Tag Archives: Professional Learning Networks

‘Leading a Digital Learning Strategy’ – [A @teamscel Framework for Education Leadership Resource] #NDLW17⤴

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SCEL Framework

In recent months I have started to get more involved with The Scottish College of Educational Leadership including being accepted on their Fellowship Programme (which I have been very much enjoying and will get around to writing about eventually!). 

SCEL supports teachers' and early years' practitioners professional learning in leadership. It was established in April 2014 following recommendations in Teaching Scotland’s Future (or the Donaldson Report) and is an organisation committed to ensuring the best possible leadership at all levels across Scotland's schools.

As part of its many activities they have developed a Framework for Education Leadership. The Framework for Education Leadership is an on-line learning resource that supports professional learning in leadership for teachers at all stages of their career. The framework is centred on a research based model which consists of four key processes to support the professional growth of teachers: reflection on practice, experimental learning, social learning processes and cognitive development. 

There are six aspects of educational leadership which underpin all learning activities within the framework. These are leading change, collaboration, self-evaluation, learning and self and others. The framework links to the professional standards of the GTCS and the SSSC.

As part of my wider work, Jay Helbert and I have worked to develop a Framework Activity titled 'Leading a Digital Learning Strategy'.

Within the learning activity practitioners have the opportunity to:

  • reflect upon national educational priorities and the school’s current position in relation to digital learning and technology
  • develop your own skills and understanding of digital learning and what this means for employability and the future
  • consider the different ways that you can learn from others and develop others in all aspects of digital learning
  • evaluate the impact of digital learning within the context of school transformation

The learning activity is split into eight simple steps, which are:

  • Refresh your knowledge on the current national priorities related to digital learning in Scottish schools
  • Identifying learning purpose
  • Evaluating choices & deciding upon resource
  • Develop an implementation plan which includes evaluation of impact on learning
  • Developing leadership of staff through digital learning
  • Developing leadership of self and colleagues
  • Evaluating impact on learning & decide next steps
  • Consider the impact of this activity upon your professional practice

We launched the new resource as part of Scotland's National Digital Learning Week in Scotland (#NDLW17) on Friday and hopefully the Scottish Education Community will find it useful?

More details about the Framework and the many other learning activities within it here: https://www.scelframework.com 

‘Leading a Digital Learning Strategy’ – [A @teamscel Framework for Education Leadership Resource] #NDLW17⤴

from

SCEL Framework

In recent months I have started to get more involved with The Scottish College of Educational Leadership including being accepted on their Fellowship Programme (which I have been very much enjoying and will get around to writing about eventually!). 

SCEL supports teachers' and early years' practitioners professional learning in leadership. It was established in April 2014 following recommendations in Teaching Scotland’s Future (or the Donaldson Report) and is an organisation committed to ensuring the best possible leadership at all levels across Scotland's schools.

As part of its many activities they have developed a Framework for Education Leadership. The Framework for Education Leadership is an on-line learning resource that supports professional learning in leadership for teachers at all stages of their career. The framework is centred on a research based model which consists of four key processes to support the professional growth of teachers: reflection on practice, experimental learning, social learning processes and cognitive development. 

There are six aspects of educational leadership which underpin all learning activities within the framework. These are leading change, collaboration, self-evaluation, learning and self and others. The framework links to the professional standards of the GTCS and the SSSC.

As part of my wider work, Jay Helbert and I have worked to develop a Framework Activity titled 'Leading a Digital Learning Strategy'.

Within the learning activity practitioners have the opportunity to:

  • reflect upon national educational priorities and the school’s current position in relation to digital learning and technology
  • develop your own skills and understanding of digital learning and what this means for employability and the future
  • consider the different ways that you can learn from others and develop others in all aspects of digital learning
  • evaluate the impact of digital learning within the context of school transformation

The learning activity is split into eight simple steps, which are:

  • Refresh your knowledge on the current national priorities related to digital learning in Scottish schools
  • Identifying learning purpose
  • Evaluating choices & deciding upon resource
  • Develop an implementation plan which includes evaluation of impact on learning
  • Developing leadership of staff through digital learning
  • Developing leadership of self and colleagues
  • Evaluating impact on learning & decide next steps
  • Consider the impact of this activity upon your professional practice

We launched the new resource as part of Scotland's National Digital Learning Week in Scotland (#NDLW17) on Friday and hopefully the Scottish Education Community will find it useful?

