Rocket science

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Game-based learning is a big subject, and you could go broad, or you could go deep. It means very different things to very different people. I’m thinking about just one facet of it, gaining an introduction to computer science and computational thinking through the design of games.

Before we go any further, we need to do some disambiguation.

This is not gamification. Gamification is the application of game techniques in non-game environments. It is used as an extrinsic motivator in regular courseware, and it usually takes the form of points, a leaderboard, and badges. It may be used in more subtle ways, like upvoting in forums and a reward for best post.

Nor am I talking about fully-worked strategy games like Civilization, or fast action multi-player games, not in this article. Creating games like these is at a level of human achievement second only to building a railway through the jungle.

What I am talking about is scrolling platform games, like Super Mario, and top-down adventures, explorations, and simulations. The emphasis is on storytelling, and there are strong links to the curriculum. Using a web application such as Gamefroot, which supports block coding, students can start from a young age exploring the wonderful sense of agency that happens when you tell computers what to do.

In this initial sketch the scoping exercise is done. It is easy, for example, to draw a robotic arm for manipulating rock samples, but to animate and code it would truly be a mission into deep space. Note that the learner is starting to consider the forces acting on the rocket: gravity, weight, and drag and the thrust that will be needed to overcome them. Graphic by Stephen Lowe, All Rights Reserved.
In this initial sketch the scoping exercise is done. It is easy, for example, to draw a robotic arm for manipulating rock samples, but to animate and code it would truly be a mission into deep space. Note that the learner is starting to consider the forces acting on the rocket: gravity, weight, and drag and the thrust that will be needed to overcome them. Graphic by Stephen Lowe, all rights reserved.

In the future everyone will not be a computer programmer. So what is the point of students learning coding at school?

Edsger Dijkstra, the revered matua of computer programming, is famous for saying, “Computer Science is no more about computers than astronomy is about telescopes.” What he was trying to say is that Computer Science is a way of thinking, a lens through which to understand the world. Living in a world where even your wristwatch is a computer, where robots do factory jobs, and driverless taxis take us across town it has to be important to have this Computational Thinking lens in your kete. It’s the new literacy.

“Computer Science is no more about computers than astronomy is about telescopes”
― Edsger Dijkstra

Isn’t Computational Thinking just a buzz word for mental arithmetic?

I’d be the first person to lament the passing of mental arithmetic. It’s a skill, a knack, that was distributed through all layers of our society in a time when we still carried notes and coins in our purses and calculators were heavy mechanical devices. Take the slide-rule, a more portable calculator of the recent past. For an engineer or a navigator to use a slide rule they had to know the order of the answer before they started, the slide rule merely filled in the detail. Shop assistants working the till could do mental gymnastics at light speed. Gone. Now the domain of eccentric hobbyists.

Computational thinking is a different animal altogether. It’s about decomposition, abstraction, algorithm design, and pattern recognition. When we do stuff like that, far from weakening our brains, we start to see the world in a whole different way. Seeing things in a different way is one of the most important things we as humans can learn, because it gives us what we need to adapt and survive.

Firm foundations

Game-based learning as it might be practiced in schools today stands on firm foundations. Surprisingly perhaps, it is neither new, nor is it experimental.

Seymour Papert’s book Mindstorms: Children, Computers, and Powerful Ideas was published in 1980. That’s forty years ago. In the foreword Papert refers to the transitional object. That’s what the sprites in the game become, objects that embody higher and more abstract concepts. Objects to think with.

Mitchell Resnick, who was a student of Papert, started Computer Clubhouse in 1993. This free after school club instantiated Papert’s thesis of social constructionism. Today it has matured into The Clubhouse Network “where young people from underserved communities work with adult mentors to explore their own ideas, develop new skills, and build confidence in themselves through the use of technology”. It is a worldwide network with nodes in eighteen countries.

Sugata Mitra is best known for his Hole in the Wall Project in 1999. It has come in for quite a bit of criticism, but personally I buy into it. The gist of it is that, left to get on with it, children learn naturally. The role of the teacher changes, providing the learners with a safe environment, resources, and encouragement. Game-based education has elements of MIE (Minimally Invasive Education) and SOLE (Self Organised Learning Environments). This is in keeping with modern trends in education where children are afforded greater agency.

