The "rapid and continuing advances in ICTs" that are"changing the way we share, use, develop and process information" and the "massive shift in power" to learners features in the draft preamble of the new declaration. But it also calls for a "quantum leap" in our knowledge of effective ways of embedding ICTs in learning in schools.
One goal refers to learners who are "creative and productive users of technologies, particularly ICTs" and the preamble identifies the need for "digital media skills" andto be "highly literate in ICT".
Some are disappointed however that the 'commitment to action' section only mentions
maximising the use of the latest technologies in teacher professional learning (d)
integrating key multidisciplinary perspectives into the curriculum which includes ICT (e)
using new technology to minimize red tape and make information easily accessible to the public (g)
Perhaps the draft declaration needs to include something about using ICTs to achieve each goal - and some/many of the 'commitment to actions' - or is that assumed? Can we assume anything if we are talking about the need for "quantum leaps" in effectiveness?
Should the document include something about using ICTs to
enable personalised learning?
create safe and developmentally appropriate spaces for blended learning, communities of inquiry and digital folios?
facilitate assessment of, for and as learning?
bridge formal and informal learning - including computer game and special interest 'affinity spaces'?
Or perhaps given the ongoing rapid rate of change in ICTs to 2020 we need to rethink our approach in this area?
How can we be ready for powerful mobile computing, complex virtual worlds, sophisticated games AI, highly interactive media, ubiquitous geo-tagging, and many more ... as they deliver new affordances in education? Particularly when they are likely to be delivered directly to most (but not all) learners? And particularly when learners won't necessarily 'see' either the new ICT or the new affordances?
How can curriculum, learning, teaching and assessment be much more responsive to this rapid change? How can we keep the focus on learning, teaching and assessment without being distracted by shiny gadgets with short lives? How can we reduce the professional learning burden on teachers?
What other questions should we be asking and which assumptions should we be questioning?
Perhaps this is where we need a 'commitment to action'.
We are one week into the academic year now and much has happened... This PowerPoint explains the purpose and thinking behind the Student-Directed Inquiry course - the new TQA syllabus designed to stimulate learning skills and ways of thinking for work, study and life in the 21st century. (PowerPoint with notes - click/hover top left corner icon on each page - for those with access to our Moodle.)
Students have signed up for some of the online services that we will use to help us keep the learning personalised and flexible... Twitter, Google Reader and 43Things.
For those who would like to read a blow-by-blow description I've started a new journalHC Interactive Media.
While I've used these tools and processes with classes in the past this is the first time that it's all been coherently integrated... It's early days yet but things are looking very promising.
Blended Learning involves the use of multiple learning environments - usually some combination of physical/face-to-face and online/virtual approaches.
Over the last few years we have gradually expanded our use of online/virtual technologies for learning, teaching and assessment - both in the range of technologies and the number of students involved (see below).
Our range of physical/face-to-face approaches has also expanded over the same period to include team teaching, coaching/mentoring, workplaces, simulated work environments, open/flexible learning, regional annexes and others.
HC students and teachers in the virtual world Skoolaborate - 2007
In 2008 we will attempt to provide more seamless physical/online blended learning environments for all computing students (and several other courses) 24/7 whether they are on campus, at home or even in some workplaces. These environments will involve the following:
A formal online environment where the class can store and share documents, discuss topics, pose questions and collaborate. We will use Moodle and ELGG services hosted off-campus and MS SharePoint Portal hosted on-campus.
Presence and communication where students and teachers can be seen to be online and exchange information and files 24/7 as required. MS Office Communicator will be mandatory for all computing students. Other systems commonly used by students are Live Messenger, Google Talk, Facebook/Myspace, SMS... (Email is infrequently used for communication by the majority of students.)
Virtual worlds where students and teachers can meet, complete tasks and create through personalised avatars in persistent online environments. We will expand our use of Skoolaborate and we also want to rent some education space for teachers to meet interested parents.
Game worlds where students can roleplay, complete tasks and create new environments. We will expand our use of Neverwinter Nights begun in 2007 - and also our use of serious games such as PeaceMaker also trialled in 2007..
Mobile Learning where students use mobile phones, game consoles, MP3 players and laptops to engage with course materials on and off campus.
Mobile Desktopand RSS where students can integrate their online identities and interactions - educational and social - in a one-stop-shop. We will promote Google Desktop and Facebook although students may choose another service.
