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He kōrerorero, he whakaaro

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He kōrerorero, he whakaaro
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In pursuit of ora

Posted on September 23, 2020 by Anahera McGregor
Used with permission from Anahera McGregor
Used with permission from Anahera McGregor

This blog is about my approach to life, wellbeing, and ora. What I share is my personal understanding, and the understanding of those who have shared knowledge with me. Some information comes from the study of Māori health at university. The blog is designed as a taster, hopefully highlighting aspects of ora for you to consider for yourself and those around you. 

ora

  1. (verb) to be alive, well, safe, cured, recovered, healthy, fit, healed.

 

Ora means to be alive and to be well. We all want to feel a state of ora for ourselves and for those around us. It’s something that we strive for. But ora can be elusive. Some days when we wake up we are in a natural state of ora. On other days we can’t see a glimpse of it. Life can be hard, sometimes dark. We are alive but we aren’t always well.

The pursuit of ora is very real in my own world. Family members live with schizophrenia and bi-polar disorder. I have a cheery and positive disposition and I also experience anxiety. I live the whole spectrum of wellness in a very real way.

When I’m not feeling well I have to push through and take actions that will help me back to a state of ora. I take a holistic approach using strategies to support myself physically, mentally and spiritually. I carry out deliberate acts that I know will shift my energy.

When I’m pursuing ora I often draw from te ao Māori (the Māori worldview). Te Whare Tapa Whā is a Māori model of health developed by Sir Mason Durie that focuses on four dimensions of wellbeing:

Image by CORE Education, all rights reserved.
Image by CORE Education, all rights reserved.
  • taha tinana (physical wellbeing)
  • taha hinengaro (mental wellbeing)
  • taha wairua (spiritual wellbeing)
  • taha whānau (family wellbeing).

A wharenui is used to illustrate Te Whare Tapa Whā with each side, or cornerstone, of the wharenui representing a wellbeing dimension. If one of the four dimensions is missing or damaged, a person may become ‘unbalanced’ and subsequently unwell.

I use Te Whare Tapa Whā as a gauge for my own wellbeing; to reflect on my waiora (health, soundness). I view each wellbeing dimension as a kete that needs to be filled. If I feel low, flat, or unwell then I look to my four kete to see which of them needs replenishing. Over the years I have identified things that I can do to top up each kete.

Taha tinana, physical wellbeing

I’m unfit and overweight which sometimes takes a toll on my physical wellbeing.

Walking is something that I do to gain a sense of physical strength and wellness. Walking is especially helpful when I’m stressed and busy, or after a big meeting. It empowers me and at the same time it grounds me. I don’t know if it is a spiritual or chemical thing, but something really shifts in me after a walk.

 

Taha hinengaro, mental wellbeing

Our beings are filled with the demands of work and whānau which can sometimes be overwhelming.

I love my job but it can sometimes consume me and take a toll on my mental wellbeing. There are moments when it feels like my ora is getting chomped down by Pac-Man. When I feel like this I need to deliberately switch off and activate some taha hinengaro boundaries.

  • If I have too many back to back meetings then I calendar in a half hour break. I make that an important part of my working day.
  • When I feel like my mind is overloaded with mahi I give myself permission to switch off for a little while. I put my work away and have a break.
  • At night I consciously deactivate and rest my work brain so that I am ready to go again in the morning.

It’s all about scheduling and making time for wellness.

Caring for our hinengaro is especially important for our tumuaki and kaiako who carry an enormous workload in schools, kura and centres throughout Aotearoa.

 

Taha wairua, spiritual wellbeing

harakeke
Used with permission from Anahera McGregor

I boost my taha wairua in a range of ways.

  • I get out in nature.
  • I weave if I find time. Touching harakeke makes my wairua feel ora.
  • I listen to music and taonga pūoro (traditional musical instruments). I also sing mōteatea (a centuries-old tradition of chanted song-poetry) which connects me with the depth of my culture.
  • I love podcasts and listening to them are part of my Saturday morning routine and a great way to transition from a busy week.
  • I take time to pause and participate mindfully in karakia.

These acts draw me to a special place. They shift my energy and bring solace and comfort.

 

Taha whānau, family wellbeing

My waiora is impacted by the health of my whānau. I can do all these things to lead me to a state of ora but I can’t escape the ‘mum thing’ where I think about the ora of others.

