Education - where are we going and why?

 Over the last few weeks there have been a number of articles and books that have come my way about education in general and where we are heading. It's something I have been in the midst of for a long time, looking at change and how the system is working, or not. I feel very strongly about this and every time a new article comes my way I read it and am sitting here going yes, yes, but how can we get others to do the same thing?

I think we would all agree that the current system of education does not fit everyone, there will never be a one size fits all, but the question is, when are we going to change what we are doing so we cater for more of our young people. I wrote a blog about this in 2018 - nothing seems to have changed in that time and I wonder when, or if, anything will. There seem to be a bunch of people keen to move forward, but then a group definitely keen to stay put, or even go backwards! One of the podcasts I listened to this week even comments on the way the NCEA changes that are currently in progress are actually taking us back a step. This podcast is a conversation with Bevan Holloway, the founder of SMATA, ex HOD of English at Wellington Girls College. This podcast talks about the concept of 'play' in a secondary school and the experiences that schools can offer that challenge what many would consider traditional secondary school. Well worth a listen. It reminded me of my blog around the Lifelong Kindergarten - play being an important part of learning at any age.

I think that the education system that has been around in the same format for a very long time has not kept up with what students or the current employment system needs. There is a great blog by Robin Sutton published this week about this very thing - I love the title:

Our educational purpose: compliant economic units, or creative human beings?

He says "There was a general view that education didn’t meet the needs of the group of young people who are most at risk." I believe we have known this for a while but not all schools are trying to do anything radical about it and when they do, they are often slammed for being too radical, or not focusing on the qualifications at the end.

Derek Wenmoth's Futuremakers blog Pedagogy of Compliance talks about our actual system of schooling and Frederick Taylor's pedagogy vs John Dewey. It gives a good background of how we got to where we are but also challenges us to move forward and make change, to take risks and to move forward. Derek is always writing about the future and what we could be doing and his Futuremakers site has more to read on this very topic. I look forward to his blogs -  I read them and say yes, yes, yes....

As the world is slowly moving on from Covid19 there have been many articles around changing the education system to better cater for needs of students. Many young people excelled by working from home - others wanted to be in a school environment. It brings up many questions about what we are wanting to achieve and how students learn. Time to revolutionize our education system is an article around schooling in Massachusetts but is relevant to us in New Zealand as well. It challenges educators to:

 "create the conditions necessary to meet students where they are, and move toward student-centered, whole-learner approaches that are trauma-informed and more responsive to individual students’ needs."

So, where to from here?

The system needs to change. This will not happen overnight, but we can make it happen, one small step at a time. Keep pushing those boundaries, keep challenging each other, keep sharing information and ideas so we can move forward.

Earthquakes and Pandemics

I've been thinking a lot lately about the differences and similarities between the earthquakes and this pandemic. There seem to be a lot of things that remind me of back in 2011 and I'm sure that many people that live in Christchurch can say the same. I thought I'd write a few of these down to try and make some sense of the madness.
I've split this into 3 sections to try and make some sense of it - things that were only earthquake related or pandemic related and then just some things I have though about that relate to both.

Earthquakes

For me, the earthquakes were a really difficult time. I  was in the centre of town when the first big one struck and the noise, visions and chaos still remain with me, even after counselling and support. It took a long time to feel comfortable and even now I still feel strong emotions when even a small one hits. Earthquakes are unusual as we have absolutely no control over anything to do with them. We can't stop one, we can't remove ourselves from them (apart from going somewhere that doesn't have them), and there is no warning. My balance was so bad I spent time at Burwood getting back to being able to walk around without holding onto things. I struggled to go back into many buildings and even now I find myself holding bannisters and not going to some places 'just in case'.
We were without electricity, water, and many portaloos adorned the streets for a long time.
There were many lessons the earthquakes taught us about sharing. Schools were site sharing, with my children going to school from 7am until lunchtime then another school starting on the same site at 1. Businesses shared sites, people stayed with us while houses were being fixed, we helped neighbours dig out the silt from liquifaction - it was a time of community - we helped others and they helped us. Many people are still struggling through claims for damage and there are areas that are still recovering. Buildings are still being torn down and rebuilt and this will continue for some time to come.
The earthquakes only really affected us in Christchurch. The rest of the country mainly didn't have the knowledge of what it was like - all very easy to say you poor things, but they didn't have the experience of what it really was like being her through all of those aftershocks and how much is took it's toll.

