Friday, 30 October 2015
Windows Movie Maker: Examples of Image Transitions
Monday, 19 October 2015
Mindlab By Unitec: Maker Movement / Learning Spaces
Maker Movement (3D Printing and Modelling)
(DCL Week 15 notes)
3D modelling is no longer the domain of visual effects artists and animators. Due to the increased availability and affordability of computers and laptops in the classroom and the abundance of free 3D creation software the opportunity to bring these technologies into the classroom has never been greater."
Learning Spaces and Models
(DCL Week 15 notes)
3D modelling is no longer the domain of visual effects artists and animators. Due to the increased availability and affordability of computers and laptops in the classroom and the abundance of free 3D creation software the opportunity to bring these technologies into the classroom has never been greater."
 |
Uber revolution and 3D printing for all - what the future holds for technology |
3D printing is a lot more than just a niche technology. Over the past few years 3D printers have started to appear within a broad range of industries from medicine, manufacturing, engineering, aerospace, retail, mechanical engineering, dentistry and food science.""As with the launch of social media 10 years ago, 3D printing is a rapid disruptor experiencing expediential uptake. By the time our students enter the workforce there is a high likelihood that 3D printers will be as commonplace as household ink printers. [Within a learning context,] using basic design skills 3D printing can be used to trigger new learning and acquiring new skills."
Workshop Activity: Tinkercad "a free, easy-to-learn online
app anyone can use to create and print 3D models." Need to create an
account, then go to where it says 'create a new design'. It is a very basic package, but it is a good entry level programme for beginners using 3D printers. Tinkercad allows you to save your design and access it
anywhere. Recommend not deleting these files, as you will be able to see
how your skills develop over time! Today's activity involves
collaboratively making the seven seperate pieces of a Tangram - how will
you organise yourselves to achieve this in the time provided?
Learning Spaces and Models
(LDC Week 15 notes)
Workshop Activity
"Modern classrooms reflect new ways of teaching and learning and they remove the focus from a teacher led environment to a space where teachers and learners collaborate.
These learning environments are much more creative, flexible and supportive of technology and are ideally designed to facilitate a more creative approach to content, and news ways to deliver the curriculum that encourages connections in content, encourages excitement and makes learning a transformational experience.
Our classrooms should support new ways of accomplishing the desired outcome that is more active and enables students to retain knowledge and expand on concepts beyond what is taught in the classroom.
Modern learning spaces should be bold and encourage risk taking and original thought through breaking rules around what a classroom should look like."
"Modern classrooms reflect new ways of teaching and learning and they remove the focus from a teacher led environment to a space where teachers and learners collaborate.
These learning environments are much more creative, flexible and supportive of technology and are ideally designed to facilitate a more creative approach to content, and news ways to deliver the curriculum that encourages connections in content, encourages excitement and makes learning a transformational experience.
Our classrooms should support new ways of accomplishing the desired outcome that is more active and enables students to retain knowledge and expand on concepts beyond what is taught in the classroom.
Modern learning spaces should be bold and encourage risk taking and original thought through breaking rules around what a classroom should look like."
21st Century living - A 2.5 min overview of the world we teach in (Source: You Tube)
Food for thought: "If Students Designed Their Own School" (You Tube video clip)
Flexible Learning Spaces (Source: You Tube)
Learning Spaces (a Blend Space Lesson with a huge range of embedded resources for educators)
Recommended Reading: "3D Printers in Schools" (UK pdf article)
Monday, 12 October 2015
Mindlab by Unitec: Inquiry Led Learning & Teaching As Inquiry
Week 14 - DCL - Inquiry Led Learning
Pedagogical and technological innovations are redefining education and while there is great debate on the relevance of traditional education there is also increased support for the resurgence of traditional education ideals linked to higher order thinking and inquiry.
The demands of an evolving knowledge based society requires learners to be independent thinkers as well as interdependent collaborative learners who work together.
There is significant need for students to understand the processes of critical thinking that improves their ability to reason, evaluate, judge and assess. Critical or reflective thinking is integral to inquiry and to the process of forming an opinion or building knowledge."
Week 14 - LDC - Teaching as Inquiry
The Focusing Inquiry
The Teaching Inquiry
The Learning Inquiry
Collaboration
"This week we explored the integration of 'Inquiry' in the classroom to create independent motivated students who take responsibility for their learning.
"This
video explains the teaching methodology Inquiry-Based Learning.
It was
created for the Inspiring Science Education Project as part of a
series
of videos to promote the use of Inquiry-Based Learning."
Pedagogical and technological innovations are redefining education and while there is great debate on the relevance of traditional education there is also increased support for the resurgence of traditional education ideals linked to higher order thinking and inquiry.
The demands of an evolving knowledge based society requires learners to be independent thinkers as well as interdependent collaborative learners who work together.
