core breakfasts 2013 & workshops | effective e-learning
DESCRIPTION
These slides support the series of CORE Education breakfasts and workshops that I have been facilitating across New Zealand in 2013.TRANSCRIPT
Waiata / Tēnā koutou, e hoa mā
Get ready for the westerlyand be prepared for the southerly.
It will be icy cold inland, and icy cold on the shore.
May the dawn rise red-tipped on ice, on snow, on frost.
Join! Gather! Intertwine!
Whakataka te hau ki te uru, Whakataka te hau ki te tonga.
Kia mākinakina ki uta, Kia mātaratara ki tai.
E hī ake ana te atākura He tio, he huka, he hauhunga
Haumi e! Hui e! Tāiki e!
Image credit: Mark Lincoln http://www.flickr.com/photos/marklincoln/5975570550
Monday, 4 November 13
effective e-learning Karen Melhuish Spencer | @virtuallykaren | #corebreakfast 2013
Monday, 4 November 13
No hea au?
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Build a towerMonday, 4 November 13
Build a towerMonday, 4 November 13
How high can you build a tower before its stability is affected?
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The technology is far less important than the kind of education that it enables.
Monday, 4 November 13
‘Watch the world’ - Robbie Dingo | ‘Starry Night over the Rhone - Van Gogh
New roads to knowledge
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WHAT’S THE POINT?Monday, 4 November 13
... there has been enormous change in the nature of societies,
change in the nature of work, change in how knowledge is viewed
change in technologies...
Those changes...have implications for the kind of education our young people require, and the focus of the teaching and learning they experience ”
“
Ministry of Education, 2013
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UNBUNDLE thinking
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UNBUNDLEstructure
UNBUNDLE content
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The potential of new technologies to
transform
teaching and learning is heavily dependent on
educators’ abilities
to see
the affordances and capacities of ICT in relation to the underpinning themes for learning for the 21st century
”
“
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SIX THEMES
personalise
diversify
apply knowledge
rethink roles
continue to learn
connect to community
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Think of a learner....
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1 / PERSONALISE LEARNING
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Personal choiceand pathways
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Personal learningenvironments
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How can you use technologies to give learners choice that suits their needs and passions?
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2/ DELIBERATELY DIVERSIFY
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Enabling e-Learning | Te Kura o Kutarere
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Enabling e-Learning | Te Kura o Kutarere
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NeverSeconds blog (Martha)
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How can you use technologies to support and teach for diversity?
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3/ PUT KNOWLEDGE TO WORK
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Fraser High’s Passionfruit project
http://www.passionfruitmagazine.co.nz/Monday, 4 November 13
Fraser High’s Passionfruit project
http://www.passionfruitmagazine.co.nz/Monday, 4 November 13
“'I think I did really well with this story. I enjoyed dressing up to tell my story, it made me feel like Margaret Mahy.
I think I would like to do more of this, and maybe tell my stories to younger children.
I would really like some children to tell me what could make my stories better.'”
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How can you use technologies so the learning purpose is real and authentic?
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4/ RETHINK ROLES
Source: Switcheroo
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North Street School
Techsperts
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Greerton Village School
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How can you use technologies so that students and teachers create knowledge together?
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5/ CONTINUE TO LEARN
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Tex
t.........
“Who dares to teach must never cease to learn.” - John Cotton Dana
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inquiry
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personalised PD
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How can you use technologies to support on-going learning and inquiry?
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6/ CONNECT WITH THE COMMUNITY
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“It’s another way of sharing what’s going on in our school and for those parents that can’t get away, letting them just quickly login for five minutes, see what their child’s doing.”
Connecting learners to whānau
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Connecting learners to experts
Newmarket School | Skoodle
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Connecting teachers and schools to each other
www.vln.school.nzMonday, 4 November 13
How can you use technologies to connect with whānau, local and global communities?
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"The future is here, it's just not evenly distributed yet."- Gibson
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What does ‘effective’ mean?
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What does ‘effective’ mean?
Monday, 4 November 13
What does ‘effective’ mean?
Monday, 4 November 13
What does ‘effective’ mean?
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e-Learning Planning Framework
What information tells us we are being ‘effective’?
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“If I walk up and down your corridors and asked all the teachers what the school is doing that is innovative, how many would talk about new technology initiatives?”- Grant Lichtman
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Leader challenge
“I did not find a single school moving forward with what we would call innovative education programmes
where it was not visibly and intentionally supported by onsite leadership”
- Grant Lichtman, 64 schools in 89 days
Ask what the school could be doing (not what are we doing and how can we improve?)
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Teacher challengeThink like an architect.
Design the learning with the people, not the bricks.
who are you designing for?
why are you designing?
how might you and your learners create the outcome together?
Monday, 4 November 13
Teacher challengeThink like an architect.
