Innovation of Digital Learning Resources
Educational Repositories Network Copenhagen, 6. October 2010 Key note speak
Ph.D. Marie Falkesgaard Slot
Investment
The Danish Government has in the last decades invested in digital learning resources:
1. IT infrastructure in Danish schools has been strengthened
2. Teachers' digital competences have been secured 3. New E-services are regularly offered
4. In the period 2004-07, the Government
introduced an ambitious programme, IT in
Primary School (ITIF)
The project
• The project involves
pupils, teachers, school librarians, educational consultants, researchers and publishers
• The project was
initiated in 2009 and will end in marts 2011
Future in schools is now!
“Listen, the future in school is now – we as teachers use lots of technology, pupils uses
technology, teachers are on their way, and she said “at my school we only want to buy online digital learning materials from now on, accessibility is a key-word, and your products are not flexible and the accessibility you offer is not good enough!
Users and processes in school organisation
School leaders
Teaching and teaching processes
Teachers and pupils
User typologies
School leaders
Teaching and teaching processes
Teachers and pupils
Recommendations
1. be easy to use
2. make use of the opportunities of working product-oriented
3. facilitate interaction between various learning resources
4. be made to make teaching differentiation possible
5. Be open for pear to pear teaching
6. be distributable
School leaders
Teaching and teaching processes
Teachers and pupils
We need models for
description of teaching and learning processes in general
We have conceptualized digital tools and materials that facilitate teaching planning and teaching processes
We sketched out a model that describe three levels of teaching processes
How to handle complexity in teaching processes?
Levels for learning processes
Mikro-level
- a sequence of interaction
Meso-level
- a workflows, a series of interaction sequence
Macro-level
- a series of workflows that together makes a progressive substance course
Typical structures in text books
• Text about a theme
• Different kind of
explanations / boxes of facts
• Activities
Controlling complex teaching processes
• Framing collaborative processes
• Motivating pupils
• Flexibility in the patterns of interaction
• Genuine interactivity versus stimulus and response
School leaders
School leaders
Teaching and teaching processes
Teachers and pupils
What do leaders do to improve the use of digital materials in schools?
A lot actually !
Therefore – school leaders play an important role as lead users
New kind of business models
Leadership issues
1. Differentiation among teachers’ competences
2. Blurred relations between top down and bottom up strategies
3. School organization is strongly connected to other information technologies
4. A goodbye to traditional age divided classes
5. Employment of new teachers as an innovative tool 6. Peer to peer education
7. Strong local network
Mixed top down and bottom up strategies
• Equal division between top-down and a bottom up strategy
• Leaders uses different strategies in different kinds of situations
• New ideas can be implemented bottom up or top down
• Digital learning recourses are “owned” by pupils
• Leaders think of pupils as lead users
What does it take to innovate in school settings?
Users and processes in school organisation
School leaders
Teaching and teaching processes
Teachers and pupils
Business models
• New ways of thinking digital learning materials
• New mindset for digital tools for planning teaching processes
• Redefinition of lead user and strategies for decision making processes
Generic methods
School practice observation:
1.Your problem is…(Description of best practice) 2.I saw this, is it a problem that…? (collaborative
action)
We suggest this prototype!
Konference marts10 th. 2011 in Odense
More information http://www.digitalelaeremidler.dk/