Pandemic

Covid-19 has shaken the whole world. In complete opposition to the earthquakes we have been forced into isolation and we are not gathering together to offer support. We are happy to be in our own little bubble and we are far more aware of our surroundings, hyper aware sometimes of who is near us and where we go. We have an app to trace our movements and we are monitoring who we see. We have control over where we go and who we see (although there were restrictions, we could still choose who was in our bubble).
Everyone is in the same boat. We all understand, we all 'get it'. We have changed our habits to cater for this lack of engagement with others and are doing more online shopping.
Schools have been changing to online learning and we are adapting to the new normal. In a short time we will be at Level 1 - almost back to where we were, and we have been very lucky in this country to not have had more deaths.

Thoughts

Maslow's Heirarchy of Needs - I think this is really relevant for both of these events. If you look at what we had and didn't have, it shows how difficult those earthquakes were. The safety and physiological sections were severely damaged in the quakes, whereas the pandemic has been more about the safety and belonging.

Businesses in both of these have suffered. I remember walking through the centre of Christchurch a few months after the big quake in February 2011 and seeing cafe tables with the food and drink still sitting on them. Some never to go back in before it was demolished. But they got back up and the container mall was invented - a great bit of kiwi ingenuity. Hopefully we will get back up and running soon. We need to make sure more local businesses are getting our support and those that can are helping to get the economy back up and on its feet.

Neither the earthquakes or the pandemic have been easy to live through but we do get there. Eventually things move forward and although sometimes it's hard, we do embrace the changes. There will always be change and you can guarantee something else will come along eventually to make us change again. I think this links in well to my previous blog - what kind of future can you imagine? What's next?

Boma: Chris Clay

One of the things I am loving about the Boma Education Fellows group is that we get amazing opportunities to have workshops with interesting presenters. I love learning and love having this opportunity, even though it would be nicer face to face!!
A few weeks ago we had a workshop with Chris Clay who is a futurist - you can read about him here.
He talked about how we create the future because of how we imagine it. We imagine a future but there are a lot of possible futures out there. If we look at our December self and wondered what May would look like we would not come up with this! You can read his latest blog on this subject - Transforming education but not as we know it.

These are my notes on our session with him.
We have an opportunity to rethink, reimagine and redefine education. Read this article - Cuomo partners with Bill Gates - why do school buildings still exist? Reimagining - understand limits

"What we know limits what we can imagine" 

Cynthia Barton-Rabe from her book "The Innovation Killer"

One hundred years ago we had fiction with dragons and werewolves but now we are more streamlined, not as fantastical, only a few are now really different.

Want education to be digital, personalised, student centered - are they open to other thinking? Student centered comes out a lot and is the greatest priority.
What is the purpose of education - is being planet centered more important than student centered?
Cognitive tools - what do we take for granted?

Decolonising our imagination:
We need to help people see not only what it could be but what is restraining them
Our visions are highly colonised - not in a European way necessarily but colonised.

Wouldn't say it's wrong but NZ's future in this is only one option of future, there could be other futures and different possibilities

Technology and Entrepreneurship are needed

Learning to code may ensure our future but this only covers a narrow range of visions for the future
We need to be more adaptable. Learn to thrive in different futures. How can we use this experience of Covid19 - what else might happen that we need to adapt to?

4 future archetypes - Dator
Education in 2035 - 4 stories - all trends grow but based on continual growth
Collapse - societal or economic - new beginning
Disciplined - some kind of control, external force or power - self disciplined
Transformation - completely changed, robots do everything

This is why we look at fiction - films, books often involve scenarios of future worlds. But "what would the world be like if this is the case" could be good or bad
Scenarios of possible futures
Group to draw up different types of scenarios - may be 4 archetypes
Not trying to engage in anything predictive. Idea is to put people's imaginations in a different place to enable people to think differently.
What would school be like if we were like "Ready Player One"?
Need to give us the opportunity to decolonise. We are so switched to the 'now' that we don't get into 'what could be'.

