collaboration-feature

There is POWER in being CONNECTED

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collaboration

Mā te tokomaha, ka kā te ahi.

By the many will the fires be kept burning.

As an educator, I was alone, isolated, insular, and needing to connect. Though well supported within my school environment, I craved more. I wanted to test my theories, share my study journey, access support for our learners. I wanted to inquire. I wanted choice. I wanted to be able to self-direct and engage how and when it suited my busy lifestyle. I wanted to connect. I needed more.

At 3.18pm on 20 February 2010, I joined Twitter, which launched me into the world of a connected educator, moving from local isolation to global connection.
anne's tweetReading through the first six months of tweets, I am in awe of the support I received personally and professionally. I moved from being an educator who was alone to one rich in a connected environment learning with a like-minded tribe. I also moved from being an educator with a class, to be an educator willing to be vulnerable, willingly share, receive and grow.

I now have the privilege of leading Connected Educator in its drive to support and promote networked approaches to educational professional learning.

“What tribes are, is a very simple concept that goes back 50 million years. It’s about leading and connecting people and ideas. And it’s something that people have wanted forever.”
— Seth Godin

Let me take you through how Connected Educator works and how it can help you….

What Connected Educator New Zealand offers YOU:

  • Do you want to connect with other like-minded educators?
  • Are you looking for choice in your professional learning?
  • Do you want to find free professional learning opportunities?
  • Are you searching for something to ignite or rekindle a passion in an area of education for you?
  • Are you after a variety of formats to engage you?
  • Do you want learning that is short because your day is time deficit? Or, are you keen to get your teeth into a meaty book to provoke your next piece of learning?

Kia ora koutou, talofa lava, malo e lelei and welcome to Connected Educator New Zealand, a global professional learning event — all online, all for free! #CENZ18

Connected Educator New Zealand (CENZ) supports and promotes networked approaches to educational professional learning. It celebrates how we can support each other’s professional learning in a connected world.

A collaborative calendar connects thousands of educators so we can engage in free (and freely given) online professional learning: workshops, keynotes, panels, discussions, webinars, educamps, edu-ignites, teach meets, field trips, and more. It can be your one-stop shop for free, online professional development.

This year we are offering a smorgasbord of opportunities for you, for your teams, for your centre, school, kura, Kahui Ako.

1. Connected Educator Calendar of Events

CENZ calendarThe Connected Educator Calendar brings you: events, forums, webinars, educamps, edu-ignites, teachmeets, field trips and more. Alongside this there is a daily smorgasbord of connected professional learning opportunities:

Media Monday: Recently released EDtalks connect you to videos of interviews, discussions, and presentations from thought leaders, innovative educators, and inspirational learners. These could support your staff meetings, inquiry group discussion, or individual professional learning journey.
Tips and Tricks Tuesday: In our busy working week, it is easy to miss new resources. We share new and recent resources here on a regular basis for you to use and share.
Wordy Wednesday: We share book reviews to support you in your professional reading. Do you have a book review to share with other Connected Educators? Please email your book review to anne.kenneally@core-ed.org or pledge directly to our calendar.
Thinking Thursday: Each Thursday we share recent blog posts, connecting you to the thoughts, ideas, and reflections of others. We welcome your blog posts — please submit an event on a Thursday to increase the readership of your blog.
Feedforward Friday: previewing upcoming events for the following week

CENZ kete

2. Starter Kete

Our Starter Kete is six ‘bite-sized chunks’ of professional development to support you as a connected educator. Maybe this is for your own professional learning, or, for you as a school leader to support staff, or even for a Kāhui Ako.

Please download and work your way through the kete and give us some feedback. (Please comment below, or email me directly at anne.kenneally@core-ed.org) What do you enjoy? What do you want to see more of, less of? What ideas do you have that we could include in our kete?

3. Digital Badging:

CENZ badgesEarn while you learn with the Connected Educator 2018 badges.

Connected Educator badges let you credential your participation. Whether you are learning to:

  • use online networks and technologies for the first time
  • champion connected professional learning in your school, kura, early childhood service or Kahui Ako
  • offer events in the CENZ calendar.

We want to recognise your contribution to Connected Educator New Zealand.

Find out more about Digital badging

What YOU can do for Connected Educator New Zealand:

Without you CENZ is nothing.

