A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
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.
Overview of CORE's Ten Trends 2020 - A retrospective view. Providing insights into the things that are likely to impact on the practice of educators and work of schools into the future
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'?
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.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
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.
Overview of CORE's Ten Trends 2020 - A retrospective view. Providing insights into the things that are likely to impact on the practice of educators and work of schools into the future
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'?
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.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
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.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
Breakout presentation at the Aurora Institute Symposium, 2021 - with Marsha Jones and Joe DiMartino. Based on the paper we co-authored available at https://aurora-institute.org/resource/agency-by-design-making-learning-engaging/
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
21st Century Learning Leadership Forum Insight Cafe - Banff October 2011 - How one Ontario K-12 District is transforming to a 21st Century Learning and Teaching District
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
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.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
Breakout presentation at the Aurora Institute Symposium, 2021 - with Marsha Jones and Joe DiMartino. Based on the paper we co-authored available at https://aurora-institute.org/resource/agency-by-design-making-learning-engaging/
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
Latest Global Educational Management TrendsTimothy Wooi
Introduction
Global Trends and Changes shaping the future of K-12 Education with online learning as mainstream, blended learning and education systems Shift.
Latest Global Educational Management Trends
New Definitions of Success
1.Rethinking Measurements
2. Student-Centered Environments
3. Personalized Professional Development
4. Managing Change
5. Data Informed Decisions + World-Class Standards
6. Balanced Approaches: Asking To What End
7. Programming, Robotics and the Maker Movement
8. Neuroscience, Youth Development Research and how Kids Learn Best
9. Mobile Learning
10. Cloud Computing
Recent Trends in K-12 Education
1.The Use of the Internet and Social Media as a Teaching Tool
2.Students Teaching Teachers
3.Paying Close Attention to Each Students' Needs
4. Better Assessment Methods
5. Personalized Learning Experiences
6. Flipped Learning
7. Cloud Technologies
8. Gamification
Goal / Purpose
To equip teachers to digitally empower diverse learners to connect, communicate and collaborate by creating a rich environment indulging technology in the classroom to help them evolve.
To facilitate learning in a more impactful manner by integrating technology to help make the world a smaller place with interaction beyond the classroom and classmate to virtual trips and multi-region and multi-nation interactivity to commence projects and work.
Methodology
Bridging the range of project-based learning opportunities within “phenomenon-based” curriculum redesign, relevant and meaningful to students and their communities by:-
- giving flexibility to redesign student centered learning in a more flexible K-12 education and aligning to the system to set high expectations and close achievement gaps.
- rethinking accountability for new learning models to
modernize educators and leadership development to
implement personalized learning and invest in research
on the digital equity gap.
21st Century Learning Leadership Forum Insight Cafe - Banff October 2011 - How one Ontario K-12 District is transforming to a 21st Century Learning and Teaching District
The Why and How of Knowledge Management: Some Applications in Teaching and Le...Olivier Serrat
Knowledge management—the process of identifying, creating, storing, sharing, and using organizational knowledge—aims to provide support for improved decision making. Its higher objective is to advance organizational performance. It is best exercised if the motive behind knowledge management initiatives is clear, with sundry possible areas of activity and associated perspectives.
A short presentation on some of the key shifts we are experiencing over the past few years, their impact on how work, learn, collaborate and the future of work.
Presentation to the NZ School Trustees Association annual conference, Dunedin, 12 July 2019. Exploring the drivers of change and the responses required of educators and the schooling system to ensure our learners are 'future ready' as they leave school.
The disconnect between education and workforce developmentColleen LaRose
This webinar explains why education does not prepare people for work...and why, therefore, workforce development programming exists. To view the webinar in its entirety, go to:https://www.youtube.com/watch?v=gXhroAbeHiY
HR Webinar: Technology Opens New Paths for HR and BusinessAscentis
Technology is EVERYWHERE! We see it in our work, in our personal lives, and certainly in HR. But can technology help HR guide and align the workforce to organization goals? Employers, HR, and workers will experience the newest technologies soon, can HR leverage it to the betterment of the organization’s culture?
Join us for a look into the trending technologies that are allowing HR to build new paths to workforce development and engagement.
We will examine the connection between the organizational directives, how the workforce can accomplish those goals through continuing collaboration and innovation, and how HR can be the change agent, using technology, to impact the working and personal lives of the worker. We will look into the life cycle of the worker and discuss the various technologies supporting of the various areas of Human Resources programs and what considerations might be needed to use that technology.
And lastly, we will look at the NEW corporation mission and structure that is taking hold across the globe.
This slideshow shall be repurposed locally and used for training women on e-Learning.
Women of Wiki, Calicut runs a Women Empowerment Project by Mrs. Roslinda, Retd. Deputy Head Mistress of GVHSS for Girls, Nadakkavu and her team of volunteers at Panakals Education Trust.
