Future of Education: GEMs Merredin

@CathDigLearn
Preparing well for
Digital Futures in
#cewapl
v3
@d_groenewald
#GEMSrulesok

What should we teach and how should
we teach in this approaching Epoch?
Lagarde,C.2016https://www.youtube.com/watch?v=Vx9RkPYpqag

What technology is working well for your
school and what challenges do you face?
https://goo.gl/7Rlojk

UBERAirbnb
Tesla
Outsourcing
Facebook
Automation
Globalisation
eBayAmazon
Technological Disruption
is everywhere
Pokemon Go
Virtual Reality
Linkedin
Twitter Quantified
Self
Constant Notifications
and updates
drones Surveillance

The exponential speed of technological progress
is unprecedented for humans and difficult to
comprehend

We experience technological change with a
mixture of shock, awe and dread

homo technicarum
Do we turn our backs or join in?

Welcome to 2028.
My name is Lucas. I am 25
years old. I manage a number
of farms in Australia’s North
both remotely and on premise. I
program, manage and maintain the
drone swarm which waters, weeds
and delivers our crop.
I work in a small team that services
East Asia. There is an enormous
demand for our protein enriched
organic silver beet.
I am grateful to my teachers
at … because they
taught me how to …

Comfortable in
and through change
Adaptive and agile
Digitally
discerning
Be genuinely
Collaborative
Learn
continuously
Produce new media
Socially intelligent
Creative and dynamic
Problem seek and solve
Be an expert and apprentice
What do students need to
succeed in the digital Age?
Growth mindset
Be customer facing
Operate
entrepreneurially
Learn deeply
Self direct learning
Work with others to find and solve real problems
Find the truth in the noise
Relate well to many cultures
persevere
Leverage digital
tools and platforms
Learn deeply
Develop
character
and virtue

How did we get to the
Age of Digital
Disruption?

In the wake of the second industrial revolution,
fuel powered digging machines replaced the toil of
hardworking labourers on farms and cities.

Productivity increased and business costs
and the labour force decreased.

As physical machines replaced physical bodies
threatening high unemployment, industrialised
governments invested in compulsory education to
prepare future generations for a new world of pen
pushing and people management.

A century on, a similar scene is being rehearsed
on the digital stage. Thinking machines are
steadily taking over repetitive cognitive tasks
performed by human beings. Global connectivity
is thinning out local jobs.

Rapid wide spread unemployment is
anticipated if we don’t retrain our society to
flourish in the digital world.

Many blue and white collar jobs have been
absorbed by technology and globalisation.

Australia’s digital economy is
growing rapidly.

$50 Billion $79 Billion
Source:Deloitte-Australia’sDigitalPulse:
Keychallengesforournation–digitalskills,jobsandeducation(2015)
2013-142011
Source:CommitteeforEconomicDevelopmentofAustralia
-Australia'sfutureworkforce?(2015)

But who will benefit most from
the digital economy?

5 million Australian jobs are predicted to
be replaced by computers by 2025

How can we help our children flourish in
The Digital Age?

Technology in Education
How has technology affected education?
How can we leverage Technology to benefit
our kids?

Gamification
Robotics
Coding
STEM
Learning
Spaces
Learning
analytics
Flipped
learning
3D printing
Adaptive learning
Telepresence
Maker
spaces
Wearables
There’s been an enormous growth in learning
technologies.
Artificial
Intelligence
Virtual Reality
Cloud collaboration
Online learningInformal learning
Augmented Reality
Virtual Assistants Digital Badging

PCPhotocredit:Rama
2016
Learning
devices have
developed
enormously
1950

HOBART
DECLARATION
1989
ADELAIDE
DECLARATION
AUSTRALIAN
CURRICULUM
2009
MELBOURNE
DECLARATION
20111999
TECHNOLOGIES
CURRICULUM
2018
An understanding
of the role of science
and technology in
society, together with
scientific and
technological skills
Be confident,
creative and
productive users of
new technologies
Young people need
to be highly skilled in
the use of ICT…there
is a need to increase
their effectiveness
Students need the
knowledge, skills
and confidence to
make ICT work for
them at school, at
home, at work
Society needs
enterprising
students who can
make discerning
decisions about the
development and
use of technologies
1990
MLC first
laptop
program in
the world
2010
arrival of
The iPad
1993
public Internet
in Australia
2016
Consumerization
of Virtual Reality
2020
Mainstreaming of
Online learning and
Artificial Intelligence
2009
Digital
Education
Revolution

What plans have you made for 2017 in
relation to either ICT capability
development or the Technologies
Curriculum?
What support do you need?

