DYNAMIC LEADERSHIP IN EDUCATIONAL ARCHITECTURE

18 MAY 01

PRESENTATION BY PROFESSOR MICHAEL HOUGH

MELBOURNE

18 MAY 01

TEACHERS AS KNOWLEDGE NAVIGATORS AND MENTORS-SOME ARCHITECTURAL IMPLICATIONS

STRUCTURES TO SUPPORT

THE LEADERSHIP OF ELECTRONICALLY CAPABLE SCHOOLS

PART 1

THE INTELLECTUAL

BACKGROUND TO THE ISSUES

MAIN MESSAGES-1

The basic environment- within which EDUCATORS and SCHOOLS are working- is changing quite fundamentally

The traditional pre-eminence of Public Schooling in Australia will need re-evaluating

A Major Shift:- From TEACHING to LEARNING-is being driven by emerging new Technologies

MAIN MESSAGES-2 New style technologies and their applications

are radically changing the way that at least Western economies can choose to define issues such as work , schooling , jobs and social structures.Consequences include:-– Many of our ‘Old’ ways of explaining and

thinking are being challenged as inappropriate for this rapidly emerging environment

– New Knowledge Frameworks & Support Structures Are Required

MAIN MESSAGES-3

There are some emerging understandings developing that do appear to explain some of this puzzling ‘new world order’ - in apparently effective ways

The emphases of Schooling and Its Design and Architecture will need to change to met these challenges

MAIN MESSAGES-4 Educators -like nearly all others- will

also have to adapt their paradigms , explanations and practices to deal with and explain these emerging new orders

INCLUDING The Physical and Virtual structures of

Schools & Universities will also need to change

SOME A & D OBSERVATIONS BUILDINGS AS SYMBOLISM BUILDINGS AS EXPRESSING

CULTURE AND VALUES BUILDINGS SUPPORTING OR

BLOCKING FUNCTION BUILDINGS INFLUENCING

BEHAVIOUR(S) AND ATTITUDES

SOME OBSERVATIONS ABOUT SCHOOL BUILDINGS SYMBOLISM OF FACTORIES OR

CUSTODIAL INSTITUTIONS ARID APPEARANCE - OFTEN

ABUSED (GRAFFITI VANDALISM ARSON)

SUPPORT THE ‘TRANSMISSION OF KNOWLEDGE’ FUNCTION

LOW TECH BEHAVIOURS & A DIDACTIC VALUE SYSTEM

CURRENT CHALLENGES

AGING TEACHER WORKFORCE– FRIGHTENED OF TECHNOLOGIES– CONCERNED AT LACK OF STATUS

TECHNOLOGY SEEN AS DEHUMANISING

CONSTANT OR SHRINKING BUDGET• HIGH % OF BUDGET IN TCHR. SALARIES• CLAIMED INABILITY TO INVEST /UPGRADE

FACILITIES & TECHNOLOGY

THE CHALLENGE

TO GET EDUCATORS TO USE TECHNOLOGIES AS A HUMANISING A HUMANISING FORCEFORCE FOR IMPROVEMENT

(AKA PETER SELLERS &DR. STRANGELOVE:- “HOW I LEARNED TO STOP WORRYING AND LOVE THE BOMB”)

TEACHER LEADERSHIP

INA 2ND WAVE ECONOMY “MANAGEMENT IS WHAT MANAGERS DO TO EMPLOYEES”

INA 3RD WAVE ECONOMY , “EVERYBODY MANAGES, MANAGERS LEAD”

NEW ROLES OF MANAGEMENTNEW ROLES OF MANAGEMENT

LODERING-Norse/Danish Term MENAGERING-French Army Term

Ellyard:- “Australia is over managed and under led”

We need LODERERS not MENAGERERS

FUTURES ORIENTED MANAGEMENTFUTURES ORIENTED MANAGEMENT “IF YOU ARE NOT CAREFUL-YOU WILL

END UP WHERE YOU ARE GOING” “IT IS HARD TO DRIVE FORWARD IF YOU

ARE ONLY LOOKING IN THE REAR VISION MIRROR”

“THE BOURBON KINGS LEARNT NOTHING BUT FORGOT NOTHING!”