More details about the Framework and the many other learning activities within it here: https://www.scelframework.com 

‘Leading a Digital Learning Strategy’ – [A @teamscel Framework for Education Leadership Resource] #NDLW17⤴

from

SCEL Framework

In recent months I have started to get more involved with The Scottish College of Educational Leadership including being accepted on their Fellowship Programme (which I have been very much enjoying and will get around to writing about eventually!). 

SCEL supports teachers' and early years' practitioners professional learning in leadership. It was established in April 2014 following recommendations in Teaching Scotland’s Future (or the Donaldson Report) and is an organisation committed to ensuring the best possible leadership at all levels across Scotland's schools.

As part of its many activities they have developed a Framework for Education Leadership. The Framework for Education Leadership is an on-line learning resource that supports professional learning in leadership for teachers at all stages of their career. The framework is centred on a research based model which consists of four key processes to support the professional growth of teachers: reflection on practice, experimental learning, social learning processes and cognitive development. 

There are six aspects of educational leadership which underpin all learning activities within the framework. These are leading change, collaboration, self-evaluation, learning and self and others. The framework links to the professional standards of the GTCS and the SSSC.

As part of my wider work, Jay Helbert and I have worked to develop a Framework Activity titled 'Leading a Digital Learning Strategy'.

Within the learning activity practitioners have the opportunity to:

  • reflect upon national educational priorities and the school’s current position in relation to digital learning and technology
  • develop your own skills and understanding of digital learning and what this means for employability and the future
  • consider the different ways that you can learn from others and develop others in all aspects of digital learning
  • evaluate the impact of digital learning within the context of school transformation

The learning activity is split into eight simple steps, which are:

  • Refresh your knowledge on the current national priorities related to digital learning in Scottish schools
  • Identifying learning purpose
  • Evaluating choices & deciding upon resource
  • Develop an implementation plan which includes evaluation of impact on learning
  • Developing leadership of staff through digital learning
  • Developing leadership of self and colleagues
  • Evaluating impact on learning & decide next steps
  • Consider the impact of this activity upon your professional practice

We launched the new resource as part of Scotland's National Digital Learning Week in Scotland (#NDLW17) on Friday and hopefully the Scottish Education Community will find it useful?

More details about the Framework and the many other learning activities within it here: https://www.scelframework.com 

‘You know you are a Global Educator when you…’ [a book by @julielindsay] #intelvisionaries⤴

from

Julie opening slide

I’ve known Julie Lindsay online (mainly through Twitter) for what seems like a very long time. I particularly remember some of her early work around the Flat Classroom Project that she co-founded with Vicki Davis (AKA: @coolcatteacher) back in 2006. We also share a joint early influencer in the form of David Warlick (@dwarlick) who was one of the first people to inspire me to think differently about how we use technology in schools back in 2005.

Julie is a passionate educator with a particular interest and specialisation in global education. This specialism is not surprising considering she is Australian but worked across Asia, Africa and the Middle East in a variety of international schools and universities. As well as working physically in these places Julie also has extensive experience of connecting and collaborating with hundreds of educators online.

The Global EducatorJulie was at ISTE 2016 to launch her new book, “The Global Educator”. I read the first few chapters of her book when she gave me a signed copy in Colorado last summer and I finished it off over the recent Christmas break (which now seems like a long time ago!).

Not a lot of new stuff for me personally but I can see what a useful guide this might be for someone just starting out.

Julie proposes six things that might help educators know if they were global educators or not. The six things aren't meant to be exhaustive and are really just really a guide or a self-evaluation tool.

