These books represent important life changes in my thinking, being or doing.
They are listed roughly in the order in which I read them - earliest first (1973).
Many of these books correspond to half a shelf of closely related titles in my library of 700 non-fiction.
Showing posts with label transformative.learning. Show all posts
Showing posts with label transformative.learning. Show all posts
Thursday, June 28, 2018
Wednesday, June 1, 2016
EduTECH 2016 Day 2 - Possibility and Creating Preferred Futures
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| Jane McGonigal Presenting |
For me Day 2 at #EduTECHAU 2016 was about possibility.
Anthony Muhammad began the day speaking passionately about the endless possibilities that arise when we make conscious - and then question - the mindsets and assumptions underpinning our educational processes and structures.
Jane McGonigal closed the day by showing how a futures perspective can open up a space to think about possibilities in the present. She provided a forecasting framework to help imagine education in 2026 so that we can create preferred futures.
I resonated strongly with these messages.
Muhammad's words sit comfortably within the holistic and integral frameworks I use that highlight the importance of culture - and question our implicit assumptions and world views. He questioned the often self-fulfilling 'bell curve' mindset.
McGonigal's words reminded me of the importance of social foresight, creating preferred futures and my time playing Evoke six years ago. Her work has helped shape my educational practice over the last decade.
At #EduTECHAU McGonnigal's ideas had close links with Larry Johnson's (now ex-NMC) presentation which asked if our strategic thinking is based on a world that no longer exists. Both spoke about the future already being here - but not evenly distributed. They both mentioned Bitcoin and Blockchain - and the importance of asking 'what if' questions.
Viv White's presentation on how students excel in Big Picture Schools reminded me of the times I taught Student Directed Inquiry (SDI) in years 11/12. Students followed their interest/passion for a year which made up 20-25% of their course load.
White spoke of recent agreements for Big Picture School students to bypass traditional tertiary entrance which opens up new possibilities for students who become deeply engaged in and responsible for their own learning. I remember an external assessor from university commenting that many SDI students were performing better than her 2nd year students.
When you tap into student interest and passion the genius within blossoms.
I wasn't expecting to hear these views at an educational technology conference.
For this I have to thank the #EduTECHAU conference planners for their visionary leadership.
It seems to me the educational technology agenda is about to move on. I'm looking forward to participating - and this might start with a visit to Jane McGonigal's Learning is Earning game to collectively imagine education in 2026.
Tuesday, June 2, 2009
Re-framing the Present
The current restructuring of Tasmanian public post year 10 education provides a good opportunity to re-conceptualise ICT services to match learning needs. A new ICT network infrastructure has been built from the ground up that supports both legacy and new systems across 16 campuses statewide.
Learning priorities have already been re-framed as the FACS Learning Model - Flexible, Applied, Connected and Supported Learning. In what ways can we re-conceptualise ICT services to enable, facilitate and support the FACS Learning Model?
We have already attempted to map a student perspective on current and planned ICT services, and to map the notion of a Virtual Campus. This post attempts yet another map - starting with learning. The learning priorities on the left are linked to the necessary ICT functionality to support them on the right:
Are there other key roles that should be included here that will inform the provision of ICT services?
Learning Management Systems: This is the standard LMS functionality which is mostly about teacher structures and controls to support learning, teaching and assessment.
Information Management Systems: This is largely about managing and communicating institutional information and resources. Systems such as MOSS have evolved to integrate greater functionality however this requires authenticated access to a closed system.
Learning Environments: These include spaces and structures such as virtual worlds, simulations, serious games, augmented reality... Some of these can integrate resources and functionality from other management systems - eg Sloodle.
Virtual Learning Commons: This is the online component of the 'Learning Commons' that includes additional services to learning resource access such as learning support, client services and exhibition spaces.
Shared Services Management Systems: Finance, Facilities, Human Resources and much more.
Learning and Business Applications & Web Services: Office, specialist and learning tool software and web services. Includes application deployment.
Research & Project Management Systems: This has been somewhat ad-hoc in the past and could evolve to support collaborative innovation and research within and beyond the institution.
Course Management Systems: This could evolve beyond the management of in-house courses to the provision of access to Open Courseware.
What other key ICT services are required to support FACS learning?
