Masterclass presentation at the ConnectED conference in Newcastle - exploring what it means to operate as schools and learning organisations in a networked world
Modern Learning Environments - where's the innovation?Derek Wenmoth
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.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
2014 Waitakiri School | Mark Osborne Parent EveningMark Osborne
The document discusses modern learning environments and practices. It covers why modern learning environments are important, examples of modern learning practices, and features of modern learning space design, including different types of learning spaces. It also provides examples of several schools that have implemented modern learning environments and practices.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
The document discusses the evolution of pedagogical approaches in virtual learning environments. It outlines key drivers of change including student volume, technology development, and learner choice. It contrasts traditional teacher-centered learning with new student-centered approaches using multi-sensory and collaborative learning. It proposes a framework for online learning that focuses on learning activities, resources, and supports rather than location. It also discusses tools for content creation, packaging, and delivery in virtual environments.
This document discusses key themes around future-focused education, including technology, culture, process, structure, and economy. It identifies major trends in each area from the past 15 years and questions to consider about their implications. These include shifts to more personalized, competency-based, and digitally-focused learning. It also addresses issues like equity, the changing nature of work, and preparing students with 21st century skills for an uncertain economic future.
Masterclass presentation at the ConnectED conference in Newcastle - exploring what it means to operate as schools and learning organisations in a networked world
Modern Learning Environments - where's the innovation?Derek Wenmoth
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.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
2014 Waitakiri School | Mark Osborne Parent EveningMark Osborne
The document discusses modern learning environments and practices. It covers why modern learning environments are important, examples of modern learning practices, and features of modern learning space design, including different types of learning spaces. It also provides examples of several schools that have implemented modern learning environments and practices.
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
The document discusses the evolution of pedagogical approaches in virtual learning environments. It outlines key drivers of change including student volume, technology development, and learner choice. It contrasts traditional teacher-centered learning with new student-centered approaches using multi-sensory and collaborative learning. It proposes a framework for online learning that focuses on learning activities, resources, and supports rather than location. It also discusses tools for content creation, packaging, and delivery in virtual environments.
This document discusses key themes around future-focused education, including technology, culture, process, structure, and economy. It identifies major trends in each area from the past 15 years and questions to consider about their implications. These include shifts to more personalized, competency-based, and digitally-focused learning. It also addresses issues like equity, the changing nature of work, and preparing students with 21st century skills for an uncertain economic future.
This document discusses the need to prepare students for the 21st century. It notes that the world is changing rapidly and schools/teachers must change to meet new opportunities and challenges. Education is seen as key to building skills like problem solving, creativity, and digital literacy. The New Zealand curriculum framework focuses on competencies like thinking, using language/technology, self-management, relationships, and contributing to society. It emphasizes equipping students with knowledge and values to safely participate in an increasingly digital world. The document calls for moving beyond passive learning to developing confident, connected, lifelong learners.
Learning Through Community Effort: Collaboration for Increased Project SuccessLibraries Thriving
The Libraries Thriving Learning Community, organized by Credo Reference and LYRASIS, invites members to think about and engage on key current issues with the aim of developing approaches, solutions and responses that demonstrate the effectiveness of individual library professionals as well as libraries' effectiveness within the institutions of which they are a part. Since February, community participants have been engaging in a variety of interactions, primarily online, to explore and experiment with the kinds of individual and institutional actions needed for libraries to thrive. Join this session to learn about this innovative online collaboration and to hear details about how you can join a similar group in an upcoming learning community.
This document discusses educational innovation efforts at UW-Madison. Over 450 faculty and staff attended incubator sessions to discuss ideas for online/hybrid learning. Peer-to-peer workshops generated new revenue sources and curriculum redesigns. The goals for year two include transforming curriculum, expanding blended/online learning, and increasing degree completion. Managing change requires explaining purposes, envisioning outcomes, planning, and giving people roles. The Wisconsin Idea of extending learning opportunities will guide these innovation efforts.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
The document discusses preparing students for an uncertain future where jobs and technologies do not yet exist. It emphasizes developing skills like adaptability and interacting with other cultures. Emerging technologies that could impact education in the next few years include electronic books, augmented reality, gesture-based computing, and visual data analysis. For technology to best support learning, it should inform but not dictate educational decisions and be backed by effective support. Connectivity and virtual learning environments may allow for anywhere, anytime education involving multiple remote participants.
