How to pull a rabbit out of the Internet – Kalani Robinson’s views on education

Yesterday at the #digicon15 education conference in Melbourne I had the pleasure of presenting a couple of sessions with my son Kalani.

Kalani is 15. For the last 5 years when ever I have spoken at conferences I have used him, and stories from his life, as examples to support the points I have been making. About two months ago I wondered why I was speaking on his behalf rather than just inviting him onto the stage with me to speak his own mind.

The first time he choose to get on stage and be a part of the presentation we were keynoting a large education conference in Eastern Melbourne.

I spoke for about twenty minutes, then introduced him and off he went. It was remarkable to watch him speaking so articulately and passionately about a subject that obviously meant a lot to him – his education.

Yesterday we presented again at DLTV’s conference #digicon15 and then had the opportunity to do an interview with Roland and Amanda of ACCELN fame. Roland and Amanda asked the questions and Kalani spoke entirely off the cuff. My job was to try and shut up. This interview helped remind me of how often we speak on children’s behalf, believing we have their best interests at heart because we have put so much thought into the topic we are speaking on. Kalani, and I imagine most other kids would probably like to be part of the conversation. If your interested in hearing a child’s perspective on how schools should work, what is really important to them when it comes to learning and what potentially needs to change please watch the video below and feel free to share.

IOI Weekend Melbourne

Just letting you know about a new event I’m running with Louise Bowe and Richard Olsen.

IOI Weekend is an intensive hands on workshop over an entire weekend where educators learn how to design innovative learning and teaching models that maximise pedagogical capacity, effectiveness, and quality. The idea for the weekend is something Richard and I and Lou have been discussing for some time and really has arisen out of work we have  done at schools over the last few years. Through a processes of trial and error, mixed in with theory we both believe in, we think we have got a model that will be exciting for educators as well as provide some simple tools that can use to assist as they seek to innovate effectively within their learning environments.

You can find more information at the website http://melbourne.ioiweekend.com

Richard Olsen has written a great blog post that outlines what attendees can expect which can be found by clicking on the link below:

In that post he gives a good overview of potential reasons why educators might attend:

“Experienced teachers should participate if they’re dissatisfied with their ability to adequately communicate why innovation in learning and teaching matters. The IOI Weekend provides a process to identify, justify, and measure the impact of their learning and teaching approach. As such, teachers who attend will be equipped to communicate more clearly the quality and impact of their innovative learning and teaching practice.

New teachers should participate if they lack confidence to adequately communicate why and how learning and teaching innovation is part of their role as a teacher. The IOI Weekend provides a process for developing, language for communicating, and a means for measuring the impact the impact of learning and teaching innovation. It will also equip you with some ideas of where to start, and connect you to a great group of similarly passionate educators.

School leaders should participate if they’re dissatisfied with their ability to adequately communicate the impact that learning and teaching innovation is making in their school. The IOI Weekend provides a process to identify, justify, and measure the impact of learning and teaching over time. School leaders seeking who attend will be better equipped to communicate, measure and report more clearly the impact that learning and teaching innovation is resulting in across their school, and make better decisions about future learning and teaching innovation opportunities.”

http://melbourne.ioiweekend.com/2015/04/what-should-i-expect-from-the-ioi-weekend-experience/

Also please download the flyer and share it with any educators who may be interested. You can find the flyer at: ioiweekend flyer

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Hope to see some of you there.

Education Conferences – some thoughts and ideas

This Friday and Saturday the DLTV Education Conference takes place. I have been fortunate enough to have played a role in its organisation and direction. logo@2x

I am a believer that the traditional conference format needs to update to actually reflect contemporary thinking regarding how we best learn.

Self directed learning, network learning, self managed learning are all terms I have spoken of many times and they are all key to my work in attempting to bring transformation to our education system and assist in the natural evolutionary process of our system. These terms represent significant developments in understanding on the nature of knowledge and how we as humans best learn. They are also terms that have increased in generally usage within western education as the metaphor of the internet makes concepts such as “networked learning” something that is more tangible and readily understandable.