Networked Learning where students connect - and hopefully engage - with professional communities of practise in their learning area. We will promote the Bloglines and Google Reader aggregation services although students can also bring RSS feeds back to Moodle, ELGG or even Facebook.
After my last post on ARGs I could not resist the hype of CSI:NY going into Second Life yesterday. I put on my Hobart College T-shirt and followed Detective Mac Taylor into New York and a "compelling transmedia experience" as Henry Jenkins calls it. I certainly had fun... and I didn't even get to the serious part...
While on the CSI virtual set I spoke with others using the new voice chat - it was very clear - as were the US accents - and it added an odd kind of authenticity to the whole experience.
Viewers of this end-of-series episode of CSI:NY now have a few months to enter virtual Ney York and investigate the crime scene to solve the murders - before the series resumes next year. I saw many people earnestly following the murder trail while I was in-world. Could this be homework?
We are using a number of digital folio technologies this year - and we may continue using most of them. Each seems to suit a different student and teacher needs...
MS SharePoint (2003)
We host and administer SharePoint on campus. Every student can create a personal space with:
room to upload and share documents and digital media
message space
tasks list - with task management functionality
links and other modules such as discussion forums and surveys
access control - students can set who has what level of access
presencing - the system indicates who is currently online - integrates with MS Office
It's also possible for users to add modules that display del.icio.us tags and flickr feeds from mobile phone uploads:
Moodle
We use an off-campus service with web administration. Several teachers are using Moodle for their classes with
space to upload documents and digital media
forums and blogs - with tagging
news, calendar, messages
student management and statistics
Teachers find that Moodle provides a more controlled on-line learning environment that is particularly suited to Open Learning classes - although a few other classes also use it.
ELGG - Social Networking
This is the first time we have tried a social networking learning environment. We are using a hosted Elgg service while we evaluate it. We are currently using it:
for some classes and special interest groups (SIGs)
to host learning journals
as a digital folio for tagged multimedia
to aggregate RSS feeds
to connect students with similar interests and learning goals
Although we only have 80 users on this system at the moment the tags are beginning to build and link people and resources:
Some of our current questions are:
How can year 12 students take their digital folios with them as they move on to work and further education?
Should we attempt to provide one solution that attempts to fit all needs or should we offer several tools for students and teachers to choose from?
How can students manage digital folios for assessment and potential employers and themselves?
What is the relationship between our 'official' digital folios and other online spaces that students use to upload multimedia such as DeviantArt or YouTube or MySpace?
A few weeks ago I bought my first mobile phone - yeah I know... not many other people can believe it either - and me an IT Manager :-) Anyway I've been learning just what a (Motorola Maxx V6) mobile can do in the classroom - and I'm really enjoying it.
I recently polled 200 of our students (out of 900) and found that mobile phone ownership is very high - and 91% of student mobiles have a camera and 75% can record video. 70% of students spend up to $30 per month on their mobiles... 20% spend $50 or more.
Not only are students carrying mobiles but more are bringing laptops and gaming devices such as PS2s and DS Lites on campus. After Easter many of these devices will be able to connect to our new campus-wide wireless network.
I wanted to explore the educational potential of mobile phones for several reasons:
they enable multimedia capture of student learning - pictures, video and audio
they enable direct SMS communication with students - less than 20% of students are using our official email service (it used to be 70% 3 years ago)
they have potential use for delivery of mobile learning
every teacher now has a wireless laptop greatly improving networked access in the classroom.
After learning how to use my phone - which was no easy task since manuals are written for people who already know how to use a mobile phone (yes I read manuals) - I launched into the mobile worlds of moblogging, bluetooth, java applications and 2D barcodes. My main guide was Leonard Low's Mobile Learning Blog.
I learned how to send pictues to my Flickr account which I linked directly to my Journalism class MS SharePoint portal. This proved to be very useful because I could immediately share pictures with my students.
I use this in all my classes taking opportunistic photo's whenever I want to capture individual or group experience or evidence.
I then discoverered bluetooth! I bought a $30 USB Bluetooth adaptor, plug it into any computer and send and receive files to and from mobiles and laptops in the classroom - for free!
And as a bonus I now know something that many students do not - their mobiles have bluetooth. After telling them how to turn it on my PC monitor began to pick up their devices - we had a personal area network - PAN.