Here the final artwork has been completed. Fully saturated colours have been chosen, and some of the finer detail dropped to create a pleasing cartoon representation of a rocket. Note that the learner has had to explore the genre and will have tested their colour scheme against intended backgrounds. Graphic by Stephen Lowe, all rights reserved.
Here the final artwork has been completed. Fully saturated colours have been chosen, and some of the finer detail dropped to create a pleasing cartoon representation of a rocket. Note that the learner has had to explore the genre and will have tested their colour scheme against intended backgrounds. Graphic by Stephen Lowe, all rights reserved.

Objects to think with

I’d like to quote Seymour Papert here, from the transcript of a speech he gave in 1998: “My goal in life, which has been my major activity over the last 10 years, has been to find ways children can use this technology as a constructive medium to do things that no child could do before, to do things at a level of complexity that was not previously accessible to children.”

So what are these transitional objects called sprites and where do you get them?

Sprites are the actors in a game. In a gaming world an object like a planet or a rock might be as much an actor as is a rocket or a cosmonaut. Learners drag objects from a library onto the stage, at which point they become sprites. Scripts are attached to them to cause them to do things like move, interact with other sprites, and interact with the scene. The scene is made up of tiles. Learners can use ready-made collections of objects, or they can draw their own according to the time they have available, their level of study, and their aptitude.

What are the powerful ideas, the higher and more abstract concepts?

So, it’s pretty easy to understand that you can attach scripts, and tell your rocket to move. But let’s extend this just a little bit and see where it goes. Assume in the first place you want to escape Earth’s gravity. How much thrust will you need, and for how long? The space shuttle needed 1.2 million pounds of thrust for 6 minutes to reach orbit at 17,000 miles per hour. Now do you see where this is going? How this meshes with STEM?

Let us now visit three planets, each with a different gravity to Earth. We want gentle landings and successful escape from their gravitational fields. This simulation, with some timely prompts from a game-savvy teacher, will cover Science, Technology, Engineering, and Maths. It’s going to be fun. But it’s going to be “hard fun”, a term Papert himself used.

And the higher and more abstract concepts, what about them? Computational Thinking, as we explored earlier, is not just maths. Computational Thinking is about how to think and how to solve problems. It’s about Decomposition, Abstraction, Algorithm design, and Pattern recognition. The meat in tomorrow’s sandwich.

While Gamefroot comes with a good library of game objects there is something satisfying about drawing your own. Gamefroot is about learning coding, but it can be about creating game art too. Note that in the attached script values are assigned to the concepts of gravity, thrust, acceleration, and drag. Experimenting with the balance of these values will affect the behaviour of the rocket. Graphics by Stephen Lowe and Gamefroot, all rights reserved.
While Gamefroot comes with a good library of game objects there is something satisfying about drawing your own. Gamefroot is about learning coding, but it can be about creating game art too. Note that in the attached script values are assigned to the concepts of gravity, thrust, acceleration, and drag. Experimenting with the balance of these values will affect the behaviour of the rocket. Graphics by Stephen Lowe and Gamefroot, all rights reserved.

The challenges we face

I hope the argument I have presented here helps in the challenge to convince sceptical parents that games-based learning is not an ill-defined liberal whim, but a well-established pedagogy standing on solid foundations of research and practice.

Working with individual students to move them from fun to hard fun will sometimes be a challenge, but in many cases will be surprisingly easy. The joy of the games-based learning approach is that each learner will be able to perform to the best of their ability scaffolded by a framework that really knows no bounds.

Teachers will face challenges. It is important to remember that you do not have to keep one click ahead of the kids, you can happily let them overtake you in that respect. If this aspect of game-based learning is stressing you I suggest you follow the links I offered earlier to Sugata Mitra’s work.

Suggested resources

Kia Takatū ā-Matihiku CORE Education are partners in this valuable self review tool. Find out how ready you are to implement the new curriculum content and catch up with students. Completing the review takes five to ten minutes and all of the results are confidential to you.

Educational Games Design Fundamentals: A journey to creating intrinsically motivating learning experiences by George Kalmpourtz. (Expensive but comprehensive).

Algorithms to Live By The Computer Science of Human Decisions by Brian Christian and Tom Griffiths (Requires no maths to get the most from it).

The Art of Game Design A Deck of Lenses by Jesse Schell (Useful in the classroom).

