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Global Education Conference Keynote 2013
Julie Lindsay's keynote at the 2013 Global Education Conference emphasizes the importance of global and connected learning in education, advocating for a shift away from traditional educational paradigms towards collaborative, real-world problem-solving approaches. She highlights the role of teacherpreneurs and new leadership models in fostering innovative learning environments that transcend geographical boundaries. The document urges educators to build authentic partnerships and engage in global collaborations to better prepare students for the challenges of the 21st century.
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Global Education Conference Keynote 2013
- 1. LEAD Julie Lindsay @julielindsay LEARN GlobalEducation Conference 2013 Keynote LEAGUE
- 2. Julie Lindsay Director LearningConfluence – Flat Connections MA Music, MA Educational Technology Leadership EdD Student, University of Southern Queensland @julielindsay learningconfluence.com flatconnections.com
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- 5. Quick Polls Howmany of you have lived outside of your home country? Select Green TICK for YES Select Red CROSS for NO How many of you have worked in a different culture? Select Green TICK for YES Select Red CROSS for NO
- 6. How to GoGlobal Lead Learn League
- 7. We must (andwill) take learning global
- 8. Glocalization: Thinking globallyacting locally
- 9. Information is notknowledge
- 10. Mapping the World’sTweet Networks http://www.example-infographics.com/mapping-the-worlds-tweet-networks/
- 11.
- 12. What will youdo with this information? When will it become knowledge?
- 13. Why GO GLOBAL? Learningabout the world, with the world
- 14. HOW TO GOGLOBAL ‘Going global’ is a mindset rather than a plane ticket
- 15. Join our WorldsTogether
- 16. Find NEW Pathways– NEW Knowledge http://www.wise-qatar.org/
- 17. Irena Bokova – Director-GeneralUNESCO - half of the worlds population are under 25 - 57 mill children are out of school today MOST IMPORTANT ‘Quality and Equity’ We need to be inclusive, holistic, flexible, life-long learning
- 18. There needs tobe changes in the learning paradigm to break out of 20th century linear modes that are not conducive to solving the problems of the world Yes! And……….
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- 21. Leadership for what? •Shared vision • What should that be? – Connected learning – Clear articulation of a school-wide pedagogy • Issues of organisational culture • Didactic vs constructivist • Local vs global – is this either or?
- 22. One measure ofleadership is the caliber of people who choose to follow you. ~Dennis A. Peer http://www.flickr.com/photos/marcygallery/3110023455/in/photostream/
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- 24. Who makes decisionsabout the learning? How often do we ask the students?
- 25. A New Paradigmfor Educational Leadership • Online learning communities are leveling the playing field to advantage learners • Leadership must address: – School revitalization in a digital world – Teachers as providers of new forms of leadership in schools and communities – Support of the ‘teacherpreneur’ or ‘outlier’
- 26. What is aTeacherpreneur? “A teacher who sees an opportunity to make a profitable learning experience for students through the forging of partnerships with other classrooms with common curricular goals and expectations” Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time
- 27. What do Teacherpreneursdo? Teacherpreneurs take all the best practices in education and latest advances in technology and use them to blaze new trails in teaching and learning that focus on connection and collaboration. See Teacherpreneurs - http://tinyurl.com/teacherpreneurs
- 28. Teacherpreneur Leadership A teachergets an idea for learning Fosters excitement amongst other teachers A group of teachers come together to do something significant
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- 30. ‘Outlier’ Pedagogy • Understandingdigital collaborative and global communication paradigm. – Extend learning beyond physical classroom walls – Non Traditional pedagogy modeled for peers: – collaborative in nature – reach out to educators globally “Learners in collaborative and global outlier teaching paradigms participate in a new educational ecology” Arteaga, S. (2012). Self-Directed and Transforming Outlier Classroom Teachers as Global Connectors in Experiential Learning. (Ph.D.), Walden University.
