Keynote presentation to the Independent Schools Association of New Zealand - focusing on where the innovation really lies - with our practice. The environments enable a greater variety of practices to emerge, and encourage more participation and collaboration on the part of both teachers and students.
Using the Concerns Based Adoption Model to underpinning planning for institutional professional development programmes. Workshop presentation I gave at the DEANZ14 conference in CHCH, 2 May 2014. Focus
Presentation to the Centre for Veterinary Education (CVE) tutors forum in Melbourne, April 2014. Focus on exploring the functionality of LMS systems to support good online pedagogy.
Using the Concerns Based Adoption Model to underpinning planning for institutional professional development programmes. Workshop presentation I gave at the DEANZ14 conference in CHCH, 2 May 2014. Focus
Presentation to the Centre for Veterinary Education (CVE) tutors forum in Melbourne, April 2014. Focus on exploring the functionality of LMS systems to support good online pedagogy.
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.
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.
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'?
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.
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.
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.
Masterclass presentation at the ConnectED conference in Newcastle - exploring what it means to operate as schools and learning organisations in a networked world
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
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.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
Crucial choices. Approaching school design. Vision to reality.
Lene Jensby Lang - Autens
rETHINKING eDUCATION dESIGN
ECN One Day Conference - 20 November 2019
RICS, Great George Street, London
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.
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.
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'?
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.
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.
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.
Masterclass presentation at the ConnectED conference in Newcastle - exploring what it means to operate as schools and learning organisations in a networked world
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
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.
Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transition rapidly to remote teaching and learning. Online, hybrid, and hyflex learning have become the beguiling buzzword solutions of today. How to survive this perfect storm and the storms to come? This presentation will propose that it is not technology that will best address these challenges; instead, a fundamental rethinking of how we teach and learn is necessary. By adopting heutagogy — or a pedagogy of agency, where the learner takes control of learning — will we be able to agilely transition and pivot across delivery methods, while also equipping our students with the lifelong learning skills and competencies required for the future.
Crucial choices. Approaching school design. Vision to reality.
Lene Jensby Lang - Autens
rETHINKING eDUCATION dESIGN
ECN One Day Conference - 20 November 2019
RICS, Great George Street, London
The following presentation is to spread awareness amongst the masses about the HeforShe campaign a UN Women initiative to empower Women and make men stand in favour for Women.
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.
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.
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
4. www.core-ed.orgwww.core-ed.org
CHANGING SCHOOLS…
“Schools may be the starkest example in
modern society of an entire institution modelled
after the assembly line. This has dramatically
increased educational capability in our time, but
it has also created many of the most intractable
problems with which students, teachers and
parents struggle to this day.
If we want to change schools, it is unlikely to
happen until we understand more deeply the
core assumptions on which the industrial-age
school is based”
Peter Senge
5. www.core-ed.orgwww.core-ed.org
TESTING ASSUMPTIONS…
1996, Prof. Hedley Beare
“egg crate” classroomsset class groups based on age
period-based timetablelinear curriculum
division of all human knowledge into “subjects”
division of staff by “subject”
allocation of most school tasks to teachers
assumption that learning is geographically bound
notion of stand-alone school
limiting ‘formal schooling’ to years 0-13
9-3 school day
14. www.core-ed.orgwww.core-ed.org
HOW IS IT IMPORTANT TO LEARN?
Student autonomy
and initiative
accepted and
encouraged.
Students engage in
dialogue with teacher
and each other
Higher level thinking
is encouraged Class uses raw data, primary
sources, physical and
interactive materials.
Knowledge and ideas emerge only from a
situation in which learners have to draw
them out of experiences that have
meaning and importance to them.