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Kirirarautanga | Citizenship

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citizenship

Citizenship is a term that will have very different personal meanings to all of us. From the whenua we come from, to the land we live in, one thing remains the same – we’re all part of a bigger networked, global ‘village’. With easily accessible, borderless spaces online, there has never been a more important time to reflect on what it means to be a responsible digital citizen, both in Aotearoa and the wider global community.

One of three overriding themes for CORE uLearn19 is Kirirarautanga | Citizenship.

He hapori e ngaruru ana i te ao kōtui, he wāhi, hei tāpaetanga, hei tūrangawaewae mō te katoa.
Thriving communities in a networked world, where everyone has a place, everyone contributes, and everyone belongs.

Derek Wenmoth (2019) writes in his blog about ‘Auahatanga | Innovation’, if we want our young people to be innovators and change agents, who can begin to mobilise in response to the growing concerns they have about the problems they see looming on the horizon, then we will need to empower them to be the change agents that make a positive difference in the world they live in – both in person and online. And Richard Culatta (CEO of the International Society for Technology in Education, ISTE) also echoes these thoughts in relation to the use of digital technologies and the way they influence our participation as citizens in society:

Preparing a generation of effective digital citizens is the most important thing we can do to ensure a democracy for the future. (Rethinking Digital Citizenship, Youtube, 11.08)

Social networks and online communities break down barriers of geography, time, culture, and identity. Relationships are formed and boundaries overcome where people join together online through common interest (hobbies), circumstance (possibly not by choice), place (location), action (cause) and practice (job related). Most work for good, while some violate the rights and well-being of others.  Shortly after Twitter was launched, it gave millions a voice on a global stage. The platform didn’t differentiate between the social good or the defamatory, offensive content. Thirteen years on, and in light of recent events in Christchurch, many countries are now calling for social media controls where giants like Youtube, Facebook and Twitter are held to account for the management of offensive and harmful content online.

While algorithms do their best to ban illegal material, questionable and undesirable content remains readily available, regardless of the age, culture and gender of its consumers. As a society, we must critically reflect, not just on the technologies, but rather on how we’re choosing to use them. As educators, we need to nurture our young people into becoming discerning users of these spaces. In addition to teaching about online safety, we need to teach what safe, ethical and responsible use of digital technologies looks like.

Digital technologies provide us with ways of connecting and participating in society that we’ve not experienced in the past. Digital citizenship (underpinned by digital fluency) is defined as participation in civic, cultural, economic and environmental opportunities online. (A definition of digital citizenship, Netsafe, 2018, Enabling e-Learning: Digital Citizenship). In this Youtube video (11.08), Richard Culatta talks about digital citizenship not a set of rules for what not to do, but about using technology to:

  • make your community better
  • respectfully engage with people who have different beliefs from yours
  • be able to shape and change public policy
  • be able to recognise the validity of online sources of information.

Everyday we see social media and web platforms used for social good where social impact enhances the lives of others, champions a cause, or inspires a collective call to action. We witnessed this in 2011 when 10,000 young people mobilised a volunteer army during the Christchurch earthquakes. The impact of their social action lives on with founder Sam Johnson (28) who has started a company to connect younger community members with lonely elderly folk. As Sam says,

The student army was never really about shifting silt. It was about connecting people and helping people out. Christchurch Student Volunteer Army founder’s plan to combat elderly loneliness

On the flip side, social platforms have been used to incite hate, validate radical propaganda, sway public opinion, and interfere with political outcomes. Here six degrees of separation becomes a seamless, ubiquitous network of association where confirmation biases misinformation, and thousands (potentially millions) of people are presented with falsehoods they start to believe, adopt and share.

To make sure we are ingesting truth, and not propaganda with a strong political slant, it is important for everyone to independently verify information gathered through social media and many news sources with a known political persuasion before presenting it to others as fact. Unfortunately, few people do this research.Are You In A Social Media Echo Chamber? How To Take An Objective Look

If social media can shape our collective thinking, then a digitally-savvy person will need to be able to question the validity of information sources and distinguish fact from fiction. They will also need to be media literate. As educators, we can teach our students how to understand different types of media and the messages they’re sending. If we don’t, young people are left to navigate this on their own.