- 31. How do schoolleaders foster the Teacherpreneur Leader? • Encourage customization of learning • Support innovation and encourage pedagogical excellence • Encourage an agile curriculum • New global relationships and solution designs
- 32. Parallel Leadership* Three distinctqualities – Mutual trust – Shared purpose – Allowance for individual expression For a real-world example refer to interview with Showk Badat Principal at Essa Academy, UK http://vimeo.com/62035949 *A form of distributed leadership developed through research by author Frank Crowther in Developing Teacher Leaders, 2nd edition, 2009
- 33. ‘Collaborative Individualism’ Educational theory– Limerick, Cunnington and Crowther (200)
- 34. The Consolidation – InnovationCycle Approach to Leadership for Connected Learning (Julie Lindsay, 2013)
- 35. We have somuch to learn from jazzband leaders, for jazz, like leadership, combines the unpredictability of the future with the gifts of individuals From ‘Leadership Jazz’, by Max De Pree
- 36.
- 37. Julia Gillard –“Quality and equity go together!” Julie and Julia!
- 38. Global Learning: Holisticand ‘Flat’ Global Project Design Blended Learning Culture of sharing Interconnected Flipped Classroom Collaborative Connected Learning Leadership for connected learning Project & Challengebased ‘Flat’ Learning Pedagogy Web 2.0
- 39. Flat Learning is …. apedagogy supported by technology http://www.flickr.com/photos/59217476@N00/5617505546/
- 40. Time for somenew terms? • Heutagogy - is the study of self-determined learning – places specific emphasis on learning how to learn, double loop learning, universal learning opportunities, a non-linear process, and true learner self-direction • Peeragogy – Peeragogy is a collection of techniques for collaborative learning and collaborative work – http://peeragogy.org/
- 41. The future oftechnology is the collaboration online – how are we supporting this?
- 42. Defining the GlobalCollaborative Classroom A classroom that is: • • • • connected engages with multiple audiences engages with diverse resources, and tools creates authentic, collaborative learning outcomes
- 43. Challenges of EmbeddingGlobal Collaboration Having realistic expectations Going Beyond the ‘Wow’ Shifting traditional pedagogies Engaging learners and leaders
- 44. Evolution of GlobalCollaboration in Education Global Collaboration 1.0 Information exchange Global Collaboration 2.0 Information and artifact exchange Global Collaboration 3.0 Information and artifact cocreation Building knowledge together and sharing with the world
- 45. Global Collaboration Work froma problem-based global perspective Use inquiry and guiding questions Put the problems in the hands of the learners (students) Broaden the knowledge base Encourage innovation and creativity
- 46. The 45 sec.Challenge In 45 sec (via the timer) add an idea to the chat window: “What is an INSPIRING, CHALLENGING, RELEVANT and GLOBAL topic or theme to join classrooms/learners across the world?”
- 47. New Ideas…..S.O.L.E. Sugata Mitra: Self-OrganisedLearning Environments http://www.ted.com/pages/prizewinner_sugata_mitra
- 48. Vicky Colbert –WISE Laureate founder of the Bogota, Colombia-based Escuela Nueva Foundation • Daily routines in classroom and way students interact and solve problems • Relationship bw pedagogy and citizenship building • Self-paced and cognitive learning • We need a NEW pedagogy - self-paced learning http://twitter.com/Escuela_Nueva/
- 49. To MOOC ornot to MOOC? • • George Siemens talks about an evolution - this will not be the final resting place Is this just a Higher Ed discussion? Move from content view of learning to an interact creation view of learning - what can we create and co-create with others?
- 50. Impact of technology- mobile, ubiquitous, Web 2.0
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- 52. Build Your ‘Leagues’for Learning sustainable connections and repeated collaborative experiences
- 53. Global Youth Debates:Debating into Action http://globalyouthdebates.com Slovakia Japan Singapore Hong Kong USA
- 54. Global Youth Debates •Extended partners - do not work in isolation • Designing for authentic research, collaboration, community, future action • Technology integration! • Curriculum integration! http://globalyouthdebates.com
- 55. World Wide ThinkTank https://www.facebook.com/WorldWideThinkTank http://thinkglobalschool.com
- 56. Educate! and Universityx http://experienceeducate.org/ Eric Glustrom Two sister organizations that are developing a model of mentorship-driven, leadership and entrepreneurship education in Uganda and the US
- 57. Social Entrepreneurship Learners Voice –Project - Camp Hire – @camphireproject – 34 million in camps globally - vast majority unemployed – unlock potential - provide education - startups for businesses
- 58. Global Social EntrepreneurshipSummit http://www.asbunplugged.org/gses.htm Mumbai, India, February 2014 Participants will envision a new learning landscape that includes connections with extended community members with the aim of helping others in the world. They will produce a Design Prototype, Action Plan as well as an accompanying Media Marketing Plan for review.
