Engaging in Deep Learning on Twitter with @pedagoo @PalmyTeacher

If we truly want to connect with students in ways that will activate them to be self-driven lifelong learners, then we must be authentic, deeply engaged learners ourselves. Deep learning is infectious and if the conditions are fertile, it will flourish.

This is the message I shared in a recent post I wrote for another blog. Let me explain.

Invitation from @fkelly
A week ago I received my very first Twitter invitation from Fearghal Kelly to write a post for the pedagoo.org blog. He had read my sabbatical report via a link on Twitter and tweeted:

Initially, I approached this Tweet quite cautiously by doing some googling and was relieved and then flattered to learn more about Fearghal and the innovative pedagoo.org community of teachers that he has established in Scotland. 

Pedagoo.org is a collaborative blog that allows teachers to easily share with an established community. 'Setting up a blog, building an audience and keeping it up to date can be time consuming...so just post here instead!' This is the message on the blog. There are 1,200 active members in the community on pedagoo.org. @pedagoo  have 16,000 followers on Twitter! 

I decided to write my post and link it to the changes and developments happening with regards to deep engagement in learning at our school at the moment. You can read the post entitled Engagement in Deep Learning here. As soon as the post was published, I begun to receive a steady stream of notifications from @pedagoo followers. Here is a copy of one of the tweets!

The presence of positive motivation towards a learning task markedly increases the likelihood of students engaging in deep learning (Groff 2010).  I suggest that this also applies to us as adult learners. The overwhelmingly positive response to my pedagoo blogpost has certainly motivated me to continue exploring deep engagement in learning. I am digging deep within my authentic self to explore what engages and drives me to keep on learning throughout this process.

Why Twitter?

In my pedagoo blog post I shared my motivation for joining Twitter and that I have continued tweeting @jennyljackson ever since April 2014 when I began. This was my inaugural tweet.

Without realising this at the time, when I challenged myself to Tweet, I moved out of my comfort zone into the 'unknown'. I reconnected and engaged as a learner.

There are many excellent links to why we as educators should become active on Twitter. Here is a very explicit slideshow created by @ PalmyTeacher  (a very talented teacher from Palmerston North in New Zealand) that should help convince you as future focused educators to join Twitter. How did I access this? On Twitter of course!

We have to continually dig deeply within ourselves to reconnect with our passion and love for learning as educators. Engagement in deep learning is infectious and if the conditions are fertile, it will flourish.This is indeed the message from my  video.

Through being active on Twitter we can collaborate with other educators deeply connected to their own passion for learning. When we learn to do this, we connected with our own love of learning.

If we truly want to connect with students in ways that will activate them to be self-driven lifelong learners, then we must be authentic, deeply engaged learners ourselves. Deep learning is infectious and if the conditions are fertile, it will flourish.

Reflections on Future Focused Learning with Dr Brian Annan

I am a big believer in being open and transparent about learning and have found that blogs and Twitter are ideal platforms for publicly sharing knowledge as well as learning globally from others. They also contribute to making knowledge equitable, when resourcing constraints can become barriers to learning. As long as you accept that my words are my interpretation and reflection of my experiences, then together we can create and drive positive learning and change. I also welcome suggestions, views or feedback that will support my learning. Please comment below.

I was privileged to be invited by Margaret-Anne Barnett (MOE Principal Adviser Future-Focused Learning & Digital learning Technologies) to a Building Capability in Modern Learning Practices Workshop held in Dunedin on the 3rd July 2014. 

Preparation for the workshop and discussion required us to share a 5 minute reflection on the following:

1.       What got you started? 

2.       What were the drivers? 

3.       What were the barriers? 

4.       What are you learning about the process of change?   

5.       How could change of this magnitude be supported across the system – what would you have found most useful?

Some pre-workshop reading recommendations were also shared with us:

The report released in May this year from Minister Kaye’s 21st Century Learning Reference Group, Future-focussed learning in connected communities

http://www.minedu.govt.nz/theMinistry/EducationInitiatives/UFBInSchools/FutureFocusedLearning.aspx

And the A3 summary of the NZCER report, Supporting Future-oriented Learning and Teaching: A New Zealand Perspective

http://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Updates/Issue-26-October-2012

For the very keen beans, the full NZCER publication is here

http://www.educationcounts.govt.nz/__data/assets/pdf_file/0003/109317/994_Future-oriented-07062012.pdf

The workshop was facilitated by Dr Brian Annan, Programme Director of Learning & Change Networks (LCN), Faculty of Education Auckland University. An important aspect of Brian’s leadership is to encourage participants to link into global networks so as not to reinvent the wheel.(Learn more about Brian here)

Dr Brian Annan in action during the workshop

I had already worked with Brian through participation in the Southern Regional LCN days as part of the Whitestone LCN. He also gave me feedback on my recent sabbatical report.

One of the interactive activities required us to share our answers to the questions above to the whole group in 60 seconds after we had shared them for 5 minutes in groups of three. Brian actually timed each of us!

