Wednesday, 2 October 2013

The Final Farewell Reflection - Thanks!!!

The final reflection – we’ve had a blast! Shame this course is almost over. What can I reflect on the most……honestly, it is the people who I have learned with over these 13 weeks that have made an impact. And how far we have come, so much we have shared, I will remember these wonderful people as much as the knowledge I have gained over this time - Digital Technology is not the only thing that has changed, we all have – and for the better I expect.

Although we are online, we all seem to be connected and relate to each other in some small way. Whether it be one of the fabulous tutors living 20 minutes from where I live, or tweeting with fellow students at 2am in the morning while the rest of my family is asleep, or reading a blog knowing that when I get to the end of it I will find out what music she had been listening to whilst writing her blog entry, or having an ‘online laugh’ with many in the SP4Ed people threads, or catching up with the experience of a week in Cambodia by one of our fellow students, or now following some on Twitter or Facebook, we all seem to be able to make connections – start as strangers and leave as ‘online friends’.

I have just looked over and have read all of my blog entries and saw the journey unfolding. Personally, the best part of the course for me was the SP4Ed 2 weeks. I so enjoyed the intellectual stimulation of learning so many new things at a very quick pace and I must say I didn’t have a great deal of sleep over that time as I would so regularly be off on a tangent reading, reading, reading and finding all these Youtube clips by the amazing people we were introduced to in that two weeks. Definitely a new and exciting period of the course and for that I sincerely thank the tutors for offering us that experience.

I don’t want to reflect by going over week by week of what we did as I have a very large folder filled with the 13 weeks work/readings etc. And our blogs reflect a lot of what we did too. I know it’s an online course but for future reference, I wanted some of it in the old fashioned black and white (paper and ink)!!

Hope to meet some of you in person if you are at the Graduation at the end of the year. Regards to All, its been amazing to learn with you.
It's the final countdown!!!

Saturday, 21 September 2013

Reflection for Scenario Planning - mOOC

Way behind in my reflections

Where have the weeks gone?? I have only just realised I have not written my reflection post after the SP4Ed sessions although I had written notes, I just did not type them up and post them on my blog. So here goes for the second reflection.

Scenario Planning - In 5 sessions, I went from knowing absolutely nothing to planning two scenarios for education in 20 years’ time!! Two words – loved it! What an experience in 2 weeks – again, loved it! I know others enrolled in EDEM630 are working full time, have families, and studying at the same time. That is my life too (and was over the last 18 months completing 3 other papers), but I have been lucky enough to be on study leave whilst doing this paper (and another). Seriously, over the 2 weeks of scenario planning and mOOC I just don’t know where I found the time to complete the sessions. I did find the timeframes allocated were not exactly accurate, but I reflect upon that in my situation and realise how much I actually enjoyed taking my time, reading ‘everything’ (although we weren’t required to), covering all tasks and really thinking outside of the square as to how I would context my scenarios.  

The DEANZ 2016 scenario guide gave me a really good foundation upon which to build my understanding of scenario planning. It was relatively easy to grasp the concepts of the 4 scenarios and 2 axis and how they interplay with one another. The other resource I found inspiring was the KnowledgeWorks (Learning in 2025) scenarios. Personally, I thought some of it was a little mind-blowing yet definitely thought provoking. Could this really be our future? Could this really happen? Were any of the 4 scenarios presented actually feasible? KnowledgeWorks provided the variety of learner profiles along with the array of personal education advisors and the 4 scenarios, it made the context somewhat ‘real’ and as I have said previously - thought provoking. The KnowledgeWorks scenarios really got me thinking and inspired. I was so enthusiastic about the sessions we were completing that I just wanted to know more, wanted to read more, wanted to learn more and that was the main reason for the very late nights over the 2 weeks. I also thought how can I incorporate this into my planning for the future in Digital Technology in my school – would I have a job in 5 years time if Digital Technology was changing this rapidly? How can scenario planning help me keep my job or would it change or side-track my job to something different eg facilitator?

Certainly, it was obvious that there were several participants – not just EDEM630ers – but others too who were just as enthusiastic for scenario planning. Late night conversations (via the feed) and great sense of humours, certainly lightened the workload so to speak as there were times when others became the sounding boards for my thoughts, definitions and sharing of resourses/knowledge/understanding and making valuable educational links. For example, rekindling my Twitter account after it laying dormant for several months, saw the opportunity to ‘follow’ other Tweeters and over that 2 weeks I had an abundance of new education related followings and for that matter followers. I also now follow several blogs of different educators around the world – fascinating!

