Presentation of CORE Education's ten trends for 2011 launched at Learning@School conference, Rotorua, New Zealand, February 2011

1. Smart
Web

2. What
is
the
Trend?
We’re
seeing
more
applica7ons
and
services
that
are
capable
of
ac7ng
without
human
interven7on,
with
decisions
being
made
on
the
basis
of
data
usage
pa=erns
etc.
Indicators:
• Internet
of
things
• Adap7ve
Web
• Learning
analy7cs

3. • How
might
an
‘internet
of
things’
apply
in
an
educa7on
seFng,
e.g
tracking
students,
smart
libraries
etc.?
• How
might
an
adap7ve
web
environment
be
beneficial
to
schools,
e.g.
for
personalising
learner
spaces,
interac7ons
with
parents
and
community
etc?
• What
use
are
we
making
of
learning
analy7cs
to
predict
and
advise
on
learning
through
the
applica7ons
we
use?

4. What
is
the
Trend?
Among
users
of
all
ages
there
is
a
clear
shiI
towards
compu7ng
‘anywhere,
any7me
with
any
device’
–
where
access
is
not
confined
to
a
par7cular
7me
and
place,
and
not
dependent
on
a
par7cular
device.
Indicators:
• Wireless
• Mobile
devices
• Private
Clouds

5. • Is
your
school
network
prepared
to
accommodate
the
influx
of
student-­‐owned
mobile
devices
being
connected?
• What
policies
and
prac7ces
do
you
have
in
place
regarding
the
use
of
mobile
technologies
in
your
school?
• How
could
your
school
make
effec7ve
use
of
a
‘private
cloud’
structure
to
serve
the
needs
of
students
and
staff?

6. What
is
the
Trend?
The
move
beyond
uniform,
mass
provision
can
be
described
as
“personalisa7on”
of
educa7on
and
of
public
services
more
widely.
Indicators:
• Interfaces
• Assessment
• PorTolios

7. • To
what
extent
does
the
use
of
digital
technologies
feature
as
a
strategy
for
personalising
the
learning
experience
for
students
in
your
school?
• How
customisable
are
the
interfaces
of
key
applica7ons
you
use
to
suit
the
preferences
of
individual
students/staff?
• How
are
digital
technologies
being
used
to
support
approaches
to
assessment
for
learning,
including
the
use
of
student-­‐owned
porTolios?

8. What
is
the
Trend?
We
are
witnessing
an
unprecedented
‘explosion’
of
data
in
the
world,
accumula7ng
in
electronic
databases
everywhere.
This
poses
challenges
about
its
usefulness
and
about
how
we
may
store,
manage
and
derive
meaning
from
it.
Indicators:
• Storage
and
management
• Manipula7on/visualisa7on
• Open
data

9. • What
strategies
do
you
have
in
place
for
coping
with
the
enormous
quan77es
of
data
being
generated
in
your
school?
How
robust
and
sustainable
are
they?
• What
advantages
and
opportuni7es
do
the
new
forms
of
data
manipula7on
provide
for
teachers
and
students?
• What
use
are
you
making
of
the
open
data
sources
that
are
now
available?

10. What
is
the
Trend?
Ci7zenship
is
a
con7nually
evolving
concept.
Ci7zenship
involves
understanding
the
‘rules’
and
boundaries
that
exist,
and
involves
both
rights
and
responsibili7es.
As
our
world
expands
to
include
the
‘virtual’,
so
too
do
the
following
lenses
on
ci7zenship:
Indicators:
• Global
• Digital
• Cyber

11. • How
well
is
the
concept
of
global
ci7zenship
embedded
into
your
school
curriculum?
Do
you
have
a
vision
for
the
global
future
that
your
students
will
inhabit?
• What
is
your
personal/school
vision
for
being
digitally
literate?
• How
are
the
prac7ces
of
cyber-­‐ci7zens
being
modelled
in
your
school?
What
would
be
the
response
of
staff
to
a
breakdown
in
this
area?