Julie says, you know you are a Global Educator when you…

  • Connect and share – eg: has an understanding of ‘connectivism’ and networked learning, builds a personal learning network, establishes a strong global brand, contributes oneline globally daily as part of established workflow, etc.
  • ‘Flatten’ the learning – eg: learns about the world with the world, is able to sustain connections and collaborations. Understands that learning in a digital world means working with others at a distance and online, etc.
  • Encorage and model global citizenship – eg: fosters global competency through global context, has empathy learning with other cultures, adopts and encourages multiple perspectives, etc.
  • Collaborate anywhere, anytime – eg: collaborates with anyone, anywhere, anytime, in anyway possible, is adept at teacher sourcing, builds on-line global communities, etc.
  • Use online technology – eg: is able to use both synchronous and asynchronous online technologies to bring learners together, knows how to use the web to publish global experiences, is digitally fluent across devices and software, etc.
  • Design futuristic learning environments to connect with the world – eg: is able to design learning in order to develop students global competencies, in conversant with design thinking, understands the importance of collaboration as a global learning objective, etc.

In her book Julie builds on these six principles and goes into more depth about what they mean as well as providing some nice little real life examples. I personally found the list quite re-assuring but it certainly got me reflecting and thinking about how many of my staff would actually be able to tick of some (or all) of these things as regular practice.

Another part of Julie’s work that I liked was her thoughts on an Online Global Collaboration Taxonomy. Show in the picture below:

Global Collaboration Taxonomy

Overall, lots to think about and a guide that I am sure I will dip in and out of from time to time.

‘You know you are a Global Educator when you…’ [a book by @julielindsay] #intelvisionaries⤴

from

Julie opening slide

I’ve known Julie Lindsay online (mainly through Twitter) for what seems like a very long time. I particularly remember some of her early work around the Flat Classroom Project that she co-founded with Vicki Davis (AKA: @coolcatteacher) back in 2006. We also share a joint early influencer in the form of David Warlick (@dwarlick) who was one of the first people to inspire me to think differently about how we use technology in schools back in 2005.

Julie is a passionate educator with a particular interest and specialisation in global education. This specialism is not surprising considering she is Australian but worked across Asia, Africa and the Middle East in a variety of international schools and universities. As well as working physically in these places Julie also has extensive experience of connecting and collaborating with hundreds of educators online.

The Global EducatorJulie was at ISTE 2016 to launch her new book, “The Global Educator”. I read the first few chapters of her book when she gave me a signed copy in Colorado last summer and I finished it off over the recent Christmas break (which now seems like a long time ago!).

Not a lot of new stuff for me personally but I can see what a useful guide this might be for someone just starting out.

Julie proposes six things that might help educators know if they were global educators or not. The six things aren't meant to be exhaustive and are really just really a guide or a self-evaluation tool.

Julie says, you know you are a Global Educator when you…

  • Connect and share – eg: has an understanding of ‘connectivism’ and networked learning, builds a personal learning network, establishes a strong global brand, contributes oneline globally daily as part of established workflow, etc.
  • ‘Flatten’ the learning – eg: learns about the world with the world, is able to sustain connections and collaborations. Understands that learning in a digital world means working with others at a distance and online, etc.
  • Encorage and model global citizenship – eg: fosters global competency through global context, has empathy learning with other cultures, adopts and encourages multiple perspectives, etc.
  • Collaborate anywhere, anytime – eg: collaborates with anyone, anywhere, anytime, in anyway possible, is adept at teacher sourcing, builds on-line global communities, etc.
  • Use online technology – eg: is able to use both synchronous and asynchronous online technologies to bring learners together, knows how to use the web to publish global experiences, is digitally fluent across devices and software, etc.
  • Design futuristic learning environments to connect with the world – eg: is able to design learning in order to develop students global competencies, in conversant with design thinking, understands the importance of collaboration as a global learning objective, etc.

In her book Julie builds on these six principles and goes into more depth about what they mean as well as providing some nice little real life examples. I personally found the list quite re-assuring but it certainly got me reflecting and thinking about how many of my staff would actually be able to tick of some (or all) of these things as regular practice.

Another part of Julie’s work that I liked was her thoughts on an Online Global Collaboration Taxonomy. Show in the picture below:

Global Collaboration Taxonomy

Overall, lots to think about and a guide that I am sure I will dip in and out of from time to time.

