7 good reasons for slashing University PGCE teacher training courses

I don’t often agree with current Government policy on education but on this one they’re heading in the right direction. I’d go a lot further. There’s many reasons for closing down hundreds of these PGCE courses.

1. Too small and costly

Some courses have as few as 10 students. To be precise there are currently 330 courses with 10 or fewer students. This makes them madly expensive to staff and resource. Even worse, these courses are often in close proximity to each other.

2. Supply outstripping demand

Demographically we need less teachers as pupil numbers are falling. There’s simply not enough jobs to go round.

3. Irrelevance

The drift towards ‘University-led’ courses had loaded these courses up with irrelevant theory that has no real bearing on the practice of teaching. A good example is Abraham Maslow, a staple in teacher training, yet of no use to anyone in terms of what they’re actually asked to do in schools.

4. Delivered via lectures!

To deliver teacher training through lectures is pedagogically pathetic. Good practice is not taught through bad practice. It’s like teaching medicine using blood letting.

5. Third rate research

The only defense UCET (Universities Council for the Education of Teachers) and other trade associations like NATE (National Association for the Teaching of English) have come up with is the loss of expertise and research. For me this loss is a plus. There’s far too much third rate research in education.

6.  Outdated

Teacher training almost completely ignores the radical shifts in technology and pedagogy, producing teachers who are ill-equipped to deal with technology in learning. These courses lock young teachers into fossilised theory and practice.

7. Performance-based assessment

There’s no better place to assess teachers than in real schools where they really are judged on performance. Far too many teachers have gone through training in the past only to find themselves unsuited to teaching in practice. The drop-out rates are unacceptably high.

Conclusion

The Graduate Teaching Programme and other fastrack programmes have clearly proven their worth. It’s time to recognise that this is a vocational qualification that could do with a lot less theory and more practice.

Professor Alison Wolf – a wolf in wolf’s clothing!

I gave a talk to over 200 experts in vocational education this week and got a round of applause a few minutes in because I had a go at Professor Alison Wolf, Gove’s lapdog, for devaluing 3100 vocational courses in schools  culling them to only 70 accepted courses. How could the person responsible for a recent report that called for parity between academic and vocational learning be responsible for this unprecedented attack on the very thing she said she supported? It’s simple, she’s a hired idealogue, hand-picked by Gove to further his attack on state education. Gove’s a politician who acts on whim, Wolf has a long track record in right-wing stances on education.

Even hard-nosed, free-market CEOs were astonished at the stupidity of the move. Rather than readjust the parity between GCSEs and these qualifications, which would have been easy, he attacked and destroyed the very credibility of vocational education in schools, creating an imbalance that will take decades to reverse. They took a scythe to qualifications that people have worked for years to develop, in particular the Diploma in Engineering, developed with serious employers such as Siemens, Boeing, Toyota, Rolls Royce, Sony and JCB - so much for employer recognition.

What the Wolves and Goves don’t really understand is the degree to which young people are often reignited in education by doing something they see as relevant. More than this, many go on to become entrepreneurs, as they start their own businesses. The Wolves and Goves have no real understanding of entrepreneurship. In a time of riots, financial crises, recession, soaring unemployment, especially among the young and suspicion about the cost and relevance of Higher Education, surely we could have held the Wolf from the door by protecting our progress on vocational education? How do you think the young people doing these qualifications feel when they hear people on television and in the press describe their qualifications as “Micky Mouse” or “dead-end” qualifications. It’s shameful.

Thrown to the Wolves

Professor Wolf is, of course, an ideologue. What’s more the she-Wolf gave birth to another she-Wolf, who is even more of an ideologue – Rachel Wolf. Rachel has no academic background in education, had barely finished as an advisor, first to Boris Johnson then Michael Gove, when at the tender age of 25, she suddenly received from Gove, a cool half million of funding. This was for a charity she had started just a year earlier, called the New Schools Network, advising on ‘free-schools’. There was, of course, no tender - clearly an inside job. Let’s be clear here - this was a lobbying organisation that received direct government funds to advise on educational policy. I should add that this ‘charity’ refuses to name its other benefactors. I wonder why? Could they include some private sector interests in school networks? And yes, you’ve guessed it, there’s a daddy Wolf. Martin Wolf, the well-connected, right-wing chief economics columnist for the Financial Times. This is an Oxbridge family wildly removed from the real world of vocational employment. It would seem that the fate of millions of young people has been thrown to the Wolves.

The real problem

Alison Wolf confused cause and effect. The real cause of the problem is the league tables. Make rankings your goal and people will find a way of climbing them, even if it to the detriment of the students and the value of qualifications. Academics do it all the time. The so-called Times Universities rankings is only a reflection of successful research applications and says nothing about teaching (the supposed 30% for teaching has no direct measurement of teaching and uses irrelevant proxies).  A curious side-effect of this cull is to show that Academies will plummet in the league tables, as last year they had only 7% of students achieve the Ebacc, against 13% for comprehensives. Their own flagships are being thrown to the wolves.

The real solution

The solution was to establish parity or equivalence, not eliminate one side of the equation altogether. If we had taken the advice of Tomlinson all those years ago we would have true parity and not this Middle England, Downton Abbey attitude towards vocational education as ‘trade’, something to be seen as ‘second-best’ even despised as a lower-class pursuit. Sheer snobbery is at the root of this problem.

We now find ourselves in the truly absurd position, when the country is facing massive problems with growth and employment, of valuing Latin above ALL vocational qualifications. For me, the defence of Latin as a worthwhile core subject is the touchstone for snobbery and the sheer refusal to accept research findings. I used to think that education was stuck in the 19^th century, I never imagined, that a decade into the 21^st century, we’d be taking things back to the 1^st century BC!

To be frank, we’re sitting on a social time bomb and rather than showing leadership, a narrow cabal of academics, journalists and politicians, are shortening the fuse.

M-learning – be careful – a 7 point primer

Warning – market’s a mess

Anyone who says cross-platform, m-learning content development and delivery is easy, is lying. A wander round the Learning Technologies exhibition induced a rash of promises that were at best economical with the truth. Mobile leaning vendors seem addicted to the word ‘YES’ in answer to any question. It ain’t that simple. Walk into any mobile shop, such as Carphone Warehouse and witness a fragmented market. Latency, bandwidth, screen size, methods of display, methods of input and the lack of universally adopted or agreed standards – that’s your technical environment. A quick glance will reveal iOS, Android, BlackBerry, Windows Phone, Symbian and Palm. It’s all a bit of a mess. So be careful about what’s phones are promised.

