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Global Communication and Collaboration for Learning

These projects with schools in four continents, BT, DHL, CISCO and Microsoft address an industry requirement for communication and collaboration skills and PISA recommendations for enjoyment, self-belief and the stamina to face challenging problems.

tony houghton

on 16 February 2018

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Transcript of Global Communication and Collaboration for Learning

Global Communication
and Collaboration for

Group Workshop
and Presentations

and WIKI


Virtual - but Personal

Group work helps a student learn by communication and collaboration. It also provides an opportunity for personal, learning and thinking skills development essential for their future careers.
work intensively under time pressure
(hence the term 'Hothouse') in groups of 5,
addressing a challenge
and ensuring that all team members are engaged. In this example, the challenge is to design the next generation mobile device (in 2004...) with business and marketing experts.
10.00 - 10.10 Welcome and Objectives

10.10 - 10.20
How can we design and deliver zero cost energy? (or... Design a new mobile device for schoolchildren for £10. Build a flying object to carry a 1kg weight 10 metres. How can we make flight easy to learn?
How can we best communicate with our partner school in Uganda? How can we get parents involved in our school? How can we make maths friendly for new first year pupils?...etc)

10.20 - 10.40 Group work
Students split into groups of 5 to address the challenge (
teachers stand back :-
3 minutes discussion - then present first ideas for 60 seconds!
constructive feedback
from other teams and experts

10.40 - 10.50 Introduce experts
eg business, technology, police, community, parents who are available for consultation, and
in the words of more than one student - actually listen to us

10.50 - 11.30 Group work
discussion and agreement on 'who does what', research, interview experts, develop solution and plan, practice presentation
in short timescale

11.30 - 11.50 Group 60-second presentations/demonstrations
constructive feedback
, discuss teamworking experience

11.50 - 12.00 Next Steps and close
Discussion and teacher comittment to next steps,
60-second evaluation questionnaire, perception and suggestions
Hothouse Workshop Agenda
HothouseGroup Work
Presentation Skills
Good presentation skills and confidence can be quickly attained - with coaching and peer feedback.

Working and succeeding on a complex problem can produce measurable enhancements in People SKILLS and also
self-esteem, aspirations and respect
6 and 15 year-olds
Mutual learning and confidence
can take place when young and older work together - note the engagement of the younger students...note the teachers and myself made redundant:-)
intensive Hothouse agenda
from 2hrs to 2 days has been used with ages 6 to adult - indeed it is a variant of Hothouse workshops used by major companies such as BT, Pepsico, DHL, CISCO.
Student - led (teachers stand back :-)
Working hard
- under time pressure
Active engagement – actually DOING something, undertaking a project and coming up with THEIR solutions
Working with others –
'somebody who actually listens to them'
100% engagement within team
The key is intensive activity...
Kudawella - Ipswich
Although familiar technology - we don't make use of it!

Most pupils are NOT used to videoconferencing in the classroom..with a class the other side of the world.
Just imagine pupils getting used to talking with a pupil the other side of the world...self-belief
Sharing Artwork
We were amazed at this young artist's work - which we could clearly see live from his classroom in New Delhi. (It's a portrait of Krishna)
...it raises the bar...
This is the first time Mujuni from Buhumba, Uganda has ever...seen a computer...let alone the Internet
...imagine talking with these kids...then meeting them six months later...
Nacton Teddy!
The Ipswich Nacton Infant School teddy bear visited Katha School, New Deli...to a great reception!
Imagine the reaction
of the Ipswich pupils when they saw this picture of their teddy in India...
Football & STEM
Power of Dance!
Imagine when she comes to Ipswich!
See YOUR partner pupil in CHINA -
aspirations and respect

This girl is demonstrating this zero cost energy bike in Ipswich and a clip is put on the WEB. Her class then see it in a New Delhi playground, then in the home...to create light for a young boy to learn...to read!
Did you ever imagine you could do that?
Business, technology, arts, sport, health, community and employer engagement

...implementing PISA recommendations

and stamina
to face

These communication and collaboration examples are taken from my projects working with students in four continents aged from 5 to adult together with BT, DHL, CISCO, Microsoft and Coventry University. In addition to meeting student and employer requirements, they address PISA recommendations explicitly or implicitly featuring:

Hothousing Activity with a kick-off, mid-term and
event, featuring an
mix of physical and on-line activity, and a duration which can be a week or a year (see diagram).
Hothouse Group work and presentations - including an example intensive workshop agenda
focusing on people skills: groupwork and presentation skills enhancing self-perception
- often with multi-disciplinary experts from academic, business and other organisations.
- open ended or specific - technology or business or other skills focus.
Videoconferencing and WIKI - including a functional and non-functional requirements specification over and above Facebook, Google Docs, Skype
Objectives and evaluation - self, peer, teacher assessment of skills,
self perception, and perception of the value of education and technology

MUCH more, including the rationale for this, can be found at:


Objectives and Assessment
Personal Learning Thinking Skills Peer Assessment
Measuring 'before and after' self-esteem, aspirations, respect - for self, school and community
Measuring 'before and after' individual perception of the importance of technology, skills, different routes for technology careers, and the importance of communication skills and teamworking
Education and Technology Perception
Self Perception
Personal Learning Thinking Skills On-line Evaluation
Objectives and assessment can address SKILLS development (obviously) and also
- not just to measure or test - but to get students to THINK about these...