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
ICLS 2016 | Community Knowledge, Collective Responsibility: The Emergence of ...Leanne Ma
Developing cultural capacity for innovation is an educational imperative. The challenge in schools is to foster a culture of sustained, creative work with ideas, as in out-of-school Collaborative Innovation Networks (COINs) and cyberteams that self-organize to create knowledge. In this study, we examined the online knowledge work of three Knowledge Building classes, where young students assumed collective responsibility for creating and improving their community knowledge. We adopted the COIN concept of rotating leadership to visualize collective responsibility for knowledge advancement. Using a mixed methods approach, we conducted social and temporal network analyses, then content analyses of student notes to further assess cases of student leadership. Overall, we found relatively decentralized student networks, with most students leading the group at different points in time; when leading, students were connecting unique ideas to the larger class discussion. We discuss our findings within the context of designing embedded, transformative assessment for knowledge building communities.
The document discusses the Emergent Learning Model (ELM), which aims to apply Web 2.0 participatory tools to learning. ELM views learning as self-developed and self-managed within both formal and informal contexts. ELM can be used as a development framework to design new educational practices and learning ecosystems in a world of online resource abundance. While ELM allows integration of informal and formal learning, implementation challenges often emerge that require further refinement of techniques and processes.
Strengthening Capacity for Enhancing Learning Outcomes and Promoting Lifelong...Caribbean Development Bank
Presented by Dr. Didacus Jules, Director General, OECS at the Regional Consultation on the Development of New Education and Training Policy and Strategy at CDB in St. Michael, Barbados on July 2016
Technology-enhanced L&T: Implications for academic governanceMike KEPPELL
This document discusses the implications of technology-enhanced learning and teaching for academic governance. It notes that technology can enable new types of learning experiences and enrich existing scenarios. It also discusses trends like mobility, digital literacies, seamless learning, and personalized learning as "game changers" that have implications. Academics will need new mindsets to privilege these new approaches like mobile access, embedding digital literacies, diverse learning spaces, and user-generated content in governance.
Ossiannilsson oeb18 how to create innovative learning spacesEbba Ossiannilsson
My workshop at #OEB18 on Innovative Learning Spaces. some 40 delegates from all over the world participated in a very active and interactive workshop for 4 hrs. It was just so much energy and great conversations. Just loved it <3
Pre-Service Teacher Education for the Management of Actual and Virtual Classesalanwylie
Presentation by Adjunct Professor Ken Stevens from Victoria University of Wellington for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
This document outlines new directions for school libraries in Ontario by introducing the concept of a learning commons approach. It provides a brief history of the development of the document from initial consultations in 2007 through additional feedback received. The result is a vision document and ideas for implementing the learning commons approach in school libraries. Key components of the learning commons outlined include physical and virtual space, equitable access, learning partnerships, and technology in learning. The document also covers developing reading engagement, multiple literacies, critical thinking, guided inquiry, and learning to learn skills in students. It emphasizes developing the whole individual and engaging all learners. Transitioning to this new approach will require openness to change, preserving some practices while reinventing others,
Meeting Employer Needs Through Continuous Professional Development: From Theo...Lisa Marie Blaschke
This presentation will identify industry (employer) needs of today’s graduates and how we as educators can better prepare our students for the workforce and lifelong learning.
Transforming Information Literacy Spaces Through CollaborationSenga White
This document discusses a research project exploring how collaboration between teachers and librarians can transform information literacy spaces to better support student learning. A survey of teachers and librarians found that while they see the value of information literacy, they have different perceptions of their roles. The research aims to strengthen partnerships between teachers and librarians by having them jointly plan lessons that make use of both classroom and library resources. By enabling greater access to information resources and developing students' information literacy skills, the researchers hope to improve student learning outcomes.
