The What, Who, Why and How of Building an iCentre: Part 1Syba Academy
Part 1 of the schoollibrarymanagement.com webinar series on "The what, who, why and how of building an iCentre". Presented Wednesday, June 29, 2011 8:00 - 9:00 PM AEST.
This webinar takes participants through the design and planning phases of building an iCentre in schools. It outlines the range of programs and services provided by an iCentre (the WHAT); presents a range of configurations for an iCentre team including staffing formulas and role statements (the WHO); provides a rationale for establishing an iCentre (the WHY); and presents a blueprint for developing an iCentre (the HOW).
This webinar series assists participants in putting the iCentre concept into practice. It assumes participants already have a basic understanding of the iCentre concept (essential pre-reading is Lyn Hay’s Access commentary on the iCentre concept for those who have not). This is your opportunity to gain an insight into the practicalities of building an iCentre.
Further details can be found at http://www.kb.com.au/presentations/building-an-icentre.htm
rethink – rebuild - rebrand: think iCentreSyba Academy
Featured address at School Library Association of Victoria (SLAV) 'Creating collaborative learning spaces: Future school library scenarios' seminar held at Victoria University of Technology, Melbourne, Friday 25 March 2011
Keynote presentation by Lyn Hay, School of Information Studies, Charles Sturt University
Treasure Mountain Research Retreat #19‘The Learner in the Learning Commons’
November 13-14, 2013, Hartford, Connecticut, USA
My closing keynote address at the 2011 International Association of School Librarianship (IASL) 40th Annual Conference incorporating the 15th International Forum on Research in School Librarianship.
Conference Theme: School Libraries: Empowering the 21st Century Learner
Date: 7 to 11 August 2011
Venue: The University of West Indies in Kingston, Jamaica
Lyn Hay's Keynote at SLAQ 2012 ConferenceSyba Academy
Keynote title: 'Challenges. Your mission if you choose to accept it is...'
Abstract: Challenges are the stuff life is made of. Challenges can be treated as obstacles or opportunities. Lyn explores some challenges currently facing school libraries, the teacher librarian profession and education, in general. How one chooses to overcome challenges determines one’s success or failure. Our mission is success – individually and collectively. So what’s the plan? Your mission if you choose to accept it is...
SLAQ Conference 2012 (3-5 July 2012)
Theme: Northern Escape - Connect, Create, Challenge
Venue: Pullman Reef Casino, Cairns, Queensland, Australia
Conference program themes:
* Connect: culture, curriculum, children's literature, YA literature, reading, authors, illustrators;
* Create: information literacy, Web 2.0 technologies, interactive classrooms;
* Challenge:leadership, management, professional development, copyright, digital schools.
Anatomy of an iCentre: Concepts and practice in schoolsSyba Academy
Keynote presentation by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented at the Librarian's Knowledge Sharing Workshop
Friday 21 & Saturday 22 February, 2014
Jerudong International School, Brunei Darussalam
Cairns Conference School Library FuturesSyba Academy
Hay, L. (2010). What would a school library of the future look like? [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.
The What, Who, Why and How of Building an iCentre: Part 1Syba Academy
Part 1 of the schoollibrarymanagement.com webinar series on "The what, who, why and how of building an iCentre". Presented Wednesday, June 29, 2011 8:00 - 9:00 PM AEST.
This webinar takes participants through the design and planning phases of building an iCentre in schools. It outlines the range of programs and services provided by an iCentre (the WHAT); presents a range of configurations for an iCentre team including staffing formulas and role statements (the WHO); provides a rationale for establishing an iCentre (the WHY); and presents a blueprint for developing an iCentre (the HOW).
This webinar series assists participants in putting the iCentre concept into practice. It assumes participants already have a basic understanding of the iCentre concept (essential pre-reading is Lyn Hay’s Access commentary on the iCentre concept for those who have not). This is your opportunity to gain an insight into the practicalities of building an iCentre.