There is significant need for students to understand the processes of critical thinking that improves their ability to reason, evaluate, judge and assess. Critical or reflective thinking is integral to inquiry and to the process of forming an opinion or building knowledge."
(video by Open University)
Inquiry Lead Teaching Report (downloadable text version)
Inquiry Learning in an ICT Rich Environment (downloadable text - PDF version)
Week 14 - LDC - Teaching as Inquiry
"Teaching as Inquiry aims to achieve improved outcomes for all students. Equally, the teaching as inquiry cycle provides a framework that teachers can use to help them learn from their practice and build greater knowledge. It includes three inquiry aspects.
The Focusing Inquiry
In the focusing inquiry, teachers identify what they want their students to achieve. What do they need to learn next to reach these goals?
The Teaching Inquiry
In the teaching inquiry, teachers select appropriate teaching strategies, looking at best practice and research literature. They plan to gather evidence of success for their students.
The Learning Inquiry
The learning inquiry takes place both during and after teaching. Teachers monitor and reflect on their students’ progress. They use this information to feed back into their practice.
Collaboration
Although teachers can work independently, it is better if they support each other, providing different perspectives and sharing ideas, knowledge, and experiences."
"Learning to be a New School - Building a Curriculum for new times" (online text version).
David Perkins - "40 Years of Teaching Thinking: Revolution, Evolution, and What Next?"
Video blurb: "Today, national and international educational frameworks commonly include a range of thinking skills, often as part of 21st century skills or competencies. Although policy probably promises more than practice delivers, teaching thinking in some form has become a presence in many classrooms. All this began with revolutionary zeal in the thinking skills movement of the 1970s and 80s. Over the decades, skepticism about teaching thinking emerged from IQ advocates ('people can't get smarter'), the back-to-basics movement ('no time for frills like thinking'), and the notion of situated learning ('good thinking requires saturation in a discipline'). Meanwhile, both research and practical classroom experience have evolved our ideas about what thinking skills are, whether and how they can be taught, and what place they might take amidst competing educational agendas..."
Sunday, 11 October 2015
From the Web: "What will the world of 2028 look like?"
"What will the world of 2028 look like? This is a question St Paul's
School has been asking as it explores what a rapidly changing world will
be like when it's youngest students reach their final year of
education..."
"...Research revealed many trends, but two critical uncertainties
which could significantly impact schooling as we know it today. These
uncertainties were used to develop four scenarios, describing possible
futures for our youngest students." (as quoted from Youtube)
Friday, 9 October 2015
Thursday, 8 October 2015
ULearn'15 - "Future-Focussed Learning Design..."
"Transforming our students’ experiences | Future-focused learning design" (ULearn'15 - Breakout 4)
Presenter: Karen Melhuish Spencer (CORE ULearn)
Abstract: "Recent years have seen exciting developments in what we know about effective learning - and increased calls for a more inclusive approach to learning than previous generations perhaps received. From competency-rich curriculum to inclusive learning enabled by digital technologies, the time is right to consider what, how and why your school might transform its approach to learning to benefit all your students.
This session will cut through the ‘buzz words’ to look at what we know to be sound, effective approaches for thinking about future-focused transformation. With the CORE Education ‘10 Trends’ as a backdrop, we will explore the big ideas, what we know works and the implications for your own school. Touchpoint ideas will include: Indicators of effective learning and practice from current research; Stories of how schools have approached transformation and future-focused learning; Suggested frameworks for thinking about transformation in your school. Come prepared to explore new possibilities for reimagining learning in ways that put your learners front and centre."
In order to bring about sustainable, tranformational and positive change, we need to think about change / transformation from a VALUES point of view...
Transformation / Future focus is a conversation around the whole person [holistic] = A mindset around PEOPLE'S WELLBEING.
We can create environments where everyone feels like they belong... More relevant when developing ILE's, the practical contexts can come in behind the Values once this has been developed.
Building relationships with those children, individualised learning, everyone acorss the school - from the principal to the students - know each other. Freedom in the way they learn using the modules the school has created (guidelines - modules relate to the NZC) Sitting behind these are the set of Values that the school has.
Transformational change will not happened at the strategy level - you must consider your values, what is important to you, what you believe is important to your learners... Ask yourself - What is really important to you/your learners?
The grab bag won't really change unless the values and beliefs are lined up with the wider community in which a school exists - then true transformation can begin to happen.
e.g.: all learners in my classroom should feel that they belong. This is the basis for a whole set of ideas that should underlie the learning... What would learning look like in order to line up with these values?
7 Principles of Learning (Dumont - "The Nature of Learning")
1. Learners at the centre
2. Learning is social
3. Emotions are integral
4. Recognise individual differences
5. Stretching all students
6. Assessment for learning
7. Building horizontal connections
Learner Orientation - who's interests are being served?
Inclusive Design - removing barriers to increase opportunities and offer choice.
Networked organisations - distributed expertise, on demand.