Still missing from this mapping exercise are the range of services - including some of the management services above - that exist beyond the institution.
Learning priorities have already been re-framed as the FACS Learning Model - Flexible, Applied, Connected and Supported Learning. In what ways can we re-conceptualise ICT services to enable, facilitate and support the FACS Learning Model?
We have already attempted to map a student perspective on current and planned ICT services, and to map the notion of a Virtual Campus. This post attempts yet another map - starting with learning. The learning priorities on the left are linked to the necessary ICT functionality to support them on the right:
Does it show the important ICT functionality required to enable, facilitate and support FACS Learning?
The next part of this mapping exercise emphasises the need for management processes and tools for the learner, the teacher and the institution .
'Manage MyLearning' is about each learner's need to manage all the processes, artifacts, resources, networks... as they continue their learning journey - particularly as the learner becomes more self-directed.
The teacher needs to manage their teaching processes, resources, classes, students, professional networks... Recently some have done this in a Learning Management System (LMS) - which has really been more of Teaching Management System for most.
'Manage MyInstitution' could be seen as the institutions need to manage facilities, services, staff and students... (Or it might be taking the 'My' trend too far...)Are there other key roles that should be included here that will inform the provision of ICT services?
The next map shows some of the ICT services that might support learners, teachers and the institution. A brief description of each follows...
Learning Management Systems: This is the standard LMS functionality which is mostly about teacher structures and controls to support learning, teaching and assessment.
Information Management Systems: This is largely about managing and communicating institutional information and resources. Systems such as MOSS have evolved to integrate greater functionality however this requires authenticated access to a closed system.
Learning Environments: These include spaces and structures such as virtual worlds, simulations, serious games, augmented reality... Some of these can integrate resources and functionality from other management systems - eg Sloodle.
Virtual Learning Commons: This is the online component of the 'Learning Commons' that includes additional services to learning resource access such as learning support, client services and exhibition spaces.
Shared Services Management Systems: Finance, Facilities, Human Resources and much more.
Learning and Business Applications & Web Services: Office, specialist and learning tool software and web services. Includes application deployment.
Research & Project Management Systems: This has been somewhat ad-hoc in the past and could evolve to support collaborative innovation and research within and beyond the institution.
Course Management Systems: This could evolve beyond the management of in-house courses to the provision of access to Open Courseware.
What other key ICT services are required to support FACS learning?
Still missing from this mapping exercise are the range of services - including some of the management services above - that exist beyond the institution.
The full map can be seen here.
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Thursday, March 12, 2009
Still Smiling :-)
I've been asked how I feel about the new changes associated with the Polytechnic.I realise I'm now feeling very positive. I think it's something that has crept up on me.
"Why?" I'm asked.
Good question - possibly because:
- I recognise and appreciate the huge effort many are making to get things working in difficult circumstances.
- I do what I can and work around what I can’t.
- I seize opportunities in the confusion of change.
- I manage my own time and resources as much as I can.
- I document and dialogue my progress.
- I see 2009 as a bridge to somewhere else.
- I hear and tell new stories about what is and what will be.
- I see students and staff smiling.
Does that mean everything is rosy? Not at all.
But I've relaxed into the uncertainty... let go of what used to be (well mostly)... and built new relationships.
And people are starting to smile :-)
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Thursday, December 11, 2008
Flexible Learning - Asking the right questions...
What are the needs of learners in the new state-wide post-year 10 Tasmanian Polytechnic? Before jumping to possible answers - and just as quickly to tools and strategies - it might pay to take some time to ask more questions...
As Jamie McKenzie says: "The question IS the answer."
As Jamie McKenzie says: "The question IS the answer."
Who are the learners?
Students as learners - full-time, part-time, on campus, remote, Gen Y, Gen X, whole-person - with current competence and new goals
Staff as learners - teachers, support staff, mentors and leaders/managers - with expertise and new challenges
Organisation as learner - the Tasmania Polytechnic is a new institution - with much to learn and many relationships to build.
What kind of learning?
Adult Learning - in the Tasmanian Polytechnic students and staff are young-adult and adult learners - they require choice, personalised learning, self-directed learning and support for transformative learning.
Quality Education - applied learning, connected learning, supported learning and flexible learning - for students, staff and the organisation as a whole.
