© 2006 The Neville Freeman Agency A national scenario building initiative on quality teaching and...

© 2006 The Neville Freeman Agency

A national scenario building initiative on quality teaching and school leadership to the year 2030 by Teaching Australia in partnership with the Neville Freeman Agency


Scenario Planning


What is scenario planning all about?


Think about the world we live in today and describeit in short sentences startingwith these words

THIS IS A WORLD IN WHICH ...


This is OUR world. Our next question is

What were the the major steps along the road from 1975 to the present?


Key in your thoughts following these instructions:

Category Date EventIdeas e.g. I 1989 Collapse of USSRNature e.g. N 2005 Global warmingSociety e.g. S 1992 First Big Day OutPoliticsEconomicsCulture Technology


Is the future uncertain?


Then we had better plan for more than ONE future!


Hey! We just inventedscenario planning.

How about that!!

Intellectual Foundation



Scenario Planning is essentially a learning

process which is:

• Experiential • Social

• Reflexive• Transformative

• Systemic


Experiential Experiential LearningLearning Reflective

Observati

on

Active Experimentation

Concrete Experienc

e

Abstract Conceptualisati

on


Reflective

Observation

Active Experimentation

Concrete Experienc

e

Abstract Conceptualisati

on

Divergence

Assimilation

Convergence

Accommodation

Worldview

Competencies

Experiential Experiential Learning Learning


Assimilation Divergence

Convergence Accommodation

Experiential Experiential Learning Learning


Issue Identificatio

n

CYCLE 1Learning to Identify

and focus Issues

Framin

gQuestio

n

Key Factor

Analysis

QuestionDesign

Scenario Planning as an integrated ‘Three Cycle’ Experiential Learning Process


Issue Identificatio

n


and focus Issues

Framin

gQuestio

n

Key Factor

Analysis

QuestionDesign

Scenario

Logics

CYCLE 2 Learning to generate scenarios

INSPECT

Environmental

Influences

CriticalUncertainti

es

Scenario

Narratives



Issue Identificatio

n


and focus Issues

Framin

gQuestio

n

Key Factor

Analysis

QuestionDesign

Scenario

Logics

CYCLE 2 Learning to generate scenarios

INSPECT

Environmental

Influences

CriticalUncertainti

es

Scenario

Narratives

PlausibleScenarios

CYCLE 3Learning to be strategic

Strateg

y Testing

StrategicChallenge

s

Strategic Designs



Social Learning Learning


Cognition

Meta-cognition

Epistemic-cognition

Reflexive Learning Learning


Cognition

Meta-cognition

Epistemic-cognition


Learning Level 1Learning about the

matter to hand

Learning Level 2

Learning about the Process of

Learning

Learning Level 3

Learning about the Worldview

Context of Learning


Reflexive Social Social Learning Learning


Transformational Learning Learning

Learning to Identify and focus Issues

Meta-cognition

Cognition

Epistemic-cognition

Learning to generate scenarios

Learning to be strategic


What is the role of the Scenario Building Team?


1. Establish & lead virtual scenario teams

2. Gather data about current and emerging issues

3. Conduct ‘Day in the life…’ activity with students

Role of the SBT


4. Build scenarios

– Attend workshops– Provide feedback on scenario

development

5. Discuss and trial strategies for using the scenarios

6. Collect evidence of learning (optional)

Role of the SBT


• NFA mentors

• Reference Group

• Technology support

– Verizon (virtual meetings)– Common Ground Publisher

(document publication)

Support for the SBTSupport for the SBT


Data on issues and the ‘Day in the life…’ activity should be submitted progressively where possible

All data gathering and ‘Day in the life…’ activities need to be completed by the end of June

TimelineTimeline


SBT Role Report Back


1. What are your 3 most critical concerns about the role of the SBT?

2. What excites you most about being a member of the SBT?

3. What would you like to take away from the experience?

Role report backRole report back


4. What do you see as the key elements to your being able to successfully

build your own virtual team?

5. How can we, the NFA and TA teams,

most help you to be successful?

6. What would you most like from

your mentor?

Role report backRole report back


Controlled Amplification


• What is ideal?• What is practical?• Representative or deliberative?• Constructed or freestyle

responses?• Design details from…..

– www.teachingaustralia.edu.au– www.openbookscenarios.com.au

http://www.teachingaustralia.edu.au/

http://www.openbookscenarios.com/


• Ten questions• “A day in the life….”• Questions for student

forums• F2F forums• Interviews• Webex• ClassPublisher• Zing

ToolsTools


• Within school• Local (close school groups)• Your teacher/principal network• Mix of all• F2F or virtual

Your GroupYour Group


• Maximum 15 in group• Ideal is 10• Can be used for mentoring• Intended for amplification

WEBEXWEBEX


Webex &Audio ConferencingDamien GleesonVerizon [email protected]


What is Webex?•Virtual Meeting•Net Conference •“Webinar”•Online Meeting •Desktop sharing •Interactive collaboration•Virtual Classroom


Webex allows scenario builders to:

Meet onlineShare documentation

Ask the “Ten Questions”Collect the results

And much more


•Show Slides – initiate discussion with your group

•Show other printable documents – word to PDF

•Show Websites – take your group surfing

•Share Applications – specific to your teaching roles

•Pass control – increase participation

•Share Websites – allow the group to surf

Webex can help you convey your message more effectively with the

following features:


http://images.google.com.au/imgres?imgurl=http://mac.sc.edu/images/apple-logo.jpg&imgrefurl=http://mac.sc.edu/&h=169&w=169&sz=21&tbnid=2L-BZ6my6KsJ:&tbnh=94&tbnw=94&prev=/images%3Fq%3Dapple%2Blogo%26hl%3Den%26lr%3D&start=2&sa=X&oi=images&ct=image&cd=2


So what does it look like ….?


