A Healthy Disregard for the Impossible

Wired UK editor delivers this powerful talk at INK 2012 which highlights the power of disregarding “impossible”. Examples include Elon Musk and his private enterprise SPACEX; the traditional locus of control is rapidly disappearing. People now have the opportunity to push a change agenda by leveraging connective tech. Public educators are you listening???

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An “Army of Davids”

I love educators. I am the product of two educators. I married an educator. Most of my closest friends are educators. I don’t like formal education though. It’s really complicated and I really like simplicity. Please allow me to explain. Picture it, a homeowner needs to move a piano from a main floor living room to his newly redecorated second floor study. The piano has wheels so it is easily slid over to the staircase by our eager participant. After this early success, the homeowner is full of eagerness and begins to problem solve when faced with the staircase. Undaunted by the gravity of trying to move a piano up the staircase by himself, the homeowner measures, sketches and plots out ideas. On paper, these plans seem like they might work but in practice they all fail.  The homeowner tries out dozens of methods to get that piano up the stairs and is frustrated by the lack of success. Eventually, the homeowner gives up and decides to leave the piano in the living room. He tries to justify his decision and eventually convinces himself that it probably belonged in the living room in the first place. Hopefully at this point, you are asking the same questions that I have. Why didn’t he just ask for help? Wouldn’t a team of people have had a greater chance of success? Well, duh?!? Of course they would.

Not the most subtle of metaphors, I recognize, but you get the gist. Formal education too often acts like our hapless homeowner. Individuals or very small teams seek to tackle system level problems without engaging the wider community of educators within their respective system. System leaders are often left frustrated when PD plans do not take root or when a new program quickly stalls. In their book “Decisive”, Chip and Dan Heath describe major enemies to good decision making. Chief amoung these enemies is what they call “Narrow-Framing” which is limiting the number of possibilities when making a decision. Our homeowner is guilty of narrow-framing because he never considered the possibility of involving others in his efforts to move the piano. Education leaders are WONDERFUL people who care deeply about kids BUT they are notorious narrow-framers. Decisions are made a by small group of people and the status quo (with a few minor tweaks) rules the day. We want co-construction at the classroom level but it often doesn’t transfer to a system level. Rather than giving up in frustration like our homeowner who chose to go it alone, education leaders must make greater use of the genius in the system to create meaningful change.

In his book, “Citizenville” Gavin Newson (current Lt. Governor of California) equates government to a vending machine. Taxpayers put money into the machine and the machine dishes out services. The relationship is one of transaction and not participation. He argues that government should serve as platform for participation in order to progress. He uses examples from his previous administration as Mayor of San Francisco and that of Michael Bloomberg in New York as examples. These two mayors allowed for the creation open API’s for developers to use city data to create web apps to  support citizen needs. Recognizing the inherent deficits of knowledge within their own teams, they created a platform for others to supply the necessary ideas and know-how. This is a winning proposition for everyone. The civic leaders get the services that they need, citizens get an opportunity to participate and shine a light on their particular skills and the larger population benefits from faster and more efficient innovative practice. Newsom describes it in the video below:

This kind of stakeholder participation is happening in the private sector as well. “My Starbucks Idea” is site where Starbucks customers are able to suggest product or service ideas for system wide adoption. Once an idea reaches a certain threshold of user support, it gets considered for adoption by Starbucks. The infographic below highlights the success of this platform:

static-starbucks-final-withstar

If organizations as large as Starbucks, San Francisco and New York (to name just three from a long list) can find create participatory platforms, why couldn’t a school board? The actual teaching and learning side of our education system can most certainly be turned into a participatory platform as well. Why not open up wicked education problems to crowdsourced solutions? Ask design or inquiry questions and allow the field to suggest solutions ala OPENIdeo.  We can’t keep trying to push that piano up the stairs by ourselves, its exhausting, wasteful and quite silly. Even if only a handful of people participate in the early rounds of this open system, that’s still more than we would have had. My Starbucks idea has seen the amount of adopted ideas rise from 25 to 75 in five years. This success is not just limited to the actual ideas, it also extends to those who voted to support them. Over 2 million people have voted on the site since it was created. These voters might not offer ideas BUT they are engaged in a platform that genuinely values their input. Regardless of the number of workable ideas that we might get from the education equivalent, we begin to interact with our system in new ways. It moves from a expert to novice or transactional relationship to one of co-learning and co-construction. Newsom calls this an “Army of Davids”. Engaging many people in solving problems can create avenues that were previously never considered or even conceived.  It operationalizes the adage, “many hands make light work”. Rather than acting the hapless homeowner, we need to follow the lead of our young leader in this “Lead India” video:

In a connected world, there is no excuse for the lack of wider participation in decision-making. There are countless FREE tools that we can use to foster this participatory platform. We have expertise in the field that we haven’t even come close to utilizing. It is the ultimate win-win. New ideas are generated and people feel valued. We create powerful and virtuous feedback loops. It’s not about thinking outside of the box, its really about creating new ones. We can plan and plot all we want about moving a piano up the stairs on our own but it will only move once we approach it from a brand new perspective.

 

My Man “Kid President”

More words of hope and wisdom from my pint sized hero, Kid President. “Things that we should say more often” is a powerful message. What are some of the things that we should say more of at school?

Coding: The 5th C?

Code.org is a movement aimed at bringing coding to everyone. Demystifying coding is key to enticing a new cohort of coders. Collaboration, Critical Thinking, Creativity, Communication and now a 5th C of coding? Coding presents the ultimate real world problem solving format whereby students get timely and regular feedback. Stay tuned as #tcdsb21c continues to investigate methods for integration.

Pep Talk for Teachers and Students

More from my favourite president…Kid President! Just like Walt Whitman said, “YOLO!”. Not really! Look for the awesome!!!

No more waiting, find your Greatness!

My 7 year old son is an insanely passionate baseball fan. Like many boys in the city of Toronto, he loves Jose Bautista (the Blue Jays star rightfielder).  Despite going to games and seeing him play live, Bautista seemed like a distant, almost mythical being to Liam. He seemed like a TV character rather than a real person. Two seasons ago, we started to follow Bautista on Twitter. We added a whole slew of other MLB players as well. Liam was fascinated by seeing what they had to say on a daily basis.  During that season, Bautista got hurt. Nothing major (unlike last year’s season-ending wrist injury) but Liam was VERY concerned. We tweeted Bautista expressing our concern and wishing him the best on a speedy recovery. Something very cool happened next, Bautista responded. It was just a quick thanks but Liam was overjoyed. His hero did not seem so far away at all. A connection was made and Bautista became real to Liam rather than mythical. Rather than admiring from afar, Liam had connected.

This is the power of connective technology; moving from the ASPIRATIONAL to the ACTUALIZED. Change has long been in the hands of those at the top of linear and hierarchical organizations. One way communication modes like TV served to cement this reality. It is time that we stop simply aspiring to change schools or aspiring to create 21C programs and time to acting on our best intentions.

Watch the two commercials below; both are related to the London 2012 Olympics but with different approaches. What stands out?

VISA:

NIKE:

Right from the Gold filter to the glory shots of Phelps, the Visa commercial puts the athlete on a pedestal. He is beyond our reach; his greatness is to be aspired to rather than to be achieved by the everyday person. The implied message is that Michael Phelps is great and you are not.

Nike on the other hand sticks a huge middle finger up in the direction of the whole contrived modern Olympic experience. The company still makes use of celebrities but FAR less than in days gone by. Nike espouses the belief that if you can breath, then you are an athlete. Greatness is not something only to aspire to, it is something to reach out and grab. It is tangible, real and achievable.

It is time to stop aspiring for school change and it is time to do it. Mistakes will happen but we must learn from them, recalibrate and move forward. No more fear and no more excuses because our students deserve more from us. This year, I implore the teachers out there to try something new as often as possible. Administrators, start making the macro level changes necessary to allow the community members to succeed in this new era.

