WPA Catch up - Session 1

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Presentation to Waikato Principals Association conference, May 2013. Discussing how our students are wired differently and it is up to us to ensure that we move and modify our pedagogies and not …

Presentation to Waikato Principals Association conference, May 2013. Discussing how our students are wired differently and it is up to us to ensure that we move and modify our pedagogies and not insist that students learn in the way that we have always taught.

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  • The Government has invested millions into ICT/elearning over the last decadeIt has been putting infrastructure in place to enable us to use technologies to enhance the teaching and learning for our studentsHas teacher pedagogy kept up/ adapted to this investmentHow do we grow capacity for elearning in our schoolsHow do we maintain capacityHow do we keep moving forward and not suffer from the boom and bust cycle of elearning that initiative such as the ICTPD project Or through the loss of key elearning exponents within individual schools
  • These are our clients of today, the near future and beyond, how ready are you for them?Each of us can point to pockets of success in schoolHow can we make this success more ubiquitous?How can we ensure that the knowledge of our star performers remains in school, long after they have gone
  • Capacity for elearning is grown through PDThrough the passion of individuals to get their hands dirty, give it a go and reflectTo try new tools, to question to challenge themselvesThis is all very good, but it is the individual that grows, the question is, how sustainable is this model for a school
  • All the while we have patchy performance, our clients become more and more subsumed in the digital world ofInteractionVisual learningInstant feedbackProblem based learningTrial and errorTheir brains are trained for the highly interactive, visual, instant feed back world that exists outside the classroomAnd our classes largely ignore or fail to cater to these needs, disengagement from earlier
  • We use the cascade model in schools to distribute knowledge, but with elearning is this enough?We might be sharing the information, but just how well is that diseminated information being distributed and acted upon?I think that the patchy results within and between schools would indicate that there is room for improvement
  • Focusing on and relying upon the capacity of individuals builds Zoos – cages of expertise that nourish the individualVisiting teachers from other schools have the pleasure of visiting the classes of the individuals to see them in action, but the members of their own community rarely, if ever see them in action, they hear about it, they are told about it. How can we use technology to capture all of this?It does not build a sustainable elearning environment for the whole schoolIP Is locked up in heads of a few individials, in these heads lies the expertise of the entire school with regard to elearning, loss of these individuals has tremendous impact upon a school’s elearning momentum
  • We need to build marine reserves in our schools, defined zone with out walls, a space where the small fish are supported to grow, but the big fish are free to come and goFor this to happen we need to realise the impact that the loss of big fish have upon a school in the caged ip model
  • Elearning grows within the individual classroom and the individual teachersThose that remain to be convinced or avoid the issue, do not grow and the gap increases, creating a vicious circleWhen key staff leave their departure is magnified by the void they leaveElearning skills acquisition has been delegated, and is not managed for sustainability – creating pockets of excellence (Zoos) And deserts of indifferenceStrong management and oversight of elearning integration is required at all strata of the school community
  • It is time to focus on the monetary impact that the loss of key elearning staff have upon a schoolIP is more than the investment in equipment and training, the real value lies in the growth that a teacher makes as a result of thisLoss of the expertise means not only having to re-invest in training, but also the accumulated expertise and momentum that loss of key staff represents and that is an exponentially different value than simply hardware and training costs
  • ELPF if a good tool for schools to use to help build a way forward and should form the foundation for future growth and goalsHowever in the Zoo system, it will only grow the capacity of the current teamSchools are playing snakes and ladders with elearning in the zoo system and will find it difficult to move into the extending and Empowering phases of the documentKey staff leave with their capacity in the zoo system – a snake in the game and the school slides backwards
  • Schools have heavily invested in infrastructure and hardware, but this is no longer enoughWe need to work on the other areas to build capacity of the entire staffWe need to put into place systems that make capacity a sustainable growth model for the entire school
  • Time for schools to actively manage elearning from induction to exitELPF fits into that sustainability and capacity criterionHowever I suggest that as this model only grows capacity of the existing team we need to add We need to plan for and actively capture the iP of the existing team with regard to elearning and use this expertise as a tool through which to support others, and grow capacity within the school
  • Sustainability of elearning is more than the catalysing effect of key staffInvestment in training, infrastructure and hardware does not create a sustainable model for elearning
  • Induction strategy streamlines the transition of the new teacher into the schoolAlerts key personnel within school of the new arrivalSets a chain of events in motion to ensure that on arrival both the school and the new teacher are up to speedInduction pack designed to get the new member of staff up to speed with the “our school” way of elearningSo what should be in the pack?Will involve some changes to your existing contracts for staff, set some expectations, commitments around what kind of environment the new teacher is arriving in
  • A pallette of tools that represent the core elearning skills of the schoolAlerts the teacher to the minimum requirements for success in elearning in schoolThe new teacher has been informed of the need to be up to speed with these tools, by a key date, commencement is goodThey can add these to their existing tools setExisting staff also know what the base tool set is and are expected to be able to integrate these tools into their own practiceThis information is stored on your Intranet, LMS etc (private – it is your ip)
  • Planning formats need to be changed for all staffThe psychology of the current planning documents tend to re-inforce the concept that Computers/ICT/elearning is an add on, an extraPlanning needs to be front and centreStaff need to audit what they are doing and grade it,
  • If you harvest / curate ipTeachers can come and goPotential solutions are learning walksStaff meetingsSyndicate sharingAll good, but not curationLearning walks are expensive
  • If you harvest / curate ipTeachers can come and goPotential solutions are learning walksStaff meetingsSyndicate sharingAll good, but not curationLearning walks are expensive
  • If you harvest / curate ipTeachers can come and goPotential solutions are learning walksStaff meetingsSyndicate sharingAll good, but not curationLearning walks are expensive
  • If you harvest / curate ipTeachers can come and goPotential solutions are learning walksStaff meetingsSyndicate sharingAll good, but not curationLearning walks are expensive
  • If you harvest / curate ipTeachers can come and goPotential solutions are learning walksStaff meetingsSyndicate sharingAll good, but not curationLearning walks are expensive
  • If you harvest / curate ipTeachers can come and goPotential solutions are learning walksStaff meetingsSyndicate sharingAll good, but not curationLearning walks are expensive
  • Tutorials stored on your LMSRaise the minimum bar, Set a minimum standard of independenceEnable key staff to focus on the next steps above the barProvide 24/7 support for key functions to all members of the school community
  • Capture practiceCreate digital learning walks through your schoolSee how peers work with the same tools in different ways
  • Capture classroom management strategiesCreate simple videos explaining how the strategy works
  • Share how resources are combined to enable a better learning outcome
  • Strategies for creating student independence Classroom organisation techniques to ensure that students are independent users of the tools and teachers are not techs diverted from their core business of learning
  • Instigate elearning segments for everySyndicate, faculty, curriculum meetingEnsure minutes reflect this content, with links to the resources, discussions captured
  • If you harvest / curate ipTeachers can come and goPotential solutions are learning walksStaff meetingsSyndicate sharingAll good, but not curationLearning walks are expensive
  • Ensure that you have a robust exit strategy in place to ensure that every last drop of IP has been retained in school as teachers leave
  • To be sustainable Elearning integration needs strong leadership,It needs to be aligned to the ethos of the schoolIt needs to be fully integrated into all systems and strata of the schoolGood practice needs to be celebratedShared, captured and curatedThe IP you capture must be used to the capacity of all the members of the school community
  • If you harvest / curate ipTeachers can come and goPotential solutions are learning walksStaff meetingsSyndicate sharingAll good, but not curationLearning walks are expensive