- 59. The Danger ofa Single Story…… Chimamanda Ngozi Adichie - TED Talks Join and build your own leagues so that ‘other stories’ are heard and shared
- 60. What’s the OtherStory? Theme for the Flat Connections Conference Sydney, June 2014 Students, teachers, leaders at the same live event! http://flatconnections.com
- 61. How can wereplicate these examples for learners in different situations? How do we create our own models for learning in leagues? What is the best learning architecture for digital collaboration?
- 62.
- 63. A Cycle forGlobal Learning Research Evaluate Envision Implement Pitch Plan Design
- 64. Some ‘What if’s’.......? •every school in the western world personally partnered with a school in the third world? • for one year all fund raising went to that school? • teachers from both schools learned how to effectively design and implement and facilitate learning collaborative experiences to support higher order thinking? • students and teachers connected through online technologies on a weekly, if not daily basis? • together they not only achieved better cultural understanding and empathy and global awareness - but actually created something together that impacted the world in a positive way? • a classroom in Australia collaborating with a school in Zambia solved the Australian cane toad problem? I believe this is possible - we just need to make this happen!
- 65. The 60 sec.Challenge In 60 sec (via the timer) add an idea to the chat window: 1. Add your own „What if……?‟ statement 2. Reach out to another person in the room and exchange contact details 3. Make it happen this year! 4. Report back next year at GEC14!
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- 67. Lead Insist on newleadership models *distributed *collaborative individualism *teacherpreneurs
- 68. Learn Focus on connected& collaborative learning and pedagogical reform – flat, connected learning modes
- 69. League Find, start andparticipate in ‘leagues’ with authentic partnerships to bring global learning to you and your students
- 70.
- 71. Lives of greatmen all remind us We can make our lives sublime, And, departing, leave behind us Footsteps on the sands of time Henry Longfellow A Psalm of Life
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- 73. Julie Lindsay Director LearningConfluence Global Educator, Leader, Innovator, Author @julielindsay about.me/julielindsay learningconfluence.com
Editor's Notes
- #2 In order to affect positive social change to improve learning across the world we need to focus on how to LEAD, how to LEARN and how to LEAGUEleadership, learning and creating leagues or communities.I will divide time now between the three main areas I wish to speak about – Lead, Learn, League.
- #3 It is an honour to be invited to speak at Global Education Conference 2013. This event has a special place in my heart as it has been a catalyst for me and many of my friends and colleagues to continue to innovate and collaborate with others in new and meaningful ways – and to then share these back across education networks and to this conference.
- #4 Let me briefly share my global journey from the past 16 years.Originally from Melbourne, Australia my husband and I left to teach in Zambia, Kuwait, Bangladesh, Qatar and China. We are now based back in Australia in northern NSW.
- #5 As an international educator I have enjoyed living and teaching across different cultures. My daughter was 3 when we started our journey and turned 18, in fact graduated from high School while we were in Beijing. She is what is know as a Third Culture Kid. Since being back in Australia – where she was very anxious to return to, she now has mixed feelings – a typical lack of identity and real belonging that is common amongst TCKs.
- #7 Today I will be speaking about ‘How to Go Global’. This image was in fact taken at the Flat Classroom Conference in Japan, March this year. The student in the foreground is live video streaming student collaborative team work out to the world.
- #8 Before I launch into the main body of this presentation – let me share some enduring understandings here. We must (and will) take learning global. I will provide some ideas and strategies – but the understanding here is that it is imperative, and in fact inevitable, that learning transform to become less localized, less insular, more connected, collaborative and in fact ‘global’. This does not mean you lose local identity.
- #9 In the words of Tom Friedman author of The World is Flat, “"The more you have a culture that naturally glocalizes - that is, the more your own culture easily absorbs foreign ideas and best practices and melds those with its own traditions - the greater advantage you will have in a flat world.”
