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DYNAMIC LEADERSHIP IN EDUCATIONAL ARCHITECTURE 18 MAY 01.

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Presentation on theme: "DYNAMIC LEADERSHIP IN EDUCATIONAL ARCHITECTURE 18 MAY 01."— Presentation transcript:

1 DYNAMIC LEADERSHIP IN EDUCATIONAL ARCHITECTURE 18 MAY 01

2 PRESENTATION BY PROFESSOR MICHAEL HOUGH MELBOURNE 18 MAY 01

3 TEACHERS AS KNOWLEDGE NAVIGATORS AND MENTORS-SOME ARCHITECTURAL IMPLICATIONS

4 STRUCTURES TO SUPPORT THE LEADERSHIP OF ELECTRONICALLY CAPABLE SCHOOLS

5 PART 1 THE INTELLECTUAL BACKGROUND TO THE ISSUES

6 MAIN MESSAGES-1 The basic environment- within which EDUCATORS and SCHOOLS are working- is changing quite fundamentally The traditional pre-eminence of Public Schooling in Australia will need re- evaluating A Major Shift:- From TEACHING to LEARNING-is being driven by emerging new Technologies

7 MAIN MESSAGES-2 New style technologies and their applications are radically changing the way that at least Western economies can choose to define issues such as work, schooling, jobs and social structures.Consequences include:- –Many of our Old ways of explaining and thinking are being challenged as inappropriate for this rapidly emerging environment –New Knowledge Frameworks & Support Structures Are Required

8 MAIN MESSAGES-3 There are some emerging understandings developing that do appear to explain some of this puzzling new world order - in apparently effective ways The emphases of Schooling and Its Design and Architecture will need to change to met these challenges

9 MAIN MESSAGES-4 Educators -like nearly all others- will also have to adapt their paradigms, explanations and practices to deal with and explain these emerging new orders INCLUDING The Physical and Virtual structures of Schools & Universities will also need to change

10 SOME A & D OBSERVATIONS BUILDINGS AS SYMBOLISM BUILDINGS AS EXPRESSING CULTURE AND VALUES BUILDINGS SUPPORTING OR BLOCKING FUNCTION BUILDINGS INFLUENCING BEHAVIOUR(S) AND ATTITUDES

11 SOME OBSERVATIONS ABOUT SCHOOL BUILDINGS SYMBOLISM OF FACTORIES OR CUSTODIAL INSTITUTIONS ARID APPEARANCE - OFTEN ABUSED (GRAFFITI VANDALISM ARSON) SUPPORT THE TRANSMISSION OF KNOWLEDGE FUNCTION LOW TECH BEHAVIOURS & A DIDACTIC VALUE SYSTEM

12 CURRENT CHALLENGES AGING TEACHER WORKFORCE –FRIGHTENED OF TECHNOLOGIES –CONCERNED AT LACK OF STATUS TECHNOLOGY SEEN AS DEHUMANISING CONSTANT OR SHRINKING BUDGET HIGH % OF BUDGET IN TCHR. SALARIES CLAIMED INABILITY TO INVEST /UPGRADE FACILITIES & TECHNOLOGY

13 THE CHALLENGE A HUMANISING FORCE TO GET EDUCATORS TO USE TECHNOLOGIES AS A HUMANISING FORCE FOR IMPROVEMENT (AKA PETER SELLERS &DR. STRANGELOVE:- HOW I LEARNED TO STOP WORRYING AND LOVE THE BOMB)

14 TEACHER LEADERSHIP INA 2ND WAVE ECONOMYMANAGEMENT IS WHAT MANAGERS DO TO EMPLOYEES INA 3RD WAVE ECONOMY,EVERYBODY MANAGES, MANAGERS LEAD

15 NEW ROLES OF MANAGEMENT LODERING-Norse/Danish Term MENAGERING-French Army Term Ellyard:- Australia is over managed and under led We need LODERERS not MENAGERERS

16 FUTURES ORIENTED MANAGEMENT IF YOU ARE NOT CAREFUL-YOU WILL END UP WHERE YOU ARE GOING IT IS HARD TO DRIVE FORWARD IF YOU ARE ONLY LOOKING IN THE REAR VISION MIRROR THE BOURBON KINGS LEARNT NOTHING BUT FORGOT NOTHING!

