An iPad in time 2

Back in May, All Change Please! reported from the 1st of April 3011 on the findings of a group of social historians trying to establish when iPads were first used in the classroom. Previous evidence suggested that they were thought to have been introduced in Victorian times. However we can now exclusively reveal startling new evidence recently discovered in an old history textbook dating from 1996, that suggests that iPads were in fact in common use in Ancient Greece….

Meanwhile the quest is now on to discover more about the strange device being used by the boy in the corner. It has been suggested that this is an early example of an iBacus, an old electronic calculating machine in which tiny coloured spheres are electronically connected together to display the right answer on their surface. Up to now only an early, non-working prototype iBacus has been discovered.

Flippin’ Tech!

It seems that the Khan Academy continues to get funded and promoted as the transformational answer to the future of education we’ve been waiting for all these years..

http://www.marketwatch.com/story/khan-academy-receives-5-million-to-accelerate-the-reinvention-of-education-2011-11-04

At one level I have no problem with students watching short video clips that support a broad-based learning experience, and maybe the Khan Academy will eventually get round to providing some that are actually inspiring and accessible. My main concern is that politicians, school managers, parents and even students themselves will come to accept that this is the apogee of what digital learning has to offer.

For example, one of this year’s new buzzphrases appears to be ‘Flip the Classroom‘, or ‘Flip-thinking‘. Essentially the idea is that instead of using classroom time to deliver fact-based learning, students watch knowledge-led video lectures for homework and spend their time in class applying what they have learnt, under the direction of their teacher. The suggestion is that “they can stop and review things when they want, do things at their own pace, do it when it’s convenient”, and that they need time out of class to “reflect, ponder, get to grips with the ideas“. That is of course assuming all children have access to the internet whenever they want or need it.

Flip the classroom every teacher should do this

Hopes that the internet can improve teaching may at last be bearing fruit

Flip-thinking

As a result the suggestion is that learning technologies – such as computers – should be removed from classrooms, which can then be transformed into more friendly ‘learning environments’. And of course that the Khan Academy continues to be hailed as the cutting edge of ICT for teaching and learning. Apparently Khan ‘gets it’. Well, I’m afraid I don’t. It’s still very much a case of ‘New Technology, Old Learning’. And the danger is that while Khan might say it is intended only as part of a wider learning experience, it may quickly become the only learning experience for some.

So is ‘flipping the classroom‘ really a revolution in teaching and learning? I think not. Because when I was at school we had primitive tech devices called ‘textbooks’ which were full of dull  ‘just in case’ facts and which we had to learn for homework for a memory test the next day. That never worked for me then, and it certainly won’t work now for the vast majority of today’s students. And the idea of watching short review or preparation video is hardly new either – I was producing similar resources for an educational publishers 20 years ago. The only difference is they were being delivered on CDs. And they contained a high proportion of images and short amounts of text.

Quite frankly, studying the most current ‘old-fashioned’ illustrated, activity-based textbooks is a lot more informative than watching a tedious lecturer in front of a blackboard droning on in a situation where you can’t ask any questions, and the presenter has no feedback about whether anyone is listening, let alone understanding what is being said.  And what happened to the idea of personalisation, in that factual content is made more accessible as it can be placed in the localised context of the learner? Or the need to learn how to ask questions and find the answers for oneself, or how to collaborate, communicate and be a flexible, creative problem-solver?

Now I’m a great fan of the appropriate use of educational technology, and while ‘flipping the classroom‘ might have value for a small academically-inclined minority, for the average learner it’s going to be a complete turn-off, particularly if it’s the Khan Academy we are relying on. Before we flip anything in that way we need to first create high quality digital learning resources that are truly inspirational, use familiar examples drawn from real-life applications, provide insightful analogies and a little bit of humour to make the complex seem simple. Based on what I’ve seen so far I’d much rather any students of mine spent their time watching finely-crafted, thought-provoking, inspirational TED talks than Khan videos.

And then there’s ‘Get ten in a row automated assessments right and you move on‘? Per-lease…! This is just old-fashioned academic fact-filling, teaching to the test and increasingly irrelevant grading and class position. Not to mention: ‘These videos will never go out of date” and “Learning is like riding a bicycle“. This isn’t reinvention. It’s automation of the past.

http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

Meanwhile ‘Getting rid of technology in the classroom‘ entirely misses the point about the potential use of mobile digital learning, in which information is at hand 24 hours a day, 7 days a week – if you know where to look for it – and that hand-held devices provide highly sophisticated problem-solving modelling and communication apps alongside access to a global social network. Life is no longer based on received wisdom from the past, but on received wisdom of the present. What we really need to be doing is having the technology to hand, right there in every classroom so that teachers can be continually instructing students in how to use it appropriately, and increasingly independently.

