INF537 Case Study Proposal

Case Study Proposal

Senior students at the school utilise various technology on a daily basis, but they are ill prepared to be active digital citizens and do not understand, nor have the skills, to be effective online participants in a networked and connected environment; this includes the teachers not having adequate knowledge, training or time to provide this for them.



Students are using social media daily for entertainment purposes, they use laptops and smartphones to work on and connect with their various accounts. They, unfortunately, lack the understanding of what being a digital citizen is and as such they leave high school without adequate preparation or knowledge in how to be a more ethical, responsible and effective member of an online community.  The case study will investigate how students are being prepared to be active digital citizens, considering the views of both teachers and students, the school and curriculum requirements, as well as what it actually means to be an active digital citizen in a connected and networked world.


Expected Outcomes

The case study should provide evidence of what students are aware of, what areas they lack understanding of and what the teachers views and practice entails with regards to digital citizenship. The case study would explore the role of individual teachers and the school management in providing the professional development training, resources, planning and support to provide the best possible solutions for the students. This will identify what the best possible recommendations can be made to better prepare teachers and students to be active digital citizens.


Case Study Timeline


Planning Requirements


Meet with Principal & Assistant Principal to discuss their views and what the College strategic planning is for Digital Citizenship


Quantitative & Qualitative Survey of students between Grade 9-12 regarding Digital Citizenship, Social Media, Technology and related areas

Quantitative & Qualitative Survey of teaching staff of both Middle and Senior sections regarding Digital Citizenship, Social Media, Technology and related areas


Research in the areas identified in surveys and related studies


Setting up a group to have focused discussions and develop strategies

Include management, teachers and students


Using data collected, research and further research to critically evaluate information and strategies


Continuing the critical evaluation and developing recommendations


Finalising the case study report and presenting a plan to senior school teachers and the Principal

Assessment 2: INF541 Online Reflective Journal Blog Task 2

How might games be used to develop a more socially inclusive classroom or workplace using Gee’s viewpoint?

Gee, J.P. (2005). Good video games and good learning. Phi Kappa Phi Forum,  85(2), 33-37.


Gaming often has this portrayal of being an isolating activity, teenagers in their bedrooms spending hours playing PS4/XBOX/PC games, only emerging when food is required or they have to get up to go to school. This popular myth is being challenged by a range of scholarly work highlighting the impact of gaming for learning and creation of socially cooperative learning environments. These gaming environments are breaking down the stereotypes through the demonstration of 21st-century skills that they offer.


The Four Cs of 21st Century Skills. (Lippl, 2013)


Gee (2005) puts forward that good games incorporate ‘good learning principles’ (p.34), which reflect sound pedagogy and links to the modern skills we are trying to teach in the classroom. Gee’s principles are extremely valuable to investigate and explore in his article Good video games and good learning’


My experience of gaming is fairly limited and completely as an individual player, rather than in any online/cooperative gaming environment. This is where my challenge lies in figuring out the role of gaming in my classroom and how it can possibly create this socially inclusive space for students. My own experience around gaming has evolved with discovering the power of failure in games like ‘Assassin’s Creed’ and ‘Uncharted’; and as Gee points out that failure is a good thing (2005, p.35), and my early failures have been used as Gee puts it, a way to find the patterns, and to gain feedback to overcome the obstacles (p.35). That is one of the big issues in the classroom that we do not encourage failure and actually work against it at all costs. Dan Haesler (2017) recently did a small twitter poll snapshot that shows how often we actually are allowing students more than one chance.

Twitter Poll (Haesler, 2017)

The question at hand on how we can encourage more failure, but at the same time creating socially inclusive classroom with games, can only take place if teachers are allowed freedom with the curriculum and be allowed to take risks. Kafai & Burke (2015) noted that playing games highlight the personal, social and cultural dimensions of constructionist learning, and this can according to Ives (2015) “not only be a constructivist view of learning, where learning emerges from experiences, but also a connectivist approach where learning is strengthened and enhanced when nodes of knowledge (players) connect and diffuse knowledge”.