17 A GLOBALISING ANDLOCALISING ECONOMY (eg Individualised Mass Production) A SERIES OF KNOWLEDGE REVOLUTIONS TECHNOLOGY DRIVING RATHER THAN REFLECTING CHANGE

18 SOME DIFFERENT PERSPECTIVES ON TECHNOLOGY

19 P1:-The Relationships of Technology to Society 1st Wave (agrarian) society- Technology related to SURVIVAL. 2nd Wave (industrial) society- Technology related to PRODUCTION 3rd Wave (information) society- Technology related to KNOWLEDGE.

20 The Knowledge Revolutions The 'Information' Revolution - based on silicon chip developments; The 'Bio-Technologies' Revolution - based on DNA / RNA research; The 'Ecological' Revolution - understanding the inter-relatedness of systems. The Advanced Materials Revolution Nano / Micro Technology Revolution

21 SUSTAINING OR DISRUPTIVE TECHNOLOGIES Most INITIAL technology usage is SUSTAINING BUT New style Technologies and their applications are DISRUPTIVE -ie they are radically changing the way that economies can choose to define issues such as work, schooling, jobs and social structures

22 DIFFERENCES BETWEEN INDUSTRIAL AND ELECTRONIC COMMUNITIES –LIFESTYLE DERIVED ARCHITECTURE SUPPORTS DESIRED BEHAVIOURS E-COMMUNITIES ARE DISTINGUISHED BY THEIR E-CONNECTEDNESS –E COMMUNITIES WILL EVOLVE NEW ARCHITECTURE AND SOCIALISING STRUCTURES-SOME PHYSICAL AND SOME VIRTUAL

23 SOME SPECIFIC EDUCATIONAL IMPLICATIONS MODELS OF LEARNING AND BEHAVIOUR ARE DIFFERENT IN E-COMMUNITIES E-LEARNING IS RADICALLY DIFFERENT FROM PRINT BASED LEARNING I.T. SYSTEMS UNDERLY E-LEARNING & E- BEHAVIOUR AT PRESENT, IN TOO MANY SCHOOLS E- LEARNING OCCURS IN THE LIFE OF MANY STUDENTS ELSEWHERE THAN AT SCHOOL.

24 KEY IDEAS-contd ORAL & AURAL LEARNING METHODOLOGIES WILL NOW DEVELOP RAPIDLY V.I.V.O.-VOICE-IN VOICE-OUT BASED LEARNING WILL DRIVE THEM LEARNING SYSTEMS BASED ON PRINT BASED TECHNOLOGIES WILL DIMINISH IN IMPORTANCE

25 KEY IDEAS-CONTD EMPHASIS IS NOW ON LEARNING BY LEARNERS RATHER THAN ON TEACHING AS AN INTERMEDIARY TO LEARNING I.C.T. BASED LEARNING SHIFTS THE ROLE OF TEACHERS BUT DOES NOT REPLACE THEM-IF THEY ARE WILLING TO ADAPT AND LEAD

26 TWO BROAD TRENDS:-

27 KEY IDEAS-CONTD THE GLOBAL PARADOX (JOHN NAISBITT) THE WORLD IS GETTING MORE GLOBAL AT THE SAME TIME AS THE WORLD IS GETTING MORE LOCAL

28 SOME PARADOX ILLUSTRATIONS THE PARADOX OF TIME THE PARADOX OF WORK THE PARADOX OF LEISURE THE PARADOX OF KNOWLEDGE We need Banking but may not need Banks We need Learning but may not need Schools

29 AN ARCHITECTURAL PARADOX SCHOOLS NEED TO BE PHYSICALLY DIFFERENT SO THAT TEACHERS CAN WORK IN NEW WAYS WITH LEARNERS AT THE SAME TIME AS THE ARCHITECTURE OF SCHOOLS DISCOURAGES TEACHERS FROM BEING DIFFERENT IN THE WAYS THEY WORK WITH STUDENTS

