The document discusses the question of whether schools should pursue fundamental change or incremental improvement. It notes that there has been little discussion about this important question. It also provides a short description of the differences between incremental improvement, which focuses on small, continuous changes, and fundamental change, which requires completely rethinking the nature of schooling from the ground up.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
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.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
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.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Overview of CORE's Ten Trends 2020 - A retrospective view. Providing insights into the things that are likely to impact on the practice of educators and work of schools into the future
A curated conversation on how Heutagogy can help develop creativity in learning in our present day education systems. With ideas from key thinkers, practical examples from practitioners, and a range of useful tools for stimulating thinking.
Keynote at the Bruxelles SenseCamp held on 20 September 2014. Discussing emergence learning and social change, WikiQuals, solve the problem that annoys you most and social change and group genius.
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
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.
Overview of CORE's Ten Trends 2020 - A retrospective view. Providing insights into the things that are likely to impact on the practice of educators and work of schools into the future
A curated conversation on how Heutagogy can help develop creativity in learning in our present day education systems. With ideas from key thinkers, practical examples from practitioners, and a range of useful tools for stimulating thinking.
Keynote at the Bruxelles SenseCamp held on 20 September 2014. Discussing emergence learning and social change, WikiQuals, solve the problem that annoys you most and social change and group genius.
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
learning in the digital age looks at the way our students our controlled and constrained by orthodox protocols and methodologies. The presentation challenges conventional beliefs yet grounds the challenge in a 'can do' way. We have to work from within a system in order to be able to change it.
21st century student engagement and success through collaborative project-bas...Beata Jones
How do we empower our students to thrive in the 21st century? How do we design student-centered learning environments in our courses that take advantage of the best, still relevant aspects of the Industrial Age education and infuse them with the necessary elements for our undergraduates to thrive in the Robotic Age? The presentation will explain the framework for course design and classroom strategies to aid in successful implementation of such student-centered, collaborative project-based learning environment in university courses.
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
eIndia panel discussion and presentation on Essentials for Building Visionary Schools in a Globalised World.
http://eindia.eletsonline.com/2012/eindia-education-summit-agenda/
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.
Similar to Deirdre Butler- Emerging Models of Teaching & Learning (20)
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.
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
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Deirdre Butler- Emerging Models of Teaching & Learning
1. “Fundamental change,
or incremental
improvement;
the question is not so
much which is right, but
rather why has there
been so little discussion
about the question”?
2. Where do you see your school?
1 2 3 4
Incremental Improvement Fundamental Change
Incremental improvement. Continual small changes to the way school
might function to provide measurable improvement.
Fundamental change/transformation looks very different. It is not
“tweaking” at the edges; this is not doubling the length of classes or
developing cross-curricular programs. Rather than build on the
successes of the past, fundamental change requires a complete
rethinking of the nature of school and learning from the “ground up”.
5. Difficult Questions
• What kind of future do we want to create?
• What kind of people do we wish to
nurture?
• What are the values we want to live by?
• How can digital technologies help this
happen?
6. Digital Natives / Digital Immigrants
Marc Prensky, Digital Natives, Digital Immigrants, From On the
Horizon (NCB University Press, Vol. 9 No. 5, October 2001)
7. Schools & The Knowledge
Economy
• In an economy driven by knowledge rather than
manufacturing, employers are already valuing
very different skills, such as creativity,
communication, presentation skills and team-
building. Schools are at the front line of this
change and need to think about how they can
prepare young people for the future workplace.
(Their Space: Education for a digital generation,
Demos, Hannah Green & Celia Hannon,
2007,p.15)
8. The illiterate of the 21st century will not be
those who cannot read or write but
those who cannot learn, unlearn and
relearn.” (Alvin Toffler)
“We must be the change we want to see
in the world.” (Gandhi)
11. We need to empower learners to use and shape the
world with these “convivial tools” (Illich, 1974), rather
than be shaped by them.