Further details can be found at http://www.kb.com.au/presentations/building-an-icentre.htm
rethink – rebuild - rebrand: think iCentreSyba Academy
Featured address at School Library Association of Victoria (SLAV) 'Creating collaborative learning spaces: Future school library scenarios' seminar held at Victoria University of Technology, Melbourne, Friday 25 March 2011
Keynote presentation by Lyn Hay, School of Information Studies, Charles Sturt University
Treasure Mountain Research Retreat #19‘The Learner in the Learning Commons’
November 13-14, 2013, Hartford, Connecticut, USA
My closing keynote address at the 2011 International Association of School Librarianship (IASL) 40th Annual Conference incorporating the 15th International Forum on Research in School Librarianship.
Conference Theme: School Libraries: Empowering the 21st Century Learner
Date: 7 to 11 August 2011
Venue: The University of West Indies in Kingston, Jamaica
Lyn Hay's Keynote at SLAQ 2012 ConferenceSyba Academy
Keynote title: 'Challenges. Your mission if you choose to accept it is...'
Abstract: Challenges are the stuff life is made of. Challenges can be treated as obstacles or opportunities. Lyn explores some challenges currently facing school libraries, the teacher librarian profession and education, in general. How one chooses to overcome challenges determines one’s success or failure. Our mission is success – individually and collectively. So what’s the plan? Your mission if you choose to accept it is...
SLAQ Conference 2012 (3-5 July 2012)
Theme: Northern Escape - Connect, Create, Challenge
Venue: Pullman Reef Casino, Cairns, Queensland, Australia
Conference program themes:
* Connect: culture, curriculum, children's literature, YA literature, reading, authors, illustrators;
* Create: information literacy, Web 2.0 technologies, interactive classrooms;
* Challenge:leadership, management, professional development, copyright, digital schools.
Anatomy of an iCentre: Concepts and practice in schoolsSyba Academy
Keynote presentation by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented at the Librarian's Knowledge Sharing Workshop
Friday 21 & Saturday 22 February, 2014
Jerudong International School, Brunei Darussalam
Cairns Conference School Library FuturesSyba Academy
Hay, L. (2010). What would a school library of the future look like? [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.
According to JISC, learning spaces "should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs..." - so what do we really know about them?
Presentation made to the NZEALS conference in April, 2012. Outlines the development of networked schooling as a system model alternative to the self-managing school system that is a product of the Tomorrows Schools reforms of 1989
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/
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
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Craft of eTeaching; presentation of a paper written by Fred Garnett & Nigel Ecclesfield and presented at the 10th ELSE (ELearning & Software for Education) Conference held in Bucharest, Romania on April 24 & 25 2014; updated 28 April 2014 just extra links to add;
A selection of slides from Chisnallwood's teacher only day (Feb 1st 2011) that you may want to go over again. Sorry, movies have been removed for file size issues.
Nick
The iCentre at Iona Presentation College has, through its integrated information literacy plan created a dynamic program that merges information literacy, study skills and critical and creative thinking into an holistic program that aligns with the new Australian Curriculum. Through the “Inspired Learning at Iona” website this initiative attempts to ensure that every student in the school not only receives ongoing opportunities to master skills and knowledge considered essential for 21st century learners but also develops the cognitive and affective predispositions towards learning, personal development, self efficacy and accountability.
The Evolution of Learning Centers: Adapting Education for the Modern Worldmansurali2343
Learning centres have undergone significant transformations over the years to meet the evolving needs of learners in the modern world. From traditional libraries to dynamic hubs of knowledge and innovation, these centres play a crucial role in facilitating education and skill development.
According to JISC, learning spaces "should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs..." - so what do we really know about them?
