B-Learning Project


The Skills Lab has teamed up national bodies, non-governmental organisations, research and/or education, training institutions in Latvia, Austria, Cyprus and the UK, in a European Union funded project, to develop a Blended Learning toolkit.

The digital revolution is transforming the way children and young people play, access information, communicate with each other and learn. However, teaching and learning in the classroom has not changed much. Teachers are facing dilemma – on the one hand they cannot ignore existence of new technologies and continue teaching as they have done so far; on the other hand, they lack methods how to transform traditional teaching and learning, and how to equip students with competencies necessary for their future life.

The teacher quality is characterised by their pedagogical abilities which needs to be improved continuously. Schools are realising that their students’ learning outcomes include not only literacy and numeracy, but also outcomes such as problem-solving, critical thinking, creativity, creating partnerships and building effective teams.

Blended learning is relatively new and over the last decade differently interpreted concept and approach to education providing useful synthesis of innovative learning methods.

“B-Learning” Project will initially research Blended Learning Best Practice. This know-how will help identify a strategy to allow schools to successfully combine physical and virtual classroom bringing together technology, pedagogy and content. A Toolkit will be developed to help schools organise teaching and learning more meaningfully and appropriate for learning needs in the 21st century school.

Find out more about the project here.


Being Brave

SpaceWriting in 1924 in A Tract on Monetary Reform John Maynard Keynes noted that ‘worldly wisdom teaches that it is better for reputations to fail conventionally than succeed unconventionally.’   Keynes’ aphorism was rooted in an observation about bankers and how they all seem to fail in remarkably similar ways.  But the comment applies equally to many other walks of life.

Consider schools. Despite the rhetoric of change and the impact of technology new schools tend to look remarkably like the schools they are replacing.  There may be the odd larger space or two, wider corridors but essentially the design reflects the idea that work will be undertaken in a variety of different spaces.  As a consequence children still continue to move after their hour lesson and the teachers for the most part remain static.  Spaces are in very real senses ‘owned’ by adults.  And against this backdrop children are nomads carting their belongings around in a variety of bags as nomads do everywhere.

Once this standard design is fixed everything else slots into place.  The curriculum is broken up into slabs of time at the end of which the children move along.  It is a batch production process in all but name and still reflects its industrial factory heritage.

This approach of the factory school as a preparation for the factory life operated quite well. In its classic form fifty or sixty years ago relationships were indifferent or buttoned up at best.  There was a sense that the life of the individual mattered little as children spoken to by their last name could be routinely punished and beaten for infringement of the rules.

Of course this isn’t the case today and schools are friendlier places – or at least they try to be. Yet few schools experiment very much with space and time.  Consequently the alignment between the school as an institution and the wider world that students will one day experience remains wide and growing.  The reasons for this are probably rooted in Keynes’ comments and also the extraordinary degree to which, state run enterprises, they appear shielded from market mechanisms of cost and efficiency.

Behind the schools lie the architecture of state educational bureaucracies.  These institutions provide the funding and exercise various degrees of control over individual schools.  Although they often profess an interest in efficiency and cost reduction the reality is that they recognise the short term political cycles that they operate within and often simply ride these out. There are many conferences nationally and internationally talking about system redesign and the like but the truth is it never happens.  Bureaucracies have an inherent interest in protecting their own bailiwicks and resisting significant change whilst at the same time professing themselves as being significant modernisers.  But bureaucracies are staffed by human beings and who would risk his or her career on a new-fangled idea that may not work?  Failure is seldom rewarded, but the consequence of this is that change is so limited because everyone plays safe.

What might more modern approaches look like? Larger spaces for children is one component with more use of on-line materials and, indeed, courses. This would mean a very different conception of time arrangements within school and the end of large numbers of children moving endlessly with all their possessions.  Instead teachers might move and the configuration of lessons would look somewhat different with some on-line approaches augmented by tutorials.  In fact, in this model pupil grouping could vary from the lecture hall size, through to the seminar and tutorial.  Intelligent metrics would guide the whole process and the pupil could track their work and how well they were progressing on line.

This model would replicate the world that young people will eventually work in where skills of self-management, and resilience are to the fore as is the nature of a modern open environment.  There is also the possibility within this approach of having students learn elsewhere during the week with work placements possible and on-line learning taking place at home for some of the time.  Efficiencies here would further reduce the size and cost of the school.  A multi track model of having students start in a staggered fashion within the timings of 8-30 to 5-30 would further reduce demand for space and hence reduce cost.

To achieve any of this we need school leaders to be brave and take risks in planning new approaches.  If we simply wait we could be waiting a very long time before we see significant change.  Instead governments need to be bold in advocating modernity if they are truly committed to more efficient and progressive approaches to education.  Too often we see these things as something for the long run, but as Keynes also noted:

“Long run is a misleading guide to current affairs. In the long run we are all dead”