Leadership in a connected age: Change, challenge and productive chaos!

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We cannot hold back the forces of change. The 21st century leader recognises that without keeping an eye on the future we may be doomed to remaining a prisoner of the past. With this eye on the future, the agile leader welcomes innovation, embraces change and thrives on chaos. What skills are necessary to survive in the future? What do you need to do today? Trends in knowledge construction, participatory cultures and social networks can give us the blueprint to successful leadership in our connected age. SchoolsTechOZ Conference, 5 September 2014. http://www.iwb.net.au/

Text of Leadership in a connected age: Change, challenge and productive chaos!

  • 1. Leadership in a connected age:Change, challenge and productive chaos!Judy OConnellJUDY OCONNELL CHARLES STURT UNIVERSITY

2. Knowledge networks & digital innovation 3. changeA printing press for evenly printingink onto a print medium such aspaper or cloth. 4. challengeThe internet is a good thing.Look what happened in 25 years! 5. http://pennystocks.la/internet-in-real-time/ 6. http://www.elon.edu/predictions/Voices of the people 7. productive chaosThe Web at 25Overall verdict:The internet has been a plus for society and anespecially good thing for individual usershttp://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/ 8. what does it really mean forleadershipin a connected age? 9. not just adiscussionabout selfiesdigital footprintRobert Cornelius in 1839, believed to be the world's first selfie. Photograph: Library of Congress 10. not just about what wewant to buyhttp://www.businessinsider.com.au/the-internet-is-getting-too-big-and-its-becoming-a-problem-for-some-service-providers-2014-8?op=1 11. drone pilot locates missing 82-year-old man after three day searchchirp! a plant watering alarmnot just aabout ourtechnologyman accused of murder asked Siri where to hide the body 12. Its about what we grow!12http://www.wired.co.uk/news/archive/2014-07/11/indoor-farm 13. Douglas Adams!!I've come up with a set of rules that describe our reactions totechnologies:!!1. Anything that is in the world when youre born is normaland ordinary and is just a natural part of the way the worldworks.!!2. Anything that's invented between when youre fifteen andthirty-five is new and exciting and revolutionary and you canprobably get a career in it.!!3. Anything invented after you're thirty-five is against thenatural order of things.creative commons licensed (BY-NC-ND) flickr photo by JR_Paris: http://flickr.com/photos/jrparis/33237333 14. Steve Jobs!!!!!!Technology is nothing. Whats important is that you havea faith in people, that theyre basically good and smart,and if you give them tools, theyll do wonderful thingswith them. 15. !Leadership in a connected ageembrace changewelcome innovationmeet the challenges of our global connected futurecreative commons licensed (BY) flickr photo by AlicePopkorn: http://flickr.com/photos/alicepopkorn/2250395225 16. John Seely Brownhttp://youtu.be/5mh14_X8kKc 17. We have a digitalinformation ecologywhich demands a new knowledgeflow between content andconnections. 18. Information absorption is a culturaland social process of engaging withthe constantly changing worldaround us. p47Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constantchange (Vol. 219). Lexington, KY: CreateSpace. 19. The current learning landscape is constantly changing interms of what is learned, the context in which learning takesplace, and who is learning.(Paas, 2011, p. 2)!The following aspects impact on the learner or his/her learning:!oEvolving needs of learners!oDeveloping knowledge building environments!oFocusing on personalisation!oEvolving spaces for learningoEvolving learning devices or hardware!oEvolving pedagogyPaas, F Van Merrienboer, J and Van Gog, T 2011, Designing instruction for the contemporary learning landscape, in K RHarris, S Graham & T Urdan (eds.), APA Educational Psychology Handbook: Vol. 3. Application to Learning and Teaching,Washington: American Psychological Association, pp. 335-357, viewed 14 May 2012, http://ro.uow.edu.au/edupapers/374/ 20. Assessment and teaching of 21C skills!o Ways of thinking. Creativity, critical thinking, problem-solving,decision-making and learningo Ways of working. Communication and collaborationo Tools for working. Information and communications technology(ICT) and information literacyo Skills for living in the world. Citizenship, life and career, andpersonal and social responsibility (ATC21s 2012).ATC21s (Assessment and Teaching of 21st C skills Melbourne University) 250 researchers across 60 institutionsworldwide. http://atc21s.org/index.php/about/what-are-21st-century-skills/ 21. What more do we really21need to know? 22. The urgent dimensions of learningThe mechanisms for engaging with information and processes of learning inthe acquisition of new knowledge has become a deeper process of individualand collaborative learning activities, problem solving and artefactdevelopment, occurring through an integration of face-to-face and onlineinteractions within a community, involving absorption, integration andsystemisation of the information received by the receiver in their own pre-existingcognitive structure, which are the result of personal experience, andearlier knowledge transactions.Trentin, G., (2011). Technology and knowledge flows : the power of networks. Chandos Pub, Oxford. 