I struggle when my kids and loved ones are struggling. My best heightened sense of whānau ora is when those I love are in a state of ora.

COVID-19 has brought added pressures to whānau. Pursuing ora has become more challenging for us all because some of our usual coping strategies are not readily available. But there are silver linings. My whānau has dug deep and found other ways to feel good.

  • We have pursued spaces that are good and healthy to shift the energy.
  • We have also taken time to practice gratitude and acknowledge how blessed we are.

 

Sometimes the pursuit of ora is hard. There are moments when I sit for a while in the uncomfortable space of not feeling mentally, physically, or emotionally well. But I have learned that it passes. The small actions that I can take to fill my four wellbeing kete bring me hope, peace, and calm. I know that I will eventually return to a state of ora if I hang in there.

My pursuit of ora is unique to me. What fills my kete might not fill yours. I encourage you to reflect on the wellbeing dimensions of Te Whare Tapu Whā and consider what actions you can take that will fill your kete and lead you to a state of ora.

Cultivate your wellbeing with these professional development programmes. Supporting your own wellbeing will in turn support ākonga to succeed and thrive. 

References

Durie, M., 2017. Māori Health Models – Te Whare Tapa Whā. [online] Ministry of Health. Available at: [Accessed 22 September 2020].

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Gaming up your te reo Māori

Posted on September 18, 2020 by Shannon Vulu

Learning a new language can be a confronting and terrifying experience for many people, and in this I am speaking from experience.

As a Māori, not knowing how to kōrero Māori confidently, there were, and still are, many barriers and anxieties when it comes to my own reo journey.

In my journey I’ve found that turning learning into games, as a whānau, has helped us to connect and grow together, building a positive and fun environment around language learning. Although we are at very different levels and stages of speaking te reo – from completely fluent to a very basic learner level, between us, we have learnt patience, grace, encouragement and that mistakes are ok. Because you’re playing a game, you’re reminded that even the very basic learner of te reo Māori can be the champion and keeps the fluent speaker both humble and hungry for success.

One way that begins to break down barriers is by making the learning fun. This is where our range of Papaki kēmu (games) were born. Our Te Arareo Māori publishing team at CORE Education scoped the range of resources available in both English and Māori-medium schools at the time, and found there was a good range of charts, posters and books, but a very small number of fun and engaging games specifically for encouraging the use of te reo Māori. Papaki were originally created for our most basic te reo Māori learners at preschool and primary schools, however we quickly realised that these kēmu (games) would be suitable for all ages and levels of te reo Māori proficiency.

 

 

The key aspects of making an effective language learning game include:

  • Being fun and entertaining
  • Using a context for the language use
  • Encouraging communication
  • Promoting participants to speak the language
  • Some strategic thinking to understand the why of the game
  • Using a range of senses (e.g. sight, sound, touch etc.)

2Papaki is a game which combines memory skills and snap skills, and adds an extra element of introducing the Māori kupu (word) for each of the individual images. Once the game begins you quickly start to recognise an image or two, and the associated Māori words, and to progress further and faster in the game. The aim is to encourage quick recognition and add extra kupu (words) to your now growing vocabulary. As you become engrossed in the game by having fun, the barriers you may have had around giving Māori a go quickly begin to decrease!

When I observe people playing this game with others who have been apprehensive about learning te reo Māori, they don’t realise the language skills they’re acquiring. Players are simply focused on doing well in the game. They have more positive feelings or emotions associated with te reo Māori rather than barriers.

Learning in this way motivates the desire to further your language skills and works as a stimulant to continue your language journey and engage with te reo Māori more frequently.

So how are you going to add a little bit of fun to your te reo journey? You might like to join me and many others by playing Papaki!

3Grow your Māori vocabulary the fun way with our Papaki card game!

Papaki is a simple pattern recognition game, designed by CORE Education, where players aim to match an image shown on two cards.

Use the kupu (word) cards included in the pack to learn the Māori names for each symbol.

Papaki can be used at home, in the classroom, in the workplace – almost anywhere.

 

All images are by CORE Education, all rights reserved.

