What would learning tourism look like?

Imagine if visitors emerged from the airport to be greeted to the ‘Christchurch campus.’ They might come to jump start their learning. They may have just finished an online degree and just want to have a place to argue about their ideas. Christchurch could be transformed into a place of scholarship and learning, passion and delight – a place where tourists would come to collaborate, engage and immerse themselves in thinking.

In the past, businesses have focused on ‘training’, appointing training managers to develop, induct, supervise and manage employees. This focus is disappearing, to be replaced with the concept of a learning organisation, a knowledge economy and life long learning.

We have the opportunity to attract people who understand the complex nature of the world and want to explore learning in more depth: “They need to learn to cope with the unexpected – and Christchurch is the perfect place.” People could come to learn strategies for coping with change, to explore innovation and to use information communication technologies to stretch their thinking.

Stephen Heppell quotes England as having 2.2 million jobs that are online. One in seven are working from home. In Christchurch, the number working from home, or connecting online, has increased too. The Christchurch Campus could be the heart of online learning and of online working. With ultra fast broad band focused on learning principles we could provide worldwide expertise in the best models of home hubbing, hot desking and digital collaboration. As new spaces are designed we could become world leaders in flexible design for learning organisations.

What would it take?

For Christchurch to be a world leader in learning it would require leaders across the city and beyond to do things from a coherent systems perspective, following agreed principles of learning: learner-focused, future focused, system coherent and sustainable. It would require educators to collaborate for a greater good and to explore new ways of working across networks. “You won’t do it by rebuilding education in the old way.”

Building on Stephen’s ideas, I think there are some opportunities we should consider:

1. Set up a Young Learner’s Commission. Get a group of young learners to look around the works and intereview people who are already doing great things in learning. This group would be representative of all student groups and develop an initial structure of student researchers who would listen to the voices of their peers. Learning designed by young learners, for young learners, with input from experts.
2. Run a series of educational events, starting with a conference, forum or TEDx for ideas to be explored and developed.
3. Establish an independent learning taskforce to work with the Ministry of Education, Christchurch City Council, CERA and government to develop ideas with all stakeholders. Resource this and ensure that all city developments are made with learning in mind.
4. The Ministry of Education should set up an innovation learning unit that supports schools to try new ideas and make it easy for them to explore ways of working with each other for the benefit of all students. This should be trialled in Christchurch as a demonstration hub.

We could make a start on this before the end of the year. It will take leadership and commitment – I think it is worth it.

“…and in doing so you could rebuild your city, rebuild your future, rebuild your economy and rebuild the excitement and enthusiasm for learning. It’s a no brainer really.”

Over the next few posts, I will be making links to some of the models that might become reality. Some of these ideas link to the Concept Plan developed by our Shaking Up Christchurch Education (SUCE) network. The plan provides one scenario based on the idea of learning hubs, a federated learning model and schools that might specialise and collaborate.

Another model to consider is the Studio School, as explained in a recent TED Talk. Geoff Mulgan describes the work of The Young Foundation, an organisation that melds insights, innovation and entrepreneurship together to explore new possibilities. The question they asked was: ”What kind of schools would teenagers fight to get in to not fight to stay out?” They developed a model of small schools that linked learning to the real world, with students engaged in authentic learning opportunities, and where relationships were key. Doesn’t sound new does it? And of course it’s not but it is not pervasive in education. Should it be? Check out the TED Talk and decide for yourself.

I am interested in Geoff’s final comments about ideas spreading through the use of networks. This is certainly a way in which tribes are grown and ideas are amplified. We should never underestimate the power of networks.

There are other schools that may have some common features. Check out:

• Urban Village Schools in the UK – focusing on developing relationships and meeting the needs of disaffected youth.
• Denmark Folkeskoles

What other models have you come across? In what ways do they support learning? Of whom?

The Ministry of Education is about to engage in a process of consultation with the Christchurch community and we hope this document will provide a catalyst for action. We have also submitted a response to the Christchurch City Council Draft Plan and will submit some of our thinking to the CERA plan.

Vision is needed. Leadership is needed. Collaboration across the network is needed. Let’s get on with it.

