Week 4 - LEADERSHIP - Research Informed Leadership

Week 4 - Research Informed Leadership (*My Comments/Reflections)

Research-informed teaching improves student learning outcomes and enriches the education experience.

Developing Research Informed Practice

1. Develop a personal commitment to review research to determine what is likely to works best and to determine what ‘best-practice’ models exist.
2. Encourage your peers to work with you to empower a collective of teachers who collectively participate in research and literature reviews.
3. Disseminate information and research findings with your students and your peers to raise awareness of research informed practice and decisions in your school.
4. Encourage your students to be reflective of their actions and decisions so that they learn to self critique and take greater responsibility for their learning outcomes.
5. Develop a class culture of referring to credible sources of data and let the class develop a sound understanding of how to evaluate data/content sources.
6. Be a consumer and promoter of evidence
7. Pose questions without pre-determined answers or expectations. Identify ways to enhance a commitment to investigation.

Leading Research Groups / Projects

The article Good Practice in Leading and Supporting a Research Team (Freeman, Reiss & MacDonald, 2013) from the University of London, outlines (on page 9) some ideas about leading a team of researchers. What is the relationship between leadership and research? What are the similarities and differences?

Similarities  Need to know team
Need to respect the individuals    
Feedback and recognition for work well done.
Delegation
Managing relationships
Awareness of issues that may impact on the job.
Problem solvers
Taking responsibility of the politics
Team ApproachDifferences

Harder to build relationships in short term contracts in research
Take a lot for granted in teaching - people should know what to do
Delegation can be hit and miss
Research leader has to think about the well being of their individual due to being away from home
Emotional investment in teaching - engagement with students, parents other teachers.
Teaching leaders are users of research, research leaders are gathers of research.

Research informed leadership

Discussion around the reading

Research-Informed Teaching of Adults: A Worthy Alternative to Old Habits and Hearsay? Author: John Benseman Unitec Department of Education

There are so many different researchers out there.
Important for us as teachers and leaders to provide solid practice based on research (important to have different research correlation) 

Education is different to other organisation - hard to run trials like you do in medicine.
Educators need to take into account the variables that may occur - sometimes as teachers we need to jump in and try something out.

Teachers need to be the people doing the active research

Research informed practice is an important aspect of leadership, since research provides insights both into leadership itself and the activities you are leading.

The document by Benseman (2013) from Unitec on Research Informed Teaching also provides some useful ideas for discussion. Research can be relevant to the classroom in a number of ways; research-led teaching, which is when the curriculum is based on research interests of teachers, research-oriented teaching, where the process of learning is as important as the content, research based teaching, where the curriculum is based on inquiry-based activities, and research informed teaching, which consciously draws on the teaching and learning process (Benseman, 2013). It is research informed teaching which is our main focus on this course.

How many of these educational researchers are you aware of?

McGuirk's (2000) study found that "few of those [teachers] surveyed had any familiarity with major thinkers, writers or researchers in the field" (as cited in Benseman, 2013 ,p. 3). So how many of these researchers do you recognise? Fill in the Google Form at this address: tinyurl.com/TMLEdResearch (in class)

Seymour Papert
Jean Piaget
John Dewey

An interesting example of how we might be misled by those who claim to be researchers is the famous Dr Fox lecture, available in this week's media

Dr Fox was an actor who had been trained up the day before.
There is so much out there that is portrayed as valued research but it's not.
Jargon can confuse - makes it sound right.

It can be so much harder to critique research as there is so much out there. 

How useful is research to you?

Benseman (2013) writes, "Researchers argue that practitioners aren’t aware of research findings or don’t understand them, while practitioners retort that researchers don’t understand their everyday realities or that their findings are not readily available and when they are, are cloaked in mystique and obtuseness" (p. 13). We hope that you will regard yourselves as practitioner-researchers and see value for your pratice in undertaking applied research as part of this programme.