1. The document discusses the need for innovation and reform in existing school systems, which are often underperforming and producing long-term damages from poor education services.
2. While more investment is needed, resources must also be used better, and existing initiatives show promise but remain fragmented in their impact.
3. The document proposes the "Learning School Initiative" to complement existing funding sources by mapping projects, innovative schools, and available support to build on results and strategically invest in a worldwide school transformation program.
Building capacity for global connections and collaborations - New perspectivesJulie Lindsay
This document discusses online global collaboration in education. It defines online global collaboration as geographically dispersed, open collaboration using technology. There are two types of communication for sustaining global collaboration - synchronous and asynchronous. Developing global collaborations can help reduce ethnocentrism and develop empathy. The document outlines a taxonomy of global connection with 5 levels and features of successful online global collaborations. It discusses mindsets needed for educators to become skilled online global collaborators, including being connected, open, autonomous and innovative. Finally, it presents a vision for the future of online global collaborative learning.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
The document proposes a model for funding school collaboration and resources focused on 21st century skills. It discusses selecting schools to participate in the initiative that are committed to transforming learning environments. Selected schools would receive funding for professional development, curriculum design, and technology to implement new teaching approaches preparing students for future careers. An selection process identified 18 school projects from a diverse set of schools that demonstrated a vision for change and potential for impact. The initiative incorporates social networks, meetings, conferences, and travel for participants to collaborate and share progress on transforming education.
This document discusses the need to prepare students for the 21st century. It notes that the world is changing rapidly and schools/teachers must change to meet new opportunities and challenges. Education is seen as key to building skills like problem solving, creativity, and digital literacy. The New Zealand curriculum framework focuses on competencies like thinking, using language/technology, self-management, relationships, and contributing to society. It emphasizes equipping students with knowledge and values to safely participate in an increasingly digital world. The document calls for moving beyond passive learning to developing confident, connected, lifelong learners.
Learning Through Community Effort: Collaboration for Increased Project SuccessLibraries Thriving
The Libraries Thriving Learning Community, organized by Credo Reference and LYRASIS, invites members to think about and engage on key current issues with the aim of developing approaches, solutions and responses that demonstrate the effectiveness of individual library professionals as well as libraries' effectiveness within the institutions of which they are a part. Since February, community participants have been engaging in a variety of interactions, primarily online, to explore and experiment with the kinds of individual and institutional actions needed for libraries to thrive. Join this session to learn about this innovative online collaboration and to hear details about how you can join a similar group in an upcoming learning community.
This document discusses educational innovation efforts at UW-Madison. Over 450 faculty and staff attended incubator sessions to discuss ideas for online/hybrid learning. Peer-to-peer workshops generated new revenue sources and curriculum redesigns. The goals for year two include transforming curriculum, expanding blended/online learning, and increasing degree completion. Managing change requires explaining purposes, envisioning outcomes, planning, and giving people roles. The Wisconsin Idea of extending learning opportunities will guide these innovation efforts.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
The document discusses preparing students for an uncertain future where jobs and technologies do not yet exist. It emphasizes developing skills like adaptability and interacting with other cultures. Emerging technologies that could impact education in the next few years include electronic books, augmented reality, gesture-based computing, and visual data analysis. For technology to best support learning, it should inform but not dictate educational decisions and be backed by effective support. Connectivity and virtual learning environments may allow for anywhere, anytime education involving multiple remote participants.
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
ICLS 2016 | Community Knowledge, Collective Responsibility: The Emergence of ...Leanne Ma
Developing cultural capacity for innovation is an educational imperative. The challenge in schools is to foster a culture of sustained, creative work with ideas, as in out-of-school Collaborative Innovation Networks (COINs) and cyberteams that self-organize to create knowledge. In this study, we examined the online knowledge work of three Knowledge Building classes, where young students assumed collective responsibility for creating and improving their community knowledge. We adopted the COIN concept of rotating leadership to visualize collective responsibility for knowledge advancement. Using a mixed methods approach, we conducted social and temporal network analyses, then content analyses of student notes to further assess cases of student leadership. Overall, we found relatively decentralized student networks, with most students leading the group at different points in time; when leading, students were connecting unique ideas to the larger class discussion. We discuss our findings within the context of designing embedded, transformative assessment for knowledge building communities.
