Keri’s post about the QCA review of the GCSE ICT and the consultation is timely. I have just returned from my usual study visit to Stanford University and Keri’s post resonated with my experiences and raises a number of questions about GCSE ICT and the learning experiences of our children and young people.

As Professor Mike Sharples of the LSRI, Nottingham University so clearly demonstrated in his BETT presentation this year:

http://flux.futurelab.org.uk/2008/01/10/disruptive-mobile-learning/

• How do we connect formal and informal learning?
• How do we connect learning inside the classroom and learning outside?
• How do we connect learning about the world and learning in the world?

To Mike’s challenging questions I would add one more:

• How do we connect learning Online with learning off line?

Digital Media Academy

Stanford University in Palo Alto has a long and distinguished reputation for producing next generation digital pioneers.

Silicon Valley is peppered with start-ups and successful off shoots from the world-class teaching and research facilities of this Californian University.

The Alumni roll call includes the founders of Firefox, Netflicks, Hotmail, Cisco, Sun, Google, You tube, e-bay and of course good old Hewlett and Packard who’s Garage/Workshop is now preserved as a historic monument to digital pioneering. There are many others whose names are not as well known but who have created successful and innovative companies spawned in the classrooms, laboratories and dormitories of the Stanford campus.

This summer saw another successful Digital Media Academy cohort of children and teens attracted to Stanford for programmes of study which varied from “Advanced 3D Visual effects and compositing with Maya and adobe after effects” to “Online game design with flash and action script”, and ” Video game creation, robotics and programming”.

All of the programmes offered Stanford University Continuing Studies Credits as well as Maya, Adobe and Apple certification.

One of the students at this year’s academy was 14yr old Kieran Barrett from Greater Manchester, a pupil at Urmston Grammar School, a specialist science and technology college in Trafford.

“The Digital Media Academy provided Kieran with a real opportunity to stretch his capability in his use of digital technologies and meet some other teens with similar aspirations in a world class learning environment” said Mum ‘Rene Barrett.

“Although Kieran attends a specialist technology school the level of this programme is beyond anything the school can offer in either technology or tuition”

Kieran has always been highly motivated in his use of technology and is an accomplished on-line gamer and social networker and his recent experiences on his x box live have provided him with some additional global co-constructors, team mates and friends to add to his existing network as he has progressed through the familiar communities of habbo hotel, runescape and world of warcraft.

“ I have learned how to design and build online games using flash and action script and created characters as well,” said Kieran.

He acknowledged it had been hard work but very worthwhile…”I have learned a lot from the other participants as well as the tutor” he added “ and we are going to keep in touch and meet up… virtually of course”

“I want to build my career in digital technologies and I would like to continue my studies in this area. but first I need to focus on my GCSEs”

21st Century Learning

Sadly Kieran’s experience at Stanford will not count towards his GCSE in ICT and perhaps our education system is missing a trick here?

Indeed the grades Kieran achieved in his last school report for ICT were average and in no way reflect his capabilities in the use of new digital technologies where he is working in a in a constructive and collaborative way with young people from around the globe.

His experience resonates strongly with one of Charlie Leadbeater’s recent suggestions in 21 ideas for 21st Century Learning.

Charlie pleads for a reform of teaching so we can teach and learn “with and from” rather “to and for” and Kieran would be a terrific example of this principle.

Surely there must be a reliable and valid way of using non-school based accredited learning in a form of credit accumulation and transfer similar to that used by the National Open College Network?

The QCA would be well advised to follow some of the principles and practices developed by Futurelab in the Learner Voice work and listen to the digital pioneers who are finding GCSE ICT restricting and dull?

Perhaps some of our Universities and Colleges could offer the same sort of provision in the long summer vacations when all that expertise and equipment could be utilised more effectively such as Nottingham University LSRI summer school.

Perhaps our assessment system should accommodate real learning, which takes place outside school and has real currency and value in the 21st century?

A further article on the Stanford Online High School will be posted on Flux soon.

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