Presentation made to the NZEALS conference in April, 2012. Outlines the development of networked schooling as a system model alternative to the self-managing school system that is a product of the Tomorrows Schools reforms of 1989
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
The presentation addresses the topic of pedagogy, and specifically, learner-centered education and the quality issues that surround and emerge as institutions transition to learner-centered education. The presentation also draws on the experiences we have had in our international master’s program in moving toward more competency-based education (a program offered together with the University of Maryland University College in the U.S.), identifying key quality issues and how these have been addressed. In addition, the presentation describes the trends — technologies (and delivery frameworks), pedagogies, political, social — that are working together to drive institutions toward more learner-centered education, as well as the opportunity e-learning institutions and organizations such as EDEN have to influence and lead this movement. Presentation at: Quality Assurance for online universities in Europe, Online University Pegaso, April 10, 2017, https://www.facebook.com/events/287096761746218/
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
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
Craft of eTeaching; presentation of a paper written by Fred Garnett & Nigel Ecclesfield and presented at the 10th ELSE (ELearning & Software for Education) Conference held in Bucharest, Romania on April 24 & 25 2014; updated 28 April 2014 just extra links to add;
A selection of slides from Chisnallwood's teacher only day (Feb 1st 2011) that you may want to go over again. Sorry, movies have been removed for file size issues.
Nick
The iCentre at Iona Presentation College has, through its integrated information literacy plan created a dynamic program that merges information literacy, study skills and critical and creative thinking into an holistic program that aligns with the new Australian Curriculum. Through the “Inspired Learning at Iona” website this initiative attempts to ensure that every student in the school not only receives ongoing opportunities to master skills and knowledge considered essential for 21st century learners but also develops the cognitive and affective predispositions towards learning, personal development, self efficacy and accountability.
The Evolution of Learning Centers: Adapting Education for the Modern Worldmansurali2343
Learning centres have undergone significant transformations over the years to meet the evolving needs of learners in the modern world. From traditional libraries to dynamic hubs of knowledge and innovation, these centres play a crucial role in facilitating education and skill development.
Insights from international work on innovative learning environmentsEduSkills OECD
Presentation on the Innovative Learning Environments (ILE), which gives general overview of the ILE project, its key findings to date. Outlining the ILE framework and how ICT and digital learning enters the learning environment in numerous ways and at different levels; though noting that there is no single technology effect or means through which it might reshape the nature of learning environments. ILE’s position that learning should not be ‘technology focused’ but instead above all be ‘learning focused’.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Integration of ICT in Teacher Education Classroom and Administration.pdfPrernaPal20
Traditional Teaching and Learning V/S Traditional Teaching and Learning
Means for ICT-Enabled Teacher Education
Technology Mediated Approaches to Teaching_Learning
Learner Centric: Explore the best in every student.
• Learning Centric: Learner learn by designing and preparing meaningful learning experience with the help of a teacher.
• Promoting Inquisitiveness: Develop questioning ability in learner. Teacher encourages learner to ask questions. It leads to critical thinking.
• Innovation Centric: Teacher promotes innovation, creativity and team spirit in learner.
• Develop cooperative and collaborative learning environment: Learning occurs through discussion, interaction and debate called learning for development.
APPLICATION OF ICT IN DIFFERENT AREAS OF TEACHER EDUCATION
PROGRAMME:
ROLE OF ICT IN PRESENT TEACHER EDUCATION PROGRAMME:
Open Educational Resources (OERs)
TPACK
Technology-Mediated Learning: Social Impact
ICT and Administration
Benefits of ICTs
Transformation to Knowledge Society
Changing Role of Teachers:
Shift from traditional teaching to facilitation and moderation.
Use of networked resources replaces traditional tools like chalkboards.
Adoption of online tests renders some traditional assessment methods obsolete.
Emphasis on fostering critical thinking, information literacy, and collaboration.
Teachers become curators of electronic information sources.Continuous training and professional development are crucial for optimal technology use.
Transformation of classrooms into dynamic, student-centered learning environments.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
This is a research-based slide presentation which talks about the use of ICT: its benefits, significance, as well as various strategies which help the pre-service and the in-service teacher.
Mod 1 the role of the teacher librarian and the schooltlspecial
UBC LLED 469: Role of the TL and the School Library Program
Module 1 presentation introduces students to the capacity of the teacher-librarian to support classroom teachers designing resource-based inquiry learning.
Presentation for the 2010 Virtual Academic Library Environment (VALE) Annual Conference. Discusses the issues in teaching information literacy to this new generation of college students.
