Post Grad Pt 2: Wk 10 - Leading Change

 Leading Innovation

Whakataukī

He rangi tā Matawhāiti, he rangi tā Matawhānui.

The person with a narrow vision sees a narrow horizon; the person with a wide vision sees a wide horizon.

Insights

 Kotter's 8 Steps for Leading Change:

'The Big Opportunity' is at the centre of why change is necessary: We need a sense of urgency, more wins, and faster success.

Transformation is a process, not an event.

Even with new learning, change happens, and we need to adapt.

 Students should be part of your army.

Linda Hill talks about how setting direction was a strategy in 1922, but in 2000 we want visionary, to help shape , co-creation. Her main types of leading change are Architect, Bridger and Catalyst. The ABC of Change Leadership.

Robinson explains how this is better than tell, sell, and buzz.

The best things come from other educators, as we can walk the talk.

Robinson often summarises 

Crossing the Chasm - where most innovations fail.

'Early Adopters' need to share their stories; this helps the Early Majority to take it to the next level.

Starts with the lone nut; the first adopters are the most important, as they change the lone nut into a leader. Followers emulate followers, then everyone wants to be part of the crowd; no one wants to miss out and being public makes it easy to follow (so share people's stories).  

Be Courageous and Follow

Laggards: when they become 'Early Adopters', they become very powerful.

Takeaways

We can do this but should we?

Reflection

How do I make change, through purpose or with a vision? What do I forget when making change?

Post Grad Pt 2: Wk 9 - Serving Leadership

Agile, Lean and Servant Leadership

Whakataukī:

Waiho mā te tangata e mihi 

Let another sing your praises

This is about how the leader can assist others

Insights

Agile thinking, or agility in companies: software companies want to be more adaptive and responsive. They have 4 values:

         * Individuals and Interactions

         * Working Software

         * Customer Collaboration

         * Responding to Change

The more traditional focuses they had, such as processes, tools, documentation, contracts, and plans, weren't wrong, but they weren't the most important thing either. 

"He aha te mea nui o te ao? He tāngata, he tāngata, he tāngata."

How does this relate to education?

The first value stayed the same when Steve Peha (who works in both industries) made some modifications:         * Individuals and Interactions over processes and tools

        * Meaningful Learning over measurement of learning

        * Stakeholder Collaboration over constant negotiation 

        * Responding to Change over following a plan

Traditionally, working in teams was more like passing the baton: everyone did their job, then handed the product to the next team to do theirs, and so on. Companies that were moving forward said it was more like a scrum: everyone working together toward a common goal and supporting each other. In this method, there is a leader; their job is to serve the team rather than tell everyone what to do. And they work with the customer to ensure the product serves its purpose.

Students are both the customer and part of the team; they need to be agile, as they can help design the learning context and be each other's end users. This method gives students agency in their learning at a sustainable pace to meet their goals, and fosters collaborative teamwork. It is not all on the student; the teacher still needs to set up the why and what of the learning. Work with students to create the backlog (all the things they need to achieve to get the final product); these tasks can evolve over time.

Like all new experiences, start small. It is about adapting to what is happening around you.

Agile Leadership: Simon Hayward talks about - What makes an Agile Leader? 

* Learning Agility - pause and take stock of what is happening around you

* Empathy

* Thoughtful, decisive decision-making

* Digital Literacy

Lean Thinking - Womack, Jones and Roos 1990

This too started out in a different industry, manufacturing, to reduce waste and upskill workers. But what is the relevance to Education?

We need to focus on the 'Value Stream' (from Lean Jargon), ensuring we deliver value to the learner.

* Reducing waste - teaching content that is not relevant, moving around when it wastes time,

* Replace Batch and Queue with Flow - learning moves on regardless of where the learner is at.

* Replace Push with Pull - Moving from learning being pushed at students to a situation where students pull what they need when they need it.

.Kanban boards are part of Lean thinking and can be used with Agile thinking too. Using a Kanban board helps students to manage learning flow and do tasks in a way they can self-manage. (Examples to the left, from Trello.com)

Kaizen - Incremental Change, to help move forward

Kaikaku - Radical Change

Both of these types of change are important and can be complementary  

Servant Leadership

     

   

Takeaways

Final Individual Assessment - 

Action Reflection Assessment

Kanban Board - Data collection is too big; break it down into small/short tasks that can be done in two weeks. 

.   

They will always be dynamic 

Reflection

It is important to have a to-do list no matter how you do it. This helps to keep you on track, and if they're bite-sized, they are achievable. 

Schools and AI

 Ready or Not: How Are Schools Responding to Artificial Intelligence?

NZEI and APPA already have ideas on how to address the use of AI.

How are schools responding to the use of AI in school?

This is the question because we know they are already using it.

Students from Year 5 up are already using AI

As Schools, we need to Mitigate Risks for Students and Teachers. 

• Can't just close our devices and minds and hope for the best.
• Can be used to help with cognitive offloading
• Use AI to help think, not do the thinking for us.

Click on image to see Primary Insights

If the plan is fragmented and disjointed, it will be more hit-and-miss. The system and policy need to be structured.

Post Grad Pt 2: Wk 7 - Debating AI

When Should or Shouldn't We Use AI ?

Whakataukī

Tino rangatiratanga: mō tātou, ā, mō kā uri ā muri ake nei
The ability to create and control our destiny for generations to come.

Insights

How do we use AI, and what do we use?

Teachable Machine - Google has built a model we can use to teach it to recognise images, objects, sound, and then sort. The important thing is to have clean data (no background, people or objects).

What I noticed was that when identifying a cup, it was 100% happy for any cup to be in front of the camera. But with other smaller objects, it struggled to identify them; this could be because of the busy background. Once, it thought a book was a cup; this is possibly because of the screen area the book covered.

Similar to the 'iPads Padagogy'

AI Capabilities

What do we consider when creating a debate for the class?

• Relevant to akonga (students), interesting, engaging
• 2 sides Proc/Cons
• Allows for different points of view
• Age appropriate
• Not too divisive (contentious)
• Know the topic or easy to research

Kialo Edu Debate

We were given a side, like in a real debate (no picking), then we added our thoughts to arguments for or against a statement (slices on the outer circle) or gave it a value. The darker the colour, the more people valued the idea made in the inner circle. 

Takeaways

Guidelines for AI created collaboratively for AcademyEx; great model they thought guidelines rather than policy, as people need to be responsible for actions. Turnitin; creates space for discussions around use of AI in essays, not there to judge.

Which of the guidelines are most useful in helping understand 'AcademyEx AI guidelines': 10, 15, 16, 17, 18, 19.

Reflection

Kialo Edu would be great when needing to decide what to do when you need everyone's input, e.g., a staff meeting about which maths resources should be implemented - empowering all voices

AI tools to check out - Chalkie and Day of AI

Consider how the rapid changes in AI might impact classroom innovation in the future.