Vygotskian principle - that changes in tools will bring
about changes in thinking, and that these changes in
turn are associated with changes in culture.
“untilrecently the narrowness of range of the
possible doings severely restricted the
implementation of the idea. The educational vocation
of the new technology is to remove these
restrictions” and enable “a restructuring of
knowledge itself” (Papert, 1991, p.22).
12. Invest in people as much as PCs ?
• In order to see change across
the system, there needs to be
a shift in thinking about
investment from hardware
towards relationships and
networks. In the last ten years
we have seen a staggering
change in the amount of
hardware in schools, but it
has not had a significant
impact on teaching and
learning styles.
(Demos p.16)
13. Re-imagining schools
• Shift in kinds of
investment - People &
PCs
• Shift in the kinds of
skills, experiences
and relationships that
schools value
15. The Learners
• The Learners’ needs, interests and
experiences are at the forefront of the
learning experience
• Control / ownership vested in the Learner
• The Learner must accept responsibility for
setting their own learning goals in order to
meet their interests and needs
16. Constructed Artefact
• “Object to think with”
• A means by which others can become
involved in the thinking process as it
develops
• Iterative design process
• The group dynamic is important as the
artefact grows and learners share and
reflect.
17. Materials
Challenging
Addressing personal needs and interests
Conversational
Inviting contemplation and negotiation
Connective
Supporting personal relationships and idea
that transcend traditional subject boundaries
25. Self-Determined Learning
• Ownership and control vested in the learner [Dignity]
• Democratic decision making [Inclusion]
• Provocative, engaging, and challenging computational materials;
• Challenging learning experiences in sustained, immersive, Atelier-
style learning environments;
• Embedding learning in their own experiences (“objects to think
with”);
• A support framework that addresses each individual needs,
interests and experiences;
• A supportive community with a diverse range of backgrounds;
• Adequate time to allow self directed learning to develop and
changes to take place.
26. Second Level System – DCC & ISP
• LASW - “Object to Think with”
• Embedded in Classroom context / everyday
reality
• Set of rubrics that describe 5 key dimensions
for Innovative Teaching and Learning
– Knowledge Building
– Collaboration
– Problem Solving and Innovation
– Self- regulation
– Use of ICT for learning
27. • “One of the most valuable courses I think we did with
you was the coding of the assignments… because
you had people sitting around the table who were
from all different subject areas. That I felt was very,
very beneficial, and I know that they enjoyed it
greatly, and there was great feedback from it…with
the one-off training people have been thinking how
can I use that in my specific subject. But I felt the
coding was more universal, it was across the board
of what a 21st century learning assignment should
look like, and that got people thinking an awful lot”.
(Interview_School_Leader, 2009)
28. Digital Learning Peer Coaching
- “Object to Think with” – Classroom
practice
- Digital Fluency
- Communication / Collaboration skills
- Deepening understandings of learning
- Sustainable / Scalable Framework
Editor's Notes
Such a concept has its ultimate manifestation in W. Edwards Deming’s constant improvement philosophy which became the foundation for much of the quality movement in manufacturing around the world. The parallel to what we look to as incremental improvement in our schools pales by comparison; but many schools have a mission to seek to improve incrementally, building on the successes of their pasthttp://www.deming.org/theman/articles/articles_50influenced02.html
Body / Mind / Soul inextricably linked – no beginning and no end
For example, if we believe that the learner constructs knowledge and that each individual is an active maker of their own meanings, then we need to empower learners to use and shape the world with these “convivial tools”, rather than be shaped by them (Illich, 1974). We need to ask what these new tools will enable us to do, and what is worth doing? So we can’t consider the question of how digital technologies are to be used in education in isolation, but we must view it according to our definition of the nature of knowledge and the nature of knowing. Concepts of learning and our understandings of knowledge are linked. We cannot possibly have a view of learning without also implying a view of knowledge.