This is too important to leave to chance. After all, the obligations, rights and actions of citizenship permeate every part of our lives. If we all took a stance by respectfully engaging with others from different practices, cultures and world-views, social media platforms could become a space where trolling would be discouraged and hate commentary ignored. Collectively we could create a tipping point, and become part of the solution rather than perpetuating the problem. When we teach students about wellbeing, we need also to talk about the consequences of using technology in ways that impact negatively on the wellbeing of others. Discussing technology use “for good” will help them to see its potential as an influential channel where voices, including theirs, can have a positive impact on shaping public policy. When they understand this power, and mobilise it, then we will genuinely see change for the better.

Whether you see social media use as a problem or an incredible resource, there can be no denying that it is firmly entrenched in our society. Learners of today value their online interactions as highly as their offline conversations. Our role as teachers and educators has never been more crucial in helping them find the balance, behaviour, and beauty that exists in all their lives (James Hopkins, CORE blog, I am a citizen of Facebook).

As educators we want our young people to find that balance, to have a sense of belonging (whanaungatanga) and wellbeing, to be part of safe, respectful, thriving, networked community online, that reflects us as Kiwis on a global stage. As global citizens, we could help positively shape spaces online – where diverse language, culture and heritage would shine. This won’t happen if we don’t actively teach what digital citizenship means to us, both in Aotearoa and a global context.

In the broader sense of the CORE uLearn19 theme Kirirarautanga | Citizenship, we can also use the following focus questions to deepen our understandings, ignite new ways of thinking and inspire new ways of working.

  1. What does it mean to be a citizen in Aotearoa, in an inclusive modern society?
  2. What does collective responsibility for all learners look like?
  3. How do we teach our learners to be active, responsible ‘digital citizens’?
  4. Whose responsibility is student wellbeing? How might we create supportive systems and contextual wellbeing?
  5. What impact is globalisation having in our local context? How do we maintain our identity on a global stage?

How do you promote good digital citizenship in your classroom? Do you want to know how to promote better and safer practices? What is one deliberate act of teaching you pledge to help promote good digital citizenship in your classroom?

edSpace is CORE Education’s online network for educators to connect with others, discuss strategies, and share information – join edSpace. Once you’re there, head to our uLearn discussion forum, to discuss more about Citizenship.

Photo by John Schnobrich on Unsplash

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Whakatōhenehene | Disruption

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disruption

Reflective practice and lifelong learning, are fundamental dispositions for educators in Aotearoa. We are guided by a professional code which asks us to demonstrate a commitment to providing high-quality and effective teaching, to analyse and review our teaching practice, and to innovate through inquiry. While we proudly claim a world-class education system, in terms of educational equality, New Zealand ranks in the bottom third of all OECD countries (UNICEF Office of Research, 2018). It is increasingly evident that disruption is needed. Disruptive education calls for us to go further, moving beyond our pursuit of improved practice to creating entirely new ways of doing things which make the old methods obsolete.

People of Aotearoa have a whakapapa of disruption. Linked by the histories of our land, we all share a connection to Māui; well known for his stories of innovation and disruptive action.

Māui the disruptor: At one time, all the fire in the world needed continual tending as only the flames of another fire could be used to start a new one. Māui, the disruptor, wondered what would happen if all those fires went out, he leapt to action extinguishing every last spark. The disappearance of their vital fire threw the people into turmoil; Māui needed to find a new solution. So he sought out Mahuika, goddess of fire. Mahuika was open to hearing Māui’s plea and offered a new flame so that Māui could return fire to the world. However, Māui was not satisfied with the idea of reverting to the way things had been. He destroyed each flame Mahuika offered and challenged her to consider a new approach. Drained of all but her final spark she flung her last flame toward Māui, setting alight the forest behind him. Honoured by this gift the trees guarded the spark now within them. From then on, by rubbing two sticks together from these trees Mahuika’s flame would be released. Now people possessed a source of fire, disrupting the old practice of flame keeping, as a new and more efficient approach, became available to the people of the world. (Grace, 2019)

This story of how Māui brought fire to the world helps us to understand the potential for disruptive change, that displacing established practices can create a place for us to consider an entirely new way of reaching our goals. So how did Māui embrace disruption? His curious nature helped him to think beyond the comfortable norm. Māui’s bravery meant that he fearlessly acted on his hunch to explore beyond current circumstances. His steady tenacity enabled Māui to persevere in his pursuit of a new more effective solution.