Keynote at “III Simposio Internacional sobre Mobile Learning” – Savilla, Spain (@simposioml #simposioml)⤴

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Mobile Learning Spain

A few weekends ago I found myself keynoting "III Simposio Internacional sobre Mobile Learning" in Savilla, Spain. I don't do many of these things anymore so it was great to dig out some old slides and mix them with a few new ideas.

I said that I would share the slidedeck with the audience and you can view it here. 

Some great conversations over the 24 hours that I was in town. Was particularly impressed with Touchcast and I also enjoyed learning about some of the opportunities and challenges of the Spanish Education System. Savilla was a really nice city to explore as well and I look forward to getting back to visit at some point.

Ollie in Spain

 

Keynote at “III Simposio Internacional sobre Mobile Learning” – Savilla, Spain (@simposioml #simposioml)⤴

from

Mobile Learning Spain

A few weekends ago I found myself keynoting "III Simposio Internacional sobre Mobile Learning" in Savilla, Spain. I don't do many of these things anymore so it was great to dig out some old slides and mix them with a few new ideas.

I said that I would share the slidedeck with the audience and you can view it here. 

Some great conversations over the 24 hours that I was in town. Was particularly impressed with Touchcast and I also enjoyed learning about some of the opportunities and challenges of the Spanish Education System. Savilla was a really nice city to explore as well and I look forward to getting back to visit at some point.

Ollie in Spain

 

What Works Best in Education: the Politics of Collaborative Expertise – [Prof. John Hattie Research]⤴

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John Hattie 2015

In his new June 2015 report (‘What Works Best in Education: the Politics of Collaborative Expertise’) Professor John Hattie asks ‘How do we increase the expertise of all teachers?’

IRIS Connect have dissected the paper on their blog and quite nicely condensed eight of the key tasks that Hattie believes need to be established in order to achieve conditions to nurture the collaborative expertise of teachers within a school.

The eight key ideas are:

1. Shift the narrative to collaborative expertise and student progression.

Hattie says, “re-framing the conversation away from its current focus on standards and achievement and towards progress is the first step. As well as recognising that everyone, from teachers and school leaders to parents and policy makers, should be working together towards ensuring every child receives at least one year’s worth of progress for one year’s input”.

 

2. Agree on what a year’s progress looks like across all subjects, schools and system levels.

Hattie says, “What a year’s progress looks like needs to be debated and agreed upon among educators. This will reduce variability in teachers’ understanding of challenge and progression for students and truly accelerate progress.”

 

3. Expect a year’s worth of progress by raising expectations that all students can achieve.

Hattie says, “Research proves that one of the greatest influences on learning is the expectations of students and teachers. When teachers have high expectations of their students, those students tend to be very successful in achieving their goals.”

 

4. Develop new assessment and evaluation tools to provide feedback to teachers.

Hattie says, “We need to find improved ways of helping students and teachers to better teaching and learning through assessment. Evaluation tools shouldn’t measure learning, they should help to shape it.”

 

5. Know the impact by making sure that all teachers take responsibility for the impact of everyone in the school on the progress of students.

Hattie says, “Schools need to become evaluators of impact and experts at interpreting the effects of teachers and teaching on all students.

Schools should create environments that enable excellent teaching and strong communication with a focus on making an impact,  where teachers identify what success looks like and the magnitude of the impact before they start teaching.”

 

6. Ensure teachers have expertise in diagnosis, interventions and evaluation through teachers working together as evaluators though self-evaluation of their impact on their students.

Hattie says, “Teachers need to be experts at diagnosis, interventions and evaluation. They need to understand what each student already knows and where they need to go next, as well as what interventions to use to get them there and then how to evaluate the impact they have made.”

 

7. Stop ignoring what we know and scale up success by using the wealth of knowledge that exists in teacher communities

Hattie says, “We have an enormous wealth of knowledge already about how to address certain challenges that students face. Teachers should be encouraged to share and use the existing expertise that has been proven to work.”

 

8. Link autonomy to a year’s progress by studying teachers who are achieving a year of student progress and supporting teachers who aren’t 

 

You can download the full report here and it makes interesting reading when you put it in the context of Scottish Education. I wonder how many teacher actually know what one year (or stage) of progress looks like within the context of the curriculum both in the BGE and Senior Phase?