Day 6

Before Class

After watching the required video 'The Essence of Connected Learning' fill out the following form with your responses to show your understanding of the topics within it. 
http://tinyurl.com/ResponsestoEofCL

Responses can be found on this spreadsheet

We will watch the 'Why connected learning' video in class. The 'Whanau' concept of knowledge that underpins Maori understandings of human development and learning includes a sense of belonging and and relating to others within the context of collective identity and responsibility.

This week we'll work around two ideas, Connected Learning and Connectivism that are trying to grasp those issues.

Connected Learning and Connectivism

If “Connected learning is about much more than plugging youth into technology.” Then what is connected learning?

Due to the rapid change and technological advancement, the demands and opportunities placed on our students are greater than ever. Constantly changing networks (personal, social, and work) challenge students to process, learn, and respond to torrents of new information and new technologies. Learning is no longer framed by restrictions of time and place. Knowledge is now available everywhere, 24 hours a day so new models of education need to recognise learning as a constant with delivery modes and learning times as the variables.

New education models are needed to expand learning beyond the school through connected networks that bring education opportunities together into a seamless, integrated experience. In 2016 there is no reason why the abundance of resources and knowledge on the internet should be contained within a physical classroom, and there is little reason why a student should be confined to only taking courses offered by their school.

The notion of ensuring interchange and integration of learning networks and of the resources should underpin the construction of new education models. Connected learning and connectivism are two complementary views of the power of the network in 21st century learning

In Class Activities

While doing the in-class collaborative task 'How could the learning of your students be more social, participatory, interest-driven and relevant to the opportunities of our time' use the following links. 

Six Principles of Connected Learning - hover your cursor over the picture on the web site (matching the one below) for interactive pop up descriptors. 

We will then view 'Dr George Siemens on connectivism' - and his perspective on where connectivism came from and what it means.

References:

Connected Learning Alliance. (n.d). Why Connected Learning. Retrieved from http://clalliance.org/why-connected-learning/

DML Research Hub. (2012). Connected Learning: Interest, Peer Culture, Academics. Retrieved from https://www.youtube.com/watch?v=zFdzz26g-EE

DML Research Hub. (2014). Why Connected Learning. Retrieved from: https://www.youtube.com/watch?v=mFBqOgCssZI

University of the Sunshine Coast, Queensland, Australia. (August 2013). Overview of connectivism - Dr George Siemens. Retrieved from https://www.youtube.com/watch?v=yx5VHpaW8sQ

Leadership Theories

As time has progressed a number of leadership theories have emerged which deal with various styles and methodologies about leadership. These theories could be labelled in four broad headings; namely the Trait theories, Behavioral theories, Contingency theories and the Power and Influence theories. In 1922, Max Weber (see Weber, 1978) identified three kinds of leader/follower relations; traditional, bureaucratic and charismatic. He also noted that they occur in combination, and there may be gradual transitions between these types. Since then, much has been written about types of leadership. Some examples of leadership theories relevant to education include

• Servant Leadership
• Pedagogical Leadership
• Transactional Leadership
• Transformational Leadership
• Maori Leadership

Burns (1978) outlined the original ideas for both transactional and transformational leadership. He stated that both are 'moral' forms of leadership, as opposed to 'amoral' power-wielding.

Bass & Riggio (2006) developed their transformational leadership theory based on Burns' original ideas. This has been the one many of our students have found interesting to reflect upon in their Leadership 1 assessments. According to this theory, transformational leadership can be defined based on the impact that it has on followers. 

Providing a different perspective, Tū Rangatira: Māori Medium Educational Leadership (Ministry of Education, 2010) presents a model of leadership that reflects some of the key leadership roles and practices that contribute to high-quality educational outcomes for Māori learners. It focuses on leadership practices, providing insights into how effective professional development programmes can work towards strengthening leaders’ capabilities, growing capacity and sustaining exemplary leadership in the Māori medium education sector.

Leadership Styles

During this week's lesson we'll also introduce some views on different leadership styles. Keep in mind that the styles are often drawn from the theories, so from your assessment point of view get your justifications from the theories and link them to the styles you used. 

Complete the University of Kent online quiz about your typical leadership styles When you have finished record your results and thoughts for later use (Leadership 1 & 2 Assessments).