12. What
is
the
Trend?
The
“Cloud”
is
growing
significantly
over
the
whole
of
the
ICT
world.
Cloud
compu7ng
refers
to
storage
and
processing
that
occurs
in
a
networked
environment
rather
than
relying
on
the
limits
of
a
personal
computer.
Indicators:
• Infrastructure
• Data
access
• Services

13. • How
would
you
describe
the
concept
of
“the
cloud”
to
your
staff
or
board
of
trustees?
• What
services
currently
owned
and
managed
by
your
school
could
most
easily
be
provided
in
the
cloud?
• What
do
you
understand
to
be
the
advantages
and
risks
of
storing
school/student
data
in
the
cloud?
How
might
these
be
mi7gated?

14. What
is
the
Trend?
Virtual
learning
services
are
expanding
interna7onally,
with
the
development
of
virtual
schools
in
many
countries.
It
is
an
effec7ve
way
of
providing
access
for
those
who
may
not
otherwise
be
able
to
par7cipate.
Indicators:
• Programmes
• Projects
• Professional
Learning

15. • How
do
your
programmes
of
learning
enable
students
to
con7nue
learning
outside
of
the
classroom
or
school
hours?
• What
sorts
of
projects
could
you
involve
your
students
in
right
now
that
would
provide
them
with
the
rich
experiences
of
collabora7ng
on
authen7c
tasks,
and
connec7ng
virtually
with
experts?
• How
might
you
embrace
the
opportuni7es
of
professional
learning
for
staff
in
the
online
environment?

16. What
is
the
Trend?
Digital
technologies
are
expanding
the
opportuni7es
and
ways
we
can
access
and
engage
with
informa7on
in
a
range
of
new
and
exci7ng
ways,
and
where
engagement
tended
to
be
passive,
it
is
now
an
ac7ve
experience.
Indicators:
• E-­‐books
• Data
visualisa7on
• Gesture
based
compu7ng

17. • Do
the
ways
you
use
digital
technologies
embrace
a
vision
for
changed
interfaces
into
the
future?
(or
are
you
s7ll
bound
by
the
model
of
monitor
and
keyboard?)
• Do
you
have
processes
in
place
to
ac7vely
promote
and
encourage
experimenta7on
with
new
and
emerging
technologies?

18. What
is
the
Trend?
What
were
previously
regarded
as
barriers
to
growth,
access
or
innova7on
in
our
system,
are
now
being
challenged
or
circumvented
through
the
use
of
systems
that
are
more
open
and
par7cipatory.
Indicators:
• Open
content
• Open
data
• Open
source

19. • How
could
open
content
be
incorporated
into
your
work
with
students?
How
can
staff/
students
contribute
to
this?
• How
can
open
data
sources
be
used
by
your
staff/students?
What
applica7ons
would
you
use
to
manipulate
or
represent
it?
• What
policies
do
you
have
around
the
use
of
open
source
soIware?
How
do
these
apply
to
applica7ons
on
student
owned
machines?

20. What
is
the
Trend?
In
the
networked
age,
our
educa7on
ins7tu7ons
need
to
shiI
from
the
exis7ng
paradigm
of
opera7ng
in
rela7ve
isola7on
(even
compe77on)
to
being
more
collabora7ve
and
working
as
a
node
on
the
educa7on
network.
Indicators:
• Learning
communi7es
online
• Virtual
learning
network
• UFB
schools

21. • What
advantages
can
you
see
for
your
school
context
of
entering
more
formal
rela7onships
with
other
schools
in
a
networked
way
of
working?
– For
sharing
learning
programmes?
– For
sharing
content
and
services?
– For
sharing
teaching
exper7se?
– For
sharing
governance
structures?
• How
would
working
this
way
change
how
you
work?

22. www.core-­‐ed.org/tentrends