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Nigel Coutts

Valuing and responding to resistance to change - The Learner's Way - 0 views

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    Change is something that we fear or embrace. It is widely considered as the one constant in our lives. For education at present we face a deluge of reports that the pace of Change shall only accelerate and its scale become more absolute. No wonder then that many teachers feel now is a good time for a move out of the profession. For others the changing face of education is seen as bringing exciting new possibilities wrapped in engaging challenges. Regardless of how reliable predictions for Change may prove to be it is worth considering how individuals and groups respond to it.
Tony Searl

Slowness, Wisdom and Change - Practical Theory - 2 views

  • Slowness, Wisdom and Change
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    Better we make the wise decision than the expedient one. Read the older educators... Read Ted Sizer and Deborah Meier and Herb Kohl... and feel the wisdom in their words. They write without hubris, but instead with an acknowledgment of their own flawed humanity. They write with an understand that they cannot be all things to all children, but with the knowledge that they must come as close as they can. I am far from religious, but I am reminded a lot these days of the serenity prayer: God grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference.
Nigel Coutts

Change, culture and Cultural Change in Education - The Learner's Way - 0 views

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     Embedded in the very weave of the organisation, culture is the most difficult aspect of an organisation to change and the hardest form of change to sustain 'That's because transforming a culture requires influencing people's deepest beliefs and most habitual behaviours' (Rogers, Meehan & Tanne 2006 p5). Rogers et al indicate that as little as 10% of all organisations that set out to develop a high performing culture achieve their goal.
Nigel Coutts

What truly drives change in Education? - The Learner's Way - 0 views

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    You do not need to look very hard to find a report claiming that schools and education needs to change. But real change needs more than teacher blaming and increased accountability. What will drive real change is . . .
David Raymond

Professor Angela McFarlane - BLC07 Keynote | November Learning - 0 views

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    Professor MacFarlane discusses many issues which ring true to me. In particular: - lack of vision for what education could be like with new technology (around 4 min mark) - the web2.0 and technology revolution is great for the 15% of people who have a good life anyway because of their suituation and culture (5:30) - others don't benefit from the access to the technology - they need help (6:00) - no change in classroom over last 20 years with computers and in danger of no change in next 20 years (7:30) - instruction vs. construction (8:30) - expect learning to change with introduction of technology (10:30) - but hasn't really done so - student self-directed learning is separate from school work i.e. at home and not related to school (14:30) - much of what kids do on computers at home is trivial (16:00) - the ones that do have good experiences are the same 15% (16:30) - kids that are missing out have a computer at home probably but no access to the community that enables them to have these experiences (17:10) - doing something by themselves does not really benefit them - it is being part of a community that had benefit for learning - what are we dong for these people? (19:10) - talking about missing pedagogical model for how to teach (22:00) - teachers are expected to use technology to provide innovative learning but no model against which to do so, some don't use it at all, some use it inappropriately - there maybe some individual examples but not overall (23:00) - schools bad at connecting with their communities in a learning sense (26:00) - talks about chinese online writing community and how they comment, collaborate (34:00) - community (47:30) - communitites aren't formed when people are brought together in schools etc. - need to have a common problem or interest (48:30) - Plant's definition? - in education the problem is because assessment is done individually (49:00) - so forming groups and sharing ideas is not attractive for students - worried about not getti
Nigel Coutts

Embracing the complexity of change - The Learner's Way - 0 views

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    The potential for reliably predicting the outcome of any change effort is surely difficult if not even impossible once the number of influences becomes large. Acknowledging the complexity that exists and seeing the potential for growth, creativity and innovation that can exist within an organisation at 'the edge of chaos' are useful strategies as schools face a period of unprecedented change
Nigel Coutts

The BIG Three for Managing Change - The Learner's Way - 0 views

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    Understanding responses to change is critical and with the predicted future of education increasingly being linked to innovative practices which prepare students for an unknown future change is a central theme
Nigel Coutts

Why we don't cook frogs slowly and other thoughts on change - The Learner's Way - 0 views

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    The frog in the pot of boiling water in An Inconvenient Truth is a cinematic moment that has the desired effect. It is one of the moments from the film that the audience remembers long after the credits roll. I have often thought about how this metaphor applies to change and particularly the way that change operates in schools.
paul reid

The Risk in Using Twitter as a Public Utility - 0 views

  • The takeaway here for me is that as fantastic as web services are, many of them are controlled by one party and are thus a single point of failure. If they go down or the particular site makes a change to the web service call, it can potentially ripple through the Internet economy if the API is popular.
    • paul reid
       
      I've been thinking about this single-point of failure issue for a little while now. The great thing about web2.0 for learning is that the tools fit together. But if a tool breaks the elements built into that narrative immediately lose cohesion. eg. when Edublogs change it's "embed the web" system OR when Twitter changes it SMS provision to be America centric. What happens if teachers/students go to depend on the single entities for connectivist learning - their failure has some serious kickbacks. The recent ability through Ping.fm and Diigo to cross polinate services is a step in the right direction but take this sticky - it could be lost in the sands of API change. In time users with demand cross-pollination and archive features.
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    The takeaway here for me is that as fantastic as web services are, many of them are controlled by one party and are thus a single point of failure. If they go down or the particular site makes a change to the web service call, it can potentially ripple th
John Pearce

