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Sustainable Strategies: Integrating e-learning, leadership inquiry and classroom practice | Kōrero 14 2015

Resources and Discussion through the Years

Use these resources and Korero to gain a clear picture of leadership of e-learning planning over the past three years.

  • Using the e-Learning Planning Framework – this is useful in guiding us through the use of the e-LPF
  • The e-Learning Planning Framework (eLPF) online tool is live for all schools/kura on the Enabling E-Learning  (EEL) site with full instructions and support material. Once you have created your account you can then manage your schools surveys within the e-Learning Planning Framework online tool. The MMeLPF /te Rangitukutuku (Maori Medium eLPF) tool is also available as a download on EEL.
  • Korero from Previous Years

>>> 2014 Integration of Technologies across the School Community – Korero 14

>>> 2013 Leadership and Strategic Planning for e-Learning – Korero 14

>>> 2012 The e-Learning Planning Framework – how and Why to Use it? – Korero 16

It will be best for all new posts to be in this thread so they are easier to follow.

2015 Korero 14: Sustainable strategies: integrating e-learning, leadership inquiry and classroom practice

During the last three years the discussion in this strategic Korero has focused on leadership learning about the e-Learning Planning Framework and how to use it. (See just above)

We think this year’s NAPP cohort is stepping past this level of understanding and needs to focus on teaching/learning transformations that are going on as school leaders apply inquiry learning and use the e-LPF. 

Professional learning using teacher inquiry

In this Enabling e-Learning video, Chris Allen, principal of Sacred Heart Girls' College, and Mike Wilson, ICT cluster director, share why they chose to use a teacher inquiry model as a focus for professional learning and why that approach has been so successful.

 

2015 Korero 14

 

Leadership inquiry and use of the e-Learning Planning Framework should fit well together.

  • Use the elements of leadership inquiry and the e-Learning Planning Framework to support discussion on how they have in specific instances brought or are bringing about transformative change to teaching and or leadership practice
  • Explain how specific parts of the inquiry cycle, shown below, and the e-Learning Planning Framework have worked together for you and your school

Inquiry cycle

 Source: Inclusive Education Guides for Schools  - original source Timperley: Teacher Professional Learning and Development.

Follow the link and look under Plan and Lead Inclusive Practices, Transitions and Pathways.


 

Also see:

Replies

  • Kerry Maxwell 2015 NAPP (View all users posts) 10 Sep 2015 7:41am ()

    Module 4- NAPP & Enabling e-Learning webinar - MLEs: Learning spaces & resourcing- Korero 14

    Recently I had the privilege of visiting some schools in Auckland where there are teaching and learning approaches that are enabling students to become agents of their own learning.  I heard the message from Principals and leaders that the physical space was secondary and even lower than this, in relation to developing quality teaching and learning opportunities based on the school’s Vision and Values. All stated that the idea around MLEs was more than buildings and open planned rooms. The fundamental aspect of MLEs was collaboration and Pedagogy. Having a shared understanding of what good practice looked like, sounded like, felt like and demonstrating this through a shared understanding of the school’s vision.

    Collaboration was more than just working side-by-side but the desire to engage in deep and meaningful conversations around practice and analysing ‘why’- why were you ’doing what you were doing’ how did you know this was the best way (evidence). Being up for critical learning conversations- Inquiry into practice; Inquiry into learning; Inquiry as a driver.

    Students actively participating in their own learning; in fact in some schools, actually planning their own learning day with the teacher working alongside them as a guide and facilitator.

    However there is a real need to understand and appreciate that teachers are teachers and they need to be actively doing this; the change in thinking is probably the ‘how’ and the ‘what’. No longer are we teachers of ‘stuff’ to be regurgitated but rather enablers of experiences and opportunities to use knowledge to build new knowledge- As Jane Gilbert talked about at the 2015 Hui -Knowledge is no longer a noun but rather a verb.

    The development of learning environments where students are at the centre where strong relationships are developed both within the learning community and outside of it; where there is a variety of spaces that provide learning in different contexts, with different approaches etc and where there are opportunities for students to experience learning with new technologies and tools- this seems to me to be the meaning of MLE.

    As our school embarks on a major property development, we are looking at what a MLE means for our school in relation to our Vision, Values and school community. What  are the key elements for us as a learning community; how can we ensure that the environment we provide enables all students to experience positive learning outcomes in authentic ways. As Chris from Stonefields stated there needs to be ‘rapid slow thinking’! Not losing sight of what our core role is, is critical. This could easily become secondary to the ‘visual impact’ of the Physical aspects of MLE. Doing an excellent job of teaching within any environment is the essence- so high performing people, pedagogy and tools (ICT) are vital- then the space.

    Kerry

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e-Learning: Leadership

e-Learning: Leadership

Exploring leadership for change, vision, policy and strategy that integrates ICTs into learning.