Knowledge never resides in the individual it resides in relationships. Those relationships are what build up networks. That is where knowledge resides. It is a key point to understand that dramatically shines a light on many of the outdated practices we continue with in current schooling, practices such as lesson plans, teaching that is based in content or information transferal, learning that supposes an idea of linearity, adherence to top down developed curriculums, and almost all the hierarchical structures our entire system is built on, including teacher as expert, but also many other power structures seen within traditional schools and in our departments as a whole.

Interestingly enough almost all education conferences also adhere to these traditional, somewhat tired structures.

I am organising the Gaming in Education Stream at the DLTV conference and I thought I would try something different with this stream, something that actually represented my thinking about learning.

Let me state again, knowledge does not reside in individuals, it resides in networks.

Complexity thinking says that a highly functioning network, or system, will have a number of key properties. These include:

  1. There will be non hierarchical structure (no centralising controller),
  2. The network will self organise,
  3. There will be a mix of order and disorder, to much of either is disastrous, to much order leads to stasis and death, to much disorder leads to chaos and death,
  4. There will be strong internal communication built into the system,
  5. The system will communicate based on prior memories and new understanding developed through the communication,
  6. The network will be open.

When these are in place emergence arises. Emergence is a phenomenon that cannot be predicted by looking at any of the data that makes up the individual agents within the system. Emergence, in my mind, is another word for pure creativity – it arises from the system, NEVER from individuals. Emergence is new knowledge.

Complexity thinking is the theory that has given rise to such terms as “self directed learning” and the phrase, “teacher as facilitator not teacher as expert”.

So…how do you apply this to a conference. Well, we asked for people to submit expressions of ideas they were interested in presenting about and everyone who spoke somewhere in the region of Gaming in Education, we grouped together. That is an example of forming the initial network.

Self organisation – I then decided to throw out the idea of structured session/timetables as that is an example of top down limiting hierarchy, I tried to put in into place as much openness as possible, I facilitated a number of potential internal communication devices with the group (video conferences, email, Google + etc) but while I facilitated, I never imposed any structures on the group. Furthermore, we were conscious and comfortable with the rule of order and disorder (the network must be sitting on the edge of chaos but never slip in) and then I watched what happen.  I think this group has “self organised” in an amazing way.

We have a number of participants that, in the normal conference style, would just have shown up and delivered there powerpoint presentation on the great work they had been doing at their schools. That is because the “normal conference”  reflects a form of top down hierarchy – it has been predetermined and it almost forces the style of presentation. By removing this the participants in the Gaming in Education stream have now all met each other, discussed their ideas, changed, teamed up, evolved thinking, reorganised their presentations and are now are collectively presenting with others. They are aware that they are part of a system, not just individuals. They have actively participated and the system is creating new things – Emergence.

There has been a general commitment to making our stream experiential so now every one is bringing things to ensure that all participates in our stream are immersed in an experience.

In regards to the variety of games and learning about games, there is cross collaboration within the group. There will be games happening in the assigned rooms there will be immersive games happening throughout other stream spaces and infact there will be one large overarching game happening throughout the entire conference. If you are at this conference you will be involved whether you’re aware of it or not. There will be formal and informal talks, presentations and who knows maybe we might even get spontaneous and impromptu presentations by audience audience members (for use of a better term).

This is also an example of the group wanting to allow the further participants in this new network – the conference audience  – to also now be able to actively participate in the system, and enhance their learning and the learning of the group. We are all co-learners.

Emergence – it is already in evidence through the way the collective presenters of this stream have come together and it will continue to evidence itself throughout the entirety of the conference as more and more participants actively get involved. Emergence is new knowledge.

This is how we learn and develop. It is what I always speak of when talking about what learning actually is, it is key to the work I do assisting schools as they attempt to change themselves to better represent contemporary thinking and hopefully it will be represented in this small attempt to evolve the conference format. It will emerge because we have allowed for the above mentioned things including; self organisation, no hierarchical dominance, and an encouragement for active participation in knowledge construction.

If nothing else its great fun!!

A big thank you needs to go to all the amazing presenters/co-learners in this stream including Dan Donahoo, Jess McCulloch, Roxanne Ciddor, Michael Ha, John Pearce, Nathan Connors, Vincent Trundle, Sayraphim Lothian, Robert Reid form Popupplagrounds and  Kalani Robinson. They have done all the collective learning so far. I just tried to allow for it to happen. Now it’s over to you, hope to see you there on Friday and Saturday.

