e-Competencias (D.Sutch)

Dan Sutch www.futurelab.org.uk dan.sutch@futurelab.org.uk

The challenge…

“We need the combined expertise of industry, academia, practitioners and policy to design and implement the tools, the technologies and practices that will revolutionise the way we learn” Lord Puttnam

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Mobi Missions

Astroversity

My-E

Exploratree

Moovl

Enquiring Minds

4 Space Signpost

Ecolibrium

Fizzees

How we work with partners • Bringing together the appropriate expertise for each project • Co-design – Involving users throughout the design processes – Understanding the lived environment

• Linking creative, tech and education • Linking policy, practice and research Sharing all findings, processes and lessons learnt

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An example...

Fizzees (Physical Electronic Energisers)

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rationale “Child obesity has doubled in a decade. Junk food and lack of exercise have created 'public health time-bomb'.”

The Guardian Newspaper (22 April 2006)

Research evidence: young people aged 2 - 19 * 40% boys and 60% of girls are doing less than 1 hours moderate exercise per day * 1/5 of boys and ¼ of girls are overweight or obese * The prevalence of obesity almost doubled among boys and increased by over a half among girls between 1995 and 2002. * One in 10 six-year-olds is obese. The total number of obese children has doubled since 1982. On present trends half of all children in England in 2020 could be obese.

Forecasting Obesity to 2006. DoH 2006

EU Platform on Diet, Physical Activity and Health, 2005

Fizzees -

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aims To encourage 8-12 year olds to be more physically active and develop and a greater understanding of the constituent parts of a ‘healthy lifestyle’

… applied understanding …

Fizzees -

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what is it?

A wearable technology that is a combination of dual sensor, processor, battery and screen.

The screen shows a virtual pet (a Fizzee) that the young person is responsible for. The Fizzee’s maturation and health depends upon the actions of the young person.

A website for further investigation, games, and comparisons

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* Accurate, personal health data * Easily interpretable data (Fizzee’s maturation and appearance) * Always on, ‘situated learning’ game * Individual, motivating, encouraging, informative …applied understanding Fizzees -

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why this approach?

Fitting physical activity into current lifestyles in relation to research into patterns of behaviour change.

* * * *

play video games (immersive, empathetic, motivational) nurture virtual pets (Tamagotchi etc) compete, compare and share with peers aspectual shape (game, learning tool, digital pet)

‌ applied understanding ‌

Fizzees -

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how it works Activity levels are monitored through a heart rate monitor and accelerometer, which have a direct impact on the Fizzee displayed on a wrist-worn device * Privileging the interplay between the dual sensors * Rewards for particular activity types, frequency, exertion etc * Rewards rest and a ‘dose response’ stops over-training

Accelerometer

Heart rate

Factor

Mod

Low

X1

Mod

Mod

X1

Mod

Vig

X1.5

Mod

V Vig

X2

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scoring Governing principles * Based on personal, accurate health data * Personal calibration of equipment * Dual sensors for more accurate reading * Privileging the interplay between sensors * Discounting stress and excitement as signifiers of activity * Relationship between data becomes a factor in the scoring system * Programmable system * Developed with * Based upon UoB’s Department of guidance from the UK Exercise and Health Chief Medical Officer Sciences on recommended amounts of exercise for young people

Fizzees -

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Supporting website • support resource – further motivation * highly visual and interactive * social networking & community elements * upload data, interrogate progress – day by day

* Fizzee World : for related information e.g. healthy eating * play games: the healthier your Fizzee is, the better he’ll play * contact & communicate with experts

Fizzees -

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Image you are the Fizzee

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So what does this mean for future skills?

• How can we understand what new skills will be needed?

• How can we investigate what new demands are placed on learners – Technologically?

– Socially?

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Dan Sutch dan.sutch@futurelab.org.uk

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Thinking about...

• • • • • • •

Educational goals Educational ‘personnel’ Educational institutions Educational methods Educational tools Educational outcomes Beliefs about education 17

The BCH programme is aiming to build a challenging and long term vision for education in the context of sociotechnological change 2025 and beyond Long term futures programme intended to •Enhance the ‘futures thinking’ capacity of the UK education system •Inform current strategy, decision making and planning Futurelab running the programme in partnership with DCSF

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The 5 Challenges • • • • •

Generations and Life-course Identities, Citizenship, Communities Knowledge, Creativity and Communication Working and Employment State/Market/Third Sector

Cross-challenge activities • Science and Technology Subgroup (review & cross-challenge involvement) • Demographics (Review) • Popular images of educational ‘futures’ – and how to challenge these (event) • Dealing with uncertainty and risk (review and event) 19

Generations and Life-course ... By 2030 half the population will be over 50, one quarter over 65 ...ageing societies require the transfer of educational resources between young and old ... The role of “qualifications” will need to be re-examined ...”radical longevity” ...education as family’s ‘active health’ • Professor Sarah Harper, Director of the Institute for the Future of Aging, Oxford University • •

What changes in families, inter-generational relationships and adult-child relationships might emerge 2025-2050 in interaction with developments in new technologies?

How might education respond?

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Knowledge, Creativity and Communication ...‘cosmetic neurology’ ... Performance through smart drugs may require a trade off with creativity and originality ... New forms of sharing and communicating ... A change in what is perceived as important, new and necessary knowledge ...

New ways of organising and representing knowledge

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Dr Carey Jewitt, Deputy Director, London Knowledge Lab

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What new creative and communicative practices might emerge in the light of scientific and technological developments?

How might education respond?

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Identities, Citizenship and Communities ... Fertility rate that is below the replacement level and high levels of inward migration lead to a lower proportion of younger people and a more ethnically diverse ageing population ... Relationships between geographic, languagebased, religious and virtual communities ... Online identities, avatars, virtual presence

• Professor Helen Haste, University of Bath • •

How might developments in globalisation, migration and networked technologies inter-relate to lead to the creation or fragmentation of communities and cultures?

How might education respond?

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Working and Employment ... Changing working hours and locations, and the implications for how schooling is organised ... Changing organisation of schooling, and the implications for working hours and locations ... Retirement based upon medical records not age ... Multi-generational workforces

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Professor Rob Wilson, University of Warwick

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How might technological and economic trends inter-relate to develop new working and employment practices ?

How might education respond?

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State/Market/Third Sector ... Education is likely to be pluralistically funded by individuals, communities, employers, governments and private enterprise ... Pressure groups as the new ‘opposition’ ... Role of industry members as ‘teachers’ ...

Links between young people learning and workforce development

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Led by Futurelab

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How might institutional and technological trends inter-relate to offer new forms of educational provision?

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www.beyondcurrenthorizons.org.uk

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blog.beyondcurrenthorizons.org.uk

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www.millionfutures.org.uk

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www.beyondcurrenthorizons.org.uk/powerleague

Some questions for the rest of your conference • What social changes have taken place that require new skills, knowledges and dispositions of learners?

• What technological changes are learners facing?

• What are the implications for teachers?

• What are the implications for institutions?

• What are the implications for the goals of education?

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