Workshop presentation for the first session of the Wellington Loop schools, 12 August 2020

1. Inspiring the next generation of leaders, thinkers and problem-solvers
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
h2p://www.wenmoth.net
Future Ready?Wellington Loop Workshop, Wednesday 12 August 2020

3. In pairs
• What comes to your mind when you
hear the term ‘future focused’?
• How does it make you feel?

4. The new
normal?
Volatility
Uncertainty
Complexity
Ambiguity
https://en.wikipedia.org/wiki/Volatility,_uncertainty,_complexity_and_ambiguity

5. Future Shock
“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)

6. 5 Themes: 15 years
• Trends, not predictions
• Retrospective view
• Identifying drivers
• Future directions
• Questions

7. Questions to guide us…
Source: based on work of NZCER https://www.nzcer.org.nz/system/files/taking-future-focus-in-education.pdf
What are the major trends
influencing how we live and work
now and into the future?
FOCUS: An*cipa*ng change and preparing
ourselves and our schools to deal with “future-
focused issues”
What are the implications of this
for education? What are we
setting out to achieve?
FOCUS: Thinking about the purpose of school
and schooling – what is ‘success’?
What kinds of learning will
students need to be able to
address these challenges?
What does this mean for
teachers/teaching as a
profession?
What does this mean for
schools’ relationships to
the community?
What should the future of
schooling, teaching
curriculum look like?
What are the implications for our
planning and teaching, now and
into the future? What changes are
required to our structures,
processes and practice?

8. Group Discussion
• What are some of the key changes you
can identify in education, both
nationally and internationally, over the
past 15 years?
https://www.needpix.com/photo/547083/group-chat-icon-website-internet-web-discussion-website-icons-computer

9. 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

10. Group Discussion
• What are some of the key changes you
can idenEfy in educaEon, both
naEonally and internaEonally, over the
past 15 years?
• Which have had the greatest impact on
what you do as a teacher?
https://www.needpix.com/photo/547083/group-chat-icon-website-internet-web-discussion-website-icons-computer

11. 5 Themes: 15 years
What are the major
trends influencing how
we live and work now
and into the future?
FOCUS: Anticipating change and
preparing ourselves and our
schools to deal with “future-
focused issues”

12. TECHNOLOGY
TECHNOLOGY
Culture
Process
Structure
Economy
Equitable access.
Identity and access management.
System integration
Social networking
Immersive/visual environments
Mobile and ‘touch’ tech.
Big Data and analytics
3D printing
Virtual and mixed reality platforms
Artificial intelligence
Digital convergence and “Singularity”
The cloud
Blockchain
Social Mapping
Real-time reporting
The pervasive nature of change that occurs when a new
technology is introduced – it is not additive, it is ecological.

13. TECHNOLOGY
• 2007 a year of paradigmatic change
• iPhone released
• Facebook, Twitter, LinkedIn + other social media
• Mobile Devices
• Cloud
• Artificial Intelligence
TECHNOLOGY
Culture
Process
Structure
Economy

14. TECHNOLOGY
• How would you describe the key drivers for technology use in your
organisation? In what ways is this reflected in your organisation’s strategic
goals and values?
• How is your school strategically planning for the rapid advancement of
technology that can support learning for your students? What systems do
you have in place that can identify new advancements that support
educational organisations?
• 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?
• Who do you currently rely on for these insights? How do you assess their
potential impact on your work with learners?
TECHNOLOGY
Culture
Process
Structure
Economy

15. CULTURE
Technology
CULTURE
Process
Structure
Economy
Super-diversity
Digital fluency
Digital citizenship
Identity and privacy
Cyber-safety
Global connectedness
De-privatised practice
Personalising learning
Learner agency
Artificial intelligence
Cultural Narratives
Wellbeing
The product of the beliefs, perceptions, relationships,
attitudes, and written and unwritten rules that shape and
influence behaviour. Organizational culture is a reflection
of its leaders’ culture, ethics (or lack of them) and
consciousness.