Teacher asks open-
ended questions
and allows wait
time for response
Students are engaged in
experiences that
challenge hypotheses
John Dewey – Constructivist Pedagogy, 1916
18. www.core-ed.orgwww.core-ed.org
1. Computer rooms
2. Isolated classrooms
3. Schools that don’t have WiFi
4. Banning phones and tablets
5. Tech director with an admin
access
6. Teachers that don’t share
what they do
7. Schools that don’t have
Facebook or Twitter
8. Unhealthy cafeteria food
9. Starting school at 8am for
teenagers
10. Buying poster, website and
pamphlet design for school
11. Traditional libraries
12. All students get the same
13. One-PD-workshop-fits-all
14. Standardized tests to
measure the quality of
education
20. www.core-ed.orgwww.core-ed.org
HORIZON REPORT - 2014
• Rethinking role of teachers
• Shift to deeper learning
approaches
• Increasing use of OERs
• Increasing hybrid learning
designs
• Rethinking how schools work
http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf
24. www.core-ed.orgwww.core-ed.org
Students in physical
school, instruction
and assessment
predominantly on-
site
Students access
formal learning via
the network,
instruction and
assessment provided
online
Students learning
through their online
personal learning
network, incl. social
networking
environments
Students at home,
library or other
space, pursuing own
interests individually
or collaboratively
FORMAL
INFORMAL
PHYSICAL
VIRTUAL
Location
Purpose
26. www.core-ed.orgwww.core-ed.org
• Strong support for creating and
sharing
• Some type of informal mentorship
• Members believe that their
contributions matter
• Members feel some degree of social
connection with one another
• Relatively low barriers to artistic
expression and civic engagement
Participatory culture…
28. www.core-ed.orgwww.core-ed.org
Play the capacity to experiment with one’s surroundings as a form of
problem-solving
Performance the ability to adopt alternative identities for the purpose of
improvisation and discovery
Simulation the ability to interpret and construct dynamic models of real-
world processes
Appropriation the ability to meaningfully sample and remix media content
Multitaskng the ability to scan one’s environment and shift focus as needed to
salient details.
Distributed
cognition
the ability to interact meaningfully with tools that expand mental
capacities
http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf
29. www.core-ed.orgwww.core-ed.org
Collective
Intelligence
The ability to pool knowledge and compare notes with others toward
a common goal
Judgment The ability to evaluate the reliability and credibility of different
information sources
Transmedia
Navigation
The ability to follow the flow of stories and information across
multiple modalities
Networking The ability to search for, synthesize, and disseminate information
Negotiation The ability to travel across diverse communities, discerning and
respecting multiple perspectives, and grasping and following
alternative norms
http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf
30. www.core-ed.orgwww.core-ed.org
UNPACK
• How adequately do our learning
spaces cater for the type of
learning we are wanting our
children to experience?
• Do our current spaces work
against the things we’re trying
to achieve?
31. www.core-ed.orgwww.core-ed.org
MODERN WORK SPACES
• ASB building, Auckland waterfront
• Open, shared spaces
• Visibility at all levels
• Connectedness throughout
• Collaborative approaches
prominent
• Are our schools preparing young
people to work in these sorts of
environments
32. www.core-ed.orgwww.core-ed.org
INNOVATIVE LEARNING PRINCIPLES
• Make learning and engagement central
• Ensure that learning is social and often collaborative
• Be highly attuned to learning motivations and
emotions
• Be acutely sensitive to individual differences
• Be demanding for each learning but without
excessive overload
• Use assessments consistent with learning aims, with a
strong emphasis on formative feedback
• Promote horizontal connectedness across activities
and subjects , in and out of school
Educational Research
and Innovation
Innovative Learning
Environments
OECD Publishing ,
24 Oct 2013
33. www.core-ed.orgwww.core-ed.org
MODERN LEARNING ENVIRONMENTS
• Albany Senior High School
• Whole school in one building
• Learning commons – 130
students, five teachers
• Designed with/by students in
mind
• Flexibility – small group/large
group
• Lots of technology evident
34. www.core-ed.orgwww.core-ed.org
Image credit: JISC 'Designing Spaces for Effective Learning'
Outdoor
learning
Increases social cooperation,
creativity, engagement and
achievement
Prototyping &
experimentation
Active learning, learning by doing,
develops spatial and mathematical
awareness
Collaboration
space
Increases learning faster than
competitive or individualistic
learning.
'One-to-many'
space
Direct instruction, reciprocal
teaching, not lectures
Multimedia
studio
Digital creation increases
cognitive growth, multimedia
increases retention
Peer tutoring
space
Increases learning for both
parties
Independent
practice space
Short to long-term memory
Reflection
space
Improves creativity, analysis
and prediction skills; raises
achievement
Choices in
learning
Choice & agency increases
engagement, learning,
creativity & graduation rates.
Informal
learning space
Play can increase attention
span, making mistakes
increases creativty
LEARNING SETTINGS:
36. www.core-ed.orgwww.core-ed.org
EDUCATIONAL POSITIONING SYSTEM
http://eps.core-ed.org
• Provides a ‘map’ of where
your school is ‘at’ in terms of:
• Philosophical frameworks
(incl. moral purpose)
• Strategies and structures
• Community and culture
• Builds on input from staff,
students and community
• Provides key insights to
inform strategic decisions.