Future Oriented Pathway - must have coherence along the continuum - i.e.:
our learner > our values and beliefs > our principles > our practice.
Presenter: Karen Melhuish Spencer (CORE ULearn)
Abstract: "Recent years have seen exciting developments in what we know about effective learning - and increased calls for a more inclusive approach to learning than previous generations perhaps received. From competency-rich curriculum to inclusive learning enabled by digital technologies, the time is right to consider what, how and why your school might transform its approach to learning to benefit all your students.
This session will cut through the ‘buzz words’ to look at what we know to be sound, effective approaches for thinking about future-focused transformation. With the CORE Education ‘10 Trends’ as a backdrop, we will explore the big ideas, what we know works and the implications for your own school. Touchpoint ideas will include: Indicators of effective learning and practice from current research; Stories of how schools have approached transformation and future-focused learning; Suggested frameworks for thinking about transformation in your school. Come prepared to explore new possibilities for reimagining learning in ways that put your learners front and centre."
In order to bring about sustainable, tranformational and positive change, we need to think about change / transformation from a VALUES point of view...
Transformation / Future focus is a conversation around the whole person [holistic] = A mindset around PEOPLE'S WELLBEING.
We can create environments where everyone feels like they belong... More relevant when developing ILE's, the practical contexts can come in behind the Values once this has been developed.
Building relationships with those children, individualised learning, everyone acorss the school - from the principal to the students - know each other. Freedom in the way they learn using the modules the school has created (guidelines - modules relate to the NZC) Sitting behind these are the set of Values that the school has.
Transformational change will not happened at the strategy level - you must consider your values, what is important to you, what you believe is important to your learners... Ask yourself - What is really important to you/your learners?
The grab bag won't really change unless the values and beliefs are lined up with the wider community in which a school exists - then true transformation can begin to happen.
e.g.: all learners in my classroom should feel that they belong. This is the basis for a whole set of ideas that should underlie the learning... What would learning look like in order to line up with these values?
7 Principles of Learning (Dumont - "The Nature of Learning")
1. Learners at the centre
2. Learning is social
3. Emotions are integral
4. Recognise individual differences
5. Stretching all students
6. Assessment for learning
7. Building horizontal connections
Learner Orientation - who's interests are being served?
Inclusive Design - removing barriers to increase opportunities and offer choice.
Networked organisations - distributed expertise, on demand.
Future Oriented Pathway - must have coherence along the continuum - i.e.:
our learner > our values and beliefs > our principles > our practice.
ULearn '15 - "Middle Leadership in NZ Schools"
"Middle leadership in New Zealand secondary schools: A complex role with many challenges"
Ulearn '15 - Research Taster 4C
Presenter: Martin Bassett Programme Leader Master of Educational Leadership at Unitec mbassett@unitec.ac.nz
Abstract: "The role of middle level leaders in New Zealand secondary schools is complex with many challenges. The role of educational leaders has expanded, and responsibilities previously the domain of senior leaders have been delegated to middle level leaders. This research set out to examine expectations of middle leaders in New Zealand secondary schools and the challenges they face.
Educational reforms that began in the 1980s increased pressure on educational leaders, resulting in the delegation of responsibilities to other levels in the school hierarchy with an intensification of management work for middle level leaders. Middle leaders have become caught in a dichotomous role in which they are both teacher and leader. Consequently, the scope and volume of tasks middle leaders are now expected to carry out has led to an increasingly challenging role for these practitioners..."
Rationale
A new role
Methodology
Qualitative questionnaire etc-
Findings - Expectation
Leadership Development (ref. VanBelser and Macauley)
Assesssment, Support, Challenge < a "Leadership Development Inquiry Cycle"
Quote (Bassett, 2012): "Qualification for the role of the classroom teacher is no longer adequate for middle leaders"
Conclusions
Middle leaders - pivotal, demanding role; often feel unprepared for the depth and breadth of the role.
Ulearn '15 - Research Taster 4C
Presenter: Martin Bassett Programme Leader Master of Educational Leadership at Unitec mbassett@unitec.ac.nz
Abstract: "The role of middle level leaders in New Zealand secondary schools is complex with many challenges. The role of educational leaders has expanded, and responsibilities previously the domain of senior leaders have been delegated to middle level leaders. This research set out to examine expectations of middle leaders in New Zealand secondary schools and the challenges they face.
Educational reforms that began in the 1980s increased pressure on educational leaders, resulting in the delegation of responsibilities to other levels in the school hierarchy with an intensification of management work for middle level leaders. Middle leaders have become caught in a dichotomous role in which they are both teacher and leader. Consequently, the scope and volume of tasks middle leaders are now expected to carry out has led to an increasingly challenging role for these practitioners..."