The digital games which require the creation of “cross-functional teams” (Gee, 2005), where these are people with different functional expertise working towards common goals, are extremely beneficial in developing an inclusive classroom. It allows students of various abilities, interests, expertise, and passions to come together in a collaborative effort to solve problems and overcome obstacles. These are so-called Affinity Spaces, where experiential learning can happen, where novices and masters work together, knowledge is shared and collectively the group develops towards an end point.


The issue as Gee notes is that “challenge and learning are a large part of what makes video games motivating and entertaining”, but schools are generally not known for places where students enjoy learning. The challenge remains that we need to look at each game with a pedagogical framework on how we can create these socially inclusive learning environments that can engage students. Each one is unique and can offer endless learning opportunities.




Gee, J.P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33-37.


Haesler, D. [@danhaesler]. (2017, Mar 16). How many times will you allow a student to re-take an end of unit assessment before you report on their ability in said unit? [Tweet]. Retrieved from


Ives, M. (2015). Digital Games: Cross Functional Teams and Collaboration. [Blog] Knowledge Networks & Digital Innovation Blog. Available at:


Kafai, Y.B. & Burke, Q. (2015). Constructionist gaming: understanding the benefits of making games for learning, Educational Psychologist, 50 (4). DOI: 10.1080/00461520.2015.1124022

Lippl, C. (2013, December 16). The Four Cs of 21st Century Skills. [Image]. Retrieved from

Conference Presentation Slides

I spoke at a Conference in August on the topic of being 21st-century learners; focused on PLN’s and connecting. It was part of the learning process in seeing the power of being a networked teacher, new challenges and opportunities.  Have a look and please feel free to use any of the slides.


Digital Artefact Critique

In order to grow and develop we need to be able to reflect. As part of the #INF532 course we were asked to reflect, critique and provide some feedback on another student’s artefact from our first assessment task. The digital artefact task was about any aspect to do with Knowledge Networking and then to provide an exegesis with regards to the design and effectiveness of the digital artefact. I found the process challenging, but very worthwhile.


I have had a brief look at many of the fantastic artefacts created for this subject, and my fellow students have all done some amazing work. Thanks to Karen Malbon who has done a tremendous job of curating every artefact into one place – Check them out here


I have selected to write about a close friend’s artefact, Jordan Grant, and I was particularly interested to see how his turned out aiming it at students. URL:

The site has the following clear logo and banner at the top:


The start of this website contains a cleverly crafted YouTube Clip that uses a lot of research evidence to support the message presented. Jordan uses quality images and sounds that meet creative commons licensing requirements, and the message conveyed is clearly articulated. It sets up the digital artefact premise of ‘the what and the why of connected learning’ is all about.


There are some further discussion points and an example of a student becoming a connected learner. A key point that he has on the site is:

“Remember. People don’t normally develop effective networks overnight. This will be a timely process that requires continual work. “

This is one of the key aspects of being a connected learner. It definitely does not happen overnight and is also not a one-way process. Instead, it needs time, effort, sharing and conversing with others.


The site then gives the students three different ways to begin their learning journey as connected learners – Blogging, Curating and Connecting. These are great ways for students to start organising their information, connecting, but also a way of reflecting on their learning. The site provides resources and examples of how to use these in practice and hyperlinked clips and articles used to support these sections. There is a clear link to the resources, and the information is set out to make it practical for students to engage with.


The final section provides a blogging prompt that enables the students to get started and reflect on their initial introduction to being a connected learner:


Overall Jordan has demonstrated effective use of a range of different digital tools for  creative Knowledge construction. The breadth of tools used in creating the site, the clips and then linking to various others shows an understanding of the tools required for connected learning and knowledge construction. Some further examples of student blogs, or students using social media for learning could have been added; but that would defeat the premise of it being their own personalised and unique connected learning that takes place. There is also an understanding of instructional design and the application of knowledge network theory with this artefact. The participants are asked to consider the why and the what, before moving onto the how and then actually doing it themselves.
It is clearly a useful resource to get students started on the connected pathway and I would definitely consider using it with my own class in the near future.

