Week 7

• Leadership
• Flipped preparation (required): Take the 7 step Twitter Challenge! There is 1 for new users and 1 for users who may have already had a go at tweeting DONE
• -Look up your assignment focus
• Flipped preparation (required): Read the short extract from Alma Harris' article, a section titled 'Teacher Leadership and Distributed Leadership' (Leadership Week 7 Media). To prepare for the class session, think about how/if distributed leadership is enacted in your school. DONE

• Digital

• Flipped preparation (required): Bring your completed Google Cardboard from your introduction pack to class. Watch the Google Cardboard Assembly Step by Step Instructions and complete it if you haven't already made it.

DONE

• Flipped preparation (required): Install Google Expeditions, HP Reveal, Google Translate and Quiver on your mobile device (for Expeditions your device needs to be the size of Google Cardboard)

DONE

Digital notes

Reverse Time Capsule 

“What if we were to receive a time capsule not from the past, but from the future?” (Coupland, 1995)

What would you put into a reverse time capsule to send back 20 years? What current artifacts might surprise the citizens of 1998 the most? Share on your location’s Padlet: 

Auckland Central / Auckland Mangere Bridge / Auckland Clendon Park / Auckland Manurewa / Auckland East / 
Auckland Al Madinah / Auckland West / Christchurch / Hamilton / Hawkes Bay / Invercargill / Marton / Masterton /
Nelson / Ngatea / Rangiora / Rotorua / Tauranga / Wellington

The concept of disruptive technology was first outlined by Clayton Christensen (1997), in his book 'The Innovator's Dilemma'. In it, he states that “Disruptive technologies bring to a market a very different value proposition than had been available previously. Generally, disruptive technologies underperform established products in the mainstream markets. But they have other features that a few fringe (and generally new) customers value.”

Disrupted Domains

Many aspects of society have been recently disrupted by technology. As a few examples consider that 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)

How Many Jobs Are At Risk?

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%)

Education Disruption

In terms of education, an interesting blog post by Gade (2014) states "The more overdue a disruption is, the more sudden it is when it finally occurs, and the more off-guard the incumbents are caught". This reflects the idea of 'Amara's law', which says that we tend to first overestimate, then underestimate, the impact of new technologies (Ridley, 2017). Gade (2014) suggests that technology disruption could mean “eliminating the bottom 99% of workers in [the teaching] professions”, while also suggesting that the rise of the 'celebrity teacher' is entirely possible.

Twitter 

These are the hastags we will use on Twitter, to discuss the benefits of using twitter as an educator #TMLwhytwitter and #TMLDCL. You can also set up your own TweetDeck at Tweetdeck.twitter.com to follow #TMLDCL and the other hashtags used at various points throughout the session (on your laptop)

Twitter Terminology Basics

Tweet / Reply / Retweet (RT) / Direct Message (DM) / Hashtag (#) (precedes a topic) / @ (precedes a Twitter user name you are referring to) / Following/Followers / Modified Tweet (MT) (summarising for sharing) / Hat Tip (HT) (citing your sources in Twitter!)

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. The HTC Vive is another popular headset that works with Google Tilt Brush, a VR application that supports the creation of 3D virtual art.

VR at Pakuranga College - The VR game created and marketed by students at Pakuranga College is available here.  

Google Expeditions

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. See the Google Expeditions Tutorial

• Expeditions will only work on a WiFi network that is set up to support peer to peer networking
• If you cannot connect on your local WiFi network, you will need one member of the group to use their phone (and their data) to act as a hotspot - other members of the group will need to connect to that hotspot
• If technical difficulties prevent you from joining a tour, it is possible to just look at a tour on your own device without joining a group
• You can use the app with your smartphone in Google Cardboard mode or full screen mode outside the cardboard, or just with your tablet

You can now make your own tours using Google Tour Creator

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 triggers to link views of the real world to virtual content. These triggers might be 2D images, as in simple tools downloaded through apps onto smart phones like 

- Google Translate (needs printed text - not handwriting). Try Googling images of written road signs in your chosen language 

- Quiver, uses printed sheets that you can colour in

Or, they can be GPS locations, as in Zombie Run and Pokemon Go!

HP Reveal 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

Click on this link to try some universal auras tinyurl.com/KKARTML

Individual task with HP Reveal

Create an ‘aura’ with your mobile device. There are some instructions on the portal (these still refer to Aurasma) 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

Where could you use AR in Schools?

There are many approaches that can be used to bring learning to life through augmented reality (Nesloney, 2013):

• 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.

References

Chartered Accountants Australia and New Zealand. (2015). Disruptive Technologies: Risks, Opportunities. Retrieved from: https://nzier.org.nz/static/media/filer_public/6d/6e/6d6ecf8b-032c-4551-b0a7-8cd0f39e2004/disruptive_technologies_for_caanz.pdf

Christensen, C. (1997). The innovator's dilemma: when new technologies cause great firms to fail. Boston, Mass.: Harvard Business Review Press.