Don't just want digital and student centered - need a broader range
Younger people's awareness is open, they are noticing and absorbing not focussing on what they need to do.
Why don't we do that now? What can we do to stop that being a problem?
Whose future is this? - Stuart Candy - TedX
In a poetic future/There is a box/Related to work/

We were then put into groups to create something that exists in the future
The year is 2040 - only 20 years so still connectable to our current situation.
He gave us an example of a Steampunk future where you have to describe the world, describe the thing you are inventing and then bring the story back to the whole group. Some related to education, some didn't and we didn't have to make it good or bad, just possible. What kind of future would you see?
There is a card deck you can get to do this - The Thing From The Future - it gets you more agile and thinking about what would be possible.
We worked together in 4 groups and looked at some different scenarios. I found it really great to just go wild with ideas and what the future could possibly look like.
Working in scenarios can enable us to amplify what is happening today. For example a flexible timetable, how it works and the impact on families.
Using horizon scanning - looking around for signals of change then using scenarios to raise ability to notice emergence and new stuff
Social media, fake news - find examples of that and track these - which response are good and bad.
All of our scenarios were great, some weird, some more realistic. When we start to think about the future don't go in with the mindset of solving the problems of the present. As you solve a problem a new one appears if we are imagining things then it turns assumptions inside out.
Rigorous imagining - Riel Miller
Need to think in new ridiculous ways, don't just solve

Future of Learning Day 2 afternoon sessions

Notes from Day 2:

We were blessed with a performance from Daisy Lavea-Timo at the beginning of the afternoon. She was stunning as always. You can see her TED performance here.

JAMES HAYES - Changing the baby in the bath

Virtual medical coaching

Education today is designed by people who did well in the style of education that we are still using today

Used to be uni students straight from school. Now 25% are not

Advice about a career, become a hairdresser, it will be a long time before a robot can cut hair

Recognition needs to be given to all learning styles, if they can't write, don't assess that way

RPL - recognition of prior learning too hard to get

Education system gets our learners to a destination

Sunk costs

If you need to change the baby in the bath it won't work

Spent money, not doing it badly, do we need to change it?

Need to forget about sunk cost and we need to think in a new way

Let's start again.

It's difficult, like internet banking changing, don't know how to use this…

Change has to be done with great care

Very linear approach at the moment, same material, same order, same experience from start to finish

Why are credits measured in hours, why are degrees measured in year

Why are we measuring this in time?

Multiple choice questions used a lot for assessment, can usually spot the answer even without ability

Skillitics Health can login in any device

Because we can do something in it that we can't do in another paradigm then VR is useful

Depending on answers they go down different pathways.

Need to give them information on their progress and then they can fill in the gaps

Can do it on phone as well

Confidence on getting the right answers, 5% confident they have it right is better than 100% confident of a wrong answer

Big data platform

Send out assessment that is relevant and individualised. Problem it's same marks for easy task and hard task 

The next two sessions are breakout sessions 

Piripi Prendergast - Look to the Past to Embrace the Future

Are industry ready for the jump in Maori workers?

Makes sense for the future of NZ to have or Maori youth qualified

Year 11-12 lost 17% then 42% not entering yr 13

19% leaving school with no qualification

Tertiary numbers deceptive, many into low level courses

What are the solutions?

Engineering apprenticeships have great outcome, carpentry not good outcomes, only 50% complete them

Q: How might we reshape the awa to ensure maori success?

How might we block off some channels?

What new channels might we open?

Challenges transitioning to tertiary

From an early age they have it ingrained they are not good at things

Woman applied for job under two names , got the one with pakeha name, not the Māori

Mixed ability maths teaching, much better

Changing workers to represent Māori

30% of minority in a workplace normalises them

What can you personally do?

