www.core-ed.org
MODERN LEARNING
ENVIRONMENTS:
WHERE’S THE
INNOVATION?
ISNZ Annual Conference, Auckland, 20 June 2014
www.core-ed.orgwww.core-ed.org
www.core-ed.orgwww.core-ed.org
www.core-ed.orgwww.core-ed.org
CHANGING SCHOOLS…
“Schools may be the starkest example in
modern society of an entire insti...
www.core-ed.orgwww.core-ed.org
TESTING ASSUMPTIONS…
1996, Prof. Hedley Beare
“egg crate” classroomsset class groups based ...
www.core-ed.orgwww.core-ed.org
Practices
Principles
Moral
purpose
WHY?
HOW?
WHAT?
Derived from values/beliefs.
Captured in...
www.core-ed.orgwww.core-ed.org
Practices
Principles
Moral
Purpose
WHY?
HOW?
WHAT?
Learning is a individual activity.
Tradi...
www.core-ed.orgwww.core-ed.org
Practices
Principles
Moral
purpose
WHY?
HOW?
WHAT?
Learning is a individual activity.
Style...
www.core-ed.orgwww.core-ed.org
Practices
Principles
Moral
purpose
WHY?
HOW?
WHAT?
Collaboration. Interaction.
Social parti...
www.core-ed.orgwww.core-ed.org
Practices
Principles
Moral
purpose
WHY?
HOW?
WHAT?
Collaboration. Interaction.
Social parti...
www.core-ed.orgwww.core-ed.org
www.core-ed.orgwww.core-ed.org
SOME BIG QUESTIONS…
•  What aspirations do you have for your children?
•  What skills, know...
www.core-ed.orgwww.core-ed.org
WHAT IS IMPORTANT TO LEARN…?
Using
language,
symbols
and text
Relating
to others
Thinking
P...
www.core-ed.orgwww.core-ed.org
HOW IS IT IMPORTANT TO LEARN?
Student autonomy
and initiative
accepted and
encouraged.
Stud...
www.core-ed.orgwww.core-ed.org
WHERE DOES LEARNING TAKE PLACE?
At home At my friend’s
house
At the library
At school
www.core-ed.orgwww.core-ed.org
WHO DO I LEARN WITH?
With friends in
a group
At the
computer
On my own in
a quiet place
Wit...
www.core-ed.orgwww.core-ed.org
http://ingvihrannar.com/14-things-that-are-obsolete-in-21st-century-schools/
www.core-ed.orgwww.core-ed.org
1.  Computer rooms
2.  Isolated classrooms
3.  Schools that don’t have WiFi
4. Banning phon...
www.core-ed.orgwww.core-ed.org
REPLIES
www.core-ed.orgwww.core-ed.org
HORIZON REPORT - 2014
•  Rethinking role of teachers
•  Shift to deeper learning
approaches...
www.core-ed.orgwww.core-ed.org
MODERN LEARNING PRACTICE
www.core-ed.orgwww.core-ed.org
www.core-ed.orgwww.core-ed.org
3rd place
COMPETING AGENDAS?
Centralised De-centralised
Connected
•  Self-managing
•  Auton...
www.core-ed.orgwww.core-ed.org
Students in physical
school, instruction
and assessment
predominantly on-
site
Students acc...
www.core-ed.orgwww.core-ed.org
www.core-ed.orgwww.core-ed.org
•  Strong support for creating and
sharing
•  Some type of informal mentorship
•  Members b...
www.core-ed.orgwww.core-ed.org
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11274007
www.core-ed.orgwww.core-ed.org
Play the capacity to experiment with one’s surroundings as a form of
problem-solving
Perfor...
www.core-ed.orgwww.core-ed.org
Collective
Intelligence
The ability to pool knowledge and compare notes with others toward
...
www.core-ed.orgwww.core-ed.org
UNPACK
•  How adequately do our learning
spaces cater for the type of
learning we are wanti...
www.core-ed.orgwww.core-ed.org
MODERN WORK SPACES
•  ASB building, Auckland waterfront
•  Open, shared spaces
•  Visibilit...
www.core-ed.orgwww.core-ed.org
INNOVATIVE LEARNING PRINCIPLES
•  Make learning and engagement central
•  Ensure that learn...
www.core-ed.orgwww.core-ed.org
MODERN LEARNING ENVIRONMENTS
•  Albany Senior High School
•  Whole school in one building
•...
www.core-ed.orgwww.core-ed.org
Image credit: JISC 'Designing Spaces for Effective Learning'
Outdoor
learning
Increases soc...
www.core-ed.orgwww.core-ed.org http://www.core-ed.org/professional-learning/mle-matrix
www.core-ed.orgwww.core-ed.org
EDUCATIONAL POSITIONING SYSTEM
http://eps.core-ed.org
•  Provides a ‘map’ of where
your sch...
www.core-ed.orgwww.core-ed.org
Derek Wenmoth
derek.wenmoth@core-ed.org
Twitter - dwenmoth
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Modern Learning Environments - where's the innovation?

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Keynote presentation to the Independent Schools Association of New Zealand - focusing on where the innovation really lies - with our practice. The environments enable a greater variety of practices to emerge, and encourage more participation and collaboration on the part of both teachers and students.