The Industrial Revolution ‘flipped’ the way many people lived, worked and thought during the 18th and 19th centuries. We now live in the ‘Information age’, and there are already many examples of how it is causing things to completely turn previously accepted practices upside down and inside out, such as in the music, movie, book publishing and marketing industries. In education, what really needs to be flipped is the curriculum and teacher-led, knowledge-based learning, along with society’s attitude to vocationally-related learning.

And you don’t want to know what DH Lawrence used the word ‘flipping’ as a euphemism for back in 1911. Or do you?
http://www.funtrivia.com/askft/Question96179.html

Say Hello to iSir!

The initial response to the iPhone 4S has been one of disappointment in that it did not appear to incorporate any new, amazing wow-factor forms or functions – even though subsequent sales are reported to have been excellent.

But it seems there is something new on-board that may yet prove to be another Apple-led game-changer, and that’s Siri – the voice recognition system. This appears to potentially offer a lot more than the notion of shouting operating system instructions to your desktop monitor, as it enables the user to have a private telephone conversation with their virtual assistant. So instead of opening up an app or searching Google for, say, a weather forecast, you can just quietly ask, ‘What’s the weather like today”? Or maybe ‘What day and time is Dr Who on?”, “Where is the nearest AppleStore”, etc.

Essentially Siri makes it easier to find factual information. So, “What’s the capital of Brunei?” Don’t know? Well you could go to the library and find an Atlas, laboriously type in a search on Google (so 2010?), or now – just pick up your iPhone and, for example, ask it “What’s the capital of Brunei?”

Of course at present Siri is still a bit unsophisticated, and  needs to be made to work better in noisy spaces. But we can doutless assume that over its next few iterations, Siri will become a lot more sophisticated as it becomes increasingly able to match its answers to the historical and contextual information it has about the user with the vast amount of global data it has access to.

” Siri will also be optimized to Bluetooth 4 headsets that will create far more use cases in how it will detect questions from continuous speech. In the future, later versions of Siri will be “Active”, continuously adjusting to interjecting answers even when no direct question was asked (within reason). This will make interaction far closer to an interaction with a friend than any device we have ever used.” 

(from http://www.quora.com/Siri-product/Why-is-Siri-important#ans752714)

So before long it seems like we could all have a personal on-board virtual knowledge agent – surely called iSir – ready at hand to automatically answer any factual question that anyone cares to ask. As usual though, the possibilities and implications for education, teaching and learning are yet to be considered and explored.

But just how clever will Siri get? The other day I had cause to pose what was not quite the ultimate question, “When was the chocolate biscuit invented?”. Sadly I didn’t have the opportunity to ask Siri (perhaps somebody would, and let me know what it replies?), but I’m guessing it would have been honest about the whole thing and reply “Nobody Knows“, which it seems they don’t. But that wasn’t good enough for me and so I had to resort to trying to find out for myself and be able to provide some sort of answer. As the result of a lot of cross-referencing and creative collaboration, I did eventually at least discover that the first commercially manufactured chocolate biscuit was the 1924 “Chocolate Wholemeal Digestive”. On the way though I serendipitously learned a lot of other quite interesting things about confectionery production and the separate origins of chocolate, and of biscuits (though sadly not the Eureka! moment when someone placed a piece of chocolate on top of a biscuit and went “Wow, this tastes really good!”).

Anyway, so all you need now is a Bluetooth ear-piece and next time your knowledge-testing teacher asks the class “What is the capital of Brunei?*” then your iPhone will immediately and secretly provide you with the answer! More seriously, this provides further evidence that we urgently need to start to redefine what items of knowledge needs to be learnt and what can be instantly accessed on a ‘need to know’ basis. For example, I suggest it is still useful to know that there is a country called Brunei that is somewhere in Asia, but learning the name of the capital is no longer necessary. But more importantly than knowing the facts is having the ability to ask the right questions, being able to look in multiple locations and make possible connections, and of course how to analyse, assess and evaluate the accuracy and reliability of what is discovered. Surely now we should start to leave the facts to Siri and start to teach the knowledge search skills we will all need in the 21st century?