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
Final keynote presentation at the ULearn23 conference held in Manukau, October 2023. Begins by telling the story of the beginning of CORE Education, then reflecting on the boundaries we need to be pushing in order to make educational experiences for our young people authentic, equitable and future focused. Ends with a challenge for all educators to become future makers in the work they do.
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.
Workshop presentation at the JCPS Deep Learning Conference in Louisville, Kentucky, 1-3 August 2023. Introducing the Friction Free Transformation framework and thoughts about how to achieve simple, fast and frugal change .
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.
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.
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
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. 1
Ten Trends:
drivers of change
shaping our future
derek.wenmoth@core-ed.org
@dwenmoth
http://www.wenmoth.net
2. Karakia Tīmatanga
Unuhia te pō te pō whiri mārama
Tomokia te ao te ao whatu tāngata
Tātai ki runga
Tātai ki raro
Tātai aho rau
Haumie hui e tāiki e!
From the conclusion comes
understanding
From the understanding comes unity
We are interwoven, we are
interconnected
Together as one!
3. Trends… not predictions
Trends are particularly helpful in times of uncertainty.
Organizational anxiety can spread fast and cause leaders and teams to make poor
decisions. Without concrete answers to questions about the future, anxiety grows.
It's a vicious, terrible cycle.
Our goal right now isn't predictions. It's preparation for what comes next. We must
shift our mindset from making predictions to being prepared.
Trends are waypoints to help anticipate future states in a world where uncertainty
looms. Use them to examine your assumptions, cherished beliefs and expectations
for the future using a bolder, more holistic perspective.
This year it will be harder to do that, but it’s essential.
4. 15 Years on…
• An opportunity to review what
we’ve been writing about, and to
consider the impacts we’ve seen in
education.
• A chance to consider the ‘long view’
and where these trajectories might
take us into the future.
5.
6. Ubiquity
Occurring independent of the
boundaries of time or place
Connectedness
Acknowledging our complete
interdependence as humans
Agency
Having choices and the ability to act
on those choices
Equity
Diversity
Humanity
7. TECHNOLOGY
TECHNOLOGY
Culture
Process
Structure
Economy
Equitable access.
Identity and access management.
System integration
Social networking
Immersive/visual environments
Mobile and ‘touch’ tech.
Big Data and analytics
3D printing
Virtual and mixed reality platforms
Artificial intelligence
Digital convergence and “Singularity”
The cloud
Blockchain
Social Mapping
Real-time reporting
The pervasive nature of change that occurs when a new
technology is introduced – it is not additive, it is ecological.
8. TECHNOLOGY
• 2007 a year of paradigmatic change
• iPhone released
• Facebook, Twitter, LinkedIn + other social media
• Mobile Devices
• Cloud
• Artificial Intelligence
TECHNOLOGY
Culture
Process
Structure
Economy
9. TECHNOLOGY
• How would you describe the key drivers for technology use in your
organisation? In what ways is this reflected in your organisation’s strategic
goals and values?
• How is your school strategically planning for the rapid advancement of
technology that can support learning for your students? What systems do
you have in place that can identify new advancements that support
educational organisations?
• What steps are you, your staff and community taking to ensure you are
keeping up to date about technological developments, so that you are able
to make informed decisions about future technological investment and
programmes of learning in your organisation?
• Who do you currently rely on for these insights? How do you assess their
potential impact on your work with learners?
TECHNOLOGY
Culture
Process
Structure
Economy
10. CULTURE
Technology
CULTURE
Process
Structure
Economy
Super-diversity
Digital fluency
Digital citizenship
Identity and privacy
Cyber-safety
Global connectedness
De-privatised practice
Personalising learning
Learner agency
Artificial intelligence
Cultural Narratives
Wellbeing
The product of the beliefs, perceptions, relationships,
attitudes, and written and unwritten rules that shape and
influence behaviour. Organizational culture is a reflection
of its leaders’ culture, ethics (or lack of them) and
consciousness.
11. CULTURE
When the things you say and the things you do (actions) are in
alignment with what you actually believe (values), a thriving
culture emerges. So great organisational culture results from
putting into practice what we say we believe and value as
important. (Sinek)
Consider…
• Treaty of Waitangi
• Shift in ownership of learning
• Diversity
• Digital
Technology
CULTURE
Process
Structure
Economy
12. CULTURE
• To what extent do your organisation’s values and the practices
that stem from them resonate with the issues and trends
identified in this trend?
• In what ways is your organisation or setting ‘inclusive’? Are the
articles of the Treaty of Waitangi evident in your organisational
values and in the culture that exists?
• To what extent is the voice of your students and of your
community effective in helping determine the culture of your
setting? How is this happening? In what areas could it be
improved?
Technology
CULTURE
Process
Structure
Economy
13. PROCESS
Technology
Culture
PROCESS
Structure
Economy
Change Leadership
Design thinking
Gamification
User generated content
ePortfolios
Deep Learning
Inclusive Education
New ways of managing IT
Learning record stores
Collaboration
Data Science
Big data/small data
Microcredentials
Maker culture
In business terms, process is a collection of related, structured
activities or tasks that produce a specific outcome. Simply put,
process may be understood as ‘the way we do things’
14. PROCESS
Consider
• Our management of how learners progress through their time
in schools
• Our recording of and reporting on progress and achievement
• Our approach to funding learners and their learning
Technology
Culture
PROCESS
Structure
Economy
15. PROCESS
Key trends to be aware of..