 

See you at DLTV 2014

Digital literacy, gaming and contemporary narrative writing

What constitutes digital literacies is an interesting topic in contemporary learning environments. When I was teaching in a school I spent much energy trying to convince the “literacy team” that they needed to alter their definition and subsequent approach of literacy to incorporate digital literacies, in this way I was hoping to introduce a more inclusive use of ICT by a method of subterfuge.

At that stage digital literacies was a term that was merely talking about film and early stages of web literacies.

Doug Belshaw an educator who works for Mozilla when trying to answer the question of what constitutes digital literacies recently wrote ;

“My short answer to such a question would be that it is a ‘convenient hypocrisy’. By this I mean that it is a term used ambiguously (both consciously and unconsciously) by people with multitude of different backgrounds and intentions. However, given that it is a term that has entered common parlance, I would hope that this thesis clarifies at least three things. First of all, I have argued that speaking of a plurality of ‘digital literacies’ makes more sense than endless attempts to define ‘one literacy to rule them all’. Secondly, I have suggested the essential elements that should make up any contextualised and emergent definition of digital literacies. Finally, I have attempted to argue that the process of coming up with a definition of what constitutes ‘digital literacies’ is at least as important as the outcome of that process.” http://dmlcentral.net/blog/doug-belshaw/ontology-web-why-i-learned-stop-worrying-and-love-learning-standards

I agree with many of the points Doug raises. The term is now almost undefinable and therefore of so much more importance from an educationalist perspective – particularly to my old literacy team.

If we just talk about films: Peter Greenaway the highly respected British film director recently said that he believed the traditional movie was a dead art form. peter1

It is one based on the narrative structure of the 19th century novel – and this template gets repeated over and over and over again. There has been little to no progression in the format since its beginnings. In this it strongly parallels opera as a story telling devise and a medium of entertainment – it is now viewed as a quant entertainment with sentimental values but of no real importance in regards to its artistic and cultural value.

One of the reasons for this is its inability to adapt rapidly in much the same way as the rest of technology-based art forms have.

For example film is extremely narrative based, generally linear and highly dictatorial in approach – by that I mean it is one way. Everything is imposed upon the audience, from on high. The audience is being told the story, they are told what to think, what to feel, when to cry when to laugh etc. Everything in the movie making process is aimed it this. The music written supports the emotion the director is looking for and further attempts to manipulate the audience into feeling that emotion. The same applies with the lighting, editing, camera angels and so on.

There is no room in for the audience to actively participate in any way rather than just sit and passively go along with what they are being told to do. Now this can be very enjoyable for many people but I would argue that most people have progressed from this form of entertainment/learning and are now looking at the ability to have a say themselves, or be involved in the process.

This is the space that digital games become very, very interesting – especially from a learning perspective.

There are many games that fall into the same category as the traditional movie. The narrative is entirely predetermined and the gamer must merely do as there told, but there are also many games that have moved well away from this.  assasins creed

Games such as L.A Noir or Assassin’s Creed do follow a narrative. The difference is instead of passively watching it unfold; the gamer can become part of it. They adopt a character within the narrative and play out the role, often times being forced to make choices that will influence how the original story plays out – much like a choose your own adventure book but a lot more immersive. Another game that does this and is great for younger kids is Little Big Planet. These narratives or stories are generally very complex and nested within other existing narratives and .can take months to unfold. However there is still a fair amount of control within these games – the settings, places, etc. are all predetermined as they are all set within a particular storyline.

little big planetWhen interviewing a 14 year old boy on why he liked games he said “because I get to choose what I want to do, unlike school where we are constantly told do this or that in games that I play I don’t just have to go a kill everyone to move to the next level, I can decide which way to go, how to deal with it. It’s a lot more fun having a bit of control.” This is also referred to as free roaming within a game. Batman Arkham City is one game that plays in this way – you can do the missions or “simply go in wonder around and play your own thing, play your own story.”