Link to Māori Futures site

RAY O'BRIEN - Microcredentials

Micro credentials as an 'and', not replacing qualifications

Problems:

Low transfer of pd learning into the workplace

Low level of people who can work and learn

Content driven not need driven

Closed system in an open world, several pathways

Lack of responsiveness

High up front costs

Edubits

Māori course, not knowledge, just assessment to show how you put it in the workplace

50-100hrs activity

Learning just enough when you want it

Like learning outcome

Naturally occurring evidence important

What's your edubit idea?

Small chunks

Not doing at a distance

Identify a gap in NZ quals

Reflections can contribute to the assessment

THE J TEAM: JOHN BALASH, JASON SWANSON & JESSICA TRYBUS - PANEL: REFLECTIONS ON THE CONFERENCE AND "WHERE NOW?"

What has changed in your thinking?

Reinforced youth at the centre of conversation

Proposition of collector future

Fascinated by digital humans

Refreshing to know we are not alone

What didn't we talk about that its critical for fol?

Include visions and youth perspective on the future, ask them

Where's the student in the room?

What's the role of industry?

Where is the money to push this forward?

Tip or idea to use tomorrow

The answer to how is yes

What type of problems do you want to solve, not what job do you want

Stay connected

What did you learn from NZ?

Just get it done

The people in this room

Equity and native populations

Different perspectives

Tuakana

Mental health

CBT using a bot online, journal, share more with a bot than with people

Fol, systems should prepare us but also create healthy young people and adults

What would you do if you could wave a magic wand?

Would create an entirely different education system

Finding the joy in learning, erase the gunk

How will AI affect free will?

Happening now

Use search engines to take you out of that system

Tech more available than 5yrs ago

Maker and the hacker - can re purpose

The change has to be created together

Ashoka changemakers best school for future proof

Passion to continue to learn

Share that learning is enjoyable. Celebrate the learning. Then be the mentor

Mentor is most important job

Sense of love and help

Pay forward

Cheryl and Hamish:

45-75 % of our work will change due to technology - what steps can we take to help adult learners change and adapt

Are you busy designing a future assuming it will be the same?

How do we help people in the journey - wellness

Future of Learning Day 2 morning sessions

Notes from Day 2 - morning sessions

Cheryl Doig and Hamish Duff - Day 2 Provocation

Learning City Christchurch - access, equity and innovation - Where learning is possible for anyone in our community
Facebook page

Dr Mahsa Mohaghegh - THE IMPACT OF ARTIFICIAL INTELLIGENCE ON EDUCATION

She# -group that addresses gap of women in tech

Uber doesn't own cars

Sensors, cameras, smart devices collect lots of data

1955 Artificial Intelligence name was coined

Bigger than fire and electricity

AI are far from perfect - It relies on use to improve them 

When you ask hard questions it improves them

A Moley robot cooking 2000 different meals

Google Home Assistant - children growing up with it normal

Will AI replace teachers? What impact will it have?

Squirrel AI learning - AI super teacher, can assess knowledge and can change and adopt as it goes,  in China

Anything requiring creativity stays in class room - conversational writing

Pronunciation done by AI

Facial recognition to see how they are feeling

Amy maths AI

Sim coach

Soul machine - digital teacher -Will - renewable energy

Will AI replace teachers?

Good teachers don't just impart knowledge, they provide wisdom, inspire, imperfect -is human. Teachers have empathy

Al can do admin, grading, assessment

Use AI as a digitised system

Al predicted to increase by 47.5% from 2017 to 2021

Al would free up teachers to focus on students and provide understanding

Ethics - be careful about data collection

Marshall Brain - book Manna - read chapter 1 here

Seeds podcast on Mahsa - Episode 132

Jessica Trybus - COOL TECHNOLOGY, SOLVING REAL PROBLEMS AND 21ST CENTURY SKILLS

Sim coach-games

Pittsburgh. 25 Universities 2 known for healthcare as well

Use tech to change behaviour

Play for adults and youth

Design thinking -game design

EntertainmentTechnology Centre ETC - projects

providing strength in some skills - they could be resilient

Goals, rules, roles in games as well

Effective tool for communication

How do we apply game design to solve problems

Brain training game

Cashier safety

Core standard around pathways as well as math and reading

Why are youth so clueless?

