Saturday, December 31, 2016

What is Manga? part 3



What is Manga - is a research-based unit/tutorial plan for Year 10 students
> Free to use and alter

Recommended (prior) reading:  

Learning Requirements and Success Criteria

Learning Requirements:
  • Develop the skills to employ digital software to construct an effective design.
Success Criteria:
  • You will demonstrate a greater understanding of what is a good Manga Business Card design CRAP.
  • You will demonstrate greater skills in applying Inkscape to construct a Manga Business Card.

Expectation 1

You are expected to complete 3 requirements:
  1. Requirement 1: You will upload an example of a Manga Business Card and reflect on why you chose it.
  2. Requirement 2: Video Tutorial Basic Business Card.
  3. Requirement 3: Design your own Business Card - Design a Business Card.

Expectation 2

  1. You will create your own Manga Business Card. 

Requirement 1

To complete this requirement, you will upload an example of a Manga Business Card into the Requirement 1: Investigate an example of a Manga Business Card Forum and reflect on 4 design principles (CRAP). (Teacher to setup forum)

https://en.internetprint.eu/business-card 

Investigation Task - Instructions
  1. You are to search the internet to find an example of a good Manga Business Card.
  2. You are to download it and then upload the image into this forum.
  3. You are to enter the following details;
    1. the name of the creator,
    2. the URL address,
    3. the date you downloaded the Manga Business Card, and
    4. reflect on how your selected Manga Business Card's matches the 4 basic principles of design (CRAP)
CRAP: 4 basic principles of design 
Your reflection should incorporate all four principles of CRAP:
  1. Contrast,
  2. Repetition,
  3. Alignment,
  4. Proximity,

CONTRAST
Contrast focuses our attention and should be used to highlight the most important points that the audience should take away. Designers should use colors, bold type, and size to distinguish parts of text or an image and create contrast.
REPETITION
Repetition ties objects or images together. It is why sporting teams have pattern repetition of their uniforms. In regards to text, repetition of fonts, styles, and sizes unify the design.
ALIGNMENT
Alignment indicates organization, polish, and strength. Text on a page is easier to read and understand if it is properly aligned to the margin. Alignment should be applied to every design or page layout to show order.
PROXIMITY
Proximity creates relationships within objects in an image. Placing objects close together shows their connectedness and focuses the audience’s attention. For example, captions placed near photos on a page layout show that they describe the photos they are near.

More reading about good CRAP


Requirement 2: Video Tutorial Business Card

Inkscape Tutorial: Print Ready Business Card Design
In this tutorial, you will learn
  • how to create a print-ready business card design that is US standard 3.5" by 2"
  • and the finished design will be formatted with a .25" bleed and at 300 DPI. 
HINT
  • First, watch the video.
  • Then, complete the tutorial whilst watching the video.


Requirement 2: Video Tutorial Business Card upload and reflection
Now that you have completed the Video Tutorial Business Card, you need to:
  1. Export abstract Business Card: yournameBusinessCard.png
  2. UPLOAD: according to your teacher's instruction
  3. Provide a short statement on
    1. what technical skills you learned whilst completing the tutorial.
    2. what ideas you got whilst completing the tutorial.

Requirement 3: DESIGN your own Business Card

Now it is time for you to sketch up your own business card.
You will need a pencil or pen and paper to complete this task.
Once completed upload your sketch it into the Requirement 3: Design your own Business Card Forum
  • upload your sketch into the Requirement 3: Design your own Business Card Forum (set-up by your teacher)
    • To do this, either scan it or take a photo and upload the digital image.
  • In a short paragraph explain what the features of your sketch demonstrate (with reference to CRAP)
    • Contrast, Repetition, Alignment, Proximity
Example of a Business Card Design sketch
http://studio2.rageyart.com/06_branding/02_card.html