A ‘GLOBALISING’ AND ‘LOCALISING’ ECONOMY

(eg Individualised Mass Production) A SERIES OF ‘KNOWLEDGE

REVOLUTIONS’ TECHNOLOGY DRIVING RATHER

THAN REFLECTING CHANGE

SOME DIFFERENT PERSPECTIVES ON TECHNOLOGY

P1:-The Relationships of Technology to Society 1st Wave (agrarian) society- Technology

related to SURVIVAL. 2nd Wave (industrial) society- Technology

related to PRODUCTION 3rd Wave (information) society-

Technology related to KNOWLEDGE.

The Knowledge Revolutions The 'Information' Revolution - based on

silicon chip developments; The 'Bio-Technologies' Revolution -

based on DNA / RNA research; The 'Ecological' Revolution -

understanding the inter-relatedness of systems.

The ‘Advanced Materials’ Revolution’ Nano / Micro Technology’ Revolution

SUSTAINING OR DISRUPTIVE TECHNOLOGIES Most INITIAL technology usage is

SUSTAINING BUT New style Technologies and their

applications are DISRUPTIVE -ie they are radically changing the way that economies can choose to define issues such as work , schooling , jobs and social structures

DIFFERENCES BETWEEN ‘INDUSTRIAL’ AND ‘ELECTRONIC’ COMMUNITIES– LIFESTYLE DERIVED ARCHITECTURE

SUPPORTS DESIRED BEHAVIOURS ‘E-COMMUNITIES’ ARE DISTINGUISHED

BY THEIR “E-CONNECTEDNESS”– E COMMUNITIES WILL EVOLVE NEW

ARCHITECTURE AND SOCIALISING STRUCTURES-SOME PHYSICAL AND SOME VIRTUAL

SOME SPECIFIC EDUCATIONAL IMPLICATIONS

MODELS OF LEARNING AND BEHAVIOUR ARE DIFFERENT IN E-COMMUNITIES

“ E-LEARNING” IS RADICALLY DIFFERENT FROM PRINT BASED LEARNING

I.T. SYSTEMS UNDERLY E-LEARNING & E-BEHAVIOUR

AT PRESENT, IN TOO MANY SCHOOLS E-LEARNING OCCURS IN THE LIFE OF MANY STUDENTS ELSEWHERE THAN AT SCHOOL.

KEY IDEAS-cont’d

ORAL & AURAL LEARNING METHODOLOGIES WILL NOW DEVELOP RAPIDLY

V.I.V.O.-VOICE-IN VOICE-OUT BASED LEARNING WILL DRIVE THEM

LEARNING SYSTEMS BASED ON PRINT BASED TECHNOLOGIES WILL DIMINISH IN IMPORTANCE

KEY IDEAS-CONT’D

EMPHASIS IS NOW ON LEARNING BY LEARNERS RATHER THAN ON TEACHING AS AN INTERMEDIARY TO LEARNING

I.C.T. BASED LEARNING SHIFTS THE ROLE OF TEACHERS BUT DOES NOT REPLACE THEM-IF THEY ARE WILLING TO ADAPT AND LEAD

TWO BROAD TRENDS:-

KEY IDEAS-CONT’D

THE “GLOBAL PARADOX” (JOHN NAISBITT) THE WORLD IS GETTING MORE

‘GLOBAL’ AT THE SAME TIME

AS THE WORLD IS GETTING MORE

‘LOCAL’

SOME PARADOX ILLUSTRATIONS THE PARADOX OF TIME THE PARADOX OF WORK THE PARADOX OF LEISURE THE PARADOX OF KNOWLEDGE We need Banking but may not need Banks We need Learning but may not need

Schools

AN ARCHITECTURAL PARADOX SCHOOLS NEED TO BE PHYSICALLY

DIFFERENT SO THAT TEACHERS CAN WORK IN NEW WAYS WITH LEARNERS

AT THE SAME TIME AS THE ARCHITECTURE OF SCHOOLS

DISCOURAGES TEACHERS FROM BEING DIFFERENT IN THE WAYS THEY WORK WITH STUDENTS

USES OF PARADOX

REPRESENTS THE EMERGENCE OF NEW STYLE “3RD WAVE” LOGIC SYSTEMS THAT COPE WITH 3RD WAVE SOCIAL SYSTEMS

“If It Seems Unreasonable-try it” (Handy) WIK :-“I must have got it right-every one is

