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I will be interested to hear others view, if there is anyone out there, thank you -

RESEARCH 3 - Assessment - Online Participation – 19 December 2016

Develop a reflective portfolio: Identify and engage with relevant community or communities about collaborative inquiry, digital devices and how will 21st Century skills have increased impact on adult students learning?

The community I have identified and will use in this reflective inquiry will be my team of tutors, students and other networks. I work for Adult Literacy Turanga, I am the manager and I am also a facilitator. I would like a team of tutors to get to know other topics to allow students to have increased collaboration through a variety of subjects to do with preparation for employment and or further education pathways i.e. work readiness, driver education, te reo Māori and digital literacy. These activities will allow students to create their own collaborative led inquiries and will run consecutively. Students will have a hands on authentic led process whether collaboratively or independently using digital devices when needed.

We are a Poupou (branch) of Literacy Aotearoa and we are moving towards a more innovative and digitally collaborative, inquiry led approach of tutoring and learning. It is in its infancy at this stage and has begun its transformation of learning and inquiry. We have a kaumatua group learning to use digital devices. Adult students with mental and physical disabilities are beginning to transition into a more inquiry led, collaborative way of learning while still maintaining highly structured means of engagement through the use of digital devices that is evidenced in their learning.
To me collaborative inquiry is whanungatanga, research tells us that the face to face concept (kanohi ki te kanohi) within the Maori worldview is essential for nurturing credibility amongst people. “Like all Maori traditions, the kanohi ki te kanohi approach has its foundations in Maori epistemology, where it still remains an important mechanism for developing trust and sharing information between groups today (Graham, 2003).” On the other hand, the Ministry of Education initiatives and policies specifically target the implementation of digital technologies throughout NZ classrooms ("enabling e-Learning", n.d.) and I have not come across any acknowledgement of the cultural impediment this might evoke. Porima (undated, cited in Tiakiwai & Tiakiwai, 2010) pointed out that some Maori learners, while acknowledging that they were engaged in digital and online learning modes, still emphasized the importance of being able to incorporate Māori cultural concepts such as kanohi ki te kanohi interactions.
Students are given the opportunity to explore and create their own environment of learning. A student completes a self-assessment of their learning, starting with goal setting and what they want to achieve in the next term. Adult Literacy Turanga is a student-centred organisation, adult students are actively involved in their learning inquiry. They feel comfortable with how they learn and what they need for success and become empowered to take an active role in their learning. This is a good time to reflect on the importance of students having the opportunity to feedback in their own way and being able to create a way that students can respond.
On the 2nd December 2016, the tutors had professional development; ‘He Taonga Waka Ako Workshop’ the presenter told the tutors they should look at co-tutoring and to work as a team although it would be challenging. Brodesky (2007) highlight that “co-teachers must be good communicators, respect each other, have similar teaching philosophies, be willing to spend time planning together, and at times be willing to drop their own ideas and go with the other teachers/tutors plans”. There are people who have a fixed-mindset and find it very hard to change.
We live in an age where change is happening at a rapid pace. As educators, how do we prepare learners for a future we ourselves do not know? A report entitled Future Focused Learning in Connected Communities was released and in this report they recognise that digital environments are already empowering learners and tutors as never before. The 21st Century Learning Reference Group (2014) report “recognise that technologies are not an end in themselves” and that “21st century skills go hand-in-hand with technological advances”. The ITL Research rubric for Use of ICT for Learning discusses the importance of individuals increasingly needing the skills to not only intelligently consume information and ideas, but also to design and create new information and ideas using ICT.

As part of my reflection, the readings I researched have helped me to understand better the direction the school is transforming towards. My professional development with the Mind lab has given me an opportunity to bring consciousness to the collaborative process that has evolved in my mahi. And I've discovered a collaborative culture alive and well in education! I've loved learning about sharing directly with others via this forum (blogging). Blogging is something new for me and I don’t do it very well, but with time and practise it may become easier. It is also made me reflect on whether or not our adult students want to blog, given the chance? This would be an inquiry I’d need to delve more into.

Brodesky, A., Gross, F., McTigue, A., & Palmer, A. (2007). A model for collaboration. Educational Leadership, 64(5). Retrieved from publications/educational-leadership/ feb07/vol64/num05/A-Model-for- Collaboration.aspx Langer, G. M., Colton, A. B., & Goff, L. (2003). Collaborative analysis of student work: Improving teaching and learning. Alexandria, VA: ASCD.
Journal of Digital Literacy and Digital Competence. (Jan. 2015)
Timperley, H. (2008).Teacher professional learning and development [PDF 492KB] International Academy of Education & International Bureau of Education Paris. UNESCO. Practices_18.pdf
21st Century Learning Reference Group (2014) Future focused learning in connected communities. Retrievedfrom: y2014.pdf
Office of Ed Tech. (2013, Sep 18). Connected Educators. [video file]. Retrieved from
Tiakiwai, S. & Tiakiwai, H. (2010). A Literature Review focused on Virtual Learning Environments (VLEs) and e-Learning in the Context of Te Reo Māori and Kaupapa Māori Education. Ministry of Education. Retrieved from

Hi just wanted to know the if you had info on authentic learning environments, and if so how do you know that they are authentic, are you guided by industry professionals or do you mimic what you observe.

Update of the Education Act 1989 - Consultation workshops  

4th December PRIMARY 1.30 - 3.30 SECONDARY 9 - 11 

Ministry of Education, Level 3, Market Grove, Lower Hutt   Wellington 

Hosted by Pauline Cleaver, Director of Education 

Please RSVP to: BY 19TH NOV  More Info Here

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Tony!  Ive made it onto the Pond!  Wahoo.
Trying to enrol on Make a Splash - can some please send me the link??  Mind Lab and beyond! Lee

My students are staging 12th Night Here is the link for their campaign. Please share with your networks. Thank you!!

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One assessment to go!!!!!!!!!!
What a feeling :)

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