
• - ‘no time to share’
• - ‘people using resources but not commenting’
• - ‘high downloads, low uploads’
•- ‘no time to search online’
• ‘ no time to QA resources’
•Benefits
•- innovation happens at intersection of disciplines
•- where it goes on, sharing can lower preparation, time increase resources elsewhere etc etc
Innovation Itself• Distance and dependence
• Intertwining of practice and technology rather than ‘pedagogy before practice’
Innovation Itself• Perceived and actual
• Different characteristics: Longevity, Fecundity, Copy Fidelity,
Overcoming the barriers
•Sharing stories of when barriers have begun to be overcome
• - what practices ?
• - what tools/resources ?
• - what examples ?
•
•Share in groups & on google docs (30 mins)
Personal Learning Networks
•Personal Learning Networks are created by the person at the centre of them. As such, they are difficult to describe as each can vary greatly from others, yet they can be characterized as non-formal networks that take advantage of digital and physical tools to bring together the most useful and interesting sets of people to provide ideas, inspirations, resources and support systems. These networks are reciprocal, flexible and necessarily personal.
•It is interesting that the reciprocity of PLNs comes by taking advantage of current social processes, rather than setting out to encourage new activities for people to share innovations. That is, by utilising existing sharing networks (Twitter, Facebook, google Docs, TeachMeet) the single act of sharing becomes used for a variety of purposes which are contextualised by other parts of the PLN.
•http://www.edtechpost.wikispaces.com/PLE+Diagrams
•10.00 – 10.30 Introduction to the Day
•10.30 – 11.15 Challenges of using digital media in science teaching
•11.15 – 11.30 Break
•11.30 – 12.30 Overcoming the barriers
•12.30 – 1.00 Lunch
•1.00 – 1.30 Recapping and awareness raising
•1.30 – 2.30 Creating ‘elevator pitches’
•2.30 – 2.45 Sharing elevator pitches
•2.45 – 3.30 Break
•3.30 – 3.45 Plenary, next steps and close
•10.00 – 10.30 Introduction to the Day
•10.30 – 11.15 Challenges of using digital media in science teaching
•11.15 – 11.30 Break
•11.30 – 12.30 Overcoming the barriers
•12.30 – 1.00 Lunch
•1.00 – 1.30 Recapping and awareness raising
•1.30 – 2.30 Creating ‘elevator pitches’
•2.30 – 2.45 Sharing elevator pitches
•2.45 – 3.30 Break
•3.30 – 3.45 Plenary, next steps and close
http://goanimate.com/ Slideshare
Bubbleply Space Missions
www.skrbl.com www.nextgenteachers.com
YackPack
www.diigo.com
www.twitter.com
Future possibilities
Activity People
Resources Space
•10.00 – 10.30 Introduction to the Day
•10.30 – 11.15 Challenges of using digital media in science teaching
•11.15 – 11.30 Break
•11.30 – 12.30 Overcoming the barriers
•12.30 – 1.00 Lunch
•1.00 – 1.30 Recapping and awareness raising
•1.30 – 2.30 Creating ‘elevator pitches’
•2.30 – 2.45 Sharing elevator pitches
•2.45 – 3.30 Break
•3.30 – 3.45 Plenary, next steps and close
Elevator pitches
•In groups choose:
• - a barrier (or theme)
• - a tool/resource
• - a practice
• ... And create an elevator pitch to share the benefits of a new approach to teaching science
• - ensure you describe the challenges and the benefits.
•10.00 – 10.30 Introduction to the Day
•10.30 – 11.15 Challenges of using digital media in science teaching
•11.15 – 11.30 Break
•11.30 – 12.30 Overcoming the barriers
•12.30 – 1.00 Lunch
•1.00 – 1.30 Recapping and awareness raising
•1.30 – 2.30 Creating ‘elevator pitches’
•2.30 – 2.45 Sharing elevator pitches
•2.45 – 3.30 Break
•3.30 – 3.45 Plenary, next steps and close
•10.00 – 10.30 Introduction to the Day
•10.30 – 11.15 Challenges of using digital media in science teaching
•11.15 – 11.30 Break
•11.30 – 12.30 Overcoming the barriers
•12.30 – 1.00 Lunch
•1.00 – 1.30 Recapping and awareness raising
•1.30 – 2.30 Creating ‘elevator pitches’
•2.30 – 2.45 Sharing elevator pitches
•2.45 – 3.30 Break
•3.30 – 3.45 Plenary, next steps and close
•10.00 – 10.30 Introduction to the Day
•10.30 – 11.15 Challenges of using digital media in science teaching
•11.15 – 11.30 Break
•11.30 – 12.30 Overcoming the barriers
•12.30 – 1.00 Lunch
•1.00 – 1.30 Recapping and awareness raising
•1.30 – 2.30 Creating ‘elevator pitches’
•2.30 – 2.45 Sharing elevator pitches
•2.45 – 3.30 Break
•3.30 – 3.45 Plenary, next steps and close
Space Signpost
My-E
Mobi Missions
Ecolibrium
Exploratree
Astroversity Moovl
Enquiring Minds
Fizzees
Supporting Innovation in Schools
Education Eye .org.uktinyurl.com/FLinnovation
Flux.futurelab.org.uk
www.beyondcurrenthorizons.org.uk
www.visionmapper.org.ukwww.powerleague.org.uk