Numeracy
Critical &
Creative
Thinking
Ethical
Behaviour
Personal
& social
capability
Investigating
Literacy
Intercultural
understanding
Communicating
Creating
Applying social &
ethical protocols
Managing and
operating ICT
ICT
Capability
English Health/PE HASS Sciences
The ArtsLanguages Maths Technologies
THE ICT CAPABILITYTODAY
Values (RE)
Repairing our relationship
with Aboriginal Australia

So what does ICT capability look like at the end of Year 2..?
Applying Social &
Ethical protocols
Students comment online on a
class video accurately,
thoughtfully, respectfully
Use ICT to safely share ideas
Identify and safely operate computer
for learning
Investigating
with ICTs
Communicating
with ICTS
Creating
with ICTs
Recognise that people create and
own digital content
Students use software to present
survey data in a list, chart or
pictograph in Maths or Dig Tech
Students use colour coding
and drawing to show a
timeline in HASS
Managing and
Operating ICTs
Students make an information
report and identify and acknowledge
where the information came from
Experiment with ICT to modify
data for a particular audience
Use ICTs to identify, record and
classify information
While word-processing, students
Identify basic hardware – e.g.
mouse, keyboard, monitor –
and use it efficiently

How is ICT Capability different from Digital
Technologies?
Specific computer science skills
Work-life efficiencies
General productivity
Always integrated Can stand alone as a subject
Solving specific problems with
computational and design thinking
Effective users of digital technologies Confident developers of digital
solutions

Digital Technologies:
Key Terms and Concepts

Abstraction
Algorithm
Design
Computational
Thinking
Decomposition
Pattern
Recognition
Many adverbs end in”ly”
Instructional texts begin
with imperative verbs “put”
If my boss emails me, reply, I am
away and will get back to you
A story has
setting,
characters, a key
problem, and a
resolution
Breaking down
a problem into
its parts
Observing patterns
Developing instructions to do jobs
Identifying general
principles in patterns

Design
Thinking
Ideate
3. We formulated a range of cabin
design ideas for long distance flights
Empathise
Define Prototype
Test/adapt
LaunchEvaluate
7. We evaluated the positive
feedback and celebrated our
success and many awards
4. We developed a range
of protoptypes
5. We tested our
prototypes on actors
and customers and
6. We changed our products
based on feedback and
developed the best cabin
2. We endeavor to improve
comfort for all passenger's
on long distance flights
1. What is it like for
our customers to
travel long
distances?
AIRNZ

Designing
Producing and
Implementing
Evaluating
Collaborating and managing
Investigating and
defining
The process of
implementing
digital solutions
investigating
and defining
The nature and
properties of data, how
they are collected and
interpreted
Digital Technologies
Provides practical opportunities to use design thinking, computational thinking
and information systems to develop innovative digital solutions and knowledge
addressing contemporary challenges
Knowledge and
understanding
Digital Systems
Representations of
Data
Digital
implementation
Collecting,
managing and
analysing data
Creating
Solutions by
Processes and
production skills
Digital Systems
(hardware and
software and used
for an identified
purpose
Data can have
patterns and be
represented and used
to make simple
conclusions
StrandsTeachers select
content from here
Students apply
knowledge and
understanding through
P&P skills
Year level descriptions
provide an overview
of key/core concepts
Content description
set out the knowledge
and skill to be learned
Year Level
Achievement
standards
are provided
Design and Technology
Technologies (P-8) Learning
Area
Subject
Sub Strands
Society needs enterprising students

http://www.digitallearningcewa.com/
http://www.digitallearningcewa.com
https://csermoocs.adelaide.edu.au/
https://csermoocs.adelaide.edu.au/

But are we where we want to be?
What’s working well?
Even better if?

The very things computers can’t do remain
largely untaught and untested, leaving our
children vulnerable to skill obsolescence.

If we want our children to lead meaningful work-
lives, we must change our approach to
schooling. We need a new pedagogy.

Some educators are calling this rejoinder to traditional
learning, Deep Learning. Although an awkward term, in
the absence of another classifier, we should rally
behind it if we want to transform schooling.

What would this new-old pedagogy look
like to you? (Discuss)
Sample Little Scientists
How would this inform your
planning for 2017 and beyond?
(Discuss)

Deep Learning is a combination of the best of the
old and new. A student centred, inquiry led,
project based, competencies focused, higher
order and technologically savvy approach to
teaching and learning.

