:00:00. > :00:00.Coming up in ten minutes Newswatch with Paddy O'Connell,
:00:00. > :00:32.School, it's changed a lot since I went through the education
:00:33. > :00:41.The school buildings may look the same but technology has
:00:42. > :00:44.been infusing education for quite a while now.
:00:45. > :00:46.We have smart whiteboards, we have increasing use
:00:47. > :00:51.We have e-textbooks instead of textbooks, but also
:00:52. > :00:57.systems which mean the way in which kids learn and are taught
:00:58. > :01:04.It seems many tech giants want to become part of education.
:01:05. > :01:08.After all, an early introduction to their brands may one day add up
:01:09. > :01:13.Microsoft this week launched its education offering
:01:14. > :01:15.which includes a new version of Windows called Windows S,
:01:16. > :01:18.a budget Surface Pro in various colours and some tweaks
:01:19. > :01:26.Apple's teaching tool Classroom had a face-lift last month and now
:01:27. > :01:32.But before both of these came Google Classroom.
:01:33. > :01:36.And today I'm finding more about it from Mr Lickfold,
:01:37. > :01:43.director of learning at Tring secondary school.
:01:44. > :01:46.They've been using this online system for the past 18 months
:01:47. > :01:48.to teach and monitor the students' progress.
:01:49. > :01:50.Today I'm learning about the Galapagos Islands and I have
:01:51. > :01:53.to say the lesson that Chris has constructed certainly looks more
:01:54. > :01:59.But tech can do a lot more than just provide media rich lesson plans.
:02:00. > :02:03.We're able to personalise what we do far more than we have ever done
:02:04. > :02:06.before and take them to different resources that are available
:02:07. > :02:09.Every student's learning journey will be different.
:02:10. > :02:12.Taking teaching online also means teachers have a lot more access
:02:13. > :02:14.to children's individual learning data and even
:02:15. > :02:21.For example, this browser extension Draftback lets the teacher watch how
:02:22. > :02:30.If I've got a student who in preparation for their exams
:02:31. > :02:32.is not constructing their paragraphs correctly, I can say,
:02:33. > :02:35."OK, let's look at how you constructed your particular
:02:36. > :02:48.If it's maybe two or three paragraphs and they spent so long
:02:49. > :02:50.on the first one then I can also just say,
:02:51. > :02:53."Look, this is how long you spent on this first document,
:02:54. > :02:58.You only spent five minutes on the second and third one."
:02:59. > :03:03.The kids also seem to like the learning experience.
:03:04. > :03:07.Using online tools and data is one way to enhance learning in schools,
:03:08. > :03:10.but Lara Lewington has been looking at other tech that promises
:03:11. > :03:12.to change how children learn completely.
:03:13. > :03:14.VR, robots, holograms, it wasn't like this in my day.
:03:15. > :03:18.At the BET Education Show earlier this year we saw some
:03:19. > :03:21.of the most cutting edge ideas heading to the classroom soon.
:03:22. > :03:25.Over the past few months I've seen quite a few devices that bring
:03:26. > :03:28.together the idea of kids coding and toys aiming to make
:03:29. > :03:33.But good old Lego here have gone a step further.
:03:34. > :03:35.They are trying to recreate real life situations where robots
:03:36. > :03:40.would be used so that children can find problems and then find
:03:41. > :03:43.the solution and the mission we have here is for a space robot
:03:44. > :03:49.which needs to move around the space base collecting these theses
:03:50. > :03:52.all together and taking them back to one place.
:03:53. > :03:57.But obviously the coding should do that bit.
:03:58. > :04:00.Using the drag and drop blocks to create sequences that carry out
:04:01. > :04:03.actions is just part of the learning process as science is being taught
:04:04. > :04:08.But Brickso's vision of what could be learned
:04:09. > :04:10.through these small plastic blocks was quite different.
:04:11. > :04:17.This is a way to bring your existing Lego set to life.
:04:18. > :04:20.It has got a couple of LED lights, a sensor, and these blocks
:04:21. > :04:28.From there you can create whatever spinning, moving,
:04:29. > :04:34.But this use of technology isn't just about teaching ICT.
:04:35. > :04:37.This adaptive learning is also about employing new methods
:04:38. > :04:42.The teacher guides with experience but as a student you can
:04:43. > :04:49.Now, Jen here is going to play the part of a teacher.
:04:50. > :04:51.She will be talking through what we are all looking
:04:52. > :04:54.at through the goggles at the same time.
:04:55. > :05:00.I mean, looking at the difference between the healthy lungs
:05:01. > :05:04.and the smoker's lungs I definitely think we should stick with the kids.
:05:05. > :05:11.The idea of an image in your mind is certainly something that could be
:05:12. > :05:13.easier to maintain than just someone just talking.
:05:14. > :05:17.But my issue is actually with the idea of wearing the goggles.
:05:18. > :05:21.They're fine for a couple of minutes but then I do feel the urge to take
:05:22. > :05:24.them off so I can't imagine actually wearing them for a full half-hour
:05:25. > :05:29.Many of these ideas will be picked up by individual schools,
:05:30. > :05:31.but although the ideas and devices are out there,
:05:32. > :05:34.the challenge comes in making them available to the masses
:05:35. > :05:37.and that is something which one not for profit in Finland,
:05:38. > :05:40.a country considered to have one of the world's best education
:05:41. > :05:50.I would say that education is one of the few big industries
:05:51. > :05:52.that is still waiting to be disrupted.
