🤔 What if staff were given the time to participate in a thinkerathon to drive learning?


Whether it be to develop a deeper understanding of what is being studied or how students are learning. Maybe this could be driven by the Modern Learning Canvas? Better yet, students are supported in running their own thinkerathons? A time when they gather together to reflect on their learning in order to realign it moving forward.


🤔 What if instead of spending so much time on engagement – whatever engagement is – we focused on authenticity and action?


Many teachers spend hours concocting activities and assignments that have little meaning to students all in the name of engaging learning. Instead, more voice and choice could be provided to students to take action to find problems worth solving and share solutions with an authentic audience.

My Month of February

Thank you for reading. This month my daughter has grappled with the exhaustion with being a Prep student. While school has really kicked into gear. This year I have been put in charge of ‘intervention’. It has included organising groups, liaising with teachers and organising various programs. As a school, we have also continued with our journey in regards to developing a whole school instructional model, with the current focus being effort and mindsets.

In regards to my writing, here was my month in posts:

Inspired by the work of David Culberhouse and Ian O’Bryne, I also started a new blog to develop disparate ideas and wonder ‘what if?

Learning and Teaching

Ways to Use Lego in the Classroom – Mark Warner provides a range of examples about how to use Lego in the classroom. In some ways it reminds me of Lee Hewes’ post exploring the potential of Minecraft, its strength is its breadth of ideas.
When I’m not busy working on our teaching websites, I can usually be found playing Lego with our children! It’s an incredibly creative toy, but it can also be used to support work in a number of different curriculum areas. Here is our HUGE list of ways to use Lego in the classroom.

Learning with Lego – Mark Anderson collects together a range of links and resources associated with the use of Lego in the classroom. Really like the idea of making up small bags of basic blocks for each student. Creativity needs constraint.

I’m often surprised that teachers don’t think to use Lego to help in the classroom as a learning tool.

How Might We the Content?: Applying Design Thinking in a High School English Classroom – Dan Ryder provides some examples for how he has used design thinking in the English classroom. A great exanple of process over product.
The above are just a few ways to tackle English language arts curriculum through the lens of design. Some have been robust explorations I’ve done with students, others one day sprints, and yet others notions and fancies that I’ve just yet to find the time to put into practice.
How to Make Good Lean Startup Hypotheses– In Part Eight of his series unpacking his work around producing a lean startup, Tim Kastelle explores the challenge of creating a clear hypothesis. Although not intended, this has ramifications for inquiry and project-based learning.

We need to start our lean startup process with discovery – and that is harder to hypothesise. But we can’t look for false precision, that will lead us down the wrong path.

How to Talk About Your Project – Seth Godin provides a thorough set of questions to explore when entering into a project. Although aimed at professional projects, there are some really useful questions when engaging in PBL.

Successful project organizers are delighted to engage in a conversation about all of these questions. If you’re hiding from them, it’s time to find out why.

So Assignmenty – Alan Levine discusses the idea of an assignment and wonders about the options.

Is the purpose of an assignment to complete the assignment? When we are Assignmenty, we ask learners to do the minimum to achieve some level of reward. Assignmenty things have fixed fences around their yard. Do we leave holes, gates, doors for learners to go farther? is that crazy (or stupid?)

The Thinkerathon – Doug Belshaw provides an alternative to the usual brainstorming task. Along with Dan Rockwell’s argument that brainstorming needs two sessions, it highlights the importance of time and space when digging deeper.

Creativity isn’t just sticking colourful post-it notes on walls — an important part of it involves discipline and process. That’s why we continually zoomed in and out of ideas, continually moving forward while our ideas morphed and evolved.

Gender and Group Work – Alex Quigley explores the topic of group work. Rather than a clear answer, he provides a excellent series of reflective questions to guide things.

