• February 1-2, 2019International School of Kenya, Nairobi

    Learning Institutes

     

    Institutes  Speakers Schedule  Registration Hotels & Venue

     

  • The Digital Transformation of Education: Architecting the Learning Experience of the Future​

    We are only 18 years into a 50 year digital transformation and already the process of educating young people has evolved greatly. Scott Klososky is digital strategy and future looking expert who has been very accurate at predicting changes in many industries and society in general. In this workshop he will be presenting new ideas about the key characteristics of future generations and how education tools and techniques will evolve to help them. Scott spends most of his time working in the business world and occasionally crosses over into the education realm, this allows him to have fresh viewpoints on the future of technology and how it will impact learning. Don’t miss this chance to discuss topics like: The impact of Machine Intelligence on learning, the future educational needs of young people, and the changes in educational delivery systems.

  • Using Data Visualizations to Support Student Learning

    In a 2012 briefing paper, Institutional Readiness for Analytics, Powell and MacNeill stress on the need for educational institutions to align analytics with broader strategic aims or concerns — identifying five potential objectives:

    1. [allow] individual learners to reflect on their achievements and patterns of behavior in relation to others;
    2. predict [which] students [require] extra support and attention;
    3. help teachers plan [learning opportunities] with individuals and groups;
    4. [seek to] improve current courses or develop new curriculum offerings; and
    5. take decisions on efficiency and effectiveness measures.

    Using examples from a Visual Analytic interfaces developed at the Learning Analytics Collaborative, the session will look at ways in which member schools have been using data to target these broad objectives. Working in small groups, participants will have an opportunity to use anonymized data to:

    • discuss relevant questions
    • explore different visualisation options
    • sketch, make and remake data stories
    • offer and receive critique on their work
    • use the different data visualizations generated during the workshop to ask new questions of old data
  • Digital Portfolios & Documenting Learning

    Digital Portfolios are becoming an integral part in many schools to share learning. No matter the platform ( Seesaw, Bloomz, Google sites or a blog, the type (showcase, process or hybrid) or purpose (assessment, visible thinking, parent or global communication hub), documenting learning is a strategy to amplify digital portfolio work. This workshop will explore a documenting learning framework and learningflow routines and how these support the development of your professional or student digital portfolios. We will specifically work with text, video, images and video tools , which help look for learning, create artifacts that capture learning, reflect on learning, and share to amplify learning through documentation.

  • Hands-on, Minds-on Learning: Meaningful Making in the Classroom

    Maker Learning is a student-centered classroom pedagogy in which students construct their own knowledge through the creation of a tangible project. These projects serve as a vehicle to personalized inquiry, project-based learning, agency development, and design thinking. Whether it is a cardboard ferris wheel, interactive storybook, or robotics project, the artifact serves as a meaningful connection to new understandings about themselves, about the project, and about the content knowledge required to complete it. The assessment strategies used in a Maker classroom are authentic and feedback is natural.

     

    Participants will:

    • Experience Maker Learning through hands-on activities and document learning through authentic assessment techniques
    • Learn how to use Thinking Routines to support student learning, make thinking visible, and understand the designed world.
    • Experience how visible thinking can impacts the creation of a Maker Project and the learning extracted from it.
    • Apply new learnings to the creation of a Maker Learning experience for their classrooms.
  • KaPow! Creativity Abounds with Emerging MultiMedia Tools

    Today we are beginning to notice that the new medias are not just mechanical gimmicks for creating worlds of illusion, but new languages [Trans-Literacies] with new and unique powers of expression. ~ Marshall McLuhan

     

    In spite of the breadth and dazzle of new media technologies, it’s not JUST about learning the technical use of tools. It’s about the art and soul of creative craftsmanship with a myriad of digital tools and design choices that engages “the science of attention” principles for persuading, motivating, informing, meaning-making and engaging others in ideas and understanding. thinking and communicating. Participants will explore a myriad of new digital tools and media literacies along with inspiring ideas for a higher-return on learning [R.O.L.] in any classrooms ready for meaningful integration.
     

  • Digital Modeling & Fabrication

    Digital modeling and fabrication are revolutionizing how people around the world are able to design, prototype, manufacture, and learn through the process of making. Access to low-cost production tools, such as laser cutters, 3D printers and desktop CNC machines, is helping to bring the design and production process into homes, small businesses, and schools.

     

    In this institute, we’ll show you the basics of digital modeling and fabrication (specifically 3D modeling and printing methods) in the context of a broader design challenge. With these basics, you can adapt and enhance your curriculum (be it science, math, humanities, etc.) with a hands-on component of making that’ll get you and your students excited to learn!