- #10 Another understanding today - Information is not knowledge. We are in the infowhelm era – madly trying to curate, share, produce, bookmark, blog, tweet, etc. We all have information at our fingertips – global facts and figures….it took me 10 sec. to find….
- #11 An image of the world’s tweet networks……and
- #12 A map of the world in 1945….by Googling ‘world infographics’ – but acquiring these artifacts is one thing….what I do with them, how I use them is another.
- #13 What would you do with those infographics? Are they culturally, socially sensitive? Politically sensitive in any way? Are they accurate? Are they biased?Can you share them globally without offense or concern? Are there better infographics out there? Can you or your students create something better? More up to date? Can you or your students co-create with others somewhere else in the world a better infographic?What will you do with the information from this conference? How will you use it to gain better knowledge about the world, how will you share this to help others understand the world a little better?
- #15 As I am sure you already know, you do not have to leave home to have a global education! You can connect and collaborate with the world by not traveling. Technology makes this possible! Learning in context can mean learning virtually. This is an important message for all. Going global is a mindset rather than a plane ticket. It is about being curious enough to want to know the real story, and adventurous enough to go out and find it yourself – in person or virtually.
- #16 Technology makes new relationships possible and new connections. – we can join together in public and private ways to support learning for all – and this is not just words. Yes, we need better systems, training, understanding – but the possibilities are infinite – and becoming beyond infinite as technology continues to improve to support connected and collaborative learning objectives.
- #17 Whereas this event – Global Education Conference - is the most global online education event in the world – an event that has a mission to not just share what each of us is doing in our respective corners, but to focus on how we can join together to do it – and what we are already doing joined through collaborations. The other event I recommend you take a look at is WISE – the World Innovation Summit on Education – held in Qatar each year. It is truly the most global, international event I have ever been to. The website has rich resources from the event 3 weeks ago – theme Reinventing Education for life. I will be sharing some insights from this event today.
- #18 Irena Bokova, Director general of UNESCO shared some thoughts with us at WISE recently. There are enormous problems across the world that we are not solving right now. Education is one of these – sharing understandings about the plight of education around the world is a mission we should all be taking on – as leaders, as teachers. Once again, what we do with this information is what I ask you to consider – how it shapes your curriculum, how it shapes your travel opportunities, how it shapes what you purchase to eat and wear….these are all considerations as global citizens.
- #19 My message to you - There needs to be changes in the learning paradigm to break out of 20th century linear modes that are not conducive to solving the problems of the world. So, it is easy to make this statement…….however let’s continue with YES! And……..
- #20 In order to affect positive social change to improve learning across the world we need to focus on how to LEAD, how to LEARN and how to LEAGUEleadership, learning and creating leagues or communities.I will divide time now between the three main areas I wish to speak about – Lead, Learn, League.
- #21 LEAD - What type of leaders will successfully support global learning?
- #22 The interconnected, interdependent and networked economy of today demands less control, increased collaboration resulting in more effective leadership. Leaders in education should be considering what the shared vision is – and connected learning as well as clear articulation of a school-wide pedagogy is high on the list. Issues of organisational culture and of course coming to terms with didactic vs constructivist pedagogy is a global discussion – very contextual, and yet pertinent to our ongoing conversationsabout change for new learning opportunities and paradigms.Local vs global approaches – is it so hard to envision that every school in the world has a global approach to learning that impacts curriculum, school culture and organisation as well as pedagogy? Not to mention implementation of technology……
- #23 One measure of leadership is the caliber of people who choose to follow you. ~Dennis A. PeerLeadership for a Global Future – what does this look like?
- #24 How do we allow students and teachers to find their own voice and take charge of their own learning?How do we promote a culture of sharing and collaboration?Do we have the courage to do this?Do we consider change as a normal process?Are we seduced by the mission of the technology?
- #25 Cutting through the ‘closed door’ approach - who makes the decision about learning? How often do we actually ask the students? Do we not trust them?Apathetic learning - off task learning - CA and iPad withdrawal - a result of ‘fear’? - lack of relevance to life? Bad leadership and planning?IT Departments who lock things down -I am sure some of you know what I am talking about. Cloud computing and personal mobile devices are changing this particular paradigm and gradually learning is being set free!
