Hope the academic year is finishing nicely for you all – I wanted to let you know about the Hour of Code lessons for Minecraft:EE:

https://samuelmcneill.com/2019/12/02/hour-of-code-with-minecraft-education-edition/

This is a great way to engage students at the end of the year (who no doubt already have an eye on the summer break) in an activity that is both topical (environmental protection) and educational – training a bot with AI.

I’ve just completed it and enjoyed the fundamentals and see the scope to use it more extensively to dive deeper. 

The great thing as well is that it does not require a username/password to log in so even schools that do not have O365 credentials can give it a try. (I know that for many primary schools that are particularly interested in Minecraft:EE in the classroom they often don't have O365 usernames so this lesson is an easy way to try it out).

Minecraft:EE runs on iPads, Apple Macs and Windows 10 devices.

Any questions, let me know and enjoy the summer break ahead,

Cheers,

Sam,

Inspiring conversation starter for a technology driven project perhaps?

Connected Educator NZ has shared a Google doc for Dominic's keynote and you're invited to add your own notes in the table or add your comments below. We'd love to hear from you. For more perspectives on this moving introduction to uLearn19, follow the uLearn19 tweets in Twitter and edSpace.

Please note: If the view below is too difficult to navigate, go straight to the Google doc itself. Please note: To view this doc below in it's entirety, click on the 100% (in the document itself) and scroll down to Fit.

Image source: Derek Wenmoth Twitter

We saw just over 2000 Devices… and boy do we like our Apple Devices.  With iPads and iPhones accounting for 40% of the devices on our network. So far we have used 2.2TB of data – that’s enough to have a Netflix binge continuously for 2 months.

Every year the uLearn network operations team monitor the network to ensure you have the best Wi-Fi experience. We started last Sunday creating connections between all of the locations and have been working hard to ensure you have a great Wi-Fi experience. Ruckus

Check out the rest of your activity online @ uLearn19. Keep it up uLearners! We've certainly been trending on Twitter!

See Keynote: Shay Wright - Building actively engaged citizens - global thinkers, local shakers for more.

Connected Educator NZ has shared a Google doc for Shay's keynote and you're invited to add your own notes in the table or add your comments below. We'd love to hear from you. For more perspectives on this moving introduction to uLearn19, follow the uLearn19 tweets in Twitter and edSpace.

Please note: If the view below is too difficult to navigate, go straight to the Google doc itself. Please note: To view this doc below in it's entirety, click on the 100% (in the document itself) and scroll down to Fit.

A vigorous, rich, localised curriculum in a secondary context? We can't wait to find out more. Check out the team @ Our People, Ormiston Junior College and don't miss out of this innovative panel session at uLearn19. Tell us what are you're hoping to hear more about from this team in the discussion box below.

Some of our students like to doodle, some to 'tutu', and explore the challenges of world like Māui, so how can we support our tamariki to harness and strengthen their creative abilities? Do you have students in your class like Janelle is talking about? Are you hoping to find some innovative ways to motivate them to be more creative? Tell us what are you're hoping to hear more about in the discussion box below.

We've heard of the A.I, big data and the numbers and data that surrounds us everyday, so how can we use that data and our own human stories to inform ourselves and help make better decisions about our lives? Lillian Grace (Founder of Figure.NZ) will share her knowledge on what has changed with digital technology and what is now possible. If this interests you too don't miss Lillian Grace talking at uLearn19. Any questions for Lilian, please feel free to add these below?

Looking for innovative ways to put your students at the centre of learning in a secondary school context? Then join this panel with Maurie Abraham, Principal of Hobsonville Point Secondary School, Daniel Birch, Principal of Hobsonville Point Primary School, Nicola Ngāwera Principal of Spotswood College and Paula Wine, Deputy Principal of Rototuna Junior High School as they discuss ways to 'disrupt school' in a secondary context, because the existing secondary school model is now irrelevant. Want to know more? Feel free to dive in below and ask Maurie, Daniel, Nicola and Paula some questions before you see them at uLearn19.