complaining” (Howard) SYDNEY AIRPORT:-Everyone Is Affected

Now

A ‘GLOBALISING’ AND ‘LOCALISING’ ECONOMY

A ‘GLOBALISING’ AND ‘LOCALISING’ HUMAN CONDITION

GLOBALISATION PRESSURES TECHNOLOGY CREATES NEW STYLE

JOBS TECHNOLOGY REDUCES OLD STYLE

JOBS NEW STYLE JOBS ARE GLOBALISING ‘NATION STATES’ CANNOT YET DEAL

EFFECTIVELY WITH GLOBALISED TRENDS ( EG E -COMMERCE / E-CRIME)

LOCALISATION PRESSURES MORE EDUCATED CONSUMERS EXPECT

INDIVIDUALISED SERVICE ORGANISATIONS ARE PRESSURED BY

ATTEMPTING TO INDIVIDUALISE SERVICE THROUGH MASS PRODUCTION LOGIC SYSTEMS

THE HUMAN CONDITION APPEARS TO NEED ‘PERSONAL’ RELATIONSHIPS WHICH ARE LOCALISED -THE “HUMAN TRIBE”

THE ARCHITECTURAL PARADOX-AGAIN

GLOBALISATION TECHNOLOGY IS REDUCING THE NEED FOR TRADITIONAL

BUILDINGS TO SUPPORT LEARNING AT THE SAME TIME AS

LOCALISATION PRESSURES ARE INCREASING THE NEED TO HAVE COMMUNITY PLACES FOR SOCIALIZING

THE DIGITAL DIVIDE

“DIGITAL DIVIDE” IS A CONVENIENT CATCHPHRASE FOR:-– NEW INEQUITIESINEQUITIES & NEW

OPPORTUNITIESOPPORTUNITIES RELATED TO THOSE WHO CHOOSE TO ACCESS THE ELECTRONIC (DIGITAL) COMMUNITY

– ‘‘NEW RICH’NEW RICH’ ARE THOSE WHO CHOOSE TO BELONG AND PARTICIPATE IN A “WIRED WORLD”

A LEADERSHIP “MINDSET”

AN ADVICE STATEMENT

IF:-You Don’t Have A View of What You Want-You Have a PROBABLE FUTURE-usually selected by Someone Else

IF:- You Have A View Of What You Want You Have A PREFERRED FUTURE-usually influenced by You

KEY IDEAS

LEADERSHIP STRATEGIES FOR DEVELOPING GLOBAL FEATURES

at the same time as LEADERSHIP STRATEGIES TO

RETAIN/DEVELOP LOCAL/TRIBAL FEATURES

KEY IDEAS

CHARACTERISTICS OF EFFECTIVE QUALITY LEARNING ORGAN’ S:-

They develop in their students

STRATEGIES FOR DEVELOPING A LIVING

at the same time as

STRATEGIES FOR DEVELOPING A LIFE

COMMENTS

“ EARNING A LIVING” Issues-eg Victorian Pupils are competing for jobs in a Global Economy, and their “Competitors” are in eg Singapore Classrooms

“MAKING A LIFE” Issues -Pupils need to understand the Rights and Responsibilities of Democracies, and Learn Social Identity and Community Skills (IN PHYSICAL & ELECTRONIC COMMUNITIES)

COMMENTS-2

There is now too much Information available-the Skills are knowing WHICH Info is Valid and Valuable

Technology Can Deliver the Foundational Learning- NAVIGATING IS THE CHALLENGE

People DEVELOP the Social/Economic/ Relationships Meanings to the Info- MENTORING IS THE NEED

A TECHNOLOGY BASED PARADOX TECHNOLOGY IS SEEN BY MANY

TEACHERS AS A DEHUMANISING FORCE

At the same time as IF TEACHERS ADOPTED

TECHNOLOGY APPROPRIATELY THEY COULD CONCENTRATE ON THE HUMANISING ASPECTS OF THE LEARNING EXPERIENCE

SOME SUGGESTED FEATURES OF LEARNERS CHANGE IS FROM ‘JOB TAKER’ TO

‘JOB MAKER’ 3 ‘PASSPORTS’ REQUIRED:-

– ACADEMIC PASSPORTS– VOCATIONAL PASSPORT– ENTERPRISE PASSPORT

(ELLYARD 1998)