Published in: Education, Technology

Modern Learning Environments - where's the innovation?

  1. 1. www.core-ed.org MODERN LEARNING ENVIRONMENTS: WHERE’S THE INNOVATION? ISNZ Annual Conference, Auckland, 20 June 2014
  2. 2. www.core-ed.orgwww.core-ed.org
  3. 3. www.core-ed.orgwww.core-ed.org
  4. 4. www.core-ed.orgwww.core-ed.org CHANGING SCHOOLS… “Schools may be the starkest example in modern society of an entire institution modelled after the assembly line. This has dramatically increased educational capability in our time, but it has also created many of the most intractable problems with which students, teachers and parents struggle to this day. If we want to change schools, it is unlikely to happen until we understand more deeply the core assumptions on which the industrial-age school is based” Peter Senge
  5. 5. www.core-ed.orgwww.core-ed.org TESTING ASSUMPTIONS… 1996, Prof. Hedley Beare “egg crate” classroomsset class groups based on age period-based timetablelinear curriculum division of all human knowledge into “subjects” division of staff by “subject” allocation of most school tasks to teachers assumption that learning is geographically bound notion of stand-alone school limiting ‘formal schooling’ to years 0-13 9-3 school day
  6. 6. www.core-ed.orgwww.core-ed.org Practices Principles Moral purpose WHY? HOW? WHAT? Derived from values/beliefs. Captured in policy statements. What you stand for. Mutually agreed and owned by the school community. Shared beliefs/values. Made explicit in mission/vision statement. Lived expression of your values.
  7. 7. www.core-ed.orgwww.core-ed.org Practices Principles Moral Purpose WHY? HOW? WHAT? Learning is a individual activity. Tradition. Competition. Independence. Academic success is the focus of schooling, and is achieved through personal discipline and effort.
  8. 8. www.core-ed.orgwww.core-ed.org Practices Principles Moral purpose WHY? HOW? WHAT? Learning is a individual activity. Style, ergonomics and technology must be considered. Academic success is the focus of schooling, and is achieved through personal discipline and effort.
  9. 9. www.core-ed.orgwww.core-ed.org Practices Principles Moral purpose WHY? HOW? WHAT? Collaboration. Interaction. Social participation. Flexibility. Choice. Aesthetics. Children are social beings. Knowledge building is the result of social interaction.
  10. 10. www.core-ed.orgwww.core-ed.org Practices Principles Moral purpose WHY? HOW? WHAT? Collaboration. Interaction. Social participation. Flexibility. Choice. Aesthetics. Informality. Children are social beings. Knowledge building is the result of social interaction.
  11. 11. www.core-ed.orgwww.core-ed.org
  12. 12. www.core-ed.orgwww.core-ed.org SOME BIG QUESTIONS… •  What aspirations do you have for your children? •  What skills, knowledge, qualities will they require/ •  What role school school play in this?
  13. 13. www.core-ed.orgwww.core-ed.org WHAT IS IMPORTANT TO LEARN…? Using language, symbols and text Relating to others Thinking Participating and contributingManaging self
  14. 14. www.core-ed.orgwww.core-ed.org HOW IS IT IMPORTANT TO LEARN? Student autonomy and initiative accepted and encouraged. Students engage in dialogue with teacher and each other Higher level thinking is encouraged Class uses raw data, primary sources, physical and interactive materials. Knowledge and ideas emerge only from a situation in which learners have to draw them out of experiences that have meaning and importance to them. Teacher asks open- ended questions and allows wait time for response Students are engaged in experiences that challenge hypotheses John Dewey – Constructivist Pedagogy, 1916
  15. 15. www.core-ed.orgwww.core-ed.org WHERE DOES LEARNING TAKE PLACE? At home At my friend’s house At the library At school
  16. 16. www.core-ed.orgwww.core-ed.org WHO DO I LEARN WITH? With friends in a group At the computer On my own in a quiet place With my teacher
  17. 17. www.core-ed.orgwww.core-ed.org http://ingvihrannar.com/14-things-that-are-obsolete-in-21st-century-schools/
  18. 18. www.core-ed.orgwww.core-ed.org 1.  Computer rooms 2.  Isolated classrooms 3.  Schools that don’t have WiFi 4. Banning phones and tablets 5.  Tech director with an admin access 6.  Teachers that don’t share what they do 7.  Schools that don’t have Facebook or Twitter 8.  Unhealthy cafeteria food 9.  Starting school at 8am for teenagers 10. Buying poster, website and pamphlet design for school 11. Traditional libraries 12. All students get the same 13. One-PD-workshop-fits-all 14. Standardized tests to measure the quality of education
  19. 19. www.core-ed.orgwww.core-ed.org REPLIES
  20. 20. www.core-ed.orgwww.core-ed.org HORIZON REPORT - 2014 •  Rethinking role of teachers •  Shift to deeper learning approaches •  Increasing use of OERs •  Increasing hybrid learning designs •  Rethinking how schools work http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf
  21. 21. www.core-ed.orgwww.core-ed.org MODERN LEARNING PRACTICE
  22. 22. www.core-ed.orgwww.core-ed.org
  23. 23. www.core-ed.orgwww.core-ed.org 3rd place COMPETING AGENDAS? Centralised De-centralised Connected •  Self-managing •  Autonomous •  Customised •  Competitive •  Agile •  ‘Local’ •  Bureaucratic •  Compliant •  Equitable •  Aggregated •  Cumbersome •  ‘National’ •  Federated •  Networked •  Collabetition •  Complexity theory •  Ecosystem •  ‘Disruptive’ Cluster Improvement agenda Improvement •  Quality •  Achievement •  Equity •  Standardised •  “Same but better” Transformation agenda Transformation •  Paradigm shift •  Complete, major change •  Renewal •  Metamorphosis •  “Different and better”
