A great quote ;)

"E-learning's a bit like teenage sex. Everyone says they're doing it but not many people really are and those that are doing it are doing it very poorly."
Professor Brown of Massey University


http://www.nzherald.co.nz/technology/news/article.cfm?c_id=5&objectid=11124565


- Posted using BlogPress from my iPad

Cognitive enhancement article - a scenario

Should we use cognitive enhancers to raise student achievement? (Click title to see article)

This article was published in the September edition of NZ Principal (pages 27-31) and I assume will eventually be available on line as previous magazines are.

I thought that while this article does not consider the impact of e-learning/technology developments it is relevant to this course as it is a scenario to consider.  The article questions the use of cognitive enhancers to assist students learn.  I found it a provocative article and have enjoyed the reactions and debate it has caused in the staff room.  :)

If you could take medication to make your learning easier - would you?
I have certainly met students along the way who try so hard in their learning and struggle for no 'label-able' reason that I would love to be able to give a boost so they can feel successful - but is that ethical? or equitable?

It definitely got me thinking!

Scenario Matrix

The two uncertainties I have used on my matrix are; Pedagogical development and Internet access

These are both important factors in my context as a primary school leader and teacher. 

In order to fully develop the use of e-learning opportunities, pedagogical reform needs to take place.  Teachers need to adapt their current practice to incorporate ICT and e-learning and as blended classrooms and open resources develop teaching may become a very different skill than we currently use.

Internet access is also an important factor.  In a rural setting access to the internet at school can be unreliable, and many students cannot yet access reliable internet at home.  As the use of interactive games and instructional video increases the pressure on the existing infrastructure is increased.  The cost of upgrading to the use of fibre is currently inhibitive to small schools.  The access to internet must improve if learners are to be able to make the most of e-learning opportunities.

Typewriters : This is the ideal quadrant, where access to internet resources is unlimited, fast and reliable and teachers have developed mew pedagogical strategies to facilitate self-directed learning within the educational setting.

Pens: This quadrant has developed new pedagogical strategies to incorporate e-learning opportunities; however teachers are limited by the limits of internet access including speed and reliability.

Pencils:  This quadrant has improved access to internet resources through a fast reliable network; however they have yet to develop new pedagogical practice to use these resources more effectively.

Quills:  This quadrant has limited access to internet resources and as such has not needed to develop / evolve their pedagogical practice as learning opportunities have not developed beyond current practice.


http://wikieducator.org/Scenario_planning_for_educators/Home
http://en.wikipedia.org/wiki/Scenario_planning 

Scenarios can’t predict the future, so what’s the point?

Scenario planning isn’t about predicting the future.  It is about considering possible futures, the challenges along the way, and preparing ways to work with or around the relevant effects these events may trigger.

By considering a variety of possibilities instead of just planning based on the current trend, organisations can prepare for the effects of event types. For example; there are a variety of major disasters that could occur, earthquakes, pandemics, floods, etc.  While it is impractical to plan for each disaster, it is sensible to prepare for the common effects these events would create – possible lack of communication, loss of power, isolation.  By considering the effects that different event types may create the organisation can be prepared to maximise positive opportunities and minimise the effects of negative events. 

Scenario planning also takes into account a wide variety of viewpoints. By looking at what is happening outside the organisation, as well as at all levels within the organisation, this model assists planners to have a greater perspective on what may impact the future. 

In my situation, this would be a very effective model to use.  I have a lot of knowledge around the trends in education, ministry aims and current issues at my school.  However using scenario planning, I would need to include a wider scope of ideas and viewpoints.  This could include including the perspective of current and former students, parents, Board of Trustees members, teaching staff, resources and technology providers, university and Ministry of Education advisors.  By considering these viewpoints and discussing possibilities with this wider range of people, I am more likely to identify a wider range of future possibilities and be able to be more prepared for the variety of event effects that will impact my school.