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Frangipani flowers

Talanoa Mai: Pacific early learning services engaging online

Posted on September 3, 2020 by Kathryn O'Connell-Sutherland
Frangipani flowers
Image owned by CORE Education, all rights reserved.

Tapena sou ōso mo lau malaga.
Prepare yourself a gift for your travels.

This Samoan proverb asks people to prepare for the road ahead. It highlights the importance of honouring, respecting and sharing the gifts of life’s journey. Aupito William Sio, Minister of Pacific Peoples, used this proverb recently in an interview with Radio New Zealand noting its appropriateness for our current times as a way to help Pacific peoples of Aotearoa contribute to ‘Rebuilding Together’.

In this blog I look at what preparedness means for the early learning sector, and in particular Pacific kaiako, in a world impacted by Covid-19. How can we still learn together and share our stories when we are not physically together?

Sections are:
A dramatic introduction to learning online
Our team flipped its learning model
What matters? Inspiration online with a focus on spirituality, resilience and wellbeing
Highlights and kaiako feedback
Vahevahe – one service shares their story
Using cultural models as a framework for connecting online
Resources to support leaders, kaiako and parents in online learning
What I’ve learned about these experiences
Nofo ‘a Kainga – a poem by the late Siosifa Pau’uvale
Come and join the Early Years team at uLearn 20!

A dramatic introduction to learning online

Online learning became part of the landscape for early learning services in a rather dramatic way in 2017 through a professional learning programme funded by the Ministry of Education. The programme supported the implementation of the updated curriculum Te Whāriki (2017). This was one of the first times that learning had been offered online in this way – and we all had to learn fast to get up to speed! It included 100 live webinars on Zoom (with over 13,000 participants and, to date, 74,022 views of the recordings).

This meant that many of us were already well prepared for the online learning journey brought about by Covid-19.

Three years on our landscape has again shifted dramatically. Online learning is no longer a new approach but a way of life as we navigate lockdowns and alert levels. While many kaiako tell us that they prefer the collaborative and collective nature of face to face learning, including our Pacific colleagues, we’ve all had to adapt and mobilise our teams to learn together online.

“The number of Pacific leaders and teachers using online platforms to engage in professional learning increased during the lockdown. They have developed confidence in using online platforms to connect with others.” (Facilitator)

Our team flipped its learning model

The CORE Early Years team has been fortunate to engage with kaiako across the country who have been implementing Tapasā, the cultural competencies framework this year. Like many other groups, we have needed to shift all our professional learning engagements online. Our facilitators had to adapt to online delivery. We’ve been used to face to face fono and relied on visits to early learning services to support practice. Our team strengthened our online mentoring strategies as an effective way to support leaders.

These intense experiences have allowed us to learn so much from colleagues in Pacific early learning services and mainstream services about facilitating learning online that matters, and that makes a difference. We would love to share some of these insights with you through this blog.

What matters? Inspiration online with a focus on spirituality, resilience and wellbeing

“Pacific wellness …planning to keep everyone safe and strong with their emotional and spiritual wellness during the most arduous legs of our post Covid-19 journey.” (Aupito William Sio)

During Alert Level 1 we supported Auckland Pacific early learning services with a programme funded by the Ministry of Education. The ‘recovery and resilience’ programme was facilitated as an online experience and included a combination of inspirational speakers, community and church ministers, a session on wellbeing and space for kaiako and leaders to share practical examples of their learning and connecting from home.

To connect in a meaningful way online we wanted to maintain the values we would normally express in face to face fono. For us this meant a strong focus on identities, languages and cultures as well as weaving together well-being and spirituality. We started our sessions with blessings from community leaders and church ministers which supported cultural locatedness – a key competency of Tapasā. This prepared us well to come together, share our gifts and most importantly have some fun while learning about resilience strategies through drawing, singing and listening to others. Although challenged, we realised anything was possible and many of our pedagogical practices could be transferred to online including mindfulness, poetry and reflection. One of our facilitators commented on the importance of joy, connection and creating inspiration, hope and optimism.

“Quite deep relationships can be created on-line” (Participant)

“We could really talk like we were face to face” (Participant)

CORE facilitator Ara Simmons reflected on her experience supporting wellbeing.

