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Nzeals2012 web

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Presentation made to the NZEALS conference in April, 2012. Outlines the development of networked schooling as a system model alternative to the self-managing school system that is a product of the ...

Presentation made to the NZEALS conference in April, 2012. Outlines the development of networked schooling as a system model alternative to the self-managing school system that is a product of the Tomorrows Schools reforms of 1989

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  • Our schools have ceased to be the sole focus for learning in the lives of ours students. Through the use of an ever increasing array of online technologies, they are more connected than any generation preceding them. These connections create new opportunities for learning – including the emergence of networked schools, where the sharing of resources, courses and teaching are commonplaces. This presentation will provide examples of this sort of learning as it is unfolding for our students, and consider the implications for school leaders of growing beyond the single institution.
  • Ref Ken Kay’s point about policy that is wedded to models of content consumption

Nzeals2012 web Nzeals2012 web Presentation Transcript

  • IS THE FUTURE OF LEARNING BLENDED?
  • SOME BIG QUESTIONS• How has our thinking shifted beyond Tomorrows Schools?• What will be the impact of technology on the way we organise our schools and learning?• What is the meaning of Community of Learners today, and is this just for our learners?• What are the big challenges we need to address?
  • TOMORROWS SCHOOLS… “…will result in more immediate delivery of resources to schools, more parental and community involvement, and greater teacher responsibility… and …lead to improved learning opportunities for the children of this country.” David Lange, Tomorrow’s Schools, August 1988
  • TOMORROW’S SCHOOLS• Local school is the focal point of system design, organisation, and experience.• Self management• Charter-based• Increased autonomy - choice • Curriculum • Resources • Staffing• Parent/community participation • Governance • Curriculum• Competition – reform• Local accountability - quality
  • ALVIN TOFFLER’S SCHOOL OF TOMORROW These are the fundamentals of the futurist’s vision for education in the 21st century: • Open 24 hours a day • Customized educational experience • Kids arrive at different times • Students begin their formalized schooling at different ages • Curriculum is integrated across disciplines • Non-teachers work with teachers • Teachers alternate working in schools and in business world • Local businesses have offices in the schools • Increased number of charter schools
  • A SMALLER, INTERCONNECTED WORLD• Knowledge, and its application, not raw materials, is key to the 21st century economy• Knowledge is dynamic and generative• Creating, processing, storing, transmitting and applying knowledge creates economic vitality• Providing adequate learning opportunity is a global problem
  • http://p21.org
  • DIGITAL NATIVES?? New technologies give them the means to learn… … but not the reason to learn.
  • LEARNER SKILLS REQUIRED • Lifelong learning skills; knowing how to learn • Appreciation of multiple perspectives, cultures, and approaches to problems • Ability to tolerate ambiguity and change • Creative problem analysis and problem solving • Ability to work productively in teams • Leadership of cross- functionalinterdisciplinary teams • Ability to sort and apply new knowledge
  • CHANGED EXPERIENCE The real action is in using ICTs to change the experience of learning, not as a delivery channel
  • MOBILITY IS KEY • In the knowledge economy everything is mobile • Mobility in terms of • Physical space • Technology • Conceptual space • Social space • Dispersed over time
  • CHANGED ENVIRONMENTS If our students are different, then their preferred learning environments will need to be different.
  • THE NETWORKED SCHOOL SYSTEM• The network is the focal point of system design, organisation, and experience.• Greater collaboration among and between schools• Sharing of teaching staff, curriculum and resources• Increased student autonomy and choice• Networked leadership, governance structures• Aggregated demand for services
  • AN URBAN FIBRE NETWORK FOR SCHOOLS Internet School A School N4L School A School Aggregation University Point Services Public Library School A School
  • CASE STUDY: GCSN• Connecting all schools in the Christchurch region to a fibre network• Sharing resources, professional development etc.• Collaborative projects among-between schools• Aggregated demand for services (ISP, VoIP, LMS etc.)• Video conferencing facilities in all secondary schools, with online class sharing and scholarship mentoring• Network proved invaluable following the devastating earthquakes where schools were forced to find alternative ways of providing education for students.• See http://www.gcsn.school.nz
  • CASE STUDY: GCSN• Key issue for schools following earthquake was keeping students engaged in learning while schools were closed, and accessing resources to make available to them for study• Many schools used LMS systems for this purpose – some teachers established Facebook pages in certain subjects• GCSN staff ‘crowd-sourced’ resources from around NZ and internationally.• HippoCampus (US) stepped up and made their courses available to GCSN schools free of charge
  • http://www.hippocampus.org/myHippo/?user=myGCSN
  • EMERGING MODEL OF SCHOOL NETWORKS IN NZ Envisioning a network of networks, connected by a high speed fibre backbone
  • LONDON GRID FOR LEARNING http://map.lgfl.org.uk/gol/Map.aspx
  • http://www.nen.gov.uk/
  • VIRTUAL SCHOOLING GROWING IN US
  • THE VLN-CThe Virtual Learning NetworkCommunity (VLNC) is a network ofschool clusters and educationalinstitutions who collaborate to provide access to a broad range of curriculumand learning opportunities for studentsthrough online learning.“Supports the concept of classroomswithout walls, where students haveflexibility to connect with their classes24/7” http://www.vln.school.nz/pg/groups/572/vln-community/
  • http://www.vln.school.nz/
  • LCO HANDBOOK http://www.vln.school.nz/pg/groups/2644/lco-handbook/
  • MATRIX
  • THE “CS” ARE SHIFTING… Content Community Competition Collaboration Centrality Connection Courses Cross-disciplinary Cost Consortia Constraint Choice
  • BIG CHALLENGES What How Unpacking assumptions Teaching as inquiry, cycles of reflective practice Letting go of sacred cows Accountability meetings, system reviews focusing on ROI Ecological not additive Foster small scale innovation, with pilots and review Measuring success Applying the same expectation of use and measures of performance across all levels of the system – not just for students Collabetition Begin small, join trusted networks, start with ‘safe’ wins, keep communicating, keep to agreements
  • Derek Wenmoth Email: derek@core-ed.orgBlog: http://blog.core-ed.org/derek Skype: <dwenmoth>