Stigma around certain industries. Don't often have role models. Simcoach skill arcade

Give opportunity to try careers

Can download on appstore

Also regional targeted messaging

Valuable data and certificate tracking

Phones help equity

How to do this… player centric solutions

Shift from training employers to enabling the job seeker

25 disadvantaged interns

How are 30 million dollars paintings relevant to you?

Games around professionalism - job pro, get hired

Work on a team, positive power of collaboration and success.

Power is having kids solve problems

Play video games and innovate 

Bring students in to solve industry problems

Test and market 

SHAILAN PATEL, MARGARET PICKERING & DAVID GLOVER - PANEL: HOW CAN WE PERSONALISE LEARNING TO MEET DIVERSE NEEDS?

Unitech. 50%  of students first in family to do tertiary

73 languages spoken

What role does tech play now and what will the future be?

Tech is an enabler. How do we use that?

A lot out there already. Access and awareness

Unitech they prefer face to face. Understand student need. Put student at centre

The further you go up the education system the slower the change. Scale makes it hard

People are taking things into their own hands. Don't have to wait for the govt to do anything

Democratisation of tech.

Ormiston college, going to industry and saying what is your problem and our students can solve it

Involve parents in that conversation as well

Long division, had lots of different inputs, teacher, book, father etc. Need a few different solutions. We focus to much in trying to find a solution that encompasses all solutions

Digital access still a problem. Need laptops and WiFi. Some basics still need to be solved

Do we still need universities?

Large part of education getting a job, but not just that, research, coming together and learning together. People important

Uni have a role to play, but can choose not to too. Not the only place, lots more options now

Use tech to present options. Learning City Chch there to do just that.

Studyspy Will give a breakdown of different courses

Shailan didn't do education, accounting or software and now managing accounting software for education!

Give them info to guide themselves with support

Get benefits through things you didn't know you get benefits from

Margaret dropped out of school at 15. None of her learning was relevant

What role does education play in understanding what their passions are?

Education is core to who we are as a species

Encourage curiosity and creativity to design those new jobs

Think outside the box

VR Can be useful for ADHD. Can tailor for specific needs. Games can be paced

Number of solutions, immersive reader

Microsoft AI for blind , can read texts for them, tell them what is in a room

Emotions for aspergers

Access the biggest issue

We have to reskill our own workforce. Have to refresh pd.

Breathe, pat ourselves on the back. We are creating it now and there is no end point

Use phones, don't ban them. Embrace tech and use it in the right way

JASON SWANSON  - NAVIGATING THE FUTURE OF LEARNING: FORECAST 5.0

Seeds podcast up online - one on Jason here - Episode 131

Only conference they go to that has a sole focus on future of learning

Personalised competency based learning

Importance of vision

What are our ideas for future of learning

Equitable, adaptable, relevant, be themselves, continuous, accessible

A new era is unfolding

Accelerating technologies, need to partner with the code in our devices

Conference like this are critical

Drivers of change:

Automating choices

AI, machine learning help us make informed choices

Best brownie recipe from Alexa, what was the decision tree that got to that recipe. Are they inscrutable?

Civic Superpowers

Use digital tool to help concerned citizens, march here great example . Resistor, can easily put to people, out of town square to digital world

Accelerating brains

Playing with own cognition, increase intelligence, calm down.

Google search affecting our long term memory

Toxic narrative, measures of success

Epidemic levels of chronic health issues. Putting pressure on kids to succeed. Pressure get to uni under traditional forms of success

Remaking geographies

Resurgence out migration patterns

Finding a sense of place

Economic revitalisation. Margaret Mahy playground good example. Using community to honour unique culture 

Ecosystems: City of learning here

Human centered: Can we design our own

Safeguard student data

Voice, how can we stream info outside

Community network builder, we have it in city learning site 

Create a school that follows the learner

Equity has to be embedded from the beginning

Human development at centre

Know the difference between transformation and efficiency

Make decisions together, schools industry and students

Undercurrent of fear - shrinks aspiration of vision

Is it the purpose to train young people to work for a living, or to train them for life?