“Having a series of experiences as opposed to workshops was an initial step in focusing us in on the purpose of gathering together with a variety of Pacifika communities in the ECE sector. Having the opportunity in creating such an experience that placed spirituality front and centre of wellbeing was unique as there often is not such an opportunity in education. Really homing in on the purpose enabled me to let go of a traditional workshop format and offer a more connected feel of fellowship where individuals could connect to their own wellbeing and express this in both verbal and non-verbal ways.”

Another inspirational speaker was Jason Tiatia. Jason encouraged us to look to our past, before reimagining learning that is relevant to the lives of Pacific learners, and to reimagine success as a collective.

“Recreating familiar environments, and contexts that nurture collaboration, culture and language will lead to a greater sense of belonging and improved wellbeing.”

Highlights and kaiako feedback

For some kaiako online learning offered a more personalised approach, which they liked. Others commented on the benefits for the environment and family life with less travel and that the timing of the PLD suited being in their own homes. The opportunity to hear from different people across the country and the collective wisdom of the group was a highlight and many enjoyed sharing ideas and gaining insight into how other services were coping.

“The importance of looking after our Body, Mind & Spirit for our work.”

“Learnt some awesome calming techniques that we could use with tamariki”

“Less travel, better for the environment, people can be in the comforts of their own home. Early shifts in ECCs – don’t have to wait around for meetings”

“In terms of getting connection, getting the participants to draw on a map of the islands (a Zoom tool), where they were from”

Vahevahe – one service shares their story

“[the sharing by Jeanne] of their Akoteu journey before and during Covid-19 [was] invaluable” (Participant)

CORE facilitator, Lorraine Pauuvale-Paea, talked with Jeanne Pauuvale Teisina about Akoteu Kato Kakala – a Tongan early learning service – about their story of online engagement.  Jeanne shared that “Connectedness was more crucial than any other time in the history of the service’s operation”. It was important for their community to foreground tauhi Vaa (relationships) in unprecedented times. How do we take care of the Vaa to ensure it is stronger and connected during Covid-19? This was a guiding question for the teaching team. The centre manager commented that they saw great examples of effective leadership during times of uncertainty, crisis and change. Lessons and examples were shared with each other online for all to learn from. At Akoteu, kaiako shared how they used the ‘mana’ of Te Whāriki (2017) to guide them in their calling to connect with tamariki and whānau. Kaiako did this by sharing visual displays of the curriculum in action through children learning from home.

“Ko e ‘ui mei he ate- the absence of the children at the centre yet connected through online made their presence known and valuable contributing to the langa ngāue (building success) of AKK” (Centre Manager)

Used with permission from Lorraine Pau’uvale-Paea.
Used with permission from Lorraine Pau’uvale-Paea.

Using cultural models as a framework for connecting online

“By bringing in cultural models, it increases buy-in, because people feel the connection and understand it implicitly. It speaks to them” (Kaiako)

“Deepen our own learning and understandings about concepts that relates and reflect our sense of reality” (Kaiako)

An important focus in our PLD programmes is unpacking different cultural models as authentic and empowering ways to align Pacific values with leadership, governance and curriculum. Services share models that fit their world view and that connect to their philosophy and local curriculum. These models and practices became useful guides to navigate the challenges of Covid-19, to engage fanau, communicate online and provide learning for children and connect with teams. An example of this are the four baskets of knowledge; Le Tofa (knowledge), Le Pule (governance), Le Tautua (service) and Le Va Fealoa’i (relationships) which have been used as a guide to support online engagement.

Resources to support leaders, kaiako and parents in online learning

During lockdown leaders and kaiako focused on their own professional practice by accessing online resources and downloadable workshops, including from Te Whāriki Online. An example is the Spotlight on Practice – Pacific voices in Te Whāriki. Services also shared their experiences about engaging with families during lockdown and contributed to the development of videos and stories for the sector in the Learning from Home series funded by the Ministry of Education such as Let’s imagine.

lets-image
Screenshot of Let’s Imagine video, Ministry of Education

CORE facilitator Ruta McKenzie talks about the importance of authenticity that reflects four elements of talanoa- talanoa alofa, talanoa mafana, talanoa malie and talanoa fa’aaloalo. These elements demonstrate caring, warmth, humour and respect. We asked participants what helped and what we need to consider when facilitating online learning.