Knowledge is adaptive

"Early in the 17th century, two astronomers competed to describe the nature of our solar system. Galileo built a telescope and found new planets and moons. Francesco Sizi ridiculed Galileo’s findings. There must be only seven planets, Sizi said. After all, there are seven windows in the head—two nostrils, two ears, two eyes, and a mouth. There are seven known metals. There are seven days in a week, and they are already named after the seven known planets. If we increase the number of planets, he said, the whole system falls apart. Finally, Sizi claimed, these so-called satellites being discovered by Galileo were invisible to the eye. He concluded they must have no influence on the Earth and, therefore, do not exist (National Institute for Literacy, 2010, p. 2)." (as cited in Benseman, 2013. p.15)

Knowledge is adaptive, as Benseman (2013) states "what is self-evident today is tomorrow’s fallacy or tale of ridicule" (p. 15). In sum, the quality of Research informed teaching (RIT) evidence is ensured by accessing peer-reviewed literature "Although the research evidence is rarely clear-cut or irrefutable, it does provide a sturdier platform to base our teaching than the alternatives of old habits and hearsay” (p. 15).

Knowledge is adaptive! Teachers need to be adaptive

Acknowledging your sources

You must acknowledge what you have read in order to avoid plagiarism, and so that:

• readers of your work can find the original sources you used
• the authors of the original sources you used are given credit for their work
• your own research and ideas are clearly evident and you are given credit for your work
• your work has credibility in the larger realm of scholarly knowledge

Author
Title
Publication Date
Place of publication
Journal title

Volume and Issue Number

APA - referencing system used by Unitec

There are two parts to acknowledging another's work within your own:

• You use an in text citation in the main body of your work that has some brief information about the source (Author(s), 2015).
• You provide the complete information about the source at the end of your work in the form of a list of references or bibliography. 

(Unitec, 2017).

Unitec Library

Task
Find at least peer-reviewed article and one e-book relating to your digital 1 assignment problems or solutions

The Unitec library is at http://library.unitec.ac.nz. It provides a source for many peer-reviewed articles and e-books that will relate to your DIGITAL 1 assignment problems or solutions. When searching, remember to test different search (word) combinations

Make sure you can open and read the articles and ebooks online. If you have tried several and cannot download anything then contact Unitec IMS Support (askims@unitec.ac.nz)

• Find tools that will help you to reference those in your Reference list in APA style - libguides.unitec.ac.nz/apareferencing
• Learn how to download the PDF version of articles

Google Scholar

To set up the link between Google Scholar and the Unitec Library

• Go to Google Scholar
• Click ‘settings’ -> ‘library links’, search for ‘unitec’, check the box and save

Example of using the link

• In Google Scholar, search for ‘digital collaborative learning’
• Scroll down the results to find the article ‘Learning, teaching, and scholarship in a digital age Web 2.0 and classroom research’
• Click on the link to the right - ‘full-text at Unitec’ then download the PDF from the library (if you don’t have library access, use the other link

There are more detailed instructions on the library web page http://library.unitec.ac.nz/help/google-scholar.htm

Reference / Citation Management Tools

Tools like the ones listed below are very useful for managing your references and generating citations. They all have different features (and frustrations!). Try a few out and find one that works for you. Recommend your favourites and user tips on the G+ community.

Mendeley works online and with a local client. As well as storing references and geberating citiations, you can share reading lists, references and full-text articles with your network, publicly or privately. Create groups to tackle research assignments, share feedback and write papers with your collaborators. It has a special Plugin for Microsoft Word and integrates well with Chrome.

Zotero is simlar to Mendeley with a local client application as well as working in the browser, and is designed to store, manage, and cite bibliographic references, such as books and articles. It allows you to share collections and work closely with colleagues on a project. It integrates well with Firefox.

EEWOWW replaces the old Wizfolio on-line reference manager. Unlike Mendeley and Zotero it does not need a local client application and runs entirely in the cloud. 

Citeulike has automated article recommendations and allows you to share references with your peers.

Docear This video explains how Docear is used. You are able to create categories, highlight and pin notes on your electronic pdfs as well as draft and write your own documents which can be exported to Word.

Citethisforme can be downloaded as an app via google play. Scan book and journal barcodes using your phone’s camera to automatically generate a citation. Sync with your account to manage your bibliographies on the go.