My next adventure was in running java applications. I downloaded Remote Control and was able to start applications on my laptop from my mobile. I used it to start PowerPoint, browse for the presentation I wanted and then move fowards and backwards through the slides.
Even better my mobile showed me what the next slide was while giving me the notes for the current slide - brilliant! (You can see the bluetooth adapter plugged into the side of my laptop.)
My plan is to put bluetooth adapters into every computer lab so that students can transfer pictures, video and audio to computers for free.
I also played with 2D barcodes - fascinating - although I can't think of how I might use it at the moment...
In a related project we have signed up to an online SMS service so that teachers can send and receive text messages on their computers - using a normal keyboard. Early trials were very positive and now ten teachers have joined the project. Some teachers have free SMS available on their mobile plans and will use that to message students about their attendance or courses.
As you can see I'm enjoying my new mobile - and I'm also engaging my students :-)
The new Tasmanian Post Year 10 Curriculum Framework has just been released on CD. According to the overview document the Framework
"reflects an ‘holistic’ view of learners and learning with the experience of learning needing to extend beyond the informational to the transformational."
Our school curriculum team is now 6 months into planning for implementation. I thought I'd see if some of the current projects do indeed reflect an 'holistic' view and extend to the 'transformational'.
Project 1: New ICT Tools
This project is introducing a number of social software and presentation tools to students and teachers including blogs, podcasting, personal learning environments and digital story telling.
Do these tools enable holistic approaches to learners and learning? I think they could do... at least in the sense of students being able to express themselves through different media and teachers being able to have a fuller more inclusive view of the whole student. Jack Miller defines holistic curriculum in terms of inclusiveness, connection and balance. Social software certainly provides connections from local to global levels and I think it can also give a better balance between Miller's tensions of individual/group, content/process and assessment/learning.
Do these tools enable transformation? Some describe these tools as "disruptive technologies" - I prefer the term 'transformational technologies' but I strongly agree. I think these tools can transform the relationship between learner and teacher, can transform how students access and undertake their own learning, and can transform a student's understanding of their place in the world.
Is it working? Still too early to tell... about 15% of teachers are now using at least one tool in their classes and feedback has been very positive but we have a long way to go. 10 copies of Will Richardson's book (pictured) have been placed across the campus for teachers.
Project 2: Academic Achievement and Personal Enrichment
This project is providing support to a group of 60 students who are on traditional highly academic pathways. It aims to provide a learning space where students can learn together while at the same time challenging their assumptions and extending their involvement in 'non-academic' activities.
Holistic approach? Yes - this is an explicitly stated aim - to get these students to experience and express a more holistic sense of self including the physical, mental, social and spiritual.
Transformational? One part of the project that is well attended are sessions looking at enigma and anomalies (such as the evidence for advanced pre-historical civilizations) which attempts to question fundamental assumptions and worldviews based on transformative learning theory.
Is it working? Early feedback from students would indicate that it is achieving these intended outcomes. One student wrote
"The Tuesday afternoons sessions have helped me to learn a lot about myself and others. I love learning about how people think, interact and learn. Knowing these things has changed the way I perceive myself, my education and others. I always leave the sessions deep in thought with the inspiration for further investigation."
Project 3: Lo-Tech Metal Fabrication
This project is providing safe and easy access to metal work equipment for students across the college. The aim is to enable visual and performing arts students to integrate metal work into their projects without the need for training in welding and drilling.
Holistic approach? Not really... this is more about integrating skills from different subject areas.
Transformational? One aim is to encourage more females to consider metal work so in this sense there may be an element of transformation of the perception of metal as a male only domain.
Is it working? This project is still being set up with the equipment that has just been purchased.
Project 4: Human Powered Vehicle
This project aims to design, build and race a three wheeled human-powered vehicle. Students from Material, Design and Technology will work with students from Physical Education to measure the vehicles performance and race it in local and inter-state competitions.
Holistic approach? Yes in the sense that students will consider all aspects of this project and it will involve their physical, mental, emotional and social skills.
Transformational? This project aims to transform student attitudes to learning, empowerment and collaborative designing, making and appraising.
Is it working? Too early to tell - just in design stage...
Project 5: Integral Worldviews
This project introduces students to aspects of Integral Theory in an attempt to help them develop coherent conceptual frameworks that help them understand how values, assumptions and worldviews colour our perceptions.
Holistic Approach? Integral Theory by its very nature takes an holistic approach to human nature and knowledge.