Here are some of our tips and strategies based on kaiako feedback and our sense making:

  • Go in ahead of time to check links and to practice using Zoom
  • Set up rituals for beginning and end (e.g. music on arrival)
  • Be culturally responsive – have a Pacific facilitator
  • Check in with everyone before you get underway
  • Identity the hosts within the online group
  • Have someone on standby for technical support – a helpdesk email or phone number
  • Make it a fun experience – with singing and laughter
  • Provide time and space for talking and sharing
  • Silence is ok when reflecting, stretching and drawing
  • Use grid view to see each other – even at times during the presentation
  • Use the chat box for sharing ideas and sharing resources. Have a person who looks after and
  • monitors the chat box – acknowledge contributions, invite questions
  • Use break out rooms with a facilitator in each room
  • Dual facilitation is important
  • Encourage whole teams to engage in online mentoring

We all need to work hard to design inclusive learning experiences by being open to feedback and willing to adapt and try new things. We need to invite the indigenous knowledge of others and strive to make a difference so that online learning can be a positive and rewarding experience for all.

What I’ve learned about these experiences

What stands out to me about learning online is the importance of starting well. This means having space to validate individual world views, focus on connection, and create a culture of sharing and reflection. It’s a bit different to being face to face but thinking about time differently is important and shifting your mindset to see the possibilities and benefits. There is still a pedagogy to consider – be intentional in building relational trust so everyone can contribute. Think critically about how you invite participation with careful preparation, clear guidelines, use of breakouts, drawing, using the chat and using home languages. We need to work hard to shift the power imbalance, and realise that less is more! Some information is best communicated via other channels – handouts, links, emails. The time together online is a taonga – it’s about the people, the dialogue and the collective.

This poem by the late Siosifa Pau’uvale Nofo ‘a Kainga is about what binds us together – it’s the interrelationships that connect us.

Nofo ‘a Kainga – a poem by the late Siosifa Pau’uvale

Tulou moe talamalu ‘o e fonua
Kau lave ki he fa’unga ‘o e nofo ‘a kainga
‘oku kamata he ‘uluaki matu’a
Moe fua hona manava ko hona fakakoloa’
Koe famili eni ‘o e Tamai ‘a e ma’uanga tala’
Ke ne tala e tapu’ mo e ngaahi ngofua’
Tauhi ‘a e faka’apa’apa mo e loto ‘ofa
Talangofua’ moe tauhi vaa’.
‘A e ngaue mateaki’ moe mamahi’i me’a’
‘Isa na’a ngalo e ngaahi felave’i ki tu’a’
‘A e famili ne tupu ai si’i fa’e ‘ofa’
Pehee ki he Tamai mo hono hu’unga’.
Koeni ‘a e pule’anga ‘o e nofo ‘a kainga’

Ko hai ‘oku ‘a’ana e tala fatongia fakakatoa
He hoko ha me’a fakamamahi pe fakafiefia’
‘I he siakale ‘o e nofo ‘a kainga’.
Ke matu’otu’a fakatoto ‘o e tupu’anga’
Seuke he ‘ikai ngalo e ngaahi matakali ‘iloa
Ne punakaki mei he ongo ‘uluaki fa’unga’
Pea toki tatuku ki he ngaahi ha’a
Ko hono taki ‘a e ‘ulumotu’a’.
‘Io koe mape ia ‘o e nofo ‘a e Tonga’.
‘Oku siakale ‘uluaki kihe ‘uluaki faa’.
Ko e famili, kainga, matakali moe ngaahi ha’a’
‘Oku maau, ‘oku melino pea tolonga ‘o laulau to’utangata’.
Malo fau e fatu moe langa hota fonua’
‘Oua ‘e felakaaki he siakale tupu’a
Nofo ki he ‘uluaki fa’unga tala’
Ko ia e ma’uma’uluta’anga e Tonga’

Come and join the Early Years team at uLearn20!

CORE Education’s annual conference for educators, uLearn, is moving online this year. Kaiako from early learning services throughout Aotearoa are warmly invited to join CORE’s Early Years team to carry on the conversation started in this blog by Kathryn O’Connell-Sutherland.

Reimaging, reaffirming and recreating with Jason Tiatia

Jason Tiatia is one of CORE’s activators at uLearn20! Jason will be talking about designing learning environments that enhance success for Pacific learners by putting learners and their āiga at the centre of the design.