Learning limits

Early research on mobile learning showed something that is conveniently ignored by mobile learning evangelists. Attention and retention may be seriously affected by small screen size. Few watch movies, read entire e-books or perform long pieces of linear learning on their mobiles.More worrying is research by Nass & Reeves that shows that retention falls rapidly with screen size. This pushes m-learning towards performance support, recording performance and collaborative learning, rather than courses. So be careful about what type of learning you want to deliver.

Technical complexities

Most serious developers use a tool that creates core code then cross-compiles to create native apps across a range of platforms. This is not easy as these things are difficult to write but the apps will be fast. A variation is to use a VM (Virtual Machine) which may be a bit slower but gives you control and flexibility. Or, more commonly, they will create web applications as browsers increasingly cope with worldwide standards such as HTML 5, Javascript and CSS 3. So be sure that you understand the means of mobile production as it will affect speed and options.

Content complexity

How complex will your content be? The three letter word ‘app’ covers everything from a simple text feed to complex geo-location, camera integrated applications with serious internal logic, interactivity, games and media manipulation. This is not easy in web apps, so be clear about the exact functionality of the apps you want to deliver. You may end up with some very limited options.

Managing through LMS/VLE

You have to consider whether you want integration with your LMS/VLE such as Moodle, Totara or Blackboard? M-learning isolated from your LMS/VLE may be difficult to justify and participation in the LMS/VLE functionality may be desirable. Do you want SCORM compliance?

Performance portal

Do you want the device to control and record performance in more ‘learn by doing’ or vocational applications? This evidence may need to be fed into an e-portfolio. Do you want to use the camera or GPS as part of the learning experience?

Collaborative learning

Is collaborative learning required? Do you want to integrate social media into your app? Or does the device already do this through their normal phone activity?

Conclusion

Take these seven issues seriously and you’re in a position to make a serious decision about whether you want to enter the m-learning market. Don’t get me wrong, I think this is now happening and would encourage participation. But you have to think context as well as content. Mobile learning may be more suited to some target audiences than others, younger not older, mobile not static, vocational not academic. Go into this with your eyes wide open or mobile will simply mean they take your money and run.

Lectures selling students short: evidence from 'Science'

Academics will go to any length to defend the lecture (see twitter feed on my Don't lecture me! talk). No matter how much evidence there is to show that it is poor pedagogic practice, they resist the change. Even worse are those on the technology side in HE who ignore the arguments. They’re like those creationist scientists who have to reconcile empirical evidence with blind faith. In any case, here’s another study (yawn) that proves the obvious – lectures are selling students short.

Lectures v research-based instruction

In this study ‘Improved Learning in a Large-enrollment Physics Class’ by Deslauriers, Schelew & Wieman, from the University of British Columbia, lectures were compared with research-based instruction. The study was well designed with two large groups (n=267 n=271), one taught using an “experienced, highly-trained instructor” who taught using lectures, the other by a “trained but inexperienced instructor” using research-based instruction, based on cognitive science. Both taught an undergraduate physics course on electromagnetic waves with clearly identified learning objectives.

Higher attention, attendance & attainment

The results were astounding. Not only higher engagement and increased student attendance in the non-lecture group but a massive difference in attainment. To be precise, the ‘lectured’ group scored 41% on the test, the ‘interactive’ group 74%. Pretty strong medicine.

Conclusion

The excuse is HE that ‘we’ve always done it this way’ but if other areas of human endeavour were to take this attitude "in medicine we would still be bloodletting, in physics we would be trying to reach the moon with very large rubber bands" says Wieman. The evidence is overwhelming from Bligh to Mazur – lectures don’t work. So let’s cut to the quick here, we have an entire profession ‘lecturers’ whose job title and practice are deeply flawed. Show me a Professor of Education, especially a Professor of E-learning, who lectures, and I’ll show you a hypocrite who doesn’t read the research.

7 reasons why Facebook is front runner in social media learning

There’s a lot of talk about social media in learning but where’s the action? Well, something’s happening in social media and learning, and Facebook is looking like a front runner. I first noticed this through the work of Millie Watts at Richard Huish College (see previous post) and Dr Ray Blunco sums it up in his Social Media in HE’ blog, when he says that the studies he’s run and participated in show that “students will overwhelmingly use Facebook”. Twitter seems to be used less and therefore less relevant and people don’t normally hang out in formal discussion groups in Ning! This has been reinforced by chats with the Facebook folks, who seem to have some serious plans in this area.

1. Why Facebook? They’re all there.

Interestingly, students argue that they prefer Facebook in learning because they’re already there and it’s easy to use. Almost all students are on Facebook and they’re there all of the time receiving updates all day long, so you can tap into their daily flow and make learning a part of their life, not just a chore through talks, tasks and tests. In fact, many report that they already, informally, use Facebook to ask each other questions, make enquiries about assignments and generally catch –up. So it makes sense to amplify that behaviour.

2. Learning automatically mobile

The fact that students get updates on their mobiles, is of course, an obvious advantage. Learning through Facebook, means for most, automatically engaging in mobile learning. This is a big leap forward, as learners spend a lot of wasted time being on the move – walking to educational institutions, hanging around waiting and so on.

3. Facebook - Groups

Let’s dispel the first myth. You don’t have to be ‘friends’ with your students, or respond to their ‘friend’ requests. You simply become a participant in a separate group. So think Facebook groups (not Facebook pages). A formal Facebook group is a private, closed space where you can share, poll, ask questions, chat, share documents, share images and so on. No one else sees the posts. Of course, you also receive notifications of group updates.

4. Tools (apps)

In addition to the group dynamics, there’s a rack of practical tools learners can use, as they can be interested into Facebook, including: Blogger (do teacher and student blogs), Slideshare (share slides), YouTube (show videos), Flickr (share images), CITEME (citation tool that finds and formats citations absolutely brilliant) and so on. We can also expect to see a rack of apps appearing that will accelerate this process.  ‘Appsfor good’ is a charity that runs courses for students in building apps (check them out). This is relevant, entrepreneurial and way beyond what the normal dull ICT curriculum teaches.

5. Facebook for educators

A useful starting point is ‘Facebook for educators’, a well written introduction which explains the basics. It has a useful list of the 'Ways Educators Can Use Facebook':

Help develop and follow your school’s policy about Facebook. 
 Encourage students to follow Facebook’s guidelines. 
Stay up to date about safety and privacy settings on Facebook.
Promote good citizenship in the digital world. 
Use Facebook’s pages and groups features to communicate with students and parents.
Embrace the digital, social, mobile, and “always-on” learning styles of 21st Century students.
Use Facebook as a professional development resource.