• Openness
• Collaboration
• Data and learning
Technology
Culture
PROCESS
Structure
Economy
17. PROCESS
Key trends to be aware of..
• Openness
• Collaboration
• Data and learning
• Deep Learning
• Assessment
Technology
Culture
PROCESS
Structure
Economy
19. PROCESS
Technology
Culture
PROCESS
Structure
Economy
• Which of the trends and issues in this theme have already
impacted on your practice as an educator and/or on the way
your organisation ‘gets things done’?
• How is data being used in your learning setting to empower
both learners and teachers, and to reduce the administrative
workload for everyone?
• How is the learning journey of your students managed at
present? Who ‘owns’ this - why? How is the evidence of
learning collected and verified?
• What evidence of design thinking and/or gamification exists in
your setting? Is it fundamentally changing some of the ways
things are done in your setting?
20. STRUCTURE
Technology
Culture
Process
STRUCTURE
Economy
Networked communities
Advanced networks and ‘loops’
Community focus
The ‘smart web’
Private Public Partnerships
Alternative forms of assessment
Ubiquitous computing
Communities of learning
Learning ecologies
Virtual Learning
Schools as part of community
Changing role of the teacher
Educational institutions are by nature, very reliant on the
structures that give them their identity and serve to support
what they do and the way they do it.
21. STRUCTURE
Some of the structures we work within…
• Buildings and classrooms
• Classes and timetables
• Teachers and roles
• Curriculum and subjects
• Autonomous ‘schools’
The very structures that support our system also fail many of our
learners - making the need to address these concerns a matter
of equity above everything else.
Technology
Culture
Process
STRUCTURE
Economy
23. STRUCTURE
• What are the key drivers behind decisions made in your setting
around curriculum (e.g. subjects taught), use of time,
allocation of tasks to teachers, design and use of learning
spaces, etc.?
• How might you, as a staff and your community, work to better
understand that addressing issues around structure are critical
to achieving greater equity in our system and in your setting?
• How might greater use of virtual/online learning be used to
ensure all learners are able to access the learning
opportunities they need/deserve?
Technology
Culture
Process
STRUCTURE
Economy
24. ECONOMY
Technology
Culture
Process
Structure
ECONOMY
Computational Thinking
21st Century Skills
Future workforce
Future of work
Innovation and entrepreneurship
Global connectedness
Sustainability
“Open-ness”
STEM/STEAM
Automation
Data engagement
OERs (open education resources)
Understanding ‘success’
Human Capital
Green computing
The way we generate wealth and the skill sets, required to
achieve this are key elements in any economy.
25. ECONOMY
The relationship between education and the economy is
important from two perspectives:
• The benefit to society of having well educated young people
who are prepared to take up roles in employment that will
contribute to the growth of our economy.
• The cost to society of investing in education, such as the
building of schools, teachers’ salaries, and curriculum
resources.
Technology
Culture
Process
Structure
ECONOMY
26. ECONOMY
Economic drivers:
• (un)Employment and demand for qualifications
• Changing nature of work
• Changing nature of society
• Globalisation
• Rapidly advancing automated processes
Technology
Culture
Process
Structure
ECONOMY
27. ECONOMY
Indicators of trends to watch for…
• OECD report “Dream Jobs? Teenagers’ career aspirations” –
half of Kiwi 15-year olds expect to work in just 10 occupations
at age 30
• World Economic forum report on “High Demand Jobs” none of
which were represented in the OECD list
• “Change Agenda: Income Equity for Māori” – need to unlock
Māori potential
• Shifting from a ‘financial maximization’ mindset (ref DAVOS)
Technology
Culture
Process
Structure
ECONOMY
28. ECONOMY
• How does the thinking in the economic theme influence your thinking
about ‘equity’ as a key area of concern within our education system? What
impacts do you see here and what responses do you think need to be made
in the way your school/programmes/community respond?
• How is the focus on things like learner agency, personalisation, competency
development etc. and the use of design thinking and gamification in your
school driven and/or informed by the trends and issues identified in the
economy theme?
• How far down the track is your school with the implementation of the
Digital Technologies and Hangarau Matihiko Curriculum? What are the key
messages you are giving students and the community about ‘why’ this is
important?
Technology
Culture
Process
Structure
ECONOMY
29. He purapura i ruia mai i rangiātea e kore e ngaro.
It’s fine to have recollections of the past, but wisdom comes from being able to prepare
opportunities for the future.
30. 30
Innovation is in our DNA
23 July 2020
Innovative learning practice
Starts April 2020
Upcoming professional learning
Games-based learning practice (part 1)
Starts May 2020