Maximising student choice over what
they learn and how they learn
supercharges motivation and sustains
positive learning behaviors
Project-problem
based
Content
Knowledge
Pedagogy
Autonomy
Technology
ENGAGEMENT
Making teaching and learning
choices that connect with the
elements of DDLD is critical to
effective instruction
Strong learning area specific
expertise that is curricula compliant
advantageously fast tracks
scaffolding and targets key skills
and knowledge more effectively
Effective deep learning cuts across
learning areas through project
based learning tasks that
investigate real and relevant
questions and assess
learners on authentic outputs
Groenewald 2016
The Elements of Deep Learning Design
Competencies
Engagement
Wellbeing
Belonging
The 6 Competencies that realise
deep learning are creativity,
communication, citizenship, critical
thinking, character and collaboration
Effective planning with/for technology
capabilities increases engagement,
collaboration and access to skills and
knowledge
Learning contexts that engage, excite, enthuse, personalise and
challenge are the foundation of effective sustained learning

Communication
Source: Fullan and Quinn, Coherence: NPDL 2016
Creativity
Critical
Thinking
Collaboration
Citizenship
Character
The 6cs
Deep Learning Competencies
Critically evaluating
information
and applying it
Problem seeking and solution thinking
Work together well and
develop others to
achieve common goals.
Effective expression with
tools of the Age
Thinking like a global
citizen and understand ’real’
diversity
Seek deeply with
perseverance

8 Steps to Deeper
Learning
PL on
Challenge
Based Learning
PL on
leveraging
digital tools
1
3 2
5
4
7
6
8

Where to from here?
• We have the technology
• We have the curriculum mandate
• We have some exemplary practices
• What do we most need to do now?

How are your teachers
using technology in the
classroom?

Digital Pedagogies
https://goo.gl/LTWns5

and love the oxygen
Pedagogy is the driver,
technology the accelerator,
culture the runway,
team play the engine,
content the vehicle
#deeplearning

Traditional Approaches to Ed-Tech pedagogy
– Primary
TECHNOLOGY
CONTENT
KNOWLEDGE
PEDAGOGY

Traditional Approaches to Ed-Tech pedagogy
– Secondary
TECHNOLOGYCONTENT
KNOWLEDGE
PEDAGOGY

A better balance
TECHNOLOGY
CONTENT
KNOWLEDGE
PEDAGOGY

TPACK+CAPb
TECHNOLOGY PEDAGOGY
CONTENT
KNOWLEDGE
TPACK with adaptions: Mishra and Koehler (2006)
21ST C General
CAPABILITIES
Investigating
Communicating
Creating
Applying social &
ethical protocols
Managing and
operating ICT
ICT
Critical &
Creative
Thinking
Personal
& social
capabilityIntercultural
understanding

How do we know if we
are using technology
well?

Image: https://en.wikipedia.org/wiki/File:Rocket-bike.jpg
What the difference?

Technologies and Effect Sizes?
Technique Effective size Tech choices SAMR scale Teaching and
learning phase
Formative
evaluation with
analytics
.90 Socrative quiz
Film learning
Showbie
Zaption
Augmentation Building
knowledge
Classroom
discussion
.82 Online Forum
YouTube video comments
Twitter
Instagram
Augmentation Building
knowledge
Teacher and
Lesson clarity
.75 Published lesson plans on the LMS
Flipped learning with learning
analytics
Augmentation Prior to
engagement
Student feedback .75 Ongoing live OneNote
Live google docs
Showbie
Modification Building
knowledge and
reflection
Adapted from Hattie visible learning

REDEFINTION E
MODIFICATIONE
AUGMENTATION
SUBSTITUTION E
TRANSFORMATION
ENHANCEMENT
The SAMR
Model
Ruben R. Puentedura,
Transformation, Technology, and
Education. (2006) Online at:
http://hippasus.com/resources/tte/
PDF with
hyperlinks
Imovie
PDF
Weebly
Tech acts as a tool substitute with no
functional change to task
Tech acts as a tool substitute with
functional change to task
Tech enables improvement in task design
Tech enables significant improvement to
task in a way that was inconceivable in the
paper based world

Group 1 https://goo.gl/YFc1sk
Group 2 https://goo.gl/lZ5nQo
Group 3 https://goo.gl/7Skvz0
Group 4 https://goo.gl/EF75va
Group 5 https://goo.gl/7JLN1H
Group 6 https://goo.gl/RertvU
GroupLinks

DIAGNOSIS
ENGAGEMENT
BUILDING
KNOWLEDGE
TRANSFORMATION
PRESENTATION
REFLECTION
THE DIGITAL
LEARNING AND
TEACHING
CYCLE
Socrative
TedTalks
Zaption
Explain
Everything
Powtoons
Blog
D Groenewald (2016): Adapted from K. Love et al, BUILT: 2003

Instructional
work flow
Activity General
Capability
ICT Capability ICT
tool
SAMR
level
Learning Aras
intention/focus
By the end of this lesson, students will be able to
Big Idea
Essential
question
The Challenge
Guiding
Questions/Acti
vities
Solution
Publish/Reflect
Problem Based Learning (PBL)
http://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf

Using Deep Learning Assessment Matrices
Rule 1. Complete all the shaded activities.
Rule 2. Complete another three activities. They must not
be in the same column or row.
Rule 3. Choose a partner and complete another
Activity.