Module 2.1 Reflections on ‘Connected Educator’

This has been a very interesting reading, and I have followed the work of Sheryl Nussbaum-beach through Twitter for a few years now. This book has been on my radar for a while now and even though slightly old, the ideas are still relevant. Aaron Davis did a review ( on the book a few weeks back that peaked my interest again.

Looking at the three ‘Think About’ Activities:

Pg13 – Have you moved beyond cooperation? What role is collaboration playing in your professional learning and your practice? What’s new and different about collaboration for 21st century learners?
I do believe I’m still caught in the middle with collaboration and cooperation because of so many different commitments and time constraints. The times that I have embraced collaboration it has been exciting, challenging and very rewarding. This Masters course has especially in previous units pushed students to collaborate to create new knowledge and work together. I have had opportunities to present with others, and this has meant that we needed to collaboratively plan. In the digital/information/knowledge age technology is making everything more accessible and creating many different ways to work collaboratively. It has meant that distance/location is no longer an obstacle; a prime example is working on a task least semester with teachers from Victoria, NSW and China on a Wiki or planning a presentation with teachers from Sydney and South Australia. It is a challenge to move more towards collaboration, rather than just cooperating to get a task done. One of my goals in the next year is to increase collaboration with others outside my network and build new connections to create opportunities for my students.

Pg.17 Are you multiliterate? Of these literacies, which is most surprising to you? Which do you find least and most challenging?

I do believe I’m multiliterate to some extent, but i do realise I still have a long way to go. None of the literacies are surprising as I have come across all of them through twitter, studies, conferences and reading books. The part that I find challenging is doing it consistently and engaging in real-world issues with a restrictive senior curriculum.

Pg21 – We’ve described how we think about the connected educator. Take a moment to reflect on your understanding. How are our perspectives alike? How are they different?

I believe my view of a connected educator mirrors the one described here. It took me quite a while to get there, but eventually once I started engaging more, contributing, exploring the ideas and perspectives from my PLN I started to become a connected learner. I have written multiple blog posts on this topic and presented about it at conferences this year, and I passionately believe that it is imperative that teachers connect more and help grow their PLN’s

Digital Artefact & Exegesis

First assessment task for #INF532 involved creating a digital artefact and writing an exegesis on it.


The Connected 10 Educator Challenge


See on Tackk


The Connected 10 Educator Challenge


The Connected 10 Educator Challenge is a learning artefact that has been designed to support teachers in their journey to understand why and how they can become connected educators. It has become a fundamental requirement for modern educators to become 21st-century learners where they take control of their own professional development and how they foster connections with the world. The environment that students and educators are interacting with is constantly evolving, with rapid technological advancements,  greater access to information and the exponential growth of social media platforms fuelling it. With the interconnectedness of our world, people need to learn to communicate, collaborate, and problem solves with people worldwide (Saavedra & Opfer, 2012, p. 8)  Ball & Forzani also agree that this new dynamic society requires innovative uses of technology, and a much greater emphasis on collaboration and problem solving (2009, p. 497). Haste (2009) further supports this when she describes the 21st-century student as a collaborative tool user who needs a new brand of competencies to thrive within a changing environment.

For many educators it can be a daunting task to begin this journey as a modern educator in a hyperconnected environment.  The connector 10 educator challenge is a learning artefact that will allow educators the opportunity to explore a range of different tools and platforms to realise the full potential of being a connected educator. The artefact explores a range of tools such as twitter, Google+, Facebook. Blogs, TeachMeets and much more. The different sections are designed to allow exploration and development of skills. It is important that educators develop these connected networks, and develop their skills in different areas. Tom Whitby’s (2015) view highlights that “the gap between teacher and student will continue to widen if the educator’s’ mindset for learning does not evolve”, further strengthens the idea that educators need to change. The educators themselves are the key to any changes that are required, and this needs to be addressed by focusing on allowing time to explore, to experiment and develop a mindset that is focused on creating a more networked, collaborative, and self-directed educator.