  • Human-centered Design Thinking
    Design Thinking is a process used in a variety of fields to address and solve problems through Making new communications, new interactions, new artifacts, and new environments. At a deeper level, Design thinking triggers learners to think about others and learn through problem finding and solving. Through Design Thinking students develop:

    • The ability to see whole situations
    • The passion to make their ideas come alive
    • A willingness to take risks when the outcomes are unknown
    • The capacity to explore all of the senses for possible solutions and empathy for others

    In this institute, participants will:

    • Learn about Design Thinking through Making
    • See how students are learning to change the world using design thinking
    • Learn about the value of iteration for learning through Making
    • Experience how design thinking can drive inquiry and interdisciplinary learning
  • Becoming an Effective Change Agent

    Everyone wants change, but nobody wants to change. Moving people and organizations forward in a sustainable way is a complex challenge that technology leaders and influencers must master in the Digital Age. Learn the skills you weren’t taught but are expected to apply and that can make or break your efforts to have a meaningful long-term impact on your school.


    Outcomes:

    • Learn and apply current thinking on adaptive leadership to create agile plans for professional learning and tech.
    • Learn to plan your communications to engage your community with clarity and coherence of purpose.
    • Understand how to incorporate diffusion of innovation and influencer dynamics in your change efforts.
    • Survey models of leading strategic conversations with colleagues and those you serve.
  • Documenting Learning: Making Thinking Visible, Meaningful, Shareable, and Amplified

    There are documentation types - OF, FOR, and AS learning - that teachers need to be cognizant of when planning documenting learning opportunities for their students and for themselves. While documenting OF learning is a valid place to begin, moving to documenting FOR learning makes one's thinking while learning truly visible and leads to an awareness of one’s learning processes. Documenting AS learning adds a subtle, yet powerful, layer of meta-cognition that involves determining what learning visually looks like and capturing, sharing, and amplifying that meaningful documentation.

     

    Given teachers need to be instructional leaders, facilitators, and coaches (pedagogy); and students and teachers need to be self-directed learners (heutagogy), the documenting-learning framework provides educators with multifaceted possibilities to embrace documentation as a powerful methodology that curates and conveys visible evidence of one’s thinking related to the acquisition and/or advancement of knowledge and capabilities, including the importance of embracing personal failures and struggles.

     

    During the session, you will explore three questions: What is worthy of being looked for and captured during FOR and AS learning opportunities? What media platforms and tools provide the maximum effect for reflecting on, sharing, and amplifying students' personal and my professional evidence of learning? How can students and my own thinking be best conveyed visibly and audibly when considering audiences who will experience the shared and amplified learning?

  • Digital Citizenship for Global Learners
    Promoting digital citizenship is crucial for all educators in schools around the world. This is because successful learning and teaching today involves reaching out beyond the classroom walls to expand possibilities for students to connect, collaborate and create for a global audience. Successful students who can make appropriate and productive contributions in an online environment need to understand and practice the elements of digital citizenship, and to see teachers modelling safe and responsible online practices. Schools and teachers have a vital role to play in ensuring students are ready for the challenges of a digital age society where online actions are essentially permanent and can have an enormous impact on education and career opportunities.

     

    In this workshop, participants will explore the various elements of digital citizenship and examine different perspectives regarding the opportunities and threats in today’s digital world. Participants will be given opportunities to discuss and plan for including digital citizenship in their program.

  • Presentation Zen: The Artful Craftsmanship of Communication
    "You've got seconds to grab someone's attention and only minutes to keep it.

    - John Medina, The Learning Brain


    Using digital tools is more than learning the technical skills - EVERY medium has its own grammar and syntax aka craftsmanship needing mastery in order to tap into the full communication power of that medium. As a focused example . . . this session explores the “zen” of slide shows. How would you score your presentation's influence using the new science of measuring "attention power" via neuromarketing research? How are you doing with reaching, engaging and influencing critical audiences using slide presentations? New communication literacies are less about mastering technical skills of digital tools than about being able to artfully design and delivering information. Audience boredom, disconnects or mis-understandings usually stems from a failure with content and delivery designs, not the lack of skill with the digital tool itself. Participants will practice basic rules-of-thumb for designing and delivering slide presentations with increased influence power. Concepts adapted from Presentation of Zen by Garr Reynolds and The Best of Ted Talks Storytelling Techniques by Ashka Karia along with Bernajean’s speech coaching experience. Participants will leave confident in creating high impact presentations; activating the power of storytelling; using strategies for engaging participation; yielding higher "attention power;" and increasing extra “sticki” results with their audiences

  • A Framework for Maker Education

    Providing a framework for Maker activities helps ensure that their use is intentional; and that meaningful learning is extracted from these experiences. The Maker Educator becomes proactive in framing the Maker experiences and in debriefing them to increase the chances that learning occurs. Experience the Making framework through doing a maker activity that is introduced through framing or front-loading and then followed by a variety of reflection techniques.