I can hear it now in a thousand supposedly mobile phone digital-free lessons: “When I said ‘Put you hand up if you know the answer’, I didn’t mean ‘Put your hand up to your earpiece…”

Meanwhile there’s an amusing test of Siri here: http://blhill.org/iphones-siri-vs-my-human-assistant-caseyneist

And it’s good to see that Siri doesn’t take itself too siriously:  http://dvice.com/archives/2011/10/iphone-4ss-siri.php#1

 

And this is great too!  siris-got-talent-iphone-4s-duets-in-a-touching-love-song-video

*OK, OK, Seeing as you keep asking, the capital of Brunei is……Bandar Seri Begawan

Keep taking the tablets

So, with today’s Amazon announcement of a range of new Kindles, assuming the colour version is released in the UK sometime next year and costs less than £199, is this likely to have an impact on the number of pupils in 2013 owning their own tablet that they bring into school – or on schools deciding to equip students with such a device to save on the purchase of textbooks?

If this happens, as the Kindle does not include a camera or microphone, will the potential to use tablets for other than reading texts severely limit its value in the classroom?

Will Apple be forced to compete with cheaper cut-down educational iPads or iPhones?

And will teacher-phobes continue to reject the idea of using such devices in schools?

Is this going to be the device that sets the world of education on fire, or is it yet another damp squib?

Comments please…

Gove ups his game

How the story wasn’t reported in the Daily Mail

Now you might be forgiven for thinking that this is nice Mr Gove’s proposal for a new immigration policy, but you’d be wrong… The even more alarming truth though is that the press has been alive today with reports of nice Mr Gove surprising us all by finally admitting that computer games can be good for you:

“When children need to solve equations in order to get more ammo to shoot the aliens, it is amazing how quickly they can learn. I am sure that this field of educational games has huge potential for maths and science teaching and Marcus (Du Sautoy) himself has been thinking about how he might be able to create games to introduce advanced concepts, such as non-Euclidean geometry, to children at a much earlier stage than normal in schools.”

Now the first question this raises is who on earth is Marcus Sautoy, how long has he been working in the Computer Games industry, and will he be able to create the highly sophisticated levels of immersive interactivity that will persuade virtual street-wise kids to spend their time learning about non-Euclidean geometry? OK, well that turned out to be three questions, but who’s counting?

So the answer to Question 1, with acknowledgements to Wikipedia, is:

Marcus Peter Francis du Sautoy OBE (born in London, 26 August 1965)[3] is the Simonyi Professor for the Public Understanding of Science and a Professor of Mathematics at the University of Oxford. Formerly a Fellow of All Souls College, and Wadham College, he is now a Fellow of New College. He is currently an EPSRC Senior Media Fellow and was previously a Royal Society University Research Fellow. His academic work concerns mainly group theory and number theory. In October 2008, he was appointed to the Simonyi Professorship for the Public Understanding of Science, succeeding the inaugural holder Richard Dawkins.[4] His surname is pronounced “doo’sohtoy” (stressing the second syllable).

Moving on to Question 2 – How long has he been working in the computer games industry:
Seemingly not very long at all, especially if his website is anything to go by:

http://people.maths.ox.ac.uk/dusautoy/flash/flashindex.htm

He doesn’t seem to have much experience of inner-city classroom teaching either.

And finally, Question 3 – will be succeed:
Extremely unlikely, and even less so if Mr Gove eventually succeeds on banning mobile phones in the classroom, in which case students will presumably only be able to access these stunning new games on their yellowing, retro stand-alone-in-the-IT-suite PCs.

Meanwhile, one day I wonder if there will be a series of games that Mr Gove has decided to officially endorse? If so they might become known as ‘Gove Games‘? As students probably would end up doing, I did a search for Gove Games, and it took me to a site for a game called ‘Governor of Poker’ – now there’s a game that really might get kids learning.

Oh and by the way, in case you were wondering but didn’t like to ask, Non-Euclidean geometry is the study of shapes and constructions that do not map directly to any n-dimensional Euclidean system, characterized by a non-vanishing Riemann curvature tensor. Examples of non-Euclidean geometries include the hyperbolic and elliptic geometry, which are contrasted with a Euclidean geometry.