Expectation 2

Creation of a Manga Business Card employing Inkscape
This is a SUMMATIVE assessment task.
  • It is expected that you will create your own Manga Business Card employing Inkscape.
    • Based on your sketch create a Manga Business Card using Inkscape software.
    • You are to submit the original svg file
  • Your Business Card must demonstrate your skills through your;
    • use of shapes tools
    • use of drawing tools
    • use of functions
  • Your Badge must employ
    • design shapes
    • illustration (eg cartoon of something recognizable)
    • text (typography)
To successfully complete this, you must have completed:
  • Requirement 1: Upload an example of a Manga Business Card and reflect on why
  • Requirement 2: Video Tutorial Basic Business Card 
  • Requirement 3: Design your own Business Card - Design a Business Card



Wednesday, December 28, 2016

What is Manga? part 2


What is Manga - is a research-based unit/tutorial plan for Year 10 students
> Free to use and alter

Recommended (prior) reading:  Part 1 

Part 2: Creation of a Manga Badge

Learning Requirements:

  • Develop the skills to employ digital software to design effective designs.

Success Criteria:

  • You will demonstrate a greater understanding of what is a good Manga Badge design.
  • You will demonstrate greater skills in applying Inkscape as a vector design tool.

Expectations Summary

Expectation 1:

You are expected contribute to the Forum: Manga Badge Skill Development by addressing 4 requirements. (Teacher sets up an online forum/discussion board)
  • Requirement 1: You will upload an example of a Manga Badge (an internet search)and reflect on why you chose it.
  • Requirement 2: Inkscape Basic Shapes Tutorial
  • Requirement 3: Inkscape - Drawing a cartoon
  • Requirement 4: Inkscape - Draw an icon
Requirements 1 to 4 are to be uploaded into the online forum/discussion board.
WARNING: The Forum is a place where you are able to comment on each other's work. You must respect each other's ideas and thoughts. NO TROLLING is allowed.

Expectation 2:

  • You will create your own Manga Badge.
    Submission of your Manga Badge can  only appear once you have completed the requirements of the forum/discussion board

Expectations Details - Expectation 1

Requirement 1: Investigate an example of a Manga Badge.

You will upload an example of a Manga Badge into the Database: Manga Badge Skill Development and reflect on why you chose it

Badges by Cheila https://goo.gl/McGeFa

Investigation Task - Instructions

  • You are to search the internet to find an example of a good Manga badge/icon
  • You are to download it and then upload the image into this forum (Teacher setup)
  • You are to enter the following details
    • the name of the creator,
    • the URL address
    • date you downloaded the Manga badge/icon Image
    • Reflect on what principle of design is the Manga Badge strongest feature, and why.

5  Design Principles for good badge/logo design

  • Select one and reflect (elaborate) on why you chose this design principle.
    • Simple
    • Memorable
    • Timeless
    • Versatile
    • Appropriate
More information on the 5 Design Principles: http://justcreative.com/2009/07/27/what-makes-a-good-logo/ 

Requirement 2: Inkscape Abstract Design using basic shapes

This activity requires you to:

  • Complete 2 video tutorials and 
  • Upload an Experimental Abstract Design into Requirement 2: Inkscape Basic Shapes FORUM (Forum set up by Teacher)

  1. Video tutorial 1: Inkscape Basics - Tools
  2. Video tutorial 2: Predefined Shapes - Rectangles
  3. UPLOAD: Experimental abstract design - using Inkscape's basic shapes & functions.

Video tutorial 1: Inkscape Basics - Tools


This video tutorial demonstrates 

  • the basics of drawing tools of Inkscape,
  • and the basic functions of Inkscape
HINT

  1. Watch the video.
  2. Complete the tutorial whilst watching the video.

Video tutorial 2: Predefined Shapes - Rectangles

This video tutorial demonstrates 
  • the basics of rectangles and rounded rectangles,
  • then building up to more advanced features of using rectangles to create 3D shapes.
HINT
  1. Watch the video.
  2. Complete the tutorial whilst watching the video.

UPLOAD: Experimental abstract design

How? By using Inkscape's basic shapes & functions.