6. Civil use of social media
The bottom line is that world class institutions, like Stanford, have Facebook policies and encourage its use on campus. In any case using Facebook in schools, colleges, Universities and workplaces allows us to get the message across about the safe use of the internet, how to report problems, understand privacy settings, being civil, how to deal with cyberbullying etc. Using Facebook kills two birds with one stone – the medium is the message, so use the medium to teach the safe and sensible message.

7. Facebook as professional development

Devote a portion of your next INSET/training day to setting up a Facebook teachers/lecturers/trainers group to share professional knowledge. Surely there’s no better way to learn about the use of social media in learning than to simply get on and use it!

Lastly a shout for some of the good folk who are working hard to bring you advice, examples and so from the world of social media and learning, like Jane Hart, Jane Bozarth and many others.

Why learning in on-places changed my life

I’m a mobile learner. In fact, I’d say that of all the learning experiences in my life, learning on the move has been the most productive. How so? Learning is a habit (see previous post)and I’ve habitually learnt on the move, largely in what Marc Auge calls ‘non-places’ – trains, planes, automobiles, buses, hotels, airports, stations. I’m never without a book, magazine or mobile device for learning. 

Young people not driving

Isn’t it interesting that, according to the University of Michigan, the number of US 17 year olds with a driving licence has fallen from 69% in 1983 to 50% in 2011? Among the several explanations for this, is the rise of the internet. The explosion of communication through texting, chat, Facebook and email, has lessened the need for physical contact. Indeed, driving prevents you from being in the flow, as you can’t be online (legally) when you drive. Young people also choose to spend their money on small, electronic shiny devices, like smartphones, rather than large, hugely expensive, shiny, mechanical cars, which they may see as environmentally unsound. On top of this costs have soared, especially for fuel and insurance.

Non-driver

This caught my attention as I’ve never driven a car in my life. Don’t get me wrong it’s been more happenstance than moral stance. I’ve lived in cities such as Edinburgh, London and now Brighton, where a car is just not that useful. I’ve never really been stuck, in terms of getting anywhere, with just two exceptions; when I was a student on a campus University in the US and when I worked in Los Angeles. Other than that, my familiarity with public transport, has got me to some pretty obscure places around the world.

Learning time

By luck this has literally given me years of time to read and learn in the isolated and comfortable surroundings of buses, trains, planes and hotels. I actually look forward to travel, as I know I’ll be able to read and think, even write in peace (writing this now on a 6.5 hr flight from Middle East). Being locked away, uninterrupted in a comfortable environment is exactly what I need in terms of attention and reflection. I calculate that over the last 30 years, of not driving, I’ve given myself about 20 days a year study time, totalling 600 days, so I’m heading towards a couple of years of continuous learning.

Non-places

It was the French anthropologist Marc Auge in his book Non-Places, who pointed out that many of us, especially heavy users of public transport, spend considerable amounts of time in railway stations, airports, hotels and other neutral, non-spaces, in transit to somewhere else. The good news is that these places have become havens for learning. I stock up on books, read in the lounge, browse magazines, buy newspapers, and generally see these places as opportunities for reading and refection. Witness the rise of airport bookshops and the commonplace appearance of a Kindle or laptop on trains and aeroplanes.

Conclusion

If you redefine m-learning, as learning on the move and get away from the idea that it’s just content delivered via mobiles, it becomes an important part of the learning landscape. So buy a Kindle, notepad or load up your phone with content. Or stick to books. The important thing is to get into the habit of learning on the move and see non-places as learning spaces.

More pedagogic change in 10 years than last 1000 years – all driven by 10 technology innovations

Pedagogy - one of those words that’s used when people want to sound all academic. So let’s just call it learning practice. Of one thing we can be sure; teaching does not seem to have changed much in the last 100 years. In our Universities, given the stubborn addiction to lectures, it has barely changed in 1000 years. So what’s the real source of pedagogic change?

It’s not education departments who peddle the same old traditional, teacher training courses or train the trainer courses. It’s certainly not schools, colleges and universities which seem to have fossilised practice (to be fair some old practices are sound). It’s certainly not respected pedagogic experts. When they do arise, like Paul Black and Dylan William, they’re largely ignored. Here’s my theory – the primary driver for pedagogic change is something that has changed the behaviours of learners. independently of teachers, teaching and education – the internet. Let me elaborate…..

Suddenly we had Google, then in the last ten years Facebook, Twitter, BBM, MSN Messenger, Wikipedia, YouTube, iTunes, Nintendo, Playstation, Xbox. All of these have had a profound effect on how we learn, through radical shifts in the way we find things out, communicate, collaborate, create, share or play. The internet is a pedagogic engine, changing and shaping the way we learn. In this sense, we’ve had more pedagogic change in the last 10 years than in the last 1000 years – all driven by innovation in technology.

1. Asynchronous – the new default

Education and training have been tied to the tyranny of time and location. Being able to access courses, knowledge and media has been a huge positive flip towards learning where and when you want to learn. Clive Shepherd believes that the new default should be ‘asynchronous learning’ (not realtime) and not the traditional live, face-to-face, synchronous (realtime) classroom course. Only after you’ve exhausted the asynchronous online options should you consider synchronous face-to-face events. What a wonderfully simple idea, a massive pedagogic shift enabled, largely by online technology.

2. Links – free from tyranny of linear learning

The simple hyperlink encourages curiosity and is a leap to more learning. It has allowed us to escape from the linear straightjacket of the lecture or paper bound text (article, report, academic paper, book). It has led to more meaningful learning experiences adding breadth, depth and relevance. Links are a key feature of Wikipedia, online content, articles, reports and huge amounts of posts in social media that finish with a meaningful link. This pedagogic innovation has freed us from the tyranny of linear learning.

3. Search and rescue

Google aren’t kidding when they state their mission is to organize the world's information and make it universally accessible and useful. They are well on the way to doing it and while they’re at it, providing educators with the tools, over and above ‘search’ such as Google Docs, Translate, Scholar… the list goes on. They’ve even invested in the Khan Academy. The challenge for every teacher is to ask themselves, ‘Is there anything I’m doing or teaching that can’t be found in Google?’ This pedagogic shift means more independence for learners, less dependence on memorised facts and answers to most questions, 24/7, for free.

4. Wikipedia and death of the expert

Jimmy Wales should get the Nobel Prize. A crowdsourced knowledge base that is bigger, better, easier to use, searchable and in many more languages than any encyclopedia that went before. In addition, it recognises that knowledge has blurred edges, so discussion is available. The 5^th most popular site on the web, everyone uses it – yes everyone. The radical pedagogic shift is not only in the way knowledge is produced but the fact that it’s free, seen as open to discussion and debate, and so damn useful.