Some links discussing this subject further:

http://www.guardian.co.uk/technology/gamesblog/2011/jul/05/michael-gove-games-education?CMP=twt_fd

http://www.linkedin.com/groupItem?view=&gid=3141501&type=member&item=60613605&commentID=44167105&report.success=8ULbKyXO6NDvmoK7o030UNOYGZKrvdhBhypZ_w8EpQrrQI-BBjkmxwkEOwBjLE28YyDIxcyEO7_TA_giuRN#commentID_44167105

An iPad in time



Dateline April 1st, 3011

Social historians announced today that they have made a startling discovery that suggests that iPads were actually in use much earlier than previously thought. Up to now it was believed that The iPad Age began in the early part of the 21st century, but this recently discovered, completely undoctored image shows the devices, which appear to be the white iPad 2, in place in a classroom in the Victorian era, suggesting they were common some 150 years prior to the previously believed date. Curiously the iPads appear to have been used alongside printed books.

“This is an enormously exciting and important discovery,” said a spokesperson. “However it does raise some interesting questions about why the iPads then appear to have failed to make an impact in education, and the basic processes of teaching and learning remained unaltered for a further 200 years”. He continued: “I do hope we’re right about this, otherwise we’re likely to get well and truly slated.”

A turn up for the iPads?

It seems that nice Mr Osborne is now having his say about education, with today’s surprise announcement that ‘Schoolchildren will be taught to design apps for smartphones’.

http://www.thisislondon.co.uk/standard/article-23950435-osborne-puts-apps-on-school-agenda-to-boost-digital-skills.do

In yet another carefully thought-through joined-up strategy, one wonders how many existing teachers are experienced enough to lead their classes in the design of apps? Perhaps a scheme in which schoolchildren teach their teachers how to design apps might be more successful?

And then there’s the little problem that, also reported today, it seems that mobile phones and wi-fi are about to be banned in schools:
http://www.telegraph.co.uk/technology/mobile-phones/8514380/Ban-mobile-phones-and-wireless-networks-in-schools-say-European-leaders.html

which might just dampen Mr Osborne’s hope to “produce a Zuckerberg or Brin of the future”?

Meanwhile one wonders what nice Mr Gove is making of all this. Has he perhaps been persuaded to add ‘the design of apps’ to the requirements for the EBacc? If so, maybe it will shortly be appropriately renamed the e-Bacc?

But perhaps the most surprising statement Mr Osborne made was:

“For politicians of my generation, the incredible disruptive impact of the internet is not a threat – it is an opportunity.”

I wonder if he will be speaking at next year’s ‘Learning Without Frontiers’ Conference?

Please give a warm welcome to your MeeJay for the evening…

A recent post by Learning Without Frontiers front man Graham Brown-Martin rightly calls for the need to escape from the present trap of automating 19th Century education and use the new ways of doing things that emerging technologies provide to develop a totally different system, fit for the 21st Century. He uses Napster to effectively illustrate how a previously technically impossible file-sharing program proved to be the ‘killer-app’ that changed the music distribution system forever by removing the middlemen.

Now although education indeed urgently needs the equivalent of a Napster ‘killer-app’, I think we need to be clear that simply ‘removing the middlemen’ in education is not going to bring about the desirable changes we need and want. In the case of music, the ‘middlemen’ were simply the record company and record store. In terms of education that makes the ‘middlemen’ the school and the teachers, and that the learners become connected directly to the learning.

But what are the learners likely to find when they get there? At present, no more than a pile of on-line kentucky-fried learning information snacks in which the academic knowledge expert at the front of the class has been replaced by a video of an academic knowledge expert who probably doesn’t know very much about making videos.

And indeed the equivalent of the information snack we have now in the music industry  is the music snack – currently typically three minutes of instantly forgettable bland, often offensive, tuneless techno-pop (!). And as such it’s not really about the aesthetic and intellectual appreciation of an art-form, it’s about reinforcing a generational identification with one’s contemporary celebrities, heroes, role-models, and forming tribal-type groupings.

Of course some of us might choose to take our music more seriously, and like to understand more about the context and process of its creation, its significance in the history of musical ideas, composition and technological development and social significance. To help us do that we read books and magazines about music, listen to the composers talking about their work and seek out recommendations of what might be interesting to listen to – ‘if you like this, you might also like…’ In other words we find our own direction through the discipline, guided by critics, reviewers and conversations with like-minded colleagues. Even a DJ helps extend our awareness of what there is to be consumed. Indeed, like the horse-rider, the disc jockey guides, steers and encourages the listener around the course. And remember the ‘Mobile DJ’ who ‘travels with portable sound systems and plays recorded music at a variety of events’?