After watching and following Video tutorial 1 and Video tutorial 2 you are required to:
  • Experiment with Inkscape tools to create an Abstract design
  • Export abstract design as: yournameAbstact.png
  • UPLOAD: Requirement 2: Inkscape Basic Shapes Tutorial
  • Provide a short statement 
    • on what you were trying to achieve, and 
    • some positive feedback on other abstracts created by your classmates
    • refer to the 5 Design Principles

HINT
  • Have some fun: I'm looking for fun and originality
  • To upload your completed LadyBird On Leaf you will need to export the svg file to a png. 
  • When uploading the png file make sure the image in no bigger than 500 px in any direction.
Example of Abstract using basic tools, shapes, and rectangles


Requirement 3 - Drawing a cartoon

Requirement 3 activity: Instructions
  1. Complete a video tutorial: LadyBird On Leaf by Tip-Top Lab,
  2. Upload your completed LadyBird On Leaf into Requirement 3: Inkscape - Drawing a cartoon FORUM. (Forum set up by Teacher)
  3. and reflect on your learning gained, whilst completing the LadyBird On Leaf tutorial.
HINT
  • To upload your completed LadyBird On Leaf you will need to export the svg file to a png. 
  • When uploading the png file make sure the image in no bigger than 500 px in any direction.
Requirement 3 activity: Video tutorial 3,  Ladybird On Leaf

Ladybird on Leaf Tutorial
In this tutorial, you'll learn how to create a vector graphic of a ladybird on leaf. 

Tutorial created by Tip-Top Lab 

Requirement 4: Draw a Badge

Requirement 4 activity: Instructions
  1. Complete a video tutorial: Draw a Badge,
  2. Upload your completed Badge into Requirement 4: Inkscape - Drawing a Badge
  3. and reflect on your learning gained, whilst completing the Badge tutorial.
HINT
  • To upload your completed Badge you will need to export the svg file to a png. 
  • When uploading the png file make sure the image in no bigger than 500 px in any direction.
Requirement 4 activity: Video tutorial 4, Draw a Badge

Create an Elegant Badge
In this tutorial, you'll learn how to create a professional looking badge. 


Tutorial created by Nick Saporito

Expectations Details - Expectation 2

Creation of a Manga Badge

It is expected that you will create your own Manga Badge employing Inkscape.
  • Design and create a Manga Badge using Inkscape software
  • You are to submit the original svg file
Your Badge must demonstrate your skills through your;
  • use of shapes tools
  • illustration (eg cartoon of something recognizable)
  • text (Typography)
To successfully complete this, you must have completed:
  • Requirement 1: Investigate an example of a Manga Badge.
  • Requirement 2: Inkscape Abstract Design using basic shapes.
  • Requirement 3: Drawing a cartoon.
  • Requirement 4: Draw a Badge.

What is Manga? Part 3

Thursday, December 22, 2016

What is Manga? part 1


What is Manga - is a research-based unit/tutorial plan for Year 10 students
> Free to use and alter

Learning Requirements and Success Criteria

Learning Requirements:
  • Understand, analyze, and evaluate the impact of social and/or ethical issues related to information-processing and publishing technologies.
Success Criteria:
  • You will demonstrate a greater cultural understanding of the characteristics and conventions of Manga art through a study of Japanese artists.
  • You will demonstrate a greater understanding of how information-processing and publishing technologies employ Manga art.

Expectations

Expectation 1:
You will need to participate in the WHAT IS MANGA forum by addressing 2 requirements:
  • Requirement 1: You must post your ideas and thoughts on Manga into the forum
  • Requirement 2: You must reply to other classmates ideas and thoughts on Manga
WARNING: The Manga forum is a place to share ideas and thoughts on Manga. You must respect each other's ideas and thoughts. NO TROLLING is allowed.

