Core Breakfasts 2013 & workshops | Effective e-Learning

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

No hea au?

Build a towerMonday, 4 November 13

How high can you build a tower before its stability is affected?

The technology is far less important than the kind of education that it enables.

‘Watch the world’ - Robbie Dingo | ‘Starry Night over the Rhone - Van Gogh

New roads to knowledge

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

UNBUNDLE thinking

UNBUNDLEstructure

UNBUNDLE content

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

SIX THEMES

personalise

diversify

apply knowledge

rethink roles

continue to learn

connect to community

Think of a learner....

1 / PERSONALISE LEARNING

Personal choiceand pathways

Personal learningenvironments

How can you use technologies to give learners choice that suits their needs and passions?

2/ DELIBERATELY DIVERSIFY

Enabling e-Learning | Te Kura o Kutarere

NeverSeconds blog (Martha)

How can you use technologies to support and teach for diversity?

3/ PUT KNOWLEDGE TO WORK

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.'”

How can you use technologies so the learning purpose is real and authentic?

4/ RETHINK ROLES

Source: Switcheroo

North Street School

Techsperts

Greerton Village School

How can you use technologies so that students and teachers create knowledge together?

5/ CONTINUE TO LEARN

t.........

“Who dares to teach must never cease to learn.” - John Cotton Dana

inquiry

personalised PD

How can you use technologies to support on-going learning and inquiry?

6/ CONNECT WITH THE COMMUNITY

“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

Connecting learners to experts

Newmarket School | Skoodle

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?

"The future is here, it's just not evenly distributed yet."- Gibson

What does ‘effective’ mean?

e-Learning Planning Framework

What information tells us we are being ‘effective’?

“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

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?)

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?

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?

“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

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

A shared spacehttp://bit.ly/1bny2G7

WORKSHOP THEMES

Values up front

Draw the line in the sand

Design like architects

Map a way forward

Part 1 Values up front

forms11about@photos.flickr.comMonday, 4 November 13

Picture your class...

New Zealand: the e-learningbig picture...

ultra-fast broadband & managed network

Parliamentary Inquiry

& 21st Century

Reference Group

Enabling e-Learning Community http://www.vln.school.nz http://www.facebook.com/Enabling.eLearning @enablelearning on Twitter

Part 1:

e-Learning Planning Framework

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.”

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.”

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.”

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.”

Part 2: Effective e-learning design

“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

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?

An example

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?

Part 3Dig deep using design thinking...

design thinking!

VISUALISE

1. What’s important?

Empathy: Interview your partner> ask what > ask why

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

3. Ideate the Inquiry

Come up with as many ideas/questions/pathways as you can!

4. Refine & Release!

Review the ideas - and map out the next steps for action

5. Show and Share

Where will you go next and why?

Part 3: Are we there yet?Monday, 4 November 13

What difference does e-learning make?Monday, 4 November 13

How are we creating engaging, supportive environments?

Use inquiry to track progress

What data might you use?

Resources to support your journeys...

http://www.pinterest.com/virtuallykaren/boards/Monday, 4 November 13

http://www.elearning.tki.org.nz/Monday, 4 November 13

www.vln.school.nzMonday, 4 November 13

Values & beliefs up front

Design like architects

Map a way forward using inquiryMonday, 4 November 13

Focus to finish

“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

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?

Core Breakfasts 2013 & workshops | Effective e-Learning

Education

Transcript of Core Breakfasts 2013 & workshops | Effective e-Learning

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