The teaching and learning in many of our institutions undeniably looks, sounds and feels comparable to the systems of 100 years ago. We must acknowledge that many of these old approaches no longer serve the goals and visions of learners today. It seems that innovators in education have not yet disrupted the current state enough to force the shifts needed to reimagine an education system which equitably serves the needs of all stakeholders and their communities. So, how might we get there? What are we doing to enable disruption in our education settings? Moreover, are we going far enough?

One way for us to facilitate disruption is by embracing new technologies. Technology can act as a catalyst for disruptive change. Consider how the entertainment giant Netflix utilised the technology available to disrupt the entertainment industry. Providing a more efficient system, which met the developing needs and expectations of its users rendered the previous models insufficient and led to the demise of preceding giants who chose to retain the walk-in video store models which had served them well in the past.

It is the evolving needs of its users which drives disruptive change in any industry. As we are challenged to embrace disruption in education, we should reflect on who it is that our education system is working to serve. Learners placed at the heart of learning should be empowered to drive disruption. Those holding power to enable disruptive change in education will determine the future of our communities. Let us consider who has been empowered by our existing systems to affect change and how we might deconstruct these power structures to bring all stakeholders to the table. There is massive potential for these shifts to enhance our nation’s commitment to Te Tiriti o Waitangi in upholding Kāwanatanga, Tino Rangatiratanga and Ōritetanga. We should appreciate not just the impact that disruptive education might have on our communities but also the impact that our communities might have on disruption in education.

He whakatōhenehene te karawhiu! Kia mārama ki ngā karawhiunga o te whakatōhenehene i te ao ako me te wātea o ētahi tū āhuatanga ki te whakatōhenehene.

The new norm. Recognising the impact of disruptive forces in our educational context and harnessing the opportunities to disrupt the status quo.

Examining trends in education may be one way that we can predict where disruption is most likely to take place. Consider how these Ten Trends are causing disruption in current practice and how we might explore the potential for these trends to disrupt our teaching and learning contexts.

  • A focus on wellbeing
  • Cultural narratives
  • Social mapping
  • Real-time reporting
  • Schools as part of the community
  • Changing role of teachers
  • Micro-credentialing
  • Big data, small data
  • Human capital
  • Understanding success

The CORE uLearn19 conference themes of Kirirarautanga | Citizenship, Whakatōhenehene | Disruption and Auahatanga | Innovation intertwine to help us to recognise new ways to effect positive change. The following focus questions empower us to consider our role in influencing disruption:

  1. How do we build the capacity for continuous disruptive change in ourselves and our learners? What competencies are required
  2. How can we disrupt in mana enhancing and inclusive ways?
  3. Where disruptions are evident in your educational setting, how do we know that they are occurring for the better?
  4. How can we understand and respond to the disruptions that are happening in our society? What have we learned from past disruptions to take us into the future?
  5. What effect is digitisation having on the workplace and how can we best utilise the opportunities?

Imagine the impact of an education system, which genuinely reflects the needs of those it serves. When all learners, educators, whānau and community are empowered to be disruptors in our education system, we will witness disruptive changes which move beyond doing the same things in better ways, to being presented with new ways of reaching our evolving goals. As we embrace our innate Māuitanga and the qualities of curiosity, bravery and perseverance bestowed on us by our whakapapa as New Zealanders, we will discover new ways of teaching, new ways of learning, and new ways of being, to share with the world.

edSpace is CORE Education’s online network for educators to connect with others, discuss strategies, and share information – join edSpace here. Once you’re there, head to our uLearn discussion forum, and join the discussion about Disruption.

What actions might you take toward activating disruptive change?

References
CORE Education. (2019). Ten Trends. Retrieved March 19, 2019, from http://core-ed.org/research-and-innovation/ten-trends/

Grace, W. (2019). How Māui brought fire to the world / Māori Myths, Legends and Contemporary Stories / Te Reo Māori / Support materials / Home – Mātauranga Māori. Retrieved from http://eng.mataurangamaori.tki.org.nz/Support-materials/Te-Reo-Maori/Maori-Myths-Legends-and-Contemporary-Stories/How-Maui-brought-fire-to-the-world

Iny, D. (2018) Leveraged Learning: How the Disruption of Education Helps Lifelong Learners, and Experts with Something to Teach. Washington, Columbia Country: Influential Marketing Group.