This notion of perceived control is also an interesting one from a teaching perspective. Recently when interviewing a fantastic teacher, Roland Gesthuizen he stated that “ you need to give choice to students but not too much choice…If you give to much choice people inevitably make no choice or the worst one “

To me games using this model are the natural evolution from movies – they have narrative, they have cut scenes using traditional visual techniques but moving on they allow for reediting of the narrative in a controlled fashion.

Beyond that and also of great interest to education is the game that is fully immersive and has almost no predetermined narrative structure. This includes games like Minecraft and Gary’s Mod and to a certain extent Disney’s Infinity..

These games are providing a framework for the player to enter and then leaving it up to the individual’s creativity to do whatever they want.

When recently watching a collection of students playing Gary’s Mod they were collectively interacting and communicating with each other, they were building there own characters, they were inventing there own games within the game and moreso they were inventing their own narrative within the games they were playing – that is narrative within narrative. Look at all the potential literacies learning that could be leveraged off this space.

This is an example of the game makers understanding this generation and providing them with autonomy, the ability to be self-directed and beyond that providing them the ability to be highly web connected. These three concepts are what our education system needs to understand and embrace.

To quote Australian educator –  Richard Olsen  –  How are our education systems to respond to students as autonomous,  self-directed web connected learners?

All School Blogging

The following article was originally posted on DEECDs website. And talks about some of the work I was involved with when I was working at North Fitzroy Primary School

Blogs –Creating Worlds of Learning (Global2)

An ICTEV study group of 20 teachers arrived at the school gates to find out how blogging and games-based learning enriches learning for both students and teachers of Fitzroy North Primary School. The school in old in years (built in 1875) but young and contemporary in its use of ICT to empower learning and pedagogy. The approach and ideology has at its centre social learning theory.

Leading the group tour was Connie Watson (Principal), Kynan Robinson (Leading Teacher ICT/Creativity) and Kristen Swenson (3-6 ICT Coordinator).

Thanks to strong and innovative leadership, and the commitment of the ICT coordinators, in recent years blogging has become part of the learning and pedagogical fabric of daily life at North Fitzroy Primary. Kynan and Kristen have been active in the Global 2 blogging space for over 4 years. Kynan told the group that, “Global 2 allows kids to connect to the wider world. You can allow them to have an authentic voice and authentic audience.”

“We take seriously Hattie’s notion that feedback is one of the most potent factors in a child’s learning – blogging, where feedback is available from multiple sources is really important. They are not just posting their work for viewing by others, but posting genuine stages of their work and asking for feedback from others in an interactive process, which is much more powerful than simply learning in isolation and then posting your best work at the end of it”, Connie Watson (Principal)

With Hattie’s Visible Learning research in mind, Connie Watson decided that every teacher, every child from Years 3 -6 and every class should have a blog. All teachers were supported to develop their skills and confidence to create content, post, publish, upload images and movies, and moderate blogs. They now share and compare their blogs and their ideas with their students, parents, industry, and peers internal and external to the school.

Blogs are used to extend and assess all areas of literacy, Italian LOTE, and interdisciplinary streams of learning and skills and personal development. Kynan believes that blogging is a great, ‘platform to skill up and build confidence across the entire school staff to use web 2.0 tools to create and publish content not just be a user of content. If they didn’t blog they would miss out with connecting with the wider world. The main benefit is the ability to connect and find connections all over the world.”

The whole school community is involved at home and at school with their blogs. Homework, parent engagement, Italian recipes, news, quizzes, competitions, provocations, reviews, and reflection – it is all done with blogging accessed from home, school, during the week or at the weekends. “All of our Grade 5/6 students have their own individual passion blogs. We made the shift last year from the show and tell blogs to more of an interactive blog. Since then the quality of the students’ writing has improved dramatically. Their passion for blogging is so much greater and they just love doing it. Every time they have a spare moment in class they want to blog and it has just given them their own voice which is fantastic”, said Kristen.