Transcript

  • 1. Creating a Sustainable E-learning Environment in Your SchoolWaikato Principals AssociationMay 2013
  • 2. The InvestmentSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com“….teacher access to a laptop for their individual professional use wouldlead to gains in confidence and expertise in the use of ICTs, to efficienciesin administration, would contribute to teacher collaboration and supportthe preparation of high quality lesson resources. It was also anticipatedthat teacher would use their laptop in the classroom for teaching andlearning.” http://bit.ly/Sd16442002 – TELA scheme introducedSNUP
  • 3. How is capacity for elearning grown?Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 4. Post conference/PD/Workshop how do you grow that capacity school wide?Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 5. Cascading the good news? The ideas?Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 6. Growing individual capacity builds zoosSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comSustainable?
  • 7. Grow organisational capacitySkype: @dakinane mail: david@dakinane.com web: http://dakinane.comBuild marine reserves
  • 8. Loss of IP is the problem for school wide capacity growth and sustainabilitySkype: @dakinane mail: david@dakinane.com web: http://dakinane.comZoos = caged IPKey staff remain critical for momentum, their loss has enormous impact
  • 9. Do you measure the financial impact of your IP?Skype: @dakinane mail: david@dakinane.com web: http://dakinane.comHow much does the loss a teacher with good elearning skills cost you?
  • 10. ELPF – Roadmap to sustainabilitySkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 11. eLPF School AuditSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comLeadership and Strategic DirectionProfessional LearningInfrastructure and ResourcingTeaching and LearningBeyond the Classroom
  • 12. Schools need to ensure they keep the IP they ownSkype: @dakinane mail: david@dakinane.com web: http://dakinane.cominduction exitIP - harvest and curateSustainabilityCapacityLeadership and Strategic DirectionInfrastructure and ResourcingBeyond the ClassroomProfessional LearningTeaching and Learning
  • 13. Sustainability is about maintaining the chain reactionSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 14. Passion based investments fill school cupboardsSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 15. Sustainability is not built on skills swap rouletteSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 16. Curation of skills, tools, strategies – Capture IPSkype: @dakinane mail: david@dakinane.com web: http://dakinane.cominduction exitIP - harvest and curateSustainabilityCapacity
  • 17. Induct new staff – get them up to speed before they arriveSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 18. A palette of skills and toolsSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 19. Adapt all planning systems in schoolSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comICTGrade activities for auditing
  • 20. Adapt all planning systems in schoolSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 21. Adapt all planning systems in schoolSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 22. Adapt all planning systems in schoolSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 23. Adapt all planning systems in schoolSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 24. Just in time – self paced skills acquisitionSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comThe tutorial never tires, does not mind repetition, consistent message, saves time, saves $$
  • 25. Just in time – self paced skills acquisitionSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comDependenceIndependence
  • 26. Curation of skills, tools, strategies – Capture IPSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comClassroom organisation – limited resources
  • 27. Curation of skills, tools, strategies – Capture IPSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comUsing tools in class – Skitch - Fotobabble
  • 28. Curation of skills, tools, strategies – Capture IPSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comClassroom organisation – Class experts
  • 29. Plan deliberate interventionsSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comRecord learning conversationsCreate rubric of what to coverKISAS!
  • 30. Plan deliberate interventionsSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comRecord integration strategiesRecord classroom managementTips/Tricks with equipmentKISAS!
  • 31. Plan to ensure your have a complete copy of your IPSkype: @dakinane mail: david@dakinane.com web: http://dakinane.com
  • 32. Take the plunge – build your own marine reserveSkype: @dakinane mail: david@dakinane.com web: http://dakinane.comEveryone grows:TeachersStudentsSchoolEveryone is free to leaveEveryone prospers
  • 33. 021 100 5087 / 09 8892375Skype: @dakinanemail: david@dakinane.comweb: http://dakinane.comTwitter: dakinane