Expectation 2:
You will complete a 350 to 400-word research paper (or multimodal equivalent) on Manga. 
  • HINT: The 350 to 400-word research paper submission will only appear once you have completed the requirements of the WHAT IS MANGA forum
What is Manga? Presentation


English: Manga & Anime Lesson from KatieEnglishTutoring




HINT: Take Notes and Share your ideas and thoughts in the What is Manga forum

What is Manga? Forum

This is a formative assessment task. It is designed to assist you and your manga class-mates, to discuss and reflect on your thoughts concerning Manga.

To successfully do this, you must have watched

  • What is Manga? Presentation
  • BBC Report on Manga

It is expected that you will post your reflections and reply to another classmates reflection

The What is Manga? Forum must be completed before attempting the written assignment
(Teacher needs to set up a online forum)

FORUM: Questions to Address

  • Manga History: What interested you and why?
  • Anime Characters: Which ones appeal to you and why?
  • Culture: How does Manga influence culture and how does culture influence Manga
  • Technology: What types of technology have been employed by Manga artists?

Written Assignment

It is expected that you will complete a 350 to 400-word research report on Manga Culture and Technology. You are able to submit a multimodal equivalent research report. This can be either;
  • an oral recording 
  • a powerpoint with notes
  • a video
  • a photo story
    Please consult your teacher if you wish to discuss the multimodal alternatives
To successfully do this, you must have 
  • Completed the What is Manga Forum
    • and watched the What is Manga? Presentation and BBC Report on Manga.
    • researched the internet for more information and Manga and Culture and Technology.
Topic 1: Written Assignment requirements
  • 350 to 400 words (or equivalent)
  • The report INTRODUCTION should cover: An overview of Manga - history
  • The report BODY should contain 3 key paragraphs covering
    • An issue/interest concerning CULTURE
    • An issue/Interest concerning TECHNOLOGY
    • An issue/interest concerning a MANGA ARTIST and or CHARACTER
    • The report CONCLUSION should cover: Your thoughts and ideas

What is Manga: Part 2


Saturday, December 17, 2016

Godin Sickness animation




Godin Sickness, awaken us from our consumption.
AT
Deliver us from our pleasure of spending.
WHAT
Around and around the center we gather and prey.
POINT
Too sick to fling off and venture and discover meaning.
IS
Too weak to maintain concentration, a continuous distraction, a wanted insatiable hunger.
TOO MUCH







Sunday, October 2, 2016

Godin Waiting



Godin Waiting 
I have been in-waiting to go, for far too long.
Wanting to change, to improve, to transform. 
Now I am stuck in this place of best practices. 
All the pre planning, all the strategy, the tactics and motivation is fading away.
Step one, two and three is now at mercy to this real world placement.
This waiting room, a monstrous social construct contained through collective intuition.

All who have have experienced disregard, within chant of 'be patient', have found their way into this room. 
The fight to climb and to gain authority eventually  leads to waiting. 
The eventualness - all worn out by the fight of within itself.
Only to become the shell of what could have been and was now has ever-been. 
Increments and trinkets of discarded shells underscored by the need to profit. 
Shedding the skins of  splendor and  replaced by titles and agents of authority.
I am within the placement of a utilized progression cue.
Nothing out of the normal really.
I know I must wait my turn.

In this waiting room, clarity of purpose falls hand in hand alongside of the certainty and  strength of urgency.
I can no longer sit within this snug togetherness.
This waiting room is for tired and forgotten people.
I am yet tired and forgotten.

The waiting sit comfortably together, within a song of forgotten need and want.
This is not a passive room, it is a well constructed fortress of resistance.
Make them wait,  enforce the barrier and remove escalation. 
It will happen - they will eventually depart from their platform. 
Their hold will transpire into unconscious zones.
Voice will only emerge when factored by annoyance. 
There will be no meaningful digression. 
No understanding of their want.
No point to it.
Just disgruntled jabber.
And they will eventually comply to what is now.
They will eventually not know not what they want or what you want.
They will fallen into the collective experience of intuition brought about through power of enforced waiting and managed progression. 




