9. Data Driven Organisations
• What data do you collect and how do you use it?
• Does it make a difference for young people ad their learning?
• What are the assumptions behind what you collect (and what
you don’t collect), how you analyse it, and how you use the
analysis?
• What protocols do you have about the collection, access and use
of any data to ensure it is safe and people trusting you with it?
• How collaborative is the process - with young people, parents
and whānau, teachers and leaders - in deciding what to collect,
how to use it, how to feedback findings, and protocols?
TECHNOLOGY
13. Networked CommunitiesFirst Then Now Next
F2F
Classrooms
Distance
Education
F2F with
WWW
DE using
LMS
Virtual
Schools
Knowledge
Building
Communities
“Flipped
Classroom”
Teaching and
Instruction
Online/eLearnin
g
Blended
Learning
Networked/con
nected learning
STRUCTURAL
http://blog.core-ed.org/derek/2013/09/learning-in-a-networked-world.html
17. Networked Communities
STRUCTURAL
Collaborative
Inquiry Cycle
PROCESS SUITE OF TOOLS
Assess
Design
Implement
Reflect
Change
Learning
Conditions
Rubrics to assess:
▪ System Conditions
▪ Cluster Conditions
▪ School Conditions
▪ Implementation
Diagnostic
New Pedagogies
Tools and protocols to
design deep learning
experiences:
▪ New Pedagogies
Learning Design Rubric
▪ New Pedagogies
Learning Design
Protocol
▪ Teacher Self-
Assessment
Deep Learning
Outcomes
Learning Progressions to
assess and measure deep
learning competencies:
▪ Character
▪ Citizenship
▪ Collaboration
▪ Communication
▪ Creativity
▪ Critical thinking
http://www.core-ed.org/professional-learning/clusters-take-charge-your-pld