The document discusses the Emergent Learning Model (ELM), which aims to apply Web 2.0 participatory tools to learning. ELM views learning as self-developed and self-managed within both formal and informal contexts. ELM can be used as a development framework to design new educational practices and learning ecosystems in a world of online resource abundance. While ELM allows integration of informal and formal learning, implementation challenges often emerge that require further refinement of techniques and processes.
Strengthening Capacity for Enhancing Learning Outcomes and Promoting Lifelong...Caribbean Development Bank
Presented by Dr. Didacus Jules, Director General, OECS at the Regional Consultation on the Development of New Education and Training Policy and Strategy at CDB in St. Michael, Barbados on July 2016
Technology-enhanced L&T: Implications for academic governanceMike KEPPELL
This document discusses the implications of technology-enhanced learning and teaching for academic governance. It notes that technology can enable new types of learning experiences and enrich existing scenarios. It also discusses trends like mobility, digital literacies, seamless learning, and personalized learning as "game changers" that have implications. Academics will need new mindsets to privilege these new approaches like mobile access, embedding digital literacies, diverse learning spaces, and user-generated content in governance.
Ossiannilsson oeb18 how to create innovative learning spacesEbba Ossiannilsson
My workshop at #OEB18 on Innovative Learning Spaces. some 40 delegates from all over the world participated in a very active and interactive workshop for 4 hrs. It was just so much energy and great conversations. Just loved it <3
Pre-Service Teacher Education for the Management of Actual and Virtual Classesalanwylie
Presentation by Adjunct Professor Ken Stevens from Victoria University of Wellington for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011)
This document outlines new directions for school libraries in Ontario by introducing the concept of a learning commons approach. It provides a brief history of the development of the document from initial consultations in 2007 through additional feedback received. The result is a vision document and ideas for implementing the learning commons approach in school libraries. Key components of the learning commons outlined include physical and virtual space, equitable access, learning partnerships, and technology in learning. The document also covers developing reading engagement, multiple literacies, critical thinking, guided inquiry, and learning to learn skills in students. It emphasizes developing the whole individual and engaging all learners. Transitioning to this new approach will require openness to change, preserving some practices while reinventing others,
Meeting Employer Needs Through Continuous Professional Development: From Theo...Lisa Marie Blaschke
This presentation will identify industry (employer) needs of today’s graduates and how we as educators can better prepare our students for the workforce and lifelong learning.
Transforming Information Literacy Spaces Through CollaborationSenga White
This document discusses a research project exploring how collaboration between teachers and librarians can transform information literacy spaces to better support student learning. A survey of teachers and librarians found that while they see the value of information literacy, they have different perceptions of their roles. The research aims to strengthen partnerships between teachers and librarians by having them jointly plan lessons that make use of both classroom and library resources. By enabling greater access to information resources and developing students' information literacy skills, the researchers hope to improve student learning outcomes.
1. The document discusses the need for innovation and reform in existing school systems, which are often underperforming and producing long-term damages from poor education services.
2. While more investment is needed, resources must also be used better, and existing initiatives show promise but remain fragmented in their impact.
3. The document proposes the "Learning School Initiative" to complement existing funding sources by mapping projects, innovative schools, and available support to build on results and strategically invest in a worldwide school transformation program.
Building capacity for global connections and collaborations - New perspectivesJulie Lindsay
This document discusses online global collaboration in education. It defines online global collaboration as geographically dispersed, open collaboration using technology. There are two types of communication for sustaining global collaboration - synchronous and asynchronous. Developing global collaborations can help reduce ethnocentrism and develop empathy. The document outlines a taxonomy of global connection with 5 levels and features of successful online global collaborations. It discusses mindsets needed for educators to become skilled online global collaborators, including being connected, open, autonomous and innovative. Finally, it presents a vision for the future of online global collaborative learning.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
The document proposes a model for funding school collaboration and resources focused on 21st century skills. It discusses selecting schools to participate in the initiative that are committed to transforming learning environments. Selected schools would receive funding for professional development, curriculum design, and technology to implement new teaching approaches preparing students for future careers. An selection process identified 18 school projects from a diverse set of schools that demonstrated a vision for change and potential for impact. The initiative incorporates social networks, meetings, conferences, and travel for participants to collaborate and share progress on transforming education.