Wednesday, September 14, 2016

Godin Surveillance




I'm listening to you.
I never ever wanted to get this close to you.
But I had to listen to you.
I never knew the things I needed to know of you.
Yes I wanted to.
Why oh why do you not trust my knowledge of you.
I can protect you.
Your safety is all I ever wanted to protect.
You cannot talk to me.
It's what you say and do, that is ever so important to us.
You cannot inspect me.
Your data is secret and you may never know what I know of you.

If we can save but one life, this surveillance is well-worth the money spent.
If you have nothing to hide, we will take no action against you.
Your data is safe, we place priority on your security.
Our nation needs your help, to make your life safe from threat and hate.
It is evil times, I am your listening for your own good.
We are good, and we are determined to make good.
We are working with you, to ensure your life is safe.
We are listening to you, to ensure all know we are safe.
We are a preemptive service, here to protect our way of life.
Evil times require surveillance of all.





Saturday, September 3, 2016

Online Participation Strategy




Developing an Online Participation Strategy


TRANSCRIPT:

This video is about creating a learning participation strategy. That is, for Teachers to create a strategy to actively activate students to participate within online learning environments. Its about, Teacher employing participation data to increase learning participation.

The AITSL professional teaching standards provides a strong teaching reference for quality online teaching practices.  To improve online teaching programs that sponsor increased learning participation, teachers need to implement planned teaching strategies. Teachers need to be able to select and exploit the online resources at hand to afford quality online teaching Impacting Online classrooms must have effective teacher and student communication processes centre and core. Improving online learning programs requires insightful evaluation. Quality online learning programs requires quality teaching methods.

Student engagement has been an important aspect of teaching for many centuries. This 14 century painting is one of the first illustrations of a lecture based classroom. The structure has stood as the essential lecturing and teaching practices for many centuries. The lecturer is front and square. The lecturer uses book technology. Within eyesight the lecturer can see the class as the lesson progresses. Even today there are many who teach this way and many more who learn this way. The question is: are the students engages? Or more to the point: are they fully participating within this long held teaching learning behaviour.



On close inspection, this student has made the effort to attend, but is not engaged in learning. Whilst having good sleeping habits allows us to stabilise and integrate learning, sleeping in the classroom closes off all senses and no new learning  can be achieved.

These two students are talking. They are not listening to the teacher/lecture. They are not engaged in the lesson’s learning.

And these students are also talking. The teacher lecture has a problem, as there are now nine students not listening. Is this a typical scenario of the teacher / lecturer centred didactic based lecture room / classroom?

These students are elsewhere. They have lost focus and are now in their own worlds

This student is more engaged in what is happening in the back corner. Even in the 14th Century a classroom had distractions.

And these students forgot their text books. What seemed to be an efficient functioning classroom is not that effective, when critically observed.

It is little wonder this classroom is not engaging. The Teacher Lecturer’s attention is on the back wall. He could even be looking out the window. Seated students doesn’t mean attentive students, whether it is a lecture, a classroom or an online virtual classroom. Teachers need to employ teaching practices that actively attain and sustain student interest.

Over the centuries Traditional Education methods have been mannered by the classroom structure. Teachers managing student engagement within in this structure has never been an easy task. This is the corner stone point of the presentation. Learning has never been solely about the mass transference of content. Within this structure , it takes a great teacher to enable the sustained attentive participation of students.. Great teaching is required to transcend this mass production structure. A quality teaching and learning relationship is essential.

The issue of the day is the classroom transitioning from whiteboard and book technology to digital technology. The scope we are talking about includes online learning management systems such as Moodle. Virtual Classrooms employing communication technologies such as REACT and Skype for Business. Collaborative production suites such as MS Office 365

An online teaching environment requires great teaching to enable sustained student participation and engagement.  Employing these technologies requires effort and strategy to motivate, coach and inspire student learning activity.  As in the traditional classroom, relying on teaching to content as the sole practice is not sufficient.

