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Damien Hollands's discussion posts

  • Damien Hollands 20 Nov 2015 4:28pm () in Sustainable Strategies: Integrating e-learning, leadership inquiry and classroom practice | Kōrero 14 2015

    Hello Kaye, thanks for getting back to the question of the "sustainable" aspect of the question. It could easily have be "evolving" This evolution for me has been one of the keys to keeping the momentum and development in creating a totally digital senior design class (like the real world of digital media), firstly a big shout out to NZQA have made it possible to submit in this way and their willingness to evolve their practice and enable this to happen should be acknowledged. They are also dipping their toes into the assessment when the student is ready through digital media. Students feel totally comfortable with this scenario, and the teachers/facilitators are heading that way as well. 

    "Approximately 13,000 NCEA students are to participate in a trial of a computer-based maths assessment in September of this year" “It’s a positive move towards developing digital assessment for all relevant subjects, with the end goal that assessments will be on line, accessible anytime, and eventually anywhere.” nzqa website.

    With my Design students it has been an opportunity to move from a solely design-print based subject to a design what ever you want subject and present it in a way that best suits your ideas, not to be hindered by the assessment criteria. This is happening across many subjects not just maths and the Arts. As a leader i have realised the opportunity presented for my students and have taken the decision to move in this direction, along with others I have the responsibility for its success. So far so good. 

    Getting back again to the aspect of creating a sustainable strategies, the biggest will be when teachers get to the point where they can not do without integrating e-learning into their environments MLE's. This tipping point not only allows the teachers to continue and sustain their digital practice, it will require them to evolve as new opportunities in technology and pedagogical practice continue to develop, wether it be efficiency through the changes in infrastructure, changes lead by ministry ( as above) and most importantly the evolution as we get a more digitally immersed student through the door (or the portal). 

     

  • Damien Hollands 20 May 2015 9:34pm () in Resourcing how and why of e-Learning | NAPP Kōrero 6 2015

     

    Thanks for throwing the SAMR model in front of me to discover. What I found the interesting was the way in which it questions Is using Technology actually the best way of doing this particular exercise or classroom activity. 

    As recently as yesterday I instructed my y13 class to not log in for their Design lesson (met with confusion as if have just taken a limb away from them) as they normally do and to get into groups to create some questions around some particular pieces of design and then try to answer those questions with either prior knowledge or to just have a go. It is amazing the intuition and amount of prior knowledge they could relate to the images infant of them, and whats more the sense of achievement seemed to be greater than if they had just Googled it. 

    Do not get me wrong here, I am a firm believer that technology benefits students learning in ways i would not have dreamt about when i was at school, and non more so in this very Design class. However it is also good to know that we have the most powerful computer between our ears and when I allow my students to explore it I am constantly amazed. 

     

     

     

     

  • Damien Hollands 29 Apr 2015 8:01pm () in Resourcing how and why of e-Learning | NAPP Kōrero 6 2015

    Hello, some very good points, I have to agree with Hannah there has been great amount of money spent on the infrastructure  and with ICT initiatives with groups of schools in clusters. I feel the focus has missed the point in most occasions with the idea of build it and they will come approach rather than the opportunities of tools to improve ones pedagogy.

    One of the biggest issues i feel the teachers who want to get on with it face is "what does it look like", "am I doing the right thing in the best way with the great resources I have". This where the sharing comes in, it needs to be an open collaborative endeavour beyond the technical aspects of ict and if i can quote Suzanne Pidduck here "The decision of the Secondary Principals of our loop schools to move beyond sharing infrastructure to sharing pedagogy has been powerful."

    I have not heard of a school being constructed by leaving a pile of materials and letting the teachers build their own classrooms in their own individual styles and then getting on with it (it would be interesting though). Like a building project, it is more than bricks and mortar, its about creating an environment and culture to enhance the outcomes for our students.