What’s it about?

If you were ever a Boy Scout, Brownie or Girl Guide you’ll no doubt remember the joy of accumulating badges for adventures completed and skills achieved - recognisable to all. The same thing applies if you’ve ever played video games and collected digital rewards and badges for skills or levels achieved. Now we see how open badges are providing a digital record of professional learning for educators as well as students.

Micro-credentials is one of the hot rising trends in education, that takes the idea that learners can engage in smaller ‘chunks’ of learning to demonstrate a specific skill, knowledge, competency or achievement; and attain badges certifying micro-credentials (with supporting evidence and criteria), which then becomes part of a digital portfolio. The very definition of 'micro' being smaller than the traditional unit of assessment.

Micro-credentials are, at their core, certifications offered for taking courses and developing skills in specific areas. Variously called badges, nano-credentials or nano-degrees, these credentials promise recognition for workforce upskilling and reskilling. CORE Education Ten Trends 2019: Micro-credentialing and Ten Trends 2019, PDF (P30).

Micro-credentials are a valuable way to motivate and personalise learning for both learners and teachers, while capturing this in a credible and reliable way. This becomes motivating because: 

• micro-credentials are directly aligned with an area of interest of the learner and, 
• they provide immediate recognition for that chunk of learning, rather than having to wait until it is recognised within the larger body of learning at assessment time.    

What’s driving the change?

Micro-credentialing is a nod towards a learner-centric/learner agency approach in education, moving away from large ‘packages’ of learning and qualifications to recognising a variety of skills, knowledge and competencies across different learning areas.

It is influenced by the following factors:

• As part of an individual learning plan, learners seek recognition for ‘bits’ of learning within the context of larger learning experiences
• It is linked to a portfolio or backpack of badges that can be shared digitally 
• Aggregation of micro-credentials can be transferred between organisations
• Data behind the badge provides credibility and authenticity 
• Open Badges provide a common system for issuing, collecting, and displaying digital badges across various sources

Shifts in thinking towards gamification in education, also link to the learning theories about autonomous, self determination by effectively using external motivators (rewards, recognition) to drive intrinsic motivation.

What examples can we see?

Global trends show micro-credentials are becoming more widely used across tertiary, business, and other education providers, such as courses being offered through Coursera and Udacity. For more examples, see CORE Education Ten Trends 2019, Micro-credentialing and Ten Trends 2019, PDF P32. NZQA has recently launched a system in the tertiary sector where bite-sized credits, smaller than qualifications and with a focus on skill development opportunities, can be achieved over a range of subjects (NZQA Micro-credentials system launched).

In this video from Ormiston Junior College, kiako and ākonga talk about the value of digital badging that takes a nod to gamification, while linking closely to best practice in learning. Their curriculum has been organised and defined as a series of 'micro-credentials' enabling learners to become fully engaged in the learning task, while considering how the artefacts and experiences they have documented may be used as evidence  to ‘pitch’ for digital badges. This has resulted in students gaining day-to-day skills to enable them to be successful within and beyond school.

Do any of the messages in the Ormiston Junior College example speak to you in your context? Are there ways you could experiment with digital badging recognising ‘bits’ of formal and informal learning in your localised context? What could be barriers and/or enablers to these ideas? 

 

Can you see micro-credentialing and digital badging working for your teacher/kaiako registration, appraisal and e-portfolios? We’d love to hear your ideas. Simple join the CORE Ten Trends group to contribute your ideas below.

More resources see see CORE Education Ten Trends 2019, Micro-credentialing and Ten Trends 2019, PDF P33.

Gamification and badging

Image source: Flickr DocChewbacca Attribution-ShareAlike 2.0 Generic (CC BY-SA 2.0)  

24 DAYS TO GO... want to know more before you arrive in Rotorua 9-11 October? Check out: 

• uLearn website
• ULearnnz on twitter
• Connected Educator
• Visit Rotorua NZ

See you there!