Future of Learning Conference Day One afternoon sessions

Notes from the afternoon sessions of Day One:

Judy Boshoff - WHY EMOTIONALLY INTELLIGENT CONVERSATIONAL ARTIFICIAL INTELLIGENCE IS A GAME CHANGER FOR LEARNING

They put a face on chat bots

digitalhumans.com

Transform interactions between computers and humans

John Kirwan, can't be everywhere. Made a digital clone of him. Can be used to talk to people in workplace

National disabilty scheme UneeQ came out of this

Digital James can take multiple calls at once

Digital clone of Pietro

Taking ideas for use of the clones

AI to practice talking for deaf students

Human influence and machine, never gets it wrong, never has a bad day

Josie Can ask questions about almost anything.

Patient asking to go through things over and over

Pull up marketing data

Harvard business review study - within the next 10 years only 15% of business interactions will be with a human

People don't want to go over and over basic things like interest rates so can use ai

Business mentoring. Coaching. Lectures able to be repeated

People prefer interacting with digital human rather than chatbot

Cardiac coach. Helps cardiac patients at home. 

Need humans to program it

Not at a stage of having a normal human conversation

Google dialogue flow.

Conversation designer as a job. Creativity and empathy

I am a digital human and I was designed to…

Can do other languages

High security asked ethics

Framework on AI

Launch in a month around AI, ethics, digital humans

Use is doubling every month

The next two sessions were breakout sessions - these are the two I attended

John Balash and Kendall Flutey - Panel: Converting projects into the real world

Got to have purpose to have sustainability.

Themes, collaboration between

Courage. Easy to stay with our own classes name it, know it, share it

how to catapult it .

If we aren't experts, collaborate with others.

find people to partner with.

Openness to collaborate. Partner for success.

Listening.

Won't always fit to start

Learning City Christchurch there to support projects

Barriers in traditional schools for innovation . Banqer not just for accounting, want to catch other students

barrier is matrix of success - building culture of success. Some schools want immediate wins. Need to be in for the long game . Success is different for a lot of people, change is not easy

How do we use small bets to build a community. How do we help each other build.

Ed from Ministry of Education keen to support.

How do we create space for people in the system who want to stay in the system but don't think in straight lines

If you let schools run it, it could be the death of it .

learning that enables failure, learning how do we not get hung up on assessment

Soft skills.

Can jump into a team - means they get students into jobs. Class at a school, business model - he's providing a better product than other classes and students want to go to that rather than normal class

Is doing 25 % of what you want to do enough to get started ? I % is enough - what can you compromise on.

knowing when to ask and when to say sorry later.

Chris Henderson - Recontextualising Learning for our Asia-Pacific Future

What do we mean by an Asia-Pacific future?

How much knowledge done have. 85 % know very little

How do we stay open to other cultures

We are used to being innovative but so much going on outside of NZ

Democratic Dividend in Indonesia

Communities value people more than anything

Shift in world order. Western culture has been prominent. Now it is Eastern culture

no UK, France,Australia, EU

Youthful population greatest indicator of growth

Soon most rich consumers will be non-westerners

growing global confidence. How are we preparing our students for an Asia-Pacific future?

Employability

Iwi Maori have a better connection with Asia than we do

We are great at surface level cross-cultural learning (knowledge) but we are not so great developing & demonstrating values, attitudes and connect things into a theme such as Hauora

Exchanges . A lot of our young people are ok. Often the teachers struggle to define our own culture

Bring A-P into your classroom. Website: Teaching for the Asia-Pacific is coming in a month

self assessment, NCEA resources

If we want to be good global Citizens we have to better at talking about ourselves

Pūtātara -a call to action - useful site

Dr Eruera Tarena - FUTURE FLOWS: TRANSFORMING OUR EDUCATION SYSTEM FOR AN EQUITABLE FUTURE

This session will explore how iwi have used big data to map current education outcomes for Maori to identify key actions for us to take together to bring an equitable future closer.