30 USES OF PARADOX REPRESENTS THE EMERGENCE OF NEW STYLE 3RD WAVE LOGIC SYSTEMS THAT COPE WITH 3RD WAVE SOCIAL SYSTEMS If It Seems Unreasonable-try it (Handy) WIK :-I must have got it right-every one is complaining (Howard) SYDNEY AIRPORT:-Everyone Is Affected Now

31 A GLOBALISING ANDLOCALISING ECONOMY A GLOBALISING AND LOCALISING HUMAN CONDITION

32 GLOBALISATION PRESSURES TECHNOLOGY CREATES NEW STYLE JOBS TECHNOLOGY REDUCES OLD STYLE JOBS NEW STYLE JOBS ARE GLOBALISING NATION STATES CANNOT YET DEAL EFFECTIVELY WITH GLOBALISED TRENDS ( EG E -COMMERCE / E-CRIME)

33 LOCALISATION PRESSURES MORE EDUCATED CONSUMERS EXPECT INDIVIDUALISED SERVICE ORGANISATIONS ARE PRESSURED BY ATTEMPTING TO INDIVIDUALISE SERVICE THROUGH MASS PRODUCTION LOGIC SYSTEMS THE HUMAN CONDITION APPEARS TO NEED PERSONAL RELATIONSHIPS WHICH ARE LOCALISED -THE HUMAN TRIBE

34 THE ARCHITECTURAL PARADOX-AGAIN GLOBALISATION TECHNOLOGY IS REDUCING THE NEED FOR TRADITIONAL BUILDINGS TO SUPPORT LEARNING AT THE SAME TIME AS LOCALISATION PRESSURES ARE INCREASING THE NEED TO HAVE COMMUNITY PLACES FOR SOCIALIZING

35 THE DIGITAL DIVIDE DIGITAL DIVIDE IS A CONVENIENT CATCHPHRASE FOR:- INEQUITIES OPPORTUNITIES –NEW INEQUITIES & NEW OPPORTUNITIES RELATED TO THOSE WHO CHOOSE TO ACCESS THE ELECTRONIC (DIGITAL) COMMUNITY –NEW RICH –NEW RICH ARE THOSE WHO CHOOSE TO BELONG AND PARTICIPATE IN A WIRED WORLD

36 A LEADERSHIP MINDSET

37 AN ADVICE STATEMENT IF:-You Dont Have A View of What You Want-You Have a PROBABLE FUTURE- usually selected by Someone Else IF:- You Have A View Of What You Want You Have A PREFERRED FUTURE- usually influenced by You

38 KEY IDEAS LEADERSHIP STRATEGIES FOR DEVELOPING GLOBAL FEATURES at the same time as LEADERSHIP STRATEGIES TO RETAIN/DEVELOP LOCAL/TRIBAL FEATURES

39 KEY IDEAS CHARACTERISTICS OF EFFECTIVE QUALITY LEARNING ORGAN S:- They develop in their students STRATEGIES FOR DEVELOPING A LIVING at the same time as STRATEGIES FOR DEVELOPING A LIFE

40 COMMENTS EARNING A LIVING Issues-eg Victorian Pupils are competing for jobs in a Global Economy, and their Competitors are in eg Singapore Classrooms MAKING A LIFE Issues -Pupils need to understand the Rights and Responsibilities of Democracies, and Learn Social Identity and Community Skills (IN PHYSICAL & ELECTRONIC COMMUNITIES)

41 COMMENTS-2 There is now too much Information available-the Skills are knowing WHICH Info is Valid and Valuable Technology Can Deliver the Foundational Learning- NAVIGATING IS THE CHALLENGE People DEVELOP the Social/Economic/ Relationships Meanings to the Info- MENTORING IS THE NEED

42 A TECHNOLOGY BASED PARADOX TECHNOLOGY IS SEEN BY MANY TEACHERS AS A DEHUMANISING FORCE At the same time as IF TEACHERS ADOPTED TECHNOLOGY APPROPRIATELY THEY COULD CONCENTRATE ON THE HUMANISING ASPECTS OF THE LEARNING EXPERIENCE

43 SOME SUGGESTED FEATURES OF LEARNERS CHANGE IS FROM JOB TAKER TOJOB MAKER 3 PASSPORTS REQUIRED:- –ACADEMIC PASSPORTS –VOCATIONAL PASSPORT –ENTERPRISE PASSPORT (ELLYARD 1998)