We were then able to compare this experience to the fast sharing and demand for 'just now' knowledge in today's digital world.
I was able to share my 4 minute video that encapsulates the messages from my 6,000 word sabbatical report in a time friendly manner.
The question was posed - Could our learners create a one minute video to share their learning and change priorities as a form of self-evaluation? This also inspired me to create a one minute video to share my reflections from the day. You can access it here.

Brian also emphasized that we are well into the 21st Century and that this title has become outdated. We can replace it with 'Future Focused Learning' (FFL). Here is one of many interpretations of FFL
A discussion evolved around the place of the 'instructional core' in the 'ecology of learning' I have created links to some web articles to clarify these terms. Here is the diagram that we discussed that shows where the instructional core fits into the ecology of leaning.

Screenshot from my video 

When we all shared key words from our learning by writing them onto the whiteboard, we were challenged further through role plays. In groups of three we were asked to sit in front of the whiteboard and discuss the messages on the board in our roles as students, teachers, board members and parents. This added a rich insight into our discussions and motivated participants to carry out the same activity back in their own workplaces with real students, staff and whanau.

Photo taken during the workshop

Brian explained a frame for thinking about evaluation of learning in practice. He shared an example of this based on his own experience of learning to surf. I captured this part of the session on video. Here is the link. Brian also referred to the value of ongoing informal 'interactive reflections' on learning that need to happen between students, parents and teachers.

Screenshot from my video

Brian emphasized the power of student agency that shouldn't be confused with student voice. Student's learning must be driven by their own evaluation. They must be able to articulate what they need to change to take their learning forward. This is what must drive 'teaching as inquiry'. We need to move away from teacher ownership of the learning and change ideas and practices that we believe will support change. Instead we need to enable the students to articulate and action these.

 I discussed this with Lorraine Frances-Rees, a colleague  who happened to be at school during the recent term break ! She responded with these challenging questions for our learners.

Screenshot from Lorraine's email

This is already food for thought. We will share these questions after collaboration with all staff and learners early next term.

Finally, Brian spent the last part of the day discussing and sharing ways to evaluate engagement in learning. The learning map is a way of understanding the impact of the learning environment on learners. There is an article here that explains more about learning maps in action. The idea is that we use the learning from these maps to bring about change that will lead to deeper learning and achievement.The focus of these maps is on learning to learn.

 Screenshot from the LCN  Prezie by  R Burton & B Annan

Screenshot of children drawing learning maps from Issue 4 LCN Newsletter

As Brian emphasized, 'The knowledge is within the group. We need to draw it out.'

In a few weeks time, we will be bringing the staff from three schools together and creating an informal, social learning environment to activate learning and change. We will indeed have a large group of skilled staff to learn and change with and draw our knowledge and learning from. This is only the beginning. Further learning workshops bringing students and families together are in the pipeline.

Screenshot from my video

Together our ripples will travel further than if we were on our own as we work collaboratively to engage and activate deep learning and change in a future focused learning environment for all of us. 

Chapter 5 Part 2 Engagement in learning = future success

This is the second part of my reflection and review of Chapter 5 of the powerful book  OPEN: How we'll work, live and learn in the future by David Price. In the first part of my review, I asked you to engage with disengagement as a wake up call. I shared the cold hard facts about disengagement. 

Sometimes we can get caught up in the busyness of our own planning and ideas as teachers and leaders and forget to co construct sessions with our students and staff. Although we mean well, we might repeat lessons and routines that suit us because we feel comfortable. Are we really just pleasing ourselves or are we truly engaging our learners in deep authentic learning that will inspire and motivate them and instill a desire to want to keep on learning?

 In my last post I mentioned that I was persevering with my own learning to produce and upload my very first video based on my sabbatical report - How to engage every student in deep learning for success. I am excited to be able to let you know my perseverance paid off! Here is the video that offers a few solutions to what we must do as educators to engage our learners in deep learning for success. It's also available on YouTube https://www.youtube.com/watch?v=BSOriel49Lk

In the video, I refer to passion, excitement and motivation for learning as drivers for engagement and higher achievement. This also reflects the powerful messages from Price in both Chapter 5 and in Chapter 6 of OPEN: How we'll work, live and learn in the future

  Now reflect on this information shared by Price based on a longitudinal Australian study focused on engagement in schools .'The more children felt connected to their school community and felt engaged, rather than bored, the greater their likelihood of achieving a higher educational qualification and going on to a professional or managerial career.' They found that engagement was the key determinant of student's success 20 years later, over and above their academic attainment and socioeconomic background. 'An engaged student from  a disadvantaged background, is likely to have better life chances than a disengaged child from a better-off background.' (Page 99,100)

Price goes on to say,' I believe the visionaries of the future are likely to emerge from the kind of environments where learning is collaborative,social, passion-led and values driven, networked, horizontal, democratic and creative.'(Page 101) I challenge you to take this sentence and unpack each word and what it means and looks like in your own schools or workplaces?

In my next post, I will reflect on Chapter 6 'Open Learning in Society' in OPEN: How we'll work, live and learn in the future by David Price and the value of 'Just-In-Time' informal learning.