If we accept the notion of the ‘wisdom of crowds‘, then what is the magic number for group size? There is no fixed answer, but research evidence shows that any group size above six is unlikely to be effective. Why is this? Well, successful group work relies on group goals, but alongside individual responsibility. With too many students in a group it is too easy for social loafing (students putting in less effort when they know they can because other group members pick up the slack) to happen. Better to have a smaller groups, such as trios or fours. Of course, even then, they’ll need training.

Three Resources for Learning More about Fair Use and Copyright – Bill Ferriter provides a collection of resources to support the teaching of copyright.

Assuming that everything we do with copyrighted content is legal is lazy and irresponsible.  Worse yet, it sends the wrong message to the kids in our classrooms, who learn to respect and/or disrespect the ownership rights of content creators by watching the important adults in their lives.

What kids *really* want from us when they ask for help… Dan Haesler shares a strategy to support teachers when students ask for help with issues around bullying and wellbeing.

I think the LATE model offers any adult – a parent or other family member, teacher, coach – a simple way to better engage with youngsters when they seek our help. Furthermore, it’s pretty good model to use when anyone – young or old, family member or work colleague – needs our assistance.


President Obama Discovers Coding – Gary Stager pushes back on the latest hype around coding and technology, identifying some of the historical roadblocks as he sees it.

Computer literacy must mean the ability to do something constructive with a computer, and not merely a gen eral awareness of acts one is told about computers. A computer literate person can read and write a computer program, can select and operate software written by others, and knows from personal experience the possibilities and limitations of the computer.

OEB 15 – What does it take to scale adoption of technology at your school? – Jenny Luca reflects on her journey to scale technology overtime. A useful post, especially in relation to the various nuances associated with context.

Having a coherent strategy around technology platforms to utilise in a school or district system goes some way to meeting the challenge of scaling teaching innovations. When teachers are provided with the tools that allow for collaborative practice, quick and easy insight into student work in progress, ease of providing formative assessment, tools that allow students to become creators of content and the ability for group work to be managed effectively, there lies the potential for teachers to have opportunities to rethink their pedagogical practices.

Why Social Media Education Is Needed In Schools – Jackie Gerstein makes a case for teaching social media, making the comparison with sex education. She also provides a range of links and resources to support the endeavour.

One of the goals for education is to provide students with skills for living their lives safely and productively now and in the future. This is in line with driver’s education, home economics, and other skills based classes where the intent is to teach teens skills for being safer in their everyday life. We know that teens and driving can be dangerous. Instead of banning it in schools, we attempt to teach them proper and safe driving practices . . . and driver’s education isn’t just talking about safe driving practices. The same is true with just being a talking head about social media. It needs to be modeled and used in the classroom so students get to experience “proper” social media uses.

Ethics submission draft – Evangelical? – Ian Guest develops a series of categories for the different types of educational uses you find or Twitter. Not only did this leave me thinking what sort of user am I, but also whether the four terms captures all the nuances.

Based solely on my observations during my time on Twitter, I’ve noticed that people seem to regard the platform in a number of different ways. The following classification then, is purely my own interpretation of the attitudes people appear to exhibit: evangelists, advocates, agnostics and atheiest.

Amazon’s Plans for OER – Audrey Watters responds to Kayne West’s tweet that we need cheaper textbooks by unpacking the news that Amazon is set to develop a platform to support OER.

Textbooks cost too much, and everyone knows it, as the 64,000 retweets of Kanye West perhaps underscore. But that inflated price tag is just one of the problems that OER purports to solve. (See David Wiley’s 5 Rs of open content: the ability to retain, reuse, revise, remix, and redistribute work.) It remains to be seen if Amazon Inspire will support these activities or if the “problem” that Amazon really seeks to solve here is a stronger foothold in the education market.

Why Open Practice – Martin Weller provides a good introduction to the different reasons for going open.

I gave a presentation recently trying to set out the arguments for engaging with open practice in higher education. I’ve shifted from the “because it’s awesome” argument to a more nuanced one. My starting point is that open practice is a smorgasbord of components from which one selects those parts that you feel most comfortable with and will most benefit your current role.