PISA International best practice tells us that
self-belief and High PERCEPTION of the value of education
is a key differentiator of the best international educational systems. Here are some examples of tools to
foster self-belief in self-esteem, aspirations and respect

1. Content Communication and Collaboration: Part or all made available inter schools and/or community and globally

2. Expert & User Generated Content: Multi-project multi-media WIKI, Individual project set-up for inter student and/or school, local and global community collaboration, Import and export content in standard format, SCORM compliant, Flash conversion, ‘Switch-on switch-off’ required modules only: Photo gallery, calendar, questionnaires, Self Assessment using multi-media evidence and printable single page with links

3. Integrated Safe-and-Secure Communications: Videoconferencing – Killer App!, ‘Switch-on switch-off’ required modules only (VideoTV, forums, messaging, email, blogs, RSS feeds) to avoid overload

4. Integration with School’s Existing MIS (notably SIMS)

5. eShop: To buy physical items and also on-line services (free or revenue generating) eg videoconferencing, email, surveys, educational or technical support
Functional Requirements for a School
England Football International and local boy Scott Parker talks about PERFORMANCE measurement!... which is
taken very seriously
by these young players...STEM.
Irene from Buhumba Uganda dances for us!
Yes you CAN dance!
Physical things can have huge impact...if made Personal
First Time
NB: (Slight aside...)
The technology is all there! Facebook, Google Docs, Skype, Youtube are excellent tools which can be used under teacher control and as part of the on-line mix.

The degree of control, particularly security, will vary. For videoconferencing, WIKI and other tools between schools and young people, there are a number of functional and non-functional requirements to be considered. The following 10 Key Features are based on our project experience plus UK Bid requirements. They may give food for thought, particularly for safe and secure communication.
Dr Tony Houghton
tony.houghton@ccite.org www.ccite.org

6. User Friendly: Non technical, for all students, teachers, community users; pioneer user engagement via 'proof of concept' requirements capture activity

7. Safe and Secure: Paramount consideration, 4-step human and technology security process, audit trail, individual user-id controlled multi-level and project access, right-to-publish

8. Minimal Support & Training Requirement: Typically, users require NO training, help or documentation

9. Opensource: Most obviously ‘free’ but more importantly a strong self-help community

10. Yours and Others: Both modules and support arrangements can be a mix
Non-Functional Requirements for a School
Working together on a WIKI
...presenting and sharing your work...
Communication and Collaboration between educators can be found at: Raising the Bar: online STEM - international assessment, resources, communication and collaboration:


(This example describes communication and collaboration between the Cambridge Teaching Schools Network, Cambridge Centre for Innovation in Technological Education, Faculty of Education University of Cambridge, GeoGebra, ORBIT open resource database and STEM Team East)
Working with Business
BT, Pepsico, DHL, CISCO also work with young people on our projects. From top left clockwise: DHL Intelligent Driving Force, BT iVine Mobile, CISCO Customer Center and Pepsico Intelligent Supermarket Trolley projects
...builds confidence working with professionals...who listen to them...
This is OFTEN forgotten!
Yet so simple!
A physical artifact in a presentation...
A visit from a real live person...
Education systems and societies at large need to invest in ensuring that students enjoy learning, believe in their abilities and capacity to succeed, and also, crucially, have the stamina to face challenging problems and situations

PISA 2012 Reports:
1 What students know and can do
2 Excellence through Equality
4 What makes Schools Successful

3 PISA 2012 Results: Ready to Learn: Students' Engagement, Drive and Self-Beliefs (Volume III)
PISA have produced 4 volumes and their main recommendation appears in volume 3:
But how do we implement these recommendations?

Stamina to face Challenging Problems & Situations

This presentation describes activities which address these recommendations explicitly (self-belief, stamina) and implicitly (enjoyment).
...implementing PISA recommendations

and stamina
to face
...and more...
...implementing PISA recommendations

and stamina
to face
...and more...
Measuring 'before and after' self-esteem, aspirations, respect - for self, school and community
Self Perception
Full transcript