5. Facebook and friends

Sarah Bartlett’s study has found that students are keeping Facebook open for collaboration right up to deadline during assignments. Social media is a way of sharing experiences and knowledge with a wide range of friends and weak-tie acquaintances and has changed the way we learn. It allows us to collaborate and access recommended links to learning, as well as learning events in the real world. Being networked means living within a new pedagogic ecosystem.

6. Twitter, texting and posting

There has been a renaissance in reading and writing among young people. They text, BBM, IM, Facebook (primarily a text medium), every day, often many times a day. This is often done even when they have the possibility of voice (mobile) and face-to-face services such as Skype and Facetime, which they often avoid. They are also keenly aware of what channels are archived (text and Facebook) as opposed to discarded (BBM, IM and voice). Far from drifting towards high end media, text is alive and kicking.

7. Youtube – less is more and ‘knowing how’

YouTube has changed the way we use video in learning for ever. The irreversible change is the idea that a piece of video needs to be as long as it needs to be, not an overlong, over-produced mini-TV production. This is why the 1 hour recorded lectures on YouTube EDU and iTunes U seem so damn awful. Why replicate bad pedagogy online? It also proved Nass & Reeves original study was right that high-fidelity video is not essential. YouTube has shown us how to do video, keep it short and that we don’t need big budgets to do good stuff. More importantly, for ‘knowing how’ as opposed to ‘knowing that’, it has proved incredibly powerful.

8. Games

Games have brought the proven sophistication of flight simulation into our homes and shown that failure (abhorred in traditional teaching) is the key to learning. Repetition, reinforcement, deep processing, learn by doing and fine-tuned assessment are all features of gameplay. Games, and console hardware has opened up possibilities for simulations and experiential learning that is already shaping learning in the military and healthcare. The multiplayer dimension is also changing the way we see the pedagogy of collaboration in learning. Gameplay is just another word for sophisticated, experiential pedagogy.

9. Tools

This is not often recognised but the word processor, spreadsheet and presentation tools have effected a considerable change on pedagogy. Word processing has changed, irreversibly, the way we write (reorder, redraft, use reference, citations, spellcheck, grammar check) as well as providing graphics and layout tools. Our digital documents are also replicable and easily sent by email. Spreadsheets have given us the ability, not only to do formula driven work, especially in functional maths useful in business and science, but also driven the easy and flexible representation of data as graphics. Presentation tools have allowed us to present text, graphics, photographs and even video into teaching and learning. Tools, pedagogically, allow us to teach and learn at a much higher level.

10. Open source

Open source in coding led to the idea of open source in tools and knowledge. From MIT Courseware to Project Gutenberg, huge amounts of learning have been made available online, across the globe, for free. Free books alone have opened up the canon in a way we could never have imagined, fuelling the e-book revolution. In this age of digital abundance, open and free content is the democratisation of knowledge. This is truly a digital reformation that has swept aside unnecessary barriers to access. Pedagogy, in this sense, has been freed from institutional teaching.

Conclusion

These are ground breaking shifts in the way we learn. Unfortunately, they’re not matched by the way we teach. The growing gap between teaching practice and learning practice is acute and growing. Institutional teaching, especially in Universities is hanging on to the pedagogic fossil that is the lecture. The word pedagogy has become a hollow appeal for traditional lectures, classroom teaching and summative assessment. The true driver for positive, pedagogic change is the internet.

21st Century Skills are so last century!

The new mantra, the next big thing, among educators who need a serious sounding phrase to rattle around in reports is ‘21^st Century Skills’. I hear it often, almost always in some overlong, text-heavy, Powerpoint presentation at an educational conference, where collaboration, creativity, communication and emotional intelligence skills are in short supply. Thank god for wifi!

But does this idee fixe bear scrutiny? In a nice piece of work by Stepahnie Otttenheijm, she asked (radical eh?) some youngsters what 21^st C skills they thought they’d need. Not one of the usual suspects came up. They were less vague, much bolder and far more realistic. Rather than these usual suspects and abstract nouns, they wanted to know how to create and maintain a strong digital identity, be nice, recognise what’s learnt outside school, learn how to search use my Facebook privacy settings. My suspicion is that they know far more about this than we adults.

Collaboration and sharing

Young people communicate and collaborate every few minutes – it’s an obsession. They text, MSN, BBM, Instagram, Facebook, Facebook message, Facebook chat and Skype. Note the absence of email and Twitter. Then there’s Spotify, Soundcloud, Flickr, YouTube and Bitorrent to share, tag, upload and download experiences, comments, photographs, video and media. They also collaborate closely in parties when playing games. Never have the young shared so much, so often in so many different ways. Then along comes someone who wants to teach them this so called 21^st C skill, usually in a classroom, where all of this is banned. I’m always amused at this conceit, that we adults, especially in education, think we even have the skills we claim we want to teach. There is no area of human endeavour that is less collaborative than education. Teaching and lecturing are largely lone-wolf activities in classrooms. Schools, colleges and Universities share little. Educational professionals are deeply suspicious of anything produced outside of their classroom or their institution. The culture of NIH (Not Invented Here) is endemic. 

Communication

Again, we live in the age of abundant communication. There’s been a renaissance in writing among young people, who have become masters at smart, concise dialogue. The mobile has taken communication to new levels of sophistication. They know what channel to use, in terms of whether it’s archived or not, synchronous or asynchronous. Texts and Facebook comments are archived, some messages are not (voice). You call people, synchronously, when you want them to make a decision. Text is asynchronous, therefore slower, more relaxed. They can also handle multiple, open channels at the same time. What do we educators have to offer on this front? Whiteboards?  Some groupwork round a table? Not one single teacher in the school my sons attend has an email address available for parents. I’ve just attended two major European conference where only a handful of the participants used Twitter. What do we know - really?

Problem solving

Problem solving is a complex skill and there are serious techniques that you can learn to problem solve such as breakdown, root-cause analysis etc. I’m not at all convinced that many subject-focussed teachers and lecturers know what these generic techniques are. Problem solving for a maths teacher may be factoring equations of finding a proof but they’re the last people I’d call on to solve anything else in life. Do teachers actually know what generic problem solving is or is it seen as some skill that is acquired through osmosis when a group of kids get together to make a movie?

Creativity

Beware of big, abstract nouns. This one has become a cipher for almost everything and nothing. I have no problem with art and drama departments talking about creativity but why does creativity have to be injected into all education. Creative people tend to struggle somewhat at school where academic subjects and exams brand them as failures. When it comes to creativity, my own view is that the music, drama and other creative skills my own offspring have gained, have mostly been acquired outside of school.

