Leadership in a Connected Age

A great gathering of educators today in Melbourne for the SchoolsTechOZ conference.  Always a favourite, and as always a great lineup of speakers and workshop leaders.

Here are the slides for my presentation in the afternoon.  Not identical, but the main links that attendees might be looking for are all there :-) .  I’m looking forward to digging into some of this a little more deeply at my workshops tomorrow.

Launching Designing Spaces for Learning – our new subject!

Our newest program/course/degree (terminology depends on the part of the world you are in) has been keeping me very busy.  Here at Charles Sturt University I  launched the Master of Education (Knowledge Networks and Digital Innovation) in March 2014.  We have just completed some of the subjects, and I will have to share the outcomes.

But before I do share this, I want to welcome my good friend Ewan McIntosh of NoTosh fame,  to CSU as a newly minted Adjunct lecturer – all ready and engaging as of this week with a new clutch of students. We have people from all around the world, who will be pulling and teasing ideas around with Ewan in the first iteration of the grand new subject.

Ewan said:

When most people find out that they are in line to create a new physical or virtual environment for their school, few have really driven deep into what the research says, and how it might pan out in practice. And, with deadlines in place, and architects producing their “masterplans” based on what they have been able to squeeze out of school communities, the clock is ticking too fast in most cases to begin that learning journey in a timely fashion.

School principals, deputies, librarians and innovator educators can base multi-million dollar decisions on hearsay, gurus’ say-so, and what the Joneses have done with their school. For the initial cohort of students on our inaugural Masters subject on Designing Spaces for Learning at CSU (Charles Sturt University), the story will be very different.

Do visit his blog post Launching a new Masters: Designing Spaces for Learning #INF536. and check out his wonderful welcome video.  Visit the course Facebook Page too!

Perhaps you would like to join our course and his subject in 2015?

Track those new Horizons!

While it was published a little while ago, I am still pleased to share the NMC Horizon Report 2014 edition, in case you’ve missed it.

Launched in 2009, the NMC Horizon Report > K-12 Edition broadened the reach of the NMC Horizon Report series to include primary, middle, and high schools. The K-12 Edition explores the key trends accelerating educational technology adoption in schools, the significant challenges impeding it, and emerging technologies poised to impact teaching, learning, and creative inquiry.

I’ve been along for the journey in every K-12 edition as a member of the K-12 Expert Panel, which has been amazing! Now we have this amazing collection that tells an extraordinary story of change, development and innovation in education as part of the mapping of new horizons.  It is fantastic to be involved at this level in education – I love it :-)

> Download the NMC Horizon Report > 2014 K-12 Edition

Check out the trends, challenges and technology forecast in the report. Look for the opportunities where you can contribute to your school’s development, especially in ways that technology can be embedded into the curriculum programs.

Creativity and education


A regular criticism leveled at education is the function (and sometimes the lack of) creativity in motivating and inspiring learning.  Creativity these days is seen as something ‘special’ and worth capturing.

However, when it comes to creativity in education, there are many aspects to consider. Every student is creative in some way, and the job of educators is to release and support that creative talent in an appropriate manner. Of course, not every student is a  musical Mozart or a scientific Stephen Hawkings. That is not the point for educators. The point is capturing creativity to empower knowledge transactions and in so doing also help prepare students for the digitally diverse and changing nature of our society.

A working definition of creativity is offered by Faultley & Savage (2010, p.6), which does capture nicely the transactions taking place in a learning environment such as a classroom.

Creativity involves mental processes;  can involve action; is within a domain; is purposeful; and is novel (to the individual – ‘everyday’ creativity)

Teaching creatively and for creativity entails taking students on a creative journey where their responses are not predetermined. Teaching for creativity means that students will be producing ideas that may well involve novelty and possibly, experimentation. Teachers and students involved in teaching for creativity will be engaged with processes and although products may well be important it is in the process of creation where the true focus lies.

Craft (2005, p 42) identifies that teaching for creativity involves:

  • the passing of control to the learner and the encouraging of innovative contributions;
  • teachers placing a value on learners’ ownership and control, when innovation often follows;
  • encouraging students to pose questions, identify problems and issues;
  • offering students the opportunity to debate and discuss their thinking;
  • encouraging children to be co-participant in learning, resulting in further control for learners over appropriate strategies for their learning;
  • being at the least considerate and ideally ‘learner inclusive’, thus prioritising learner ‘agency’;
  • encouraging ‘creative learning’, the construction of ‘creative learners’ and ultimately the ‘creative individual’.

So then what is meant by creative and critical thinking in education contexts?

Langer (2012 p. 67) proposes two major purposes that help shape our expectations, both of which result in “mind in action”, meaning-making moves with distinct functionality and motivation.