Futures Focus - new jobs, global challenges, creativity and innovation for the 21st century.
How will relationships be formed?
Building Identity - social and professional for students/staff/organisation - face-to-face and online.
Communities of Practice - work, inquiry, special interest - physical, augmented and virtual spaces.
Folios and Workspaces - individual, group, learning commons - for working and showcasing.
Finding Voice - active citizenship, advocacy and leadership for students/staff/organisation at local, national and global levels - through face-to-face, traditional and online media.
Where will learning happen?
Blended Learning - Informal, classroom, workplace, home, simulated, virtual, play, distance...
Learning, Teaching and Assessment - values, principles, journeys, desired outcomes...
Communication - information, consultation, collaboration, co-construction.
Evaluation - benchmarks, research (quantitative, action research, research partnerships...), publication/presentation/celebration.
What other questions should we be asking before we look at ways in which we might facilitate flexible learning in this new institution?
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Building Identity - social and professional for students/staff/organisation - face-to-face and online.
Communities of Practice - work, inquiry, special interest - physical, augmented and virtual spaces.
Folios and Workspaces - individual, group, learning commons - for working and showcasing.
Finding Voice - active citizenship, advocacy and leadership for students/staff/organisation at local, national and global levels - through face-to-face, traditional and online media.
Where will learning happen?
Blended Learning - Informal, classroom, workplace, home, simulated, virtual, play, distance...
Learning, Teaching and Assessment - values, principles, journeys, desired outcomes...
Communication - information, consultation, collaboration, co-construction.
Evaluation - benchmarks, research (quantitative, action research, research partnerships...), publication/presentation/celebration.
What other questions should we be asking before we look at ways in which we might facilitate flexible learning in this new institution?
.
Friday, December 5, 2008
Polly Waffle
The shape and size of the new Tasmanian Polytechnic emerged as a whole for the first time yesterday as we filled the Tailrace Convention Centre in Launceston.CEO Belinda McLennan and a bevvy of Directors introduced themselves and their vision for the new post secondary educational institution for Tasmania. Much was said but for me some of the points that stuck in my mind were:
Challenging existing paradigms and cultures
This is possibly the biggest challenge of any organisational change - the more things change the more they stay the same. We are involved in a significant systemic change and while we may solve the logistical challenges unless we question our worldviews, assumptions and values little will change for students. While many are frustrated with the present lack of clarity in the roles, structures and processes of the emerging Polytechnic I see this as a positive sign that the nature of systemic change is well understood by those currently leading it.
Consultation - Collaboration - Co-construction
Several Directors spoke of entering a new phase of change now - one where the processes are more collaborative than consultative for most staff. As this happens more people are likely to begin to explore the possibilities and hopefully co-construct new ways to meet the educational needs of students and the community.
Applied, Supported, Connected and Flexible - Learning, Teaching and Assessment
It was good to hear new educational metaphors as Belinda and other Directors speak of connected learning and learning ecologies. This language and its underpinning 20th/21st century worldviews are essential if we are to move from an educational system founded on 16th-19th century materialism and reductionism.
Belinda also asked that we adopt a futures perspective and consider for example the jobs that are yet to be invented - or indeed have just been invented - that lead us forward into healthy, creative and sustainable lives at a time with many global challenges. I think this futures perspective deserves further exploration: How can we help students develop skills in problem prevention and problem posing as well as problem solving? How can we ensure social foresight informs our thinking and actions?
Adult Learners and Adult Learning
Ron Nash reminded us that we are dealing with adult or near-adult learners and that we now know much more about how adults learn and the flexibility and support that they require. We also need to address transformative learning which is a key element of adult learning that is being addressed in many leading tertiary educational institutions.
ICTs and Learning, Teaching and Assessment
Belinda noted the need for Web 2.0 and LMS technologies to enable and support learners and teachers in the new institution - something that resonated with me since it has been an important aspect of my work over the last few years. Of course I would add Web 3.0 - not that everyone needs a 'second life' but it has become clear that there are significant learning and employment opportunities in virtual worlds and serious games that are just starting to being realised.
Someone with a sense of humour convinced the organisers to give out Polly Waffles as we left - a treat and a challenge!.
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