What is the Value of a Bot? – danah boyd unpacks the world of bots, posing a range of questions in the process. In addition to this, she provides links to other posts on the topic.

Who gets to decide the value of a bot? The technically savvy builder of the bot? The people and organizations that encounter or are affected by the bot? Bots are being designed for all sorts of purposes, and most of them are mundane. But even mundane bots can have consequences.

Blockchain for Education: A Research Project – Audrey Watters casts a critical eye over the blockchain. Not only does she provide a range of information and questions to consider, but she also includes a range of links to go further if you would like.

So buzz and bullshit aside, what – if anything – can blockchain offer education technology? And more generally, how does blockchain work? (And then again, specifically how does it work in an educational setting?) What problems does blockchain solve? What are its benefits? What are its drawbacks? Who’s developing and who’s investing in the technology? To what end?

Storytelling and Reflection

The Measure of Success – JL Dutant provides a harrowing reflection on the challenges of success and the need to go beyond the usual measurements used.

It’s taken all the willpower I have to fight back from that and to stay in the profession. I’ve long since stopped looking for the Boson. That way lie only black holes and ‘spooky action at a distance‘. I get that it’s important to measure and to parcel out and to make sense of things out there in the world, but it’s also important to remember that we have an inner world without which the outer world can make no sense.
Algorithms: Are They Giving Students a One-Sided View? – Peter DeWitt makes the connection between digital algorithms and student voice, wondering if we are limiting students perspective through our pedagogical practice.

There is nothing wrong with seeing what you like on Facebook or Google, but we should also be exposed to those things that we didn’t even realize exist, and our students could benefit from that too. When we talk about learning, too many students want to give us the answer they think we want to hear, instead of the answer they may want to say. And that is like an on-line filter bubble or algorithm that only gives us the information it thinks we want. Student voice is about so much more than that. It’s about breaking out of the streamline and having better dialogue to build understanding.

A Minimum Viable Product Is Not a Product, It’s a Process – Yevgeniy (Jim) Brikman provides a different take on the usual perspective of the minimum viable product as being on a single trajectory.

This, in a nutshell, is the MVP process. Whether you’re developing a product design, marketing plan, or writing code, always ask: What is my riskiest assumption? What is the smallest experiment I can do to test this assumption.

Visions of Education Futures – Jackie Gerstein outlines a vision for the future. Although writers like Audrey Waters make me more sceptical about such lists, it does provide a clear idea about what if.

Writing, inventing, creating media, and entrepreneurship for change will drive educational endeavors supporting the belief that all humans want to live a life based on, “I want to do things that will change people’s lives.” Problems will always exist in the world, but the collective whole of the human race, given the advancements specified in this article, will actively and proactively seek their amelioration.

Connecting Disparate Dots (Recombinant Innovation) – David Culberhouse talks about the need to stop looking for the new innovative idea, instead we need to more actively connect the dots around use to remix old ideas.

They are exploiting what already exists, in ways that were never previously visualized.  They are finding fertile ground for innovation not just in the creating, but in the combining.  Combining and cross-pollinating those disparate dots that were yet to be linked or considered.  In many ways, they are creative concept and idea recyclist.

Teacher Problems – Natalie Scott provides an account of education in refugee camps. I remember reading the account of teaching underneath a tree in Malawi via Tom Whitby’s blog, this post also provides a priceless insight into another world so often ignored.

From both perspective of humanities and welfare, this is a powerful read. Important in putting many of our gripes in perspective, but also appreciating the life from which some of our students of come from.

Just Make Stuff – Radical Transparency as the New CV – Amy Burvall puts forward a compelling case for a revisioning of the traditional CV to focus instead around making stuff and sharing it in an open fashion.

One reminder… you can make the coolest “stuff” in the world and still be a jerk. So in this ever-shrinking, uber-connected space that flirts between the “IRL” and the virtual, it is beyond important to play nice. Here are some tips: build up the work of others, and attribute everything; refrain from negativity as much as possible – populate the Web with pleasing things; if you get jealous that someone is better, make more stuff (you will get better too and it distracts); ok, just accept people will be better or their work will be more popular (but realize there is a niche for everyone); share your own work freely (but make it unique enough so people will know it’s yours); encourage remix of your work (remix is the heart of creativity- embrace it).