We can all find our greatness, rather than admire someone else’s!

What is design thinking?

Many of my recent posts have been about Design Thinking. Stanford d School is the best in the business in educating design thinkers. This video gives a good overview of design thinking and its disruptive possibilities.

Kid President

Love this kid and I love the messaging of Soul Pancake overall. Let’s get up and “stop being boring”. No excuses for not making a difference because in the words of Kid President, “you’re gooder than that!” Kid President for president!

Things that connect…

Don’t love Facebook but I love this video. Creates a great context for connective ability of tech. We need this mindset for education.

Don’t patronize me!

Raising the level of teacher and/or student engagement is an ever popular topic. Many question how best to raise the level of engagement. I wonder though, should we even be asking that question? or more practically, maybe the question itself IS the problem.

Engagement can be a pretty one-sided venture. Depending on how you approach it, engagement could be viewed as a static activity whereby an individual is investing emotional energy into a fully formulated or prepackaged vision. When a canned board or ministry program is released to the education community, the goal is to engage the teachers and the learners. Success in this case is measured by how willing the participants are to get with the program and put it to work. Is this what we really want? Sounds kind of patronizing to me. Not to be trite or hyperbolic but doesn’t the “no taxation without representation” refrain of the pre-American Revolution times come to mind? You want my engagement but not my involvement in constructing the program or its implementation. Gee, thanks!

Rather than addressing the level of engagement, I think that we need to reflect on the level of participation. Many parts of our lived experience are so entrenched because there were no other options at the time of their creation. Educational programming has been top down in delivery and creation for so long because that made it easier to get the product to market. Connecting large numbers of people to contribute to an idea was either cost and/or location prohibitive. We see this model being chipped away daily thanks to the  rise of connective technology. Rolling out a program without larger participation is no longer done out necessity, now it is a matter of choice. I am by no means suggesting that we run education referendum style where every decision or idea requires the consent or contribution of the entire education community. I do believe though that creation of policy and programs must become much more participatory in nature.

As an administrator, I believe it to be a fool’s mission to drop an idea on a staff without some form of participatory decision making. It doesn’t have to be the whole staff but using your School Improvement Team as key partners in the creation of policy is hugely important. It lifts moral since it doesn’t feel imposed but it also becomes a “smarter” venture because more ideas and viewpoints were added to the puzzle. This is not a difficult proposition because it is done within a single school. The challenge comes when you try to scale this type of participation to a system level. Connective technology makes this type of large scale participation possible. The doubters will claim that the level of participation will likely be low. SO WHAT? I am an administrator in the Toronto Catholic District School Board. We have approximately 9000 staff directly involved in learning (teachers, support staff and P/VP’s). Even if an open challenge initiative was to receive response from 1% of that population, that’s 90 people. Ninety new views, ideas or even idea fragments added to the pool of innovation. A slick campaign that combines substantive issues, good presentation design and heavy celebration of success is bound to attract more users with each iterative attempt.

21C is about opening up traditionally closed structures. It is about approaching problems from new and broad-based perspectives. It would be hypocritical to preach collaboration as a new world virtue to our students without doing it ourselves. This small example of a Twitter conversation has HUGE potential for student learning. An enlightened and open educator, Ms. Heidi Siwak puts out this amazing invitation and another amazing teacher Stepan Pruchnicky directs it to myself and the TCDSB SEF Lead Jan Murphy based on his knowledge of a collaborative inquiry of which we are a part. Sandra Mustacato from AICT joins and hopefully carries this on to her circle.

Twitter___Interactions

OpenIDEO scales this idea to a worldwide reach. IDEO partners with various NGOs, companies and non-profits to open large scale social problems to proposed solutions from the global community. The process is an intricate but accessible one, far beyond just throwing ideas at the wall and seeing what sticks. Ideas are put through a rigorous design process to reach a workable solution based on communal decision making.

