Extending my previous post on curriculum I wanted to explore the issues of who should define the details of what students do in school and the extent to which they should have a choice about whether to participate or not. This builds upon work in the Schome Park Programme, which used a wiki, forum and island in Teen Second Life™ to give hundreds of 13 to 65 year olds a radically different experience of what education could be like. ...continue reading "More thoughts on curriculum"
High stakes summative assessment drives practice in schools (because these are the metrics against which schools and teachers are judged). Traditional exams, which are the predominant form of summative assessment, cannot capture evidence about many 'learning outcomes' that are seen as being critical - such as collaboration, real problem solving, creativity, or persistence. AI, in the form of data mining, may offer a solution. ...continue reading "AI and assessment – mining learning outcomes"
What is a knowledge based curriculum?
I was in a school recently that described itself as having a 'knowledge-based curriculum'. Walking round the school with the head the key elements of this, which seem to be common across most secondary schools that I have visited, were: ...continue reading "Why is a knowledge based curriculum no longer fit for purpose?"
By Roger Broadie
Having spent 35 years of my life trying to help schools embrace the digital revolution, that has so dramatically changed almost every other aspect of life, my conclusions on why schools seem so resistant have come as a shock. But there have to be reasons why ...continue reading "The digital revolution is irrelevant to schools"
In a previous post I introduced the Yin-Yang Vision (Individual fulfilment and Universal wellbeing), and highlighted the importance of your underlying assumptions for your mission, strategies and intended outcomes. In this post I set out some of the core assumptions underpinning the Yin-Yang Vision and start to unpack the vision by clarifying its key intended outcomes. ...continue reading "Unpacking the Yin-Yang vision"
Digital literacy is another of those slippery terms which we use frequently but which are open to very different interpretations. Thus we are frequently talking at cross purposes.
At one end of the spectrum digital literacy is seen as ...continue reading "What do you mean by digital literacy?"
|Michael Merrick (@michael_merrick)|
Scratch the surface of the ‘21st century skills’ brigade, & the justification you always seem to get revolves around serving the market/business/tech sector. Which is more dystopian (and properly Gradgrindian) than any school getting a bit over-zealous with a knowledge curriculum
I feel this needs a response of more than 280 characters. So here it is ... ...continue reading "21st century skills are important because …"
Last Friday Fiona Aubrey-Smith asked me a great question about the table that attempted to summarise the main points in some guidance that I had written for Computers & Education about qualitative research. It was great because it extended my thinking. Fiona's question was ...continue reading "Extending guidance on qualitative research"
We know that alignment matters in education (Butler et al 2018), particularly between purpose, policy, practice and your educational vision, as represented in the diagram above. However, ...continue reading "Educational alignment (and sociocultural theory)"
In my previous post on sociocultural theory I attempted to explain the three analytical levels of context (constitutive order, arena, and setting). The setting is about people in action - it is about the interplay between the identities of the people involved and the opportunities made available by the arena.