  1. to gain information and build concepts. (motivated primarily by an information-getting, retrieval, connecting and/or applying purpose)
  2. to engage in a more fluid and open-ended experience where we are not sure to where it might lead. (motivated primarily by a search to see purpose)

Together they contribute to intellect, and it is their joint availability that permits us to engage in the kinds of flexible cognitive interplay that supports intellectual functioning and intellectual growth.

Exploring horizons of possibilities, in a creative experience, we are guided by the open-ended search for ideas. To do this we not only call on what we can imagine,  but also what we cannot yet imagine, in response to ideas or stimuli that we meet along the way of our search.

I can imagine that all these aspects of creativity have a good chance of being unleashed at the Pegasus Bay School.  They want to broaden their horizons!

References

Craft, A. (2003). The limits to creativity in education: Dilemmas for the educator. British journal of educational studies, 51(2), 113-127.

Fautley, M., & Savage, J. (2010). Creativity In Secondary Education. Learning Matters Limited.

Langer, J. (2012). The interplay of creative and critical thinking in instruction. In Dai, D. Y. (Ed.). (2012). Design research on learning and thinking in educational settings: Enhancing intellectual growth and functioning. Routledge.

Image: GoogleTV by lynetter

Design Thinking – an opportunity not to be missed!

From the very first moment an education institution begins the process of even thinking about the construction of a new space for learning, be that physical or digital, the process itself sets a course for potential error.

It is with this very proposition that Ewan McIntosh from NoTosh begins the learning journey in a  14-week challenge to learn and engage with Designing Spaces for Learning, a new subject to be delivered by Ewan in the Master of Education (Knowledge Networks and Digital Innovation).

The biggest challenge for educators is not, in fact, understanding the technical skills of the digital or buildings architect. The biggest challenge is one of scope, of seeing the possible rather than seeking the “not possible” of budgets, building constraints and “real life”. In short: the challenge is learning to think like a designer, to think differently about the world around us, and recognise which elements of our expertise in other domains lend themselves to the design process.

Ewan is more than an innovator – he is one of those global leaders in education who is genuinely making a difference in the concepts and practices we need in a digital age to empower organizations in all sectors to be responsive to global change needs in education.  NoTosh has flourished since late 2009 into one of the world’s most innovative education companies, working around 40% with creative industries, and the rest with schools around the globe.

NoTosh has created significant impact on student performance in schools in Europe, Asia and Australia. No other consultancy on the planet is managing to work daily with both creative firms and with schools, bridging the gap between design thinking and robust formative assessment, research and practice.

See what Ewan had to share at TEDx, London.

You may not be a student in the MEd(KN&DigInnov) but you CAN be part of this learning experience with Ewan.  You may enroll in this subject, as a single subject enrollment at Charles Sturt Univeristy, and take advantage of all the benefits of engaging with Ewan within the participatory experience with other students.

Single Subject Study at CSU: https://www.csu.edu.au/distance-education/study-options/
single-subject-study

The subject code is INF536  The Subject name is Designing Spaces for Learning.

This subject would provide automatic credit into the new degree if you take up admission in 2015.

Image: CC BY-NC 2.0  Ewan McIntosh

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Stayin’ Alive – learning as the future

You have to love this old tune from the Bee Gees! Tight pants aside, the lyrics and pace of Stayin’ Alive hits the mark for the first subject kicking off in the Master of Education (Knowledge Networks and Digital Innovation)!

It’s “O” week, and I have a new band of troopers who are aiming to stay alive while giving  learning in new channels and new scholarly approaches a go with me. Wherever we work in the education sector the challenges are there – time to level up!

Areas to explore:

  • The information revolution, global connectedness and trends in technology
  • New modes and methods for information organisation and knowledge creation
  • Principles of connected learning, open access and open communities
  • The digital divide and globalization of lifelong and lifewide learning
  • Creative cultures including gaming and maker-spaces
  • Education informatics
  • Re-imagining the experience of education in a digital age.

Yeah, we’re stuck in CMS land – but not completely.  We have our backchannel in Twitter (of course), and we have our own degree portal as a launchpad for digital connections across platforms, devices, and scholarly digital direction. Please note the word ‘scholarly’. We are not about devices. We are about adding depth and scholarly rigour to the push into spreadable media, networked culture and postmillenial pop.

Yes, our students will have to know how to cite Twitter in an academic paper, alongside traditional citation practices.

Professors may scoff at the idea, but students are increasingly citing tweets in academic papers. Although they don’t exactly count as peer-reviewed, tweets do provide interesting insight into pop culture, breaking news and a number of social issues. After all, the Library of Congress is indexing tweets for historical reference.