A Learning Management System such as Moodle offers teachers and students some great learning tools. Feedback for formative and summative works can have quicker turn arounds. The system can easily embed engaging content, whether it be an embedded YouTube, Khan Academy video and or a Scootle learning package. Teachers can organised and develop coherent flip classroom learning sequences. All assessement and interactive activities can be included to form a one stop shop. Changes can be made on the fly to afford differentiation and closer relevance. Teachers are able to include Open Education Resources to remove cost restrictions. In all, a Learning Management System can improve the teacher & student interactions, structure and content of a learning program

It is important to note that, whilst it is important to have high quality content materials and the content in an organised in a coherent and logical manner it is critical that each student has presence.
To gain student satisfaction the online learning program must encourage participation and interaction.
High quality online learning programs are successful when students are active participants and are able interact. Students must gain the feeling of satisfaction whilst learning. It can’t put them to sleep and students can’t feel like ‘anyone anyone’. The online course must engage students as a person.

To enable a stimulating learning program the Learning Management System and Video Conferencing Classrooms must be employed under the same purpose. The two platforms must be brought together by the teaching methodology or teaching strategy. The LMS and conferencing platforms should be brought together in the learning program . Data observation and recording observations should be evaluated by the teacher to improve the quality of participation and interaction. Ultimately both platforms should be employed to monitor student participation, and teacher & student interaction -  to generate real time feedback. The Teaching aim should be to enable feedback that discusses learning behaviours, practice and progress

At this point in time there are 18 Tools in Moodle that can be employed for Learning Analytic evaluation. Employing these tools are fundamental to the development of a online learning participation strategy. Depending on your level of Moodle expertise you will need to build your participation strategy on a selection of these tools. If you are an inexperienced Moodle user start with a couple and include more as you gain skills and develop a more comprehensive understanding of online teaching.

To become a quality online teacher I would start off with the following tips. Select a few Moodle participation tools and regularly employ them. Record your Video Conferences and measure voice time of yourself and of individual students. Make sure you explicitly set participation expectations. Then coach students to increase their participation. As an online teacher your challenge is to increase student learning through their online participation

The starting point for my online participation strategy is. I would make sure I have all of my students learning calendars.  I want to know when they have planned their commitment to my subject. I would store this in my Onenote class book. I would expect that each student would have an online learning journal. I would expect that they would enter what that did on each day. Once a week I would inspect their journal and make comment. A student can construct a journal in an O365 word doc and share with me. I would monitor what Moodle resources my students accessed and would comment on their access participation. In regards to Video Conferencing I would associate a forum to the virtual classrooms. Pre classroom: State what requirements are needed to participate in the classroom. Post classroom: Extend the discussion through Q and A.





Monday, August 29, 2016

Godin Equilibrium




I woke up this morning and I felt a pain in my brain.
It was like all had changed and all will continue to change.
Nothing was left as the same.
And in this remorse I was the only one who  knew.
I just can't  believe it,   no-one would believe  in what I had to say.
So I yelled hard and long about all the injustices that has occurred.
I stomped my feet hard to the ground.
I punched through  the air to sporn my stance of knowing .
I spat deceit at society.
But no one knew for me and no-one wanted the goodness within my heart.
I became increasing alone.

In this life I can grasp the future.
I see visions of what's it's to be.
Messages  decrypt and whisper their intent to me.
I cannot find my way to you.
The more I warn the more you ignore me.
The greater the detail the less you want to know.
I began to hate you.

Where can I cry with my love watching over me?
When can I celebrate  when everything I state eventually unravels into loneliness?
The ground is trembling.
I feel it in my feet.
It disturbs  my standing.
I have lost my equilibrium.
But I cannot  reach out for help.
I will not reach out for help.
I pity your own mistaken and intended faults.
Strike me down whilst it's what you want to do.
I want you to stike me down.
I want to feel our pain.