Critical thinking

I have some sympathy with this one, as critical thinking is sometimes well taught in good schools and universities, but it needs high quality teaching and the whole curriculum and system of assessment needs to adjust to this need. However, as Arun has shown, there is evidence that in our Universities, this is not happening. Arun (2011), in a study they tracked a nationally representative sample of more than 2,000 students who entered 24 four-year colleges, showed that Universities were failing badly on the three skills they studied; critical thinking, complex reasoning and communications. This research, along with similar evidence, is laid out in their book Academically Adrift.

Digital literacy

Across the world young people have collaborated on Blogs, Twitter, Facebook and Youtube to bring about change. Not one of them has been on a digital literacy course. And, in any case, who are these older teachers who know enough about digital literacy to teach these young people? And how do they teach it – through collaborative, communication on media using social media – NO. By and large this stuff is shunned in schools. We learn digital literacy by doing, largely outside of academe. To be frank, it’s not something they know much about.

Conclusion

Beneath all this, is there just a rather old, top-down, command and control idea – that we know what’s best for them? Isn’t it just the old master-pupil model dressed up in new clothes? In this case, I suspect they know better. There’s a brazen conceit here, that educators know with certainty that these are the chosen skills for the next 100 years. Are we simply fetishising the skills of the current management class? Was there a sudden break between these skills in the last compared to this century? No. What’s changed is the need to understand the wider range of possible communication channels. This comes through mass adoption and practice, not formal school and university. It is an illusion that these skills were ever, or even can be, taught at school. Teachers have enough on their plate without being given this burden. I’ve seen no evidence that teachers have the disposition, or training, to teach these skills. In fact, in universities, I’d argue that smart, highly analytic, research-driven academics tend, in my experience, often to have low skills in these areas. , formal environment is not the answer. Pushing rounded, sophisticated, informal skills into a square, subject-defined environment is not the answer. Surely it’s our schools and universities, not young people, who need to be dragged into the 21^st century.

Learnt to ride a bike from a single sentence in a book!

The Bike, by Robert Penn, is a brilliant paean to the bicycle and it brought back some great memories. Above all it made me think of my late, great, lifelong friend Frank Gormley, who hilariously learnt to ride his bike from a book. He came from a large, poor family in Barrhead (or Barrheid as he would pronounce it) in Scotland and never had a bike as a child. So when he bought one later in life, he couldn’t get the hang of it. Eventually, he went to the library, found a book and learnt to ride from a single sentence, ‘Turn the handlebars in the direction in which you feel yourself falling’. With this one piece of advice off he sailed. In fact, off he sailed, on his own, across Europe and through Turkey. Tragically, he died on his bike, coming off going downhill on his own in northern Spain. I like to think of him enjoying those last moments with the wind in his hair and the warm sunshine on his face. He was always an independent sort of guy, the sort I admire.

Despite the fact that I have fallen off, shattered my wrist and lay in agonising pain waiting for the ambulance, needing a full-anaesthetic operation and titanium plate, I also love cycling.  Like Frank I took to cycling late in life. In this, my 54th year, I’ve cycled the whole Hadrian’s Wall on a sort of ‘Four Men on a Bike Run’ trip, and loved it. Later in the year we cycled down the Danube through vineyards and orchards visiting the castle in which Richard II was held, Baroque monasteries and Vienna. Above all, I love to ride along the sea cliffs of Sussex and in my local woods where for the last two years I’ve seen the seasons change close-up; butterflies in summer, mushrooms in Autumn, snow and ice in Winter and wild flowers in Spring. I’ve even taken the plunge and bought a mountain bike (Andy tedd was the spur for this), and now relish the pleasure that roots, mud and weaving through single path routes in Stanmer Woods can bring.

I’m not a road bike sort of person, none of that lycra and drop handlebars for me. My good friend Ken is such a creature. It’s all sweat, effort and speed for him, on his Harry Quinn frame (rebuilt twice) and Brookes saddle (he’s a traditionalist). I admire this but it’s not for me. I don’t drive and prefer to avoid the manic world of roads, drivers and cars. When my other cycling mate, Ronnie, asked me what improvement I’ve had on my clock times around Stanmer Park, I replied. “Don’t know, as I often stop for a picnic!”

A bike even featured in a quite unusual family affair. My son's bike was stolen by a bare-chested, tattooed thug, who didn't reckon on him, his brother and mother's perseverance. After driving around Brighton for half an hour, in a long-shot attempt to spot the thief, they did. Gil operated a SWAT team swerve, cornered him on the bike  my two boys leapt out recovered the bike, and saw him off (they're both second degree Black Belts in Taekwon Do). As my son said in the article that appeared in The Sun, headlined 'Boys Belt Thief' "My mum;'s quite scary - she's Scottish!"
In any case, whatever your cycling proclivities, gentle rides in the country, hard road riding, mountain biking –especially if you’ve ever had that feeling of being king of the world when in the saddle or that rush when you’re hammering downhill, you’ll love this book.

Penn interleaves the history of the bicycle with personal memories (he’s cycled round the world) and his goal of building his perfect bike, one that will last the rest of his life. For the techies, there’s lots of detail on tubes, spokes, rims, tyres, handlebars and gears. He travels the world, at least the US and Europe, to get the perfect components and meets the people who make them and watches their often hand crafted manufacture.

But the real joy of the book is the sheer pleasure he (and others) get from this simple self-propelled vehicle. There’s nothing like a simple book where the author’s passion for a subject is just overwhelming, especially if it’s a passion you share.

Lessons learnt? It’s never too late to learn, don’t let adversity stop you, teach your kids to stand up for themselves, and (in learning) less is always more (even a single sentence can teach you a new skill). God bless you Frank.

UK e-learning companies in rude health? A rude review!

The UK e-learning business remains, I think, in rude health, with predicted growth this year for Kineo, Epic, Brightwave, Line and Learningpool. It's not all been plain sailing, but here’s a gander at the top UK e-learning businesses over the last three years.

Kineo

Kineo  has grown every single year since the guys set up after Epic was sold to Huveaux in 2005 and have never had any debt. Well that’s not quite true, as they converted their company from a partnership to a limited company, thereby lending money to themselves, a common tax wheeze, but it’s not really debt in the sense of a liability. It's a good team, led by the force of nature that is Steve Rayson, and they’re going strong on the back of bespoke work, franchising and Totara. What’s really interesting is their rapid expansion abroad where revenues across their shared businesses are probably nearer 15m, making them a salable entity. (3.7 m 2008, 5.2m 2009, 7.1m 2010).