44 CHANGING ROLES TEACHERS AND LIBRARIANS WILL BECOME:- KNOWLEDGE NAVIGATORS AND MENTORS (ELLYARD 1998)

45 SOME LEADERSHIP CHALLENGES DEVELOPING AND RETAINING THE KEY INTELLECTUAL SKILLS SELECTING THE KEY TECHNOLOGY INVESTMENTS RETAINING A SENSE OF IDENTITY AND COMMUNITY INSIDE A GLOBALISING ECONOMY

46 A SCHOOL FOR LIFE AND WORK CHALLENGES INCLUDE –Tribalising AND Globalising –Reducing Customer Expectations to Achievable Levels –Developing Customer Service Contracts –Introducing Rites of Passage to ensure adolescence is shortened

47 SO THE CHALLENGE BECOMES :- –WHAT IS WORTH PRESERVING? –WHAT NEEDS IMPROVEMENT OR REPLACEMENT? –FINDING EFFECTIVE WAYS OF CHANGING OR RETAINING? WHAT BLOCKS THESE ? IF YOU DONT KNOW WHAT TO DO -YOU DO WHAT YOU KNOW HOW TO DO

48 IN PARTIAL SUMMARY, TECHNOLOGY PROVIDES SUSTAINING OPPORTUNITIES TO EXPLORE AND IMPROVE EXISTING ASSUMPTIONS & PRACTICES DISRUPTIVE OPPORTUNITIES TO EXPLORE AND DEVELOP NEW ASSUMPTIONS & PRACTICES

49 TECHNOLOGIES THAT ARE HUMANISING ENABLE EXISTING WORK PRACTICES TO OCCUR QUICKER /BETTER & WITH LESS EFFORT –(SUSTAINING) ENABLE NEW WAYS OF THINKING AND LEARNING / NEW WAYS OF VIEWING ORGANISATIONS /NEW WAYS OF WORKING WITH LEARNERS / NEW WAYS OF LEADING SCHOOLS –(DISRUPTIVE)

50 GETTING ACTIVE ON TEACHER LEADERSHIP

51 REMEMBER:- If You Are Not Careful You Will End Up Where You Are Going! If You Cant Decide On Your Future Then Remember Some Body Else Will ( Sir Humphrey ?)

52 AN ELECTRONICALLY CAPABLE SCHOOL SEE SEPARATE E-ARTICLE A DEFINITION:- –HARDWARE –SOFTWARE –HUMAN WARE WE NEED TO CREATE PHYSICAL AND VIRTUAL EXAMPLES AND ENCOURAGE EDUCATIONAL TOURS

53 SOME SUSTAINING ICT EXAMPLES-1 INTEGRATED SOFTWARE PACKAGES –EG OFFICE 98 /00 LOTUSNOTES CLARISWORKS WORD POWERPOINT EXCEL FRONTPAGE PROJECT

54 OTHER SUSTAINING ? TECHNOLOGIES DIGITAL CAMERAS KEYBOARD ONLY COMPUTERS INTERNET PHONES SEE FOR EXAMPLE:-Bellingham Technology Plan Staff Competencies Survey 1997 – 2000. http://www.bham.wednet.edu/assessment/as sess2.htm http://www.bham.wednet.edu/assessment/as sess2.htm

55 SOME SUSTAINING EXAMPLES-2 E-MAIL ACCESS TO WEB VIA TV AND PHONES DIGITAL CAMERAS MOBILE PHONES SCHOOL DATABASE SCHOOL WEB SITE

56 AN ARCHITECTURAL & DESIGN COMMENT MOST BUILDINGS CAN BE ADAPTED TO SUSTAINING I.C.T. USAGES BY INVESTING IN APPROPRIATE VIRTUAL ARCHITECTURE PLUS MINOR INTERIOR DESIGN CHANGES –BECAUSE –THE BASIC PURPOSES OF THE SCHOOL ARE STILL ESSENTIALLY UNCHANGED

57 SOME DISRUPTIVE EXAMPLES-I.C.T. WEB MAIL SCHOOL WEB SITE +PUBLIC ACCESS SCHOOL M.I.S. E-MAIL PROTOCOLS & LANGUAGES WEB BASED LEARNING CD ROM BASED LEARNING WAP PHONES AND COMPUTERS (EG AIRPORT) I.C.T. BASED LEARNING

