Nearly+Now

= Nearly now - includes the past, present and future. = // “….students have changed radically. Today’s students are no longer the people our education system was designed to teach”. // Marc Prensky from his article ‘Digital Natives, Digital Immigrants’ (2001). // “The future cannot be known with any certainty” // Robert J. Laubacher, Research Associate, MIT. // “The best way to predict the future is to create it” // Alan Kay, designer, Graphical User Interface (GUI).

Scenario Design a professional learning resource to support team learning (who, why and how) that is applicable to all educators (schools - urban, remote and very remote, services, CDU, BIITE). At 2009 Leaders Forum it was made clear by the CE that team learning is a whole of DET priority and is to be evident both in the dev and implementation of professional learning and resources. Level 1. The above scenario applicable to - all educators in urban schools. Money sits in P&L 1st round of money to be acquitted by end of financial year 2nd phase money to be acquitted by end of calendar year 2009 Reference and Action Team identified and operational Materials still to be endorsed by SAG Offices – Transforming Indigenous Education, P&L, TL&S, Media and Marketing Media Studio, NTFLwS (Northern Territory Flexible Learning with Schools, Services, Senior Teachers) Schools.
 * Nearly Now: The Game   **
 * Originally designed to trigger Flexible Learning conversations around the how "we" in DET design resources and professional learning opportunities to include a range of design and implementation options both now and into the future) **
 * Context **
 * Spaces **

TRB and TEP and Performance Review and Succession Planning process and criteria doesn’t contain any reference to team learning A sister resource is being separately endorsed by SAG Media and Marketing require film maker to work on their priorities Research outlines the effect size of different professional learning modes. For example, Face-2-face has 25 effect size and takes up 95% of budget. Colleague who is undermining the process – hear of damaging comments about “new fangled way of working”. Team member is exceedingly ambitious. Works hard to close/limit the networks and take charge of material development.
 * Professional learning resource to contain: **
 * Overview of theories of learning, approaches, methodologies, models and strategies for learning in cross-cultural teams
 * A variety of modes chosen to suit professional learning needs in range of contexts
 * State-of-the–art design of materials for optimum professional learning
 * Noise in the system (to be considered or not)**

Main area of research Activity Theory Affordances of emerging technologies Professional learning approaches, theories, methods, strategies, learning principles ||
 * Player Profiles - all work part-time on project – each person juggles a couple of projects**
 * ** Film maker (paid through Media and Marketing) ** ||
 * ** Characteristics ** || Highly skilled camera operator and editor. Perfectionist. Highly creative. Individualist ||
 * ** Powers ** || Habits of Mind (HoM). ||
 * ** Online developer ** ||
 * ** Characteristics ** || Attention to detail. Conceptual, Knows back-end and front end of applications, Talks in computer language if given half a chance!! Plays World of Warcraft to high level. ||
 * ** Powers ** || (HoM) ||
 * ** Social Network developer ** ||
 * **Characteristics** || Takes to Web 2.0 like duck to water. Has own social network site that uses mash-ups. Creates online interactive satirical stories. Impatient with Web 1.0 thinking ||
 * **Powers** || (HoM) ||
 * **Researcher** (paid through BIITE and ANU) ||
 * **Characteristics** || Unassuming. Highly networked across schools, research departments and organisations.
 * **Powers** || (HoM) ||
 * ** Experienced teacher ** ||
 * **Characteristics** || Experiments with new technology and links with community orgs who use digital technologies. Strong, respectful rapport with students. Politically astute. ||
 * **Powers** || (HoM) ||
 * ** Experienced teacher ** ||
 * **Characteristics** || Plays the power game to own benefit. Does little, talks a lot. Upwardly manages. ||
 * **Powers** || (HoM) ||
 * ** New teacher ** ||
 * **Characteristics** || Confident. Finds behaviour management difficult Traditional style teacher. Not comfortable learning in teams. ||
 * **Powers** || (HoM) ||
 * ** New teacher ** ||
 * **Characteristics** || Shy. Willing to experiment and reflect on practice. Knows more about technologies than lets on. ||
 * **Powers** || (HoM) ||
 * ** Project Coordinator ** ||
 * **Characteristics** || Loud and very friendly. Degree in Marketing and Commerce. Cuts to the chase in conversations. Can retain and recall a lot of detail. ||
 * **Powers** || (HoM) ||
 * ** Flexible Learning Consultant ** ||
 * **Characteristics** || Rich varied background in adult education esp. Indigenous Pitjatjatjara mentors. Early adopter of learning spaces such as 2nd Life and online technologies such as Moodle and Elluminate ||
 * **Powers** || (HoM) ||
 * ** Media Apprentice ** ||
 * **Characteristics** || Technology is second nature. No concept of people struggling with the use and application of technologies. Works in GAMES as sales consultant on weekends. ||
 * **Powers** || (HoM) ||

Frances Murray, QTP, NT DET
 * Credits**