Artefact Design

The artefact has been designed on the platform Tackk, which allows for the integration of various forms of digital media, text and other tools, to facilitate the collection of resources and sections that form the Connected 10 Educator Challenge. The contents are designed in a sequential format to allow the educators that interact with it. Tackk platform allows the Connected 10 Educator Challenge to be improved over time by adding more resources and updating it when required, ultimately making it a more dynamic resource. It is designed to be able to be shared on different social media accounts, and can also be copied by Tackk users and repurposed for their own learning environments.

It starts with an overview of the artefact challenge, followed by the ten different sections. These sections are designed around learning and trialling new tools to become a more connected educator. Each individual section includes either video, links to further reading or how-to guides; at the end of each section, there is a challenge to allow for the development of skills, confidence and be reflective of their practice. This artefact is designed to be a manageable challenge and progressive development of abilities. The idea for a Connected learning artefact is a blend of inspiration from the connected educator month, various Twitter guides, and mostly through interactions with educators. Many have admitted that their biggest problems with being a connected educator are; that they are scared, they do not know how to use the tools, and they don’t have the time. The Connected 10 Educator Challenge’s inspiration concept has developed into a practical resource that educators can interact with and allow them to build their confidence in the connected environments. It is designed to allow educators the opportunity to explore these tools, but also make them be reflective of their practice as they go along. It is also designed to be flexible in nature, meaning that is can be done daily, weekly or as a self-paced challenge.

Artefact Context

Knowledge building is considered a foundational aspect of learning (Lindsay, 2016a), and the artefact is designed to build the knowledge of an individual, but also contribute to the collective knowledge of a group. The artefact considers that the physical aspect is, in fact, more a virtual aspect, where an educator has the opportunity to explore and learn about a range of new tools. The artefact is designed to engage the individual through interactive videos, various readings, links and engaging with the various challenges. This results in real world learning where the individual is required to utilise the various ideas and respond to them.

The ‘Information Society’ relies on constant access and transmission of information, because  information inherently wants to be free (Lindsay, 2016b). The belief that we have entered ‘Information Overload’ is not new, but with the digital era that is evolving it can become amplified. As educators we need to make a choice in the digital era to collectively reimagine learning (Nussbaum-Beach & Hall, 2012) and how we manage this torrent of information. The artefact is designed to facilitate the management of information, streamlining it for the participants into meaningful and manageable chunks.

The main context of the artefact is the exploration of networks and connected learning, and as Howard Rheingold (2011) explains it that “understanding how networks work is one of the most important literacies of the 21st century”. Learning to collaborate with others and connect through technology essential skills in a knowledge-based economy (Lindsay, 2016a). The importance of digital literacies in how people use their social networks in a constant cycle to connect to their friends, family, and others becomes a crucial skill to address. Individuals are connected in more ways than can be imagined and it is shaping their access to networks of information. The learning artefact supports this because it focuses on the creation of contexts where individuals are learning in a networked age, where connecting, growing and navigating networks becomes key driver in a knowledge-based economy (Lindsay, 2016b).

Thomas and Seely Brown (2011) contends that information is a networked resource, where engaging with information becomes a cultural and social process of engaging with the constantly changing world. The theory of Connectivism further explains that learners create new knowledge through more efficient and effective network connections, and it increases the motivation for self-directed learning. George Siemens (2011) explains that the focus on connections requires that learners be exposed to elements that extend beyond the classroom and allow for real-life experience.

As part of the design context, there is a distinct focus on utilising a range of tools, not just one particular medium. The artefact follows what Cook (2012) believes in that there is a movement towards the concept of learning all the time and everywhere, and this concept of a constant state of learning creates a new paradigm for learning (p. 48). This puts us in the position to connect; identify and access information from our networks (McClure, 1994). Furthermore, the artefact is designed to support the concepts of peer-to-peer learning where groups of like-minded individuals working together to develop their knowledge and expertise by implementing new ideas and insights from shared experiences (Lindsay, 2016c).