Unitec currently uses EndNote X7 which can be installed on all student PCs if you personally attend Unitec to get this installed due to licensing agreements. Copies of the programs for PCs and Macs can be borrowed from all 4 library branches for use with your own computers.

Example of video referencing

You may also wish to view Dr David Parsons' video on Citing and Referencing Sources in a Video Assignment

Reference List

Benseman, J. (2013). Research-Informed Teaching of Adults: A Worthy Alternative to Old Habits and Hearsay?. Unitec ePress. Number 2. Retrieved from http://www.unitec.ac.nz/epress/index.php/research-informed-teaching-of-adults-a-worthy-alternative-to-old-habits-and-hearsay/

Freeman, R., Reiss, M. & MacDonald, J. (2013). Good Practice in Leading and Supporting a Research Team: A Guide for Research Staff and Project Managers. University of London Institute of Education. Retrieved from https://ioersa.files.wordpress.com/2012/10/good-pr...

Unitec. (2017). APA 6th referencing. Retrieved from http://libguides.unitec.ac.nz/apareferencing/introduction

Week 3 - LEADERSHIP - Implementing Technology Innovation in

Individual Task (* My Notes - Reflections)
Take time to view and reflection on others from you areas

(Powtoon)

Interesting to view what others have done and take an opportunity to see what others have done

SAMR -substitute, augmentation, modification, redefinition 

substitution - block is a block same task new tech

augmentation -  tech acts as a direct tool

modification - remodify/redesign new parts of the task

redefinition - design and create a new task

TPACK

Content - what subject material

pedagogical knowledge - the how teacher skills

technology - selecting the best techn to support the learning

TPACK is when the 3 elements - content/pedagogical knowledge/technology - intersect the sweet spot.

Modelling Innovation

Two simple models, used by many teachers, can help us to plan and analyse our digital classroom innovations. Substitution Augmentation Modification Redefinition (SAMR) supports the design and development of learning experiences that utilize technology. Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching.

SAMR

The SAMR model was developed by Ruben Puentedura and disseminated through Apple education initiatives. It is a very simple layered model of ways that technology can be integrated into teaching and learning. For further information see Puentedura's Weblog and the TKI page on Using the SAMR model. Mark Anderson provides a very similar 4 layer model that focuses more on teacher confidence in delivering digital learning

TPACK

TPACK stands for Technological Pedagogical Content Knowledge (in the original version it was call TPCK). TPACK is a framework developed by Punya Mishra and Matthew Koehler that identifies the knowledge teachers need to teach effectively with technology.The TPACK framework is somewhat more academic than SAMR and extends Shulman’s idea of Pedagogical Content Knowledge. Puentedura (2010) links SAMR and TPACK together..

For further information see the tpack.org web site

You may find this TPACK and SAMR assessment rubric useful when assessing classroom activities against these frameworks.

SAMR and TPACK Rubric (PDF download)

Google Maps / Google Earth / Tour Builder group task

Create a Google Doc where you design a learning activity to last 20 minutes using either Google Earth / Maps or Tour Builder and informed by SAMR and/or TPACK. Make sure that your group members can edit the document and anyone ‘Can comment’ on your document. Once done, link your learning activity document onto the Google+ community (session uploads) and ask others to critique it.

If you want to focus on Google Maps, you may find Thom Cochrane’s image-based guide to creating a custom map helpful. For more information about Tour Builder, see https://tourbuilder.withgoogle.com/

Paul and I created this tour using Google Tour Builderhttp://tinyurl.com/ycdg74bw

Conditions for Classroom Technology Innovations

To what extent do you think the homework reading, a research article from 2002, is still relevant?

Whilst this is from 2002, the article has may relevant points. Many things mentioned still are barriers in today schools and our classrooms

Creativity and Innovation

According to Tucker (2008), there is a relationship between being creative and innovative. Creativity helps coming up with ideas and being innovative means bringing them to life. Hatching ideas is the ‘creative’ part; bringing them to life successfully in the form of a new product or service or management method is what makes a raw idea an innovation.