Over the 2 weeks of scenario planning, I kept lengthy notes from the sessions which upon reflection I am really pleased I had. The variety of videos and particularly speakers which were given to us over that period were amazing. Oliver Freeman, Peter Schwartz, Sir John Daniel, Ray Schroeder, Derek Wenmoth/CORE Ed and NMC Horizon Project are names of a few which I really enjoyed listening to, reading their/the articles and websites and looking for other documentation that supports scenario planning and the future of education in general.

I look forward to using all that I have learnt over this period of the course and allowing others (eg Technology Department, senior management at school) to share in my experience of scenario planning. I have no doubt they will be just as enthusiastic as I have been! 
Scenario Planning - Where to now???

Sunday, 11 August 2013

SP4Ed S5 Newspaper Article 2 - Let’s Do The Time Warp Again – It’s Astounding!

Community Newspaper “The Riff Raff” education section reviews a live show which is currently in town.

Let’s Do The Time Warp Again – It’s Astounding!

This week I had the pleasure of reviewing the live show which is currently in town called “The Rocky Horror Show”.  It is a Broadway icon and is recognized around the world. So I thought we would take a look at a little bit of history on how the show began, where it is at the moment and hopefully where it will be in the future.

The show began way back in 1975 – almost 50 years ago to the day when song and dance and happy carefree times were in abundance. The Rocky Horror Picture Show had been credited as being the best known – if not the first cinematic midnight movie and it resembled the fandom of other fantasy and science fiction films with its own ‘fan cult following’. With developments in technology the show transformed the cinema when it was shown in 3D and then as a 9D experience in the Year 2008. The live show was renamed The Rocky Horror Show which toured many parts of the world and over 50 years we have come to recognise the internationally acclaimed Time Warp song. In Paris in the 1990’s the show played twice a week for the next 20 years till it played no more. Around the turn of the new millennium times began to change, technology and the internet was becoming the preferred media experience and the show seemed outdated - it just wasn’t as entertaining as it used to be.

Then came the economic downturn and the global market crashes in the early months of 2015, the world was changing. There were extensive job losses, online businesses were closing at an astronomical rate, there was no money left for entertainment or luxuries and Broadway shows like The Rocky Horror Show became non-existent. No-one could afford to do the Time Warp any longer.

Times became tough. Notably education was the hardest hit. Governments around the globe combined what equity they had left and stockpiled online open resources and data sources in the hope that the recession would finish soon. The MOOC’s that once thrived in a prosperous era had been harvested by a group of dominant learning providers and things became very difficult. The world seemed to be in a funding crisis. The rich got richer and the poor got poorer. No-one was learning anything new as it was too difficult to obtain any recognised education qualifications of any sort. If you were rich you were seen as an opportunistic individual and moved away to the ‘Oyster World’.  There had been very little advancement in the area of technology and no ground-breaking developments in years. But the local people made the best of the situation that they found themselves in.  

So this week in August 2025, I was invited to a local traditional school as I was writing an article about the future of Digital Technologies in Education. When I arrived the learning agent, eduvators and the learners were outside recreating a hands-on history lesson about digital media. The students listened to the developments of film media from the adults in the group, their parents and their grandparents and how digital media has shaped the world back in the late 20th century to now.

I introduced myself as Janet and made myself comfortable making sure I wouldn't sit on my wearable technology (my sensory in-built etablet in my shirt) and began to video the session. I wondered why they all stood up, all were in a line and then I heard it…..

If you jump to the left – we would be in transformation

If you jump to the right – we would stay in tradition

It’s best to stay right here

‘Cause we can be so independent

Let’s stay in this time warp again!
Let's Do The Time Warp Again!!!!!
 (I've changed the words to the chorus to reflect my scenario matrix)

Saturday, 10 August 2013

SP4Ed Session 5 - Newspaper Article 1: Has the Y30K bug wiped out Technology forever in 2030?

Has the Y30K bug wiped out Technology forever 
in 2030?

New Zealand Top Leader of the Conservative Trend Setters group Kram Gerberzuk announced today they have claimed responsibility for the Y30K virus which has just shut down two-thirds of the internet around the world. This admission came in the form of an announcement via the social media giant Koobecaf (which is privately owned by the CTS).

Recent cyber threats from the Conservative Trend Setters cybercrime portals were reported as saying they have not been taken seriously by the World Government Leaders - ‘The Lords’, on international issues such as education, global reduction in open resourcing revenue etc, but their concerns have fallen on deaf ears. Kram Gerberzuk reminded The Lords of the Y2K bug in the Year 2000 which was 30 years ago. It was a problem in the coding of computerized systems that was projected to create havoc in computer networks around the world at the beginning of the year 2000. But after more than a year of international alarm and hasty preparations, few major failures occurred in the transition period from December 31, 1999, to January 1, 2000. The Global Lords had reported they rejected any possibility of another global internet attack because the Y2K did not eventuate. They said "there have been many advances in technology since 2000 and this just would not happen today". The CTS group knew of this and realised there was no back-up system resilient enough to cope with such a high scale catastrophic virus bug that their elite programmers had created. By using the Y30K bug to take down the internet, this would be the way the group would finally be heard.