Transformational? Students have reported that an integral approach does help them see things in new ways. Two students reported
"Openly challenged my way of thinking and what I personally believed in and accepted. Over-all very interesting and informative."
"Really insightful. Made me think life was more interesting… more to it."
Is it working? This project has been running for over a year and student feedback has been very positive.
I've been having fun :-) A few teachers have been thinking about tapping into student interest in playing, socialising in, and designing online games. We have now committed to offering a game design course at Hobart College in 2007.
The reason I've been having fun is that I've put together my emerging understanding of concept mapping, blogs, wikis and a recently discovered audio blogging tool to see if we can collaboratively plan the new course with current and prospective students.
I've set up the above components on my college blog and await the start of next term with anticipation... students are on vacation at the moment... I'm quite excited to see if I can get some real participation... I'm also hoping to use IM to add another dimension to any collaboration between schools.
In the meantime I thought I'd blog about it here to reach existing expertise and wisdom... :-)
I received Will Richardson's Blogs, Wikis, Podcasts... 2 days ago and found it to be such an informative and easy read that I'm ordering a few more to spread around campus.
In the meantime I've prepared an introduction for teachers - here are the slides (the narrated version is too big to link) showing how these Web 2.0 apps relate to our new curriculum. We have a whole staff session on these after Easter...
I've linked each of the tools to our new Values, Purposes and curriculum organisers. Since the curriculum was designed to meet the needs of 21st century learners it's not surprising that many of the tools they are using easily link to the new curriculum.
On my school blog I've been experimenting with different kinds of posts modelling some things for students at the same time. This is the first year I have pushed blogs strongly with my classes - they can opt out but most are posting. For some, posting has come easily while others have moved tentatively from one word "Hi" to a sentence and more recently to paragraphs.
Some highlights have been students receiving international comment 5 mins after posting and one girl who danced excitedly around the room doing high-fives after she had 30 people read a poem she had posted. Evidence of higher order thinking and reflection in their blogs is still sparse but I'm optomistic I'll see more after the Easter break.
Something that has worked well has been an online (campus-only) publication 'jescador' where my journalism class used our portal (MS Sharepoint) to glue together headers from stories posted in their blogs. In this way the publication went out as a whole while preserving the ability for readers to comment on individual stories and for the authors to keep a tally on the number of views for each story. Pretty neat.
Largely conservative in economics and progressive in social policies - this is the political landscape of the 2006 Journalism class.
These results come from a fairly simplistic on-line Politics Test - but as the web site says you do get "nifty graphs and charts"!
Nearly half the class sit in the lower right quadrant - they would be Democrat voters in the USA (where the test is based) . I've re-labelled them as 'Labor' voters in the Australian context but I probably can't do that... I also replaced US Republicans with the label 'Liberal' and that doesn't quite fit the Australian scene either... but hey the graphics are pretty :-)
Check out the web site to see the faces of some prominant political figures mapped - someone needs to do the same for some Australian politicians...
There are no extremists in the journalism class - in fact the test results of many came with the label 'Centrist'.
I wonder which parties they would vote for if they were voting in this month's Tassie election... actually 3 students will be voting...
It's official - we've turned Senge's corner! I've just returned from the first State PY10 Curriculum Implementation meeting for 2006. The review process has moved into a new phase with new structures and processes to facilitate the emergence (letting come) of learning, teaching and assessment practices to meet the needs of today's year 11/12 students.
Key changes from the 2004/5 structure include new Regional Learning Teams supported by Regional Project Officers that sit between school/college curriculum teams and the Statewide Curriculum Coordinators Team. There is a new Principal's Reference Group representing both government and non-government schools/colleges with formalised links to their respective Principal bodies, the new Tasmanian Qualifications Authority and the State OPCET Steering Committe.
Much of the meeting was used to look at possible support and coordination processes at classroom, school/college, Regional and State levels for the many project ideas that have been put forward by teachers, and curriculum teams over the last year.
Some of the many ideas from teachers of one college incuded:
Global Learning and Leadership - International Student Program; Studies of Society and Environment teachers
Human Powered Vehicle - Materials Design and Technology; Sport and Recreation teachers
Science for the 21st Century - Science teachers
Personal and Social Learning Environments - cross-college
Integral Conceptual Frameworks - English teachers across 3 colleges
Jumpstart to Visual Literacy - Visual Arts teachers
All projects address the Values, Purposes and Outcomes of the new year 11/12 Curriculum Framework and will be supported by resources allocated at school/college and State levels.