Now is the time! Keynote address, Northern Sydney TLs Conference, 15 May 2014Syba Academy
My keynote to the Northern Sydney Teacher Librarians Conference, Checkers Resort, Terrey Hills, NSW. My main message was to 'unthink the way you live and work' and rediscover yourself. The introduction of the Australian Curriculum provides teacher librarians with many rich opportunities to establish or invigorate their teaching role. This presentation explores the richness that inquiry learning offers as an interdisciplinary approach to support students in exploring the world, and developing important critical and creative skills, understandings and dispositions along the way.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Cairns Conference Guided Inquiry workshopSyba Academy
Hay, L. (2010). Is it time for an ‘Inquiry Make-Over’? …enter Guided Inquiry [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.
Hay, L. (2010). Building vision & capacity for school libraries. [Keynote Address] ‘Envisioning a preferred future for your school library’ Seminar, Pre-Conference Session, Catholic Education Services, Cairns, 12 March.
Keynote Address, Sydney CEO TL ConferenceSyba Academy
'Converging the Parallels', Primary & Secondary Teacher Librarian, Cross Regional Conference.
Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1.4 modern child centered education - mahatma gandhi-2.pptx
Implementing an iCentre approach: Your destiny, by design
1. Implementing an iCentre approach:
Your destiny, by design
LYN HAY
Director, Leading Learning Institute
Adjunct Lecturer, Charles Sturt University
Head of Professional Learning
Syba Academy
#BCTLA
#psaday
2. Building a sustainable future
for school libraries
examination of issues, concerns
and potentials of school library
futures
need to build capacity for
a sustainable future where school libraries
become key learning centres of information,
inquiry, innovation, immersion and instructional
excellence
(Hay, 2010a; 2010b; Hay & Todd, 2010)
3. 21C project findings
The school library is an important part of
21C school life
Pedagogical fusion and digital
citizenship
Repositioning the school library as a
flexible and dynamic learning space
The challenge: articulating how
school libraries impact on student
learning
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf
4. Teacher librarians needed to
rethink their role if their core
business was not
based on instruction
Moving from teacher librarian
‘actions’ to student outcomes
Lack of ‘hard’ evidence
provided by TLs
Enablers and barriers to collecting
and documenting evidence of
learning outcomes
Overall, school libraries are a
valuable part of school life
Australian Government inquiry
into status of school libraries
6. iCentre
the form it takes reflects the function
high-end multimedia
production facility
technology engine of a
networked school + learning innovation engine
large, flexible learning space based on fluid design principles
layout will look different on a daily basis
8. iCentre
technical-admin aspects of technology are secondary to
learning agenda
information, technology,
curriculum & e-learning
staff are ‘blended’
convergence allows
strategic conversations
9. “I see an iCentre as an opportunity
for collaboration... not only for students,
but for the power-leaders (silo managers)
to work together.”
10. “Imagine an
activity
and we
will make
a space
for it”
High School TL
(Hay & Todd 2010, 2A.5)
http://edu.blogs.com/.a/6a00d83451f00f69e20133f4d06221970b-popup
11. Do you want
pedagogy to fuse the work of
information, technology & learning
specialists across the curriculum?
key information, technology & learning
leaders within a school
to combine to consolidate their efforts?
to strengthen the connection between
home and school, and harness mobile
connectivity?
12. to build capacity in your
staff to use digital
technologies to
differentiate learning?
to offer a variety of entry
points for students who differ in
abilities, knowledge & skills
to offer different approaches to
what students learn (content),
how students learn (process) &
how students demonstrate what
they have learned (product)
http://www.curriculumsupport.education.nsw.gov.au/
policies/gats/programs/differentiate/index.htm
Do you want
13. Do you want
to support teachers in effectively leading
learning using 1:1 computing or BYOD?
to provide timely,
responsive
information, technological
& technical support to
staff & students?
to support the
development of a
personalised learning
approach?
