Learning in the New Millennium Phase One: Advice Sheet for headteachers

On-line communities require high quality teachers
The teacher is more, rather than less, important in these communities which require light but regular touches. Teachers need to be good and know their subjects well.

Capital fixed costs and on-costs are reduced in on-line communities
In new learning communities the model is not of automated learning with less staffing but it is a model of flexible learning with cheaper capital or fixed costs and reduced on- costs.

The learning community is wide and extends well beyond institutions
Technology makes it time and cost efficient for schools to "lower walls" between themselves and the community / family / work place. Access to a local expert on-line can give high quality support for a few minutes a day where a visit would take a time and only offer support for a part of one day. With careful mediation learning beyond the school walls is very valuable, a problem for schools is how to value it. We can say with certainty that everyone gains.

On-line communities work across age, gender and culture
It is clear that in on-line communities the traditional splitting of school students into groups based on age (the Year system) limits, rather than expands, the learning experience. Children naturally help younger and chase the role models of older and this accelerates and reinforces learning. On-line, "younger" and " older" of course even extend beyond the local school population and the results are impressive. This suggests that the original concepts of community schools and the old vertical pastoral system will be more effective in terms of learning outcomes when we add on-line communications.

Low contribution rates can provide an advanced warning system
Students who do not make a contribution simply do not "exist" in on- line communities. This is an incentive to contribute, but the early warning we get of those who do not participate can be easily identified.

Asynchronous communications are better for school organisations and students
Despite the excitement with synchronous communication technology, for example video conferencing, it is clear from our work that working at different times and different places enhances the work that results because there are opportunities for reflection and debate. This is good news for schools whose daily organisation often makes it difficult to arrange synchronous activities.

Students excluded / absent from schools may be more easily integrated
This is more speculative, but it is clear that because on-line communities are continuous and can be accessed from many places, those students who are excluded, absent for long periods due to illness, physically handicapped or school refusals, can take part in on-line communities and may more easily reintegrate into the physical school community at a later date.

Currently, text matters
On-line communities rely heavily on text. Literacy and keyboard skills are keys to communication although it is possible to see a time when speaking skills are important too (in our phase 2 for example!).