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Organisation for Economic Co-operation and Development  (OECD)  Learning to Change: ICT in Schools  (2001), p.9   ,[object Object],[object Object]
‘ Pulsating Networks of Learning’ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Centre of a web ,[object Object],[object Object],[object Object],[object Object],[object Object],Consider: content delivery, information retrieval; where resources are kept and how/where accessed.
Augmenting spaces ,[object Object],[object Object],[object Object],[object Object],[object Object],Consider: how tech can change a physical space, without altering the physicality
Mobile presence ,[object Object],[object Object],[object Object],[object Object],[object Object],Consider: new ways of organising groups, new learning conversations, role of social software.
Capture, MANIPULATE and share ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Mobile learners Every era of technology has, to some extent, formed education in its own image . This is not to argue that technology determines education, but rather that  there is a congruence between the main technological influences on a culture and the contemporary educational theories and practices . Thus, in the era of mass print literacy, the textbook was the medium of instruction, and a prime goal of the education system was effective transmission of the canons of scholarship. During the computer era of the past fifty years, education has been re-conceptualised around the construction of knowledge through information processing, modelling and interaction. Now, as we enter a new world of global digital communication, it is no surprise that there is a growing interest in the relations between mobile technology and learning.  What we lack, though, is an innovative and enhancing educational framework for the new age of mobile technologies .   Mike Sharples
The key focus ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How can we embed the educational focus into the design of learning spaces, resources and environments?   ,[object Object],[object Object],[object Object],[object Object],[object Object]
Teachers as Innovators ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],What if…   physical movement became a national objective due to rising obesity levels? What if…  economic, technological, cultural developments changed our vision in 5 years time? What if…  parents were to develop their own vision? What if…  industry were to develop the vision? What if…   young people’s vision is different from the adults’ vision?
Resistances to real change ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]

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Future learners, future learning spaces

  • 1.
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8. Mobile learners Every era of technology has, to some extent, formed education in its own image . This is not to argue that technology determines education, but rather that there is a congruence between the main technological influences on a culture and the contemporary educational theories and practices . Thus, in the era of mass print literacy, the textbook was the medium of instruction, and a prime goal of the education system was effective transmission of the canons of scholarship. During the computer era of the past fifty years, education has been re-conceptualised around the construction of knowledge through information processing, modelling and interaction. Now, as we enter a new world of global digital communication, it is no surprise that there is a growing interest in the relations between mobile technology and learning. What we lack, though, is an innovative and enhancing educational framework for the new age of mobile technologies . Mike Sharples
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.