Shaken But Standing

In the late 1990’s the then Minister of Education, Trevor Mallard, took a step towards moving schools into the 21st century by allowing Discovery One School to open in Christchurch. It was, for a conservative Ministry, a bold step and it took many people beyond their comfort zone. Twelve years on the school is well established and the school’s community is enjoying and benefiting from the educational opportunities available in the wider learning environment.

The Canterbury Earthquakes have presented another opportunity for bold leadership in education. The rebuilding of Christchurch has focused on the redevelopment of the central business district, the restoration of the infrastructure serving the city and the relocation and welfare of the people whose homes have been ruined in the series of earthquakes. The Ministry of Education, school boards, principals and their teaching staff have been focusing on the restoration of ‘business as usual’ in the education sector. There have been huge demands placed on the education system at all levels and the fact that schools are functioning so well should be acknowledged and the efforts of all concerned applauded.

However, beyond the need to have schools functioning again is the growing concern for the long term outlook for education for Christchurch, particularly in the eastern suburbs. Schools have suffered in many ways; their communities have been severely dislocated and, in some cases, dismantled and are disappearing; their buildings and campus sites have been badly affected by liquefaction and structural damage; their governing and managing bodies have been stretched to the limit coping with the need to have schools functioning again while coping with their own personal circumstances.

The projected roll outlook for Christchurch indicates that some schools may no longer be economic units and may face closure. An assessment of the pre-earthquake situation reveals that there has always been a number of schools at different levels struggling in Christchurch for a variety of reasons. Throw in the extra dimensions of new housing developments, the relocation of a number of families, and importantly, the growing acknowledgement of the demands of 21st century learning and information technology developments, and there emerges a platform for reassessment about how we do things in Christchurch.

A simple ‘worst-case’ scenario would be for the Ministry to simply close some schools and amalgamate others. Some schools would disappear and some would get bigger but effectively, nothing would have changed and the opportunity for real progress would have been lost.

A ‘best-case’ scenario would see political and personal interests laid aside and a ‘think tank’ of knowledgeable people gather together to present a blueprint for education in Christchurch. They could address the need to educate our children in a seamless system which encompasses health and welfare issues as well being responsible for delivering an appropriate education system for our children as they emerge into the 21st century workforce and life generally. They could address the types of school campuses which would best meet this need by utilising current space and buildings in a more efficient way. This would reduce the need for unproductive competition between schools and ensure that children are coming first in our thoughts. They could address the governance and management systems presently utilised and adapt them so that greater efficiencies become evident which, in turn, would lead to better performance in schools.

They could address the impact of information communication technologies and present ways in which current and future systems can be used for the benefit of pupils and staff. They could communicate with communities who are presently connected with the education system in a remote and/or fractured way and who sometimes feel disenfranchised by the ways we have worked in the past.

They could also explore issues such as middle schooling; kindergartens and primary schools on the same campus site; single sex education in separate schools but with shared infrastructure; and the establishment of learning hubs and resource centres to support the needs of all our children.

Other innovative issues might include flexible enrolments enabling students to pursue studies at other educational facilities, transport networks to facilitate flexibility, and establishing more effective partnerships in the teacher training programmes.

There are examples of such schemes and community projects all over the world. The need for a physical rebuild of our schools in Christchurch has presented us with a unique opportunity to develop some exciting strategies within a responsible fiscal framework. We have the expertise and the knowledge within our community to formulate such plans. The research, the knowledge, the many examples of excellent practice are out there waiting to be tapped into, co-ordinated and manifested into a transformed, modern, effective system.

“Preparing for 21st century learning” has become an outdated catch-cry. We are 11% through this century already. Are the Government and the people of Christchurch going to waste the chance to really seize this opportunity and work collaboratively to prepare an educational environment the people of Christchurch can be proud of? Will be catatonic or catalytic?

