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Embracing Educational Disruption

Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty? By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change. This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.

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Embracing
Educational
Disruption:
Nurturing Future-ready
Learners and Teachers
NAMSA Conference
1 September, 2023
@dwenmoth
Things that keep us up at night....
Disruption
Our education system is being
impacted just as much as every
other part of society, and simply
cannot continue to operate the
way it has for the past century.
https://futuremakers.nz/2021/08/14/nothing-short-of-terrifying/ Education illustrations by Storyset
Future Shock
“Future shock is the shattering
stress and disorientation that
we induce in individuals by
subjecting them to too much
change in too short a time.”
Alvin Toffler (1970)
The new
normal?
Volatility
Uncertainty
Complexity
Ambiguity
https://en.wikipedia.org/wiki/Volatility,_uncertainty,_complexity_and_ambiguity
Education Exposed
https://wenmoth.net/2020/07/18/why-innovate-teaching-and-learning/
“The global COVID-19 pandemic has pulled
back the curtain on what our kids are doing
at school and exposed weaknesses in many
of the philosophical understandings that
guide our work (both explicitly and
implicitly), and in the structures and
processes that define how we work with
our students and the expectations we have
of them etc.”
“But for now, it’s just so good to get back to
normal”

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Embracing Educational Disruption

  • 1. Embracing Educational Disruption: Nurturing Future-ready Learners and Teachers NAMSA Conference 1 September, 2023 @dwenmoth
  • 2. Things that keep us up at night....
  • 3. Disruption Our education system is being impacted just as much as every other part of society, and simply cannot continue to operate the way it has for the past century. https://futuremakers.nz/2021/08/14/nothing-short-of-terrifying/ Education illustrations by Storyset
  • 4. Future Shock “Future shock is the shattering stress and disorientation that we induce in individuals by subjecting them to too much change in too short a time.” Alvin Toffler (1970)
  • 6. Education Exposed https://wenmoth.net/2020/07/18/why-innovate-teaching-and-learning/ “The global COVID-19 pandemic has pulled back the curtain on what our kids are doing at school and exposed weaknesses in many of the philosophical understandings that guide our work (both explicitly and implicitly), and in the structures and processes that define how we work with our students and the expectations we have of them etc.” “But for now, it’s just so good to get back to normal”
  • 7. What is normal? “The French concept of "école normale” was to establish schools to model best teaching practices thereby setting a standard or norm for student teachers.”1 • What is normal? • What are best practices? • What is ‘standard’? 1 https://www.namsa.ac.nz/1/pages/3-history-of-normal-schools
  • 8. What is normal? Structures: • Timetables, school day • Classes, subjects, age- based groupings • Curriculum • Assessment/exams • Buildings • Role of teacher, hierarchies • Etc. Processes: • What to teach • How to teach • Personalisation, diversity • Parent/whānau engagement • Reporting on progress • Role of technology, AI • Etc. Purpose: • Future work vs future lives • Economic units vs humans • Standardisation vs diversity • Transfer vs construction • Etc.
  • 9. LEARN from the past Understanding our histories, and the things that have shaped our lives helps us see how past events have relevance in our life now. Education illustrations by Storyset
  • 10. What it means to be educated Picture from a reading book for the primary school (8 year olds) in Sweden, 1903
  • 11. Opposing viewpoints? • Frederick Taylor 1856 – 1915 • Introduced ‘scientific managment” – placing systems above man • Pinoneered standardization of education • Thorndike – “the main goal of education is to sort young people according to their ability” • John Dewey 1859 – 1952 • "Democracy and the ethical ideal of humanity are synonymous.” • Advocate for progressive education and constructivism • “Education is not an affair of telling and being told, but an active and constructive process.” Images: https://commons.wikimedia.org/wiki/File:F._Taylor_1856-1915.jpg https://en.wikipedia.org/wiki/John_Dewey#/media/File:John_Dewey_cph.3a51565.jpg
  • 12. Opposing viewpoints? • Use mobile devices • Open learning spaces • Personalisation • Collaboration • Project-based learning • Real-world contexts • Self directed learning • Embrace AI • ... • Ban cell phones • Single class spaces • Whole class teaching • Independent study • Focus on the basics • More maths and literacy focus • More testing • Ban AI • ...