Critical exposition

The Why

The artefact is designed to introduce educators to different ways to connect and build their own PLN. At the heart of the artefact is the need to build a Personal Learning Network (PLN). Lieberman & Pointer-Mace (2009) propose that ubiquity of technology and social networking resources provide a means for networked learning to scale up (p. 77), and thus create these PLN’s. As Patnoudes (2012) describes it, “a PLN is a system for lifelong learning” and the need is to realise that PLN’s are inherently designed to be personal experiences. A PLN consists of a network of individuals that all contribute in some form to the development of an individual’s learning and growth. Will Richardson states that ‘everyone’s network will look different’ (Richardson, 2007) and Buchanan (2011) notes, “at the heart of a PLN are people.. from whom you can learn and with whom you, in turn, can share and converse.” (p. 19).

The idea of a PLN mirrors the dynamics of a ‘community of practice’ (COP), where Wenger (Lieberman & Pointer-Mace, 2009, p. 79) described the idea that most people learn in these “communities of practice” through connecting and collaborating. A community of practice is all about the groups of people who share a concern or passion for something they do, and they then learn how to do it better as they interact more with one another (Wenger, 2012). A PLN requires interaction and participation, it grows and changes over time to reflect individual requirements and interests.

For these reasons the artefact is focused on providing an opportunity for the flattening of hierarchies and boundaries as they overrun traditional connections  and taxonomy (Pegrum, 2010). This personalised collaboration and informalisation through a network are at the core of learning in the future (Redecker et al, 2011). The artefact is exposing participants to the creation of knowledge through a more social and connected activity.

The What

The Connected 10 Educator Challenge is divided into 10 sections, each with a particular focus on developing skills and knowledge. The goal is creating a participatory and collaborative culture that surpasses the connections they previously had access to formal learning environments such as schools (Kumasi, 2014, p. 9). The research by Igel & Urquhart (2012) supports this aspect that social and constructivist learning theories assert that humans acquire and extend knowledge through interaction with one another (p. 16).

The sections include social media platforms Twitter, Facebook, Google+ and LinkedIN; but also creation/consumption tools such as Blogging, Podcasts and Youtube. These websites consist of millions of active users worldwide and are focused on sharing information/knowledge. The tool sections have a comprehensive guide and links to assist people in using them, but they do require participants to be active in using them. The daily/weekly challenges are set to make make sure that educators understand that knowledge can be obtained through valuing the diversity of opinion because the connections between many sources can lead to new knowledge (Cook, 2012, p. 48).

The How

The challenges are focused on building the connections through reflective and active exploration. The secret to the success of this will be making sure that relationships are the primary focus and as Steve Wheeler (2012) states, “a PLN is to keep in touch, to maintain a dialogue with their community of practice.” These challenges are intentional and have the purpose of improving learning through connecting. The creation of a PLN allows the members to amplify their intelligence (Siemens, 2008). The need is to understand what it means to be a learner within a connected world to support the students in schools, and this is where the challenges help build this understanding.


The Connected 10 Educator Challenge is a learning artefact designed to lead to further conversations and connections, because in a network age, your influence depends on your degree of connectedness (Pegrum, 2010). The artefact is designed to be personalised, focused on an organic and ever-changing PLN that contributes through sharing knowledge. Ultimately Knowledge networking is about working and sharing common interests with a network of like-minded professionals, and this artefact challenge pushes unconnected educators to explore new paradigms of learning. The design of the artefact offers the flexibility to adjust, adapt and improve the artefact; with space for others to add resources, links and new knowledge to the artefact over time. The importance of being a connected educator in a global knowledge age is fundamental to the success and development of an educator.


Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of teacher education, 60(5), 497-511.

Buchanan, R. (2011). Developing a personal learning network (PLN). [online].Scan, 30(4), 19-22; Retrived from;dn=189317;res=AEIPT

Cook, V. (2012). Learning everywhere, all the time. Delta Kappa Gamma Bulletin, 78(3), 48-51. Retrieved from


Haste, H. (2009). Technology and Youth: Problem Solver vs. Tool User (part 1 of 4) [Video File]. Retrieved from

Igel, C., & Urquhart, V. (2012). Generation Z, meet cooperative learning. Middle School Journal, 43(4), 16-21.