Students create passion blogs and discover networks to discuss new ideas and perspectives from like-minded students. We heard from students who have created blogs on superheros, star wars, comic books, the World of Minecraft, the Hunger Games, Harry Potter and other favourite books. The students are learning to target their blog and writing style for specific audiences to elicit discussion on an international scale. According to Kynan, “the kids love the Global2 cluster maps so they can see their potential audience from across the world’. “It’s exciting collaborative learning and it is authentic for the kids because they are working on things that they are passionate about, and on questions that are relevant to them, often that they have driven themselves”, explained Connie Watson.

Also central to the contemporary learning and teaching practice is cybersafety awareness and copyright. Cybersafety is built into lessons and classroom practice at every Year level all year long. Fitzroy North PS is an ICT savvy school. Each classroom that the 20 strong study group entered, they barely caught the eye of the students who were completely engaged and immersed in what they were doing. The technology was seamless, the content was all important and it was student owned content. As Kristen says, it is not about the devices it is how they enhance the learning and fit within the learning curriculum. According to Kynan, “the point of ICT is to drive your pedagogy, to assist your curriculum”.

Blogging at North Fitzroy Primary School from Kynan Robinson on Vimeo.

How the learning and teaching is changing

Pedagogy – the art and science of teaching, the method and practice of teaching, an understanding of how humans learn best. This is what educators are interested in.
What has ICT got to do with that.
For too long ICT has been sold to us as an essential with little linking to why. How does it make us learn better?  How does it relate to pedagogy?

When we talk about ICT we need to move beyond the tools. I get sick of hearing one presentation after the other espousing the latest greatest, shrunk down, sped up, oversized, undersized piece of plastic that supposedly will change education forever. It won’t.

Education has never been about what pencils you have in your pencil case it is about people – it is about understanding how we learn. I also get tired of hearing that ICT will make your lessons more engaging – it wont – I’m sure they are already engaging and teachers all know that shiny bells in the corner only maintain engagement for a short time – what are you going to do then?


So why talk about ICT at all? The reason is that the way we learn as humans has fundamentally changed because of the digital world and as educators we need to be aware of that.

Lets quickly look at some of the more exciting current thinking about learning.

Social Learning – For too long in western education there has been the over emphasis on the individual. We see children coming to us as empty vessels that need to be filled by us with whatever information (content) we think is important. This learning is done independent of others.
Rather knowing (or knowledge) is about who you are, what you are doing and it unfolds within a social environment – never independent from it. ICT allows for connections, communities of practice and social learning to occur like never before. How are schools prepared to deal with Social Networks (Facebook, Twitter etc) and utilise them for a new approach to learning? baby

Constructivisim / Experiential Learning – This is not a new theory, its been around for over 100 years, but still many schools regard it as radical. We learn best through experience. The worst way to teach is to stand at the front of the class pass on “content” in a lecture style. If you think you can hold more information than the internet well keep teaching this way – if not lets find new ways. This is not to say that explicit skills based teaching is not at times necessary. But the internet holds many repositories of content and millions of examples of good explicit teaching. For example see the Khan Academy, or just type your question into Google or ask Youtube and someone will have uploaded a video teaching you how to do it. If it is a simple explicit fact that needs to be “learnt” in order to achieve a greater purpose, point the student to a place where they can find it (or better still teach them the strategy to do it so you never have to point them again). This frees you up to provide far deeper experiences for your students to learn. Gaming is one great way to develop experiential learning. Digital games such as Sim City or Civilisation or a host of others can be used to give the students the experience previously unavailable to them. For example in SIM city they experience being a Mayor with all the responsibilities and consequences involved with decisions made. Use it to teach ai Civics and Government Unit. The axiom of experiential learning is “I can teach you about swimming or I can let you go for a swim.” Which one is is the most powerful learning experience. ICT now provides us with potential experiences previously unavailable.

Connectivism – this is a relatively new theory that is entirely relevant to the digital age and in particular, the Internet. It claims that all knowledge is now residing in the online networks. Moving on from experiential learning, Connectivism claims that the world is now moving so fast that we can no longer experience all the things we need to in order to keep up. I’m sure we can all relate to this feeling. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. “I store my knowledge in my friends” is an axiom for collecting knowledge through collecting people.