23. The urgent dimensions of learningfind, fold, bend, shape, make 24. 24http://fold.it/portal/ 25. http://www.fabacademy.org/The Fab Lab Networkcovers more than 40countries in more than200 labs in the world.Every Fab Lab is apotential classroom forthe Fab Academy. 26. Makerspace or Fab Lab in yourschool!Think smarter. Be new.Be creativecc licensed ( BY NC SD ) flickr photo by Pete Prodoehl: http://flickr.com/photos/raster/6128718951/ 27. untethered,empowered learning 28. The great challenge of a digital learning is meeting theconnected creative needs of students who have grownup in the digital era, while at the same time meeting theexpectations of teachers and parents who havent! 29. information accessand sharingcreative commons licensed (BY-NC-SA) flickr photo by Ed Yourdon: http://flickr.com/photos/yourdon/3088582622 30. learning today requires that teachersunderstand reading and informationseeking in a connected world.... 31. Our students, voracious social media users, may behiding some of their story, faking perfection through theirperfect-only final product. But, there is no faking outinnovative educators their teachers. Teachers know thatthe process of getting there is less than a perfect roadand where the learning happens. The imperfect roadbecomes the strength of the lesson.Edudemic http://www.edudemic.com/hiding-in-plain-sight/ 32. Measure a21st centuryleader? 33. c. 1970 34. Pocket-sized moleskin notebookEvernote integrates withFastPencil so you canpublish your notes as aEvernotec. 2010 everywhere!http://thenextweb.com/apps/2014/07/29/evernote-integrates-fastpencil-can-publish-notes-book/book! 35. We have a romantic attachment to skills from thepast. Longhand multiplication of numbers using paperand pencil is considered a worthy intellectualachievement. Using a mobile phone to multiply is not.!But to the people who invented it, longhandmultiplication was just a convenient technology.Sugata Mitra is professor of educational technology atNewcastle University, and the winner of the $1m TEDPrize 2013. He devised the Hole in the Wall experiment,where a computer was embedded in a wall in a slum inDelhi for children to use freely.http://m.guardian.co.uk/education/2013/jun/15/schools-teaching-curriculum-education-google?INTCMP=SRCH 36. Once the usefulness of simulation models becameclear, the Asian Development Bank dropped itsopposition to a centuries-old water managementpractice when Lansings computer model of thecomplex Balinese irrigation system showed thefunctional role of traditional water temples bore aclose resemblance to computer simulations ofoptimal solutions!Juarrero, A. (2010). Complex dynamical systems theory. Cognitive Edge Network.creative commons licensed (BY-NC-ND) flickr photo by Paul D'Ambra - Australia: http://flickr.com/photos/behindthesteeringwheel/8604765565 37. creative commons licensed (BY-NC-SA) flickr photo by colemama: http://flickr.com/photos/colemama/3776316986 38. "Gutenberg Parenthesis 39. Eisenstadt (a Gutenberg scholar): the book did not takeon its own form until 50 years after it was invented byGutenberg. Printing was originally called "automatichandwriting." [horseless carriage] 40. Blueprint for successful leadership!Knowing the trends in knowledgeconstruction and participatory culture.!!Knowing how to leverage social media.!!Is the Gutenberg Parenthesis a wayof understanding the introduction ofthe flipped classroom and itsepistemological conundrums?creative commons licensed (BY-SA) flickr photo by Atos International: http://flickr.com/photos/atosorigin/11116578645 41. Its Monday morning,and as I sit down formy morning cup oftea and toast, I openmy iPhone to seewhats in my email,and what items inmy calendar willneed my attention. 42. Its Monday morning,and as I sit down formy morning cup oftea and toast, I openmy iPhone to seewhats in my email,and what items inmy calendar willneed my attention. 43. In just a couple of minutes of my twitter feed (never mind all thehours I was asleep) I found: Founders Online a new online History resources from theUS Information about the new Dr Who episodes I must review! Googles efforts to build a system to help eradicate Child Pornon the web A good post about the new learning organisation A commentary article from the ABC that asks if Big Data is allthat its cracked up to be A post speculating on MOOCs as slowly deflating bubbles A little piece of historical memorabilia about to happen lasttelegram in the world A new Project Tomorrow research report which confirms thatteachers unsophisticated use of tech is creating the secondlevel digital divide 44. Microlearning: hungry for knowledge nuggetsMicrolearning ticks all the teaching boxes: bite-sizednuggets of content are easy to digest, understandand remember. Often mobile-friendly, visual andsharable, the short bursts of information leave yousufficiently satisfied and likely to come back for more.At the BI Norwegian School of Business, through a number of pilot programmes, theyhave been adapting fragmented content to mobile devices, finding that the right mix ofmobile learning makes cour