14. Do you want to
assist teachers in
effectively resourcing
new curriculum initiatives
assist students in
developing their personal
technology toolkit
open classrooms to
inquiry
design learning for
making
critical & creative inquiry
curiosity & imagination
initiative & entrepreneurship
connectedness & networking
agility & adaptability
inventing & making
15. What do you
want your
iCentre to do?
What do you want your
iCentre to look like?
16. “Chiara iCentre:
more than just
a library”
Maureen Twomey, iCentre Coordinator, Assisi Catholic
College, Upper Coomera, QLD PLC’s 1 degree bar. Permission to use photo by Gary Green
Form
Function
Brand
17. iCentre is more than a label
form & function determine your brand
iCentre requires a re-engineering of ‘what we do’ – it’s more
than libraries & computer labs
iCentre brand = a dynamic, responsive, fluid ‘instructional zone’
within & beyond the school
a learning centre of information, inquiry, innovation, immersion
& instructional intervention
supports connectivity & collaboration, critical engagement &
creativity, construction & consolidation
18. “The iCentre brand provides powerful vision,
concepts and terminology to take to
stakeholders”
School Library Apple Store
Photo: ‘School Library, circa 1978’, April 10, 2007. Permission by
Johnjron1 http://www.flickr.com/photos/johnron1/453419769/
IT Support
19. iCentre
includes a qualified team of
information, technology and
learning experts
strategic and operational
functionality driven by an integrated
team approach
provides programs and services to support 21st century
learners
relevant, flexible, 24/7, customised services in school, at home,
mobile access for ‘learning on the run’
pedagogy is central to all decision-making, policy and practice
20. Flexible access to computers, printers, internet and other
resources, including teaching expertise, before school and at
non class times is valued highly by students, and they link their
academic success to such support.
(Replication of the Ohio Study by Hay 2006)
22. iCentre team
resources the curriculum
which reflects multi-format
nature of our world
supports inquiry learning, immersive learning experiences, and
knowledge construction
works with teachers to design curriculum units that reconcile
multiple literacies
supports transfer and consolidation of literacies across the
curriculum
23. iCentre team
provides ‘nuts & bolts’
technical support
provides a program
of informal and formal
instruction on digital
tools
supports teachers to take risks as learning and technology
innovators
provides learning design support to encourage a shift in
pedagogical practice
provides customised support for students, teachers,
administrators, parents
26. iCentre team
leads in the development, implementation & evaluation of a
cross-curricula digital citizenship program
provides information leadership in terms of informed policy
development that supports technology access and instruction,
rather than a ‘banning before thinking’ approach
manages the school’s research program through evidence-
based practice, action research, data-driven policy, and
sustainability initiatives
28. No one size fits all model
Principal, deputy principal, assistant
principal
Directors of Curriculum, IT, e-Learning,
Library/Information Services,
Pedagogy, Research
Head Teachers/Teaching
Coordinators of curriculum, learning
technologies, & Teacher Librarians
Interested, leading teachers & early
edutech adopters
Technical support staff – technology,
library, administration
Students – in-school, university
30. Partnerships,
not buildings
library staff find ICT staff in
the same facility very
convenient
library and ICT staff begin to upskill each other in their
respective areas
this has empowered both roles
to work more efficiently and
effectively
conversations and partnerships
develop to the point where ICT
and library services start to
blend – synergistic teaming
31. “The great benefit to teachers and students is that the
iCentre has now become a
one-shop shop for all their
information, technology and learning needs”
http://www.ideastore.co.uk/
32. People, not profiles
targeted projects bring people & expertise together: digital
textbooks, ebooks/audio books, learning management
system, iDevices, BYOD, BYOB (browser – teaching/learning
in the cloud)
professional learning programs for teachers, e.g., Techie
Brekky, Quick Shot, Coaching Clinics
students as digital learning mentors for students and
teachers
everyone on the team is an expert in something!
33. “Having the technical and library teams working
together on these projects
provided really good fuel to bring us together
and quite happily accept
the concept of becoming
an iCentre team”
“I observed a
comfortable blending
of roles”
34. By design vs by accident
“I was in a school that had not developed silos
because it was a new school. I have worked in a
very traditional school ... where to change
something is like turning the Titanic.