This theory is very relevant for the why and how we would use ICT. You can see evidence for it in Social Media, the use of Nings, Wikis, Blogs and many other devices that help students connect to whatever networks they need to to assist their learning. It is our job as educators to encourage participation in these networks. That includes publishing work, expressing opinions, asking the network questions, commenting, tagging information and sharing it to a networked group such as Diigo and so on. Active participation is the key.

This is what makes ICT so exciting, no longer are students locked in to the reductionist methods of closed classroom doors. Rather there is a whole diverse world to navigate, to collaborate with, to co-create with to learn how to communicate with. Use whatever tool you want but keep this deeper principles in mind.

 

Minecraft Project 2 – A Very Complex System

Evidence of Emergent Phenomena in the Minecraft project.

Complexity Theory – the science of all sciences. It is a theory that has been used (amongst many other things) to study the stock markets and traffic conditions in an attempt to try to explain stock market crashes or traffic jams. Complexity theory states that when you have a complex system a thing called emergent phenomenon will appear (or emerge). A complex system can be defined as a collection of interacting objects competing for a limited resource.

The emergent phenomenon arises generally without the help of a central controller. It would be almost impossible if a central controller had to recreate a traffic jam. As Neil Johnson says in his great little book Simple Complexity:

“A universal feature of Complex Systems is : emergent phenomena can arise without the need for an invisible hand. Instead the collection of objects is able to self organise itself in such a way that the phenomenon appears all by itself – as if by magic.”

As the phenomenon is emergent it has not been predicted or planned for, it is generally surprising and can be extreme.The precise nature of the phenomena depends on how the individuals objects in the system interact and how interconnected the are.

One thing observed in this new science is that the behaviour of the objects involved in the complex system is greatly effected by feedback and they can adapt their strategies dependent on their history (through memory). One final and interesting point is that a complex system always shows a complicated mix of ordered and disordered behaviour.

I love this theory for it’s slap in the face to nonsense that is the traditional reductionist approaches to understanding the world.

In our Minecraft project (which I spoke of in my last post) we have 140 students building a new world in a MMOGing (Massive  Multiplayer Online Game). They are all in there building at the same time. I would describe this a complex system and the observance of the emergent phenomenon has been eye opening.

As the students are in total control of this Minecraft world which they are creating, the project has become very student driven. This has had the unusual effect of driving the content we are teaching to a much deeper place. Our initial aim was to cover some science based curriculum teaching about our solar system but the demands bought about by the conflicts and collaborations naturally forming up within the group of 140 new citizens has taken the “science learning” to a far different and more relevant place.”

For example the children demanded that districts were forms in order to maintain some sense of organisation on the new planet.  This was never planned for or expected. Those districts have taken responsibility for the tasks that they see as important to survive on this planet eg the technology district has seen the need to create energy to power the planet. This has lead to confrontation as some students wanted to develop nuclear energy while others wanted to go down the wind farm, green energy rout. To overcome this confrontation both sides have done extensive scientific research into their relevant areas. This research has led to some students changing their minds, others sticking to their guns but solutions have been achieved. The teachers involved were suddenly required to assist in new scientific study far beyond what they had originally predicted – we are now assisting in the learning about desalination plants, the use of methane as a source of energy, how is nuclear energy actually created and so on.

For this style of learning and teaching to be successful it requires teachers that are very adaptive, open to new learning, operating as facilitators and able to drop their own egos and needs for power. In an ideal world all teachers would have these fundamental skills.

There are literally hundreds of other examples of emergent phenominum being driven by the group which I will report on over the next few weeks.

Now lets talk about one of the other points I Mentioned earlier and have blogged about previously – feedback. All of the students research and work has been reported in a wiki space. I find this to be an extremely effective feedback mechanism for our COMPLEX SYSTEM. Every child can see every other child’s work and ideas, they can take ideas from others they can input into other students pages, they can survey the citizens when needed, they can communicate effectively – they provide powerful feedback to each other and the network drives itself to deeper learning. Screen Shot 2012-12-01 at 6.59.19 PM

I cannot express how exciting this project is for staff, students and parents because of the emergent phenomenon we are observing which has the effect of driving the network or system (or student body and teachers) to a very interesting and exciting place. The evidence of deep and personalised learning is overwhelming. Have a look for yourself. AURORA 5/6Z WIKI