Mind Lab: Postgraduate Certificate in Applied Practice

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The Mind LabPostgraduate Certificate in Applied Practice (Digital and Collaborative Learning)

I became aware of The Mind Lab and their Postgraduate Certificate in Applied Practice (Digital and Collaborative Learning) during 2014.   What interested me about this programme was the combination of both digital and leadership content - and how the assignments could be directly related to my own class practice.  At that point in time I was an eLearning Leader within my school (as well as class teacher) and was looking for a way to utilise what I already knew and further develop my skills in both leadership and technology.   

Literature Review

Fast forward to January 2016 and I am now half way through what has been both a challenging yet inspirational journey.   Before the end of 2015, I carried out a literature review with the main question being:

How might an innovative learning environment (ILE) enhance the learning of key competencies in a primary school?

The purpose for choosing this topic for my literature review was firstly due to my newly acquired position as Learning Coach at Ormiston Primary School that I would begin in Term 1, 2016.   Ormiston Primary School, which began operating at the beginning of 2015, has flexible learning spaces and consequently is recognised as being able to support the creation of an innovative learning environment (Nikki Kaye, 2015).  Having previously worked in single cell classrooms where I felt I was quite receptive to innovative ways to support my learners, I realised, however, that I had little knowledge in how to make the most of an environment with flexible learning spaces.

Secondly, I was curious about what current research had been undertaken with regards to the key competencies and how they aligned with 21st century skills which, as research suggests, are a necessity for our learners of today, if they are to be ready for the future (whatever that looks like). Also, has consideration been given as to how innovative learning environments and the key competencies benefit Kaupapa Māori and include Te Noho Kotahitanga? 

I found many articles supporting the ideology of today's students meeting the needs of a changing world by learning 21st century skills, e.g. problem solving, critical thinking, creating and collaborating.  These skills align with the five key competencies:

• thinking
• making meaning
• relating to others
• participating and contributing
• managing self 

However, researchers advised that educational systems around the world are making changes to their curriculum and assessment instead of inventing a new paradigm that cultivates creativity, entrepreneurship and global competence (Zhao, 2015).   This feeling is echoed by a number of other people in the education arena, e.g. Sir Ken Robinson identified a need to change with his TED talk 'How Schools are Killing Creativity' and 'Changing Educational Paradigms'.   There is also a growing number of local educational leaders calling for change with NZCER's report 'Supporting future-oriented learning and teaching - a New Zealand perspective'.  

Future-Focused

As the hours rolled on by while my eyes scanned over page after page of researched text, I began to form my own wonderings about myself as a future-focused educator.  How can I create a learning environment that encourages learners to be inquisitive and accept that getting it wrong is part of learning, while they are being constantly measured against standardised tests? How do I create an environment where the learner is a creator, not a consumer?  How do I ensure that the culture and values of every learner is integrated within the learning environment?  

I also began wondering about education in Aotearoa. Will there be extra funding to support professional development so that all learners have access to innovative environments?  How do we move from an industrial education system to an agile model?  How do we close the gap between those that do, and those that don't embrace digital technology for supporting learning needs and 'breaking down the classroom walls'?

I have spent time reflecting on my own practice and realise that my planning and delivery of instruction have had a strong focus on the subjects that are measured against standards - reading, writing and mathematics.  The same amount of focus has not been spent on supporting learners to develop creativity, entrepreneurship and global competency skills.  I would like to take the opportunity, in my new role as learning coach within a Year 1-2 habitat, to focus on the growth of each learner as an individual and draw out their creativity and collaborative skills within an innovative learning environment.

Watch this space!



References:  

Kaye, N. (2015).  $17m Ormiston Primary School, Auckland, officially opened.  Retrieved from,
https://www.national.org.nz/news/news/mediareleases/detail/2015/10/23/-17-m-Ormiston-Primary-School-Auckland-officially-opened


Robinson, K. (2006).  Do school's risk creativity?  Retrieved from,
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?

Zhao, Y. (2015).  A world at risk: an imperative for a paradigm shift to cultivate 21st 
century learners.  Sprinter Science+Business Media, New York.  Retrieved from,
www.nepc.colorado.edu/blog/world-risk