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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
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