Line

Line have never really been interested in recapitalising and going for rapid growth, which has kept them clear of debt. However, they have over recent years, strengthened their focus on defence. Although dropping by a million in revenues last year, again I think they’ll bounce back this year on the back of defence work. Piers (ex-Epic many years ago) has a good team who do good work. (6.95 m 2009, 6.15m 2010)

Epic

Epic declined badly under the weight of a bad loan from the Bank of Scotland to Huveaux, and has declined in revenues every single year since it was sold it in 2005, when they eliminated the huge cash reserve and started to drop on revenues. Although bought out from Huveaux, they also suffered badly from a talent drain to Kineo, whose management team are all ex-Epic. However, it looks as though they may be bouncing back, with a possible increase in revenues in 2011. They’ve won a couple of large contracts and are dabbling in mobile and Moodle, which is a sign that they’re thinking afresh. (6.1m 2008, 5.15m 2009, 5.1m 2010).

Brightwave

Brightwave have also taken senior people from Epic and have a good reputation for well-designed content but seem stuck at revenues more akin to a lifestyle business. However, Charles Gould, who also worked at Epic many moons ago, is a smart cookie, and has recently shown more signs of ambition for growth. I suspect we’ll see good growth this year on the back of this ambition. Brightwave don’t put out accounts which shows they’re below the £5 million threshold, probably in the £3.5-4.5 million range. (estimates: 3.8m 2008, 3.0m 2009)

Redtray

Redtray seem to be mired in debt and have been laying of staff. What distinguishes the successful from the non-successful is that all too familiar word ‘debt’. To grow by acquisition means taking on debt that has to be financed at the same time as you try to get efficiencies and revenues from your acquisitions. Not easy. (3.75m 2008, 3.66m 2009)

Learningpool 

Learningpool have grown steadily since 2007, with a focus on a licensed service to the public sector and they will grow again this year, showing there’s space for sector specialists. Their successful, hosted content delivered via Totara will drive sales this year. (1.23m 2008, 2.07m 2009)

Saffron

Saffron Interactive seem steady at below £2 million and we all hope they’ll remain. a player after the tragic death of Hanif Sazon. (1.8 2008, 1.8 2009)

Fusion

The irrepressible Steve Dineen’s a trooper and has, presumably, timed out on his non-compete clause and resurrected Fuel as Fusion, with the same shocking pink corporate palette, and check out the shot of the company management team on their website– it looks like a cheap version of the Bullington Club! 

Other news includes the sale of Edvantage (ex-Futuremedia). It looks as though Lumesse have bought them for their LMS and tools, so it will be interesting to speak to that other Brighton force of nature Andrea Miles (ex-Epic) to see what the future holds. 
Atlas
Specialists in oil & gas, these folks from Aberdeen have shown that sector specialisation has its rewards. However, I don't know them, so will not comment.

Brighton rocks
Brighton remains the epicentre for UK e-learning, with Kineo, Epic, Brightwave, Edvantage (now Lumesse) Vivid and many other small companies forming the backbone of the UK industry. Sheffield like to say they have the edge but it’s the Kineo and Line satellite production groups there that keep it strong, showing a degree of dependence on the south-east.

The new league table should show Kineo and Line (neck and neck finish I reckon) then Epic, Brightwave, Redtray (if they survive), Learningpool and Saffron. I wish all of the above companies well in 2012. Times are tough but they’re all seasoned campaigners and should do well.

Education’s a slow learner (lessons from WISE 2011)

1200 leaders in learning from 120 countries at WISE2011, all flown into Doha by the Qatar Foundation to shape the future, with a focus on innovation. Did they succeed? Yes and no. It takes more than three days to create an Education Spring. Here’s my take.

Education’s a slow learner

It may be more accurate to say that education has learning difficulties. The system is fixed, fossilised and, above all, institutionalised, so the rate of change is glacial. People are, by and large, trapped in the mindset of their institution and horizontal sector. In truth, small pools of innovative practice are patchy and stand little chance of wide scale adoption.

Many of the speakers repeated platitudes about education being the answer to all of the world’s problems. What they were short on were solutions. Education is always seen as the solution to all problems. The problem with all this utopian talk is that it dispenses with realism.

It took a politician, Gordon Brown, to show we educators how to communicate, teach, frame a problem THEN a solution. His speech was masterful, laying out the many dimensions of the problem, informing through humour, moving the audience with heart rending stories then he hit us with a vision, a clear goal and details on funding. All children in school by 2015, with massive injection of funds by the private sector, public sector, religious institutions and not-for-profits. He put great emphasis on tech companies such as Google, Apple and so on, which was novel.

Generation gap

Few were using Twitter, Facebook was a mystery to most and fewer still blog. The stage was often filled by older people in dull suits who all agreed with each other, that education was a glorious and great good. If only our leaders could see this, give us more money, then all our sins would be washed away. But this doesn’t wash. Things only sprang into life when we got younger learners' voices, like the young Qatari woman who shocked the academics by saying she wouldn’t have got through her medical degree without Wikipedia. She challenged the audience to step into their local school to see if things have got better (obviously meaning they had not).

Real innovators, like Jimmy Wales, were thin on the ground. I would have given him the WISE prize, as Wikipedia is a truly amazing, global, scalable success in learning. He explained that he didn’t have a business plan and just got on with the task, “I’m a carpenter not an architect”.  A recurring theme of the conference was the undercurrent of ludditism. Even the presenters were at it, with little digs at technology. We kept hearing ‘technology is only a tool’, ‘technology is not proven’, ‘it’s not the technology its teachers that matter’. Replace the word ‘technology’ with ‘books’ and you’ll see how odd this is. Valerie Hannon of the Innovation Unit has continued with this anti-technology theme in her blog.

Crisis of relevance

The Arab Spring has taught us educationalists a lesson. The heavy investment in education, especially universities, is turning out graduates with low, relevant skills, resulting in mass unemployment. Across the Arab world of 85m 18-24 year olds, nearly 1 in 5 is unemployed. The immediate (and it is immediate) challenge is to develop skills for employment and security. 1 in 4 are out of work in Tunisia. In Egypt 34% of young people wait for a long time before finding a job. They call it the ‘waithood’ and can be up to 3 years or more. At 7% of GDP on education, Tunisia is near the top of the league table, so what went wrong? Why has so much money been spent with so little success? Ask the graduates. “No one wants the skills we have and we don’t have the skills they want”. E4E (Education for employment) has a real and relevant approach where employability matters with application based learning and good career guidance. Employers want real world experience not just paper qualifications, so you have link education to the workplace. With female job seekers it’s worse , with unemployment at more than 30-35% among female graduates.