16. CULTURE
When the things you say and the things you do (actions) are in
alignment with what you actually believe (values), a thriving
culture emerges. So great organisational culture results from
putting into practice what we say we believe and value as
important. (Sinek)
Consider…
• Treaty of Waitangi
• Shift in ownership of learning
• Diversity
• Digital
Technology
CULTURE
Process
Structure
Economy

17. CULTURE
Drivers to consider…
• Internal factors - leadership, staff expectaUons, tradiUons and
rules.
• Community factors - cultural or belief systems represented,
family/whānau educaUonal experience and expectaUons of
their children, locaUon and wider environment of the learning
seXng.
• External factors - naUonal educaUonal policy and resourcing
factors, poliUcal decisions and acUons.
Technology
CULTURE
Process
Structure
Economy

18. CULTURE
How are these impacting the culture in your school?
• Shift in ownership – learner-centred design.
• Diversity – expressions of language, culture, identity & beliefs.
• Digital – online safety, identity, artificial intelligence.
Technology
CULTURE
Process
Structure
Economy

19. CULTURE
• To what extent do your organisation’s values and the practices
that stem from them resonate with the issues and trends
identified in this trend?
• In what ways is your organisation or setting ‘inclusive’? Are the
articles of the Treaty of Waitangi evident in your organisational
values and in the culture that exists?
• To what extent is the voice of your students and of your
community effective in helping determine the culture of your
setting? How is this happening? In what areas could it be
improved?
Technology
CULTURE
Process
Structure
Economy

20. PROCESS
Technology
Culture
PROCESS
Structure
Economy
Change Leadership
Design thinking
GamificaYon
User generated content
ePor[olios
Deep Learning
Inclusive EducaYon
New ways of managing IT
Learning record stores
Collaboration
Data Science
Big data/small data
Microcredentials
Maker culture
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’

21. PROCESS
Consider
• Our management of how learners progress through
their time in schools
• How we design lessons, units, programmes
• Our approach to assessing learners and learning
• Our recording of and reporting on progress and
achievement
• How staffing is allocated and rewarded
• Our approach to funding learners and their learning
Technology
Culture
PROCESS
Structure
Economy

22. PROCESS
Key trends to be aware of..
• Openness
• Collaboration
• Data and learning
Technology
Culture
PROCESS
Structure
Economy

23. PROCESS
Key trends to be aware of..
• Openness
• Collaboration
• Data and learning
• Deep Learning
• Assessment
Technology
Culture
PROCESS
Structure
Economy

24. PROCESS
Technology
Culture
PROCESS
Structure
Economy
• Which of the trends and issues in this theme have already
impacted on your practice as an educator and/or on the way
your organisation ‘gets things done’?
• How is data being used in your learning setting to empower
both learners and teachers, and to reduce the administrative
workload for everyone?
• How is the learning journey of your students managed at
present? Who ‘owns’ this - why? How is the evidence of
learning collected and verified?
• What evidence of design thinking and/or gamification exists in
your setting? Is it fundamentally changing some of the ways
things are done in your setting?

25. STRUCTURE
Technology
Culture
Process
STRUCTURE
Economy
Networked communities
Advanced networks and ‘loops’
Community focus
The ‘smart web’
Private Public Partnerships
Alternative forms of assessment
Ubiquitous computing
Communities of learning
Learning ecologies
Virtual Learning
Schools as part of community
Changing role of the teacher
Educational institutions are by nature, very reliant on the
structures that give them their identity and serve to support
what they do and the way they do it.