  • 13. What do our students expect? Washor, E and Mohkowski, C (2013) Leaving to learn Do my teachers really know about me and my interests and talents? Do I find what the school is teaching relevant to my interests? Do I have opportunities to apply what I am learning in real world settings and contexts? Do I feel appropriately challenged in my learning? Can I pursue my learning out of the standard sequence? Do I have sufficient time to learn at my own pace? Do I have real choice about what, where and how I learn? Do I have opportunities to explore and make mistakes? Do I have opportunities to engage deeply in my learning and to practice the skills I need to learn?
  • 15. Opposing viewpoints? “Reversing the impact of decades of child-centred orthodoxy will be tough. But other countries have tried and succeeded.” Briar Lipscombe, NZ Initiative “Education systems need to adapt to the shifting skills needed professionally, making learning more student-centred, connected, dynamic, inclusive and collaborative, allowing creativity to blossom.” UN Summit, Sept 2022
  • 16. LOOK to the future While it is impossible to accurately predict the future, we can seek to understand the trends that are impacting our lives at every level Education illustrations by Storyset
  • 17. In their future our learners will… • need to know stuff we can hardly guess today • always need to know if the facts they've dredged up are accurate and truthful • need to know how to regularly clean up their electronic trail • need to know enough to make more complicated medical choices • have to face the fact that technology favours some and eclipses others • be forced to take on moral questions no human has ever faced
  • 18. • Threats to democracy • Political uncertainty • Sectarian challenges • Terrorism (incl. cyber and bio) • Changing balance of power and alliances • Pandemics / global health POLITICAL • Changing world of work • Economic inequity • Innovation economy • International marketplace • Loss of the ‘middle’ income earners • “Green jobs” for the future ECONOMIC • New occupations • Changes in skill sets • Gig / portfolio Workers • Zero-hour contracts • Tech skills challenge • Multi-disciplinary teams • Talent war • Outsourcing EMPLOYMENT • Ubiquitous, high speed internet • Cloud-based technologies • Big data /analytics • Artificial Intelligence • Gaming, gamification • Robotics • Renewable energy sources TECHNOLOGICAL • Jurisdiction and sovereignty of nation states • Global corporates - Tax avoidance • Intellectual Property rights • Privacy • Cyber security • Digital inclusion LEGAL • Climate change • Degradation of natural environments • Impact of extractive industries • Bio-diversity loss • Access to potable water • Natural disasters ENVIRONMENTAL • Gender and race challenges • Changing demographics • Refugee and migrant growth • Human rights abuses • Growing wealth gaps • Increasing poverty SOCIAL • Redefining ‘success’ • New models of assessment • Emphasis on competencies and capabilities • Global competence • Digital fluency • Learner agency & personalisation • Wellbeing EDUCATION Current Initiatives: Intended to address the Issues in our system Truancy Teacher workload Workforce capability Facilities management Inequity Student engagement Wellbeing IT management Declining literacy/numeracy Transition to work NCEA Review Equity focus Te Mahau N4L internet & filtering Online content hub Hangarau Matahiko/ Digital Technologies Personalisation Curriculum Refresh NELP Learning support action plan School redevelopment programme Virtual Learning Network NZ Histories Curriculum Māori and Pacific Underachievement Leadership Centre https://futuremakers.nz/education-environment-scan/ Our “pain points”: Signs and symptoms of areas of system stress and weakness School closures Cyber-security Our “burning platforms”: Requiring urgent attention, Consequences if not addressed Hybrid Learning Digital Strategy
  • 19. Imagine... If we could design a system that had the resilience to withstand constant change and disruption – what would it look like? What would be different?
  • 20. Customer Consistency of representation of branding and stock enables seamless transitioning between physical and virtual shopping experience, depending on personal choice and circumstance. “Hybrid” is a part of our modern world... Online Store: Virtual interface providing access to goods and services and virtual support. Offers convenience for those without time to travel to a physical localtion, and potential to reach wider customer base. Retail Store: Physical interface providng customer access to goods and services and in-person support. Caters well for local customers and those prefering a tactile experience. Warehouse Back-end systems, inventory management, customer management, stock control, distribution systems etc. https://futuremakers.nz/hybrid-learning/
  • 21. Now apply this to schools... Physical Learning Space: Physical interface bringing teachers and learners together. Physical access to resources and participation in learning activity. School/Kura: Back-end systems, resources, curriculum, student management, records of learning etc. Online Learning Space: Virtual interface bringing teachers and learners together. Online access to resources and participation in learning activity. Teachers/learners Able to participate in the teaching/learning process regardless of location, and able to transition easily between each space without being disadvantaged. https://futuremakers.nz/hybrid-learning/
  • 22. Establish "School” Online Template Planning Learning conditions audit START HERE Professional Development Design Learning Monitor progress and achievement Review and refine https://futuremakers.nz/getting-started-with-hybrid/
  • 23. Imagine... If we could design a system that had the resilience to withstand constant change and disruption – what would it look like? What would be different? If we could create an education system that truly prepares young learners for their future – not our past: • How would it operate? • What would the curriculum involve? • What would success look like?