Word Logic & Maths Space & Vision Body Music People Self
Remembering
List ten key ideas
associated with
images that were
important to the
Ancient Greeks.
Create an accurate
itinerary of the daily
life of a Spartan
solider and share with
peers to get feedback
Chart or simulate
the journey of
Alexandra the Great
graphically.
In a group, act out a
battle between
competing Ancient
Greek City-states.
Find an appropriate song
or piece of music to
accompany a series of
images that recounts an
important event in
Ancient Greece
With a partner,
prepare a short
talk about a
famous Ancient
Greek
In your journal,
explain what you
found most
interesting about
Ancient Greece.
Understanding
Describe a famous
battle
in Ancient Greece
and its outcome
Create a timeline of
significant events in
Ancient Greece
Tell the story of a
key event in Ancient
Greece in cartoon
form
Build an A4 size model
of an important Ancient
Greek building or
monument. Explain its
construction and
importance.
Write and perform and
song that celebrates or
laments an episode in
Ancient Greek
mythology.
Describe the
behaviours you
would expect to
see from a typical
boy and a typical
girl in Ancient
Greek society
Describe how you
prepare to be a
Spartan Soldier.
Applying
Create a test about
Ancient Greece in the
style of Who Wants to
be A Millionaire
Calculate the
provisions required to
feed and shelter a
battalion of soldiers in
the Trojan War
Create a poster to
promote the values
of an Ancient-Greek
City state
Teach a gymnastic or
athletic skill performed
by Ancient Greeks to
your friends
Record an audio retelling
of a famous story from
Ancient Greece using
sound effects
Participate in a
debate about the
different attitudes
to the education
of boys and girls
in Sparta
Explain your personal
beliefs about the
value of war for
solving conflict in
Ancient Greece
Analysing
Explain why Ancient
Greek City-States
struggled to defend
themselves from
outside forces.
Explain and chart
alternative routes and
methods of travel
from Sparta to Athens
Use a Venn diagram
to compare Ancient
Greece with Ancient
Egypt.
Perform a role play of a
famous Ancient Greek
scientist or philosopher
relating news of a
discovery
Which event from
Ancient Greek history
would be best
accompanied by
dramatic music and
why?
Instruct a class on
the skills required
to be successful
Greek Soldier
Compare and
contrast the
experiences of
teenage boys and
girls in Ancient
Greece
Evaluating
List 5 assets that
were essential to
maintaining harmony
between Greek City-
States
Chart similarities and
differences between
Ancient Greece and
modern Australia
using a graphic
organiser
Use a series of
Photos or
Photostory to
explain the rise and
fall of Ancient
Greece
Evaluate the benefits of
the Olympic Games to
Ancient Greece
Explain how effective a
Greek amphitheatre was
in carrying sound to the
audience
As a group,
determine the
legacy of Ancient
Greece
Explain how you
would feel if you were
part of a defeated
Army in Ancient
Greece
Creating
Compose a poem,
story, newspaper
article, vlog, podcast,
describing an uplifting
or tragic moment in
Ancient Greece
Create an infographic
poster explaining the
mathematical theories
of an Ancient Greek
Mathematician
considering their
relevance to modern
life
Accurately
draw/model and
label the parts of a
Greek Ship, such as
a Trireme,
explaining the
purpose of the
boat’s design and its
success in battle.
Dress up/ as an Ancient
Greek and take your
class on a virtual tour of
your City-State or
lecture your class in the
style of an Ancient
Greek Philosopher
Write a song celebrating
the achievement of a
specific City State
Facilitate a class
debate on an
important issue in
Ancient Greece
such as slavery.
Which type of
Ancient Greek citizen
do you most
resemble (e.g..
soldier, scientist,
philosopher) and
why?

66
The pedagogy of cave exploration

How can tech
be leveraged?
What do
Students
need
to know
What do they
need to to
investigate
Driving
Question or
challenge
Students to
chose
How
to present
Present
learning
publicly
Get feedback
to improve
The elements
of Project
Based
Learning

Instructional
work flow
Activity General Capability ICT Capability
Element
ICT
tool
SAMR
level
Learning Aras
intention/focus
By the end of this lesson, students will be able to identify
Diagnosis
Engagement
Building
Knowledge
Transformation
Presentation
Reflection
Creating and evaluating a lesson/unit with ICT
DGroenewald:AdaptedfromK.Loveetal,BUILT:2003

Daniel Groenewald
Digital Learning Coordinator, CEWA
Groenewald.daniel@cathednet.wa.edu.au
@d_groenewald

Future of Education: GEMs Merredin

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