Our Undereducation – Will Richardson responds to Donald Trump’s statement that he loves the ‘undereducated’. Richardson argues that this is reflection of the education system we have created and what needs to be changed to fix it.

We can’t be ok with what this system has to some extent wrought. We should be working hard to rethink that system to eliminate the “undereducated” as a lovable constituency for those hoping to ascend to the most powerful leadership position in the world.

Email newsletters are the new zines – Simon Owens provides a great discussion of newsletters and how they are different to the average blog.

It’s tempting to merely argue that the recent crop of newsletters are what came to replace the independent blogosphere of the mid-aughts. But I actually think its antecedents stretch back further to the zine culture that thrived in the 70s, 80s, and early 90s.


FOCUS ON … Mindsets

The perils of “Growth Mindset” education: Why we’re trying to fix our kids when we should be fixing the system​ – Alfie Kohn provides a critique of ‘growth mindsets’ wondering if the real problem is effort or if it is the quality of the curriculum and pedagogical approach being used.

An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they’re doing, even though genuine excitement about (and proficiency at) learning rises when they’re brought into the process, invited to search for answers to their own questions and to engage in extended projects. Outstanding classrooms and schools — with a rich documentary record of their successes — show that the quality of education itself can be improved. But books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students’ learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests).

The Problem With Having a ‘Growth Mindset’ – Peter DeWitt explains why mindsets has such a low effect size (0.19) and how we can change that by not being so fixed in approaches as teachers.

If we truly want to teach the growth mindset it means that we have to dig a little deeper into the practices that we already have in school. The growth mindset is not just about the student “trying harder” but it’s also about our teaching practices, and whether we change them to meet the needs of the students, or expect students to change in order to meet the needs of the teacher.

Carol Dweck Revisits the Growth Mindset – Carol Dweck reflects on a range of concerns with various interpretations of Mindsets, including going beyond effort, supporting both short and long term goals, as well as closing the achievement gap, rather than using the idea of the fixed mindset to deny it.

How can we help educators adopt a deeper, true growth mindset, one that will show in their classroom practices? You may be surprised by my answer: Let’s legitimize the fixed mindset. Let’s acknowledge that (1) we’re all a mixture of fixed and growth mindsets, (2) we will probably always be, and (3) if we want to move closer to a growth mindset in our thoughts and practices, we need to stay in touch with our fixed-mindset thoughts and deeds. If we “ban” the fixed mindset, we will surely create false growth-mindsets.

The Stanford professor who pioneered praising kids for effort says we’ve totally missed the point – In an interview with Dweck, Jenny Anderson unpacks the ongoing research being conducted around the mindsets and the brain.

The key to instilling a growth mindset is teaching kids that their brains are like muscles that can be strengthened through hard work and persistence. So rather than saying “Not everybody is a good at math. Just do your best,” a teacher or parent should say “When you learn how to do a new math problem, it grows your brain.” Or instead of saying “Maybe math is not one of your strengths,” a better approach is adding “yet” to the end of the sentence: “Maybe math is not one of your strengths yet.”

​The Problem with Growth Mindset – Alex Quigley identifies some of the problems and challenges associated with mindsets, especially the tendency to reduce the intervention to a few simple scripts that ignore the various skills required to support it.

Yes – confidence and motivation is crucial, but confidence without competence is simply hot air. Even if we eschew the praising of intelligence, we can just as easily fall prey to empty bombast about hard work and fetishizing failure. We are also in danger of repeating the essential importance of effort for our students, but without providing students with the strategies to apply their efforts with the required degree of skill.

I Did My Best Job Teaching A “Growth Mindset” Today – Here’s The Lesson Plan – Larry Ferlazzo reflects on a lesson he used to introduce growth mindset with his students. The post includes a range of useful links and resources.