Coupland, D. (1995). Reverse Time Capsule. Wired. Retrieved from https://www.wired.com/1995/11/wired-scenarios-reverse-time-capsule-douglas-coupland/

Gada, K. (2014). The Education Disruption : 2015. Retrieved from http://www.singularity2050.com/2014/07/the-educati...

Milgram, P., Takemura, H., Utsumi,A. & Kishino, F. (1994). Augmented Reality: A class of displays on the reality-virtuality continuum. In Proceedings SPIE 2351, 282-292.

Nesloney, T. (2013). Augmented Reality Brings New Dimensions to Learning. Edutopia. Retrieved from https://www.edutopia.org/blog/augmented-reality-new-dimensions-learning-drew-minock 

Ridley. M. (2017, November). Amara's Law. Retrieved from http://www.rationaloptimist.com/blog/amaras-law/

Leadership

Some tools that could be used to facilitate online discussions

Facebook, twitter, Google+, SecondLife, Snapchat, instagram, google docs, blogger, Trello, World War Craft in School, messenger, Whatsapp, Poll Everywhere, Disqus, Office 365, Youtube, nearpod, slack, twitch, edmodo

Why Use Twitter

• Encourages brevity
• Identifies the tweeter
• Allows replies and hashtags
• Integrates with other tools (e.g. Tweetdeck, Tagboard, Pocket, Buffer, Feedly)
• Supports weblinks
• Mobile App available
• Can be linked to from blogs etc.

Mind Lab Twitter

Handle: @NZMindLab
Hashtag: #TMLDCL

Some Twitter Tweeters and NZ education hashtags

@EducationGovtNZ @netsafeNZ

#edchatNZ (See: www.edchatnz.com/getting-started) #kidsedchatNZ #engchatNZ #mathschatNZ #scichatNZ #hackyrclass

Twitter Tips for Teachers

Education Review (2013) suggests ten ways that New Zealand teachers can get more out of the Twitterverse. We think these 6 are the most useful.

• Use TweetDeck to manage your Twitter feeds.
• Choose hashtags carefully and check for duplicates already being used
• Join the #edchatNZ club. Teachers and anyone interested can jump onto Twitter and join the discussions at #edchatNZ
• Make use of lists to group people based on any criteria you want for the purposes of reading their tweets
• Saving tweets for a rainy day. There are several tools for saving your favourite tweets, such as Diigo.com, Getpocket.com  and Evernote (using @myEN)
• Teaching with Twitter, for example microblogging for ‘summing up’, following the tweets of a famous person(s) during a significant event, such as politicians in the build-up to an election, ‘time tweeting’, where students choose a famous historical figure and create a twitter account from them, writing regular tweets in the appropriate vocabulary, or progressive collaborative writing, where students agree to take it in turns to contribute to an account or ‘story’ over a period of time.

Leading Online Discussions (MindEdge Learning Workshop, 2014).

• Set guidelines
• Make connections
• Challenge students to think critically
• Encourage participation
• Praise discussion posts
• Guide conversations back to the question at hand
• Use real world experiences
• Hesitate before interjecting

We will ask you to try to apply these suggestions during our Twitter discussion sessions.

Wicked Problems

A wicked problem is a problem that is difficult or impossible to solve because of incomplete, contradictory, and changing requirements that are often difficult to recognize. They are highly complex, uncertain and often value laden. The use of term "wicked" here has come to denote resistance to resolution, rather than evil. (Rittel & Webber, 1973). Bolstad et al. (2012) argue that learners and teachers, families and communities need support to develop the skills needed to engage in solving the wicked problems of the 21st Century.

Is teaching a wicked problem?

The original TPACK paper argued that teaching was a wicked problem, referring to the following factors (Mishra & Koehler, 2008, p. 2).

1. Requirements that are incomplete, contradictory and changing
2. Uniqueness, in that no two wicked problems are alike
3. Occurring in complex and unique social contexts
4. Solutions that are difficult to realize and recognize because of complex interdependencies and contexts
5. Solutions that are not right or wrong, simply “better,” “worse,” “good enough,” or “not good enough”.
6. Solutions that have no stopping rule, the best we can hope for is “satisficing".

The 2017 Horizon Report (Freeman et al, 2017) explores the significant challenges impeding technology adoption in K-12 education and identifies 'The Achievement Gap' and 'Sustaining Innovation through Leadership Changes' as Wicked problems.

Mess Mapping

Mess Mapping is a process for collecting, sharing, organizing and evaluating information regarding a Wicked Problems. A Mess Map diagram or mural represents a model of the problem at hand that shows the important “chunks” of information and their relationships with other “chunks.” (Horn & Weber, 2007)

Education is complex. Wicked problems don't have a single answer, but through the use of online tools and digital media, independent people are able to work together to find ideas and concepts to explore wicked problems. Distributed leadership allows many people to work together to tackle these wicked problems. Refining traditional roles for students and teachers allows distributed leadership to occur.

Diversity of Leadership Practice

Since Surowiecki (2004) argued that “diversity helps because it actually adds perspectives that would otherwise be absent”, Harris (2013) suggested that “the potential for imaginative and creative solutions to problems is more likely to occur where there is diversity of leadership practice that fits the contours or the needs of the organization or system.” 