  24. 24. www.core-ed.orgwww.core-ed.org Students in physical school, instruction and assessment predominantly on- site Students access formal learning via the network, instruction and assessment provided online Students learning through their online personal learning network, incl. social networking environments Students at home, library or other space, pursuing own interests individually or collaboratively FORMAL   INFORMAL   PHYSICAL   VIRTUAL   Location Purpose
  25. 25. www.core-ed.orgwww.core-ed.org
  26. 26. www.core-ed.orgwww.core-ed.org •  Strong support for creating and sharing •  Some type of informal mentorship •  Members believe that their contributions matter •  Members feel some degree of social connection with one another •  Relatively low barriers to artistic expression and civic engagement Participatory culture…
  27. 27. www.core-ed.orgwww.core-ed.org http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11274007
  28. 28. www.core-ed.orgwww.core-ed.org Play the capacity to experiment with one’s surroundings as a form of problem-solving Performance the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation the ability to interpret and construct dynamic models of real- world processes Appropriation the ability to meaningfully sample and remix media content Multitaskng the ability to scan one’s environment and shift focus as needed to salient details. Distributed cognition the ability to interact meaningfully with tools that expand mental capacities http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf
  29. 29. www.core-ed.orgwww.core-ed.org Collective Intelligence The ability to pool knowledge and compare notes with others toward a common goal Judgment The ability to evaluate the reliability and credibility of different information sources Transmedia Navigation The ability to follow the flow of stories and information across multiple modalities Networking The ability to search for, synthesize, and disseminate information Negotiation The ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf
  30. 30. www.core-ed.orgwww.core-ed.org UNPACK •  How adequately do our learning spaces cater for the type of learning we are wanting our children to experience? •  Do our current spaces work against the things we’re trying to achieve?
  31. 31. www.core-ed.orgwww.core-ed.org MODERN WORK SPACES •  ASB building, Auckland waterfront •  Open, shared spaces •  Visibility at all levels •  Connectedness throughout •  Collaborative approaches prominent •  Are our schools preparing young people to work in these sorts of environments
  32. 32. www.core-ed.orgwww.core-ed.org INNOVATIVE LEARNING PRINCIPLES •  Make learning and engagement central •  Ensure that learning is social and often collaborative •  Be highly attuned to learning motivations and emotions •  Be acutely sensitive to individual differences •  Be demanding for each learning but without excessive overload •  Use assessments consistent with learning aims, with a strong emphasis on formative feedback •  Promote horizontal connectedness across activities and subjects , in and out of school Educational Research and Innovation Innovative Learning Environments OECD Publishing ,   24 Oct 2013
  33. 33. www.core-ed.orgwww.core-ed.org MODERN LEARNING ENVIRONMENTS •  Albany Senior High School •  Whole school in one building •  Learning commons – 130 students, five teachers •  Designed with/by students in mind •  Flexibility – small group/large group •  Lots of technology evident
  34. 34. www.core-ed.orgwww.core-ed.org Image credit: JISC 'Designing Spaces for Effective Learning' Outdoor learning Increases social cooperation, creativity, engagement and achievement Prototyping & experimentation Active learning, learning by doing, develops spatial and mathematical awareness Collaboration space Increases learning faster than competitive or individualistic learning. 'One-to-many' space Direct instruction, reciprocal teaching, not lectures Multimedia studio Digital creation increases cognitive growth, multimedia increases retention Peer tutoring space Increases learning for both parties Independent practice space Short to long-term memory Reflection space Improves creativity, analysis and prediction skills; raises achievement Choices in learning Choice & agency increases engagement, learning, creativity & graduation rates. Informal learning space Play can increase attention span, making mistakes increases creativty LEARNING SETTINGS:
  35. 35. www.core-ed.orgwww.core-ed.org http://www.core-ed.org/professional-learning/mle-matrix
  36. 36. www.core-ed.orgwww.core-ed.org EDUCATIONAL POSITIONING SYSTEM http://eps.core-ed.org •  Provides a ‘map’ of where your school is ‘at’ in terms of: •  Philosophical frameworks (incl. moral purpose) •  Strategies and structures •  Community and culture •  Builds on input from staff, students and community •  Provides key insights to inform strategic decisions.
  37. 37. www.core-ed.orgwww.core-ed.org Derek Wenmoth derek.wenmoth@core-ed.org Twitter - dwenmoth

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