They need to know about Open Access and full research re-use rights and predatory publishers.

mobilehubThey will make use of a host of tools from CSU Mobile Hub and dig deep in developing their professional reflexive and reflective position on what they are learning by keeping a digital record at CSU Thinkspace. Naturally a bunch of Bibliography and Citation tools will also kick into action.

Blending imaginative learning with real-word development needs can be extremely challenging and extreme FUN. Take our first assignment (yeah, we still have to have them)  – the scholarly book review.  Seems easy? huh?  Until you realise that there is an extensive list of books to choose from – see my Amazon list collection.

Write a scholarly book review, which presents a critique of the work in the context of current and emerging trends in information and knowledge environments created by the social and technological changes of the digital age, and in relation to learning and teaching.

Identify questions or issues that are important and which have implications for current practice and/or for your professional goals.

Many critically acclaimed books are published that address topics related to digital information environments and knowledge networks; creative cultures and use of technology; and futurist perspectives on learning in a digital world. However, regardless of popularity or publicity, educators need to be able to evaluate these publications from a scholarly point of view.

A scholarly book review is a critical assessment of a book. It can take a substantial amount of time for critical scholarship to emerge about a book. Likewise, as scholars read and digest the content of a publication, divergent views can emerge, and research can be questioned, or new areas of investigation can appear. Therefore the knowledge and skills underpinning a scholarly book review are more important than ever in the dynamic information environments of today.

This is no tripadvisor review.. it’s one that requires students to challenge their thinking, dig into the research, and in particular identify the value versus hyperbole so often present in many of these kinds of publications. This critique is a critical review, and as Steve Wheeler explains,  it requires a student to “look both ways” : 

  • Provide a balanced and objective argument; don’t indiscriminately pepper their assignments with direct quotations from the literature;
  • judge the worth of any theory or idea they include in their work; and
  • demonstrate to the reader (and marker!) that they not only found the idea and can understand it, but that they can also contextualise it.

Warning, warning.  Don’t keep quoting statements that have no foundation in emergent theory and research. Just because a self-appointed media ‘guru’ says it’s so, doesn’t make it so!

Students, it’s time to fine you niche in the digital noise.  We’ll be stayin’ alive together if you connect, communicate and collaborate.  Otherwise……get back into the desert of the analogue world.

Whether you’re a brother or whether you’re a mother,
You’re stayin’ alive, stayin’ alive.
Feel the city breakin’ and everybody shakin’,
And we’re stayin’ alive, stayin’ alive.
Ah, ha, ha, ha, stayin’ alive, stayin’ alive.
Ah, ha, ha, ha, stayin’ alive.

Image: cc licensed ( BY NC SA ) flickr photo shared by Daniela Hartmann

Wikipedia – the great book of knowledge

Detail from the puzzle globe Wikipedia logo.

We used to need libraries to make the sum of human knowledge available to all. Today we have Wikipedia, where the sum of human knowledge can be shaped by all of us. But can we trust it?

Wikipedia  features 30 million articles, in 287 languages. And it’s written and edited — for free — by 77,000 contributors around the world. What did we do before Wikipedia? How has wikipedia influenced knowledge flow and global connectedness?  How does technology change the nature of information, the truth, facts and the power of community?  Power of the collective  interactive space where everyone on the planet can collaborate. At this CBC radio podcast Philip Coulter  suggests that the collective mind is perhaps the best mind we have.

Coulter dubs the term ‘vector knowledge’ which summarizes perfectly how wikipedia knowledge networks connect directly and indirectly to create the mesh of human information and knowledge in this digital repository.

Download The Great Book of Knowledge, Part 1
[mp3 file: runs 00:53:58]

In the podcast The Great Book of Knowledge, Part 1 you will hear a fascinating discussion about Wikipedia from a number of operational, social, innovative, and connected society perspectives.The entire podcast is very worthwhile listening to in order to be able to really appreciate the [R]evolution in access to human knowledge, and the way we build and share information to further knowledge endeavours.

Tips for Using Wikipedia Effectively

Use Wikipedia to get a general overview, and follow the references it provides as far as they can take you.

Look at the Discussion tab to see if the article you’re reading is part of a WikiProject, meaning that a group of people who care about the subject area are working in concert on its content. They may not be experts on the subject, but signing onto a WikiProject implies a writer has more than a casual interest in it.

If it is part of a WikiProject, see if it has been rated. Articles in WikiProjects go through a type of peer review. This is not the same type of peer review your professor talks about regarding scholarly research, but even such a limited review does at least imply that someone from the WikiProject has looked at the article at some point and assigned a quality rating to it. In any case, to be fairly sure that a Wikipedia article expresses what laypeople might need to know to consider themselves reasonably informed, look for a rating of B/A or above.

You may find it helpful to consult any or all of the following for additional help in understanding Wikipedia, finding and evaluating sources: