Peter TwiningWCCE 09

Brazil July 2009

Acknowledgements: The Schome Park Community

NAGTY, Innovation Unit, Becta, OUwww.schome.ac.uk

• Context - The Schome Initiative• Open Virtual Worlds• ICT & change in education• Disruptive innovation theory• SPP overview• New research strategy?• Transformative?

www.schome.ac.uk

www.schome.ac.uk

not school not home

schome

www.schome.ac.uk

not school not home

schome

www.schome.ac.uk

not school not home

schome

www.schome.ac.uk

not school not home

schome

it is 'very difficult for school communities to collectively analyse and redesign their practice' (Engeström et al 2002 p.211).

Eng

estr

öm,

Yrjö

 ; E

nges

tröm

, R

itva

& S

untio

, A

rja (

2002

) C

an a

sch

ool

com

mun

ity le

arn

to m

aste

r its

ow

n fu

ture

? A

n ac

tivity

-the

oret

ical

stu

dy o

f ex

pans

ive

lear

ning

am

ong

mid

dle

scho

ol t

each

ers,

in W

ells

, G

ordo

n &

Cla

xton

, G

uy (

eds)

Lea

rnin

g fo

r lif

e in

the

21s

t ce

ntur

y, p

p211

-224

, O

xfor

d: B

lack

wel

l.

www.schome.ac.uk

www.schome.ac.uk

www.schome.ac.uk

www.schome.ac.uk

www.schome.ac.uk

www.schome.ac.uk

www.schome.ac.uk

Trojan mouse?

www.schome.ac.uk

Education =Complexsystem

www.schome.ac.uk

Time

Sustaining innovations

Pace of performance improvement

Per

form

ance

Chr

iste

nsen

et

al (

2008

) D

isru

ptin

g C

lass

: ho

w d

isru

ptiv

e in

nova

tion

will

cha

nge

the

way

the

wor

ld le

arns

. Lo

ndon

: M

cGra

wH

ill.

www.schome.ac.uk

Time

Sustaining innovations

Pace of performance improvement

Per

form

ance

Incumbents nearly always win

Chr

iste

nsen

et

al (

2008

) D

isru

ptin

g C

lass

: ho

w d

isru

ptiv

e in

nova

tion

will

cha

nge

the

way

the

wor

ld le

arns

. Lo

ndon

: M

cGra

wH

ill.

Disruptive innovation

Hep

pe

ll (1

99

4)

Mu

ltim

ed

ia a

nd

lea

rnin

g: n

orm

al c

hild

ren

, no

rma

l liv

es a

nd

re

al c

han

ge

. In

Un

derw

ood

(e

d) C

om

pu

ter

ba

sed

lea

rnin

g:

pote

ntia

l in

to p

ract

ice,

pp

.152

-16

1. L

on

don

: D

avi

d F

ulto

n P

ub

lishe

rs.

www.schome.ac.uk

Pre 1900

Incumbenttechnology

Hep

pe

ll (1

99

4)

Mu

ltim

ed

ia a

nd

lea

rnin

g: n

orm

al c

hild

ren

, no

rma

l liv

es a

nd

re

al c

han

ge

. In

Un

derw

ood

(e

d) C

om

pu

ter

ba

sed

lea

rnin

g:

pote

ntia

l in

to p

ract

ice,

pp

.152

-16

1. L

on

don

: D

avi

d F

ulto

n P

ub

lishe

rs.

www.schome.ac.uk

Early 1900s

Disruptive innovation

Hep

pe

ll (1

99

4)

Mu

ltim

ed

ia a

nd

lea

rnin

g: n

orm

al c

hild

ren

, no

rma

l liv

es a

nd

re

al c

han

ge

. In

Un

derw

ood

(e

d) C

om

pu

ter

ba

sed

lea

rnin

g:

pote

ntia

l in

to p

ract

ice,

pp

.152

-16

1. L

on

don

: D

avi

d F

ulto

n P

ub

lishe

rs.

www.schome.ac.uk

Performance measure?

www.schome.ac.uk

Time

Sustaining innovations

Pace of performance improvement

Per

form

ance

Incumbents nearly always win

Chr

iste

nsen

et

al (

2008

) D

isru

ptin

g C

lass

: ho

w d

isru

ptiv

e in

nova

tion

will

cha

nge

the

way

the

wor

ld le

arns

. Lo

ndon

: M

cGra

wH

ill.