Global Learning and Collaboration - Key ideas and themesJulie Lindsay
This document provides an overview of a presentation on global learning and collaboration. The presentation discusses the importance of developing a global perspective in students and supporting collaborative learning. It promotes connecting classrooms globally using digital tools and establishing partnerships between schools in different parts of the world. The presentation emphasizes leadership for connected learning and encourages teachers to act as innovators and leaders in global education through collaborative projects.
Reflections by Martin Culkin, School Principal, and Julia Atkin, Education an...EduSkills OECD
Martin Culkin and Julia Atkins present their 5-year journey – its challenges, change drivers and processes - to undertake a major regeneration project at Dandenong High School in which three existing schools with over 2 000 students were amalgamated, representing 66 nationalities (www.oecd.org/edu/facilities/compendiumlaunch).
This document discusses a presentation on shifting learning to focus on student-centered, collaborative, project-based approaches. It notes that the world is changing and education needs to transform from a book-based, linear system focused on individual achievement to a web-based, divergent system focused on community building. Effective learning relies on problem finding rather than just being given problems, and occurs through student collaboration using digital tools both inside and outside the classroom. Project-based learning allows students to investigate real-world problems through extended, hands-on projects while developing 21st century skills like multiliteracy and global collaboration.
The document outlines an agenda for a meeting focused on 21st century learning. It discusses developing skills like network literacy and using tools like wikis and Twitter. Participants will learn about making education more relevant and how teachers can better engage students. The goal is to help schools implement changes to support modern pedagogies and collaborative professional development.
Modernizing Education discusses the need to evolve schools and teaching for the 21st century. Technology is changing how people access and share information. To better prepare students, schools need strategic plans to incorporate new literacies, personalized learning, mobile technologies, and global collaboration into instruction. Effective models emphasize project-based learning, use of online tools, and developing skills like critical thinking across networks.
Kindergartners today will graduate in 2021 and enter a world vastly different than the present. To prepare students for this changing world, schools must shift away from an industrial model and focus on developing 21st century skills like critical thinking, communication, creativity and technology literacy. This involves making students' education more personalized and emphasizing skills like problem solving through hands-on, inquiry-based learning connected to real-world issues. Schools will need to incorporate global topics, civic engagement and environmental awareness across disciplines to ready students for the interconnected challenges of the future.
This document summarizes Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main points included:
- Connected learning occurs through interactions and conversations between learners. Learning is collaborative and based on networking.
- Connected learning focuses on engaging learners and solving complex problems, rather than just content delivery. It involves skills like sharing, cooperating, collaborating and collective action.
- For schools to be relevant in the 21st century, they need to transform and redefine themselves, not just reform at the edges. This requires changing beliefs, values and the school culture to support innovation.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
This document discusses potential future innovations in pedagogy and education. It begins by providing context on rapid technological changes and the need to prepare students for future careers. It then outlines several pedagogical innovations that have emerged in recent years such as learning analytics, spaced learning, computational thinking, and flipped classrooms. These innovations leverage new technologies and draw on research from fields like neuroscience and computer science. The document concludes by discussing approaches for identifying new promising pedagogies, such as expert workshops, provocations, and scenario development using a Policy Delphi method.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
This document summarizes an online workshop about building future-focused schools. The workshop aims to help participants identify principles for building future-focused schools, realize a future-focused approach through aligning school strategies and practices, and lead their school community to provide relevant, future-focused learning. During the workshop, participants discuss topics like the skills students will need for their future lives and careers, challenges facing education, and how to make schools more focused on preparing students for an uncertain future.
