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Ten Trends
Online Webinar - 23 June 2020
Derek Wenmoth
@dwenmoth #futurefocused
Ten trends   webinar june
Thinking Globally
• Personalisation of learning for students
• Competency based education
• Global Skills shortages
• Changing nature of work
• Initial teacher education in crisis
• Equity
• Access to quality education
• Inclusion
• Changing demographics and social mobility
• Climate change
• Exponential and converging technologies
5 Themes: 15 years
• Trends, not predictions
• Retrospective view
• Identifying drivers
• Future directions
• Questions
Structural
• Educational institutions have become defined by
structures that serve to support what they do and
the ways they achieve this.
• A system and structures that are fundamentally
designed around uniformity and standardisation
will inevitably fail to provide the sort of settings in
which diverse learners will thrive and succeed.
Structural - trends
• Shift in ownership of learning –
learner agency
• Networks of schools, learning
ecologies
• Virtual/online learning
Structural - future
• Focus on learner, whanau and
community
• Redefining curriculum and
assessment
• Expanding the concept of school
Structural - questions
• To what extent, and in what ways, are you engaging
meaningfully with your learners and/or their family or
whānau to genuinely understand their iden8ty and
background?
• What are the key drivers behind decisions made in
your se?ng around curriculum (e.g. subjects taught),
use of 8me, alloca8on of tasks to teachers, design and
use of learning spaces, etc?
• How might greater use of virtual/online learning
ensure all learners are able to access the
opportuni8es they need and deserve?
Process
In business terms, process is a collection of
related, structured activities or tasks that
produce a specific outcome.
Simply put, process may be understood as the
way we do things. Important here is to
understand that the way we do things will
inevitably reflect our language, culture and
identity, and the trends in this section must be
considered through these lenses.
Process - trends
• Open-ness, disintermediation
• Evidence and data use, inquiry
• Assessment practices
• Design thinking, gamefication
• Collaboration
Process - future
• Increasing collaboration – maturing of clusters
and learning ecologies
• Changes in assessment approaches
• Greater flexibility in terms of time, place and pace
of learning
• Schools becoming more intentionally inclusive
Process - Questions
• How is the learning journey of your children or
young people managed at present? Who owns
this and why?
• What evidence of design thinking and/ or
gamificaIon exist in your seJng? How is it used
and for what purpose?
• How is data being used in your learning seJng to
empower both learners and teachers, and to
reduce the administraIve workload for
everyone?
Technology
We are in a new decade and the pace of change
driven by new technologies and technological
advancements looks set to continue, even to
accelerate rapidly like no other time in history.
The important thing here is the pervasive nature
of technological change – it is not additive, it is
ecological. When you add a new technology you
don’t simply change something, you change
everything.
Technology - Drivers
• Digital literacy
• Digital Citizenship
• Curriculum Support
• Preparation for future workforce
• Supporting personalised learning
• Expanding access, addressing equity
• Improving efficiency
Technology - trends
• Personal mobile devices
• Advanced networks
• Social Media
• The cloud
Technology - future
• Personalised
• Ubiquitous
• Intelligent
• Interoperability
• Sustainability
Technology - ques=ons
• How is your education setting strategically
planning for the rapid advancement of
technology that can support learning?
• What steps are you, your staff and community
taking to ensure you are keeping up to date
about technological developments so that you
are able to make informed decisions about
future technological investment and
programmes of learning in your organisation?
Cultural
The culture of an organisation is the product of the
beliefs and values, perceptions, relationships, attitudes,
and written and unwritten rules that shape and
influence every aspect of how it functions.
The culture of any learning setting directly influences
the relationships in it. It affects how everyone interacts,
leads, learns, develops and grows in that setting.
Organisational culture is a reflection of its leaders’
culture, ethics (or lack of them) and consciousness.
Cultural - Trends
• Shift in ownership of learning/learner agency
• Increasing diversity, UDL, inclusion
• Cultural narratives
• Place-based learning
• Embracing a digital culture
Cultural - Drivers
• Internal factors - leadership, staff expectaIons,
tradiIons and rules.
• Community factors - cultural or belief systems
represented, family/whānau educaIonal
experience and expectaIons of their children,
locaIon and wider environment of the learning
seJng.