Disruptive innovation

Dif

fere

nt

mea

sure

of

Per

form

ance

www.schome.ac.uk

Time

TimeNon-consumption

Sustaining innovations

Pace of performance improvement

Per

form

ance

Dif

fere

nt

mea

sure

of

Per

form

ance

Incumbents nearly always win

Entrants nearly always winDisruptive innovation

Competing against non-consumption

Chr

iste

nsen

et

al (

2008

) D

isru

ptin

g C

lass

: ho

w d

isru

ptiv

e in

nova

tion

will

cha

nge

the

way

the

wor

ld le

arns

. Lo

ndon

: M

cGra

wH

ill.

Extending thinking about

schome

Extending thinking about

schome

Co-learners

Ownership

Mistakesessential

Extending thinking about

schome

Phase 1 Phase 2 Phase 3

Dates March to April 07

June to December 07

January to May 08

Students(13 to 17 years)

149 (G&T)

85 (21 from P1)

108(24 from P2)

Staff(18 and over) 10 + 20+ 30+

Recruitment Individuals In own time

GroupsIn own time

Groups In school time

Phase 1 Phase 2 Phase 3

Generic support (Scho-op)Shared meeting spacesSandboxCurriculum areas:• Physics• Ethics & Philosophy• Archaeology

Naturalistic setting Two islands – game theme

< 250 m staff controlled> 250 m free building

Student controlled (planning permission)

Student controlled

Parcels for projects

Phase 1 Phase 2 Phase 3

Staff led ‘curriculum’:• Physics• Ethics & Philosophy• Archaeology

Discrete staff led sessions (e.g. research methods)

Student led activities

Staff led machinima (The Hindenburg)

Student led activities

SpARTans induction then projects

Student & staff led projects (e.g. Savvy Avies)

2 national competitions

Student led activities(e.g. regatta; wedding; murder mystery evening)

Discrete staff led sessions (e.g. Sudoku)

Staff led strands (e.g. maths)

Schome Park> 4,700 hours (by students)

Wiki + forum > 6,000,000 page views

> 75,000 contributions

Learn about

Learn by becoming

Learn by doing Learn through role play

The pedagogy dimension

www.schome.ac.uk

• Complete learning environment• Adjust key educational variables

• Participants• Environment• Curriculum• Support+ other dimensions of practice

Role Key Features

Complete participant

Not obvious observation is taking place – no real-time record

Participant-as-observer

Taking part & ‘taking notes’

Observer-as-participant

Recording data (not participating but not ignoring the participants)

Complete observer Recording data – not engaging with participants

Bryman’s (2001 p.298) four distinct participant-observer roles

Role Key Features

Complete participant

Not obvious observation is taking place – no real-time record

Participant-as-observer

Taking part & ‘taking notes’

Observer-as-participant

Recording data (not participating but not ignoring the participants)

Complete observer Recording data – not engaging with participants

Bryman’s (2001 p.298) four distinct participant-observer roles

Virtual environments

Complete participation – not obvious observation taking place unless you do something explicitly to alert participants +Full transcript recorded (forum posts, wiki history, in-world chatlogs)+ snapshots and/or machinima in-world

Do I have any rights?

I personally believe that this project can change the fundamental way we can all learn in the future. (Student A in wiki) I think that what Schome is doing through

breaking down the barriers between 'teachers' and 'students', making it hard to see where one stops and the other begins, is fantastic, because when everyone is on a learning curve together, it brings about less of a feeling of segregation and a greater feeling of equality, and this leads to people trusting more. (Student B in wiki)