But here I was in this magic place where there were
no established traditions, no established culture.
Watching something happen with IT and library,
and then reading an article that confirmed what I
was observing and gave me the ability to
articulate that in a very professional way to my
principal. Wow!”
35. By design versus
by accident
One principal asked for the Curriculum
Coordinator to be accommodated in
the iCentre
due to lack of staffroom
accommodation.
The TL’s reaction?
“And it was like.
This is an interesting
accident!”
36. By design vs by accident
“We are on a learning journey with
regard to pedagogy and technology,
but this building
has given us
many more
options to
explore…”
38. Principal needs to support
the principle of an iCentre
“You used the term ‘brave’, schools need to be brave
to converge of facilities, technologies, people and
resources, to develop an iCentre.
Our principal was brave!”
A fortnightly formal meeting with all library, ICT and
curriculum leadership was held with this school
principal.
39. “She could see the positives that were coming
out of the blending of staff... So then it was the
principal who began to expect and demand that
we work as a team, and set up the culture in the
school that the iCentre was where it was all
going to happen.”
40. iCentre team as leaders
We are seeing the impact on the development
of a professional culture that supports teachers
to take risks
as learning and technology innovators
41. Digital normalisation is “when the digital technology that is already
used naturally 24/7/365 outside the school walls is also used in all
facets of the school’s operations” (Lee, 2013)
The Taxonomy identifies 24 areas within the schools where there is
clear evidence of ongoing evolution, covering the likes of the
school’s educational vision, the operational mindset, the leadership
of the principal, the empowerment of staff and students, pedagogy,
home–school collaboration, technology support and school
resourcing.
Go to http://www.schoolevolutionarystages.net
42. “You’ll have noted that as schools move along the evolutionary
continuum they become ever more integrated and the silo
functions disappear.
Tellingly, a number of the pathfinder schools interviewed had
adopted the iCentre approach advocated by Hay (2012), and
in all those situations,
that iCentre was playing both a
lead and integral role in the
school’s evolution. That model
clearly fitted those schools’
situation.”
(Lee, 2013)
iCentre as a sign of digital
normalisation
43. “What one can safely say is that the way forward in
ever more integrated school ecologies, that are
virtually daily undergoing some kind of
transformation, is to ensure the
‘libraries’ evolution is integral to the school’s
holistic development.”
Lee, M. (2013). Digital normalisation, school evolution and BYOT: Positioning the school
library. Access, 27(4). Retrieved http://www.asla.org.au/publications/access/access-
commentaries/digital-normalisation.aspx
iCentre as a sign of digital
normalisation
45. Implementing an iCentre approach:
Your destiny, by design
#BCTLA
Contact me
Head of Professional Learning Twitter/Instagram: lyn_hay
Email: lyn_hay@sybaacademy.com Facebook/LinkedIn: lynhay
Director, Leading Learning Institute
Email: lyn_hay@live.com
Editor's Notes
Australia schools are transforming their school libraries into iCentres, where the technology, library and curriculum leadership staff all work together as a team in a new facility that has been designed as a digital leadership and learning hub in the school. Results of a case study on iCentre design has shown the convergence of information, technology and curriculum expertise can lead to greater support of learning and teaching innovation in schools. In this session, participants will:
be introduced to the fundamental elements of an iCentre, and presented a range of examples of iCentre design in schools;
will examine a range of iCentre staffing models currently being employed in elementary and high school contexts; and
will be given the opportunity to explore different ways they may be able to implement an iCentre approach in their school or district.
The notion of pedagogical fusion centres on the school library providing a common place across the school for investigating and experimenting with information, examining multiple perspectives in an environment where students are guided by professionals and given appropriate instruction to effectively utlilise information and the most appropriate technology tools to support student achievement. As such, it is conceived as a unique learning environment–common, central, flexible, open, providing the opportunity for teams engaging in pedagogical experimentation to access and use information and web tools to empower learning through creativity, discovery, inquiry, cooperation, and collaboration.
