Resources

Tim Rudd, Dan Sutch and Keri Facer, Futurelab

The full version of this report is available to download in pdf format - see box below - or you can order a free hard copy. On this page you'll find the report's introduction, as well as some of the useful links listed at the end (skip down to links).

This report was informed by a series of three seminars hosted by Futurelab
in February/March 2006, attended by a mixture of people working in the field of policy, research and practice. See Learning networks seminar series for more details.

Introduction

What should the educational landscape of the future look like? What types of institutions, spaces and places for learning should we see develop? Where, and with whom, should learning happen? Our argument in this paper is that, if we are interested in achieving a fully personalised education system designed around the needs, interests and aspirations of each learner, then we need to challenge a number of fundamental assumptions which have historically underpinned the organisation of education:

• First, we need to challenge the assumption that expertise and knowledge reside only within the walls of the educational institution, and to ask instead, what might be gained from tapping into the resources that exist in the wider community and within the networks that people are already connected to?
• Second, we need to challenge the assumption that ‘learning’ and ‘schooling’ are different words for the same thing, and to ask instead what different approaches to and models of learning are also in evidence today in people’s work and leisure lives?
• Third, we need to challenge the assumption that the most ‘equitable’ education systems are those which offer a one-size-fits-all approach, and instead examine how the recognition of learners’ diverse voices and experiences can enhance inclusion, aspiration and achievement through the creation of personalised educational trajectories.
• Finally, as digital resources increasingly offer opportunities for networked, collaborative and distributed learning and interaction, we need to challenge the assumption that the easiest and most costeffective approach to organising learning is within the walls of the school.

In this paper, we argue that we need to move away from the institutionalised logic of the school as factory, to the network logic of the learning community. Indeed, we need to move beyond the concept of ‘extended schools’ - whereby schools extend the range of services they provide – towards a notion of extending learning, whereby learning institutions rethink the possibilities around what can be learnt, where learning can happen and who is involved in the learning process. What this paper implies is that it will not be possible to personalise education whilst maintaining a conception of learning as happening only in certain places, under certain assessment regimes and involving certain people. Instead, we suggest that rather than continuing to build a system based upon the ‘megastructures’ of schools, universities and a national curriculum, we need to move to a system organised through more porous and flexible learning networks that link homes, communities and multiple sites of learning.

Useful links

Asset-Based Community Development Institute
Offers additional free information and resources on the asset-based approach.
www.northwestern.edu/ipr/abcd.html

Learner Voice Handbook
This Futurelab handbook draws on examples, case studies and research to provide learners and educators with information and ideas for promoting the voices of learners.
www.futurelab.org.uk/resources/publications_reports_articles/handbooks

Enquiring Minds
A three-year research and development programme, which aims to create opportunities for learners to be independent, take responsibility for their own learning, create their own knowledge and conduct their own research in the context of a rich digital information landscape.
www.enquiringminds.org.uk

The Digital Divide Network
The internet’s largest community for educators, activists, policy makers and concerned citizens working to bridge the digital divide. Tools for building your own online community, publishing a blog and sharing information.
www.digitaldivide.net

The Benton Foundation’s Digital Divide Network
Has focused on developing 21st century skills to improve the lives of underserved young adults, enhancing their employability and strengthening civic engagement through the use of new media.
www.benton.org/initiatives/projects.html

The Campaign for Learning
Works to provide support and resources for learning in families, communities, workplaces and schools, championing the cause of lifelong learning.
www.campaign-for-learning.org.uk

Communities Online
Seeks to improve the opportunities for ICT uptake and usage in low income neighbourhoods in a number of ways, including researching and reporting on good practice in developing community ICTs and supporting the development of community networking initiatives and partnerships.
www.communities.org.uk/displayResource.cfm?ResourceID=433

Becta
Provides advice and guidance for school leaders about extending learning to the home environment and the local community, and working partnerships with other schools and businesses.
schools.becta.org.uk/index.php?section=oe

The BCS Working Party on ‘Home ICT and School’
Has a range of materials that might be useful as information or guidance for those seeking to develop or support home-school links within their school community.
www.riefnacken.de/bcs

Opening Education: Social Software and Learning
A Futurelab publication looking at the potential of social software for learning, providing an easy-to-use guide with common terms.
www.futurelab.org.uk/resources/publications_reports_articles/
opening_education_reports

Personalisation and Digital Technologies
Futurelab’s personalisation report.
www.futurelab.org.uk/resources/publications_reports_articles/
opening_education_reports

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