Students came in to the class finding the phrase “Growth Mindset” on the overhead. I asked people to raise their hand if they had every heard of it before today. A fair number had, since we have a big focus on Social Emotional Learning at our school. I explained that the class today would be a refresher for them and an introduction to those who didn’t know much about it.

The Educator with a Growth Mindset: A Professional Development Workshop – Jackie Gerstein provides a range of examples and resources to support the unpacking of concept of growth mindset.


So that is February for me, how about you? As always, interested to hear.

Also, feel free to forward this on to others if you found anything of interest or maybe you want to subscribe?

I can be contacted at (mrkrndvs@gmail.com) or via Twitter, while you can usually find me at readwriterespond.com.

🤔 What if writer’s notebook involved more elements of transliteracy?


I was handed my writer’s notebook at a meeting the other night and was left feeling a little bit empty. I wondered in which space students were able to collect and create digital artefacts? Is there something about the handwritten text or is this something that harks back to another time? What would be lost in having a digital workbook? One that allowed the collection of a range of text-types and transliteracy?

🤔 What if every student in Middle Years combined in the creation of a collective ‘newspaper’?


At the moment, each year level is addressing persuasive texts, from letters to the editor in Year 5 to feature articles in Year 9. This could all be done through a blog, with categories used to differentiate between the different text-types and tags used to organise the particular content. Doing it this way would not only allow an authentic audience, but the opportunity for meaningful feedback and engagement with a wider audience.

📰 Read Write Respond #001


At the end of last year I wrote a post celebrating some of the ideas that inspired me in 2015. It got me thinking that it might be an interesting exercise to go back and reflect on those ideas and inspirations on a more regular basis. So after some guidance from Doug Belshaw and Ian O’Byrne, so here is the first instalment:

My month of January:

As it has been the summer break, I have spent my time with my family. Balancing between cuddles with our newborn and going here and there with my older daughter before she started Prep the other day.

In regards to my writing, here was my month in posts:

Here are some of the ideas that have left me thinking …

Learning and Teaching

Question-Centred Classrooms – A collection of questioning strategies from Cameron Paterson designed the place the student at the heart of the classroom.

It must be pointed out, that question-centred classrooms are unlikely to eventuate for students until we have more question-centred professional learning for educators. Coaching models, collaborative inquiry groups, action inquiry projects, and instructional rounds are the future of adult learning in schools.

Thinking Hard…and Why We Avoid It – Alex Quigley tackles the notion of thinking hard and cognitive load. This is the first post in a series exploring such influences as motivation and memory.

It is quite clear, our brilliant brains, and particularly those of our students, are riddled with flaws that inhibit thinking hard. If you catalogue our evolutionary heritage: the attentional blindness, our lack of focus, our legion of biases, the limitations of our working memory, the dangers of cognitive overload…you recognise the challenges faced by our novice students.

Three Activities to Help Your Team: Generate, Develop and Judge Ideas – Tom Barrett wrote some great posts over Christmas. In this one he provides some activities to support the developing more ideas.

Remember that these three tools are three of many and you should do everything you can to expand the choices you have in your toolset. When you have more choices you can make better combinations of activities such as this trifecta.

The Three Stages of Documentation Of/For/As Learning – Silvia Rosenthal Tolisano explores the different stages of documentation. She splits it up into before where teachers decide focus, during where the work is documented and after where you act on the work captured.

My work is concentrating on making pedagogical documentation visible and shareable to amplify teaching and learning. I believe that using technology, as a tool, to be able to share best practices, to make thinking and learning visible to ourselves and others, is the key to transform teaching and learning.

Participatory Learning Materials – Laura Hilliger provides a collection of resources to support the creation of learning environments focused on participation.

Participatory” means that a workshop invites input from participants. Instead of “presenting” information, the facilitator asks participants to help solve problems. These methods will help you collaborate, teach, learn and produce anything you need to.

