Core Breakfasts 2013 & workshops | Effective e-Learning

Waiata / Tēnā koutou, e hoa mā

Whakataka te hau ki te uru,
Whakataka te hau ki te tonga.

Get ready for the westerly
and be prepared for the southerly.

Kia mākinakina ki uta,
Kia mātaratara ki tai.

It will be icy cold inland,
and icy cold on the shore.

E hī ake ana te atākura
He tio, he huka, he hauhunga

May the dawn rise red-tipped on ice,
on snow, on frost.

Haumi e! Hui e! Tāiki e!

Join! Gather! Intertwine!

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 tower

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.

New roads to knowledge

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


WHAT’S THE POINT?

“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


UNBUNDLE
structure

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

”


personalise
diversify
apply knowledge
rethink roles
continue to learn

SIX
THEMES

connect to community

Think of a learner....

1 / PERSONALISE LEARNING


Personal
choice
and
pathways


Personal
learning
environments


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


http://www.passionfruitmagazine.co.nz/
Fraser High’s Passionfruit project


“'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


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


Tex
t.........

inquiry


personalised PD


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

6/ CONNECT WITH THE COMMUNITY


Connecting learners to whānau

“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 experts

Newmarket School | Skoodle

Connecting teachers and schools to each other

www.vln.school.nz

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?


What information tells us we are being ‘effective’?

e-Learning Planning Framework

“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 challenge
Think 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?

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 perhaps
I will perhaps
I will help you
Upon the pathway,
of progress
I will indeed help
you

A shared space
http://bit.ly/1bny2G7

Values up front
Draw the line in the sand
Design like architects
Map a way forward
WORKSHOP
THEMES

Part 1
Values up
front


forms11about@photos.flickr.com

Picture your class...


New Zealand:
the e-learning
big picture...


ultra-fast broadband &
managed network

Parliamentary
Inquiry
&
21st Century
Reference
Group

e!
om
H


Enabling
e-Learning
Community
http://
www.vln.school.nz

http://
www.facebook.com/
Enabling.eLearning

@enablelearning on
Twitter


Part 1:
Draw the line
in the sand


e-Learning Planning Framework

e m e rging
“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.”

Image: DavidDMuir


e ngagin g
“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.”
Image: Christy Tvarok Green


e xte nding
“ 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.”
Image: Mark Pinder for the Guardian


emp o wer ing
“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.”
Image: chesbayprogram


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

How did we
combine these?
3/ Appropriate
ICT choice
enabling
content &
pedagogy
in
new ways

1/ WHAT to learn

Content&

Technology&

Pedagogy&

learning areas
authentic
higher-order

2/ HOW
to learn it

collaborative,
driven by students’ needs
akō,
co-constructed

An example


why
Part 3
Dig deep using
design thinking...

?

des ign 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?

What difference does e-learning make?

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/

http://www.elearning.tki.org.nz/

www.vln.school.nz

Values & beliefs up front
Draw the line in the sand
Design like architects
Map a way forward using inquiry

Focus to finish


“I saw students gain
unexpected insights
into the relationships
between characters.
clearly demonstrated
a
sense 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?

•

Next steps?

What will you look for?
What happened? What questions do you now
have?


Core Breakfasts 2013 & workshops | Effective e-Learning

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