58 SOME DISRUPTIVE EXAMPLES-NON ICT I.V.F. REDUCING PEOPLE WITH DISABILITIES GENETIC REPLACEMENT OF HUMAN BODY PARTS DIRECTLY INGESTED / INJECTED LEARNING

59 THE ARCHITECTURAL & DESIGN IMPLICATIONS TO SUPPORT:- –TEACHERS AS KNOWLEDGE NAVIGATORS AND MENTORS VIRTUAL ARCHITECTURE AS ESSENTIAL AS PHYSICAL ARCHITECTURE PHYSICAL ARCHITECTURE TO SUPPORT THE NEW PRACTICES AND FUNCTIONS OF A LEARNING COMMUNITY

60 ASSISTING WITH STUDENT PASSPORTS CHANGE IS FROM JOB TAKER TOJOB MAKER 3 PASSPORTS REQUIRED:- –ACADEMIC PASSPORT –VOCATIONAL PASSPORT –ENTERPRISE PASSPORT (ELLYARD 1998)

61 SOME BASIC CONSIDERATIONS SKILLS TO EARN A LIVING SKILS TO MAKE A LIFE PUPIL I,C,T. GROUP ICT LICENSES (ACS) ASF SKILLS FRAMEWORK AWARD

62 TEACHER LEADERSHIP SKILLS--1 KNOWLEDGE NAVIGATING:- –BE A TRAVELLER WITH THE LEARNERS –SHARE THE EXPERIENCES –ASSIST BY NAVIGATING THEM TO USEFUL OUTCOMES –ACCEPT THAT CONTENT MASTERY IS NO LONGER THE MAIN TEACHER ADVANTAGE

63 TEACHER LEADERSHIP SKILLS-2 MENTOR SKILLS:- –PROVIDE A TRIBE OR COMMUNITY FOR LEARNING BOTH PHYSICAL & E -TRIBES –STRESS VALUES AND OUTCOMES AND BOUNDARIES –PROVIDE EXEMPLARS AND CASE STUDIES –ASSIST TO DEVELOP AN E-CULTURE –HONOUR INDIVIDUALS WHO ARE ATTEMPTING THE JOURNEY

64 DESIGN AND LAYOUT ASPECTS VIRTUAL ARCHITECTURE: –AN I.C.T. SPINE FOR CONNECTION FROM WITHIN BUILDINGS AND FROM SELECTED OUTSIDE –A SCHOOL M.I.S. –WEB BASED E-ACCESS FROM ANYWHERE IN GLOBE PHYSICAL ARCHITECTURE –USE OF I.C.T. FOR CUSTODIAL AND MONITORING REQUIREMENTS –LAYOUT MESSAGING:- CHANGE BEHAVIOURS & SUPPORT OF FUNCTIONALITY

65 PHYSICAL SUPPORT REQUIREMENTS I.C.T POWER NEEDS LECTURE / LARGE GROUP CAPACITY +TOWN MEETING PLACE SMALL GROUP / DISCUSSION + COMMUNITIES METING PLACE DISPLAY & DATA AREAS + COMMUNITY NOTICE AREAS INDIVIDUAL / RESEARCH + PERSONAL SPACE AREAS WITHDRAWAL /QUIET + RELIGIOUS/CONTEMPLATIVE AREAS

66 A LAST ANALOGY THE PRINTING PRESS LIBERATED KNOWLEDGE INTO THE GENERAL COMMUNITY WE HAD TO DESIGN CODES OF CONDUCT INDUSTRIES & STRUCTURES TO SORT AND PRESENT PRINT BASED KNOWLEDGE WE NOW NEED TO DO THE SAME TASKS FOR THE KNOWLEDGE TECHNOLOGIES- ESPECIALLY I.C.T. TECHNOLOGIES

67 SOME SELECTED DIGITAL REFERENCES www.digitaldivide.gov www.digitaldividenetwork.org www.powerup.org www.netdayorg http//www.nces.ed.gov www.iste.org www.newdealinc.com www.siliconvalleydigitaldivide.net/resources.html

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