re-Activate Imagine If.pdf

Imagine if…
…the future!
Re-Activate: Generate a City of Learning
Association for Learning Environments
Te Pae: Christchurch Convention Centre
Thursday 18 May, 2023

Imagine if...
… we could create an education system that truly
prepares young learners for their future – not our
past. How would it operate, and what would learning
look like?
Education illustrations by Storyset

Imagine if...
… we could design our schools and schooling system
that had the resilience to withstand constant change
and disruption.

Imagine if...
… we had the resources to achieve the change we
believe is necessary – how could we ensure that
what we design has the resilience to cope with
further disruption?

A Deluge of Disruption
“The crises facing our world are
complex and ever-evolving.
https://education4resilience.iiep.unesco.org/en/crisis-sensitive-educational-planning Education illustrations by Storyset

The consequences, whether from
conflict, natural hazards, climate
change, or epidemics, are severe for
many sectors and societies.

Education is no exception

Effects might include the destruction of
school infrastructure, a reduction in the
number of teachers, an increase in
gender disparities, or overall system
dysfunction.

Our conundrum
“Future shock is the
shattering stress and
disorientation that we
induce in individuals by
subjecting them to too
much change in too short
a time.”
Alvin Toffler, 1970

Our conundrum
How can we change faster
than the pace of change?

Education Exposed
“The global COVID-19 pandemic has
pulled back the curtain on what our kids
are doing at school and exposed
weaknesses in many of the philosophical
understandings that guide our work (both
explicitly and implicitly), and in the
structures and processes that define how
we work with our students and the
expectations we have of them.”
https://futuremakers.nz/2020/07/18/why-innovate-teaching-and-learning/ Education illustrations by Storyset

Lessons from Lockdown: #1 – everyone’s
experience was different.
Source: Dr Carol Mutch, Auckland University https://futuremakers.nz/wp-content/uploads/2022/02/COVID-19-research-compressed.pdf

What do our students expect?
Washor, E and Mohkowski, C (2013) Leaving to learn
Do my teachers really know about
me and my interests and talents?
Do I find what the school is
teaching relevant to my interests?
Do I have opportunities to apply what I am
learning in real world settings and contexts?
Do I feel appropriately challenged
in my learning?
Can I pursue my learning out of
the standard sequence?
Do I have sufficient time to
learn at my own pace?
Do I have real choice about
what, where and how I learn?
Do I have opportunities to
explore and make mistakes?
Do I have opportunities to engage deeply in my
learning and to practice the skills I need to learn?

• Laptops
• Mobile phones
• At school and
at home
Digital
Devices
All learners have
access to a
device for
personal use that
is ‘fit for purpose’
for their learning
needs.
INVOLVES
• ISP contracts
• Data allocation
• Etc.
All learners have
unlimited, safe
internet access –
at home and at
school.
Internet
Connectivity
• Installed apps
• Cloud-based
services
Platforms
& Services
All learning
activity is
managed within
an inter-
connected digital
ecosystem.
• Fibre
• Satellite
• Switches
• Routers
• Etc.
Physical
connectivity
Every learner is
connected to high-
speed broadband
via a fibre or
cellular connection
at home and
school.
Specialist
applications and
content to
support learning
at a distance.
Applications,
content, data
Equitable access
to applications
and content to
support learning.
• PLD
• Pedagogies
• Measures of
success
• Etc.
Teaching and
Learning
An experienced
teaching
workforce
provide high
quality learning
opportunities for
all learners
online.
WHAT
GOOD
LOOKS
LIKE
Lessons from Lockdown #2 It’s all connected!
https://futuremakers.nz/wp-content/uploads/2022/02/COVID-19-research-compressed.pdf

So where’s the change?
Reflecting on our process for
designing schools what can we
learn?

BELIEFS
What are the
shared beliefs of
staff and the
community
about the
school?
Clarity
Conviction
Commitment
Courage

BELIEFS
What are the
shared beliefs of
staff and the
community
about the
school?
VALUES
How are these
beliefs expressed
in the values by
which the school
is known?
Whanaungatanga
Sense of belonging
Manaakitanga
Ethos of care
Tiakitanga
Sustainability

BELIEFS
What are the
shared beliefs of
staff and the
community
about the
school?
VALUES
How are these
beliefs expressed
in the values by
which the school
is known?
BEHAVIOURS
What are the
shared beliefs of
staff and the
community about
the school?