Kumasi, K. (2014). Connected Learning: Linking Academics, Popular Culture, and Digital Literacy in a Young Urban Scholars Book Club. Teacher Librarian, 41(3), 8.

Lieberman, A., & Mace, D. P. (2009). Making Practice Public: Teacher Learning in the 21st Century. Journal Of Teacher Education, 61(1-2), 77–88. doi:10.1177/0022487109347319

Lindsay, J. (2016a). A new paradigm. [INF532 Module 1.3]. Retrieved July 28, 2016, from

Lindsay, J. (2016b). Information environments. [INF532 Module 1.3]. Retrieved July 28, 2016, from

Lindsay, J. (2016c). Peer-to-peer learning and knowledge networking. [INF532 Module 3.3]. Retrieved August 18, 2016, from

McClure, C. R. (1994). Network literacy: A role for libraries? Information Technology and Libraries, 13(2), 115-125.

Nussbaum-Beach, S., & Hall, L. R. (2012). Defining the connected educator. In The connected educator: Learning and leading in a digital age (pp. 3-24). Bloomington, IN: Solution Tree Press.

Patnoudes, E. (2012, October 1). Why (and how) you should create a personal learning network. [Blog Post]. Retrieved from

Pegrum, M. (2010). ‘I Link, Therefore I Am’: Network literacy as a core digital literacy. E-Learning and Digital Media, 7(4), 346-354.

Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S. & Hoogveld, B. (2011). The future of learning: preparing for change. Rapport Commission Européenne. Retrieved from

Rheingold, H. (2012). Introduction: Why you need digital know-how—Why we all need it. Net smart: How to thrive online. Retrieved from

Will Richardson (2007, December 7). Personal learning networks [Video File]. Retrieved from

Saavedra, A. R. & Opfer, V. D. (2012). Learning 21st-Century Skills Requires 21st-Century Teaching. Phi Delta Kappan, 94(2), 8–13. doi:10.1177/003172171209400203

Siemens, G. (2008, September 28). A brief history of networked learning. Retrieved from

Siemens, G. (2011) Special Issue – Connectivism: Design and Delivery of Social Networked Learning. International Review of Research in Open and Distance Learning, 2(3), 1-5.

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change, Lexington, KY: CreateSpace.

Wenger, E. (2012). Communities of practice: A brief introduction. Retrieved from

Wheeler, S. (2012, August 17). The importance of being networked [Blog post]. Retrieved September 18, 2016, from

Whitby, T. (2015, January 26). Why Twitter Will Never Connect All Educators [Blog Post]. Retrieved, from


PLN’s and Digital Citizenship


Over the past 10 weeks doing the ETL523 subject I have found the course to be extremely interesting and challenging at the same time. I know that I have been growing/supporting my own PLN over the past 4 years through Twitter, Google+. Blogging, Instagram, Facebook, etc. and learning what it means to be a digital citizen. I have actively worked with my students the past few weeks in developing their understanding of digital citizenship and how they could use social media for learning. They already use Facebook to chat about school, use Skype when discussing work, but now I want to show them the potential of Twitter and other tools to create their own PLN. It’s going slowly, trialling some ideas with my history students in-between all the curriculum we need to cover, and it is really a learning process. Feel free to check out the hashtag that we are using in the class #mhrcc16. More experiments and exploration to follow in the coming weeks. Any advice or suggestions is always appreciated.


Now my focus over the next 3 weeks turn to the final assignment in the course and preparing for 2 intense weeks of Conferences, training and events that follow it.

Online Reflective Journal Blog Task 1

The problem space is located in a room in the library that has been made into a teaching classroom for small senior classes, due to the school growing rapidly and not enough other rooms being available. The room is very generic, with dimensions of only 6m x 5m, 7 tables, 14 chairs. The room has access to a data projector, a whiteboard, one power outlet and two walls that can be used. The third wall has large windows that have a strong glare from sunlight that has no blinds or curtains. The room is shared between three teachers across six different subjects; as well as an IT support room during 1st break. The challenge then is to come up with a space that will be flexible, and at the same time meet the needs of the users (the students and teachers).