• External factors - naIonal educaIonal policy and
resourcing factors, poliIcal decisions and acIons.
Cultural - Future
• Shift in ownership – learner-centred
design.
• Diversity – expressions of language,
culture, identity.
• Digital – online safety, identity, artificial
intelligence.
Cultural - Questions
• To what extent do your organisation’s values, and
the practices that stem from them, resonate with
the issues identified in this trend?
• To what extent is the voice of learners and of your
community effective in helping determine the
culture of your setting?
• How is being digital considered as a part of the
culture in your setting?
Economic
The relationship between education and the
economy is important from two perspectives:
1. The benefit to society of having well educated
young people who are prepared to take up
employment that will contribute to the
growth of our economy.
2. The cost to society of investing in education,
such as the building of learning centres and
schools, teachers’ salaries, and curriculum
resources.
Economic - Drivers
• Periods of high unemployment
• Changing nature of work
• Changing nature of society
• GlobalisaIon
• Impact of rapidly advancing automated processes
Economic - Trends
• Maker culture, design thinking, computational
thinking, STEM
• Collaborative skills and mindsets
• Automation, robots, AI
• Teacher roles, teacher workload
Economic - Future
• Focus on high cost of current models
• Re-alignment of career aspirations
• Addressing systemic inequity
• Shifts from a ‘financial maximization’ mindset
Economic - Questions
• How are the issues iden8fied in this trend used to
inform decisions about:
– Curriculum design?
– Career planning and advice?
– Teacher roles and responsibili6es?
– Learning ac6vi6es that require addi6onal payments from
parents and whānau?
– Design and use of buildings/property?
• How do the ideas in the economy theme influence
your thinking about equity within our educa8on
system?
What next?
• Complete the survey -
hOps://www.surveymonkey.com/r/MKFPBLT
• Upcoming PLD opportuni8es
– Future focused schools: aligning strategies to realise
posi4ve change webinar
– Leadership stories of strength and ac4on webinar
– Growing your leadership through courageous
conversa4ons workshop
– Innova4ve learning prac4ce online programme
• Request help in your school
Thank You
derek.wenmoth@core-ed.org
@dwenmoth
http://www.wenmoth.net

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Ten trends webinar june

  • 1. Ten Trends Online Webinar - 23 June 2020 Derek Wenmoth @dwenmoth #futurefocused
  • 3. Thinking Globally • Personalisation of learning for students • Competency based education • Global Skills shortages • Changing nature of work • Initial teacher education in crisis • Equity • Access to quality education • Inclusion • Changing demographics and social mobility • Climate change • Exponential and converging technologies
  • 4. 5 Themes: 15 years • Trends, not predictions • Retrospective view • Identifying drivers • Future directions • Questions
  • 5. Structural • Educational institutions have become defined by structures that serve to support what they do and the ways they achieve this. • A system and structures that are fundamentally designed around uniformity and standardisation will inevitably fail to provide the sort of settings in which diverse learners will thrive and succeed.
  • 6. Structural - trends • Shift in ownership of learning – learner agency • Networks of schools, learning ecologies • Virtual/online learning
  • 7. Structural - future • Focus on learner, whanau and community • Redefining curriculum and assessment • Expanding the concept of school
  • 8. Structural - questions • To what extent, and in what ways, are you engaging meaningfully with your learners and/or their family or whānau to genuinely understand their iden8ty and background? • What are the key drivers behind decisions made in your se?ng around curriculum (e.g. subjects taught), use of 8me, alloca8on of tasks to teachers, design and use of learning spaces, etc? • How might greater use of virtual/online learning ensure all learners are able to access the opportuni8es they need and deserve?
  • 9. Process In business terms, process is a collection of related, structured activities or tasks that produce a specific outcome. Simply put, process may be understood as the way we do things. Important here is to understand that the way we do things will inevitably reflect our language, culture and identity, and the trends in this section must be considered through these lenses.