David Istance, Centre for Educational Research and Innovation (CERI), OECD - ...Framtidens Lärande
This document summarizes some of the OECD's work on education, learning, and ICT. It discusses the OECD's Innovative Learning Environments project, which aims to inspire educational practice through research on learning and innovative cases, and help implementation of new approaches. The project focuses on designing learning environments based on principles like making learning central and collaborative. It also emphasizes partnerships, technology integration, and leadership for wider educational change. Finally, the document outlines some of the OECD's analyses of ICT in education and its move to computer-based assessment for PISA 2015.
This document outlines the need to prepare students for the global age by transforming elementary education. It discusses how schools must shift from 20th century models to developing students' global competencies through a revitalized curriculum, instruction, and assessments focused on global themes and perspectives. Key aspects of a global elementary school include teacher development in cultural knowledge and technology skills, interdisciplinary thematic units, authentic assessments, and opportunities for students to learn languages and connect with other cultures through travel and community resources. The goal is to start developing global skills at the elementary level to ensure students' future success.
The document discusses several key points about the future of education and technology:
1) Education will need to focus more on skills like collaboration, assessing information from various sources, and making decisions with incomplete information.
2) Schools will become more dynamic learning environments linked to vast networks of information. Lifelong independent learning will be emphasized.
3) Teachers will shift from being the center of learning to facilitating learning. They will need to be comfortable with technology and promote collaboration.
4) Parents, school leaders, and teachers all have important roles to play in effectively integrating technology into education to promote innovation.
Let's push some boundaries for education in the futureDerek Wenmoth
Workshop slides from my presentations at the Masterton Schools TOD on Tuesday 4 June, 2024. Focusing on providing tools and strategies for teachers to use when looking to become more future focused in their work, and anticipate the changes ahead etc.
Dynamic Education Leadership in a Changing WorldDerek Wenmoth
Keynote presentation to the Manawatu Principals Association, May 2024. Explores three key questions about principalship as a system leadership responsibility.
Agency By Design Masterclass - USBE, March24Derek Wenmoth
Slides used for the USBE Masterclass held in Salt Lake City, March 2024. This masterclass used a variety of activities to engage participants in unpacking the contents of the book: Agency By Design: An Educator's Handbook.
Agency By Design: ensuring rigor in our approachDerek Wenmoth
Keynote presentation at the USBE symposium, March 2024. Introduces the concept of learner agency, and the framework for developing agency by design contained in the book of the same name.
In the rapidly evolving landscape of education in today's world, the ability to navigate complex change is crucial for leaders and organizations. Leading such change requires building the buy-in of stakeholders, address roadblocks hindering progress, and fostering a culture of experimentation that embraces calculated risks and encourages learning from failures. This workshop introduces the concept of transformative leadership, introducing a comprehensive framework specifically designed to guide leaders and organizations as they tackle complex challenges where no obvious solution exists.
These slides are from a workshop run at the Aurora Institute Symposium in Palm Springs, October 2023
This document discusses pushing boundaries in education. It introduces Ultralab, an educational research institute dedicated to working at the "bleeding edge" of technology in education. Several projects aimed at pushing boundaries on issues like equity, inclusion, and learner agency are mentioned. The document argues that traditional models of schooling focused on compliance and conformity must change. It suggests envisioning education that truly prepares students for the future in inclusive, equitable ways focused on discovery and learning rather than fear of failure. Educators are empowered to transform education by nurturing their own growth and believing in students' potential.
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.
This document outlines a framework for facilitating friction-free transformation in organizations. It is presented over three stages: 1) Build buy-in by engaging others, eliminating resistance, and mapping the landscape. 2) Remove roadblocks by overcoming inertia, generating confidence, and removing "sludge". 3) Embrace experimentation by scaling, sharing, and sustaining changes through a culture of experimentation, subtraction of unnecessary processes, and sharing of successes. Each stage contains modules to break challenges into tasks and tools to dissolve resistance. The goal is to establish an environment where transformation can occur through distributed, community-driven efforts rather than traditional bureaucratic change programs.
WORKSHOP: Shifting the Ownership of LearningDerek Wenmoth
Workshop slides from the JSCP Deep Learning Symposium Workshop, Louisville, 1-3 August 2023. Exploring the concept of learner agency and the teacher's role in shifting the ownership of learning.