Warlow (2007) defines the following attributes of an innovator:

1. Curious; constantly questioning things
2. Open to new ideas; putting oneself in situations where one can receive stimulation
3. Dare to be different; being prepared to act against accepted or conventional wisdom and challenge the unchallengeable
4. Be ready; as innovative ideas can strike at any time, there is a need to capture them before they disappear from the mind
5. Persistent; time is needed in finding the solutions which are innovative
6. Collaborative; ideas can be thought of when working with others 

The World Economic Forum (2016) in analysing 21st century skills, identified creativity and collaboration as competences, but curiosity is defined as a character quality, as is initiative. To be innovative, we need not only competencies but also character qualities.

Week 3 - DIGITAL - Technology Disruption and Mixed Reality

Disruptive Technologies  (* My Notes - Reflections)

"Disruptive technologies typically demonstrate a rapid rate of change in capabilities in terms of price / performance relative to substitutes and alternative approaches, or they experience breakthroughs that drive accelerated rates of change” (Manyika, et al. 2013).

"The more overdue a disruption is, the more sudden it is when it finally occurs, and the more off-guard the incumbents are caught"...“eliminating the bottom 99% of workers in [the teaching] professions” (Gade, 2014)

One of the world's largest...

• ...taxi companies owns no taxis (Uber)
• ...accommodation providers owns no real estate (AirBnB)
• ...phone companies owns no telecom infrastructure (Skype)
• ...retailers has no inventory (Alibaba)
• ...movie houses owns no cinemas or physical stores (Netflix)
• ...media companies owns no content (Facebook)
• ...software vendors doesn’t write the apps (Apple / Google)

(Amazon - demise of the book store. )

According to the Chartered Accountants Australia and New Zealand (2015), the number of New Zealand jobs at risk of automation in the next two decades is 885,000 (46%)

Reverse Time Capsule 

What would you put into a reverse time capsule to send back 20 years? What current artifacts might surprise the citizens of 1997 the most?Share on your location’s Padlet:

The Reality Continuum

From Milgram, Takemura, Utsumi & Kishino (1994). Between the two extremes of the real environment and a completely virtual one, the continuum goes from overlaying reality with a few additional elements on the left, to the occasional introduction of real elements into a digital environment (e.g. the user’s hand) on the right

Virtual Reality

• Creates immersive, computer generated environments which replaces the real world
• The user is completely immersed in an artificial world and cut off from the real world
• Senses are mediated by the virtual world

Popular VR headsets include Oculus Rift and Google Cardboard. Google Expeditions, which you can use with Cardboard, is a virtual reality teaching tool that lets you lead or join immersive virtual trips all over the world — get up close with historical landmarks, dive underwater with sharks, even visit outer space! It was released free to the public on 27 June 2016 but is not totally free, especially for the whole class and with full features. Google Tilt Brush is another recent VR application that supports the creation of 3D virtual art.

Augmented Reality

Augmented reality overlays information on a view of the real world, rather like the Terminator's view of the world in the 1984 movie, but it is no longer science fiction. Unlike virtual reality headsets, which block out the real world, augmented reality headsets like the Microsoft HoloLens and Daqri Smart Helmet mix reality and virtual content together.

Augmented reality apps use various types of trigger to link views of the real world to virtual content. These might be 2D images, as in simple tools like Anatomy 4D, Elements 4D and Quiver, or they can be GPS locations, as in Zombie Run and Pokemon Go!

Aurasma Terminology

Trigger Image: The image recognized by the app, which launches the overlay. Images with high contrast and unique features are best. The app uses a ‘traffic light’ to tell you if an image will be a good trigger.

Overlay: An image or video linked to a trigger image

Aura: A combination of trigger image and overlay

Individual task with Aurasma

Create an ‘aura’ with your mobile device. There are some instructions on the portal if you find it hard to work out how to get going (Android and iOS versions are rather different)

1. Create a video - 3 seconds talking about yourself
2. Create a trigger image by drawing a detailed picture of your face
3. Use the image to trigger the video

OR

If you are already an Aurasma expert, work with Blippar.

