The Education and Training Consortium Spring conference 2015:
‘Unpacking’ the FELTAG report
Friday 27th February, 2015 at the University of Huddersfield
My grandchildren are 6, 4, 3 and 1. They are fortunate to be born in England and have the educational opportunities that this country provides for its children. They leave school between 2025 and 2029. Having spent most of my career working in further and adult education I would like them to have their educational chances enhanced by technology, have the choice of going to their local FE College and feel they are prepared to become effective workers and citizens in an increasingly digital world.
But will the schools and colleges they attend be able to provide the digital environment for learning they are used to in life outside the classroom?
Unless we have a significant “paradigm shift” in the way we invest in and utilise fully the digital technologies available to them the answer to the above question could be No?
Some may think me alarmist but as I spend a lot of time in schools and with young people and have been heavily involved in the reform of the ICT curriculum in schools, am Vice Chair of Governors at a school and college as well as having read many horizon scanning reports in my advisory role at Toshiba.
I am concerned.
We need to develop some “paradigm pioneers” who will challenge the current “analogue” mindset which permeates the culture of education policy and practice at all levels.
My prediction is that my grandchildren will leave schools with no paper, no pens or pencils, no chalk or whiteboards, no hard copy text books, no libraries, no desks and no written exams!
They will expect touch screen and gesture based technologies, voice to text and text to voice software, learning analytics (not that they will know what they are) personalised learning, immediate formative feedback and on screen summative assessments. It is probable they will be wearing their computers and will expect to access learning whenever and wherever they want to learn and be assessed.
That is why the establishment of the Further Education Learning Technology action group and the Education Technology Action Group by Education Minister Matthew Hancock was an exciting opportunity after a few years of policy drift.
- Government Response to the recommendations from FELTAG (opens new window)
- Skills minister on path to 'ICT for learning' strategy? (opens new window)
Come along to my presentation and we can explore this together?
Education Adviser, Toshiba Information Systems (UK) Ltd
Chair,Teaching Schools Technology Advisory Board
Member of ETAG,UK Forum for Computer Education, Board Member NIACE, UfI Trust
|9.45||Registration and coffee|
|10:15||Welcome and Introduction: David Powell, Director, The Education and Training Consortium and HUDCETT|
|10:15 - 10.55||
Keynote: "FELTAG – So what?" Bob Harrison, Member of the FELTAG project group
|11.00 - 11.30||
Keynote: Dawn Buzzard, The Education and Training Foundation’s response to FELTAG report
|11.30 - 11.45||Break and Refreshments|
|11.50 - 12.30||A choice of workshops|
‘Oh, flip that!’ Two teacher educators’ accounts of a flipped learning project. Jane Brooke and Heather Lister from Selby College.
Resource: SC15-A1-Oh, flip that! An evaluation of
Digital Zombies, Natives and the Z Generation: Dispelling #FELTAG learners. This collaborative workshop will explore the common misconceptions about the FELTAG generation and investigate the expectations of digitally and socially connected learners. Ross Anderson, E-Learning Manager at Grimsby Institute.
Hull College’s Flipped Learning project. Emily Armstrong (Hull College) and Dawn Buzzard (ETF)
Resource: SC15-A3-Huddersfield slides
SMART Blended Learning: a college’s response to the FELTAG report Richard Brook, Head of IT and Learning Resources at West Nottinghamshire College.
Resource: SC15-A4-SMART Blended Learning
|12.30 - 13.10||Lunch|
|13:15 - 13.55||A choice of workshops|
Digital Zombies, Natives and the Z Generation: Dispelling #FELTAG learners. This collaborative workshop will explore the common mis-conceptions about the FELTAG generation and investigate the expectations of digitally and socially connected learners. Ross Anderson, E-Learning Manager at Grimsby Institute.
ITE and FELTAG: a case study of Worcester College. Lynne Taylerson (Worcester College) and Dawn Buzzard (ETF)
Using Yammer © to build a Community of Praxis: an example of using technology to create a deliberative space based on a model of democratic professionalism. Lou Mycroft (Northern College)
SMART Blended Learning: a college’s response to the FELTAG report (am and pm) Richard Brook, Head of IT and Learning Resources at West Nottinghamshire College.
Resource: SC15-B4-SMART Blended Learning
|14:00 - 14.35||Critical dialogue spaces: An opportunity to discuss the points raised in the key notes and workshops|
|14.35||Tea and coffee|
|14.45||Feedback from critical dialogue discussions and key action points|