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How to make the most of a virtual conference

Posted on August 28, 2020 by Chrissie Butler

blog-feature-image-ulearn20

2020 has been a year of many firsts for the education community. Here at CORE we are taking our uLearn20 conference online for the first time. It is an epic and exciting undertaking, and offers an opportunity for us to explore new ways of learning collaboratively by distance.

If you have been to uLearn or heard of the conference, it might be hard to imagine how three immersive days of boundary pushing, face-to-face learning could be transformed into a valuable virtual experience.

To help expand our collective understanding, I asked two leading connected educators, whom I admire immensely, Tessa Gray and Anne Kenneally to share their insights on the merits of virtual.

From left: Chrissie Butler, Tessa Gray and Anne Kenneally
From left: Chrissie Butler, Tessa Gray and Anne Kenneally

Chrissie: Nau mai, haere mai Tessa and Anne. Thank you for agreeing to this little interview. I think to kick off could you introduce yourselves and just give us a bit of a heads up on your “virtual” credentials.:

Tessa: Ngā mihi nui a koe Chrissie. I’ve long thought educators do amazing things in the shadows, that’s why I believe in the power of educators and kaiako sharing their expertise with each other. For many years I’ve worked in social learning networks and online communities and learned about their collective good. I share the love of virtual mentoring in the spaces I work – the Ministry of Education’s communities of practice for both Enabling e-Learning and Kia Takatū ā-Matihiko and more recently for CORE Education’s own community of practice, edSpace. When I’m not virtual, I’m facilitating PLD support in schools across the central North Island and I spend most my weekends with family enjoying what Aotearoa has to offer.

Anne: Kia ora, I’m a facilitator of happiness, in the CORE south team. I am a connected educator, privileged to have a large network of friends, colleagues, mentors and mentees across Aotearoa and globally. I work face to face and virtually with educators around the south of Te Wai Pounamu and out in Rekohu, Wharekauri, Chatham Islands. Some of my favourite times are my virtual mentoring sessions, walking alongside educators, creating better tomorrows. I took a year out with a study leave and travelled Aotearoa, meeting educators, connecting and learning in classrooms, and realised the potential of an online connected world. Now more than ever we NEED to connect online with our peers across Aotearoa, and develop our support networks.

Chrissie: Thank you both. So let’s get started. First question: Why go to a virtual conference, when there is already so much great content online that you can view whenever you want?

Anne: I asked myself that until I attended our recent Deep Learning Lab. My most profound takeaway was the incredibly rich connection I experienced joining in from my very own home. From large audience keynote experiences, to workshop sessions, to panel discussions, and virtual drinks, there was something for us all. We were able to pick our path to connect in ways that met our needs, from large groups to intimate sessions. I came away feeling truly connected and networked in my recent learning experience. The value for me was in connecting, reconnecting, discussion and sharing the rich content we were immersed in.

Tessa: Āe, I’d have to agree with Anne, there’s a real sense of empowerment when you get to choose your own learning pathways, explore those things that you love about the profession, while having your own ideas extended and repositioned – all the same goodness but from the comfort of your own lounge. More importantly, there are multiple opportunities to engage formally and informally with other uLearn whānau sharing similar learning experiences.

As well as Twitter, you can also get involved in the backchannel chats and facilitated discussions. We’re social creatures after all, and having that ability to connect and reflect is hugely important when debating or consolidating new learning concepts. We don’t normally do that in a vacuum, so a virtual conference like uLearn enables us to broaden our thinking alongside (and with) other like-minded educators across Aotearoa.

Chrissie: Second question: What kind of impact could participating in a virtual conference have on a teaching team?

Tessa: Sometimes educators have missed out on attending larger conferences, due to limited PLD funding. A virtual experience like uLearn20 creates more equitable and affordable opportunities for teams of educators to undertake professional learning. There’s an opportunity for everyone to hear similar messages, while also pursuing personal PLD choices. Again these pathways can be strengths-based or an extension out of one’s comfort zone – from the comfort of their own home, of course!

Some practical ways to support teams of educators as a collective and as individuals, is to create shared documents for note taking, resource sharing and reflection. This can be shared with others and used post uLearn to continue to debate, share or trial new ideas. Educators can collaborate and lead learning in different ways internally; but they can also be invited to see themselves as thought-leaders and encouraged to submit abstracts and for future uLearn events.