Rationale
- Middle leader in 3 schools in 10 years
- Absence of leadership development
- Advice Informal
A new role
- Educational reforms intensified senior leadership role
- New responsibilities for middle leaders
Methodology
Qualitative questionnaire etc-
Findings - Expectation
- Curriculum Leadership - i.e.: developing programmes, enabling proogrammes, removing barriers, leading the learning; a strong focus on results or achievement.
- Developing Staff - ML felt that they were expected to develop staff, but weren't developed themselves (by BOT and Senior Managers)
- Administrative tasks - qulaity assurance (NCEA, secondary school study)
- Lack of time - cuts into non-school time, interupts classroom routines; SL acknowledged this, but had no ideas on how to solve it.
- Lack of leadership development - the surprise response from the ML; they felt they hadn't had sufficient PLD, but the study found that when they reflected on their role, they actually had recieved some, but had still not felt it was adequate perhaps?
- Leading department within wider school context - dealing with their own departmental concerns.
Leadership Development (ref. VanBelser and Macauley)
Assesssment, Support, Challenge < a "Leadership Development Inquiry Cycle"
Quote (Bassett, 2012): "Qualification for the role of the classroom teacher is no longer adequate for middle leaders"
Conclusions
Middle leaders - pivotal, demanding role; often feel unprepared for the depth and breadth of the role.
ULearn'15 - "Professional Learning For Change"
"Teacher's perceptions of risk when engaging in professional learning for change"
(ULearn'15 - Research Taster 3A)
Presenter: Tamara Jones
(PhD student, UA Faculty of Education and Social Work)
Abstract: "Currently many positional leaders are investing in, and espousing a Modern Learning Practice (MLP) philosophy. Yet ultimately the onus is on the classroom teacher to integrate learner-centric pedagogies and digital technologies in modern learning environments. This is likely to generate many reactions from teachers, including possible perceptions of risk. This is worthy of attention because teacher perceptions of risk may be a fundamental barrier to changing teaching practice.
This presentation will first report on my recent study, which identified organisational factors that influenced teachers’ perceptions of risk and willingness to engage in professional learning for change. Twenty-one primary teachers participated in this research. Data included a questionnaire to broadly situate perceptions of risk and was followed up with interviews. Findings showed teachers perceived risk when they felt professional learning was lacking purpose or relevance, when it was mandated, or when it had vague implementation expectations. However, teachers’ perceptions of risk could be mitigated with collaboration and consultation, and time and opportunities to engage in the new learning..."
Resistance vs. Risk
Education as we know it is changing - the environments, the way children learn, the way we teach. (Hargreaves, A. 1994; Hargreaves, A. 2005) The older / more experienced teachers get, the more resistant they become to change.
Current Understandings
(Robinson, 2011) Blaming teachers is counterproductive to developing a culuture of collaborative, sustainable improvement.
(Howard, 2013; Le Fevre, 2014) Teacher's perceptions of risk may be a fundamental barrier to change.
Defining Risk
Loss, which can e performance realted, social, psychological or status related... [etc-] (Ponticell, 2003) - refer to handout for references cited, can Email Tamara for more.
Research design
Theories of risk taking
A domain-specific phenomenon = the school culture influences i.e.: Teachers can deteremine who takes risks and how. Organisational factors that affect engagement.
Findings
Collaboration and consultation with teachers allowed change implemeted more readily. Relevance in an authentic context; transparency etc
Provision of time and opportunitis to engage in the learning
Where to next
Change leading towards "Innovative Learning Environments" - research will be around the pedagogical core of these.
Call for Participants
Schools that are in the process of change - if they could get in touch with Tamara by Emailing her on tell005@auckland.uni.nz if they would be open to participating in this study.
(ULearn'15 - Research Taster 3A)
Presenter: Tamara Jones
(PhD student, UA Faculty of Education and Social Work)
Abstract: "Currently many positional leaders are investing in, and espousing a Modern Learning Practice (MLP) philosophy. Yet ultimately the onus is on the classroom teacher to integrate learner-centric pedagogies and digital technologies in modern learning environments. This is likely to generate many reactions from teachers, including possible perceptions of risk. This is worthy of attention because teacher perceptions of risk may be a fundamental barrier to changing teaching practice.
This presentation will first report on my recent study, which identified organisational factors that influenced teachers’ perceptions of risk and willingness to engage in professional learning for change. Twenty-one primary teachers participated in this research. Data included a questionnaire to broadly situate perceptions of risk and was followed up with interviews. Findings showed teachers perceived risk when they felt professional learning was lacking purpose or relevance, when it was mandated, or when it had vague implementation expectations. However, teachers’ perceptions of risk could be mitigated with collaboration and consultation, and time and opportunities to engage in the new learning..."
Resistance vs. Risk
Education as we know it is changing - the environments, the way children learn, the way we teach. (Hargreaves, A. 1994; Hargreaves, A. 2005) The older / more experienced teachers get, the more resistant they become to change.
Current Understandings
(Robinson, 2011) Blaming teachers is counterproductive to developing a culuture of collaborative, sustainable improvement.