The school library was seen to play a central and important role in bringing together and enabling the intersection of virtual and physical resources, and virtual and physical spaces–providing that common ground to support the development of students’ information-to-knowledge competencies in ethical and safe ways. The school library, with access to information technology to support both information seeking, as well as the tools for engaging with found information to build deep knowledge, was seen as a critical landscape to foster students’ appropriate and ethical engagement with diverse information sources, and to be critical and safe users of this. Accordingly, the school library becomes an important zone of intervention and socialisation processes for learning how to function effectively in the complex informational and technological world beyond school.
I believe different stakeholders in schools will approach the iCentre concept with different perceptions, motivations and agendas. For example, if you are a school principal, you may view the iCentre approach as a way of maximising your investment in facilities, technology, and people to gain the best student outcomes. I would interpret this as a principal looking forward, to building a new vision of what is possible, seeking continuous improvement. I could also see the iCentre approach being viewed by a school principal as a possible solution to ‘breaking down the silos’ or domains of technology, library/information and curriculum that may exist in his or her school, where the principals sees a lot of his staffs’ time and energy being invested in maintaining the existence of these silos, rather than working as a more integrated whole, which has become a barrier to effective change and improvement in the school. After all, what principal doesn’t want their school running as a well-oiled machine?What about the vision, perceptions, motivations of the Curriculum Coordinator, or the Director of IT, or the e-Learning Technologies Coordinator, or the Head of Information Services, or the Teacher Librarian? Is the technical tail wagging the dog, or is pedagogy driving technological innovation at your school? Each of these stakeholders will more than likely have a different vision for an iCentre. This vision will be influenced by their own perceptions and motivations, the problems they predict will be resolved by developing an iCentre may be different to other stakeholders. Each stakeholder will have some kind of agenda, I think we would be naive to think otherwise. What silos exist in your school that may hinder the convergence of information, technology and learning domains that I am proposing with this iCentre concept. Whose ‘territory’ will be threatened, and whose territory (and power) may be expanded?
I think these are very hard questions that a school community needs to face when exploring the idea of building an iCentre. But they must be asked, they are essential to moving forward.
The three principles of form, function and brand provide a useful framework for schools wishing to explore the convergence of facilities, resources, people, funding, policy, programs and services to develop an iCentre. The information, technology and learning specialists in your school can play a leadership role in building a vision towards an iCentre approach. Begin with starting strategic conversations with your school community. What do you want your iCentre to do?
This is the South Sydney College (Leichhardt) iCentre’s inCubator – a design and making facility within the iCentre. The TL at SSCL believes the new branding of their facility as an iCentre has dramatically shifted the school community’s expectations of the facility, programs and staff, including additional financial support from the school’s Parents & Citizens (P&C) association, she states:
Students have realised that it’s a fun place to be as there’s lots going on during breaks from makerspaces to gaming, knitting groups, etc. There’s something for everyone! Parents are supporting the space with the P&C by funding some of the changes I have instigated including the purchase of new furniture and decal signage, and the technology to create our new ‘iBar’ reference section (an iPad-based reference section for students).
The features of the inCubator lend themselves to a different type of teaching, group work is encouraged lots of ‘thinking material’ supplies like post-it notes, portable white boards, writeable walls and tables, and butchers paper. The iCentre team continues to up-skill the staff to use more design thinking and critical thinking in their teaching as a direct result of creating this learning space, which is being embraced by some teachers, while others are slower to change the way they work with their students, “We are supporting the change by offering team teaching in the space to help teachers transition.”
In other words, it’s not about what you say. It’s about what you do!
At Assissi College, the Information, Communication Learning Technologies (ICLT) coordinator’s office was relocated to the iCentre, an iHelp desk was established to assist with student and staff technical issues, and a group of thirty students across years 8–12 completed a training program to become iHelp assistants.
The design of an iCentre goes beyond the physical learning and production space to a strong online presence that provides a 24/7 information and instructional service. Mt Alveria’s iCentre team ensured the branding of their iCentre portal used exactly the same branding as that within the iCentre facility.
