Post Grad Pt2: Wk14 Making Our Future

 What's Next?

Whakatoki

Titiro whakamuri, kōkiri whakamua  

Look back and reflect, so you can move forward

3D modelling - Earrings in Tinkercad

Insights

Looked at what's next: Part 2 and Part 3

There are many ways to make: scrapbooking, gardens, cooking, baking, DIY...

Reflection

We made it yah!

Post Grad Pt2: Wk 13 - Systems Thinking

 Systems Thinking for Educational Change

Whakataukī

I orea te tuatara, ka patu ki waho
A problem is solved by continuing to find solutions

Insights

Ladder of Inference: it is easy to jump to beliefs and actions, whereas we need to take time to gather evidence. 

My comment - Being mindful that inference is not the same as interpretation of data, and thinking about what bias we bring when we look at it. My class did a test to see what they knew about how certain prefixes and suffixes change the meaning of the root word. They will take this test again shortly but have they improved because of the explicit teaching or the opportunities to practice them due to the site I created?

 

People are involved in many different systems; each school has its own systems, clubs, and sports groups, all of which have systems of organisation.

In a learning organisation, think about people working together at their best. Then you will be learning.

3 areas (tools): 

1. Fostering aspiration - personal mastery, building shared vision, creative tension, 
2. Fostering reflection - ladder of inference
3. Systemic Patterns - archetypal patterns

Fifth Discipline - screenshot

Key Competencies for the future - screenshot

Nature of Interconnectedness -

Traditional Western Tchg -

Systems Thinking Computational Thinking - could be focus for master's - screenshot

Cynefin -

The 4 Domains for Solving Problems (David Snowden)

Leaders develop habits in how we respond to situations

 

Predictable:

Obvious (Best Practice - Connection between cause and effect is clear) - Sense, categorise, and respond (E.g. cooking a dish)

Complication (Good Practice - Connection between cause and effect less clear) - Sense, analyse and respond (E.g. building a factory)

Unpredictable:

Complex - (Emergent Practice - Connection between cause and effect only seems clear) Probe, sense and respond (E.g. change the company culture)

Chaotic - (Novel Practice - No connection between cause and effect) Act, sense and respond (E.g., volcano erupting)

Disorder - 

Our Students developing systems thinking - screenshot

Water of Systems Change

Six Conditions

Making real and equitable progress on critical social and environmental problems

Change for good is slow, steady work and can be healing.

Takeaways

Reflection:

Slow down, reflect what can I do better, Why am I doing it for what prupose?

Post Grad Pt2: Wk 12 - Responsiblity and Agency

 Digital Responsibility and Agency

Whakataukī

Hāpaitia te ara tika, pūmau ai te rangatiratanga mō ngā uri whakatipu / 

Foster the pathway of knowledge to strength, independence and growth for future generations

What is Student Agency?

For years, I have asked for clarification on this, and to be honest, the easiest definition is when I Google it: Student agency is the capacity of students to take active ownership, make meaningful decisions, and exercise control over their own learning processes rather than passively receiving information. However, Vaughn supports this.

As she defines agency, it is 'the "sociocultural mediated ability to act" (Ahearn, 2001) and is the ability of students to, "give significance to the world in purposeful ways with the aim of creating, impacting and/or transforming themselves, or the conditions of their lives".' (Basu, Calabrese Barton, Clarimont, & Locke, 2009). As cited in Vaughn, M., Premo, J., Erickson, D., & McManus, C. (2020). Student agency in literacy: Validation of the Student Agency Profile (StAP). Reading Psychology, 41(6), 533–558. https://doi.org/10.1080/02702711.2020.1783147 

Insights

With free version it is all public, and doesn't use your voice.

What do people agree on about student agency?

Rangatiratanga - self-determination

Takeaways

Ways to check you are safe online

Reflection

Check Out my Slideshow

Post Grad Pt2: Wk 11 - Learning Environments and Networks

 How and Where we Learn and the Networks we Use.

Whakataukī

Waiho i te toipoto, kaua i te toiroa 

Let us keep close together, not far apart

Insights

 

Communities of Practice, Face-to-Face and Online

Online CoP are more reliant on being led, so everyone can reach the goal. 

Connectivism - Whanaungatanga

To help your whanau grow, to help your tribe grow and your iwi.

Who's at your table - video 

So many interesting facts, and the focus has changed over time. There were some interesting findings.

Social Media, such as LinkedIn is a great way to get our brand out there.

Reflection

Although we may have had unpleasant experiences with social media and suffer from FOMO, there are places we can seek CoP that are useful and constructive.

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.