Bookmarked A Learning Lexicon- Issue 87 - Dialogic Learning Weekly  by Tom Barrett (Dialogic Learning Weekly)
I know from experience that one of the key strategies for shaping cultural change is sharing a common language. Habitual language use is one of the simplest, cheapest and most repeatable steps we can take on our journey.
When Gonski 2.0 discusses professional learning, I feel that this is one area where more time could be spent, regularly. This is one of the things I liked about Richard Olsen’s concept of the Modern Learning Canvas:


“Modern Learning Canvas – Instructional Model” by mrkrndvs is licensed under CC BY-SA

Replied to Maths eats robots for breakfast - Issue 83 - Dialogic Learning Weekly  (Dialogic Learning)
Most of my week has been spent thinking about, advising on and reviewing future school designs. I have noticed the rising influence of the interior design of workplace on the aesthetic of secondary and senior learning spaces. It reminds me of this article outlining how WeWork (a co-working business) designs spaces using rich datasets and machine learning. I wonder if future schools will have responsive learning spaces based on similar sets of data about usage and pedagogy? It is not such a big leap, my home thermostat continually learns the patterns of how we heat the house and creates a schedule for us. Imagine a campus that can respond in a similar way to the patterns it predicts from how we use it.
Another great newsletter Tom.

I remember Ross Halliday focusing on what might be deemed as ‘IoT for education’ at GTASyd. It is an interesting space. I can see the potential for it in education, but at what cost? For what impact? Here I am reminded of Marshall McLuhan’s tetrid:

  • What does the medium enhance?
  • What does the medium make obsolete?
  • What does the medium retrieve that had been obsolesced earlier?
  • What does the medium reverse or flip into when pushed to extremes?

I recently finished reading Ben Williamson’s book on Big Data in Education. Although not solely on this topic, definitely relates and worth reading.

Liked Creativity in the classroom (C2 Melbourne)
Organising a timetable that functions efficiently and also embraces Asimov’s conditions, providing the appropriate time and pace for our students to be deeply creative is a complex issue. It will be one of the biggest hurdles for our schools to overcome and is a vital component of contemporary learning design. Changing the way we organise time might just be the key to unlocking the ideal conditions for creativity in schools.
Replied to Cows of the Future by Tom Barrett (Dialogic Learning Weekly #71)
Think of a topic outside of school that you have a deep understanding of. What are the signals that indicate you have a deep knowledge and understanding of that topic?
I find the idea of ‘deep Learning’ fascinating. I feel that deep learning is often when you know that you don’t know. Often when you start out on a new topic you get a little bit of knowledge and you think that you know it. However, this is not deep until you dig down and get to the point where you realise you can’t know and that your knowledge will always be limited.

Take for example my recent deep dive into Global2. I have worked with, written about and presented on WordPress. However the further I went the more I realised that there were so many nuances that I had never considered. This has been taken to a whole new level with my wonderings about the #IndieWeb.

I therefore find Fullan’s reference in A Rich Seam to deep learning being associated with learning goals problematic. Although such goals can guide the learning, i think deep learning is often directed by fuzzy goals.

Bookmarked Problem Finding by Tom Barrett (The Curious Creative)
I have adapted some of the Design Kit steps below and have a HMW Framing template
Based on the methods of Design Kit, Tom Barrett breaks the process of framing a problem into eight steps:

  1. Describe the problem or issue
  2. List the stakeholders
  3. Re-frame the issue as a How Might We statement
  4. Describe the impact you are attempting to have.
  5. Why needs your help the most?
  6. What are some possible solutions to your problem?
  7. Describe the context and constraints you have to your future ideas.
  8. Re-write a different version of your original HMW statement.

Here is an image I made based on the How Might We format:

I remember when I ran Genius Hour, I used HMW, however I struggled with supporting students in developing these. I think that Barrett’s steps helps with that.

Replied to Find a Doorway That Fits Us Both by Tom Barrett (The Curious Creative)
As King suggests the first line is an invitation. As a teacher this might be the first interaction in a school day, or the opening activity of a period of learning. Crucial moments to draw learners in and engage their curiosity.
I think that this counts for blogs as well. With the statistics suggesting that people rarely read beyond the first few lines, it is important to make it count. For the last year I have been starting each post with an ‘excerpt’ that hopefully helps readers know if it is of interest.