If we are going to get rid of the middlemen we have to first create a new structure in which ‘teachers’ take on the role of critics, reviewers, DJ’s (or eejays? – or perhaps even meejays – mobile educational jockeys), rather than being the providers of knowledge and discipline. Without them, if we simply remove the institution, the majority of learners will surely simply end up with a sequence of three minutes of instantly-forgettable bland, tuneless YouTube videos that are selected mainly on the basis of being ‘cool’, or by virtue of ‘winning the public vote’ by having already been watched by X million other learners, ‘must be good’.

Until we find a way of completely re-casting the role of the teacher as guide, mentor and monitor, and the institution as a real-world meeting place and creator of high-quality learning pathways and resources, then any technological intervention is likely to continue to, quite rightly, simply fall on deaf ears.

With Graham’s reference to the red and blue pills from the Matrix in mind, perhaps the ‘killer app’ we’re all waiting for is the Sim card full of facts that can be inserted directly into the brain!

Ban p-learning now!


For this post I am indebted to Tony Wheeler for the following:

“If we had only discovered pencils 5 years ago, and it had taken till now for most people to get one? We all spent the first couple of years jotting down a few words with a stubby black IKEA sized pencil on post-its passing them to each other by hand. Then, Apple came up with its full colour i-Pencil set and David Hockney had shown us that you could also make small bright images on the post-its too and later stuck them together in a single sheet. Now everyone is sketching large colourful images on ever bigger sheets of paper at home, at work, on the bus, in the library…  everywhere the world has been transformed by this wonderful new technology…

But not at school… because:
– teachers have not been trained properly to use pencils
– pencils do not fit with traditional teaching methods
– pencils are expensive to buy and replace when they break or wear down so small you can’t hold them
– we have not budgeted for additional running costs of supplying paper, and pencil sharpeners
– they present a health risk through young fingers gripping too hard (and dust from sharpening)
– pencils need new suites/specialist pencil rooms where they can be used properly under supervision
– pencils can be used to cheat in exams (rubbing out and correcting mistakes)
– pencils are disruptive and children use them in class to write messages to their friends
– pencils are dangerous, they are far too sharp they can cause serious injury if not used carefully
– pencils can too easily be used as a weapons
– pencils are unreliable they are always breaking and blunting
– additional training is needed to service and maintain pencils in a proper condition
– secure storage and theft is a problem, special lockable pencil trollies are needed for class sets
– interoperability is a problem as colours from different manufacturers don’t blend together
– pencils encourage bullying as they can be used to write hurtful messages on books and walls.”

Meanwhile The Daily Mail continues to warn of the dangers of pencil abuse in schools, before things get out of hand.  Apparently, it claims, most teachers just can’t see any point in them, and would prefer to stick with slates which they maintain have reliably worked for centuries. There are also concerns that children will just spend all their time playing noughts and crosses with them. But most worrying is the threat of lead poisoning. Meanwhile other teachers have expressed concerns about falling standards, and consider the use of 2B pencils to be a soft option, insisting on a minimum of 4H pencils.

But elsewhere the Daily Mail has been quick to spot the potential of developing interactive apps for its readers, and recently introduced a new innovation not previously thought possible – the crossword puzzle.

A word in your shell-like iPhone

You probably read last week’s news about the recent English Bacc League tables. It’s shocking to discover that as many as 1 in 6 pupils are studying an extremely narrow academic curriculum (although the BBC wrote it another way round: ‘Just 1 in 6 have achieved the English Bacc’). And it seems that only 270 schools managed to achieve results in which none of its pupils successfully became encumbered by the Bacc qualification that would lead them towards wasting their time and money by attending university (or ‘as many as 216 schools scored zero’, as the BBC rather negatively put it). Which just goes to show it’s all about how it’s spun and reported.

Meanwhile Mr Gove signalled the possible return of a modern foreign language GCSE.

http://www.bbc.co.uk/news/education-12243936

And in The Independent, the head of the school that topped (I think they meant came bottom of?) the Bacc league table was quoted as saying….. “I’m a great fan of travel and learning at least one foreign language. The time has come to communicate rather than just shouting and assuming people speak English.”

Well, maybe. He obviously hasn’t seen this:

http://www.wired.com/epicenter/2011/01/google-translate-real-time/

It can’t be long before a reasonably fluent translation service is available on all our mobile phones and iPad-type devices. I’m hoping someone somewhere is doing some serious research into its impact on language teaching and learning. For most tourists I would have thought it made the idea of learning a local language irrelevant, while at the same time, for those who understand the wider educational value of studying a second language and want to speak it fluently, it is also likely to make languages easier to learn. Whichever is the case, it will certainly disrupt academic language courses in schools. Or at least it ought to.