Saturday, August 6, 2016

Godin Series

Godin Series by JJFBbennett
All digital images can be commissioned as acrylic paintings on canvas

Godin Connectedness

Godin Defence

Godin Vaders

Godin Cosmos

Godin Wonder

Godin Text

Godin Sickness

Godin Force

Godin Youth




Australian Mass Media Peddles Systemic Racism


The Australian newspaper editor-in-chief, Paul Whittaker describes the following cartoons as
"Bill Leak's confronting and insightful cartoons force people to examine the core issues in a way that sometimes reporting and analysis can fail to do".



Secretariat of National Aboriginal and Islander Child Care a non-governmental group for Indigenous children and families, called the cartoon "disgusting, disrespectful, and hurtful", adding: "Those involved in publishing such a clearly racist cartoon should be ashamed and should issue a public apology to all Australians."

Victorian Aboriginal Child Care Agency chief executive Muriel Bamblett said it depicted Aboriginal people as "not knowing about their children and not having any role in raising their children".
"You feel quite oppressed when these things happen, I think that we everyday have to battle with direct racism and indirect racism," she told 774 ABC Melbourne.

Bill Leak is another media stooge who whips up controversy to sell his product. He is employed by a mass media company that thrives by hyping up racial tensions. This is not a discussion of free voice. This is a discussion of making profit through racial vilification. 

The real discussion concerns a complex interaction of problems which are directly steeped in historic causes:

The obvious problem  = relatively high rates of violence in Aboriginal and Torres Strait Island communities are influenced by immediate factors such as alcohol and illicit drug use, mental health issues and childhood experience of violence. 

The historic cause = include ‘intergenerational trauma’ resulting from the ongoing and cumulative effects of colonisation, loss of land, language and culture, the erosion of cultural and spiritual identity, forced removal of children, and racism and discrimination.” - Overcoming Indigenous Disadvantage: Key Indicators 2014


http://goo.gl/FMfE1I

Bill Leak's opinions are based on personal belief and observations. 
  • His cartoons are not insights.  His statements are not grounded by research.
  • His cartoons do not examine core issues. His cartoons help sell sensationalist for-profit newspapers.






Monday, August 1, 2016

Robinson, Cator, Fullan, Hattie and Clark: My top 10 points


Ken Robinson, Karen Cator, Donald Clark, Michael Fullan and John Hattie. 
My top 10 points


Ken Robinson

  1. Need to consider the purpose of education, technology and great teaching
  2. We live in revolutionary times and we need a revolution in education
  3. Two of the big influences on education are;  population growth and technology
  4. The rate of societal economic and technology change will continue to accelerate
  5. Educators need to recognise the scale of this challenge
  6. Educators need to recognise education as the key to the future
  7. What is considered good teaching has a long academic history
  8. The present education conversation is not occurring in a vacuum
  9. Great teachers make deep learning out of learning technology
  10. Technology in schools requires great teachers if learning improvement is to be gained

Karen Cator

  1. The fundamental question that all teachers should ask is: How do we as learners learn today?
  2. Today we learn through a variety of resources
  3. It is easy to become frustrated by technology in the classroom
  4. We are presently at Education's Internet Moment
  5. Mobile technology is in every pocket and hand bag - students can Google it
  6. Social Interactions enhance learning
  7. Digital Open Education Content is growing
  8. Employ Big Data to make decisions
  9. The need to move from textbooks to digital learning resources is necessary 
  10. Employ digital resources to personalise learning

Michael Fullan

  1. Technology is changing the education conversation
  2. Technology is an irresistible engagement pull
  3. Technology can deepen learning
  4. Deep learning through critical thinking, communication, creativity, collaboration, character education and citizenship 
  5. Use technology purposefully - real life problem solving
  6. Technology is persuasively impacting across society
  7. Make how to use technology on your terms
  8. Students working in groups and teachers are orchestrating learning as change agents and activators
  9. Students need to be active as partners in learning
  10. Use video for the understanding of content and classroom interaction for deep learning 