1. There are teachers who understand that technology is a tool to do things in more powerful ways; that the technology really can be used to collaborate, connect, challenge, and engage.
2. There are other teachers who have a fixed mindset and are not yet open to possibilities.
3. Leadership of schools has an important role to play in developing a growth mindset amongst staff. Principals and other leaders must continually focus on a co-created vision for the future and relentlessly pursue it. See principal Carolyn Stuart’s guest blogpost providing an example of how this is done – on purpose.
4. Unless we do something to improve the quality of teacher training things will change slowly. Old models exist of patch protection, overblown bureaucracy slowing pace of change and lecturers modelling what not to do. In some cases training institutions have limited technological resources and staff are still using overhead projectors to deliver courses.  How will this prepare teachers for the future? Yes, I know there are places that are doing some good things, but I see limited future-focused teacher training here in New Zealand, or further afield. If it happens it is through good luck rather than good planning and vision across the whole organisation.
5. If you have any models of teacher training that are really pushing forward I want to know!! Am I missing something? Join the conversation at ALPinE Leadership if you have ideas and visit our Answergarden on Teacher Training.

So watch the video. It is worth thinking about what you are doing to lead future focused change in education.

And here is my final comment:

We need to get over the talk about 21st century…

We are over a decade into it. Aren’t we there yet?

So in the Storify below I have taken snippets of the journey to date. Social networks enable more power to our people than ever before. As a company that focuses on leadership for the future, we understand that leadership is not about power but about influence. In today’s world we all have the opportunity to influence the future as never before.

This archive of social networking conversations takes snippets from a variety of social networks and Storify helps bring these together easily. The snippets include information about the earthquake, its effect on education, its effect on businesses, and on the lives of us all. They are stories of corage, hope and possibilities.

You will see a “load more” message at the bottom – click it! There are several pages of enlightening material, resources and links. It’s worth it….

I am over the time wasted each year by schools ‘doing Christmas’ for the last two weeks of the school year. Yes, it’s that time of year again. A note comes home asking for some extra money for the craft activities needed for the Christmas theme. Now there may be a wonderful reason for this….it just takes a bit to convince me. I would want to ask the teacher:

• What is the purpose? The response will determine whether this is a teacher who really knows his/her stuff, or just another teacher trapped in the past of nice activities to finish the year with.
• How will this drive my child’s learning in ways that are powerful and future focused? Yes, I know it’s nice to do some really cool stuff just for fun too…
• What will they be doing/making? Is this something that reinforces our throw away society? Is it a nice paper Christmas tree with some glittery lights; maybe a fairy to put at the top of the tree; or some loops we can colour in then staple together to hang in the classroom…
• Will they be considering Christmas from multiple perspectives – different cultures, religions, and ways of celebrating? Giving instead of getting? Does that mean when other religious festivals are on the calendar they’ll do the same? As well as the Easter theme that is?

If a teacher focuses on a Christmas theme for two weeks it could look like this:

-’making and doing’, singing, dancing etc on a Christmas theme – 8 hours

-working out the item for the Christmas concert so it looks like the kids have come up with the idea – 2 hours

-the class relentlessly practising for the concert  - 3 hours

-liaising with the parents re costumes and props – 1 hour

-team or schoolwide practices for the concert – 2 hours

That’s 16 hours for Christmas each year, and I think that is a conservative estimate. This is just on the ‘celebrating’ aspect of Christmas.

Let’s just pretend that a classroom was ‘doing Christmas’  like it’s been done for generations. By the time a student finishes their first six years of schooling they could have had nearly 100 hours of ‘doing Christmas’.

Sorry, in most cases I don’t consider this deep and meaningful learning. It’s simply repeating education as we know it. I know there are some teachers and some schools that have moved beyond this. And I can also tell you that an awful lot haven’t. And that has got to change or schools will become irrelevant. Actually when I think about it ‘doing Christmas’ is just one symptom of the root cause. Too many teachers teach for the past not the future.