We need you to:

Connected Educator New Zealand has grown from a month-long event in 2014, through to a year-round event, connecting educators around New Zealand and the globe. We exist because of you and together our learning grows for the benefit of all learners.

A word from a recent member:

“The opportunities provided in the CENZ calendar make you step outside what you define PD as, and gives you a chance to be led to a myriad of new learning steps and processes.”

Come step outside your current reality and join us!

Looking forward to connecting, networking, sharing with you ‘glocally’!

Finally…

I moved from isolation to connection and the same is possible for you. Come and join us, starting today by signing up and spreading the word!

The Connected Educator team will be at uLearn18, 10-12 October in Auckland. Check out one of last year’s Connected Conversations: Student learners at the centre, and register to attend before 31 May to make the most of the early-bird rate!

Register now!

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Granted — The Tu Tane Programme, ChromeBook ease, and the liberation to learn

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Māori Grant: Tu Tane

By guest blogger, Tim Gander

The Tu Tane programme and the Māori grant

We originally applied for a Māori grant to assist and develop the effectiveness of our Tu Tane programme. The Tu Tane programme has become an important part of our boys’ education and personal growth, it provides them with a sense of identity, pride in themselves, and pride in where they come from. It allows boys to develop an interest in their culture, tikanga, and reo.  The programme aims to begin a rite of passage, in which we encourage our young men to move towards becoming good men, by reflecting on their own whakapapa to look forward to where they want to go and who they want to be. As a staff, we found that the important values, beliefs, and elements of personal growth are often given lip service but our communities and country do little to address this. The main focus of Tu Tane is developing key values in our students through practical and theory lessons that are backed up through the ‘7 stages and 7 ceremonies’, closely following our own tikanga and that of our community. The course relies heavily on community links with input from whanau in the form of 'Tane Uetika' — our mentor ceremony. During this year we have worked on several areas ranging from personal identity, relationships, societal attitudes and values, identity, sensitivity and respect, challenges, and social/cultural factors. The programme runs directly in line with the New Zealand PE/Health curriculum, beginning in year 10 and supported through to the senior years.

To support this initiative CORE Education provided funding for a set of ChromeBooks through its CORE Māori Grant. We chose to invest in ChromeBooks because we use Google Apps for Education, and the devices allow safe and easy access to all of our learning resources and opportunities, as well as the ability to connect to the wider community.

The benefits of ChromeBooks for our programme

On the day that the ChromeBooks arrived the boys opened them and booted them up — it only took about 2 minutes from the time that I put the sealed box on the desk until the first boys had logged in and were browsing the web — almost unbelievable. Previously, we had spent countless hours attempting to log on to school computers with numerous software updates, lost passwords, and wasted lessons in an attempt to be connected and online.

Part of the allure of ChromeBooks is the amount of control the teacher or administrator has over the devices. Once the machines were logged into the domain and into the console I could control the user experience from anywhere in the world — making sure students were always safe, secure, and focussed on the set task!  By encouraging the students to unbox the devices it gave them a real sense of ownership. They were able to log in straight away with an existing Google Apps account, or create a new one on the school domain if they had not used one before. I had decided to create a wifi hotspot from my laptop so that the first time the boys turned them on they wouldn't have to worry about wifi passwords and network restrictions.  I was skeptical at first, but I had 15 Chromebooks working at good internet speed from one connection on my Macbook Pro, and some boys were even streaming some content from a recent lesson I had posted on Google+!

Links, connections, and identity

It is critical for students to establish 'Whakawhanaungatanga' where they make links and connections with each other, and encompass the concept of inclusiveness. Students are encouraged to reach out to those around them and include the community in their kaupapa, thereby enhancing 'Te taha wairua' by acknowledging, celebrating, and showcasing cultural capabilities and distinctiveness. A specific example of how the ChromeBooks have helped facilitate this process is 'Ko wai ahau, no hea ahau?' — Who am I and where do I come from? My Identity'. The boys researched and talked to whānau about their whakapapa, and through Glogster they created a page about the journey of their lives from their past to the present. This was then presented to the Tu Tane class during the 'Tane Pepeke' ceremony. The class developed a far greater level of trust and respect for each other, and the ChromeBooks granted the students the freedom and ability to create ‘enhanced’ profiles with embedded content personal to them, increased motivation, and allowed deeper understanding of where they were from, and ultimately, where they were going.