Ministry of Education. (2019). Kia Takatū ā-Matihiko. Retrieved March 19, 2019, from https://kiatakatu.ac.nz

UNICEF Office of Research (2018). ‘An Unfair Start: Inequality in Children’s Education in Rich Countries’, Innocenti Report Card 15, UNICEF Office of Research – Innocenti, Florence.  Retrieved March 19, 2019, from https://innocenti.unicef.org.nz/

Photo by Yaoqi LAI on Unsplash

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Auahatanga | Innovation

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When Māori first made their way to Aotearoa they used a variety of innovative ways to navigate to places they’d not previously visited. Once on land, their challenge came in finding ways to meet their everyday needs using what was available in this new landscape. Over the ensuing years Māori became adept at using the local flora and fauna to build shelter, make clothing and provide food and medicines to sustain themselves.

Centuries later, the European settlers came, bringing a post-industrial approach to building a life in this new land. These early settlers also had to adapt and improvise to meet their needs – including finding ways of fixing and maintaining the industrial age tools they’d brought with them. Number 8 wire, brought with them for fencing, was readily available and often used as a substitute for the parts that were missing or not working well. Out of this grew the myth of the Number 8 Wire mentality; otherwise known as Kiwi ingenuity.

From these early times both Māori and Pākeha have been identified as practical, problem-solver types, able to invent, fix and create solutions, often through improvisation and clever thinking rather than having access to the level of resourcing available to others. New Zealanders are recognised on the global stage for this number 8 wire mindset, from Rutherford’s work towards the splitting of the atom to Rocket Lab’s launching of a rocket into space.

While we may have grown up thinking of ourselves as the nation with the Number 8 Wire mindset, in our modern world we have become increasingly accustomed to having our problems addressed for us by others who have the knowledge, skill and resources to do this. The Number 8 Wire may have been useful in fixing a mechanical tractor or milking shed machinery, but it’s unlikely to be of use on one of today’s electronically controlled cars or ‘smart’ building systems for example.

Reimagining Aotearoa’s future will require us to innovate in different ways. We will need to connect and strengthen our communities; to disrupt what we’ve known and innovate to find solutions that meet new challenges and effect change. This will be a challenge in a world of increasing complexity and exponential change where our problems won’t only be about how to address our immediate physical needs, but will extend to how to address issues and concerns that affect the way we live and survive as a society, locally and globally.

In the modern world, education becomes even more important for developing the next generation of innovators, problem solvers and creative thinkers. It can ignite a passion for learning and provide students with the tools they need to thrive and succeed in the innovation economy.

Innovation in education requires:

  • Risk taking – valuing the ability to push the boundaries, to think outside the square and to try things even when there’s no guarantee of success.
  • Failure – giving learners permission to fail, to learn from failure and to persist with ideas.
  • Open-mindedness – not limiting one’s thinking to the conventions that exist, but being prepared to embrace new ideas and new thinking.
  • Collaboration – while individuals may be acknowledged for their original ideas and creativity, bringing new thinking to the fore requires the effort of a team.
  • Support – learners need to know that their efforts are supported, that they won’t be penalised for something that doesn’t work but instead encouraged to try again.
  • Resources – innovative activities will require things to get messy at times, with learners requiring access to things that will enable them to experiment with their ideas. Often these resources will exist outside of the school, kura or centre, so community relationships and global connections will become important here.

Innovation is one of the CORE uLearn conference themes this year, The focus questions developed for this strand provide some provocations for participants to consider how they create a climate of innovation in their educational communities:

  • How can we prepare our young people to be innovators and change agents?
  • How might we intentionally teach in ways that promote creativity, innovation, wonder, joy, and a passion for learning.
  • What is the role of inquiry in learning? In teaching? How does this lead to innovation?
  • How do we bring new ideas to fruition in our schools/kura/organisations?
  • How might innovation look and occur from different perspectives and through different cultural lenses?

edSpace is CORE Education’s online network for educators to connect with others, discuss strategies, and share information – join edSpace here. Once you’re there, head to our uLearn discussion forum, and join the discussion about Innovation.

As young people around the world begin to mobilise in response to the growing concerns they have about the problems they see looming on the horizon, we need to think about how we prepare this generation of learners, through developing an innovator’s mindset, so that they become the solution builders.

References
The Genius of Kiwi Ingenuity https://www.motovated.co.nz/genesis-kiwi-ingenuity/
Innovation in the Classroom: Why Education Needs to Be More Innovative  https://philmckinney.com/innovation-classroom-education-needs-innovative/

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