26. STRUCTURE
Some of the structures we work within…
• Buildings and classrooms
• Classes and timetables
• Teachers and roles
• Curriculum and subjects
• Autonomous ‘schools’
The very structures that support our system also fail many of our
learners - making the need to address these concerns a matter
of equity above everything else.
Technology
Culture
Process
STRUCTURE
Economy

27. STRUCTURE
• When we take a ‘learner-centric’
approach we must recognize
that they are learning in a
variety of contexts and in a
variety of ways, only a part of
which is recognized by the
formal education system.
• This learning takes place across
two axes, the nature of the
experience (formal/informal)
and the space in which it occurs
(physical/virtual)
• Our challenge is how to provide
recognition of that learning
which occurs outside the
traditional bounds of a school.
Technology
Culture
Process
STRUCTURE
Economy
The learning ecosystem…

28. STRUCTURE
• What are the key drivers behind decisions made in your setting
around curriculum (e.g. subjects taught), use of time,
allocation of tasks to teachers, design and use of learning
spaces, etc.?
• How might you, as a staff and your community, work to better
understand that addressing issues around structure are critical
to achieving greater equity in our system and in your setting?
• How might greater use of virtual/online learning be used to
ensure all learners are able to access the learning
opportunities they need/deserve?
Technology
Culture
Process
STRUCTURE
Economy

29. ECONOMY
Technology
Culture
Process
Structure
ECONOMY
Computational Thinking
21st Century Skills
Future workforce
Future of work
Innovation and entrepreneurship
Global connectedness
Sustainability
“Open-ness”
STEM/STEAM
Automation
Data engagement
OERs (open education resources)
Understanding ‘success’
Human Capital
Green computing
The way we generate wealth and the skill sets, required to
achieve this are key elements in any economy.

30. ECONOMY
The relationship between education and the economy is
important from two perspectives:
• The benefit to society of having well educated young people
who are prepared to take up roles in employment that will
contribute to the growth of our economy.
• The cost to society of investing in education, such as the
building of schools, teachers’ salaries, and curriculum
resources.
Technology
Culture
Process
Structure
ECONOMY

31. ECONOMY
Economic drivers:
• (un)Employment and demand for qualifications
• Changing nature of work
• Changing nature of society
• Globalisation
• Rapidly advancing automated processes
Technology
Culture
Process
Structure
ECONOMY

32. ECONOMY
Technology
Culture
Process
Structure
ECONOMY
BOYS GIRLS
1. Engineer
2. Business manager
3. Doctor
4. ICT professional
5. Sportsman
6. Teacher
7. Police officer
8. Mechanic
9. Lawyer
10. Architect
1. Doctor
2. Teacher
3. Business manager
4. Lawyer
5. Nurse/midwife
6. Psychologist
7. Designer
8. Veterinarian
9. Police officer
10. Architect
According to the OECD the top ten career
aspirations for 15 year olds are:

33. ECONOMY
Technology
Culture
Process
Structure
ECONOMY
• Interdisciplinary skills
• Creative and analytical skills
• Entrepreneurial skills
• Leadership skills
• Digital and technical skills
• Global awareness and civic education
The skills we need?

34. ECONOMY
Indicators of trends to watch for…
• OECD report “Dream Jobs? Teenagers’ career aspirations” –
half of Kiwi 15-year olds expect to work in just 10 occupations
at age 30
• World Economic forum report on “High Demand Jobs” none of
which were represented in the OECD list
• “Change Agenda: Income Equity for Māori” – need to unlock
Māori potential
• Shifting from a ‘financial maximization’ mindset (ref DAVOS)
Technology
Culture
Process
Structure
ECONOMY

35. ECONOMY
• How does the thinking in the economic theme influence your thinking
about ‘equity’ as a key area of concern within our education system? What
impacts do you see here and what responses do you think need to be made
in the way your school/programmes/community respond?
• How is the focus on things like learner agency, personalisation, competency
development etc. and the use of design thinking and gamification in your
school driven and/or informed by the trends and issues identified in the
economy theme?
• How far down the track is your school with the implementation of the
Digital Technologies and Hangarau Matihiko Curriculum? What are the key
messages you are giving students and the community about ‘why’ this is
important?
Technology
Culture
Process
Structure
ECONOMY

36. Thank You
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://www.wenmoth.net