(Howard, 2013; Le Fevre, 2014) Teacher's perceptions of risk may be a fundamental barrier to change.
Defining Risk
Loss, which can e performance realted, social, psychological or status related... [etc-] (Ponticell, 2003) - refer to handout for references cited, can Email Tamara for more.
Research design
- Review literature
- Questionaire to situate perceptions of risk (21+ participants)
- Data analysis to idenitfy and neutral cases
- Semi-structured interviews (6 selected from the group that was modrate / on the fence)
Theories of risk taking
- Personal Practical Theory
- A teacher's age and career stage (Hargreaves)
- The individual teacher's risk attitude - most recent theory, which doesn't attribute risk aversity to anything other than individual preference...
A domain-specific phenomenon = the school culture influences i.e.: Teachers can deteremine who takes risks and how. Organisational factors that affect engagement.
Findings
Collaboration and consultation with teachers allowed change implemeted more readily. Relevance in an authentic context; transparency etc
Provision of time and opportunitis to engage in the learning
Where to next
Change leading towards "Innovative Learning Environments" - research will be around the pedagogical core of these.
Call for Participants
Schools that are in the process of change - if they could get in touch with Tamara by Emailing her on tell005@auckland.uni.nz if they would be open to participating in this study.
Wednesday, 7 October 2015
ULearn'15 - Networking in the Twittersphere
First, some background - I've only been on Twitter about a month, and thought it worthwhile to share with you how it's been an enriching experience thus far, as we've all been encouraged to actively use this social media platform at ULearn 2015...
Conference Day One:
I started off the day getting caught on camera and my apparent geekiness being shared on Twitter as I was typing up my notes straight into the Blogosphere...
Conference Day One:
I started off the day getting caught on camera and my apparent geekiness being shared on Twitter as I was typing up my notes straight into the Blogosphere...
Woohoo live streaming and live blogging out of @vanschaijik session #cenz15 #ukearn15 pic.twitter.com/xhfEaD8meX
— Anne Kenneally (@annekenn) October 6, 2015
My session today thanxxx for joining in both f2f & virtually #flatconnection @MissSpeir @tonycairns #ulearn15 pic.twitter.com/oIYzxtGlGy
— Sonya (@vanschaijik) October 7, 2015
Had a lovely chat with Anne from CORE (the people organising the event, and my friendly paparazzo)...
Enjoyed the innovative educational pedagogical ideas today #ulearn #cenz15 See more here: http://t.co/6fQRQcqB6M https://t.co/YUzOqYW5vC
— Marla Jane (@Marla_jane_nz) October 7, 2015
@Marla_jane_nz What a pleasure to meet you Maria! Thanks for reassuring me during the rooms shakes...
— Anne Kenneally (@annekenn) October 7, 2015
Anne encouraged me to respond to this Tweet using Padlet...
— Anne Kenneally (@annekenn) October 7, 2015
Which meant I had nearly quadrupled my scant number of 'followers' by the end of the day...
Comments heard during the day about @GrantLichtman 's keynote address this morning were unanimous in their positive tone #Ulearn15 #CENZ15
— Marla Jane (@Marla_jane_nz) October 7, 2015
Who knew being text-stalked could be so exhilarating!
You're most welcome @GrantLichtman - your talk was an upbeat start the conference for all attendees! :-) #ulearn15 #CENZ15
— Marla Jane (@Marla_jane_nz) October 7, 2015
So, it was lovely to get some feedback that suggested I'm not alone in enjoying the warm
fuzzy vibe at ULearn'15 thus far...
@Marla_jane_nz thanks Marla Jane
— Sonya (@vanschaijik) October 7, 2015
ULearn'15 - "Making Space for Pedagogy"
Presenter: Andrew Ford (from Sebel Furniture)
Abstract: "Making Space for Pedagogy can be delivered in a variety of forms depending on the audience. It is based on work being conducted through Classroom Directed Change Management Workshops being run by Andrew Ford, throughout Australia and soon to be provided in New Zealand. The workshops provide a safe and non-demanding methodology which allows participating teachers to explore other ways in which they can provide an engaging physical learning environment that then properly enables them to deliver pedagogy. The workshop considers the teachers' preferred teaching styles but also requires them to consider other teaching styles using existing and other furnishings and other spaces, in a more agile and Activity Based Learning Environment..."
ILE as opposed to MLE... "40% of our teachers will be fine. 60% aren't ready for it" C.D., Principal.