Collaboration by Difference – Just as Alma Harris asserts that collaboration needs to be disciplined, so to can it be argued that it also needs to intentionally incorporate difference. Cathy Davidson outlines three guiding principles for fostering difference.

1, Air out differences democratically
2. Let non-experts talk first
3. Ask what you’re missing


Why coding is the vanguard for modern learning – Richard Olsen connects coding with pedagogy and learning environments in his argument for its place within modern learning.

If teachers saw themselves as pedagogues rather than soothsayers, they’d stop making predictions of the future, such as “everyone doesn’t need to code,” but instead start to understand how technologies create new pedagogies and change exisiting ones. They’d read Papert’s Mindstorms, and seek to understand constructionism, the learning theory he developed and promoted. They’d also investigate Siemens’ Connectivism, a second learning theory that is inspired by technology… they might even start creating their own (opinionated) tools!

Coalescent Spaces – A post from David White investigating presence in regards to physical and digital learning spaces. 

My response to this in teaching and learning terms is to design pedagogy which coalesces physical and digital spaces. Accept that students can, and will, be present in multiple spaces if they have a screen with them and find ways to create presence overlaps. This is different from simply attempting to manage their attention between room to screen.

Affordances … just one little word! – Ian Guest investigates the notion of affordances in regards to technology and how it can be problematic.

Features are aspects of an object designed to serve a specific purpose. They are hard-wired for that purpose, yet that may be closed, having a single intention, or open and offer multiple possibilities. An affordance however is what the object, property or feature allows you to do. They involve action, are open to interpretation and depend on the user. A single property or feature may provide multiple affordances, whilst a single affordance may require the assembly of several properties or features.

The Future of Blogging is Blogging – Martin Weller reflects on blogging discussing what it was, is and might be in the future.

I know blogging isn’t like it used to be. It isn’t 2005 anymore, and those early years were very exciting, full of possibility and novelty. But just because it isn’t what it was, doesn’t mean it isn’t what it is. And that is interesting in its own way, some of the old flush is still there, plus a new set of possibilities. Blogging is both like it used to be, and a completely different thing.

Five Tips to Twitter – Graham Brown-Martin outlines five strategies to survive the EduTwitterati. An interesting post in regards to online debate.

Here’s my light-hearted guide to what appears to be the standard arsenal of indignant Twitter attack dogs and avenging angels. Feel free to use this in your exchanges like Twitter bingo.

Storytelling and Reflection

State of Innovation 2015 – Grant Lichtman summarises a report into innovation best practises over several posts.

If your school is gearing up for a next round of strategic planning using essentially the same worn-out process you did five, ten, and fifteen years ago, you are missing an incredible opportunity to shift the culture of your school from “it will be OK because it always has been” to  “how might our customers see us as the greatest school for their child?”

On Ideology – Greg Thompson explores the topic of ideology and explains how we are all ideological.

As I read it, everything we believe is already ideological because we are necessarily social (for example, through language). Saying this, however, does not  imply that any position held is necessarily right or wrong, rather that within the ontological and epistemological assumptions of any belief system ideology invariable precedes consciousness. For this reason, I don’t mind being called ideological (of course I am) or suggesting that others are ideological (of course they are).

Twelve Ways I Got My Life Back in Balance as a Teacher – Pernille Ripp discusses different things that she does to find balance in her teaching.

The truth is; being a teacher is a never-ending job.  Your to-do list is never done.  There will always be one more thing that should get done, one more idea to try.  Knowing that, I knew I needed to change a few things, in and out of the classroom in order to save my sanity and have a life.

Alternate Endings – Emilie Garwitz reflected on her use of mobile makerspaces in a literacy session to support students in creating alternate endings to the story of the Gingerbread Man.

“We’re engineering!” one student exclaimed. This was the moment when I started thinking about the possibilities for their future. I was not just teaching a skill, I was imparting on kids a new mindset – an engineering mindset. Building their alternate endings was cross-curricular. During the planning stages, I looked up how many standards connected to this objective and was blown away.

Until next month …

So that is my first newsletter. If you have any thoughts and suggestions, feel free to let me know. As always comments welcome.