Although the enhanced way of working with ChromeBooks was introduced relatively late in the year, there was still a positive impact. We are hoping that in 2014, because students will be able to collaborate and communicate from the start of the year, there will be a greater impact. For example, by using the devices from the start of the year, next year’s students will be able to maximise the Google+ community for Tu Tane, and share with Whanau and ex-Tu Tane graduates. We would also like to combine the work we are doing in the senior school, with web apps, Google docs, blogging, and Google+ with our Tu Tane programme. Opening up these opportunities to connect and co-construct with the younger boys is likely to enhance cultural distinctiveness, illuminate creative potential, and support successful educational pathways for them.

Liberation to learn

Learning is a collaborative process, and the students are more likely to succeed when they feel supported and have an opportunity to share their work. The introduction of the ChromeBooks has given us the ability to strengthen community links because students have been able to make contact with people, and share their work easily at school and at home. The most overwhelming thing we have noticed when working with the ChromeBooks is that it is not ultimately about the technology. There isn’t a significant ‘wow’ factor involved; it is just a tool that works to enhance the learning experience and opportunities available.

To put it simply — the boys just get on with the learning and have wider opportunities available.

Tim GanderTim Gander is Assistant Head of PE and Health at Gisborne Boys High school. He enjoys the day-to-day challenge of teaching a wide range of abilities and ages in a variety of settings. He is aware that effective teaching is not only about the use of technology, but also how the technology supports teaching, learning, and building relationships. He is passionate about engaging students and whānau in a collaborative learning journey, and believes that the integration of technology and adapted pedagogies enable a greater depth of learning, understanding, and encouragement.

Tim is a Google Apps for Education certified trainer and facilitates professional learning with teachers through his blog, PLN, and face-to-face. In 2013 he fully immersed three senior NCEA classes in Google Apps and found the experience to be positive for all, originally flipping the classroom to overcome resource issues, then utilising Chromebooks to maximise learning opportunities. He is in the final selection for the Interface magazine “Innovative use of ICT Award” with his Google Drive and Social Responsibility project.

Tim has also been awarded an eFellowship award for 2014

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So much to share: Getting heard as the CORE Education Travel Scholar

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Wayne Duncan: CORE Travel Scholarship Award winner 2013

The opportunity to be the CORE Education Travel Scholar for 2013 has been a fantastic experience, and one that I recommend to you all. Having recently completed my Doctorate in Education I had much to share, and few to listen. The story seems true that your thesis really does only get read by yourself, your supervisors, examiners, and, if you make them, selected family members. You can prove this anecdote wrong at here if you really want.

The CORE Travel Scholarship enabled me to present the findings of my research at a prestigious distance education conference in the United States. The 29th Annual Distance Teaching and Learning Conference was held in Madison, Wisconsin, and had around 600 delegates from a wide range of American and international universities. I believe I was the only delegate from either Australia or New Zealand: I was a novelty. I was also expected to be somewhat shorter and have hairy feet.  

Many of the conference topics centred around the development and proliferation of MOOCs (Massive Open Online Courses). These online courses are beginning to transform aspects of the tertiary education sector, and are really starting to challenge the 'bricks and mortar' concept of what a university is and where you go to learn. Enrolments for these courses are also growing rapidly and spreading the net wider, both geographically and with respect to the traditional profile of a university student. The concept of a traditional university geographic territory is now challenged by MOOCs being offered worldwide. 

Another area of interest for me was the development and use of Learning Analytics. As data is collected on online learners, programmes of learning are increasingly being tailored for individual need. As the detail of their learning profile becomes more comprehensive, even more targeted assistance and support is being provided. Presenting certain types of learning material, such as video or animations, higher up in search requests and prompting students of submission dates if they are frequent last-minute submitters are all being increasingly used to track, monitor, personalise, and support the online learner. This, I hope, is the direction our own Network for Learning (N4L) is headed. 

The contacts and informal discussions also formed a huge part of my learning experience at this conference. Being an international conference added another layer to this opportunity, allowing me to develop an international perspective and global contacts. It is also fairly humbling speaking with professors from the likes of Stanford, Harvard, and Rice Universities, and you realise we really are a global education community.

