Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
5. What global education leadership
skills and habits are needed to
support and influence digitally
fluent, globally competent and
collaborative life-long learners?
8. Today, a global education leader may
be a…
….a leader who ‘takes all the best practices in
education and latest advances in technology
and uses them to blaze new trails in teaching
and learning that focus on connection and
collaboration’
Teacherpreneur
9. ‘Teacherpreneur’ Leadership….
A teacher gets an
idea for learning
Fosters excitement
amongst other
teachers
A group of teachers
come together to
do something
significant
11. An outlier teacher is a K-12 educator who self-
directed to create and develop an innovative
pedagogy using emerged or emerging digital
social media through collaborative and global
open networking. (Arteaga, 2012, p. 14)
Today, a global education leader may
be an…
Outlier
12. An educator who supports knowledge
construction in a non-hierarchical approach to
learning globally.
Learning Concierge
Today, a global education leader may
be a…
13. Connect with China Collaborative: Some of
our Learning Concierge’s…..
http://www.connectchinacollaborative.com/learning-concierges.html
19. From Pedagogy……….
………..to ‘Cosmogogy’?
Cosmogogical leadership pertains to understanding how
to foster and support approaches to learning while
connected to others in any part of the world.
(Julie Lindsay)
25. Become a global education leader by
being a networked learner and teacher
– in a ‘flat’ learning environment it’s
who you know not what you know
#1
26. Lead the way for new pedagogical
approaches to online collaborative
learning!
#2
27. Go beyond the wow - we have the
technology, we have the pedagogy -
it’s time to connect the world for
meaningful co-creations!
#3
A global education leader…..
Advocate for global understanding
Use tools for forge connections between learners
Interaction that leads to working collaboratively
Curriculum redesign to ‘bring the world in’
Profile of the Global Education Leader
Champions for change – realizers of the vision
New methods of publication and sharing information – keep on teaching!
Building and facilitating communities
Researchers
Pedagogical excellence
Innovate from within
Working within and beyond the school culture
Managers, directors, mentors, guides
A global education leader know that digital technologies are:
Part of the solution to meeting the needs of today’s learners
Supports individual sharing of the vision
Empowers learners through alternative and virtual networks
Promotes transparency and accessibility
A flat, connected learning environment has less hierarchy of command, is more agile in approach and encourages every educator to be looking out for critical information to support learning
A new paradigm for educational leadership is emerging to support place-based learning, connectivism, and global outreach
A global education leader knows how to build virtual and real learning communities and then blends them
Encourage customization of learning experiences to local standards while being flexible to embrace connection
Embrace innovation and pedagogical excellence
Implement an agile curriculum
Equip teachers to investigate new global relationships and design solutions
Create opportunities from perceived difficulties
Build a culture of success
Leaders demonstrate and model collaborative practices using Web 2.0
Knowledge of appropriate teaching methods and awareness of learner experiences while using Web 2.0 (learners become a node kin the network)
Changing partnerships and technology supports collaboration and creation of new knowledge
Focus on the process of learning
When working globally – I feel there is a missing piece to the learning approach pie
pedagogy (to lead the child - ‘instructional learning’), to androgogy (to lead the man/adult - ‘self-directed learning’), to heutagogy (to lead to find - ‘self-determined learning’). Heutagogy has been applied to adult education, as described by originators Hase and Kenyon (2000) and “Recognises the need to be flexible in the learning where the teacher provides resources…...As teachers we should concern ourselves with developing the learner’s capability not just embedding discipline based skills and knowledge. We should relinquish any power we deem ourselves to have.” (p. 6). I tend to agree with Price when he states that heutagogy is equally applicable to children as it is to adults. It’s defined by approach, not age (Price, 2013).
Another concept that supports knowledge building amongst learners in a Community of Practice (CoP) is that of peeragogy. The work of Corneli and Danoff (2011) on Paragogy, a theory of peer learning using online environments to support freely available peer production of content (Wheeler, 2012) inspired Howard Rheingold (2012) to start the Peeragogy Project. Peeragogy, an open learning environment and a new way of seeing and collaborating and learning, is often unstructured in practice, and learning is collaborative, not just cooperative or contributory. Increased accessibility to online networks enable the development of collaborative learning which in turn builds skills and competencies needed in a learning community. “Peer learning and peer production are probably as old as humanity itself, but they take on new importance in the digital age” (Rheingold, 2014).
I am suggesting a new ‘gogy’, that of ‘Cosmogogy’, coming from the word ‘cosmo’ which means ‘of or relating to the universe’.
Cosmogogical leadership pertains to understanding how to foster and support approaches to learning while connected to others in any part of the world. It is about how to support individualised and personalized learning that is less teacher and school directed, more self-determined as with heutagogy; aligned with developing a culture of collaboration as with peeragogy; with a focus on student/learner autonomy.