I was going to call this piece 'Teachers' - Gatekeepers or Keyholders?' the role of the teacher is critical in fostering learning and we all have had experiences of good and bad teachers in our school lives.
Some years ago I did some work for local schools to create a single sign-on system to allow schools to access a wide range of free and purchased e-learning content from a number of different suppliers.
The idea was to provide access to a wide range of learning resources for use at home and and at school which was always available. Interestingly some of the materials that schools bought were provided as content services covering a number of subjects.
Some months into the project I did some surveys of how the service was being used by speaking to students and teachers in some of our High schools. Pupils reported that they found some of the materials very helpful in clarifying or explaining things they had covered in class. Others said that they were able to look up other things they were interested in. Teachers were far less enthusiastic. Some said they hadn't promoted the content related to their subject as they didn't like it or it didn't explain topics in they way they wanted things explained. More worrying was the comment that they didn't want content made available for topics coming up in the future as it may 'spoil their lessons'!
What were were attempting to do was tap into the huge resource that is out on the net to support learning drawing on as many services as possible to increase the range and type of material available to young people.
The system we put together was based on the Shibboleth authentication and it worked very well - we ended up with more than 40 commercial services and some free content linked into the system but our real goal was to tap into the growing number of learning repositories around the world. Much of the work being done is focussed on university level students but a number of repositories also explore and index content for school age children.
One of the first we looked at was the Merlot repository which contains a large number of peer reviews materials including simulations, presentations, text materials and apps for mobile devices. Merlot allows integration with other search systems and the aim was to develop the search side of the system to allow pupils and teachers to access the materials they needed to support their learning or to use in their teaching. The potential is huge and the number of repositories has grown over the years, some specifically aimed at the younger students. A visit to any one of these repositories is well worth it - spend a little while there rather than dipping in - go to iTunes U and take a look at the awesome materials that are available there - again well worth an hour or two of your time.
So why is it that we are not all accessing learning where and when we need it? - why is it that these fabulous materials are not used across the world to support teaching and learning on a daily basis? How come that when you speak to almost any teacher they have never heard of them?
There are probably too many reasons to list but for me the main ones are:
1. Teachers are fixed in the way they work and teach - many do innovate but the critical mass of innovators in any particular school to change to way we learn and teach has not been reached. If something takes a bit more effort to do than their existing ways of doing things it tends not to be adopted.
2. Content is still difficult to locate and it means that teachers have to search for just the resource they regard as 'valuable' before they build it into their teaching. There is no common standard for indexing materials so you have to navigate each repository rather than being able aggregate many of them and carry out a single search.
3. Authentication into some of these services is not easy to automate so you end up registering with multiple sites and that involved too much fiddling about to get at the resources you need
4. Peer review is powerful, in that it establishes a 'value' placed on the resource by other practitioners. Trouble is there is no standard and no real match between the teaching you may do as a teacher and the reviewers
There are others but the potential is huge and the quality and range of resources is impressive and all given away free by educators. Once we have cracked the indexing, searching and access issues, the opportunities for personalised and independent learning would expand rapidly. Teachers would have access to a wealth of materials to promote the learning of their subject and students would have control of their learning. Institutions and formal learning would still be a key component of education systems around the world - I'm not a de-schooler, but the focus could become more individualised and to a degree paced for each learner.
It may be a vision for the future we never achieve but having a direction of travel is important and there are many that share the vision and are working hard to achieve it.
Some years ago I did some work for local schools to create a single sign-on system to allow schools to access a wide range of free and purchased e-learning content from a number of different suppliers.
The idea was to provide access to a wide range of learning resources for use at home and and at school which was always available. Interestingly some of the materials that schools bought were provided as content services covering a number of subjects.
Some months into the project I did some surveys of how the service was being used by speaking to students and teachers in some of our High schools. Pupils reported that they found some of the materials very helpful in clarifying or explaining things they had covered in class. Others said that they were able to look up other things they were interested in. Teachers were far less enthusiastic. Some said they hadn't promoted the content related to their subject as they didn't like it or it didn't explain topics in they way they wanted things explained. More worrying was the comment that they didn't want content made available for topics coming up in the future as it may 'spoil their lessons'!
What were were attempting to do was tap into the huge resource that is out on the net to support learning drawing on as many services as possible to increase the range and type of material available to young people.
The system we put together was based on the Shibboleth authentication and it worked very well - we ended up with more than 40 commercial services and some free content linked into the system but our real goal was to tap into the growing number of learning repositories around the world. Much of the work being done is focussed on university level students but a number of repositories also explore and index content for school age children.
One of the first we looked at was the Merlot repository which contains a large number of peer reviews materials including simulations, presentations, text materials and apps for mobile devices. Merlot allows integration with other search systems and the aim was to develop the search side of the system to allow pupils and teachers to access the materials they needed to support their learning or to use in their teaching. The potential is huge and the number of repositories has grown over the years, some specifically aimed at the younger students. A visit to any one of these repositories is well worth it - spend a little while there rather than dipping in - go to iTunes U and take a look at the awesome materials that are available there - again well worth an hour or two of your time.
So why is it that we are not all accessing learning where and when we need it? - why is it that these fabulous materials are not used across the world to support teaching and learning on a daily basis? How come that when you speak to almost any teacher they have never heard of them?
There are probably too many reasons to list but for me the main ones are:
1. Teachers are fixed in the way they work and teach - many do innovate but the critical mass of innovators in any particular school to change to way we learn and teach has not been reached. If something takes a bit more effort to do than their existing ways of doing things it tends not to be adopted.
2. Content is still difficult to locate and it means that teachers have to search for just the resource they regard as 'valuable' before they build it into their teaching. There is no common standard for indexing materials so you have to navigate each repository rather than being able aggregate many of them and carry out a single search.
3. Authentication into some of these services is not easy to automate so you end up registering with multiple sites and that involved too much fiddling about to get at the resources you need
4. Peer review is powerful, in that it establishes a 'value' placed on the resource by other practitioners. Trouble is there is no standard and no real match between the teaching you may do as a teacher and the reviewers
There are others but the potential is huge and the quality and range of resources is impressive and all given away free by educators. Once we have cracked the indexing, searching and access issues, the opportunities for personalised and independent learning would expand rapidly. Teachers would have access to a wealth of materials to promote the learning of their subject and students would have control of their learning. Institutions and formal learning would still be a key component of education systems around the world - I'm not a de-schooler, but the focus could become more individualised and to a degree paced for each learner.
It may be a vision for the future we never achieve but having a direction of travel is important and there are many that share the vision and are working hard to achieve it.