Malcolm McLaren and education at Handheld

I never expected the creator of the Sex Pistols to be a devotee of Baudelaire, but so it is. Malcolm McLaren gave a great and thought-provoking talk this morning about education and himself at the Handheld Learning Conference. Many will have found it a ramble, but the style was an elegant exposition of the substance of his talk - which asked why we have become a "karaoke culture" in which the stupid is cool, and life is lived by proxy (reality TV) and instant gratification, rather than an "authentic" one which celebrates "the messy process of creativity." I'll post the link when it's up, but MM celebrated how we should sometimes (he would say always) be enthusiastic amateurs, open to possibilities (especially those involving "glorious failure"), and celebrate learning for learning's sake and art for art's sake. Malcolm McLaren the flaneur - a new one on me.

It's also the first ever time I've had the question "so how do we fix our culture then?" answered with a metaphor involving four-letter expletives and rubber dolls...

Losing confidence

Seventy percent of primary teachers are considered to be confident and competent using ICT in the curriculum – down from 80% in 2007. The percentage has also decreased in secondary schools with 60% in 2009 being confident and competent using ICT – compared to 68% in 2007.

The fifth page of BESA's ICT in UK State Schools 2009 summary report is pretty grim reading. Bear in mind this is a trade association which has a vested interest in selling educational products, but its conclusions do ring true. It coincided with a conversation I had yesterday with somebody working in Australian educational publishing. From the outside of the UK, it looks like we have a mature, well-funded and well-informed market for electronic educational materials. The DCSF rhetoric clearly works. Regrettably the reality is somewhat different.

Saul Nassé named BBC Learning chief

The Guardian reports this today:

Saul Nassé is to replace Liz Cleaver as controller of BBC Learning when she steps down at the end of the year, the BBC announced today.

Nassé is currently based in Mumbai where he has been general manager and creative head of BBC Worldwide Productions India since 2007.

I don't know Saul and wish him all the best in his new job. And for you cynics: no, I didn't want it or apply for it.

I am however worried about the tone of the announcements surrounding his appointment. They sound more and more like a BBC retreating from offering anything truly substantial aimed at schools or for use in the classroom - George Entwhistle is reported to have said

[...]His mission is to build on the success of services like Bitesize and Class Clips, and on campaigns such as Breathing Places, by forging ever stronger links between Learning, Knowledge and the rest of the BBC[...]

This sounds very much like Learning is becoming absorbed into a mission to educate in its widest - and least controversial - sense. It doesn't sound like it includes a mission to challenge, complement and enrich what is going on in schools. I am worried the BBC has finally completely caved in to the vested interests of a few powerful commercial companies, and we are left with no organisation to challenge orthodoxy. I hope I am wrong.

Culture and strategy

Been wanting to post this for a while - heard in a presentation at NESTA/ Steve Moore's Reboot Britain event earlier in the year. I forget who said it - I think it was Charles Leadbeater - but it has stuck in the brain:

Culture eats strategy for breakfast

In other words, however clever your vision, however fine your organisational structure, whatever your methodology, if the people aren't with you, don't get on and/or can't be bothered, forget it. Very true!

Wish I'd done this...

Just found, via a slightly circuitous route: Creative Spaces. A shining and alas very isolated example of an open, exploratory "web 2.0" learning resource. The user - whoever they may be - is invited to engage with museum artefacts through story (see the celebrity videos like Tony Robinson's), other people's comments, and a tag cloud, hopefully driving them to reflect further and comment themselves. It's got a lovely clean design, too. Love it (tinge of envy - I was once working on similar ideas that never came to fruition).

Here we go again?

I was rather surprised to learn that the BBC Trust's service review of children's services and content, published yesterday, also covered "content to support formal learning for primary school children". I was less surprised - but weary - to discover that "As part of this review some commercial education content suppliers raised concerns about the competitive impact of the BBC’s formal learning provision. Under the terms of the BBC’s Charter, the Trust has a duty to have regard to the competitive impact of the BBC’s activities and has written to establish whether these concerns should be treated as a formal complaint."

Oh, not again. The review document emphasizes how CBBC and CBeebies are there to promote education and learning. As I have said ad nauseam before, the BBC must have a role to play in education. This should be curtailed by and complement the (usually) bread-and-butter stuff that commercial publishers can do, but that's because the BBC is the only organisation that can innovate and question the prevailing teach-to-the-test zeitgeist, and so that's where it should spend time, effort and resources. Ewan McIntosh's excellent blog pointed me to something I should probably have seen years ago - Ken Robinson's February 2006 TED talk - in a wider-ranging and thought-provoking post about what we're getting wrong.

Is there any chance that we can move away from threats towards collaboration and dialogue in the wider interests of society?

BBC raw money

I'm delighted to say that the work I've been doing with the BBC and Tinopolis Interactive for the last several months is now live at http://www.bbc.co.uk/raw/money/ - a site designed for adult learners who need to improve the way they deal with money. Nice to get some content out there!