Log in

liz Stevenson's discussion posts

  • liz Stevenson 01 Mar 2013 3:24pm () in The e-Learning Planning Framework - how and why to use it | NAPP Kōrero 16

    A good resource for getting a big picture understanding of the implications and possibilities around e-learning is Innovate - Collective Wisdom from Innovative Schools. by Sean Tierney. It pulls together thinking from a wide range of educational leaders in a visually appealing way. It was actually written by 400 people in 4 days - a nice example of the power of collaboration that the e-learning offers.

  • liz Stevenson 18 Dec 2012 11:01am () in Teaching Photography to 8 to 10 year olds this winter in school. Is Guided Access broken?

    Jonathon - as far as I know, its fine to share your website and email info in here and I'm very happy to share what I can with you and your Principal.

    The student internet saftey questions around web initiatives are an ongoing debate aren't they - one of the ways to help administrators see that there are safe routes is to look at the way we can adjust the permissions to make shared access private. Many of them use secure online banking so this is a good example of the way they probably already use safe technology and the internet to accelerate and improve their own business and communication processes.

    Good luck!


  • liz Stevenson 18 Dec 2012 10:18am () in Teaching Photography to 8 to 10 year olds this winter in school. Is Guided Access broken?

    Hi Jonathan

    It would be great if you share your website in here - lucky students to have an experienced photographer for a teacher! I'm wondering if you have to have an internal display? In working with high school photographers I maintain student journals using limited access websites with good photo/video functionality (Weebly is one) and hold virtual exhibitions on Flickr.

    This works well as there is space for the commentary - (catalogue :) In this way, parents and friends can take part in viewing the work and also contributing to the critique. You also have an ongoing evidence base as you have ePortfolios of work (the student journal and the exhibition) if you need it for assessment.

    I hope we get to see your students' work!


  • liz Stevenson 16 Aug 2012 1:28pm () in What it LOOKS like

    Nice story Kathe. Greg, you got me thinking about changed perspectives as well as practice when you asked, What does it look like and feel like to be part of this culture?  

    First thoughts are around how appropriate technologies help empower changes in teaching style, in teacher-student communication, and in what teachers believe their roles to be. In inclusive classrooms, the learning looks and is great - and it feels good too because of a host of intangibles that emanate from a belief in real equity.

    I know you asked for classroom examples but I can't resist sharing this from The Charter for Compassion as it's a nice example of some global collective work about equity and cultural diversity (via some creative technology). You'll see that a student says its about transcending selfishness and the major theme is treating everyone without exception with absolute justice, equity and respect. (2mins)

  • liz Stevenson 01 Aug 2012 9:08pm () in e-Learning as inquiry | An Enabling e-Learning event

    It's great to hear about your work Claire and Mark - fabulous stuff and thanks for sharing. Diane - your question made me think about how we can blend inquiries so that teachers and students inquire together - the e-field is such a good one for this don't you think? Drawing on some real life projects - I'm thinking that a useful way to get real/deep/authentic learning - as you say - is to first hone the big inquiry questions - to make sure they align with vision and purpose and then to springboard the inquiry action off a solid base of ‘what do we know/think now at the start?’ So the key questions would relate to the focus of the inquiry. (Which might be Can mobile learning improve the way we're learning in Chemistry? or How can using an iPad help dyslexic readers?)

    Then to stay on track - an inquiry project plan (flexible) + who needs to be involved, methods/resources, tools and actions, how/who to collect data, evaluate and reflect + key communication points.

    A secondary school employed this dual process in an inquiry to see how taking part in a global collaborative project could contribute to student competencies around innovation, creative problem solving, engagement and learning in a self-directed manner. Regular data collected included student voice, web transcripts, image bank, teacher observations, self and peer assessments/reflections. Their final evaluations pointed to deeper student engagement, higher quality learning and increased satisfaction in the learning experience for both students and teachers. I really like the idea of the teacher + student inquiry process. It will be great to hear of some more examples...

  • liz Stevenson 11 Jul 2012 3:34pm () in Capturing evidence of student progress and achievement.

    Agreed Mary-Anne! Really useful examples of Evernote Heath and beautifully put together. Are you still  offering some taster sessions to schools in the Auckland and Central North regions?

  • liz Stevenson 21 Feb 2012 6:46pm () in Have you used the e-Learning Planning Framework?

    Here it is Allanah :-)

  • liz Stevenson 20 Feb 2012 6:00pm () in Have you used the e-Learning Planning Framework?

    As with any ‘tool,’ – the style of use and the resulting product seems to very much depend on the user.  Think weekend handy-persons here with new tools and a project in mind! It seems to me that school needs differ greatly and they all need an approach that suits.

    Last year, using the eLPF hot off the press, I found it served some schools’ needs best when it was used as a school/community partnership tool, with all of the messy engagement that this involves. This meant that rather than immediately drilling down into the eLPF in all of its finer points, we first applied the bigger picture five dimensions to the school’s high level vision of the sort of education, learning and future that the community wanted for its own learners. We worked from a systems thinking standpoint, seeing the whole rather than a collection of parts. This systems method of working shares many of the principles of the contemporary use of whanaungatanga as applied to services or interventions.

    Working in this way, it was important to establish the deeper community vision for the school – for example, did they hope to become a high tech school with fingerprint identification or was it a coastal school with a strong outdoors focus and an interest in marine biology? This establishment of what the high level vision was would drive all other decisions made – especially the use of the eLPF.

    Another important consideration in the way we used the framework was to consider the speed of changing need with regard to learners and technology and the desirability of students enjoying the best opportunities now rather than in a years time. This led us to focus on initiating improvements as quickly as possible and reflecting on the value of those improvements frequently. With technology changing as rapidly as the users it seemed that the gap between planning and implementation needed to be as small as possible.

    So we thought of this tool as flexible, portable, and for use in mid flight, and in this way, the eLearning Planning Framework was able to function as a bit of a e-readiness GPS. But just as calculating your BMI will not make you thinner, action was the magic potion needed – it is the other half of the equation. It was only by continually testing new initiatives as part of an inquiry process that we were able to determine the impact of our decisions and know whether they had improved the learning environment.

    So my experience with the eLPF leads me to the conclusion that school leaders who are nimble seem to quite naturally be able to use the tool as an ongoing guide with which to serve their school community. It can even be used as a living document up on the staff room wall, covered in sticky notes, coffee rings and joining arrows that reflect the staff’s investigations and inquiries towards a collective vision for their learners.



  • liz Stevenson 25 Nov 2011 10:11am () in Digital storytelling in schools and kura: What's the point?

    Diane - I can relate well to your enthusiasm for PhotoStory3. Seeing clips of pre school students creating stunning stories from photos they had taken themselves (at last year's L@S conference) was a real highlight of the conference for me. Jason Ohler has some good resources to share too.

  • liz Stevenson 03 Oct 2011 10:33pm () in Haere mai and welcome - we are live!!!

    What a fabulous new space - hope you are all celebrating tonight - you certainly deserve to!