I want to acknowledge the this corporations that funded this Cisco
Intel and Microsoft in particular since Greg is online I want to acknowledge
Greg every now and again in a project it's complex in running in six different
countries trying to break through totally new approaches to things you run
into some pretty serious challenges and greg has been responsible on numerous
occasions for pushing through crashing through or crashing as they say thanks
Greg we're really this is part of the framework that I think begins to capture
a lot of the thinking that's gone on in in here because of Technology they're
going to be new ways of working and the companies were concerned that schools
were not producing people with that kind of readiness to enter such a digital age
workforce so new ways of thinking new ways of working new ways of living in
the world and new tools for working in just after I took over we decided that
we would would focus on ways of thinking critical thinking problem-solving
decision making information literacy and ICT literacy and ways of working
communication and collaboration we couldn't do everything but we've picked
about six or seven of these particular 21st century skills these don't deny the
importance of literacy and numeracy because they'll continue to be important
and we combined particularly the ICT literacy int into this frame we're going
to want to extend Valerie's idea that she had coming from consumer to a
producer we're talking here about people using Internet as the consumer and
producer but then most typically a lot of ICT literacy is about individuals
we're talking now about groups of kids working through social media and social
networking and as they develop through social networking they're developing the
social capital of the group and as they begin to learn as groups through the
internet they're developing the intellectual capital we're monitoring
everything that the kids do the actions they take that time they take
between actions that the sequence of activities that take place and the kind
of chat that they use to interpret this in terms of this framework we're now
able to produce reports which can show we're on this developmental sequence the
student is and we can give advice to teachers about intervention to improve
or to get them to grow which is part of the the work that come in we have two
main tasks each one takes quite quite complex tasks the first one is about
using ICT tools to look at the mood and meaning of poetry and the second one is
a scientific task looking at the migration of polar bears actually they
need to get into the internet grab of the information formulate and test
hypotheses and then record all of those and all of that process is logged and
and then interpret it in terms of the framework the video does quite a bit of
mapping out the collaborative problem-solving the social and cognitive
skills participation we extent to which they they participate in it the extent
to which they can see this perspective of somebody else in a way in which the
the group is organized the way in which they explore the task and then build
this going from being able to just explore the bits and pieces of
information they have through to formulating and testing hypotheses in a
problem-solving hierarchy the interesting thing that we've managed to
be able to do is to take the groups of people and produce individual reports on
each one of how they're situated on each of these strands and again to do that
within a developmental framework that enables a teacher to know where to
intervene and don't we don't go as far as telling the teacher how to intervene
so we're not scripting it for the teacher our developmental continuum in
the social strand we can look at how they clarify and act with independence
they become aware of the importance of partnership these have become much more
elaborate in the reports how the resolve differences between the
that the pairs of students working make a mutual commitment and then go to
shared goals and appreciation of the task these are a developmental sequence
in a hierarchy in terms of the data that we've got we've tested about six
thousand pairs of students around the world to do this in the cognitive strand
developing through trial and error explanation directed approach systematic
strategic planning systematic and methodical approaches and then
application and solving the problem in a collaborative way we produce three
reports and these are different to the kind of reports that you might see
normally this is what we call a learning readiness report this is the
developmental continuum and these descriptions indicate the levels of the
developmental progression that I just showed you it's bit artificial this
student has gone off the scale but the black mark here indicates where the
student is we produce a class report and the class report indicates that this
there's quite a huge amount of variation across students within a class makes a
non sense of of a teacher performing in front of the class because we need to be
able to take every student as a learner and this is something that's come up in
every group but the teaching need if they're confronted with 25 30 in some
cases 40 kids and we say you have an individual learning plan teachers throw
up their hands as I can't but what we've begun what we were able to show is that
no class has 40 individual students all at different levels and if these are the
intervention stages for teaching we can see we've got a group of students up
here another one in the middle and we've got about three groups of instructional
groups of kids in this class and teachers can handle that for different
and then there's the profile report and this one only has two but in true if we
have three bars on it would have social cognitive and ICT literacy so that this
becomes the kind of overall profile the challenge for the teacher when you've
got strands like that is how to blend them together into an instructional
media so we've developed a fairly sophisticated system we have
two models one is being put on to the cloud through Microsoft and its partner
company janderson in New South Wales but we also have a portable system which we
were able to put into even something as smaller unit as a school into a school
server so that all those tasks then become available and the reports in
every case whether it's on the cloud or an affordable system the students the
teachers get those reports same day we have a series of prototype assessment
task some of which you've seen some details of it is about 12 hours of
assessment tasks that the teachers can use a whole series of developmental
progressions which is become the basis of reports were and feedback for schools
teachers and students where we report more on what is the student ready to
learn not what they have learned so we're using a vygotsky an idea of
looking for that zone of proximal development and we believe we can show
that we've also because we're changing the paradigm of instruction away from
whole class instruction and different to developmental learning teachers need
some background in that so we're putting on online a whole series of professional
development modules not just how to use the system how to interpret the data and
what sort of it teaching implications that might be and we're publishing
everything putting it all in the public domain so that we hope other developers
will take what we've done do it faster cheaper better and we're hope we're part
of that it's only taken us four and a half years to get to this stage we hope
that other people can get to a little faster than we did we have peas are in
2015 will re CD has decided to use human to computer interaction in 2018 on the
books is suggested that they will have human to him and they're waiting on the
technology to become available and our has never ever assumed that it couldn't
be done when we began to identify the the
interim internet-based interaction I just thought that that's what we do it
didn't occur to me that it would be difficult I just thought we had very
clever people and therefore they would solve all the problems and they did we
have the two versions have local adaptations decision making or if you
get the portable system the only problem with that we see with this is that it's
flash written in flash for most of it some of us are written in PHP but this
means that if you're an iPad school that won't work at least yet I'm sure some
very bright person will invent a browser that will read flash interactive flash
applications on upon an iPad because it is only a browser problem the rest of it
has all been reprogrammed by this company in coffs harbour in reprogrammed
everything in html5 that had other challenges because html5 is not the
language of games flash is the language of games we wrote everything as games
but they've been very clever and solved most of those problems so that we expect
everything to be come online and available in april of this year now I
want to pick up using that framework just a few things that were said I
really liked and congratulate Alice I think that that's a superb example of
many of the things that we're talking about one of the things I interpreted
from what Alice was saying that she was using the content of sharks and science
as a context for teaching higher order thinking decision making and those sorts
of collaborative problem-solving skills we also had intro to the idea that
teachers need to be working in teams in fact what what we'll be doing in our
professional development modules is trying to get teachers to work as
collaborative problem solvers as well so that they model and go through the kinds
of things that we're trying to get kids to learn and if we can generalize that
across education that teaches work in color
of teams from a collaborative problem-solving perspective it will
change the nature of teaching and if we can have the idea that there is
variability across kids in the classroom that every student has a right to learn
and we can't excuse and we can't support the whole notion of whole class
instruction any longer so there the notion of 21st century in teaching and
learning does need to change the values and beliefs that Julia was talking about
needs to incorporate the idea that we need to focus on every child in the
classroom some of the work that we've been doing at Melbourne we've published
on the front page of the age here in January showing that most of the growth
that we're getting is because teachers are focusing on the bottom quartile of
kids and our top quartile is flatlining not not developing them at all we would
expect to see that if we can get the kind of differentiation of instruction
we would expect that we would be able to see all of the kids raising in their in
their development so there's a lot of things and that I think means that there
needs to be a change in the prep the basic principles of pedagogy away from
performance to facilitation and I know that's rhetoric and it's been around for
a long time but it really does need to be accentuated