Learners as Leaders in a Changing WorldDerek Wenmoth
This document discusses the need for change in education systems to better prepare learners for an uncertain future. It promotes seeing possibilities instead of problems, sharing ownership of learning between teachers and students, and developing students as leaders rather than followers. The document argues that education must leverage digital tools to create a coherent learning experience both in physical and online spaces. It provides examples of making the learning process transparent, giving students control over their learning, and assessing their ability to thrive in an interconnected world. The overall message is that simply continuing traditional education is depriving young people of their future and true innovation is needed to develop learners who can face disruption and create positive change.
DLL -Shifting the Ownership of LearningDerek Wenmoth
Slides used in the Insight workshop at the NPDL Deep Learning Lab in Anaheim, April 2023. The focus of the workshop was on the shifts we need to make in order to enable truly agentic learning in our schools and classrooms.
Deep learning innovation in challenging timesDerek Wenmoth
Mobilizer presentation to the NPDL Deep Learning Lab (DLL) in Anaheim, April 2023. Explores the innovative approaches taken by three New Zealand teachers when classes were disrupted by COVID and extreme weather events.
The document outlines the goals and key discussions from a professional development day for teachers at Cashmere Ave School. It began with reflections on the previous day's learning. The goals for the current day were then presented: to understand the New Zealand Curriculum, Te Whare Tapa Whā model, and the Understand-Know-Do framework; to apply these understandings to Cashmere Ave's existing curriculum; and to identify collaboration plans for 2023. Various curriculum topics were then unpacked and applied using the Understand-Know-Do structure, including the school's values connected to Te Whare Tapa Whā. Teachers provided a review of their learning and an evaluation was conducted at the end.
This document summarizes a professional development session for teachers focused on student-centered learning. The session covered several key topics:
1. The history of standardization in education and a move towards understanding each student's "jaggedness".
2. Understanding what motivates students and giving them more choice, control, challenge and collaboration in their learning.
3. Getting to know students on a personal level to better support their learning and development.
4. Framing student wellbeing and learning as interconnected, and the importance of teacher empathy, compassion and high expectations.
The document discusses shifting the ownership of learning to students to develop learner agency. It identifies ten conditions for learner agency, including having learners at the center of their learning, building relationships and partnerships, developing cultural responsiveness, empowering leadership, viewing teaching as inquiry, ensuring curriculum and pedagogy support agency, using assessment for and of learning, integrating technology, and creating innovative learning environments. The document encourages reflecting on which conditions to act on and provides resources to develop strategies that give students more control and ownership over their learning.
Keynote presentation to the Queensland Principals Conference in Brisbane, 11 October 2022. Focusing on key themes of transformation in our education system to build resilience in our schools and better serve our learners and our communities.
Keynote presentation at the Life Education conference, Te Pae Otautahi - July 2022. Exploring the drivers and future directions for the organisation in a hybrid world
Ko Wai Au - Culturally Responsive EducationDerek Wenmoth
The document discusses the history of education for indigenous peoples in New Zealand (Māori) and North America (Native Americans/First Nations). It describes how traditional indigenous systems of learning were replaced by colonial education systems aimed at cultural assimilation through suppressing indigenous languages and cultures. Specific practices discussed include banning te reo (the Māori language) in NZ schools, cutting indigenous children's hair, and renaming them with English names in boarding schools. The cumulative impact of these policies was devaluing of indigenous knowledge and inequitable educational and life outcomes for indigenous youth.
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. Our changing world
• Our world is changing and changing rapidly.
• What must we do to prepare students for living and
working in the 21st century?
• How must our schools and teachers change to meet
these opportunities and challenges?
3. The Future
How will we cope?
• Food supply
• Water
• Cryogenics
• Nano-technology
• Superdiversity
• Human rights
• Poverty
• Religious intolerance
4. Take a few moments to
share any thoughts
about programmes you
offer in your school that
are designed to prepare
your students for this
future?
