NSW Curriculum and Learning Innovation Centre iSee – an immersive learning platform Colin Wood,...

NSW Curriculum and Learning Innovation Centre

iSee – an immersive learning platform

Colin Wood, Advisor, Innovation Policy and Performance


Melbourne Declaration

Goal 1: Australian schooling promotes equity and excellence

Goal 2: All young Australians become:

– successful learners

– confident and creative individuals

– active and informed citizens


A Commitment to Action – improving educational outcomes

“Students from low socioeconomic backgrounds, those from remote areas, refugees, homeless young people, and students with disabilities often experience educational disadvantage. Targeted support can help disadvantaged young Australians to achieve better educational outcomes.

Australian governments must support all

young Australians to achieve not only

equality of opportunity but also more

equitable outcomes.”


Close the gap between metropolitan and remote

Prior-to-school Primary School Secondary School

AEDIDevelopmentally

vulnerable in one or more domains

• Metropolitan 22%• Remote and very

remote 36%

NAPLAN Year 5 - % At or above minimum

standardReading• Metro 93%• Remote 79%• Very remote 47%

Numeracy• Metro 95%• Remote 83%• Very remote 52%

NAPLAN Year 7 - % At or above minimum standardReading• Metro 96%• Remote 88%• Very remote 58%


NAPLAN Year 9 - % At or above minimum standardReading• Metro 92%• Remote 79%• Very remote 45%


NAPLAN Year 3 - % At or above minimum

standardReading• Metro 95%• Remote 85%• Very remote 59%

Numeracy• Metro 95%• Remote 89%%• Very remote 60%

Some of the biggest AEDI gaps are in the language and cognitive skills areas

Source: Australian Early Development Index, A Snapshot of Early Childhood Development in Australia 2009 (2011 reissue).

Pro

port

ion

of

ch

ild

ren

0%

5%

10%

15%

20%

Metr

opolit

an

Metropolitan Inner regional Outer regional Remote/very remote

8%

10%12%

21%

Students whose score is in the bottom 10 per cent in the AEDI index - language and

cognitive skills


If the ‘Gap’ was closed in PISA results, Australia would rise in the rankings

Shanghai – China

Finland

Singapore

Australia - Gap closed

Japan

Netherlands

Norway

Switzerland

Iceland

Liechtenstein

Germany

Ireland

Chinese Taipei

United Kingdom

OECD average

Macao – China

Latvia

Greece

Czech Republic

Croatia

Luxembourg

Lithuania

Turkey

Russian Federation

Serbia

Uruguay

250 300 350 400 450 500 550 600

Regions are here

Australia is here

Source ACER (2011), Challenges for Australian Education: Results from PISA 2009, online statistical tables


Schools in regional and remote locations can experience a shortage of qualified teachers in key subject areas Proportion of school students whose principal stated that

teacher shortages hindered instruction to some extent or a lot

Science Maths0%

10%

20%

30%

40%

50%

60%

70%

80%

Metr

opolita

n

Pro

vin

ci

al

Re

mo

teMetr

op

olita

n

Pro

vin

-cia

lR

e-

mo

te

Sources: 2009 PISA survey, Australian dataset, School survey . Science, ICT and Mathematics Education in Rural and Regional Australia: The SiMERR National Survey, 2006, DEEWR website

A survey of teachers identified the extent of staffing difficulties in rural and remote schools:A high turn-over of teachers in

• provincial areas (twice that for city schools)

• remote areas (six times that for city schools).

Difficulties filling secondary science, ICT and maths positions:

• twice as hard in provincial Australia

• four times more difficult in remote areas.


Increase opportunity to study Asian languages

“Giving young Australians the opportunity to develop their language skills and learn about other cultures will support the development of Australia’s cultural, social and economic future in what we know is the Asian Century.”

Hon Peter Garrett MP 28 September 2011

“Discussing education's role in NSW's engagement with Asian economies, Mr O'Farrell said the system must focus more on teaching Asian culture and languages such as Chinese.”

Sydney Morning Herald 7 November 2011


iSee – key business drivers

Delivering improved learning outcomes for students in regional and remote NSW schools

Support for small candidature classes in primary and secondary schools

Demonstrate capacity to address teacher shortages in specialist curriculum areas, especially mathematics, science and language areas

Support local, national and international student and teacher collaboration

New channels for delivering intervention support for under-performing students


How are immersive environments different to other online collaboration technologies?

‘crowd’ or multi-point to multi-point communication very detailed analytics as every action is an event that

can be logged and analysed. deliver intelligent bandwidth use – you only receive data

for the objects you can see and hear. deliver equity of access and do not require expensive

dedicated hardware such as video conference cameras. creates a canvas to connect learners rather than

conduit to deliver content. Supports active collaboration rather than collaboration

by consumption


Immersive learning environments integrated into a classroom they have the potential to provide:

an innovative learning environment that can transform educational practices.

opportunities for students to interact with others across time and space

Solutions for ‘mainstream’ and ‘individual’ intervention issues-

• Small candidature classes

• Teacher shortages

• National and international collaboration

• 21stC learning

• intervention support for non-performing students


Smart Services CRC and iSee - progress

The partnership with Smart Services CRC has allowed the NSW Curriculum and Learning Innovation Centre to work with researchers at Wollongong University and the Smart Services CRC foundry in Eveleigh to shape the iSee technology into an immersive learning platform for education.

Trialled iSee in August 2010 as a ‘one-off’ educational showcase event when we connected Senator Conroy in Hobart with four students in Kellyville PS and demonstrated live multipoint to multipoint communication


Proposed 2012 trials in New England and North Coast Regions

Department funded and NBN-Enabled Education and Skills Services Program submissions –

Literacy Outreach service using volunteers in NBN homes Immersive Connected Classes for stage 6 students affected by small candidature size or lack of specialist teachers

•Mandarin – specialist teacher shortage •Stage 6 Mathematics – small candidature classes

NSW Curriculum and Learning Innovation Centre iSee – an immersive learning platform Colin Wood,...

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