Anne: I’m on the same page as Tessa. What an incredible opportunity right here in Aotearoa for teams to connect, collaborate, learn and grow in their own space. Teams can come together and join in discussion leading up to, during, and after uLearn20. Feedback from our recent Deep Learning Lab spoke of the growth of communication within and across teams. Your teams can design a uLearn20 experience to meet your needs. All of this without the expense of travel, accommodation and more. And for an absolute ‘wild card’ why not have a school sleepover to truly maximise the blend of an online conference with a face to face team building time.

Chrissie: Awesome. I can also see that a virtual space offers anyone flying solo a worthwhile space to learn too. Sometimes going to a big conference by yourself can be pretty overwhelming. But an online conference creates different opportunities to connect that are supported by the online facilitation. You can also dip in and out in ways that work for you, get involved in the kōrero or just choose to watch and observe from your kāinga.

But here’s the last question: Surely being online for a whole day will be exhausting? What will it be like?

Anne: Yes, it will be exhausting, beautiful, enriching and exhausting. It is also likely to be nurturing, nourishing and challenging. You are in control to an extent, and you need to take and make time to fill your kete. You need to tune in when you are at your most focused and take time to step away from your device, walk around the garden, breathe and then reconnect for another burst. Your kete, brain and your heart are likely to be full to the brim, and I would highly recommend planning a couple of device free days after ulearn20. Take time for you, time to relax and reflect.

Tessa: We all know what happens when you enjoy learning too much… before you know it you haven’t left the couch and everyone is wondering what’s happened to the dinner. The uLearn team is also aware of online fatigue and have designed a programme to support you getting the most out of uLearn with a variety of live and on demand options, including interactive and immersive experiences, research-based and presentation style sessions as well panel discussions; around 10 to 55 minutes in duration. All of Anne’s other advice for virtual and real time balance is gold! This is your learning – you decide how you want to get the most out of uLearn20.

Chrissie: That’s a pretty strong endorsement from you both. My own take on a virtual conference is from a very recent experience over lockdown (the first time round). I attended the virtual UDL Summit based in the US. To be honest, I was initially a bit skeptical. I really love being with people kanohi ki te kanohi (face to face) and have found that much of the gold happens in the incidental conversations round the edges. But the UDL Summit was great. It felt like I was part of something for those couple of days and connected and plugged into this community of educators passionate about innovating for equity. The chance to view the curated content after the event and continue conversations with colleagues was also a real bonus.

So next stop uLearn 20. Thank you Tessa and Anne for sharing your experience and insights. I know you both will be very present both front-of-house and behind the scenes over October 7 and 8.

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Online conferences: an in-depth example of getting value for you and your team

Posted on August 28, 2020 by Derek Wenmoth

Derek Wenmoth, Principal Consultant, CORE Education
With Dr Wendy Bamford, Principal at Wānaka Primary School

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Used with permission from Wānaka Primary School

CORE Education’s Deep Learning Lab (DLL), held during the recent school break, provided many New Zealand educators with their first opportunity to experience a fully online conference.

Normally a two-day event in a physical location somewhere in New Zealand, this year the decision was made to take the event online, given the concerns about travel in a COVID-19 environment.

One of the schools in the New Zealand New Pedagogies for Deep Learning (NPDL) project is Wānaka Primary School (WPS). While staff had been a part of DLLs before, travel and accommodation costs from Wānaka to the venue often meant that only a small team could afford to attend.
This year Dr Wendy Bamford, principal of the school, saw an opportunity to involve more staff. In this interview she describes how this worked for her and her staff.

Derek: Kia ora Wendy, thanks for taking the time to chat about your experiences of the virtual Deep Learning Lab this year. Describe for me a little of what you thought when you heard this year’s event was going to be held online?

Wendy: Well, it would be fair to say that the Wānaka Primary School staff, especially the very ancient principal [smiles], approached the whole thing with a degree of skepticism. We’d enjoyed being a part of the previous Labs, and got a lot from them. With this one being online we were wondering how could an online conference work so that we were able to network, share ideas, interact with presenters and have our pedagogical beliefs challenged, so that we got the most out of it that we could?