Future focused curriculum
6. Change in demand for skills
35
40
45
50
55
60
65
70
1960 1970 1980 1990 2000 2006 2009
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interpersonal
Mean task input in percentiles of 1960 task distribution
1960 1970 1980 1990 2000 2010 2020
Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the
US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.
7. Emergent responses
• Maker spaces
• STEM programmes
The skills we need most today, in any profession, boil down to what makes us
human – basically, the qualities that machines don’t have.
See: http://blog.core-ed.org/derek/2016/06/thriving-in-a-modern-world.html
8. It’s about more than skills…
• Follow-up to 2015 report – “Wider vision for
education: unlocking the potential of
technology.”
• Social and emotional learning (SEL) broadly
to encompasses 4 core competencies
(critical thinking/problem-solving, creativity,
communication, and collaboration)…
• …and 6 character qualities (curiosity,
initiative, persistence/grit, adaptability,
leadership, social and cultural awareness)
http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf
2016, World Economic Forum
9. “… the world has been focused on
developing basic literacy and numeracy
skills. These are foundational for learning,
and they continue to be essential but not
sufficient to prepare our students for the
complex world they will face.
Schools, districts, and countries must find
ways to sustain continuous improvement
on the basics, while building innovative
practices to develop what we call the deep
learning.”
Coherence: The Right Drivers in Action for Schools, Districts, and
Systems. Fullan, M., & Quinn, J. (2015).
Essential but not sufficient
10. Share with each other
your thoughts in
response to this
question….
What is Deep learning?
11. What Is Deep Learning? (Hattie, Fisher, Frey et al. 2017)
Surface Deep Transfer
● Building initial
understanding of
concepts.
● Developing labels
(vocabulary) for the
concepts.
● Correcting misconceptions
and errors.
● Consolidating new
learning.
● Establishing connections
between and among
concepts
● Extending concepts in
order to make
generalisations
● Collaborating and solving
authentic complex
problems
● Applying and practicing
procedural skills
● Applying concepts to
new contexts and
situations
● Recognizing patterns
and relating them to
parallel concepts
● Consolidating
competencies and
processes through
metacognitive
awareness
12. Deep Learning and Change
Takes place within
accepted boundaries
Leaves basic values
unexamined and
unchanged
First Order
Pushes at the boundaries
of existing practice
Examines assumptions
that influence first order
thinking
Second Order
Deep understanding of
alternative world views
and ways of doing things
Participative,
empowerment, self
organisation.
Transformative – for both
individual & whole society
System coherence
Third Order
Stress on information and
“intellectual” knowledge
Remembering,
understanding, applying
‘Thinking about thinking’ and
‘learning about learning’
Critical, reflective, analysis,
synthesis, problem solving.
Innovative, creative, complex,
Solution creating, Insightful.
Systemic thinking
13. Systemness
“Moral purpose is our social responsibility to others and the
environment…
School leaders with moral purpose seek to make a difference in
the lives of students. They are concerned about closing the
gap…
They act with intention of making a positive difference in their
own schools as well as improving the environment in other local
schools…
Sustained improvement of schools is not possible unless the
whole system is moving forward.”
Michael Fullan
14. New Pedagogies
• Emphasis on student agency, self-directed learning
• Authentic contexts and focus
• Collaborative approaches
• De-privatisation of teaching
• Utilising inquiry and design thinking processes
• Competency focus
17. Inquiry
• Basis of NZ curriculum
• Many approaches used
• Collaborative inquiry
cycle a key process to
shifting practice
18. Catalyst
The Collaborative Inquiry Cycle
is a process that ensures
collaboration goes beyond
simple sharing and becomes true
joint work that results in
constructing new knowledge
about deep learning and shifts
practice
http://www.core-ed.org/shop/catalyst/
21. The teacher’s role
• Teacher as change agent
• Teacher as activator
• Figure out where individual student interests are
• Help students find their niche
• Leverage the learning
• Know whether learning is occurring
• Give defensible evidence
• Fundamental learning partnerships
• More of a collectivity – more complicated
• “That’s where the power is”
22. … we must rethink what we expect of our students.
We must stop underestimating what they are now capable of;
and above all…set much higher expectations.