:05:53. > :05:54.One of the biggest challenges in our education system
:05:55. > :05:57.is that it is based on the ideals of the industrial world,
:05:58. > :06:01.so it is kind of like teaching everyone to be the same.
:06:02. > :06:04.And in tomorrow's world it is crucial to be individual.
:06:05. > :06:07.One idea turns things on its head though, focusing not simply
:06:08. > :06:13.on new ways of teaching, but firstly analysing how we learn.
:06:14. > :06:17.Well, I'm on my way to maths class which should cause me a bit
:06:18. > :06:25.of concern because I am not sure I remember that much from school,
:06:26. > :06:29.but with this class everybody's having their own private lesson.
:06:30. > :06:31.The teacher doesn't stand up and project their voice
:06:32. > :06:35.The kids take their places at computers were Century AI
:06:36. > :06:41.This artificial intelligence system aims to teach each pupil
:06:42. > :06:44.at their own pace and in a way that suits them best,
:06:45. > :06:52.constantly getting to know them better and tracking their progress.
:06:53. > :06:55.The entire purpose of this machine is to learn how your brain learns
:06:56. > :06:58.and then utilise that data, and it constantly adapts,
:06:59. > :07:01.to provide them with a top-tier education at any single moment
:07:02. > :07:04.and then takes that data and offers it to the teacher in real-time.
:07:05. > :07:11.It's provided by real-time teachers and they can intervene
:07:12. > :07:14.when necessary and they can spend more time on the human interactions
:07:15. > :07:17.with the student, the pastoral care that they need to provide
:07:18. > :07:26.Now, you may remember last year we tickled your earbuds
:07:27. > :07:28.with something called binaural sound.
:07:29. > :07:31.Now, this is a way of recording audio so when you listen back
:07:32. > :07:34.through headphones, the sounds actually sound like they are coming
:07:35. > :07:38.Well, it turns out someone was listening.
:07:39. > :07:41.Not just someone, but The Doctor, and he invited Kate Russell to hear
:07:42. > :07:53.Go and have a look. Why me?
:07:54. > :08:08.Unlike a new episode of Doctor Who, that uses binaural sound to really
:08:09. > :08:12.I have come to south Wales, where the episode
:08:13. > :08:27.In this spooky-looking house, the Doctor investigates
:08:28. > :08:31.Using binaural sound, the show's producers are able
:08:32. > :08:34.to ramp up the fright factor by placing sound effects all around
:08:35. > :08:37.the listener, so they feel like they are actually
:08:38. > :08:56.SO if you see a normal, digital audio workstation,
:08:57. > :09:01.But actually, we can see those tracks on the computer as little
:09:02. > :09:03.objects, like you are looking down on top of a room.
:09:04. > :09:07.So you can see these dots with a cross showing where the left
:09:08. > :09:09.and right is, and the up-and-down axis.
:09:10. > :09:12.When the sounds are then put through into the BBC renderer,
:09:13. > :09:15.which is a piece of software that the R team have made,
:09:16. > :09:18.then you can see where those sounds are hanging in 3-D space.
:09:19. > :09:21.To experience the binaural effect you must be using stereo headphones.
:09:22. > :09:24.Even a top-of-the-range 5.1 surround sound speaker systems will not
:09:25. > :09:26.deliver the results, as the microscopic time delays
:09:27. > :09:29.in sounds arriving at your ears are vital to creating
:09:30. > :09:33.That was super, super scary and spooky and atmospheric.
:09:34. > :09:36.If you are expecting the kind of like sideshow act of jumping
:09:37. > :09:40.around sound that really wows you, this is not what this is about.
:09:41. > :09:42.This is about a subtle experience of placing
:09:43. > :09:48.you in a three-dimensional soundscape.
:09:49. > :09:51.The reason why this episode lent itself so brilliantly
:09:52. > :09:55.to the binaural mix is because of it being a kind of horror -
:09:56. > :09:58.playing with the horror genre, and the tropes of that,
:09:59. > :10:01.and a lot of what makes things scary is what you don't see,
:10:02. > :10:04.and building up the atmosphere to that moment of scare is really
:10:05. > :10:14.We were told 3-D TV was going to be the next big thing.
:10:15. > :10:20.The reason why binaural is really taking off now is because we're
:10:21. > :10:23.in the age of the smartphone and the tablet.
:10:24. > :10:25.People are consuming their media with headphones.
:10:26. > :10:32.Even in my family, my kids will sit down
:10:33. > :10:34.watching their own content, that they're interested in,
:10:35. > :10:39.with a pair of headphones so as not to disturb each other.
:10:40. > :10:44.I think what will happen when people experience binaural audio with TV
:10:45. > :10:48.content, radio content, and then they go back to stereo,
:10:49. > :10:56.And you think, "I want that other sound, please.
:10:57. > :11:02.It was binaural, let me have some more of that, please."
:11:03. > :11:05.I think that is where we will start to see binaural really take off.
:11:06. > :11:08.This spooky episode will be broadcast with regular sound on UK
:11:09. > :11:13.I'm afraid viewers from the rest of the world will have to wait.
:11:14. > :11:15.For the binaural experience, watch it on iPlayer.
:11:16. > :11:17.I recommend a darkened room, some decent stereo headphones,
:11:18. > :11:21.And remember, if you do hear knocking sounds in the night,
:11:22. > :11:38.And that's it for the shortcut of Click for this week. The full-length
:11:39. > :11:43.version is up on iPlayer to watch right now. Follow us on Twitter
:11:44. > :11:46.throughout the week @BBCclick. Thank you so much for watching and we'll
:11:47. > :11:48.see you soon.