Where could you use AR? (Nesloney, 2013)

There are many approaches that can be used to bring learning to life through augmented reality:

• A Student Photo Wall: Set up a display of student photos in the classroom linked to a personal student videos about the individual student that can be shared with parents and visitors.
• Book Reviews: Have students record a video of themselves giving an review of a book. The trigger image to launch the video review could be the book cover, a picture of the student or an image they have drawn. Afterward, other students/teachers can scan the cover of the book and instantly access the review.
• Parent or Inspiring Role message: Source a recording from an inspirational speaker or record a message from a parent/friend of the student that provides words of encouragement to the student. Attach a trigger image to student desks or cover of their books.
• Year books/School magazines: Add an AR to printed school publications and include video profiles from sports events, school plays or award ceremonies as a rich memory of school activities.
• Word Definition Walls: Students can record themselves providing the definitions to different vocabulary words on a word wall.
• Lab Safety/Safety Messages: Put trigger images linked to safety videos around a science laboratory/workshop so that when students scan them, they can learn the different safety procedures and protocols within the learning environment.

Word Cloud - 21C Skills

This is the word cloud that the group contributed to at last weeks session.
We had to list what we thought the most important skills that would be needed for our students.
The larger the word the more often it was mentioned.
We wrote our list of skills down individually and so it is quite interesting to see the collective thoughts.

Week 3 - Reflective Task

Film your reflection on the activities you provide for your students/staff on using their 21st Century Skills. Use at least one relating ITL rubric as a tool.

Paul and my selected skill was Self Regulation.

Our video reflection shared the importance of effective feedback in relation to learning goals and success criteria.

It was a great activity to do and Paul and I both got a lot out of the reflective task and not just in relation to our amazing on screen abilities and possible futures in film :)

Week 3 - Time to Reflect - Collaborative Study

Wow, what an amazing three weeks, time has flown by and I had forgotten how intensive postgrad study was. I have enjoyed getting stuck into the work and whereas in the past I have studied on my own am really enjoying the opportunity of working collaboratively with another colleague.

Benefits of collaborative study
- when things get a bit over whelming there is someone else to talk, text or email to
- you can organise your ideas and thoughts and discuss whether or not you have actually understood what you are needing to do

- you are able to negotiate roles and jobs and know that the other person is working just as hard as you to complete the task.

- when you panic there is someone else to talk some rationale thoughts into your scatty brain and help bring order

Have I found there any disadvantages?

At this stage no, Paul and I have enough similarities and differences not too rub each other up the wrong way (although I know I can talk too much and sometimes get a little assertive)We have worked so long together we have gotten to know each others habits and quirks 

It can get a bit squashed when we are filming sometimes, original photo had three of us in it and we had like 1 minute to get a photo, trying to avoid taking any more photos than necessary - James got the chop and we could reuse the image!

Our First Filming/Video
We had decided that we would like to try to upgrade our skills in our presentation format.
Week 2s in class presentation was a powerpoint with voice over that had been exported as a video

Andrew my 9 year old son convinced us that we could produce a video that was just like what the gamers do when they create their You Tube clips. Andrew had the software and the power as our editor, Paul and I had the powerpoint and script.

If worse cam to worse we would be able to create a powerpoint with voice over as the week before. (Hence why Paul and I have set aside Mondays after school as our Grad work time)

Andrew was felt very proud of his role as editor n chief

And while Paul and I were fueling up on coffee Andrew created a wee intro which would be a shame not to publish.

I don't think Andrew, Paul and I would realise how long it would take for us to record and layer a 3 minute video.

We all now hold television presenters in high esteem and understand why 7 minutes of filming a cafe scene for a television series could take 12 hours

Week 1 - Digital Mindlab Class Task

Week 1's class task was to create a short film.

My groups topic for our film was The Purpose of Education

Here is the Stop Go Animation we created.

The first part is a representation of The Purpose of Education - how we see the importance of clear boundaries for each individual,  what happens within those defined boundaries is different for each person.

The second part of the presentation was a brainstorm of our ideas to do with the Purpose of Education.