Customise the level of interactivity with the following features:

Real-Time Polls for quick feedback

Chat collect data from participants

White Board allows all to scribble ideas

Text Slide allows all to type on screen at once

Annotations bring impact to presentation

Video Web Cameras increase participant interest levels


You must book the meeting room in the

online calendar.


The golden rules of Net Conferencing •Keep group sizes to 10 people (max 15)

•Remember to have all your material open ready for use

•Remember this will be different to the “class room”

•Engage your audience, ask questions, encourage discussion

•Be prepared for a different meeting experience


Audio Conferencing

SYDNEY 02-8214-9100

ADELAIDE 08-8121-0035

BRISBANE 07-3102-0104

CANBERRA 02-6100-0228

MELBOURNE 03-9010-0639

PERTH 08-9467-8823

Toll Free Number 1800-505-444

Passcode: 1294015


Help desk:

www.howdoi.webex.com

www.e-meeting.mci.com

Ph: 1800 50 50 20

http://www.howdoi.webex.com/

http://www.e-meeting.mci.com/


Thank you !


Publishing ProcessesUsing ClassPublisherGus Gollings, Common [email protected]


ClassPublisher…

• An online publishing application which mimics real-world publishing processes in the classroom

• Uses Common Ground’s CGPublisher, real-world publishing software

• Login and background information at www.ClassPublisher.com


For Learners For Teachers

ｷ Store your work online while you are doing it, so your teachers, parents and classmates/friends can find it and help you with it.

ｷ Write up lesson plans or learning resources that can be shared with other teachers and learners. (For an example, see Learning-by-Design.net).ｷ Keep drafts of these online so colleagues can make suggestions and comment on them.



ｷ Work together on projects created by more than one learner, and use a message board to help you keep track of how the work is going.ｷ Write referee reports—score other people’s work, and help them by giving your comments and suggestions.ｷ Show your teacher drafts of your work for them to comment on.

ｷ Co-author lesson plans and learning materials with colleagues.ｷ Team teach and share learning resources created by colleagues.ｷ Write referee reports that offer constructive feedback on other people’s lesson plans and learning resources.ｷ Work with your learners on their works in progress, providing comments and suggestions.



ｷ Run your own website—including a portfolio of your published works, a weblog, a links page, the story of your life and a photo.ｷ Your teacher can publish your finished works into the ClassPublisher website as well as into your online ‘bookstore’ in your own Creator website.ｷ Write reviews of other people’s published works and rate them, or talk with them by adding comments to their weblog entries.ｷ Your teacher might also ask you to be a Publisher, creating and co-ordinating a small community interested in the same topic or type of work.

ｷ As a Creator, you have your own Creator Site—a professional portfolio of your lesson plans, learning resources and other publications, a bionote and photo, links, and weblog.ｷ If you also become a Publisher of lesson plans and learning resources, you can co-ordinate the creation of knowledge bank of lessons—around a year level, or a subject area, for instance.ｷ You are a Publisher of your learners’ works, which can become a learning resource, too.


Publisher Sites have …

• Background information about what the publisher does.

• A ‘bookstore’ of the community’s publications• A weblog, links maintained by the publisher,

and a fully flexible, easily maintainable website.

• For example: a teacher as publisher of the learners’ work; or a school, discipline department or project as the publisher of teacher-created learning resources …


Creator Sites have …

• A ‘bookstore’ of your published works (not self-published, you have worked with someone else to publish these - the publisher)

• Bio, photo, weblog, links and full website building capacity

• For example, a learner in a class publishing environment, or a teacher in a school publishing environment …


Working Online


WorkingTogether


We are all part of ClassPublisher…

• Cascading Publishers:

–– NFA/TA OpenBook Scenarios Publisher

––– SBT Member Publisher (*~36)

–––– Teacher Publisher (*~360)


We are all part of ClassPublisher…

• … and Creators at each Publisher level:– NFA & Teaching Australia – Oliver Freeman et al–– OpenBook Scenarios –– SBT Members––– SBT Member Publisher ––– SBT Group Members–––– SBT Group Member Publisher –––– Students (*~3600)


SBT Member Roles …

• SBT Members can use ClassPublisher to perform three primary functions:– Create their own SBT Reflective

Report– Publish their Teachers’ Reflective

Reports– Grant Teachers a Publishing Ability

(so teachers can publish student work)


In Sum, Our Publishing Process:


Open Book World Café


• Amplification• Publishing• Scenario Planning• Systems Thinking• Teaching Australia

© 2006 The Neville Freeman Agency A national scenario building initiative on quality teaching and...

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