20150723_085049_resized 20150723_085054_resized 20150723_085103_resized  20150723_085118_resized


Design is the link between creativity and innovation (Temple, 2010) and this allows ideas to become reality. With design being the process that converts ideas into something tangible (Kuratko, D., Goldsworthy, M., & Hornsby, G., 2012, p. 103), it becomes crucial to understand the why and how to do design thinking. At the heart of design thinking is the user and this is reflected in many readings. Brown (2009) states that the insight into how people actually use things is central to design thinking, by observing what people actually do, noting what they don’t do, and understanding what they don’t or can’t explain about what they do. Brown (2009) also contends that designers need empathy to consider how consumers (students) actually experience things. Kuratko et al (2012) supports this when they state that design needs to keep the user in mind and include them in the design process to allow immediate feedback. Brown also further adds that ‘We need to learn to put people first’ (2009, p.39).

To discover a new solution using design thinking, it will require that there is a ‘collective ownership of ideas with sharing of responsibility’ (Brown, 2009). With this in mind, I need to involve both myclasses, and my colleagues and their classes, in the discussion/process. This will allow students to also be able to “deal with difficult situations and to solve complex problems in school, in their careers, and in life in general”. (Razzouk, R. & Shute, V., 2012, p.14). Design thinking requires acceptance of constraints and it can actually invigorate designers to come up with solutions (Kuratko et al, 2012). By embracing and recognising the constraints it allows you to explore what is technically feasible and commercially viable (Brown, 2009). At the same time, I need to remember some of the key attributes designers need like flexibility, focus, inspiration, proactive and humility (Kuratko et al, 2012). As design thinking is frequently cited as involving three parts (Seidel & Fixson, 2013) that develop with the constraints of feasibility, viability, desirability (Brown, 2009): Need-finding, Ideation, Prototyping.

To start the change, I will involve the different groups in brainstorming and observing how each class interacts with the space. Then we can proceed to trial a few changes to enhance the learning environment. The great beauty of design thinking is that, as Razzouk & Shute (2012) describe it, it is “an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign.” The changes will be quickly implemented, and be adjusted as I gather feedback and iterate more.


Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. HarperBusiness. p.37.
Kuratko, D., Goldsworthy, M., & Hornsby, G. (2012). The design-thinking process in innovation acceleration : Transforming organizational thinking. (pp.103-123). Boston : Pearson. /ereserve/pdf/kuratko-d1.pdf
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, September, 82 (3), 330–348. /82/4/483.full.pdf+html
Seidel, V., & Fixson, S. (2013). Adopting design thinking in novice multidisciplinary teams: The application and limits of design methods and reflexive practices. Journal of Product Innovation Management, 30, 19–33.
Temple, M. (2010). The design council: A review. Department for Business, Industry and Skills (UK). Retrieved from: council-review.pdf
My comments on other posts can be found here:

Digital Essay Proposal

I’m looking forward to exploring this topic over the next few weeks and developing a digital essay.
Any links, resources, readings that you might know of, please feel free to pass them along 🙂
Proposal topic
Educators also need to become 21st-century learners
Proposed digital tools and/or spaces to be used
Digital tools selected will be either Tackk or Storify. Both platforms allow for seamless integration of multimedia from a variety of sources. As I develop the essay with research I will explore both platforms to determine which will serve the topic best.
Rationale for topic focus for the multi-modal essay
The majority of teachers grew up in an educational system before the advent of social media, mobile technology and Google. In just over 2 years we will never have school students again born before the year 2000. With the changing dynamics of technology, access and networks, it is becoming imperative that teachers develop a growth mindset in themselves and leverage the power of digital tools to increase their skills. By doing this they will be able to serve their school and students, and be able to model digital citizenship to students. I’m passionate about connecting teachers, sharing ideas, resources and having discussions to improve our education settings. In being involved with Twitter, Blogging and TeachMeets my PLN has widened and I have grown as an educator. Many teachers are still not engaged in directing their own personal development and realising the potential that technology offers. What restricts them? Why? Many questions to look at, and to explore what research says about this area.