Distributed Leadership

Distributed leadership acknowledges that the work of leading and managing schools involves multiple individuals – not just those with formally designated leadership and management positions but also individuals without such roles. It is primarily concerned with the practice of leadership rather than specific leadership roles or responsibilities. It equates with shared, collective and extended leadership practice that builds the capacity for change and improvement.

Distributed leadership means mobilising leadership in order to generate more opportunities for change and to build the capacity for improvement. It is ‘leadership by expertise’ rather than leadership by role or years of experience. Genuine distributed leadership requires high levels of trust, transparency and mutual respect.

Distributed leadership is about collective influence and is a contributor to school success and improved performance. It is not an accidental by-product of high performing organisations. Individuals are accountable and responsible for their leadership actions; collaborative teamwork is the modus operandi and inter-dependent working is a cultural norm. (Hargreaves, Boyle & Harris, 2014).

• Expertise not position
• Distributed accountability
• Distribution is non permanent
• Changing roles and responsibilities
• Leadership as practice

A strong correlation has been found between the building of leadership capacity for learning and teaching through distributed leadership and increased engagement in both learning and teaching. Because digital technology is multifaceted, it opens itself up to involvement from a variety of people and groups with different roles and responsibilities causing distributed leadership across time. Collaboration in a digital technology setting is the purposeful joining of people in an online environment that enables relevant problems to be tested and validated through constructed knowledge.

Jones (n.d.) defines distributed leadership as action by many people working collectively across the institution to build leadership capacity in learning and teaching. It differs from other, more traditional, approaches to building leadership capacity in which the traits, skills and behaviours of individual leaders are emphasised.

Turnitin

You will need to submit a Turnitin originality report with any essay you submit. An Originality Report is an indication of similarities between your submission and a database of previously submitted work, websites and other sources. Any matches found will be highlighted and included in a summary on the Originality Report. Keep in mind, there is no one right %, specially since the reference list is included on purpose! 

Turnitin is a feedback mechanism to help students develop academic writing skills. It helps students to:

• Identify and acknowledge other authors’ work
• Apply correct referencing techniques
• Apply correct quoting techniques
• Identify where you have made excessive use of direct quotations of other work

Using the library Test Turnitin Account link you can run the report as many times as you want. It is most importantly there to guide and help you! Keep in mind that you will have to wait at least 24 hours before being able to submit another version of your document. When submitting the final version you need to use the July 2018 Intake link and download the originality report pdf, which has highlighted similarities, then upload that pdf to the portal.

Keep in mind that the word count for the assignment comes from the Turnitin report and it includes your reference list. A PDF document explaining how to use Turnitin is to the right of the green button that you click to enter the portal.

Student feedback

Please find a student feedback form to be completed at home. The feedback is about the first 6 weeks on The Postgraduate programme at The Mind Lab by Unitec, with the two courses 'Digital & Collaborative Learning in Context' and 'Leadership in Digital & Collaborative Learning'. Your feedback is golden!

References

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-orientated learning and teaching - a New Zealand perspective. Wellington, New Zealand: New Zealand Council for Educational Research.

Education Review. (2013). 10 Twitter Tips for Teachers. Retrieved from http://www.educationreview.co.nz/magazine/november-2013/10-twitter-tips-for-teachers

Freeman, A., Adams Becker, S., Cummins, M., Davis, A., and Hall Giesinger, C. (2017). NMC/CoSN Horizon Report: 2017 K–12 Edition. Austin, Texas: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmccosn-horizon-report-2017-k-12-edition/

Hargreaves, A., Boyle, A., & Harris, A. (2014). Uplifting leadership: How organizations, teams, and communities raise performance. John Wiley & Sons.

Harris, A., Jones, M. & and Baba, S. (2013). Distributed leadership and digital collaborative learning: A synergistic relationship? British Journal of Educational Technology 44(6), 926-939. Retrieved from https://pdfs.semanticscholar.org/7bd9/074c758f9a69dd30b76d6efd3a6600f0a197.pdf

Harris, A. (2013) Distributed Leadership Matters : Perspectives, Practicalities, and Potential, SAGE Publications.ProQuest Ebook Central.

Horn, R. E., & Weber, R. P. (2007). New tools for resolving wicked problems: Mess mapping and resolution mapping processes. Watertown, MA: Strategy Kinetics LLC.

Jones, S. (n.d.). Distributed Leadership. Retrieved April 15, 2016, from http://www.distributedleadership.com.au/

MindEdge Learning Workshop. (2014, April 30). Leading Online Discussions. Retrieved April 15, 2016, from http://learningworkshop.mindedge.com/2014/04/30/leading-online-discussions/

Mishra, P. & Koehler, M. (2008). Introducing Technological Pedagogical Content Knowledge. Paper presented at the Annual Meeting of the American Educational Research Association, New York City, March 24–28, 2008.

Rittel. H. & Webber, M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155-169.

Surowiecki, J. (2004). The Wisdom of Crowds. New York, NY: Doubleday, Anchor.