BELIEFS
What are the
shared beliefs of
staff and the
community
about the
school?
VALUES
How are these
beliefs expressed
in the values by
which the school
is known?
BEHAVIOURS
What are the
shared beliefs of
staff and the
community about
the school?
ENVIRONMENT
How do the learning
environments
enable these
behaviours? Do we
take account of the
physical and virtual,
school and
community?

BELIEFS
What are the
shared beliefs of
staff and the
community
about the
school?
VALUES
How are these
beliefs expressed
in the values by
which the school
is known?
BEHAVIOURS
What are the
shared beliefs of
staff and the
community about
the school?
ENVIRONMENT
How do the learning
environments
enable these
behaviours? Do we
take account of the
school and
community?
EMERGENT
PRACTICES
What new ways of
working emerge as
a consequence?
How are these
identified and
sustained?

BELIEFS
What are the shared
beliefs of staff and the
community about the
school?
VALUES
How are these beliefs
expressed in the
values by which the
school is known?
BEHAVIOURS
What are the shared
beliefs of staff and the
community about the
school?
ENVIRONMENT
How do the learning
environments enable
these behaviours? Do
we take account of the
school and community?
EMERGENT
PRACTICES
What new ways of
working emerge as a
consequence? How are
these identified and
sustained?

Imagine if...
Up to 30 per cent of your students
are self-isolating at any given time
because of exposure to COVID-19?
https://futuremakers.nz/resilience-planning/ Education illustrations by Storyset

Imagine if...
Up to a quarter of your staff are
unable to be at school in-person
because they are self isolating?

Imagine if...
Staff and students are coming and
going from school at irregular and
unpredictable times due to the
self-isolation requirements?

Imagine if...
Some students may be away for
extended periods (more than a
term) due them being a part of a
large family and so having to
remain isolated until the last
person in the family group has
recovered?

Warehouse
Customer
Consider how businesses have gone online...
Online Store
Retail Store.

Now apply this to schools...
Physical Learning Space:
School/Kura.
Online Learning Space
Teachers/learners

Resources Available
COVID-19 Research
Analysis of over 50 research reports
with a special focus on the role of
digital technologies in the education
response to the COVID-19 pandemic.
Resilience Planning for Schools
Provides a conceptual overview for
education leaders and communities.
Introduces hybrid as a solution.
Getting Started with Hybrid
Learning: A Teacher Guide
Designed as a guide for educators with
practical advice for moving to a hybrid
model in their own context.
Codifying Teacher Practice
Guide for schools and school leaders to
create coherent, school-wide
pedagogical approaches in a hybrid
environment.
Download from: https://futuremakers.nz/hybrid-learning

A boundary-less future – are you ready?
Teacher
School, kura
CC Wenmoth, 2020 A boundary-less education system.

Remote learner
Hybrid teacher
Home
School, kura
CoP

Remote learner
Hybrid teacher
Home
School, kura
Social
Network
CoP

Remote learner
Hybrid teacher
Remote teacher
Home
School, kura
Community
spaces
Social
Network
CoP

Remote learner
Hybrid teacher
Remote teacher
Tertiary
Home
School, kura
Community
spaces
Social
Network
CoP
Work

Christchurch – a Learning City

Tairawhiti – a learning region

So what are the key messages for us as
we design schools for the future?
Designing for the future...

How can we better cater for the
diverse needs of our learners and
community?
How do we address the issue of the
digital divide in our community?
Who has a voice in how decisions
are made?
Do we consider the principles of te
whare tapa whā in our school design
processes?
Inclusion is key

All learning is
culturally located
How can your school and
school settings better
acknowledge mana
whenua?
Do you know who they are
and what their educational
priorities are?
(Questions to consider for reflection and planning:
Melanie Riwai-Couch, Niho Taniwha, p.30)

What happens when attending
school isn’t an option?
How can we leverage the power of
the network?
How must we design schools as
hybrid learning institutions?
Do we design with an ‘end-to-end’,
whole of system view?
We must plan for resilience

Inclusion Resilience
Culture
“The greatest danger in times of turbulence is not
the turbulence – it is to act with yesterday’s logic.”
(Peter Druker)

Kia ora!
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://futuremakers.nz/blog
https://futuremakers.nz/hybrid-learning

re-Activate Imagine If.pdf

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