John Hattie

  1. The essence of good teaching is that the learning intentions are very clear and success criteria is absolutely obvious
  2. The amount of peer work should be  dramatic
  3. There should be lots of discussion about the task and lots of peer involvement within the task
  4. Set challenging goals that exceed 'doing-your-best'
  5. Show students what success looks like
  6. Spend time helping students learn the strategies of learning
  7. Teachers need to spend more time talking about teaching and learning
  8. Teachers need to talk less and listen more to students
  9. The teacher's job is to help students exceed their expectations
  10. Teacher mindsets are the important factor to improving teaching and to be active change agents 

Donald Clark

  1. There has been more pedagogic change in 10 years than the last 1000 years
  2. Use video recordings to enable ongoing learning
  3. The online classroom session needs to be recorded for future learning participation
  4. The classroom lecture: student have been distracted by this boring pedagogy for a 1000 years
  5. The internet has changed the learner's relationship to learning
  6. Online videos require: Brilliant teaching, they are simply recorded, they are only a few minutes long and they are what the students need
  7. Online engagement requires instantaneous and continuous feedback
  8. Online learning platforms (eLearning) will soon gain adaptive capacity through artificial intelligence
  9. Online learning platforms will know the students learning progress and report achievement progress to the student and teacher
  10. Resisting technology in education is futile

Sunday, July 24, 2016

Improved Learning Program: approach and implementation


A continuous improvement continuum (rubric)

Improved Learning Program: approach and implementation


Starting -> Emerging -> Applying -> Infusing -> Transformative

Starting Emerging Applying
Approach No quality improvement plan or process exists. School leaders and teachers realise the importance of aligning leaning program improvement with the department's and school's mission, vision, values and strategic improvement plan.

School leaders and teachers work with each other to develop attainable goals within defined timelines. 
School leaders and teachers are committed to continuous improvement.

School leaders and teachers explicitly allocate time within their work commitments for learning program improvement.
Implementation No direction of what constitutes a continuous improvement learning program, and no quality planning is evident. Whilst the school's strategic plan has been communicated action to improvement is sparodic.

Not all school leaders and teachers have committed  to the whole-of-school improvement strategy. 
There is evidence that the school improvement plan has been taken up and has achieved intended goals, however improvement outcomes are  neither systematic, nor integrated school wide.

The leadership teams are seen as committed to improved planning and quality improved practices.

Leadership and teaching teams are collaboratively working on identified critical areas for improvement.



Infusing Transformative
Approach A focused whole-of-school strategic action plan is designed.

The whole-of-school strategic action plan is adopted by all teaching staff and learning faculties.

Collaborative teaching and learning teams are established.

Project teams are enabled to design implementations of improvement based support planning.
Continuous learning program improvement is an identifiable whole-of-school practice.

Continuous input into the outputs of the whole-of-school improved learning program strategy is readily available through Executive, Senior and Project teams.

Clear communications, and a refinement of approach that enables alignment of personal beliefs with whole-of-school improvement is evident.

Continuous feedback, employment of current academic research, best Distance Education practices; and learning participation, engagement and achievement data is employed to enable continuous improvement progression.
Implementation The school's strategic implementation plan quality is implemented and there is demonstrated evidence of improved online courses and teaching and learning practices.

The improved learning program's action plan is effectively evident. Ongoing improvements to the improved learning program are through and within teaching and project teams, executive and leadership teams.

All ongoing improvement iterations are communicated by the school's leadership teams to all staff, parents, and community.
The school's strategic improvement plan (vision, goals, and measurable targets) have been fully implemented within continuous improvement continuum.

Learning program improvement targets;
  • are shared and articulated.
  • are being reached. 
  • explicit learning program improvement plans are evident.
High Class Online Visible Learning programs:
  • Quality standards and whole-of-school expectations are known by all staff.
  • All learning programs are associated to an actioned continuous improvement plan. 
  • All learning programs demonstrate whole-of-school quality standards and expectations.
  • Whole-of-school quality standards and expectations are reinforced through leadership teams' systematic interactions and involvement with teachers.
  • A regular evidence based audit of learning programs is set to plan.