From pedagogy to cosmogogy: leadership for online global collaboration
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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
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From pedagogy to cosmogogy: leadership for online global collaboration
- 1. From Pedagogy to Cosmogogy: Leadership for Online Global Collaboration Julie Lindsay Global Education Leadership Week April 2016
- 2. Julie Lindsay Founder and CEO Flat Connections @julielindsay http://www.julielindsay.net http://flatconnections.com
- 3. Twitter • @julielindsay • @flatconnections • #flatconnections • #theglobaleducator • @globaledcon • #globaled16
- 4. http://theglobaleducator.net #theglobaleducator Available in Australia & New Zealand now from Hawker Brownlow! Pre-orders taken for publication by the International Society for Technology in Education- May 2016 E-Book coming June 2016
- 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
- 15. Leadership to support ‘flat’ learning - Two directions Learning fluency while digital Community action Social change & new leadership modes
- 16. Leadership for global learning
- 17. Leading for pedagogical change Leaders must demonstrate and model collaborative practices to support pedagogical change.
- 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)
- 21. #ChinaConnects Trip 2016 *11 schools in 9 days http://connectchinacollaborative.com/
- 24. Three takeaways: Global Education Leadership #1 #2 #3
- 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
- 28. Flat Connections “Learning about the world, with the world” http://flatconnections.com
Editor's Notes
- 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.