Based on a three-year study of over 3,000 executives, Goleman, Boyatzis & McKee (2013) identified six different leadership styles

• Pace-setting leaders expect excellence and self-direction, and can be summed up as ‘Do as I do, now’. The Pace-setter very much leads by example, but this type of leadership only works with a highly-competent and well-motivated team.
• Authoritative leaders move people towards a vision, so are often described as ‘Visionary’. This style is probably best summed up as ‘Come with me’. It is the most useful style when a new vision or clear direction is needed, and is most strongly positive.
• An Affiliative leader values and creates emotional bonds and harmony, believing that ‘People come first’. Such leaders demonstrate empathy, and strong communication skills, and are very good at building relationships. This style is most useful when a team has been through a difficult experience, and needs to heal rifts, or develop motivation.
• The democratic leader builds consensus through participation, constantly asking ‘What do you think?’, and showing high levels of collaboration, team leadership and strong communication skills. This style of leadership works well in developing ownership for a project, but it can make for slow progress towards goals, until a certain amount of momentum has built up.
• A coaching leader will develop people, allowing them to try different approaches in an open way. The phrase that sums up this style is ‘Try it’, and this leader shows high levels of empathy, self-awareness and skills in developing others. A coaching style is especially useful when an organisation values long-term staff development
• Coercive leaders demand immediate obedience. In a single phrase, this style is ‘Do what I tell you’. These leaders show initiative, self-control, and drive to succeed. There is, of course, a time and a place for such leadership: a battlefield is the classic example, but any crisis will need clear, calm, commanding leadership.

Leadership Attributes

There are many personal characteristics that may be identified as aspects of leadership. However it may be helpful to explore some of the attributes identified within various categories that we have introduced on the course previously. These include:

• Key Competencies (e.g. relating to others)
• 21st Century Skills (e.g. real-world problem-solving and innovation)
• Growth Mindset (e.g. resilience)
• Adaptive Competence (e.g cultural awareness)
• Emotional intelligence (e.g. social skill) 
• World Economic Forum (2015) character qualities (e.g. initiative)

Google Training and Emotional Intelligence

Google freely share their New Manager Training Guide, which includes some coverage of the importance of emotional intelligence, including the attributes of sympathy, empathy and compassion.

In the session we will watch a clip by Brené Brown about emotional intelligence and briefly discuss the difference between sympathy, empathy and compassion.

References

Bass, B.M. & Riggio, R.E. (2006). Transformational Leadership (Second Edition), Routledge

Brown, R. (2013). Brené Brown on Empathy. Retrieved from https://www.youtube.com/watch?v=1Evwgu369Jw

Burns, J.M. (1978). Leadership. New York, NY: Harper & Row

Goleman , D., Boyatzis, R. & McKee, A. (2013). Primal Leadership: Realizing the Power of Emotional Intelligence. Boston, MA: Harvard Business Review Press.

Ministry of Education. (2010). Tū Rangatira: Māori Medium Educational Leadership. Retrieved from http://www.educationalleaders.govt.nz/Leadership-development/Key-leadership-documents/Tu-rangatira-English

University of Kent. (2011). How to find out your style of leadership. Retrieved from https://www.kent.ac.uk/careers/sk/leadership.htm

Weber, M. (1978). Economy and Society: An outline of interpretive sociology. Berkeley, CA: University of California Press.

World Economic Forum. (2015). The skills needed in the 21st century. New Vision for Education - Unlocking the Potential of Technology. Retrieved from https://widgets.weforum.org/nve-2015/chapter1.html

(Note: Full version of the report available from http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf)

Leadership

Variety of Leadership roles - in class middle snr



10 Theories
1. Great man theory -
2 The trait theory - dozens overwhelming
3. Skills theory - tech skills be good at what u do people skills conceptual skills big pic
4 Style theory - Managerial grid
5 Situational - no one style leader must adapt according to situation
6 Contingency - right leader to situation match leader to setting change leader
7 Transactional - bribing or punishing
8 Transformational - encouraging inspiring
9 exchange - lower performance and retention
10 servant -  find need and help serve rather than being served creates trust follow out of gratitude

Tu Rangatira Maori Medium Leadership
Pacifica



Theories styles and attributes are important to be successful. (see portal)

Daniel Goleman - importance of attributes - Emotional intelligence
Emotional intelligence universal - looks different in different places.



https://www.youtube.com/watch?v=1Evwgu369Jw



Digital

https://app.themindlab.com/media/19772/view

Social connectivity
Real world engagement

Connectivism - https://app.themindlab.com/media/19771/view