Design thinking - superficiality of design. Too many missing pieces in the puzzle to resolve to create a genuine, innovative learning environment. Design changes need to incorporate:
1. Expert, diverse and representative
2. Clear objective tied to learning vision
3. Challenge the status quo (prepare for change)
4. Strong theoretical frameworks
5. Design tools
6. Post workshop actions
LSW Framework
Abstract: "Making Space for Pedagogy can be delivered in a variety of forms depending on the audience. It is based on work being conducted through Classroom Directed Change Management Workshops being run by Andrew Ford, throughout Australia and soon to be provided in New Zealand. The workshops provide a safe and non-demanding methodology which allows participating teachers to explore other ways in which they can provide an engaging physical learning environment that then properly enables them to deliver pedagogy. The workshop considers the teachers' preferred teaching styles but also requires them to consider other teaching styles using existing and other furnishings and other spaces, in a more agile and Activity Based Learning Environment..."
ILE as opposed to MLE... "40% of our teachers will be fine. 60% aren't ready for it" C.D., Principal.
Design thinking - superficiality of design. Too many missing pieces in the puzzle to resolve to create a genuine, innovative learning environment. Design changes need to incorporate:
1. Expert, diverse and representative
2. Clear objective tied to learning vision
3. Challenge the status quo (prepare for change)
4. Strong theoretical frameworks
5. Design tools
6. Post workshop actions
LSW Framework
Kotter's 8 steps of Change Management
A sense of urgency - why? You're going to living/working in there for at least another ten years - it needs to fit the context for which it is being created.
Timperley (2011) 'Evidence Based Professional Learning Cycle'
The modern learners of the future: "Any task to which an algorithm is created can be replicated"
When designing layout and furnishing for an ILE, need to understand the variables - i.e.:
* Who is learning/teaching and how?
* What is being taught?
We need to triangulate and find the 'sweet spot' for optimising innovative learning spaces...
Some theoretical models to consider:
Gardener's Multiple Intelligences
Thornburg's Archetypes
Different types of individuals gravitate to different areas within a given space - Campfires, Caves, Lookouts and Watering Holes - with the fire at the centre being "Life" (original article: "Campfires in Cyberspace").
What about the way we live? Thornburg's archetypes do seem to fit our modern lifestyles...
Challenging Assumptions
Sebel - Human Centred Active Design Workshop: "Learn, Create, Educate, Lead"
Activity: a dozen people holding up a pole made out of twenty bendy straws stuck together - instructions: to lower it to the floor, using only two fingers (which must touch the straws at all times) and are underneath at all times...
Clarify your objectives - post its benefits vs. concerns (keywords only)
Need to consider how to mitigate those issues that cannot be eliminated e.g.: noise
Practical design ideas that will work:
We need to remember that furniture is a tool - need to think about and consider the purpose of the piece(s) chosen - what is their main benefit?
e.g.: soft fill foam bags instead of bean bags - less noise, keep their shape, provide opportunity for autistic / sensitive children to withdraw, without additional stimulus).
Screens - even see through ones - provide separation whilst still allowing for a contiguous space and sense of belonging.
Rocking stools - Fidgety kids, also builds core strength.
Table arm mobile chairs - allow these to be moved within a space, don't take up as much room as traditional separate desk / chair combo's.
Design Framework
Sebel's approach 31 workshops and over 350 educators - immersion and deep empathy with the customer's world necessitates meaningful engagement as co-innovators.
Critical Factors: Developing holistic, cultural change within a school.
Kano Analysis: consider what is to be done using this model -
Why 3D workshops? Need to consider - play is more than just fun, it encourages critical thinking and problem solving. Play is More Than Just Fun - Stuart Brown (TED Talk 2008)
"Although we live in the age of technology, many of the places in which we learn & work are still based on industrial models developed in the early 20th Century. We have changed, our society & our community has changed. The way in which humans engage & connect with each other has changed." Andrew Ford
Timperley (2011) 'Evidence Based Professional Learning Cycle'
When designing layout and furnishing for an ILE, need to understand the variables - i.e.:
* Who is learning/teaching and how?
* What is being taught?
We need to triangulate and find the 'sweet spot' for optimising innovative learning spaces...
Some theoretical models to consider:
Gardener's Multiple Intelligences
Different types of individuals gravitate to different areas within a given space - Campfires, Caves, Lookouts and Watering Holes - with the fire at the centre being "Life" (original article: "Campfires in Cyberspace").
What about the way we live? Thornburg's archetypes do seem to fit our modern lifestyles...
Challenging Assumptions
Sebel - Human Centred Active Design Workshop: "Learn, Create, Educate, Lead"
Activity: a dozen people holding up a pole made out of twenty bendy straws stuck together - instructions: to lower it to the floor, using only two fingers (which must touch the straws at all times) and are underneath at all times...
- Challenge assumptions
- Individual vs. group goals and objectives
- Fear of failure can be self-fulfilling!
- Communication, Collaboration and Co-ordination
- Stronger relationships = better communication
Clarify your objectives - post its benefits vs. concerns (keywords only)
Need to consider how to mitigate those issues that cannot be eliminated e.g.: noise
Practical design ideas that will work:
- Reconfigure
- 3D Thinking
- Inject Colour
- Create Flow
- Reclaim Dead Space
We need to remember that furniture is a tool - need to think about and consider the purpose of the piece(s) chosen - what is their main benefit?
e.g.: soft fill foam bags instead of bean bags - less noise, keep their shape, provide opportunity for autistic / sensitive children to withdraw, without additional stimulus).