CHANGING ROLES

TEACHERS AND LIBRARIANS WILL BECOME:-

“KNOWLEDGE NAVIGATORS’ AND ‘MENTORS’

(ELLYARD 1998)

SOME LEADERSHIP CHALLENGES DEVELOPING AND RETAINING THE

KEY INTELLECTUAL SKILLS SELECTING THE KEY

‘TECHNOLOGY INVESTMENTS RETAINING A SENSE OF IDENTITY

AND COMMUNITY INSIDE A GLOBALISING ECONOMY

A SCHOOL FOR LIFE AND WORK

CHALLENGES INCLUDE– “Tribalising” AND “Globalising” – Reducing Customer Expectations to

Achievable Levels– Developing Customer Service Contracts– Introducing “Rites of Passage” to ensure

adolescence is shortened

SO THE CHALLENGE BECOMES :-

– “WHAT IS WORTH PRESERVING?– “WHAT NEEDS IMPROVEMENT OR

REPLACEMENT?– “FINDING EFFECTIVE WAYS OF

CHANGING OR RETAINING? WHAT BLOCKS THESE ?“IF YOU DON’T KNOW WHAT TO DO -YOU

DO WHAT YOU KNOW HOW TO DO “

IN PARTIAL SUMMARY , TECHNOLOGY PROVIDES SUSTAINING OPPORTUNITIES TO

EXPLORE AND IMPROVE EXISTING ASSUMPTIONS & PRACTICES

DISRUPTIVE OPPORTUNITIES TO EXPLORE AND DEVELOP NEW ASSUMPTIONS & PRACTICES

TECHNOLOGIES THAT ARE HUMANISING ENABLE EXISTING WORK PRACTICES TO

OCCUR QUICKER /BETTER & WITH LESS EFFORT

– (SUSTAINING)

ENABLE NEW WAYS OF THINKING AND LEARNING / NEW WAYS OF VIEWING ORGANISATIONS /NEW WAYS OF WORKING WITH LEARNERS / NEW WAYS OF LEADING SCHOOLS

– (DISRUPTIVE)

GETTING ACTIVE ON

TEACHER

LEADERSHIP

REMEMBER:-

“If You Are Not Careful You Will End Up Where You Are Going!”

“If You Can’t Decide On Your Future Then Remember Some Body Else Will ( Sir Humphrey ?)

AN ELECTRONICALLY CAPABLE SCHOOL SEE SEPARATE E-ARTICLE A DEFINITION:-

– HARDWARE– SOFTWARE – HUMAN WARE

WE NEED TO CREATE PHYSICAL AND VIRTUAL EXAMPLES AND ENCOURAGE EDUCATIONAL TOURS

SOME SUSTAINING ICT EXAMPLES-1 INTEGRATED SOFTWARE PACKAGES

– EG OFFICE 98 /00 LOTUSNOTES CLARISWORKS

WORD POWERPOINT EXCEL FRONTPAGE PROJECT

OTHER SUSTAINING ? TECHNOLOGIES DIGITAL CAMERAS KEYBOARD ONLY COMPUTERS INTERNET PHONES SEE FOR EXAMPLE:-Bellingham

Technology Plan Staff Competencies Survey 1997 – 2000. http://www.bham.wednet.edu/assessment/assess2.htm

SOME SUSTAINING EXAMPLES-2 E-MAIL ACCESS TO WEB VIA TV AND

PHONES DIGITAL CAMERAS MOBILE PHONES SCHOOL DATABASE SCHOOL WEB SITE

AN ARCHITECTURAL & DESIGN COMMENT MOST BUILDINGS CAN BE ADAPTED

TO SUSTAINING I.C.T. USAGES BY INVESTING IN APPROPRIATE VIRTUAL ARCHITECTURE PLUS MINOR INTERIOR DESIGN CHANGES

– BECAUSE– THE BASIC PURPOSES OF THE SCHOOL

ARE STILL ESSENTIALLY UNCHANGED

SOME DISRUPTIVE EXAMPLES-I.C.T. WEB MAIL SCHOOL WEB SITE +PUBLIC ACCESS SCHOOL M.I.S. E-MAIL PROTOCOLS & LANGUAGES WEB BASED LEARNING CD ROM BASED LEARNING WAP PHONES AND COMPUTERS (EG