Team work is not enough. We must question and challenge our own thinking and that of others. When ‘group think’ occurs there will be no forward momentum – “We’re okay as we are! In fact we’re really good so why change?” While organisational coherence is necessary, so is creative tension and challenge. “Challenge is the crucible for greatness” – Kouzes & Posner.
Over-consultation stymies creation. I’m a fan of involving people to gain deep commitment, and of listening to people’s needs. At the same time I worry that ideas generated from consultation sometimes focus only on the past and present; without building in ways to explore possibilities and to ask “What if…?”. There is the famous quote from Henry Ford “If I had asked people what they wanted, they would have said faster horses.” If we spend too much time in consultation we slow things down, reduce clarity and conform to the average.
Courage is needed. We live in times where we are pulled back to standards, quality assurance and risk aversiveness. Moving beyond this takes leaders who are strong in their beliefs about learning, have a dream of what could be and can intelligently advocate their position. Courageous leadership is not about the position we hold in the organisation and doesn’t make excuses that those ‘above’ require conformity. “The greater the darkness, the more brightly the candle glows.”
Learning will happen if we get out of the way. Most schools of today are over-structured and over controlled. What would happen if educators stepped back and let students do more for themselves? Allow them to be expert learners and teach the adults – it’s a reciprocal arrangement that acknowledges the expert knowledge of the teacher. It also acknowledges that students can create their own learning when they engage, collaborate and choose.

I was reflecting on this as I watched one of the latest TEDTalks from Sugata Mitra, on The Child-driven Education. His work in putting computers into holes in the walls of buildings in Indian villages has had profound results. His latest work goes well beyond this. He has come to understand that children will learn to do what they want to learn to do. Sugata talks about the way in which the learning happened without intervention from the outside.   When the students asked him “How do we do that?” his answer was ” I don’t know that actually…” and he left them to it. They worked together to move their learning forward.

Sugata Mitra: The child-driven education

While I’m not yet convinced of the depth of the learning shown in the TEDTalk what I am sure of is that a new idea was tried and has had amazing results. Sugata Mitra didn’t conform to the tried and true. He had an idea and went with it. If we are aiming for future focussed schools perhaps one of the key understandings is to look outside the current realities and explore the possibilities, generate some creative tension and take a giant leap.

Heifetz, Grashow and  Linsky (2009) describe adaptive leadership as the practice of mobilising people to tackle tough challenges and thrive. I think this is the way to go. Adaptive leadership is needed for the growth of individuals and organisations. Perhaps, to avoid low expectations, future leadership involves:

• looking for those things that should be preserved and having courage to abandon the expendable;
• accepting that conflict is a necessary part of the organisation and can be productive;
• creating a culture of courageous conversations;
• acknowledging the importance of collaboration, networks and global connections; and
• building the capabilities of others to lead in adaptive ways.

This quote from Egon Zehnder (2000) reminds us that future leaders will need to be flexible, future focused and capable of thinking in new ways. “Stability is a liability, not an asset in today’s world. Each new view of the horizon is a glance through a different turn of the kaleidoscope.”

I’m going to leave the survey open for a few more days so take a few minutes to contribute here. And join the conversation about what the biggest challenge for future leaders will be. Do you agree that it is low expectations and if so what do you interpret this to mean?

• Haptics -the ability to experience the sense of touch and apply pressure through a simulated environment. Will this help experts share their knowledge and skills (eg surgeons) in all countries without leaving home?
• Surface Computing – smart surfaces with no keyboard mouse. So do we need to learn to handwrite beyond a basic level? Is it relevant in this day and age? How much longer will we need keyboard skills?
• Gesture controlled computing – a swish of the hand to make yourself understood. How could we use this to communicate in new ways? Does this mean that communication will be more in the head and the gesture than in the vocal chords? Implications?

The videos below explore cutting edge technologies. They pose many challenges to the way we think, and open up many new possibilities. I’m not suggesting all these are positive. But we do need to be watching the trends and keeping up to date if we are to develop our preferred futures.

As you watch the videos you might like to consider some of these questions:

• How could these technologies change the ways we learn?
• As a leader, how will I adapt and help others adapt? What will I keep doing? Stop doing? Start doing?
• How will I enable these new technologies to distribute leadership and to collaborate globally in new ways?

These are just some of the tensions that face leadership for the future. Take a look…and ponder…

Visteon Haptic and Touch Screen

An omnidirectional projector being developed by Microsoft

And another example: The g-speak Spatial Operating Environment inspired by Tom Cruise’s The Minority report film