Screens - even see through ones - provide separation whilst still allowing for a contiguous space and sense of belonging.
Rocking stools - Fidgety kids, also builds core strength.
Table arm mobile chairs - allow these to be moved within a space, don't take up as much room as traditional separate desk / chair combo's.
Design Framework
Sebel's approach 31 workshops and over 350 educators - immersion and deep empathy with the customer's world necessitates meaningful engagement as co-innovators.
Critical Factors: Developing holistic, cultural change within a school.
Kano Analysis: consider what is to be done using this model -
"Although we live in the age of technology, many of the places in which we learn & work are still based on industrial models developed in the early 20th Century. We have changed, our society & our community has changed. The way in which humans engage & connect with each other has changed." Andrew Ford
ULearn'15 - "FlatConnections Global Project"
Presenter: Sonya @vanschaijik
Abstract: "The intent of the NZ Curriculum vision (NZC 2007 p.8) is to enable connected learners who can support the well-being of New Zealand, can relate to others, participate and contribute to the world around them. This year Newmarket School students joined the FlatConnections Global project, ‘A week in the Life’. Learners were actively engaged in digital collaborative activities with 143 students and 13 teachers from 6 different countries. This project helped Newmarket School students enact the NZ Curriculum vision by enabling global connections in ways that prepared young learners for their future. Students learnt to question, investigate and act as global citizens using digital technologies and online learning environments - learning with and from students all over the world.
The students used SOLO Taxonomy as a model to to design the process of their own learning and to inquire into the impact of their actions as citizens on their communities and beyond..."
What are "Flat Connections"? Bring classes together using a range of tools to get classrooms to work together collaboratively. Primary level, up to around Year 6, there are also further projects aimed at secondary, intermediate and even ECE. Promotes student collaboration - you must be there, and actively work with the students. Very big on sharing and learning, and giving each other feedback.
Anna has just recently grouped our children into teams - 200 children and around 30 'teams'...
All about: "Connecting, Collaborating and Innovating"
Sonya's comment - "Learnt lots about citizenship and that the biggest learning is around what happens between the ears."
What is "A Week in the Life"?
We select a topical inquiry topic - then apply SOLO taxonomy
Questions to gauge audience placeent on continuum. Key ideas:
SOLO Taxonomy (i.e.: underpinned by AsTTLe)
Citizenship (i.e.: glocalization)
Global Connection (i.e.: social media)
Digital Literacy (i.e.: "Celebrate, Share, Feedback")
Activity: Participants tried out Edmodo which provides students with an interactive platform very similar to Twitter, but moderated by teacher(s)...
FlatConnections use: Fuze, Time Bridge, Edmodo, Hapara, Google Apps, Popplet, Voice Thread.
"I have, I can, I do, I am..." (links to SOLO taxonomy levels).
Reflection:
How connected are you?
If you don't have an online presence at this point in time (teachers especially) you need to get it!
A 'digital citizenship'-linked taxonomy:
Students and Global connections - shared a history of Global Projects at Newmarket School -
Children communicate / share via Edmodo, teacher updates the Wiki, which is kept private whilst it is active, is not published as a public site until the end of the school year (for safety/privacy puposes).
Students will learn to "Connect, Collaborate and Co-Create" WHEN teachers and leaders learn to do it FIRST. As an educator, you must challenge yourself to actively collborate, and to then stretch further and further afield.
You can effectively develop your students towards becoming 'justice-oriented' citizens; as they develop their own ideas and take on a 'glocalization' project (i.e.: a local project that has the potential to go global).
Abstract: "The intent of the NZ Curriculum vision (NZC 2007 p.8) is to enable connected learners who can support the well-being of New Zealand, can relate to others, participate and contribute to the world around them. This year Newmarket School students joined the FlatConnections Global project, ‘A week in the Life’. Learners were actively engaged in digital collaborative activities with 143 students and 13 teachers from 6 different countries. This project helped Newmarket School students enact the NZ Curriculum vision by enabling global connections in ways that prepared young learners for their future. Students learnt to question, investigate and act as global citizens using digital technologies and online learning environments - learning with and from students all over the world.
The students used SOLO Taxonomy as a model to to design the process of their own learning and to inquire into the impact of their actions as citizens on their communities and beyond..."
What are "Flat Connections"? Bring classes together using a range of tools to get classrooms to work together collaboratively. Primary level, up to around Year 6, there are also further projects aimed at secondary, intermediate and even ECE. Promotes student collaboration - you must be there, and actively work with the students. Very big on sharing and learning, and giving each other feedback.
Anna has just recently grouped our children into teams - 200 children and around 30 'teams'...