"We've always done DDDO in our classrooms"

How would you respond to this, in light of new understandings about Designing and developing digital outcomes – Students will learn how to design quality, fit-for-purpose digital solutions as an integral part of the Technology learning area in the NZC? Is it the same or different?

Image source: hobvias sudoneighm, Ponder, Flickr, Attribution 2.0 Generic (CC BY 2.0)

1. Is this a matter of introducing/integrating Computational Thinking and Designing and Developing Digital Outcomes within curriculum learning areas (as well as subjects at Secondary level)?
2. Is this up to individual teachers and/or syndicates to sort out?
3. Do you have a delivery plan school-wide?
4. Is this taught as part of the Technology Learning area?
5. Are you collating lesson examples and creating a resource (ie: Progress Outcomes exemplars) and staggering this throughout the school for different year levels?
6. Is this part of a problem-based and/or inquiry-based learning model/framework in your school?
7. Is this implemented as part of rich, responsive integrated (localised) curriculum design?
8. Early days, haven't thought this through yet

Which number are you (from the statements above) and would you be able to share a few details about where you and your school are at with this thinking/trialing/implementing so far? All responses greatly appreciated. Just join edSpace and the Digital Technologies| Hangarau Matihiko Curriculum group to contribute.

I've just joined the edSpace this week. I'm currently living in Africa and teaching in an International school whilst completing my Masters Degree. I am seeking some ideas from you all regarding the apps you use in the classroom - my Reflective Journal I am writing is about the Effective Use of Digital Technologies in the Primary Classroom and I 'd like to include some suggestions for teachers in their 'app' choice with some reasons why. I will include a table in this post and if you wouldn't mind entering your favourite apps and why. If 'student voice' could be included too I'd much appreciate it. If you agree with an app choice please add onto table and state your reason if different - it might mean inserting another row - I hope this works lets see how it goes.

I look forward to hearing from you.

Lisa

What’s this Trend all about?

As a nation, sadly we see rising statistics around; high rates of mental distress, substance abuse, suicide, anxiety for children and young people, as well as workplace bullying. Some of the research is alarming and can no longer be ignored. The government is well aware of ongoing social and economic issues, and has recently released a wellbeing budget strategy to address the wellbeing of those most at risk. 

So what does wellbeing mean in an educational context?                                

Wellbeing is a concern for both learners, teachers and any adult that works with our young people in schools. While it’s recognised that student / ākonga wellbeing is linked to learning, and is vital for their success; it is also important to take the time to focus on the wellbeing of teachers as well. The success of our schools is intrinsically linked to the engagement, performance and wellbeing of the staff. As a result, there is a stronger move by increasing numbers of schools and clusters to explore what wellbeing means for their staff and students practically day-to-day (Ten Trends 2019, P56).

As a result, there is a stronger move by increasing numbers of schools and clusters to explore what wellbeing means for their staff and students practically day-to-day.  (Ten Trends 2019, P56)

What’s driving the change?

In additional to the growing influence of technology, several factors are driving this change including:        

• Exponential change: We are living in a complex age of uncertainty, volatility and change.
• Workload issues: Stress, and work-related mental health issues increasingly threatening human functioning.
• Destigmatising of mental health: Our national wellbeing is dependent on open and honest discussions around addressing mental health issues.
• Productivity: Strategies to address wellbeing in the workplace see employers introducing incentives to help increase productivity
• Resource inequality: Growing inequities of health and income have far reaching implications across the whole of society
• Environmental action: Educating our young people about sustainable practices for healthy living is increasingly important

​What examples can we see? A facilitated approach by Ara Simmons, Facilitator CORE Education

Snapshot A) Primary school, Auckland. After seeing some staff ‘struggle’ in his school, the principal has been focused on improving the wellbeing of all teachers. At the beginning of the year, teachers were introduced to the science of wellbeing. Since then, a wellbeing team has been established where key staff are now being coached to support others in the school. Term Two, staff attended a resiliency workshop where the focus was on strategies to employ when things got challenging. Each term, staff have been encouraged to audit their own wellbeing and choose support from a range of strategies, which include; identifying strengths in each other, gratitude and savouring the moment. The principal and wellbeing team continues to collect information from the staff around planning, assessment etc which inform the next wellbeing staff meeting in Term Three. The principal and wellbeing team continues to collect information from the staff around planning, assessment etc which inform the next wellbeing staff meeting in Term Three.