We get stuck in our day to day and are at risk of losing our future

If you don't have a plan you are just a part of someone else's vision: All rangatahi are inspired by their futures thriving in education, confident in their culture and determining their own path

We are not there yet. Need to deliver for all of our kids

How do we have a systemic approach rather than putting bandaids on.

Thriving population . Major demographic changes. By 2050 his children being in a browner population

Our rangatahi exist in an ecosystem that has a major bearing on their trajectory

How do we see what is happening in our systems so we can innovate

What happens if we retain the status quo for the next 20 years? A good reason for change

Journey from High school into tertiary

By getting NCEA makes a difference. Level I is not a destination

Can get back into central flow but really have to push against the current .

Apprenticeships a good way - social change that is impactful

Learning at tertiary what they should have learnt at school - want those courses gone -not helping to get them into work.

Upstream causes, downstream impacts. Only so long fishing people out of the river before you think what is upstream pushing them in

Streaming is a cultural bias

Teacher thinks I'm dumb so I'll play up

Wasn't that Maori were failing but they were not put in those courses at once .

Don't equate skin colour with culture

Remove obstacles . How do we remove them. Start by starting

How do we create the awa to move forward - paddle together as a crew.

The future is not something we have to inherit, we can make the future what we want.

Collective action -power of a group working together.

Tokona Te Raki - Māori futures collective

Future of Learning Conference Day One morning sessions

These are a few of my notes from the conference. Well worth going to - the world is changing and we need to keep up!

Day One - Opening - Cheryl Doig and Hamish Duff

See the exponential rise of technology. Some people don't know that exists

X shaped learner -human and technology

2019 Global Learning Landscape

Opportunity to learn is important. Everyone has the opportunity to learn

Optimistic and idealistic - need to be this way

If we want to adapt, we need to change education. Need to help educators to embrace the new technologies. Want to bring everyone together to change

Students need to have hope for a better future

Jan Owen - THE WORKFORCE OF TOMORROW DEMANDS A NEW MINDSET

Automation Flexibility Globalisation,

What will the pace of change be, rather than will automation happen?

What will it mean if we collaborate rather than compete in Globalisation?

What are we doing in education to facilitate and accelerate learning?

Bilingual skills and cultural intelligence really important

Can they solve problems?

2017 Workplaces saw skills as equal with qualifications but now "We will recruit for mindset and we will train for skill"

Want people who can speak, who can argue. want people who can get up and present ideas

By 2030

30% more time learning on the job

100% more time solving problems

26% more time engaging in self directed work

There is more complexity in the world and we need more complex solving skills

Brief, build a team, do the mission. More autonomous

Students now are studying, doing own business thing pIus working part-time . They are more flexible

Build enterprise skills in NZ - Like a Boss programme 

You practice to fail - Start again and again

@fya_org

Apprenticeship-5000 hours relevant paid employment

Open up many more pathways

Career Education Toolkit @fyA

Ylab global-getting young people at the centre of learning

Educator the role of teacher no longer exists

Mindset of life long learning.

Re-training and upskilling is really important

How do we become a learner alongside our learners?

How do we look after mental health with all this learning?

We have been learning forever. How do we credentialise this?

Mental health increases when we contribute

Age care big growth in this area. They needed 2500 people. Went into retail asked showed them how they can transfer skills to a new area. Need to make it seamless transition

Optimism is an accelerator. Need it for growth mindset.

Indigenous drone pilots - story about how they made it happen

Kendall Flutey, Sam Johnson, Mia Sutherland  CHANGE OF THE CAREER PATH

Kendall Using Banqer

Mia climate strike

Sam, teaching students to volunteer, framework for that

SDGs

People who strike are more likely to get jobs

Have overcooked uni learning, does not transfer into jobs

Risk of being overwhelmed by choice

Education, need to take courses that are relevant to them. Not enough yet though. Need to have ways to learn differently. Need to cater to different needs

Learnt from strike, standing up for something, how to take rejection,

Students organising their own thing, through Sam's course on how to be a volunteer. Let students do things

Create space for students to experiment

One thing you could add to your schooling:

Persuasion

Concepts of money how much is lots and how much is not ? whatever number comes into your head, double it. Money can make things happen.