- #30 Champions for change – realizers of the visionNew methods of publication and sharing information – keep on teaching!Building and facilitating communitiesResearchersPedagogical excellenceInnovate from withinWorking within and beyond the school cultureManagers, directors, mentors, guides
- #31 What are the necessary characteristics or qualities that enable teachers to leverage technology resources to embed meaningful global collaborative pedagogies? Thinking about the expectations put on teachers - it should be expected they take their classroom global - integrate global learning into everyday pedagogy.From Soraya - a new ‘educational ecology’ –I was one of the outlier teachers she interviewed - HOW do we make this the norm?Arteaga, S. (2012). Self-Directed and Transforming Outlier Classroom Teachers as Global Connectors in Experiential Learning. (Ph.D.), Walden University.
- #32 Encourage customization of learning experiences to local standards while being flexible to embrace the worldSupport innovation and encourage pedagogical excellenceEncourage an agile curriculumEquip teachers to investigate new global relationships and design solutions
- #33 Teacher leaders and school principals engage in collective action to build school capacity
- #34 Teachers have responsibility for school goalsThey have the right to pursue individual goalsTechnology also supports individuals sharing the same vision and becoming empowered through alternative and virtual networking capabilities, using both synchronous and asynchronous communication techniques.
- #38 Julia Gillard - former Australian PM and Education Minister, WISE speaker said quality and equity go together! - use ‘selfie’ picIs school about learning?Are we getting them ready for life?Maybe it's time for the learning process to change now?learning quality and equity needs to be more important than the current political party in power -how do we change this paradigm?Take learning above politics
- #39 Collaborativecommunity learning (or what we call ‘flat’ learning) is holistic and global. It includes project and challenge based learning models, blended learning and flipped classroom practices. It relies on interconnected modes of working and a culture of sharing. It is contingent on four key areas: The use of Web 2.0 tools and practicesEvolving pedagogy to include flat connected learning idealsGlobal project design and management strategies for successLeadership for connected learning – a whole other keynote for the future!
- #40 Flat learning is a pedagogy supported by technology such as the use of mobile technologies and blended learning.
- #41 Peeragogy?, anthrogogy? Heutagogy?
- #42 The collaboration generation…..really? We still need to teach collaboration - especially in terms of online learning and asynchronous collaborations.include global whenever and wherever you can - make learning relevant at all times. Why learn ‘about’ something when you can learn with someone who is there?
- #43 How do we define the global collaborative classroom? What skills and habits of learning are needed to successfully reach out to the world? What are needed to learn with and from the world?From my experience successful global collaborative classrooms are connected, engage with multiple audiences, use diverse resources and tools and purposefully create authentic, collaborative learning outcomes.
- #44 Already at this conference I have heard conversations and speakers talking about why more teachers are not not embedding global collaboration into their curriculum. Lack of technology access is usually not the reason. Teachers must have realistic expectations of what global collaboration is – and in fact it is hard work. It is easier to have the occasional Skype call and bring the ‘wow’ factor into the classroom. But going what we call ‘beyond the wow’ is where planning and curriculum design is required. Both learners and leaders need to be engaged with authentic topics and uncomplicated accessible technology tools. Once again, it does take a shift in traditional pedagogies to not only integrate technology into learning but to expand the classroom walls to embrace the world.
- #45 In the past 20 years global collaboration using technology has evolved from the 1.0 version of information exchange, to the 2.0 version where artifact exchange as well as information exchange takes place. With the development of faster Internet and better technology tools, Global Collaboration 3.0 allows us to co-create information and artifacts, and build knowledge together to share with the world. All three versions are currently practiced and valid in todays world.
- #46 e.g. cane toads in Australia or the Australian boat people problem
- #47 Once you have ‘handshaked’ or introduced yourself, your school, your country – as a start to any working and collaborative relationship – what next? What can students of any age – or a particular age – be challenged by – what would make them excited about connecting across the world to solve a problem?
- #48 SugataMitra - SOLE - consider the relevance - brings us down to earth when he advocates 1 computer to 4 students!I fully support 1:1 learning - a device in the hands of each learner as part of the infrastructure of learning- however Mitra is right - we need to implement alternative collaborative models - know how to be flexible and choose the model that suits the task - not one method is correct at all times.