Snapshot B) Mataura Primary school, Gore. Factors influencing this school include; the removal of National Standards, living in a complex world, how we engage in social media and local employment challenges. The school is also mindful of the state of national wellbeing (suicide rates) and want to adopt positive psychology strategies to address wellbeing, rather than leaving it to someone else to pick up the pieces. The lead teacher Shona Willis has created a google site digital resource that contains wellbeing ideas and activities for both for staff and students. The school is currently being supported with a strategic plan for wellbeing and the staff are developing shared understandings around wellbeing to help design wellbeing initiatives for students. Term Three’s initiative will be a focus on kindness.

Snapshot C) Secondary school, Auckland. Seeing high levels of students with anxiety, this school has established a wellbeing team (DP, school counsellor and HOD Health) and are in-turn being supported to develop a whole-school wellbeing strategic plan; this involves actions of support for both staff and students. Initiatives for student wellbeing include; celebrating activities that students are actively involved in and ‘accentuating’ those further.

Also see an example of wellbeing initiatives in action at Christchurch Girls High, from Grow Waitaha, Collaborative inquiry in a secondary school: Part 1

Liz McDowell, Assistant Head of Social Sciences and eLearning coordinator describes a collaborative teaching as inquiry in a secondary school; to support student wellbeing and agency

You have two minutes on a virtual soapbox. What speaks to you most about wellbeing? Where do you see the greatest impact on wellbeing for your students and/or teachers could come from? Simply join the CORE Ten Trends group to contribute below.

Make contact with Ara Simmons (Facilitator CORE Education).

Educator's wellbeing tookit

Find out more about the Educator's wellbeing tookit. Kei ngā ihu oneone o tēnā kura, o tēnā puna mātauranga, manatu mai rā ki tēnei kaupapa tautoko i te ora. Mauri mahi, mauri ora!

This discussion group is a place for you to ask Shay questions, and discuss your thoughts with others.

This video gives some context about Shay and his views on citizenship. 

We will consolidate all of your questions and pass them onto Shay in due course.

One of the reasons I'm reading through this was to look at the role of digital technology within play. There's a section within this PDF that looks at ICT as the focus of play, but I'm on the hunt for examples of how digital technology can support the play rather than being the focus. If anyone has thoughts, ideas or examples, I'd love to see them. If you're doing something, I'd really like to pop by in person if at all possible! Anyhow, the section on ICT in play is on page 17.

The whole doc is available here (https://www.education.govt.nz/assets/Documents/Early-Childhood/Play-ideas/Play-ideas-complete-collection.pdf). I especially like the 'How parents can support' section which could be useful for anyone exploring play with their community and hoping to get more involvement or understanding. 

Well worth exploring if you get the chance- let's keep the convo going. How might this doc be of use to someone starting out? Are better examples out there? 

Play on 

Techweek 20 - 24 May 2019 has fantastic workshops for teachers, students, parents, whānau and business right across the motu. Check out the events near you. Don’t miss out, some of it’s FREE!

Nicki

• These are my notes from my reading of this book by Vivienne Robinson (2017).

• I strongly recommend it to anyone involved in change leadership.

• In particular love the reframing from change to improvement.

Theories of Action (and the importance of understanding them to achieve change and improvement)

- The beliefs and values that explain observed actions

- Link between what you do and why you do it

- Understanding each person’s theory of action is critical - to explain what maintains existing practice and what might be involved in changing it.

