All portfolio items

From the invitation:

There is a lot of debate at the moment about the content of IT/ICT/IS/Computing for 16-19 year olds. The focus of consideration recently has been in the teaching of ICT embedded within the curriculum, followed by the importance of a choice for pupils of the subject of IT/Computing at GCSE level and then 16-19 level.

But research shows that many pupils aged 14 or so regard ICT/Computing as akin to a typing skill. Often ICT/Computing comes over as a boring subject as many teachers find it hard to keep up and to make their subject exciting. The image of a job in the profession of IT does not capture pupils’ imaginations and has little street cred. The numbers of pupils entering colleges and universities to study the subject is seriously below the nation’s requirements.

What exactly are we trying to achieve in the courses for 16-19 year olds, is the present set appropriate and what kinds of courses should they be offered? What would the universities like to see? What is E-skills UK planning to provide?

From the invitation:

Over the last six months Policy Unplugged has been exploring how new web based social tools such as blogs, wikis  and podcasting can be used to support what we like to describe as 'social conferencing'. We have been doing this within the context of challenges in the public policy, media and technology sectors. 

We believe that these new tools can make a great contribution to promoting social and public policy innovations. 

On 22 May, we plan to bring together an eclectic group of over 100 people in the vaults of the RSA including bloggers, social software developers, policy and social entrepreneurs and campaigners into a facilitated conversation about these new collaborative technologies and the user generated content they deliver can be used to create public goods.

This the link to the original blog post: Ultraversity Research Findings

The thesis of the conference was:

Applications to study Computer Science related degree courses are collapsing.  The term ‘crisis’ is not being under-used in this context.

We believe that these effects are the symptoms of a deeper confusion of identity within our subject.  It is clear that change needs to be brought into our schools and colleges to:

• motivate and inspire
• innovate rather than stifle
• connect together the various strands of IT teaching at different stages of the education system
• clarify the skills and knowledge required at each stage to ensure successful progression.

Dr Ian Gibson presented the second Owers Lecture at Oracle's city office in Moorgate.

From the invitation:

The invitation-only conference will take place on Thursday 22^nd June 2006 and will discuss ‘IT in the year 2015’.

The conference will take place at IBM Hursley near Winchester, Hampshire and will be attended by one hundred delegates from the public and private sectors, and academia.

The objective of this conference is to predict the technology changes that will emerge during the next ten years and seek an understanding of how these changes will impact IT and other sectors.  The conference will explore the new IT disciplines and industries that will appear, and the skills that will need to be cultivated to satisfy and exploit them.

Keynote speakers at the PLAN-IT 2015 conference are;

Nick Donofrio                         Executive Vice President, Innovation and Technology, IBM

Katie Davis                            Director of UK government IT professionalism

Professor Wendy Hall             University of Southampton, Past President of the BCS

Professor Mike Holcombe       Chair in Computer Science, University of Sheffield

Professor Nigel Shadbolt        University of Southampton, Deputy President of the BCS

Professor Susan Stepney       Professor of Computer Science, University of York

Professor Steve Thornton       Molecular Medicine Research Group Head, University of Warwick

The conference starts with registration at 09:30 and concludes at 18:15. Following the conference there is an optional ‘thought leadership’ dinner to enable continued discussion amongst the delegates and speakers.

From the invitation:

Generation@ will provide an opportunity to explore a number of related issues including:

• The implications of the extraordinary popularity of social networking websites, what we can learn about how young people conduct themselves in these new digital spaces
• The potential application of social and collaborative software to education and learning
• The idea of a peer-production approach to learning (as found in the open source software scene) and how this could affect the relationship between developers of education resources and users

From the invitation:

Effectively utilising ICT is ever important for universities, and as technologies develop, ever possible.  Staff and students alike are increasingly demanding flexible personalised learning as well as better inter- and intra-university collaboration.  If Higher Education Institutions (HEIs) are to remain competitive in the 21st century, embedding ICT into infrastructure, pedagogy and management strategy is crucial.

Building on the DfES ‘Harnessing Technology’ strategy and HEFCE’s strategy for e-Learning, published in March 2005, this conference will examine leading edge applications of ICT in HEIs and explore how universities can create a connected learning environment to enhance the student experience.

Bringing together policy makers and senior managers from HE, FE and the ICT community, this timely event will hear a policy update from leading experts and consider how technologies can be used to meet strategic goals including widening participation, admissions and pedagogic innovation.

From the invitation:

This one day session (Day Two) will focus on future trends in educational institutions. Session attendees will be invited to join in a general discussion, and identify key areas and trends in order to inform future development.

The broad topics for discussion will include:

1. Wider global and societal trends affecting future educational institutions.
2. Existing and emerging technologies likely to have increased use and impact in future institutions.
3. Imagining the future: possible innovations not yet dreamt or discovered which could impact on education.
4. Will educational “institutions” as distinct, concrete physical entities still exist in the future? What form will future institutions take?
5. The human angle: what will the educational experience be for learners, academic and admin staff in the future?
6. A formal or an informal future for educational institutions: what do we think is most likely?

Session attendees are welcome to prepare short speeches or presentations featuring their ideas, imaginings and innovative thoughts about the future of institutions.

Download the report here.

This is the executive summary:

This is an evaluation of the ICT Register carried out from December 2006 to March 2007 by Core Education UK. The Specialist Schools and Academies Trust [SSAT] has developed the ICT Register as a website and associated database to share expertise in ICT from leading, Registered Schools. Crucially this is underpinned with face-to-face meetings, network support and conference activities to develop expertise in ICT in Education in the school sector.

The evaluation was carried out through recorded and transcribed telephone and face-to-face interviews, gathering of quantitative data, attendance at ICT Register events and analysis of transcripts, observations and the data. The evaluators found the ICT Register to offer very good value for money with clear evidence of positive impact on schools and individuals. It was also clear that there is potential for further significant benefits subject to funding and commitment to the vision. The combination of features incorporated in the website and related activities is unique. A key feature is that the activities are practitioner driven and are supported by sensitive and thoughtful encouragement and monitoring. The ICT Register team are keen to ensure the ICT Register employs appropriate technologies and that new or improved elements are included when and where appropriate. The team rightly pride themselves on listening carefully to suggestions from the practitioners. The responses are prompt yet carefully considered.

The practitioners are empowered by the structure and feel a sense of ownership. Their enthusiasm and professional altruism create a dynamic atmosphere rather than that of a library with an ambience of silent contemplation. The ICT Register is clearly by practitioners for practitioners. Every respondent recognised its value – and none could suggest an alternative that provides all the different components.

The practitioners are generating new knowledge. They recognised that the ICT Register was impacting positively on them and their schools. The evaluators believe that with further support, the ICT Register offers a mechanism to achieve cultural change in the use of ICT in education.

The opportunity for any practitioner, whether teacher or support staff, to investigate an area of interest and then interrogate an ‘expert’ practitioner to gain further insight and tacit knowledge is a key feature. This feature is fundamental to effecting change. Respondents recognise the Register as a powerful tool for continuing professional development. They value the commitment and dedication of the Register team. The activities which supplement and support the Register serve to highlight best practice, encourage research and innovation and support national initiatives.