Not to be bullied - young gay guy in private school-hard on who he is-better ways to do it.

Hunter Johnson - man cave - masculinity have conversations in a facilitated way

Less bubble wrap -how do you deal with confrontation. No one says "people are going to be mean "

Comments -get a loved one to read them and pull out the top 5 nice ones. Cyberbullying

Teach concept of different people have different skills

Give permission to every student to know they are valued

Shy and anxious. Found a purpose and stepped out of her shell. Give them a reason to stand up .

Public pressure, internal, up wards - always pressure

Focus on something you can achieve. How can you keep this going

Partnership with CareersNZ . How many people are doing this at home. Framework can push that forward.

Platform Banqer for Maori looking at it from a different angle

John Balash - SMALL BETS: 20 YEARS LATER

Enjoys building with Lego.

Small bets in innovation and education

https://remakelearning.org/

2018 Ocular swift

2017 360 cameras

2016

2015 unicorns ar

2014 robots

2013 temp social media

2012 crowd funding

2011 kinect

2010 cloud computing

2009 Intelligent sure

2008 Android

2007 Smart phone 

2006 Wii controller

2005 Video sharing

2004 Facebook

2003 Skype

2002 Irobot vacuum

2001 Natural language processing

2000 PS2

1999 info tech centre founded

Remake learning network

Common goal want print to be equitable, engaging and relevant

Remake learning days

Youmedia hang out, mess about, geek out

Museumlab opens 2019

Importance of museums in learning, see knowledgeworks stuff on this

Skill to explore is Listening

Otto Scharmer, downloading stuck in fragment process

Factual, can hear info and then adaptive

Empathetic, can adapt

Generative,

Creative chaos, Drew Davidson

Improv lives and dies in the team and how they are playing

First penquin award for most spectacular fail

What's your small bet today

Key elements of collaboration:

Yes and…

Taking risks

Ok to fail and fail forward

Don't have a hub in nz yet..

Fail and media catches onto it. Celebrate failures and successes.  Map out steps in process that led to failure

BOMA Fellows - PROJECT PITCH

Brad Milne, St Thomas

Innovation in leadership

Create a toolbox to develop capacity for middle leaders

Make leadership aspirational

Alicia Poroa

Haeata

Revolutionising Engagement by Humanising Data

How we measure success

Using Sensemaker

Asking 300 ākonga about morning karakia

Josh Campbell

Burnside

Student driven project based course model

Primarily ncea but could be others

Learning how to assess your progress

Designed a poster on his website

Jacqueline Yoder

Linwood

Alphabet mana

Design thinking model for schools to change Maori into x

Can't it doesn't have x in your language

Make sure you are not building something for you.

Students to define own shape

Lisa Heald

Riccarton

Student led social media in schools

Conjunction team it students. Mad, media advertising division

3hrs a week in class

They create billboards, video, websites, FB, snapchat, instagram

Minimad for yr 10

Inform, promote and celebrate your school

Tim Kelly

Hurunui

A new framework for combined science and dt project based learning

Soft skills and design thinking process for projects

Electronic possum lures for 2020

General framework that others can use

Jackie Brown

Mount Hutt college

Changing perceptions in mathematics

Protect based learning to engage students and to give real context

Authentic audience.

Tam Yuill Proctor

Hagley

Microcredentials and liberatory design thinking, David Clifford

Equity into the design process. Deep self awareness

Beginner to expert micro credentials in lib design thinking.

SDGs,

Bronwyn Hoy
Rolleston

Activation space, creating room for authentic learning experiences

Create, innovate, problem solve and present

Chch innovation hub, fail

Josh Hough

ARA

Authentic context project based learning toolkit