- #49 Vicky Colbert - WISE Laureate - founder of the Bogota, Colombia-based Escuela Nueva Foundation. Daily routines in classroom and way students interact and solve problemsRelationship bw pedagogy and citizenship building Self-paced and cognitive learning http://twitter.com/Escuela_Nueva/We need a NEW pedagogy - self-paced learning
- #50 MOOCs? is this the way to go - George Siemens talks about an evolution - this will not be the final resting placeViews MOOCs about being a huge experiment on trying to understand learningMove from content view of learning to an interact creation view of learning - what can we create and co-create with others! Describes the use of distributed online courses and relevant software, in particular the ‘personal learning environment’ that supports connections. Pedagogy of participation rather than retention - evaluation of ‘learning’ based on contribution to a course - discussions, interactions, collaborations and an evolving capacity to work within a network to produce new knowledge in the field. Suggests distributed and locally-based forms of evaluation and assessment of student work. This sharing of research focuses on the University of Manitoba’s online connectivism course in 2008 - developed by George Siemens and this author.
- #51 What has been the real impact of technology? For example, mobile, ubiquitous, and networkingtechnologies allow this Grade 4 student in Nepal to present his learning to the world as part of the celebration of the global project called A Week in the Life. Technology provides immediacy, connecting hearts and lives, and fosters exciting interactions and of course collaborations. Learning with the world is possible and has viable options for curriculum immersion.
- #52 What is a ‘league’? A league refers to a community, a group, a partnership. It is more than a one-off gathering. It is an understanding that people – teachers and or students – will work together over a period of time. It is a commitment.
- #53 We must build together well designed learning experiences that can be embedded into the everyday curriculum - why should the ‘good stuff’ be relegated to after school. This ‘club mentality’ needs to break downWe are beyond learning about the tools and thinking Web 2.0 is a novelty - we must build in sustainable connections and repeated collaborative experiences
- #54 A typical ‘League for Learning’ example. Global Youth Debates is a global collaborative project. It is organised by teachers across the world who believe in the power of developing strong research skills, knowing how to debate in a formal manner, learning more about the world through this collaborative activity to the point where informed and planned action can be taken in a local and global context.Our teachers reflection meeting today – joined Canada with Austria with Australia with USA – teachers solving problems of how best to support global connection and collaboration.
- #56 Student initiative by TGS students - aiming to connect the world and hold regular online discussions – synchronous and asynchronous.
- #57 To re-imagine education so that it can adequately prepare and support youth to be leaders and entrepreneurs who, with strong confidence and increased self-efficacy, take leadership initiative and participate in their communities, create small businesses and improve their livelihoods
- #60 As ChimamandaNgoziAdichie tells us in'The Danger of a Single Story', you must engage with all of the stories of a place and a person. To insist on negative stories is to flatten the experience. The single story creates stereotypes, hence is an incomplete story and emphasises how we are different rather than similar.
- #62 How do we create our own models of learning in leagues?We need teams to provide the architecture for digital collaboration (politicians, Parents, teachers, students, private-sector etc)
- #64 Participation in global projects requires time and resources - too often classrooms or teachers are shut down -IT issues, scheduling, lack of understanding leading to time wasting, lack of teacher organisation, school vacations, access to technology
- #65 I encourage you to think outside of the boxin fact - there is no box - there should be nothing holding you back except some initial connection and communication and pedagogical challengeswe have the solutions to these already - put yourself in the position to learn them and be prepared to go global!
- #68 Lead Insist on new leadership models *distributed *collaborative individualism*teacherpreneurs
- #69 LearnFocus on connected & collaborative learning and pedagogical reform- – flat, connected learning modes
- #70 League Find, start and participate in ‘leagues’ with authentic partnerships to bring global learning to you and your students
- #71 I do hope my enthusiasm for How to Go Global has inspired you. How many of you now feel like this student?
- #72 Feel encouraged, feel important – every step towards global understanding through connection and collaboration is significant. Your students, your colleagues and your community will thank you
- #74 When not traveling the world you can find me living 400 steps from one of the most beautiful beaches in Australia, in the world in fact.