Derek: And what was the verdict?

Wendy: The very ancient principal has eaten her hat! It was amazing and thoroughly worthwhile was the WPS verdict. And given it was two days of inversion layer and a max temperature of two degrees, I for one was glad I could benefit from quality PLD without leaving my fireside chair.

Derek: How about the programme – how did that compare with the face to face conferences you’d attended previously?

Wendy: We were delighted with the quality of presenters, both national and global, who presented at the DLL. We were also delighted that the DLL catered for all levels of understanding and experience around NPDL. There was something for everyone and as the insights and live presentations were recorded, teachers could go back and look at all of the keynotes and workshops if they needed to.

Derek: How did you choose which teachers could attend this year?

Wendy: We didn’t have to choose – everyone who wanted to attend could! Usually we can only afford to send three to four teachers to the DLL and uLearn because of the high costs involved in travel…usually flights for us…and accommodation. We were able to encourage staff to attend as they had access to the DLL with only the registration fee as the cost and in the holidays so no reliever costs involved. We had a large number register.

Derek: What about those with family or other commitments who may have wanted to attend but couldn’t?

Wendy: One of my teachers was unable to attend the Thursday/Friday of the actual conference but hopped in and out as she could prior to and after the actual online date.

Derek: So the flexibility of online really opened it up for everyone?

Wendy: It certainly did! A number of my staff have young families and that is another benefit of accessing the conference online from their homes.

Derek: As principal, what were the big benefits you saw in having the event available to your staff like this?

Wendy: After attending the DLL, staff have high expectations of fabulous PLD at their fingertips without the hours in airports and staying away from the family. Bringing high quality global presenters in remotely allows greater numbers and greater varieties of insights and keynotes. It’s also more affordable, as the costs of hosting the speakers – their flights to NZ, accommodation etc. must be a lot less as well, meaning registration costs and the costs to CORE are reduced.

Derek: Tell me more about how your staff actually participated – did you all just sit at home in front of the fire and go online?

Wendy: There were a number of ways staff attended the DLL. We had a group of staff who were able to gather together at school, either in the staffroom or as a pod group, but we also have staff who live up to 45 minutes from school and they loved the option of not having to travel and to watch it from home. There was lots of communication between staff whether it was conversations held at school or digital means.

Derek: That sounds awesome – something in there for everyone! And I love the way you have used the conference to create a sense of ‘connectedness’ among your staff – regardless of how they participated.

Wendy: Yes, that was very intentional. On the first week back after the DLL all of the WPS staff gathered together and talked about the ideas and pedagogical practices that resonated with them. This stimulated further discussions and many are now keen to go back and look at presentations again as teams etc. as well.

Derek: So being online really suited you and your staff?

Wendy: Indeed – the major benefits I see are that more staff can be involved, a greater number and variety of presenters can also be involved and you can interact in a space and at a time that suits you.

Derek: So this experience has really changed your thinking about online conferences! Do you think your staff will be interested in participating like this again?

Wendy: Absolutely! Before the Deep Learning Lab I had only one teacher interested in attending uLearn and to be honest our PLD budget could only afford to send three or four. Now that staff have had a taste of the online DLL and the fact that it ran so smoothly, people could opt into sessions at times that suited them. There are a number who would like to be involved with the online uLearn conference.

Derek: What was it about the experience that made it so engaging for your staff? It sounds like it was much more than simply a series of ‘talking heads’ providing online keynotes and workshops?

Wendy: That’s it exactly. The opportunity to engage in the online forums, in breakout rooms, interact with the keynote presenters, insights and live presenters and the ability to revisit these at any time or enter into another insight and consequent forum ensured there is lots of thinking, discussion, rigorous questioning. We found at the DLL that staff newer to DLL revelled in the practical classroom ideas, resources and speakers, while the more informed and experienced practitioners looked for something to challenge their thinking and disrupt their beliefs.

Derek: So they’re keen to get to uLearn now?

Wendy: I can’t wait for uLearn … and I can bet on the fact there will be a large number of WPS staff as well. If uLearn is set up like the DLL it will be the ideal portal for everyone from beginning teachers to experienced school leaders!

Derek: Thanks for your time, Wendy. I’ll look forward to catching up at uLearn online.

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0800 267 301