Saturday, 20 September 2008

relative progress

People on and around the moving walkways at airports (I'm in Dubai, then on to Perth) provide a great parallel for folk around ICT in schools.

Some get on, keep walking and make great progress. Others get on and, mistaking their relative progress, stop walking thus holding up everyone behind. Still others keep well away from the "new fangled devices" and walk alongside, but are constantly flustered and exhausted from trying to keep up. A few arrive early, and wait nearby rather than getting on - but then suddenly realise that the moment has passed and miss their flights. Some get on, relax, don't look where they are going and hurtle off in diametrically the wrong direction.

And of course the airports are designed in an entirely new way because the tech solution allows new layouts and approaches. Oh yes, and finally nations are actively competing to produce the best airports partly to attract the new users, but partly because of prestige.

Sounds familiar?

See also the slides I used at ASPA in Perth to illustrate the point


Anonymous said...

Yes - familiar down-under too.

An additional example would be an Airport authority that tries to construct a do-everything walkway that funnels passengers onto a specific treadmill without the option to walk or use alternative technology to get from A to B.

Industrial-age institutions run by gerontocracy usually depend on a corporate one-stop-shop solution but are gradually waking up to the possibility that a global network that is fuelled by transparency and sharing might be more productive than any LMS one company can create.

Unfortunately I won't make your sessions down-under Stephen but I am sure your vision will inspire leaders to be brave in considering how to make learning relevant.

Anonymous said...

Hi Stephen
You mention that you've published the slides for this particular visit but on a different note, I wonder if you would mind if I use a couple of your other presentation slides (from your JISC on-line presentation on assessment)suitably credited of course ? I often get asked to present on using GLOW to raise attainment here in Scotland (and have a few lined up over the next few months) and most of my use of GLOW in the classroom utilises the assessment techniques you advocate.
I was presenting at SLF08, but you left the GLOW lounge just as I was about to deliver my spot, and so I didn't get a chance to introduce myself and the quantitative research we've been doing in schools on using GLOW/ICT and raising attainment...