And that's just one school. With so much happening I suggested that we might use blogging and aggregators to help communication across the State and across government and non-goverment sectors. I received quite a few looks ranging from the enthusiastic to the mostly quizzical or incredulous. Blogs are not really a teacher thing - YET :-)
A few days ago I 'virtually' attended a local meeting for technology educators called MEGA at the Friday Institute in North Carolina, USA. Physically I was in Tasmania, Australia. One aspect of today's so-called "flat world".
David Warlick, a member of the group, was blogging the meeting live with ongoing comments and pictures and I was commenting on his blog as he did so. He later wrote about this exchange in another blog.
"Matt's presentation was followed by a fun session with Len Annetta, and his efforts to help teachers become video game developers. During the meeting, I was moblogging (mobile blogging), writing for about ten minutes in 2¢ Worth and then submitting, thanks to the facility's ubiquitous wireless access. About halfway into Len's presentation, I noticed that I had two comments on my blog. I pulled them up to discover an educator who had caught my ongoing commentary of the presentations in his aggregator. He was Googling some of the terms that I mentioned and included some of his insights about the term, stealth learning. As this exchange continued, he offering his AIM screen name so that we could strike up a chat during the presentation. I clicked the man's name to pull up his blog, holistic and integral education, and discovered that he was in Tasmania."
I found the experience fascinating - I actually felt I was there... whispering to someone in the back row. Many of my students would have loved to have been there to hear the speakers... As David says:
"I only just realized how much this exchange underscored the importance of the first presentation -- how important it is that we engage our students not only with highly interactive software, but engage them with the world that they are learning about, make them a part of the global conversation. The world is incredibly connected today, and we are still figuring out what that means. We're fairly sure, though, that in order to succeed and prosper, you are going to have to be part of that global conversation"
I left before the session finished - via a back door so I didn't disturb anyone - and re-emerged on the other side of our flatter world :-)
This great Flash mockumentary by journalists Sloan and Thompson(thanks for the links Pete) explores the possible death of print media (NY Times) in a media 'history' from the birth of the WWW in 1989, through the births of Amazon(94), Google(98) and Blogger(99), the pivotal 'Web2.0' [my term] year of 2004 and into 2015 when the NY Times is "just a newsletter for oldies"...
"Rupert Murdoch, speaking at the recent convention of the American Society of Newspaper Editors, advised the group to encourage their readers to use the Internet more as a supplement to print coverage He warned that newspapers risked being "relegated to the status of also-rans" if they don't make use of the Internet. Columnist Rick Brookhiser had a blunt comment in the New York Observer: Murdoch was just being polite--what he meant is that newspapers are dead."
(There is an earlier version called EPIC 2014 which has some interesting differences...)
I wonder what an 'history' of education from 1989 to 2015 would look like? Educational possibilities for around 2015 is something a number of edu-blogs have been exploring over the last couple of months... eg 2Cents Worth
How much leadership and wisdom will educators (and students) inject into the educational version of 'EPIC'? (Will there even be an distinct education version?) Will it all 'just happen' without direction from educators? Will it be superficial or deep?
The time to co-create preferred educational futures is certainly NOW if we want to move into the best of educational times... Fortunately we are onto it :-)
Still trying to get my head around the ways in which ICT might support students, teachers and administrators as we begin to implement the new State Curriculum Framework for years 11/12...
The timing is 'interesting' because at my school (Hobart College) are currently rebuilding our network (15 servers, 400+ PCs, 1200 users) so I'm thinking from the ground up... mind you it all has to be in place within a month!
The new curriculum is about "engaging with all students in the learning that will empower them to create and realise purposeful futures." I have been looking at some docs (PowerPoint and a Table) from last year outlining the Learning Elements that make up part of the Framework. Note that these 'elements' are not implemented in isolation. The Framework emphasises an "holistic view of learners and learning."