I cannot thank CORE Education, and Josephine and Michael Winter especially, for their support during this scholarship. It has been a fantastic professional experience that I encourage you to explore.

Dr Wayne Duncan, 2013 CORE Travel Scholar.

Helpful links:

Wayne DuncanWayne Duncan is Deputy Principal of Northern Southland College. His thesis on understanding the function of empathy in synchronous multimedia conferencing draws on both his prior work managing distance learning projects and his experiences as an educational psychologist. He is currently working with Professor Angus Macfarlane and Dr Kathleen Quinlivan researching empathy in face-to-face classrooms, and has also been invited to be on the advisory group for the Network for Learning.

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A mighty totara has fallen

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Vince Ham

Takoto mai e te rangtira kua mau kawakawa te tihi o Aoraki maunga. E tangi hotu te ngākau o tō whānau o Core i tō wehenga atu me te māuiui kua kawe e koe i ngā tau tata. Makere atu i ngā mamaetanga ka aro tō titiro i ngā mahi papai kua mahia e koe tēnei mātou e mihi.

Ka rere hoki te mihi ki tōna whānau ki a Ronnie ki ōna tamariki kia piki te ora me te māramatanga ki a rātou.

It is with the deepest sadness and respect for a splendid friend, trusted colleague, and hugely loved "original" of our company, that we write to say that Dr Vince Ham has passed away at home today, surrounded by the love and thoughts of his family and friends.

Vince's last days have been in the company of his wider whānau as well as his closest blended family and Ronnie who all love him dearly. His fight against cancer and its effects have taken their toll on his body while he remained with us, a man of enormous strength, integrity, and foresight. We know that the messages of support and the shared memories from our team have also been reflected in the massive response from the many friends and colleagues who he has touched in some way over the years. Vince was planning, thinking, caring, and loving throughout the past months, weeks and days, with a strength that was amazing and so very typical of him throughout his life with us.

As we remember Vince we see the mark of the man printed in the soul of our company. He has been the guardian of our vision, and of the values upon which the company is based. There will, as long as CORE exists, remain that imprint of a great man, with a huge love of life and a wide and inclusive vision for learning and education, at the heart of our company.

Our loss of Vince is profound, and our hearts go out to his wife Ronnie and his wider family/whānau right now. A mighty totara has fallen in the forest of Tane. We all share the loss and send our love and thoughts.

Ngā mihi aroha ki a koutou

CORE Education Staff

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From our bookshelf, to yours…

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Summer’s here, and like many Kiwis you’ll be looking forward to the sunshine, beaches, walks and BBQs. Summer is also a great time to catch up on the books that have been on your ‘to read’ list throughout the year, whether it be the latest fiction, sporting biography or something a little more serious.

We’ve brought you a CORE ‘summer reading recommendations’ list before, and we’re doing it again, picking the brains of our facilitators, e-learning consultants and thought leaders to save you the hassle of compiling your own list.

There’s bound to be something on the list to tickle your tastebuds, so lie back, slip on a hat, slop on some sunscreen, and enjoy the following reads from our Christmas stockings to yours. Happy holidays!

Derek Wenmoth: Director – e-Learning
A keen reader himself, Derek is always keeping up with the latest in educational thinking. He couldn’t choose just one to recommend for summer, so he recommends both Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge by Michael Fullan and Vital Connections: Why we need more than self-managing schools by Cathy Wylie. “Stratosphere is a recent book of Fullan’s in which he (finally) acknowledges the transformational influence of technology in the change management process. This is a slim volume that could be read in an afternoon, but every page is packed with the sort of challenge that could stimulate an entire discussion. A 'must read' for anyone who is serious about understanding the impact of technology on learning, and the role of technology in shaping the future of our education system.”