There was some agreement on the lack of relevant skills, most employers expressing dissatisfaction with critical thinking, problem solving, teamwork and communications. The system was stuck with memorisation and lecture based learning. Professors sell their notes and set exams around the memorisation of these notes to increase sales. Asking questions and questioning the knowledge of teachers and academics is barely tolerated. This is not education, this is programming. On top of this there’s a strong stigma against vocational training, especially among educationalists.

Edgar Morin saw modern universities as having failed to respond to modern times. Their disciplines limit our knowledge and lead to separation. We need relevant knowledge, not barren , specialised experts, lost outside of their discipline. The proof? The current financial crisis shows this – academics are impotent and lost. They have lost the ability to communicate properly and come up with solutions.

Educational colonialism

A German Professor of Mathematics told me that he’s just spent 6 months in Ethiopia help set up 40 (not a mistype) Universities. He thought this was lunacy. The country has barely functioning schools and they’ve been fed the line that HE is the answer to their problems. What they need, he explained was more vocational colleges for technicians and functional jobs, not advanced degrees. This is the madness of institutionalised initiatives.

All over the Middle East and Africa, western Universities are playing this game, setting up campuses in education parks. It’s a distortion that they could do without. It sets the expectation that everyone should become a ‘Doctor or Engineer’. That’s the phrase you hear all the time. No, these countries need functioning managers and professionals across a wide range of professions.  On the same panel, a South African claimed that the country needed ’more postdocs and women in Engineering’ (that old trope). Oh yeah?

I attended a completely sterile debate on University rankings. Despite general agreement that a linear sequence does not statistically represent the diversity of the institutions or data, and despite knowing that they don’t represent teaching (yet are used by parents and teachers to choose universities), they are still used by academics who should know better. These are lies told by people who know they are lying. Prof Jeffrey Sachs was clear, don't invest in the American model, now driven by greed selfishness and short-sightedness.

Revolution’s here

The Arab Spring was omnipresent. It coloured everything. Young people want jobs and in the Middle East the current model hasn’t worked. Degrees have been commoditised. What people need is jobs. We need to recognise that technology played a huge role in the Arab Spring, and if it can help topple governments, it can help transform education. The Arab world has one language and could benefit hugely from an initiative that produced good Arabic content, from the cloud, that was device-independent. If the Qatar Foundation could step up to the plate on this one, we’d have real progress.

Some voiced the opinion that the Arab Spring is the best thing that could have happened for education in the Arab world. It could help elevate the agenda to where it ought to be. Why? Long standing institutions, with sclerotic structures and management, are the problem, with deeply rooted incentives to prepare for a test or get a diploma. So, at the heart of any programme needs to be the reform of incentives, comprehensive and ambitious reform, not only in countries that have gone through revolutionary change but other countries by proximity.

A deeply depressing incident occurred in Charlie Leadbeater’s session on innovation. After a brilliant triplet of innovators who were reshaping education by getting it out of the traditional classroom, the Minister of Education for Iran swanned in with a posse of henchmen. Or so we though. It was actually a lackey who read a speech that had numbered goals around setting tens of thousands of Koranic schools and prayer rooms, linking, and I quote ‘knowledge to religion’. This cultural engineering is a disgrace. More education, in this, sense is casting the net backwards.

Out of the box

You must not only think out of the box but get out of the box that is the classroom. Indeed, the best workshop was on three innovations from India, Denmark and Australia. All three had taken education out of the classroom. A school in Denmark, Hellerup Skole, had been built as a ‘house’ then space allocated and appropriate furniture bought. In Australia Stephen Harris had abolished classrooms and reimagined education around different concepts of space. I asked him why his kids were still in uniforms and he said, clearly annoyed, “it’s the legacy of the British public school system”.

I heard of schools under mango trees, walking schools that took place in a different house in the village each day, learning in church halls after hurricanes that had wrecked everything else, pavement kids in India that had school bussed to them as they couldn’t leave their home unguarded. Did you know that 50% of all schooling in Afghanistan takes place in tents?

Of course, the real space that has been colonised by learning is virtual. Google, Wikipedia, YouTube, iTunes, Facebook, Twitter, Khan Academy, VLEs, OER and a huge number of other sites and tools have created an alternative world of learning. Despite WISE attendees being largely lost with technology, technology is easily the most important innovatory force in learning.

Get real

Lifelong learning appears to have been hijacked, at least in Europe, by educational institutions. I attended a workshop on LL that started with nothing but talk of Universities and the funding they receive in Lifelong Learning. Until, that is, the audience revolted and pointed out that institutions are the reason why Lifelong Learning is failing. We know that formal and informal must be recognised. This is not about schooling, but avoiding the trap that schooling leads to – that learning must take place in institutions through courses, with teachers. One could argue that Universities have little or nothing to do with this.

On the topic of realism, Martin Burt runs schools as businesses. The schools pay for themselves. Rather than teaching abstract maths they teach business maths. For him this is not a business project but a business. This is interesting, an appeal that more learning should be REAL and RELEVANT. Until we see knowledge, skills and learning in context we’ll be stuck in a culture that values the academic over everything else. We know this has been a huge mistake. Vocational learning needs a voice.

Get mobile

Despite the obvious barriers, such as small screens, cost, technical variability in devices and basic illiteracy, it’s starting to happen. Mobiles are powerful, personal and portable. The costs are plummeting, with some operators offering zero rates for educational use. In some countries the cellphone has leapfrogged other technology for the poor.

Dr Maths has been used by 30,000 students in Africa, and elsewhere, to deliver text and tutor support in maths. They bypassed schools and teachers entirely relying on word of mouth. They operate in S Africa and found that even in the townships mobile ownership and access was pretty much universal. In fact it is staggering how much poor people will spend on mobiles – up to 30% of their income.

Of course, seeing mobile as just a communication device between teachers and learners restricts its primary advantage – scalability. Tutors and teachers are not scalable. I learnt how Twitter was used for language learning (the 140 letter constraint is the trick). Siri offers a breakthrough here with voice recognition and AI driven coaches, assistants and language learning.

Going online way forward for education says Gordon Brown

I slipped into a front row VIP seat for Gordon Brown’s talk at WISE in Doha, Qatar (security were clearly fooled by the Scottish name on my pass). I have to say he was on fire. No notes, just a brilliant analysis of global education and poverty that captivated the audience and gave the summit wings. This may be hard to believe but he seems to have been reborn.

After an endless series of lacklustre educational panellists Brown’s speech had it all. Millennium goals for 2015 will not be met for another century; children been betrayed. It’s now impossible to meet the Millennium Development Goal to cut infant mortality by half, but, he claimed, the goal on education could be achieved if we have focus and will.