Design the learning with the people, not the bricks.
who are you designing for?
why are you designing?
how might you and your learners create the outcome together?
Monday, 4 November 13
“Knowing is not enough; we must apply. Willing is not enough; we must do.”-Goethe
Q&A | One spark of an idea to carry back to school?Monday, 4 November 13
Designing Effective e-Learning | Workshop
Karen Melhuish Spencer | @virtuallykaren | #corebreakfast 2013
Monday, 4 November 13
Māku rā pea Māku rā pea
Māku koe e awhi e Ki te ara, ara Tupu
Māku koe e awhi e x 2
I will perhapsI will perhapsI will help you
Upon the pathway, of progress
I will indeed help you
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A shared spacehttp://bit.ly/1bny2G7
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WORKSHOP THEMES
Values up front
Draw the line in the sand
Design like architects
Map a way forward
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Part 1 Values up front
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Picture your class...
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Picture your class...
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New Zealand: the e-learningbig picture...
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ultra-fast broadband & managed network
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Parliamentary Inquiry
& 21st Century
Reference Group
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Home!
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Enabling e-Learning Community http://www.vln.school.nz http://www.facebook.com/Enabling.eLearning @enablelearning on Twitter
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Part 1:
Draw the line in the sand
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e-Learning Planning Framework
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emerging
Image: DavidDMuir
“My students mainly draft writing and then we type it up neatly, or make posters for the wall. To be honest, the work is the same as it has always been
- I’m not sure what the possibilities are.”
Monday, 4 November 13
engaging
Image: Christy Tvarok Green
“We have tablets in the classroom and we use them mainly for research and editing. Some students want to be more creative in the way they work. I feel we could be using technologies to support the learning process more strategically.”
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extending
Image: Mark Pinder for the Guardian
“ I have begun to use technologies to find new pathways that suit students’ passions and needs. This has meant designing tasks differently to how I have in the past.”
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empowering
Image: chesbayprogram
“We integrate technologies so that students’ inquiries are personalised and richly creative - and we make the most of community and global connections.
Learning looks pretty different to a few years ago.”
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Part 2: Effective e-learning design
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“In deep expressions of practice, students' learning activities and the curriculum/knowledge content they engage with are
shaped in ways that reflect the input and interests of students,
as well as what teachers know to be important knowledge.”
Bolstad, R., Gilbert J., McDowell, S., Bull, A., Boyd, S., Hipkins, R. (2012) Supporting future-oriented learning and teaching - a New Zealand perspective. New Zealand: Ministry of Education
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1/ WHAT to learnlearning areas
authentichigher-order
2/ HOW to learn itcollaborative,
akō, co-constructed
3/ Appropriate ICT choiceenabling content & pedagogy in new ways
Content&
Pedagogy&Technology&
driven by students’ needs
How did we combine these?
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An example
Monday, 4 November 13
1/ WHAT to learnlearning areas
authentichigher-order
2/ HOW to learn itcollaborative,
akō, co-constructed
3/ Appropriate ICT choiceenabling content & pedagogy in new ways
Content&
Pedagogy&Technology&
driven by students’ needs
How did we combine these?
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why?
Part 3Dig deep using design thinking...
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design thinking!
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VISUALISE
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1. What’s important?
Empathy: Interview your partner> ask what > ask why
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2. The Problem Worth Solving
1. How can I offer a choice of ways to engage with New Zealand history next term?
2. How can I support the staff at different stages of their professional learning?
3. How can we engage our parents in the BYOD process?
Synthesis: Review the notes and refine the question
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3. Ideate the Inquiry
Come up with as many ideas/questions/pathways as you can!
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4. Refine & Release!
Review the ideas - and map out the next steps for action
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5. Show and Share
Where will you go next and why?
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Part 3: Are we there yet?Monday, 4 November 13
What difference does e-learning make?Monday, 4 November 13
What difference does e-learning make?Monday, 4 November 13
How are we creating engaging, supportive environments?
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Use inquiry to track progress
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What data might you use?
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Resources to support your journeys...
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http://www.pinterest.com/virtuallykaren/boards/Monday, 4 November 13
http://www.elearning.tki.org.nz/Monday, 4 November 13
Values & beliefs up front
Draw the line in the sand
Design like architects
Map a way forward using inquiryMonday, 4 November 13
Focus to finish
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“I saw students gainunexpected insights into the relationships between characters. clearly demonstrated asense of ownership about the page and the play.”- Jo Morris, Karamu High School
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Test. Trial. Question. Inquire.
• What do your students need? What matters most to them, given what you know?
• How can you combine the learning focus, pedagogy and technology in ONE small trial? Frame this as a deep question.
• What will you need to know before you trial?
• What will you look for?
• What happened? What questions do you now have?
• Next steps?
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