JISC Digital Festival – Notes (Day 2)

I have spent most of the morning interacting with reps of the various exhibitors here.  Now to rest my legs I have settled down in Hall 1 for the keynote by  Sugata Mitra, Prof. Of Educational Technology at Newcastle University.

Notes from Keynote

Sugata was the originator of the ‘Hole in the Wall Experiment‘. He plans to review the last 15 years of work and review trends.

The hole in the wall experiment

ATM like computer  in a hole in the wall. They (the slum kids in New Dehli) did not know English and the interfaces were in English. Street children were browsing within 6 to 8 hours and teaching each other.  Conclusion groups of children left with a computer would reach the level of the average office secretary in the West in about 9 months. [Video shown of this work].

The children’s achievement of their proficiency happened because not despite of the absence of an adult teacher/supervisor.  After 4 to 5 months the teachers reported that their English was much improved. Discovered they were using a search engine to find quality content and copying it down on to paper. Question – why we’re they copying down the right things?  They seemed to know what they were writing.  Then gave them educational objects.  Working in groups they seemed to be able to locate the right information and select it.  Groups of children could reach educational objectives of their own if they wished to. People supposed that when got to in depth learning or skills acquisition they would need human intervention. However, could not find the limits of this learning.

In England turned the hole in the wall upside down. Created the chaotic environment of the hole in the wall inside the clasroom with just a few computers. Made up some rules: free discussion and free movement allowed. In period 2008-2010 this led to the descriptor of self- organising learning events. E.g. For 7 year-olds “why is a polar bears coat white”.  Given the the choice between a hard and easy question the children opted for the harder questions. They were able to do GCSE questions about 6 to 7 years ahead of time. Called these Self Organising Learning Environments (SOLE).

In other countries around the world similar results.  C.F emergent phenomena or self ordering or spontaneous order in the Natural Sciences.  Tested limit of this method in Southern India. Research Question: can 11 year-olds learn the process of DNA replication?  Experiment was a failure but the students self studied why DNA replication sometime went wrong causing disease.  Pre and post testing showed those working 10 years ahead of their time. Used a non scientist and the method of the grandmother.  Using an older adult to stand behind and encourage.

[Slides: Schools in the cloud]

Constructing 7 pilots trying to level the playing field in primary education comparing India with UK.

Q&A

Experience with older students?  – Used to think method applied to ages 6 to 14 but beginning to show that it is not restricted to this. Experiences reported with 16-18 year olds, in FE and he is using SOLE approaches in his university courses.

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