- “The difficulty of change is proportional to the degree of tension between the series of action and current practice in the series of action required by the proposed new practice” Pg 17

Single and Double loop Learning (first v second order change)

Single loop learning (first order change)

- Beliefs and values are aligned

- Just a question of how to achieve the agreed aims

- Change is compatible with current beliefs and values

Double loop learning (second order change)

- Beliefs and values are not aligned

- When staff do not believe in the new theory of action. In this case just altering a programme/approaches to teaching and learning will not be effective or lead to sustained change

Leadership approaches second order change

- Bypass teachers’ theory of action (a common approach that is often ineffective)

Change becomes a process of leaders persuading staff of their theory of action. Leads to either...Compliance OR staff Adapt to leaders theory

- Engage teachers’ theory of action (effective/recommended approach)

“In the engagement approach, inquiry into the tacit theory that sustains and explains current practice produces a dialogue between two theories of action:  that of the leaders of the reform and that of the person's they are attempting to influence.” pg 27

- Reciprocal process

- Leaders theory must be open to revision

“A change strategy that bypasses the theories in current practice risks ignorance of the conditions that are critical to its success” pg 32

​

“Living a satisfying life requires more than simply meeting the demands of those in control. Yet in our offices and classrooms we have way too much compliance and way too little engagement. The former might get you through the day but the latter will get you through the night.” (Pink, 2009, pg 112)

Four phases of engagement

1. Agree on problem to be solved

- Why do we need to improve? what is wrong with what we are already doing? What exactly is the problem we are trying to solve

- Data can suggest what is problematic ( e.g. results and comparisons to similar schools)

- Describing what is seen to be problematic and the grounds on which that judgement is based… in a way that invites differing view

2. Inquire into the relevant theory of action

- Postpone evaluation…listen and acknowledge theory of action... ask

What was done or not done?

Why was that done or not done?

What happened as a result?

- People resist change when they sense it will conflict with what is important to them

- Reframe resistance as theory competition

3. Evaluate the relative merit of the current and alternative theories of action

- Make evaluation criteria explicit - working set of evaluation criteria from the outset

- Align with the problem definition

- Use multiple criteria

- Identify aspects of current practice that should be included (e.g. PAT or achievement data)

4. Implement and monitor a new, sufficiently shared theory of action

- Use inquiry approach

- Learn fast, fail fast, improve fast

- Can’t wait for annual achievement data - a year wasted

E.g. how are teachers going, are teachers positive? Are teachers using new theories of action?

One of the activities we thought of to introduce some thinking about who the people are who have helped shape New Zealand, and to generate thinking about what makes a good question was the game of '20 questions.'  You know, the one where you can ask questions to which the responder can only answer 'Yes' or 'No'. It is a great way of illustrating what a 'closed' question is and then exploring how much more information you can get or be prompted to look for if you ask an 'open' question. But I also wondered - because DT & HM is on my mind constantly! - if the closed questions actually make it a computational thinking activity? Each time you are asking a question you are seeking to narrow down the options to solve a problem; in this case, trying to find out who the famous person is I might ask;

Are they alive (or dead)?

Are they male (or female)?

Were they born before 1900 (or after 1900)?

Are they a sports person?

Are they an artist?

Are they married (or single)? 

etc...

This might be another way to connect with those teachers who are non-techy, to allay their fears that we use computational thinking in all areas of life - not just in a digital context.

Thoughts? 
 

As educators we want our young people to find that balance, to have a sense of belonging (whanaungatanga) and wellbeing, to be part of safe, respectful, thriving, networked community online, that reflects us as Kiwis on a global stage. As global citizens, we could help positively shape spaces online - where diverse language, culture and heritage would shine. This won’t happen if we don’t actively teach what digital citizenship means to us, both in Aotearoa and a global context.

How do you promote good digital citizenship in your classroom? Do you want to know how to promote better and safer practices? What is one deliberate act of teaching you pledge to help promote good digital citizenship in your classroom?

Feel free to share your practice below and be inspired by others as we share, ways to promote digital citizenship in our classrooms.

Please note: You'll need to join the uLearn discussion group first to contribute.

Attribution-ShareAlike 2.0 Generic (CC BY-SA 2.0) Gerd Leonhard technology Key Memes 2017 Futurist Gerd Leonhard's Flickr and Image by Stefan Schweihofer from Pixabay.