Lemelson Center presents Invention at Play - 0 views

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    This online exhibit from the Lemenson Center includes Invention Playhouse. The Tinker Ball game in particular is a great physics based interactive. The site also includes Inventors' Stories and a section called Does Play Matter? How have attitudes toward play changed over time? What kinds of toys did inventors play with as children? Is the quality and quantity of children's play changing? If play is changing, how will that affect invention? Reflect upon these and other questions through video commentaries and toy displays
John Pearce

Climate Change - News - Environment (Australian Broadcasting Corporation) - 6 views

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    This is a great interactive from the ABC that tracks back through history to look at a range of factors that may or may not play a part in climate change including human population, industrial landmarks and geological changes. As well as looking backward through time it also offers 4 scenarios for the future none of which are terribly optimistic.
John Pearce

2020 Forecast: Creating the Future of Learning - 0 views

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    "The 2020 Forecast is a tool for thinking about, preparing for, and shaping the future. It outlines key forces of change that will shape the landscape of learning over the next decade. The forecast does not predict what will happen, but rather serves as a guide to the as-yet-unwritten future. It is designed to help you see connections among things that once seemed unrelated and to help you consider the changes and challenges that you are facing today within the context of wider patterns of change. Ultimately, the 2020 Forecast aims to provoke your own thinking about what role you want to play in creating the future of learning."
Nigel Coutts

Moving past the days of the old school yard - The Learner's Way - 0 views

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    Society confronts educational change in an odd, entirely counter intuitive manner. On one hand we acknowledge that education can and should do a better job of preparing our children for the future while on the other we cling to the models of education that we knew. This led educational writer Will Richardson to state that 'the biggest barrier to rethinking schooling in response to the changing worldscape is our own experience in schools'. Our understandings of what school should be like and our imaginings of what school could be like are so clouded by this experience that even the best evidence for change is overlooked or mistrusted.
anonymous

21st Century Learning: 9 Principles for Implementation: The Big Shift - 0 views

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    Some would argue that the tension and irritation between "why" and "how" is by design. That these shifts are creating a permissive framework in education where there are no clear answers (Turner, 2004). And that in a changing educational environment the needed changes in education should be negotiated from a why approach rather than a how approach
Nigel Robertson

Barriers to change: Using technology to improve the cost-effectiveness of the academy: Part 3 « Tony Bates - 5 views

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    3rd part of Barriers to Change by Tony Bates
 Lisa Durff

Promises | Horizontal Change Management - 0 views

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    "Integrity1 My daughters class flip chart list to describe Integrity. Can you name a few people around you, or in the public spotlight, that seemed to have missed that day in first grade? Promises Mrs. Dillon's first graders are well aware of the power of keeping promises. They know that promises are a contract between two people. One person expects things when that promise is made. Multiple kept promises, those smart kids know, helps build trust. They feel comfortable making friends with those they trust. In class they know it is much easier to finish things together if the other kids keep their promises. The really bright ones know that promises and promises kept are the deposits and withdrawals into and out of the account of collaboration, effort and success. Things get better when you manage that account- you know, positive change. Truthtelling Those little ones know early on what it means to not lie, to lie and to be dishonest. What Giordan's class has figured out is that being aware of the truth and revealing it, even if you know the result might be hard to deal with, is a good thing. The one who added this to the list might have done something wrong, separate from a lie, felt bad and fessed up. Smart he/she was to know that those consequences were much less severe than the ones that follow silence. Mistakes These kids are 7. I will let you figure out who, in the public limelight in those years, might have made mistakes and never admitted them- despite resounding evidence to the contrary. They have some negative role models. On their own level they know there is lots to be learned from having to explain a mistake, from gathering the courage to do so and from the connection that gives you to better future decision making. altruism First grader, kids in general, have a knack for the real kind of black and white. The kind where you know if someone might get hurt, you know if you might get hurt and you just feel what is right or wrong. They al
Roland Gesthuizen

All Change..! « newteachersblog - 1 views

  • The point of this story is change. It illustrates how the teaching profession you are entering today will be a different ‘place’ in ten, fifteen, twenty years time. The relationship between a profession and its client group – and in our case that’s children and parents – is constantly transforming. That is something we all have to accommodate. The landscape within which we operate changes too – sometimes quite dramatically.
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    "Stuff happens, sometimes when you least expect it. But you just have to deal with it. One day I lost a child on the London Underground. Beat that."
Nigel Coutts

Why such a rapid pace of change? - The Learner's Way - 0 views

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    I am currently reading "Thank you for being late: An optimist's guide to thriving in the age of accelerations" and have found in this the answer to these questions. In essence we are confronting two types of change, one that we have always faced and one that is unique to our current times. 
Nigel Coutts

Change and why we all see it differently - The Learner's Way - 0 views

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     If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity. The children of todays Kindergarten will enter the workplace in the fourth-decade of the 21st Century. We debate the merits of teaching 21st Century Skills and what they might be while teaching children who have lived their entire lives in that very century. The challenge is how will schools and individual teachers respond to this drive for urgent change.
Nigel Coutts

A stable foundation makes change possible - The Learner's Way - 0 views

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    The foundational stability of schools might be our greatest strength.Getting the fundamentals right and protecting them during change efforts is essential. 
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