1. The Agenda 9.30 Welcome, introductions 9.40 Cluster Journey Snapshots
Morning tea
11.15 Getting the best from your online community
Lunch
Teaching 2.0
Developing e Portfolios as part of your LMS
Online communication tools
Time4innovation
Evaluation and next meeting
Apologies from Bob Stiles Owhata School Eastlakes cluster

2. Getting the best from your online community
Many of you have requested that we discuss the following....
･Support and development of Learning management Systems
･How learning can drive the development of an online community
･Developing e Portfolios as part of your LMS
･Tips for developing an online community
All these questions will be discussed in an effort to share information and ideas across the group.

3. The jargon CMS - Content management system
LMS - Learning Management system
Learning environment

4. A sample of a Corporate learning management system

5. Support and development of Learning management Systems

6. How learning can drive the development of an online community
Many of you have requested that we discuss the following....･Support and development of Learning management Systems･How learning can drive the development of an online community･Developing e Portfolios as part of your LMS･Developing e-learning networks･Tips for developing an online communityAll these questions will be discussed in an effort to share information and ideas across the group.

7. Tips for developing an online community
Online communities love to play follow the leader
People love to imitate those they admire and respect. You can use this to your advantage when building an online community; lead by example and watch your members follow your lead.
take the lead by posting in the style of the personality you want your community to adopt, and soon your members will follow.
What is your online community’s added value?

8. Teaching 2.0 - we know exactly what to do
Stability is dead!
Web 2.0 refers to a second generation of Web-based services—such as social networking sites bebo, YouTube, bloggs, wikis, and folksonomies.
Teaching 2.0 refers to the changing nature of learning and society. This presentation challenges teachers to sniff their assumptions and explores practical personalised learning techniques such as digital storytelling.

9. WAS IS Teach to test teach to quest
Devouring “facts” Developing talent
SAT prep (multiple choice) WOW projects (individual choice)
Fetishing generic “standards” Honouring individual creativity
Quiet classrooms Noisy classrooms
Schools as factory, with focus on “units” School as studio, focus on uniqueness
Turning out docile workers Building up creative”talent”
Obedience as key initiative Initiative as key virtue
Teach to a standard “Norm” Teach to a standard of excellence
Focus on similarities Focus on differences
Test for “intelligences” Teach to “intelligences”
(singular) (multiple)
Math and English dominate Art and music thrive
Re-imagine!
Business excellence in a disruptive age: Tom Peters
Source: Re-imagine! Business excellence in a disruptive age: Tom Peters

10. Architecture of participation
Learning engaging participating
The more we learn, the more confused the more we question, the deeper the learning

11. Life 2.0

12. So what ?

13. Web 2.0 and learning
How can use of Web2.0 applications enhance learning or…….
Pam Hook- Artichoke
How can use of Web2.0 applications enhance the conditions for finding, organising, analysing, creating and sharing digital information?

14. Developing e Portfolios as part of your LMS

15. gninrael dna gnihcaet gnikniht-eR
Principles of Backward Design
The backward design process of Wiggins & McTighe begins with the end in mind.
One starts with the end - the desired results (goals or standards) - and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform' (Wiggins and McTighe, 2000, page 8)
The design process involves teachers planning in 3 stages, each with a focusing question:
* Stage 1 - What is worthy and requiring of understanding?
* Stage 2 - What is evidence of understanding?
* Stage 3 - What learning experiences and teaching promote understanding, interest and excellence?
Stage 1
Using the principles of backward design, teachers focus first on the learning goals (understanding goals). These are the enduring understandings that they want their students to have developed at the completion of the learning sequence. There is also a focus on a number of essential, or guiding, questions. Enduring understandings go beyond facts and skills to focus on larger concepts, principles or processes.
Examples of enduring understandings and essential or guiding questions include:
* What do we mean by ‘all men are created equal’?
* What does it mean to live a healthy life?
* What does it mean to be independent?
* Systems are interdependent
* Living things change
Wiggins and McTighe suggest the following 'filters' for arriving at worthwhile understandings:
* represent a big idea having enduring value beyond the classroom
* reside at the heart of the discipline (involve 'doing' the subject)
* require uncoverage (of abstract or often misunderstood ideas)
* offer potential for engaging students.
The understandings selected may be overarching understandings (those broad understandings that we may hope to achieve by the end of the year or over a few years, to which the sequence is contributing [similar to what Tina Blythe describes as through lines), or sequence / unit understandings (those we hope to achieve through the learning sequence). Both are required in planning.
Principles of Backward Design : Wiggins and McTighe, 2000

16. teachers planning with backward design:
Focus questions for
teachers planning with backward design:
What is worthy and requiring of understanding?
What is evidence of understanding?
What learning experiences and teaching promote understanding, interest and excellence?
#1 * What do we mean by ‘all men are created equal’?
* What does it mean to live a healthy life?
* What does it mean to be independent?
* Systems are interdependent
* Living things change
#2 the following 'filters' for arriving at worthwhile understandings:
* represent a big idea having enduring value beyond the classroom
* reside at the heart of the discipline (involve 'doing' the subject)
* require uncoverage (of abstract or often misunderstood ideas)
* offer potential for engaging students.
#3 students will undertake to develop understanding.
Beyond learning about a subject, students will need lessons that enable them to experience directly the
inquiries, arguments,
applications, and
points of view underneath the facts and opinions they learn if they are to understand them.’
‘…theorize,
interpret,
use,
or see in perspective what they are asked to learn…(or) they will not likely understand it or grasp that their job is more than recall.’

17. Top Ten things to learn How to predict consequences How to read
How to distinguish truth from fiction
How to empathize
How to be creative
How to communicate clearly
How to Learn
How to stay healthy
How to value yourself
How to live meaningfully
Source: Stephen Downes,2006

18. Teaching is
a stable profession