Anyway... so far I have developed some maps trying to clarify some of the relationships between ICT and the new curriculum from different perspectives... Personal and Learning Spaces (basic and expanded) looking at the relationships between our existing portal infrastructure, student personal spaces on the internet, and www services; and Access and Publishing (basic and expanded) looking at how students (and teachers) access ICT and some of the information flows. I have also started to list applications that might have a higher profile within the new curriculum such as:
Lots to think about... and we still have the other 100+ apps to deploy... fortunately we have a skilled and efficient Computer Services team! Thanks guys :-)
I’ve been playing with Web 2.0 - discovering what I already knew (without using the buzz-word) and exploring new possibilities for learning and teaching…
Where Web ‘generation 1.0’ could be said to be about accessing information and services from the internet Web 2.0 is more about personal presence, contributing, connecting and sharing on the internet. For example rather than ‘google’ for a piece of information I might ask a trusted ‘friend’ through their blog, portal, shared bookmark, messenger service… Rather than seek an expert opinion I might share my dilemma within a ‘community of practice’.
So, while playing with so-called Web 2.0 ‘social software’ such as blogging, podcasting, social bookmarking, blogrolls and feeds I’ve also been reading and talking about about learning ecologies, personalised learning and 21st century curriculum within educational communities.
And now I am thinking about the impact of all this on the implementation starting in 2006 of our new State Curriculum Framework for years 11/12. I have begun to map my thinking to show how the new Framework might be supported by our current ICT infrastructure (MS SharePoint Portal) and Web 2.0 principles and practice. There is still much to include such as teachers and teaching, assessment, professional learning... not to mention the management and facilitation of the implementation itself. But it's a start... and it looks pretty :-)
“Benny was a woolly mammoth who was found frozen solid in Siberia. Benny died thousands of years ago in July. This year Benny appeared in the movie 'The Day After Tomorrow' - although his acting was a little stiff. Benny had a smashed hip, a broken leg and still had buttercups and flowering beans in his mouth that he was dining on for lunch when he was killed. Thousands of mammoths and other animals died with Benny. Who or what killed Benny and his friends? ”
This year saw record participation in our school’s online ‘Mystery Forums’ designed to promote transformative learning experiences for adolescents.
Why transformative learning? Until recently transformative learning has been the province of adult learning theory but there are several reasons to consider its inclusion for senior-secondary students transitioning into early adulthood.
Firstly, the transition to adult life often involves personal transformation as students move from a safe school environment to take on complex work, study and social responsibilities. Transformative learning equips students with the concepts and understanding necessary to make a success of this transition.
Secondly, when students are led to a deeper understanding of concepts and issues their fundamental beliefs and assumptions may be challenged leading to a transformation of perspective or worldview. Students who understand the nature of transformative learning may be better prepared for this process.
Thirdly, as we ask students to develop critical and reflective thinking skills and encourage them to care about the world around them they may decide that some degree of personal or social transformation is required. Students will need the tools of transformative learning in order to be effective change agents. Otherwise students may feel disempowered, become pessimistic about the future, fear change, or develop a degree of cynicism towards those who promote change.
Finally, we are living through a period of transformational change in society and culture. Students will be better able to deal with such change in their lives if they understand the nature of transformational change and the impact it has on individuals, groups, organizations and nations.
One of the many triggers for transformative learning experiences is a disorientating dilemma – a paradox, enigma or anomaly.
The popular ‘mystery forums’ allowed students to playfully question assumptions and worldviews through 10 dilemmas in an online forum. For example “Who Killed Benny?” is about the demise of mammoths in Siberia, Alaska and S. America thousands of years ago.
Students spent several weeks considering a wide range of possible scenarios from over-hunting to snap freezing to tsunamis to climate change to pole-shifts to disease and more… During that time they realised that there were many unquestioned assumptions and unchallenged worldviews underpinning the science and critical inquiry surrounding this issue.
“Ancient Maps of the World?” – a look at the Piri Re'is and other maps.
In a chapter titled Learning to Think Like an Adult in Learning as Transformation Mezirow claims that transformative learning leads to greater competence in:
mindful learning autonomous learning self-directed learning critical reflection self-knowledge reflective discourse dealing with change, transformation and uncertainty dealing with "meaning perspectives" and worldviews social responsibility decision-making and problem solving
Most, if not all, of these are highly valued in emerging “21st century” curriculum for adolescent learners. I believe that online "mystery forums" can provide a useful, playful and safe learning environment for some aspects of transformative learning for adolescents.
MCEETYA are seeking input on the new National Declaration on Educational Goals for Young Australians for the next decade. See previous post.
I received 
Something that has worked well has been an online (campus-only) publication 'jescador' where my journalism class used our portal (