E-waste is a global problem that should be open to a global response. The goal is not have people engage with a ready made solution rather the goal is for large scale participation. Education has always been a complex entity. We must start to harness the collective energy and ideas of our learning community. I truly believe that if we want 21C fluencies to take root and eventually bloom, we must cultivate a participatory culture. It is time to move way beyond engagement and think participation.

Channelling Jeff Bliss

We want student engagement. We want creative critical thinkers who can collaborate and communicate. We want our native digital consumers to start being responsible users and creators. We also want to “fix” education and align it with the “real world”. How you ask? Don’t know but…I like where the video below is going. Opening it up competition style to our kids could be a powerful way of gathering ideas and promoting constructive use of digital tools.

I would love to see a HUGE call out to our kids to submit their ideas for their ideal education system presented in a digital format. I love aggregating ideas from diverse sectors but I also love accountability and ownership. Kids have awesome ideas and lots of opinions. They can share constructively or destructively depending on the context. The “godfather” of Project neXt @vpwetz got me thinking about the format for kids sharing ideas after an open Twitter call for comments on the Jeff Bliss video explosion.

Twitter : Kerr_StJohnVP: I Only Have One Thing to Say ...

  I share @vpwetz’s empathy for Bliss’ position but I also share his concerns about HOW it was expressed.  For those who may not have seen it, here goes:

Rather than through an illicit (and brutally vertical) recording, let’s provide a forum for our kids to submit their ideas. Let them know that it is OK to challenge authority and to be critical if it is done in a constructive manner. We might get 10 or we might get 10 000 but guaranteed we will get something usable. We have to be open to hearing the good, the bad and the ugly that will come from our students. Curious to hear people’s thoughts and/or experiences with similar projects?

I can, not I’m told.

Change be scary. It can be so scary because of the potential for extremes. A plan could be an extreme failure or an extreme success. Both realities can be equally scary. Education change is scary because it will require many of us to “let go”. This is concerning for some because they worry about students not learning in a non-traditional model while others are concerned because it is SO hard to let go and give up control. I can empathize with both camps and with  those who lie somewhere in between.

We are a “wild west” period right now where change is scattershot and seemingly a moving target. Acceptable one day and repudiated the next. Some ideas seem to be enacted or considered simply for the sake of change rather than for the benefits of student learning; making change all the scarier. Change is worth the trouble if helps the kids. “Help” means many things to many people. I believe that “help” happens when we make changes or enact programs that empower students to take charge of their learning. Figuring out how to do this kind of change can be confounding.

I consider myself to be an “ideas guy” who is learning to get better on the operations side. I am a massive media consumer who pays attention to EVERYTHING which can lead to me paying attention to nothing! I crave frameworks and mental maps to help me coordinate ideas and make meaning. Those serendipitous moments when the right idea hits you at just the right moment are magic. At Connect 2013, I attended Chris Kennedy’s (@chrkennedy) session where he presented the three pillars that the West Vancouver School District is building programming around. Their focus is on 1) Inquiry 2) Self-Regulation  and 3) Digital Access. EXACTLY the simplification  that needed the focus our team at St. John. Empowering students to become life-long learners above all else is an identified priority but how do we operationalize such a broad concept? Thanks to Mr. Kennedy and WVSB, we have that foundation to put ideas into action.

Lightning struck again quickly when I came across Kiran Bir Sethi’s TEDed talk regarding student empowerment. Through the mantra of  “I can”, her Riverside school in India designed a program for students to blur the lines between school and the real world. Students were given the chance to enact real change through a Project Based Learning on steroids kind of program.  The goal was to turn learning over to the students through a three part plan:

1) AWARENESS: see the change  2) ENABLE: be changed and 2) EMPOWER: lead the change. The end goal is to create a student body that is more competent and less scared. As Marianne Williamson  so timelessly and beautifully stated “Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond Measure….And as we let our own light shine, We unconsciously give other people permission to do the same. As we are liberated from our own fear, Our presences automatically liberate other.” Empowering students to take charge of their learning, one student, one class or one school at a time has that ability to liberate others.

When our students start taking action because “they can” and not because “they are told”, good change has taken root.