     

    Participants will learn and be able to apply:

    • New maker activities using inexpensive instructional materials that can be brought to one's own educational environments including paper circuits, toy hacking, and toy making.
    • Methods for frontloading or framing the maker experiences.
    • A process for reflecting on making for the purposes of increasing learning following each make.
    • A variety of technology-based methods or ways for having learners reflect on their maker experiences.
  • Introduction to Technology Integration Coaching

    Many schools are moving away from the traditional role of a technology teacher, responsible for planning and delivering stand-alone lessons, and moving towards a model of technology integration coaching, where subject and grade level teachers are supported to become self-directed in the ways they use technology to transform student learning.

     

    This workshop will examine coaching cycles as an effective form of professional learning and will explore how to develop essential listening skills in order to build trust and rapport.

  • Creative Coding: Providing Programming Opportunities to Learners of all Types

    Coding is a 21st Century Literacy that empowers students to become creators with the technology in their lives. While Computer Science is responsible for creating solutions that entertain, dazzle, and inform societies, these examples are largely missing from many Computer Science classrooms. The focus on teaching the concrete concepts and skills of powerful coding languages, while important, typically only inspires a love of coding in certain types of students.

     

    In this workshop, participants will explore creative ways of using coding and a variety of possibilities for engaging students in creating and developing an understanding of computer and technology.

    • Experience Creative Coding through hands-on activities.
    • Develop an understanding of the core concepts of coding and how they are applied.
    • Learn how to use a Continuum of Coding Concepts and Skills for Differentiation.
    • Explore opportunities across K-12 to integrate programming into the classroom.
  • Applied StoryTelling – Non-Fiction Media-Making Across the Curriculum
    Let’s make nonfiction that is more thrilling than fiction. Let’s use the best of what fiction has to offer and make it more exciting because what happened was real. 

    – Ellen Windemuth, Off the Fence
     
    The story-making process enables us to simplify complex information into the core essence of understanding.” - Y.Gabriel, Storytelling in Organizations
     
    Long, long ago and still today . . .. the art of storytelling has tremendous influence power to capture imaginations; influence decisions; activate the whole brain; create memory structures, connect us with humanity while making ideas, concepts and visions real in a way that cold, hard facts can't. With the endless stream of facts, there is a yearning for intelligence PLUS meaning, context, and emotional understanding of the factoids. The more people are buried in the mind-numbing avalanche of today’s information, the greater the importance of stories in making sense of the endless pieces of data. It is the act of telling a story of what we know and understand from an event or topic that provides a "sense-making" process enabling our brains to organize a myriad of factoids while also increasing long term “sticking power”. The power of storytelling enables learning, thinking and communicating in ways that creates interest and understanding while influencing others to action.


    Participants will explore a gallery of media-based student examples as well as apply the structure of storytelling to content of their choice while creating their own non-fiction video

  • Setting up Technology Integration Coaching in your School
    Technology integration coaches work with individuals and teams to design and facilitate appropriate learning experiences using technology, and provide feedback and support to teachers. In many schools, technology coaches are seen as leaders who can contribute to school-wide initiatives and assist teachers in implementing them.

     

    In this workshop participants will learn how to collect and use data to plan for technology integration and professional development, as well as to assess technology’s impact on student learning. Additional coaching skills such as questioning for reflection on technology integration will be introduced.

  • The Empowering Technology Leader
    We are all leaders. Are you aware of the impact your leadership style has on the culture of your school and the rate of technology adoption? Success as a leader in the Digital Age requires a certain level of empowerment of those you lead. Every action from the words we choose to the decisions we make sends a message either of compliance or empowerment, and from the way we manage professional learning to the way we roll-out new tools, each of these approaches has its place. How do you know which to choose? How do we successfully lead empowered educators?

    • Learn how to develop an immersive, personalized professional learning program that is geared toward both the needs of the school and the needs of the teachers. 
    • Learn how to create a culture of innovation at your school and develop influencers who will make change happen.
    • Empower your team with good data and the skills to talk about it productively and set goals.
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