Andreas Schleicher, a statistician and researcher in the field of education, is the Division Head and coordinator of the OECD Programme for International Student Assessment (PISA) and the OECD Indicators of Education Systems programme. He recently made a visit to Michaela Community School, which you can read about in a blog entitled “where working hard… Continue reading PISA on Michaela: the politics of teacher-directed versus enquiry-based instructional design
In my last blog, I introduced the concept of Design Thinking. I argued, that more organisations than ever are taking a human-centric approach to evolving their existing practices and generating new ideas. I worry education is falling behind. In this blog, I want to formalise the design process by outlining a Design Thinking model. As Ruth points out, Design Thinking is… Continue reading Design Thinking for Teachers 2.0: designing learning experiences for the storytelling animal
In earlier blogs, I describe educational learning as a series of designed learning experiences. In this blog, I want to focus on the issue of Design Thinking. As with previous blogs, Ruth Swailes provides concrete examples. Originally conceptualised to address physical objects designers increasingly apply Design Thinking to complex interactions like customer experiences. In an educational context,… Continue reading Design Thinking for Teachers 1.0: centring the learning experience
In this blog, I want to examine the impact on education of what the World Economic Forum (WEF) describes as the Fourth Industrial Revolution (4IR). Purpose of education An important consideration is the highly contested purpose of education. Policymakers pursuing Human Capital Theory (HCT) have traditionally considered education as an investment, which produces higher-earning and more productive individuals 1. Policymakers also see education as… Continue reading Education 4.0, Optimal Learning Experiences and Disruptive Technologies
In this blog, I want to consider a Twitter debate on the nature of learning. I was surprised to learn that many educationalists believe you can learn untrue truth propositions. Education has long struggled to define learning but a relativist perspective has emerged due to the increasing influence of Cognitive Psychology. Vygotsky, Bruner, James and Dewey have been… Continue reading On education and the influence of Cognitive Psychology: can you learn 1 + 1 = 3?
I was struck by Lorraine Hammond’s recent piece for The Conversation, favourably comparing explicit instruction with inquiry learning. Hammond describes inquiry as “based on a theory of learning called constructivism” and: (…) a type of learning where, before students are shown the essential information, they are asked to practise a task, and then discover and construct some or all of the essential… Continue reading On extreme instructivism and the social construction of evidence
Introduction This blog, outlines the problematic nature of Ofsted’s definition of learning, offering an alternative 1. Ofsted defines learning as: (…) an alteration in long term memory. If nothing has altered in long-term memory, nothing has been learned 2. Learning causes alterations in memory but so does forgetting. You could easily replace learning with forgetting and Ofsted’s definition would work equally as well. Ofsted suffers… Continue reading On Ofsted’s definition of learning and designing an alternative