This video was a contribution to Alan Levine’s 2015 K12 Online Conference presentation ‘True Stories of Open Sharing

I often stop and wonder, how did I get here? It wasn’t one particular moment, rather a series of interconnected happenings which makes up my ‘unexpected adventure’. I first had a go at telling this fractured story on my blog. However, every time I think about it, other people and events seem to stand out.

📅 Leading a Digital School 2015

My presentations for Leading a Digital School Conference held at Crown Casino on 20th, 21st and 22nd August, 2015.

Collaboration, Communication and Creativity – Exploring the Tools for Change

Blurb for the session:

How many fantastic ideas or initiatives have failed not because of the strength of the idea, but because it failed to be heard. Change need not be restricted to the lone nut. This session is about using the power of technology to transform ideas into movements. Whether you are trying to develop a team in a school or connect a network of people, Aaron will provide a great array of practical examples for how to build change from the ground on up and why technology is the leverage that every idea needs to go from being good to great.

Here is a link to my notes.


Ignite the Learning in Your Classroom by Leading the Way

Blurb for the session:

This session will provide you with another point of view on how to flip learning. Often we talk about changing our classrooms, putting students at the centre, connecting with authentic audiences and flipping instruction. However, the first thing that needs to be flipped is the role of the educator. Instead of focusing on being a teacher, we need to go back to the beginning and become learners once again. From using social bookmarking to connect with a community, to keeping a blog to share thoughts and reflections, this will be a hands on session focusing on taking the next step in and outside of the classroom. Throughout, Aaron will provide examples of how today more than ever technology allows us to be the drivers of our own learning.

Here is a link to my notes.

📅 DigiCon15 Conference

My presentations from DigiCon15 Conference organised by DLTV held at Swinburne University, 24th and 25th July 2015

Digital Creating and Making (Fringe Festival)

Session Description

So often we come to conferences and see new applications flashed around, showing their possibilities and potential, only to discover that in practise they require more time and energy than was previously realised. What is often missing ingredient in all of this is constraint. This can be the time allocated or our particular knowledge and skillset, but it also exists within programs whether it be functionality or the focus of the task at hand. Too often such constraints go unseen, but by identifying them, it provides us with more clarity and allows us to get on with things in a more focused manner.

Quick Makes is about giving the chance to tinker with a range of applications and programs, each with their own constraints, to discover that creating, making and engaging with technology is not only easy but can be fun, especially when we are focused. From mashing up a website with Mozilla Thimble to creating your own visual with Google Draw, spend a few minutes exploring the potential for technology to make giving a voice to learning more doable.

Quickmakes Cover

Click here for the resources.

Becoming a More Connected Educator

Becoming a More Connected Educator (DIGICON15) – Created with Haiku Deck, presentation software that inspires

Click here for my notes and resources.

Becoming a More Connected Educator (Spark Talk)

A Periscope video of my 12 minute Sparktalk for DigiCon15.


Google Teachers Academy (#GTASYD14)

Checked into Melbourne GAFE Summit 2014

Introducing Google Apps, One App at a Time

For some Google Apps for Education simply offers a more efficient way of doing what is already being done, while for others the idea of collaborating and moving to the cloud is a game changer. Although it is essential to develop a clear implementation plan, it is also important to find the small wins along the way which helps demonstrate the way that Google can revolutionise the way we collaborate and communicate in and out of the classroom. From conducting surveys, to creating digital workbooks, to managing learning goals, to sharing presentations, to developing digital community, this presentation will be jam packed with practical samples and examples. Aaron hopes to spur on new ideas and start the conversation about what you can do in your school to make change.

So You Want To Be a Google Educator

Have you ever wanted to become a Google Educator, but didn’t really know what was involved or where to start? This session is for you. Having recently gone through the process myself, I will unpack what it is all about, what is involved, the challenges you will face and how it all fits in the wider scheme of things. Throughout, I will provide you with some tips and tricks to support you along the way.