The social media giant Koobecaf was chosen as the only communication platform for discussions between Kram Gerberzuk and The Lords. There was urgent action needed to resolve the Internet black out, but so far talks have broken down between the two parties. CTS Leader Kram Gerberzuk released the following statement via Koobecaf today:

“Technology has controlled our lives in so many ways and is moving at an accelerated rate. We use technology for global communication, advancements in open resources and mass data collection, social media hologram collaboration, learning hubs and virtual ecoschools. We wear technology clothing and accessories, produce 3D products on mass and have artificial intelligence robots as higher education leaders. This has got to stop and my Trend Setters elite programmers are the ones that have just done that. All global communities except for the Pacific region no longer have access to the World Wide Web. As a world, we can not sustain outsourcing of resources in education and we must take stock of the global reduction in revenue because of this. It has had a major impact on our education systems over the last 30 years and we need to step sideways in order to look at more traditional ways of working, learning and living”.

While talks continue between the CTS and The Lords, much of the globe remains in the Technology/internet black out. How long will this be? I cannot say but be rest assured, I have dusted off the Imperial 66 typewriter and will have this breaking news story distributed by print media in no time at all!

Top News Editor
Sandra Whipp

Friday, 9 August 2013

SP4Ed Session 4 – Scenario Matrix

For my scenario matrix I have created four possible futures of learning scenarios. These futures rely on one critical uncertainty: Technology and the WWW.

I have incorporated ‘food for thought’ questions such as:
  • Can we continue to move forward and thrive in a technology driven world?
  • Are learners at risk of being 100% reliant on technology?
  • Will technology/WWW be accessible to all and available 24/7 forever?
I suggest the answers to these questions are an uncertainty and therefore meet the 3 conditions needed to question the plausibility of technology and the WWW. Therefore I present the scenario matrix.

The four quadrants of the scenario matrix are made up of a population of learners in each sector. (Due to my lack of brilliant image) I will name the quadrants: (colour coded to correspond with the image colour quadrants)
  1.  The World is Your Oyster quadrant
  2.  Conservative Trend Setters quadrant
  3.  The Time Warp Learners quadrant
  4.  The Local Go-Getters quadrant

The axes represent an opposing position/stance and therefore each quadrant works together with the axes on which they lie. They are:
  1. Top - Global Collaboration
  2. Right - Traditional
  3. Bottom - Local Independence
  4. Transformation

The World is Your Oyster quadrant:
Expectations and outcomes are extremely high and failure is not an option. The rate that technology has accelerated and developed is what drives this group forward. Dedication and flexibility are key  drivers for these learners. They are thought-provoking, content driven co-creators who thrive on ambition. A sense of trust is required by this group in order for complex real-world problems to be solved by means of global collaboration with other high ambitious achievers. These learners are focused on transforming the world by very heavy reliance on technology. A drawback for this quadrant is the natural resources of the world are heavily relied upon to ensure technology is available at all times.

Conservative Trend Setters quadrant:
This group are ‘think big, spend big’ but with caution learners. They like the speed of which technology has developed and sets the bar high for new innovation. There is choice for this group to enjoy a rich learning ecosystem and to be mindful of costs and revenue. Mobile and outsourcing of resources are encouraged but again, there are some still resistance from some in this quadrant who demand to have the flexibility of traditional methods of teaching/learning be available ‘just in case’.

The Time Warp Learners quadrant:
These learners are well known as ‘the hippies of the 21st century’ with a carefree she’ll be right attitude to the learning ecosystem that they are used to. Advancement in many areas of learning and technology are not high priorities and are few and far between for the Time Warpers. They are not content or knowledge driven and are stagnant and uninterested in what the rest of the global world are doing. They remain locally focused, enjoying the traditional status quo and live and learn mainly independently of the rest of the real world.

The Local Go-Getters quadrant:
This quadrant of learners are highly skilled, are wealthy in knowledge locally and nationally, have the competency and skills focus to transform with technology, but are uninformed internationally. The Local Go-Getters prefer their national independence and very rarely collaborate globally. These learners use national standards and assessments and have a high success rate among their learners. However, in this group the learners don’t always know what it is they need to know and without outsourcing to the international ecological system, their progress internationally will be minimal. 

(I must apologize for my matrix image - making it from shapes in Word and grouping them, it wouldn't give me the option of 'save picture as' so I 'print screened' it instead - some DGT teacher I am!!!!)
I can see it all so clear now!