All about: "Connecting, Collaborating and Innovating"
Sonya's comment - "Learnt lots about citizenship and that the biggest learning is around what happens between the ears."
What is "A Week in the Life"?
We select a topical inquiry topic - then apply SOLO taxonomy
Questions to gauge audience placeent on continuum. Key ideas:
SOLO Taxonomy (i.e.: underpinned by AsTTLe)
Citizenship (i.e.: glocalization)
Global Connection (i.e.: social media)
Digital Literacy (i.e.: "Celebrate, Share, Feedback")
Activity: Participants tried out Edmodo which provides students with an interactive platform very similar to Twitter, but moderated by teacher(s)...
"I have, I can, I do, I am..." (links to SOLO taxonomy levels).
Reflection:
How connected are you?
If you don't have an online presence at this point in time (teachers especially) you need to get it!
A 'digital citizenship'-linked taxonomy:
- Your students / children certainly are, starting to talk, co-create videos (Level 1);
- Interconnection within the school / district / nationally (Level 2);
- Manage Global Connections (e.g: Skype, Google Hangouts);
- Student to Student - with teacher management, global connections "across the ocean" (Level 4);
- Student to Student - secondary school level i.e.: with student management (Level 5)
Students and Global connections - shared a history of Global Projects at Newmarket School -
- moved from hosting a Skype session guest Ant Sang (Bro Twown) in their class and sharing with 100 students including ones in Australia;
- then, the Global Assembly Project (BBC website);
- Health and Wellbeing, several overseas countries involved;
- Skype in the classroom between students overseas;
- Leadership in action, road patrol got involved with Travelwise schools Auckland, students became connected and collaborated;
- connected with a school in Nepal at the time they had a 'quake, students fundraised and sent money straight away = authentic learning; Paddlet used to co-construct and brainstorm between students...
Children communicate / share via Edmodo, teacher updates the Wiki, which is kept private whilst it is active, is not published as a public site until the end of the school year (for safety/privacy puposes).
Students will learn to "Connect, Collaborate and Co-Create" WHEN teachers and leaders learn to do it FIRST. As an educator, you must challenge yourself to actively collborate, and to then stretch further and further afield.
You can effectively develop your students towards becoming 'justice-oriented' citizens; as they develop their own ideas and take on a 'glocalization' project (i.e.: a local project that has the potential to go global).
Monday, 5 October 2015
The Mindlab by Unitec: Design Thinking in Educational Leadership
Design Thinking in Education
(Mindlab by Unitec: Week 13 - DCL)
Design Thinking in Leadership
*u.lab > Sydney. Design Thinking in Action
(Vimeo video)
Change Agents for Education through Design Thinking
(Vimeo video)
(Mindlab by Unitec: Week 13 - DCL)
"How to Escape Education's Death Valley" (TED video)
"Sir Ken Robinson, chair of the UK Government's report on creativity, education and the economy, described research that showed that young people lost their ability to think in "divergent or non-linear ways", a key component of creativity. Of 1,600 children agKen Robinson - ed three to five who were tested, 98% showed they could think in divergent ways. By the time they were aged eight to 10, 32% could think divergently. When the same test was applied to 13 to 15-year-olds, only 10% could think in this way. And when the test was used with 200,000 25-year-olds, only 2% could think divergently. . . . Education is driven by the idea of one answer and this idea of divergent thinking becomes stifled.' He described creativity as the 'genetic code' of education and said it was essential for the new economic circumstances of the 21st century." signed: (TESS, 25 March 2005)
"Why Design Thinking?" Design Thinking for educators (Vimeo video)
* Divergent thinking is a thought process or method used to generate creative ideas by exploring many possible solutions...
"Austin's Butterfly" building excellence in student's work (Vimeo video)
"Rose, Bud, Thorn" - 2 minute PD (video)
* Convergent thinking is focusing on a limited number of choices as possibilities. Then you choose the “right” answer or course of action from among those choices..."
"The Deep" (video)
Design Thinking in Leadership
(Mindlab by Unitec: Week 13 - LDC)
"This week we focussed on Leadership and Design Thinking.
As
education evolves, education is working hard to keep up fostering
teaching that supports an interdisciplinary approach to problem solving.
Design
Thinking is a hands-on problem finding and solving session that
provides a forum for experiential learning. We apply Design Thinking
methods such as posing short explorative questions that launch
brainstorms. This builds a platform broad enough to uncover a wide range
of solutions. We then learn to shape options that are sufficiently
narrow to work through the problems using rapid prototyping techniques.
As
a result, we are able to flesh out a number of needs that are both
meaningful and actionable. Like designers, we will create simple
three-dimensional models to get our ideas across."
*u.lab > Sydney. Design Thinking in Action
(Vimeo video)
Change Agents for Education through Design Thinking
(Vimeo video)
Ewan McIntosh on Design Thinking for Librarians' and Teachers' professional development.
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