  • 10. Process - trends • Open-ness, disintermediation • Evidence and data use, inquiry • Assessment practices • Design thinking, gamefication • Collaboration
  • 11. Process - future • Increasing collaboration – maturing of clusters and learning ecologies • Changes in assessment approaches • Greater flexibility in terms of time, place and pace of learning • Schools becoming more intentionally inclusive
  • 12. Process - Questions • How is the learning journey of your children or young people managed at present? Who owns this and why? • What evidence of design thinking and/ or gamificaIon exist in your seJng? How is it used and for what purpose? • How is data being used in your learning seJng to empower both learners and teachers, and to reduce the administraIve workload for everyone?
  • 13. Technology We are in a new decade and the pace of change driven by new technologies and technological advancements looks set to continue, even to accelerate rapidly like no other time in history. The important thing here is the pervasive nature of technological change – it is not additive, it is ecological. When you add a new technology you don’t simply change something, you change everything.
  • 14. Technology - Drivers • Digital literacy • Digital Citizenship • Curriculum Support • Preparation for future workforce • Supporting personalised learning • Expanding access, addressing equity • Improving efficiency
  • 15. Technology - trends • Personal mobile devices • Advanced networks • Social Media • The cloud
  • 16. Technology - future • Personalised • Ubiquitous • Intelligent • Interoperability • Sustainability
  • 17. Technology - ques=ons • How is your education setting strategically planning for the rapid advancement of technology that can support learning? • What steps are you, your staff and community taking to ensure you are keeping up to date about technological developments so that you are able to make informed decisions about future technological investment and programmes of learning in your organisation?
  • 18. Cultural The culture of an organisation is the product of the beliefs and values, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how it functions. The culture of any learning setting directly influences the relationships in it. It affects how everyone interacts, leads, learns, develops and grows in that setting. Organisational culture is a reflection of its leaders’ culture, ethics (or lack of them) and consciousness.
  • 19. Cultural - Trends • Shift in ownership of learning/learner agency • Increasing diversity, UDL, inclusion • Cultural narratives • Place-based learning • Embracing a digital culture
  • 20. Cultural - Drivers • Internal factors - leadership, staff expectaIons, tradiIons and rules. • Community factors - cultural or belief systems represented, family/whānau educaIonal experience and expectaIons of their children, locaIon and wider environment of the learning seJng. • External factors - naIonal educaIonal policy and resourcing factors, poliIcal decisions and acIons.
  • 21. Cultural - Future • Shift in ownership – learner-centred design. • Diversity – expressions of language, culture, identity. • Digital – online safety, identity, artificial intelligence.
  • 22. Cultural - Questions • To what extent do your organisation’s values, and the practices that stem from them, resonate with the issues identified in this trend? • To what extent is the voice of learners and of your community effective in helping determine the culture of your setting? • How is being digital considered as a part of the culture in your setting?
  • 23. Economic The relationship between education and the economy is important from two perspectives: 1. The benefit to society of having well educated young people who are prepared to take up employment that will contribute to the growth of our economy. 2. The cost to society of investing in education, such as the building of learning centres and schools, teachers’ salaries, and curriculum resources.
  • 24. Economic - Drivers • Periods of high unemployment • Changing nature of work • Changing nature of society • GlobalisaIon • Impact of rapidly advancing automated processes
  • 25. Economic - Trends • Maker culture, design thinking, computational thinking, STEM • Collaborative skills and mindsets • Automation, robots, AI • Teacher roles, teacher workload
  • 26. Economic - Future • Focus on high cost of current models • Re-alignment of career aspirations • Addressing systemic inequity • Shifts from a ‘financial maximization’ mindset
  • 27. Economic - Questions • How are the issues iden8fied in this trend used to inform decisions about: – Curriculum design? – Career planning and advice? – Teacher roles and responsibili6es? – Learning ac6vi6es that require addi6onal payments from parents and whānau? – Design and use of buildings/property? • How do the ideas in the economy theme influence your thinking about equity within our educa8on system?
  • 28. What next? • Complete the survey - hOps://www.surveymonkey.com/r/MKFPBLT • Upcoming PLD opportuni8es – Future focused schools: aligning strategies to realise posi4ve change webinar – Leadership stories of strength and ac4on webinar – Growing your leadership through courageous conversa4ons workshop – Innova4ve learning prac4ce online programme • Request help in your school