Derek Wenmoth Derek Wenmoth is the Director of e-learning at CORE Education. This involves him in e-learning activities from exploring innovative use of the latest technologies and researching e-learning practices, to helping establish policy and strategies to guide the implementation of e-learning, both nationally and overseas. Derek’s role perfectly combines his passion for teaching and learning along with his long-held fascination with the use of technologies in education. Derek is a popular keynote speaker and he maintains a very popular blog on matters relating to e-learning and other aspects of interest to educators: Derek’s Blog

Tara Fagan: Early Years Facilitator
Taking a break from technology, Tara has been reading Warming the Emotional Climate of the Primary School Classroom by Ian M Evans and Shane T Harvey. “Drawing on evidence-based research, Evans and Harvey describe how New Zealand primary school teachers create a 'classroom atmosphere' that enables children to be motivated, feel accepted and enjoy learning.  Emotional interactions between teacher-pupil are examined and the child's voice is articulated throughout.  While research-based, the book is easy to read and has excellent strategies for enhancing the social-emotional environment of the classroom.
 

Tara FaganTara Fagan is an Early Years facilitator for the Wellington/Manawatu region. Tara’s postgraduate research investigated the nature of children’s social interactions in a mixed-age setting. Tara has a variety of educational interests inlcuding: the rights of children, children’s interactions, ICT and 21st century pedagogy. She is currently working for CORE in the most perfect role for her, as it allows her to combine her love of ICT and education.
 

Jedd Bartlett: Digital Media Producer
Jedd has recently read Howard Rheingold's Net Smart on his iPad, which seems appropriate. "This is a great reference book for anyone interested in digital literacies, and ways we can use our attention to focus on the relevant portion of the river of information that is available to us on the web.  I go back to it often for Rheingold's thinking on attention, collaboration, and online participation. It's especially relevant for educators, and would be good reading while recharging batteries."  (Read the first chapter for free).

Jedd BartlettJedd Bartlett manages research development and the production of digital media resources for CORE, including the EDtalks website. Jedd has his own blog: Jedd

 

Karen Melhuish Spencer: e-Learning Consultant
Karen has been indulging her passion for online networks for learning with Clay Shirky's Here Comes Everybody: The Power of Organizing without Organizations: "It may be a few years old but it's still totally relevant. Shirky interweaves stories of the online networks of our time, from the formation of Linux programmers' networks to Wikipedia, with an engaging, compelling assessment of the dynamics at play in their development. Fascinating insight into the way technology is opening up new ways to work together while, at the same time, threatening the ways we have traditionally organised our knowledge. Particularly recommend the chapter on how the notion of the 'specialist' is evolving. A good read." (Download a sample chapter or grab the lot.)

Karen MelhuishKaren Melhuish Spencer is an e-learning consultant at CORE Education. Karen describes herself as a bit of a geek on the sly, and her passion for playing with technology has spilled over into her passion for professional learning. Karen runs her own popular and thought-provoking blog: At the Virtual Chalkface.
 

Jane Nicholls: Manager, New Zealand Curriculum Online
Jane took time out from her "work reading" to read The Pleasures and Sorrows of Work by Alain de Botton. “This book takes a quiet journey following different types of jobs. The stories are accompanied by black and white photos which lend to the rather 'grey' tone of the book. In the end you find yourself asking if you are spending your time in the way that makes you happy, and what exactly might work look like that could make you happy. Of course, I am lucky to work for CORE and therefore these questions are answered. The author calls his book ‘a hymn to the intelligence, peculiarity, beauty, and horror of the modern workplace and, not least, its extraordinary claim to be able to provide us, alongside love, with the principal source of life's meaning.’”

Jane Nicholls Jane Nicholls works in the talented EDtalks team alongside Michael Lintott and Jedd Bartlett. Together they scout New Zealand for interesting stories.

 

 

Glenda Albon: Early Years Facilitator
With a keen interest in the development of infants and young people, Glenda was naturally drawn to the book Why Love Matters: How affection shapes a baby’s brain by Sue Gerdhart. “Gerdhart describes through relevant examples the significance that love and affection has within the earliest relationships for children. She sets out to demonstrate how these relationships impact on children's brain development, the formation of emotions of the child and their continuing ability to self-regulate these emotions. Where babies know and trust that their needs will be met, their brain responses and relevant neural connections are constructed, and we can be assured that positive outcomes will be met. I encourage anyone who is interested in exploring this further to check out  this book, and to consider the implications of our teaching practices, relationships and interactions with the children, their families/whānau and the wider ECE community "

Glenda Albon Glenda Albon has had vast experience in facilitating workshops and discussions for parents, teachers and a range of other professional groups.

 

 

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