  • 24. Future Proofing “Ensuring our students develop the skills to negotiate and thrive in increasingly complex global workplaces is a challenge for all educators. These crucial skills are often referred to as 21st-century skills, general capabilities, graduate attributes or transversal skills.” https://education.unimelb.edu.au/mgse-industry-reports/report-2-future-proofing-students
  • 25. Future Proofing “Failure to recognise this point in subject- or discipline-based teaching leads to the creation of learners with excessive dependence on direct instruction, cramming, drilling and coaching and on assessment practices that test memorisation, essay writing, individual mastery of set content and solving of problems with formulaic solutions.” https://education.unimelb.edu.au/mgse-industry-reports/report-2-future-proofing-students
  • 27. LIVE in the present It is the decisions we make and the actions we take in the present that will ultimately determine what our future looks like. Education illustrations by Storyset
  • 28. Image by Pete Linforth on Pixabay Something must change: We know what we’re fighting against... ...but what are we creating, imagining and fighting for? What world are you dreaming about? Education illustrations by Storyset
  • 29. Why is change difficult? DRIVERS 1. Politics/policy (mandated change) 2. Addressing existing issues 3. Future focus/building agility 4. Responsive practice 5. Individual qualities and attitudes 6. Collaboration. ROADBLOCKS 1. Fear/uncertainty 2. Inertia 3. Resourcing 4. Overwhelm 5. Disconnect 6. Inconsistency 7. External influences 8. Leadership 9. Teachers https://futuremakers.nz/roadblocks-and-drivers/
  • 30. Image by Pete Linforth on Pixabay What if we... ... see possibilities, not problems? ... share the ownership of learning? ... innovate by experimenting? ... develop learners as leaders? Education illustrations by Storyset
  • 31. Scale,Share and Sustain Multiply your impact. Leave a legacy. Engage Others Determine who you need to collaborate with Overcome Inertia Frame your novel ideas as familiar and friendly Generate Confidence Build Self-belief. Eliminate Resistance Help people convince themselves Test and Learn Make experimentation a core capability Remove Sludge Make it easy to do what matters most Map Landscape Pinpoint the problems and bright spots Subtract Remove, reduce, recycle FRICTION FREE TRANSFORMATION Simple, Fast and Frugal: 3 Stages, 9 Modules https://futuremakers.nz/friction-free-platform-for-change/
  • 33. https://sites.google.com/breambaycollege.school.nz/hybridlearningtaitokerau/projects/victoria Signed up class for Classcraft.com • Students created own avatar and assigned a tribe • Tuesday Quest – tasks to complete in any order • Earning rewards for doing so
  • 34. What did you notice? Lack of real engagement in class, and lack of interest in writing. Students lack a sense of ownership and personal motivation for engaging in their learning. Introduced ”Choice Tuesday” – students able to choose their quest, choose what they were doing and when, and to go about it in their own way. Requests for this to be a regular part of the programme – students loved it so much. Parent reporting on student who was motivated to write a poem. Initial focus on gaining points (extrinsic motivation) but over time became less important and motivation was more intrinsic. Use an online game to incentivise participation and ownership in class and thus increase engagement. https://sites.google.com/breambaycollege.school.nz/hybridlearningtaitokerau/projects/victoria
  • 35. World Class Systems • British Columbia • Estonia • Finland • Hong Kong • Korea. https://drive.google.com/file/d/17SXDGG_BVudPAmxeBuRAij-mDcynAxEF/view
  • 37. World Class Systems “While the systems these jurisdictions have built over the last fifty years have yielded strong outcomes for students, they are concerned their current systems may not be adequate going forward. There is an increasing sense of urgency to transform to adequately prepare students for future work and life and to ensure equity of opportunity.” https://drive.google.com/file/d/17SXDGG_BVudPAmxeBuRAij-mDcynAxEF/view
  • 38. “The greatest danger in times of turbulence is not the turbulence – it is to act with yesterday’s logic.” (Peter Druker)