AIRPORT) I.C.T. BASED LEARNING

SOME DISRUPTIVE EXAMPLES-NON ICT I.V.F. REDUCING PEOPLE WITH

DISABILITIES GENETIC REPLACEMENT OF HUMAN

BODY PARTS DIRECTLY INGESTED / INJECTED

LEARNING

THE ARCHITECTURAL & DESIGN IMPLICATIONS TO SUPPORT:-

– TEACHERS AS KNOWLEDGE NAVIGATORS AND MENTORS

VIRTUAL ARCHITECTURE AS ESSENTIAL AS PHYSICAL ARCHITECTURE

PHYSICAL ARCHITECTURE TO SUPPORT THE ‘NEW’ PRACTICES AND FUNCTIONS OF A LEARNING COMMUNITY

ASSISTING WITH STUDENT PASSPORTS CHANGE IS FROM ‘JOB TAKER’ TO

‘JOB MAKER’ 3 ‘PASSPORTS’ REQUIRED:-

– ACADEMIC PASSPORT– VOCATIONAL PASSPORT– ENTERPRISE PASSPORT

(ELLYARD 1998)

SOME BASIC CONSIDERATIONS SKILLS TO EARN A LIVING SKILS TO MAKE A LIFE PUPIL I,C,T. GROUP ICT LICENSES (ACS) ASF SKILLS FRAMEWORK AWARD

TEACHER LEADERSHIP SKILLS--1 KNOWLEDGE NAVIGATING:-

– BE A TRAVELLER WITH THE LEARNERS– SHARE THE EXPERIENCES– ASSIST BY NAVIGATING THEM TO

USEFUL OUTCOMES– ACCEPT THAT CONTENT MASTERY IS

NO LONGER THE MAIN TEACHER ADVANTAGE

TEACHER LEADERSHIP SKILLS-2 MENTOR SKILLS:-

– PROVIDE A ‘TRIBE’ OR ‘COMMUNITY’ FOR LEARNING

• BOTH PHYSICAL & E -’TRIBES’

– STRESS VALUES AND OUTCOMES AND BOUNDARIES

– PROVIDE EXEMPLARS AND CASE STUDIES

– ASSIST TO DEVELOP AN E-CULTURE

– HONOUR INDIVIDUALS WHO ARE ATTEMPTING THE JOURNEY

DESIGN AND LAYOUT ASPECTS VIRTUAL ARCHITECTURE:

– AN I.C.T. SPINE FOR CONNECTION FROM WITHIN BUILDINGS AND FROM SELECTED OUTSIDE

– A SCHOOL M.I.S.– WEB BASED E-ACCESS FROM ANYWHERE IN

GLOBE PHYSICAL ARCHITECTURE

– USE OF I.C.T. FOR CUSTODIAL AND MONITORING REQUIREMENTS

– “LAYOUT” MESSAGING:- CHANGE BEHAVIOURS & SUPPORT OF FUNCTIONALITY

PHYSICAL SUPPORT REQUIREMENTS I.C.T POWER NEEDS LECTURE / LARGE GROUP CAPACITY

+TOWN MEETING PLACE SMALL GROUP / DISCUSSION +

COMMUNITIES METING PLACE DISPLAY & DATA AREAS +

COMMUNITY NOTICE AREAS INDIVIDUAL / RESEARCH + PERSONAL

SPACE AREAS WITHDRAWAL /QUIET +

RELIGIOUS/CONTEMPLATIVE AREAS

A LAST ANALOGY

THE ‘PRINTING PRESS’ LIBERATED KNOWLEDGE INTO THE GENERAL COMMUNITY

WE HAD TO DESIGN CODES OF CONDUCT INDUSTRIES & STRUCTURES TO SORT AND PRESENT PRINT BASED KNOWLEDGE

WE NOW NEED TO DO THE SAME TASKS FOR THE KNOWLEDGE TECHNOLOGIES-ESPECIALLY I.C.T. TECHNOLOGIES

SOME SELECTED DIGITAL REFERENCES www.digitaldivide.gov www.digitaldividenetwork.org www.powerup.org www.netdayorg http//www.nces.ed.gov www.iste.org www.newdealinc.com www.siliconvalleydigitaldivide.net/resources.html