Over the two years since rebranding as an iCentre, the college community have come to view ‘library’ services as both a physical space and a digital space… Curation services are seen as integral part of information services and this expectation has led to a teacher-librarian being employed for the equivalent of one day each week to work on the website newsfeed, Facebook Page, Twitter and Pinterest accounts.
In terms of iCentre facilities design, also explore the designs of Ideas Stores in the Tower Hamlet shire in the UK which are a community-based facility which brings together public libraries, technology/digital learning services, and community learning commons.
Bringing together staff across library, technology and curriculum leadership requires careful people management skills and processes – the ultimate goal being the formation of genuine partnerships between team members. iCentre managers advise the most strategic way of assisting this formation is the planning and implementation of projects that bring key people and their expertise together.
The teacher librarian at SSCL iCentre has been given the responsibility of managing a couple of innovative projects across the school in 2015, including an iPad for Learning trial and Project- based Learning in Year 7, both of which requires significant collaboration with teachers across the curriculum. She has also been asked to lead whole school professional learning and College professional learning workshops. She concluded, “I really believe that taking the initiative to design a 21st century learning space has raised the profile of the TL and afforded me those opportunities.”
Based on the experiences of these schools, when opportunities for collaboration appear, members of the iCentre team need to grasp these and run with them. ‘Keeping one’s eyes widen open’, and ‘Being proactive’ needs to become the mantra of team members.
After the SSCL iCentre also introduced ‘The inCubator’ space it became the home for the Schools’ Year 9 and 10 Project-Based Learning elective, all Photography classes, and in the week of the school year, the iCentre hosted an Hour of Code program with over 200 Year 7-10 students enrolling for the full week program.
“She could see the positives that were coming out of the blending of staff... So then it was the principal who began to expect and demand that we work as a team, and set up the culture in the school that the iCentre was where it was all going to happen.”
A proactive principal can contribute with vision-building, managing the reconfiguration of staffing, building a culture that supports change and innovation, and identify opportunities for resourcing new iniatives. For example, the Principal of SSCL has employed an additional 0.2 technology specialist for 2015 to work from the iCentre to team teach classes (both with classroom teachers and the TL), and to host teacher workshops targeting technology integration in the curriculum. According to the teacher librarian, “the Principal has [also] instigated the formation of a teacher team called ‘The Space Makers’. It is our brief to move more traditional classrooms to this kind of design over the coming year using the model of the inCubator”.
This demonstrates just how powerful principal support is in building an iCentre’s momentum and school community expectations.
This support can also lead to the development of a professional culture that supports teachers to take risks as learning and technology innovators; and the provision of learning design support encourages a shift in pedagogical practice. This has occurred at Mt Alvernia College, where the iCentre team is now seen as a major contributor to the coordination of digital citizenship curriculum, and the ‘shared learning’ movement in the school, as described by the Curriculum Leader of Information Services & iCentre:
The perception of literacy support and teaching has broadened from traditional literacy and information literacy to include digital literacy, media literacy and network literacy… [and] the curriculum has changed and a subject called Research and Technology (ReTech), coordinated by the iCentre has replaced the traditional subject of IT. The difference is that ReTech focuses on 21st century skills instead of learning software…
The teacher-librarians are seen as leaders in digital citizenship throughout the college... The profile of the information services team has also changed over the two years since rebranding as an iCentre. It is a strategic direction of the College for staff to engage in shared learning and the iCentre team have been identified as providers of professional learning within the college… Working with college leadership to provide professional learning for staff will continue to be a focus into the future.
As new iCentre programs and services are offered, school communities begin to expect further development and new initiatives. It becomes a cycle of continuous improvement, where change becomes the norm. Within this culture, the iCentre team thrives.
Digital normalisation, school evolution and BYOT
Positioning the school library
by Mal Lee
ACCESS, Vol. 27, Issue 4, 2013. retrieved http://www.asla.org.au/publications/access/access-commentaries/digital-normalisation.aspx