Reagan joke

His Reagan joke was a cracker. When A Swedish minister spoke on world poverty and education Reagan asked if he was a Communist. He was politely told by his ambassador that the Swedish minister was, in fact, an anti-Communist. “I don’t care what kind of communist he is” said Reagan, “he’s wrong”. The point was that politicians, companies and not-for-profits must all pull together on this one.

Principled
One of Brown’s strengths as a politician is his principled approach to world poverty and when he tells stories of his visits to Africa and other countries in the developing world, they’re told with feeling. The evil o child labour where 300 million children working today when they should be at school. We heard of a child bride who died in childbirth, too young to bear her child, the woman who turned to prostitution to send her child to school, the child soldiers, a real evil, forced to commit atrocities. Killer facts, for example, a Sudanese girl stands more chance of dying in childbirth than receiving a school education. I spoke to several people afterwards who were truly moved by this part of the speech. I was.

He was also brave enough to have a pop at Koranic schools, unusual in an Arab country. But he was right. I had heard a depressing speech from the Iranian Minister of Education at the summit the previous day, who had an appalling plan to link education to the Koran, and all knowledge to religion. God save us! Politicians can be bad news and education is not always a good

Funding
“We must hold national Governments to their promises to provide the funding both in development aid and of course the funding that individual developing countries’ governments have promised for education in their own areas,” he said. “And where countries fall behind, we should be telling them that this is not acceptable because it is not simply about them and their generation – it is about future generations, ”what was required, he added, “was a global fund for education in the same way there was one for health”. Heady stuff.

Online the way forward

Now listen to this, as at this point things got really interesting. He gave a detailed account of why online learning was essential to his vision. I was not surprised at this. Brown was the brains behind UFI, an e-learning charity I’ve been a Trustee on for over six years. Unlike Gove and co, he believes in this stuff. “I want all the technology companies, the Microsofts, the Apples, the Facebooks, the Googles to be involved in this project,” he said. He said he wanted technology to be available to the poorest countries. “If they have a worldwide vision, as we have, about the importance of education, then they should, as Sir Tim Berners-Lee, the inventor of the Internet has said, make it possible not for 20% of the world to benefit from the internet, but 100% to benefit from the new technologies, including the Web, that are available.” The only odd moment was mentioning Simon Cowell. Educational Idol here we come. This was the really fresh idea, that scalable technology will, is in the end, the only real global driver in terms of reducing cost and reach. Far too many of the educational leaders at the conference were closet luddites, who can’t see past the ‘we need more teachers argument’. They’re right but teachers are not scalable.

Finale

It took a politician to show the word’s educators how to communicate, teach, frame a problem, provide facts and detail, THEN a solution. His speech was masterful, laying out the many dimensions of the problem, informing through humour, moving the audience with heart rending stories then he hit us with a vision, a clear goal and details on funding. All children in school by 2015, with massive injection of funds by the private sector, public sector, religious institutions and not-for-profits, all given wings by technology, mobiles and the web. 

Suddenly he’s naming Sartre, de Beauvoir and quotes Camus, "shouldn't we admit we got it wrong" and asks that we put it right. Education at that turning point, every child in 21st C should be at school. “When Cicero turned to the crowds in ancient Rome, people said, 'great speech'. When Demosthenes spoke to the crowds in ancient Greece and people turned to each other, they said: 'Let's march. Let's march for education and let's march for it together.” At last, a call to action.

Standing ovation then exit stage left

For me, this was the high point of the Summit. His standing ovation was deserved as he had stood up for the poor. Education is not an end in itself, it is a means to an end. He was mobbed as he left the stage and it was a shame that he didn’t stay to answer a few questions and speak to a few of the people from the developing world who had clearly been moved by his words. In fact he seemed uncomfortable in the melee and relieved to be rushed out of the side door.

Postscript

I spoke to Charles Clarke afterwards, but he missed the speech due to a misreading of the programme (they are arch enemies, Charles having attempted a coup in 2009) and agreed with Clarke’s point that the focus on primary schooling was wrong. What we need is focus on vocation education to tackle relevance and unemployment.

At least these guys have the big picture and vision. I heard nothing like this from the educational establishment, many who seemed past their sell by date. But my real worry is whether his call for action is realistic. We’re in a recession and finding funds for a fresh push on a reframed Millennium Goal seems unlikely. The idea of a single fund is the only way to solve the problem and as Jan MorganKaufman pointed out view Elizabeth King, the Director of Education at the World Bank, we have a fund. Unfortunately it’s too small. However, I hope the golden wind will fill his sails, as it’s such a noble cause.

Flippin’ heck –is the whole of education doing things backwards?

The TES has just published an article on ’flipped learning’ with views from myself, Salman Khan and others. My first point was that flipped learning is not new. The Open University has been doing it for over 40 years. “They let you learn in your time through the materials they provide and the tutors are there to help and close the knowledge gaps”. However, “we have only just started to explore this. It is literally thinking outside the box, the box in this case being the classroom” or lecture hall”.

Out of the box that is the classroom

Additionally I stated that, “we should be taking technology out of classrooms so they can be used for their intended purpose – learning”. Why? The classroom is a cramped box crammed full of alternatives targets for attention, “an incredibly awkward environment in which to learn because of all the distractions”. Conversely, “the trouble with a lot of homework (awful word)…is that kids get stuck because there’s little or no help at home”. So why not flip them and do the straight exposition at home, and formative learning in the classroom?

Trapped in fossilised pedagogies

The problem is that teachers and lecturers have become trapped in fossilised pedagogies – quite simply, huge dollops of talking at people in the classroom and lecture hall. To be fair, expectations of institutions, expectations of students, job titles (lecturer), buildings, budgets and quality evaluations, all target the fossilised model. So there will only be change when there’s a “concerted effort to change the fundamentals…. You have to redesign your course from scratch and not just add technology. It should be a compulsory part of teacher training to use technology in innovative ways”.

Don’t talk – teach

I’ve blogged on flipped learning before, extolling its sensible approach to the use of technology in learning – DON’T PUT TECHNOLOGY IN CLASSROOMS, use classrooms to teach through formative assessment. The internet has given us more pedagogic shift than the entire cadre of educationalists over the last century. First text (Wikipedia), then audion(podcasts) and then ubiquitious video, along with links and interaction, have all given us the opportutnity to learn the basics online. What we need from teachers is teaching – namely constructive feedback.

Flip and force them to teach

To be honest, ‘flipped learning’ is merely a species of ‘blended learning’, just one of many possible blends. What makes it such a great fit in education, is the obsession with the lecture or talking at people in classrooms. If you can’t get people to stop reading at you for hours in a lecture hall or classroom, and calling it ‘contact time’, do something radical, get them to stop the madness, flip it, and force them to teach.