MANAGING ICT


Steve Smith discusses whether the education


sector can truly embrace anywhere, anytime learning


procurement process itself. Should we also be broadening our horizons in terms


of what secondary schools might look like in the future, and how their cost can be reduced? In considering this, we cannot ignore the potential of taking the anytime, anywhere learning concept to the next level. Schools, typically, are constructed to house


I


100 per cent of students for a set number of hours per day during term-time, with some provision for the extended community. The number of learning spaces required to achieve this are governed by this “number of students” criteria. So perhaps it is this basic principle that needs to be challenged? Should we now begin to foresee more flexible


arrangements for our older students? Do those in the 13 to 19 age range have to attend school every day, or can we envisage a future in which secondary school buildings are designed not only to facilitate anywhere, anytime learning, but also on the assumption that a significant proportion of learning will be happening elsewhere? The corporate world has embraced the idea of staff


working from anywhere at anytime for many years, not just as a cost-saving mechanism, but also to promote flexibility and motivation, reduce absenteeism and improve effectiveness and efficiencies. For instance, it is common for employees to work from a number of places when empowered through technology, including the office, home, clients’ premises, the train, coffee shops, and so on.


Organised by


N TODAY’S climate of austerity, everyone involved in capital projects in education is looking for ways to get more for their investment. Indeed, school capital projects are under scrutiny and rather than building new schools, attention is shifting to refurbishments and remodelling, along with reviewing the


It’s school, Jim, but not as we know it...


To a certain extent, the arrangements for 14 to


19-year-olds mean that learners and staff are already viewed as peripatetic to some degree, as many vocational study programmes require some learning to be undertaken in a work-based setting as well as in other school(s) and the home. So why can this not be extended across other types of studies? Today’s young people are more than capable of


being independent learners. As digital natives, they are also able to use the ubiquitous online educational resources such as technology-facilitated online teaching, collaboration, peer support and mentoring. They can now access these resources through a range of different devices such as laptops and 3G mobile phones. So, has the education community given sufficient


thought to what proportion of a student’s week, particularly those aged 13 to 19, could be undertaken off-site; be it learning from home, the library, the local museum, community centre or even a work-based placement? By adopting this approach across the board, schools may actually be built to accommodate fewer students than our existing schools are designed to house, or the surplus space repurposed to encourage community and multi-agency use. There are various programmes that already back the


concept of anywhere, anytime learning. For instance, the NotSchool initiative offers a different approach to learning. For a number of years it has supported some of the most disaffected students in the country by providing online mentoring and learning. The recent emergence of free schools adds another


dimension. In the Swedish free schools model, personalised learning supported by a learning portal is a key element, and these establishments use local sports facilities as well as other off-site provision. Is it therefore a logical extension of this idea to see students in free schools accessing resources from outside the


In association with 5to7


five to seven educator www.fivetoseven.co.uk The 7th national conference Autism Today


An essential conference for all in the medical and education professions working with individuals who have autistic spectrum disorder


Wednesday 13th October 2010:


KEYNOTE ADDRESS: Sensory issues in autism Dr Andy McDonnell Living with autism Josh Muggleton


The way from A to B: using wise choices to manage challenging behaviour Mike Stanton


Transitions: from children to adults Angela Nightingale


Assessment of need: getting to know the person Andrew Powell


High functioning autism Dr William Mandy


Using the ADOS, ADI-R and 3Di in the diagnosis of ASD Dr William Mandy


TEACCH Barbara Blyth


The effectiveness of PECS Zena Barton


Thursday 14th October 2010:


Genetic aspects of autism and implications for treatment Dr Alistair Pagnamenta Clinical assessment and diagnosis of autism Dr Helen Pearce How relationship-based play supports families following a diagnosis Diana Seach Comorbid developmental disorders Professor Emily Simonoff Early psychological interventions in children with ASD Dr Wendy MacDonald


Clinical management of challenging behaviour in ASD Fran Davies


Catatonia in autism Dr Amitta Shah Epilepsy in autism Dr Liam Dorris The challenges in establishing an evidence base for ASD therapies: past, present and future Dr Iain McClure


physical buildings which characterise their day school? The million-dollar question is whether students can receive the same standard of education in environments other than traditional school buildings. Should the education sector actually begin to consider the merit in creating smaller schools on the assumption that a proportion of learning may take place in other contexts? Or, alternatively, should school buildings continue


to be created on the assumption that they must accommodate 100 per cent of students, all the time, while simultaneously piloting a different approach that involves off-site learning?


Royal College of Physicians, Edinburgh


There are a number of challenges to be overcome.


Technology-enabled processes such as student self- registration offer a potential solution to the attendance and registration requirements, but other areas may prove more challenging such as the socialisation, trust and responsibility elements. Ensuring that students are learning, not simply watching television, browsing their favourite social networking sites or playing online games when they should be studying spring to mind, as does the spectre of isolated, withdrawn youngsters, happy in front of their computer but not their peers. When students reach 16 to 18 and begin moving


into employment and further or higher education, they have to assume independent study habits, so it is important to build these at an early stage. With a number of students sadly disengaged from the current system and consequently underperforming, a range of strategies already exist to keep this group in the system and improve their progress. Many are based on alternative curricula with the


involvement of different providers, so why not contemplate alternative delivery models as well? Incentivising students and providing technology to encourage motivation and engagement could be a contributory factor to developing the required self-discipline. Educational technology has developed at a staggering


rate in the last decade, and with the focus on personalised learning, the virtual environment will unquestionably evolve further. Exploiting this to its fullest extent may mean we have to contemplate more radical models in respect of the physical environment too.


SecEd


• Steve Smith is director of learning at Capita IT Services, part of The Capita Group Plc.


Further information NotSchool: www.notschool.net


Objectives


Autism Today will bring together leading experts from education and healthcare to discuss the central issues and practical management of autism. Participants will benefit from: • An opportunity to learn about sensory issues in autism


• Insights into productive approaches to education including assessment of needs, managing high-functioning autism and transitions from children to adults


• Expert opinions on the effectiveness of TEACCH and PECS


• Insights into genetic aspects of ASD and effective diagnostic strategies in children and adults


• Updates on the clinical management of ASD, including comorbid developmental disorders, challenging behaviour and early psychological interventions


• Further understanding of catatonia and epilepsy in autism


• Evaluation of ASD therapies and the challenges in establishing an evidence base for these therapies


• An opportunity to share and exchange ideas with the leading professionals in the field


Who should attend?


Autism Today is aimed at all professionals working with indivduals with ASD from both the healthcare and education sectors. It will be of particular interest to: • Paediatricians • Psychiatrists • Neurologists • Clinical psychologists • Specialists in learning disabilities • General practitioners • Speech therapists • Occupational therapists • Health visitors • Nurse specialists in autism/ learning disabilities/psychiatry


• Education professionals working with children or adolescents with ASD


• Educational assistants working with children or adolescents with ASD


For further information and a booking form, please contact Tel: 020 7501 6762 Fax: 020 7978 8319 Web: www.mahealthcareevents.co.uk SecEd • October 14 2010


MA Healthcare Ltd St. Jude’s Church Dulwich Road London SE24 0PB


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