Part of the reason no one’s cracked measuring social value is that it doesn’t exist as an objective ‘thing’. Value is inherently subjective, so it’s no surprise that project leads, partners and funders all fight over particular measures. Really they’re all just fighting over measuring what they think matters the most.
Over the summer I’ve been working on a project the Open Resource Bank for Interactive Teaching (ORBIT) – an OER wiki hosting Teacher Education resources for Professional Development on interactive pedagogy, particularly using ICT. It’s still a work in progress prior to the project end in September, and to an extent it’ll still be in progress after that (although, to an extent we very much want it to be – it is a wiki after all!), but do give it a look. The site also hosts a few other teacher education Wikis (OER4School more >
The Open University’s Institute of Educational Technology recently released a fantastic report – “Innovating Pedagogy 2012” (pdf) (Creative Commons licenced too). The report offers 10 innovations with the potential to change education in the short to medium term. It starts with a two page executive summary – so if you don’t read anything else, take a look at that!
Recently I’ve been thinking about the increasing push for children to learn to code. One thing I’ve been particularly interested in is the reason we’ve suddenly become so interested in coding. The benefits outlined in CAS’ ‘Computer Science: A curriculum for schools’ (.pdf) relate to: