Snooze or Muse

New Faculty teaching strategies in Higher Education

2011-10-25T08:34:00.002-07:00

Currently I am developing a peer support group for new faculty in the area of teaching at my university. This has me spending a lot of time researching best practice in the area of undergraduate teaching. There is a lot of talk about student engagement, social media integration, technology use etc. in the classroom but what do effective faculty do to engage large undergraduate classrooms?

One of the first things I have found is that good college or university faculty put as much emphasis on their teaching as seriously as they do their research. For new faculty this can be daunting as the publish or perish doom hangs ominously overhead as they work towards achieving tenure. However with the market becoming every more competitive for students as online universities become more the norm and in our neck of the woods some colleges have been given degree granting status , the first year undergraduate experience is becoming more of a concern for administration trying to secure student enrollments. This only adds to the pressure of new faculty not only to produce in the area of research but also to perform well in the classroom.

So what attributes does a new faculty member need to possess to perform well? According to What the best college teachers do by Ken Bain they should:

Know their discipline well, including the history of their discipline
Be meta-cognitive - able to reflect upon their own learning
Can distinguish between foundational concepts and elaboration of ideas within their own field
Can discern where students will be likely to face difficulties developing their comprehension
Are willing and able to challenge their students mental models

When dealing with large undergraduate classrooms in particular I have read through numerous sites and articles, this is a summary of the major points that can be beneficial:

1. Make the large classroom feel small

Encourage contact between students and faculty
Develop reciprocity and cooperation among students
Walk around the classroom while lecturing, move towards students asking the questions
Try to learn student names
Pay attention to individual students - take the lead when a student's performance plummets or they are at risk arrange a meeting with the student or send an email expressing your concern
Make yourself personable and approachable
Give prompt feedback

2. Encourage active learning

Encourage questions - asking questions in a large classroom is intimidating for students when a student ask a question make sure they feel respected and followed by using responses such as "I'm glad you asked that" or "That's a good question" this will encourage more questions
Ensure your lecture expands beyond the readings, synthesize and summarize the reading but also use your lecture time to bring in supplemental materials that can spark interest and discussions. Your lecture should not simply rephrase the text or readings but should illustrate key concepts from the reading bringing in real world examples and should encourage critical thinking by your students
Model your own thought processes and problem solving, especially in undergraduate courses it is important for students to learn how to analyze ideas, text or research within your field, the correct processes need to be modeled. It is important for them to see how academics think
Students attention span for the same activity is about 20 minutes, make sure you have energy-shifts or a change in activity around every 20 minutes. Examples of energy shifts include opening the floor to questions, posing a rhetorical question and posing for answers, giving students time to summarize key points before moving on, or having students engage with peers in regard to the topic.
Be very familiar with the lecture material so you can focus on your students while presenting the content
Provide podcast of lectures or readings before class and use the class time to invoke discussion and debate. Students can discuss with peers beside each other and be brought back together to summarize.You want students to be challenging their mental models, give questions or scenarios that push their thinking.

3. Communicate high expectations - DO NOT however set an expectation of failure (i.e. this class is hard, most of you won't do well etc.)

Turning the table, research has demonstrated the undergraduate students perspective as well. Undergraduate students perceive the following as influential in their academic performance.

1. Qualities of the instructor

interesting
speaks clearly
approachable

2. Assessment

ongoing and prompt feedback
disliked heavily weighted finals that were not representative of student work
stressed by uncertainty in knowing what to expect

3. Classroom teaching

prefer active participation especially techniques that encourage collaboration
course material is made relevant to students and peaks interest

Ultimately teaching is an art. Like art some people have a natural talent, however, like art most principles and techniques can be learned through study and observation. Teaching is crafted over time and the best teachers work at their craft on an on-going and continual basis.

Instructional Design Intelligence

2011-03-22T14:50:00.000-07:00

I am a huge fan of Barrie Bennett from OISE at the University of Toronto. His book Beyond Monet: The Artful Science of Instructional Integration should be a mandatory read for any teacher. He specializes in instructional design intelligence, which got me to thinking is there such a thing as Instructional Design Intelligence?

I attended a conference a year ago and I overheard one of the biggest e-learning keynote speakers that is on the circuit today criticize David Merrill to a group of colleagues. He believed his work was outdated and no longer relevant. To say the least I was appalled. Yet it has gotten me thinking ever since about the relationship of Instructional Design, ID Models, PLN and SoMe and trying to understand how everything fits together in this day and age.

Much has been written about moral intelligence, multiple intelligence, learning theories from behaviourist to constructivist and everything in between, now combine all the theories of learning with all the 21^st century technology, it simply makes it hard for instructional designers to keep one step in front of the learners.

This all leads me to the question is there such a thing as Instructional Design Intelligence. Instructional Intelligence is described as “the conscious interweaving of assessment and evaluation, knowledge of the learner, a broad teaching repertoire based on solid research, knowledge of content and the nature of the teacher. When combined, these from powerful tools for teaching and learning. “ If I were to use this definition as a model, how could I then define Instructional Design Intelligence.

Well I took a stab at it, here is my draft definition:

Instructional Design Intelligence – the conscious alignment and integration of learning theory, instructional strategies and assessment practices with the consideration of the nature of the content and the knowledge and skills of the both learner and the teacher.

I ponder whether the definition needs to incorporate digital literacy, personal learning networks, and social media, however at this point I argue not as I believe what is important in the definition is the pedagogy not the technology. Thinking further still does an instructional designer not need to have instructional intelligence to have design intelligence? If this is true then instructional design intelligence also requires assessment intelligence and learning intelligence. Is the definition then a combination of different intelligences much like Gartner’s multiple intelligences?

It is an interesting discussion because as I have found it difficult to articulate to others the nature of our work. What does design instruction mean, are not all educators by nature designers? Can we even define Instructional Design Intelligence in one paragraph?

I still have no clear answer only more questions.

The Direction of Instructional Design

2011-02-09T05:42:00.000-08:00

I read the Article Do You Need an Instructional Design Degree and was a little dismayed that the sentiment from many including the author was no. I believe the demand is growing for instructional designers, what I think is driving this sentiment, is that instructional design has moved from a career path most commonly found in the educational sector and moved into the corporate world.

While the academic world is slower to adjust to expansion into online learning, corporation and for-profit educational institutes are not (Bates, 2011). These organizations work on business models and are trying to generate profit. The entire notion of rapid e-learning is driven from the business world, time is money. Cheap and fast is what corporate America wants.

I have been in the field for nearly 15 years now and what I have found over time is that corporations don't want instructional designers, they want Flash developers and people with skills with Captivate and Presenter, who can rapidly dump content into programs like Captivate and get a course developed. Unfortunately the job postings for these positions are called Instructional Designers or ELearning Specialists, which in all actuality they are not.

Bates, in his article 2011 Outlook for Online ELearning and Distance Education lists, as one of the barriers to distance education, poor quality offerings. With the advent of great tools for easy media development, the quality of most online learning is still poor, but it is convenient so people will continue to access these types of learning opportunities. Flooding the market with individuals that lack prerequisite knowledge of learning theory, instructional strategies, assessment techniques, principles of multimedia design, cognitive load theory and adult learning theory to design these courses is not helping the situation. Simply because someone can use the tools does not mean that they can design learning experiences that allow for the building of new knowledge by the learner. The technology is being placed before the pedagogy.

I think a better model to adopt is to have a design team, which includes an instructional designer, PLUS media developers at a minimum. At the end of the day instructional designers are not Flash experts, videographers, or Captivate gurus (although some may have the skills), and likewise those techosavvy masters are not Instructional Designers, so don't try to combine the two into one. It is doing the field of online education no good. Instead build a team, it can be a team of two, a designer and a media developer and then marvel at what they can build.

Moving Learning Design Forward

2011-02-06T12:51:00.000-08:00

I constantly read about new design ideas, new technologies and the implementation of social media into education. However, at least in part of the world, I rarely find more than text based online courses, that primarily point to course readings with discussion forums time and time again at a post-secondary level.

Working in this world I find faculty very reluctant to move outside of their comfort zone and explore new approaches to learning. Even though we can reassure faculty that their time commitment does not need to be extensive I find that the advances in technology themselves are overwhelming for most.

What are the BIG ideas in e-learning we need to get faculty to embrace?

1, I think we need to have them view technology as not a different way to teach but a way to
teach learners in a manner that could not otherwise by reached in the classroom. What can e-learning provide that classroom instruction cannot? Often as instructional designers I don't think we present e-learning in this manner to instructors.

2. Teaching in the classroom is different than teaching online. Not all good classroom strategies work well online.

3. Multimodal learning. One of the greatest selling features of e-learning is that we can present the same content using different learning paths.

4. When planning instruction consider:

How will the students interact with other students
How will the students interact with the instructor
How will the students interact with the content

5. In e-learning there needs to be a movement for passive learning to active learning. Student engagement is important to e-learning success.

Multimedia Here I Come

2009-06-11T13:06:00.000-07:00

I work at a small rural college, that given its size and location it is surprising that learning technology has been so widely embraced. We use Moodle as our LMS and while come fall offer over 100 courses fully online.

I have been fortunate enough that the people at the top of this college want to move forward. Finding instructional designers that are willing to come to a small Northern community is tough, I just happened to be married to a local guy. I think however my decision to leave K-12 and come to the college was perfect timing.

It was almost serendipity but it looks like multimedia development which is my passion will now be my future. I volunteered to develop a corporate training course on diversity. Our executive initially wanted to explore Second Life, which given the target audience I did not believe was the best approach. They were looking to be more forward in the design but really did not know what was available. What they really wanted was a somewhat immersive and interactive environment.

I have been lucky enough to suggest and lead the way on what we should get for software, how to outsource development such as animations and 3-D modeling, and the work on the design of a Flash interface to drive our product development. We are a small college and I know it sounds like a lot of money, but really it is not. We are purchasing programsthat allow for animation development without a programming background. We are looking for ways to play with the big boys without the big boy dollars.

I am just feeling happy today that my career move is taking me in this new direction.... maybe when I am well into it with a zillion deadlines I might feel otherwise!

I have reached a decision

2009-05-21T13:04:00.000-07:00

I have decided it is time for action. I am currently seeking out ideas, suggestions and support for the formation of a new association - the Canadian Association of Distance Graduate Students.

So having said that here is my proposed Mission Statement:

Mission Statement

" The promote the involvement of distance graduate students in the graduate experience by working with universities and associations to advocate for authentic experiences, opportunities and awards targeted specifically at distance graduate students."

Vision

1. To provide distance graduate students equal opportunities for research and teaching assistantships.
2. To provide access for distance students to virtually attend workshops and presentations provided by their faculty or GSA.
3. To lobby and campaign for scholarships, bursaries and endowments that can equally accessed by distance students.
4. To advocate for fair and reasonable tuition fees.

Please pass this along to those you know

I can be reached via e-mail at dgfeledi@ucalgary.ca

Thanks for your assistance!

Are there inquities imposed upon distance graduate students?

2009-04-28T09:06:00.000-07:00

I am working on my fourth University degree. Three of which have been online including the doctorate that I am currently working on (which includes two summer residencies). My primary reason for doing three out of my four degrees online, money, plain and simple. With three teenagers, a mortgage, a vehicle payment, and living three hours away from the nearest city, how could I afford to quit my job, move away from my family and go back to school? So online learning has worked really well for me and allowed me the opportunity to pursue course work I would not have otherwise been able to do, while still working and raising a family. I am exceedingly grateful for that. But if I had the chance I would do it face to face for the invaluable experience of being on campus immersed in the world of academia.

The other day I was informed I had received an award, I was ecstatic! My first every in 8 years as a distance student. I was surprised and honored. So I looked at other opportunities for awards, I had kind of looked casually before but I took a thorough look this time. To my disappointment few awards, scholarships, bursaries etc. are available to working distance graduate students. The reason we make too much money, regardless of our bills, our families, our obligations we pull a pay cheque, so we are ineligible for most awards.

Lets look at the reality, as a distance student in general I pay an enormously huge amount of money compared to on campus graduate students for the same degree, at least that seems to be the case at most Canadian Universities. However, I am denied many of the opportunities of the on campus graduate students. It is not from lack of willingness. I am willing to take on responsibilties above my course work and my day job. I am willing to teach undergraduate courses, many are online so it is feasible to do. I am willing to assist professors with their research, conducting surveys, interviews, crunching numbers etc. on my own time through vacation days etc. Why, because I believe the doctoral journey is important, and these experiences are part of that journey. However, this is all reserved for the on campus graduate students, they need the money and are given these opportunites. I don't begrudge the on campus student, I am just seeking equal treatment.

It seems to me that the Universities are more than willing to take our money but not more than willing to treat us like other graduate students. No scholarships, no teaching or research assistantships, no dropping in on the noon hour sessions, guest presentations, graduate student workshops etc. This is not specific to my faculty, it is evident at all levels within the University I attend. For example my Graduate Student Association (which I pay fees to) is willing to take my money but offer no services to the distance student. It would be easy to include the distance student, presentations and workshops can be webcasted or Elluminated. I inquired about this and my GSA said they had not even heard of Elluminate but I was told they would look into for the future maybe. So are we some how lesser students, is our work, our willingness to learn, to participate in the University experience less important?

Plain and simple I just want to be treated equally. The biggest inequity I have found all to late is this:

I applied as an distance student because I could not meet the on campus residency requirements as outlined by the University, only to discover that a LOT of the on campus students do not either, at both Universities I have attended in my course of graduate studies. They work and live some of them in different provinces, never have had to be on residence, pay less for courses, have to take less courses and are eligible for all the doctoral awards. How does that work???? How is that fair? If I had known this I would have applied as an on campus student and kept working and living where I am at now, for a lot less money and a lot more benefits.

I simply want fairness and equality, as a working doctoral student between course work and my job sometimes I am grinding away for sometimes up to 18 hours a day. It is not an easier ride, I am required to do the same candidacy exam and defense as the on campus students . I take the same research and social theory courses PLUS a requirement for 5 other courses the on campus students are not required to take. I can understand the rationale if the on campus graduate students were actually meeting residency requirements, but if they are not, how is this fair?

I wonder if this has only been my experience or if others have had similar experiences. This is my second graduate degree, my masters was done at a different University, but my experience there was the same. I would love to hear from the other side of the debate as obviously I can only perceive this from own experience and do not necessarily understand all the rationale. So if you can enlighten me please do!

I don't know maybe there is a doctoral thesis in all of this! LOL!

Social Media as Part of the School Curriculum

2009-04-24T08:27:00.000-07:00

In the last few years with the exponential growth of the Web 2.0 our digital footprints are growing. It is not only the things we post on our own blogs and social networking sites about ourselves, but also about what others post about us.

I routinely google my name to see what comes up, and lately I google my children's names especially since sites like Facebook and Nexopia are obsessions for them. As much as I tell my teenagers to watch what they put out there and what others put out about them, they really have no concept. Does a teenager have the reasoning skills to consider that the photo of them passed out at party my not look so good ten years from now when they are applying for that dream job, or worse yet 15 years or 20 years from now when their own children find it online? And that is all only a click away? Teenagers are not known for their ability to plan for the long term. So how then do we get them to be concerned about and monitor their own digital footprint?

ClaimID has a list of best practices which will help you and your teen find what is posted about them, but what do we do once it is out there? There are lots of stories of individuals losing their jobs due to something posted on Facebook or a blog. The unfortunate part is we have unleashed this enoromous Social Network with the best of intentions and it was not until further down the road that we realize its ramifications.

As we all know that once it is on the web it is there to stay. To help address this issue MySpace has put out a School Administrator's guide to Social Networks. Some schools like the University of Oklahoma and the Academy of Discovery are putting out guidelines for their students, as are even some businesses for their employees such as Dell and the BBC. Karen Montgomery has provided a great template for schools and school division to use to set guidelines around Social Media. While these are great measures will they really protect our teens today? I am guessing not, I suspect this generation will have to experience the growing pains of Social Media, but we can only hope they will pass their wisdom onto the generations that follow.

I think that we need to do today however, is to make Social Media part of the mandatory K-12 curriculum. Students need to be taught at an early age the pros and cons of Social Media. The need to understand the importance of their digital identity and their footprint. Just like students care about their reputation at school they should be taught to care about their online reputations. You might argue why should the schools being teaching it, because unfortunately many of this generations' parents do not have the level of experience with Social Media that their child does. Will it fix all the problems, of course! But at least it is a start.

My theory of learning

2009-04-22T07:46:00.001-07:00

One of the greatest flaws I see within education is our fundamental lack of knowledge on how we learn. Yes, I know there are numerous learning theories in existence each with their own individual merits and weaknesses, but they all seem to miss the big picture. Maybe it is just me and I am the only one of this mindset but let me try to explain my thoughts.

Most educators have heard of learning styles, some students have preferences for visual representation of information, others auditory etc. Likewise there are behaviorist, constructivist and cognitive approaches to learning, but is that how we actually learn? What really happens in the brain when learning occurs? They way I see it we have a fair understanding of the start and the end of the learning sequence have no real idea about what happens in the middle.

To me learning styles explains the beginning of learning - how do we best receive information. Really what it means is that we all have personal preferences on how we like to be shown new concepts. No different in that we all have our preferences for how we like to obtain energy for our bodies. I might prefer pizza, my husband prefers a steak. Regardless of how I get it my body requires energy but ultimately it gets processed the same way each and every time.

To me it seems the same way with learning and what is happening in the mind. We all need input data, we can get it from different sensory sources but I believe ultimately it all gets processed in the same way. This explains the beginning of the learning sequence.

Looking at the end and using the food analogy we all eliminate waste from our bodies in the same way (and I do not need to explain the how of that you :). Likewise, we also all output our understanding of what the brain has processed in a similar fashion. Dependent on how much our bodies take in for food our amount of eliminated waste varies, likewise dependent on how much information our brain takes in we output varying degrees of understanding and the ability to apply our understanding.

So the question is what happens in the middle? In every cell of our body the process of getting energy out of the food we have taken in is the same - it is called cellular respiration. Regardless of what type of food or how much of it we ate, it is all processed the same way each and every time at the cellular level. Therefore I cannot believe that it is any different with the mind. I hear continue expressions like everyone learns differently? Do we really - in the very essence of learning, do we really each learn differently? That would essentially mean that every brain at a physiological level works differently. The science of biology would seem to suggest otherwise. I think we tend to confuse our preference for how we obtain data to how we learn. I prefer visual cues for learning, my son is totally auditory - but once we obtain that data what happens to it, where does it go? Are we really processing it differently?

I think this is the little black box in the field of education, we do not understand HOW we process the data. We have figured out how our body processes our food to make energy right down to the cellular level, but do really know how the brain processes the sensory inputs to form understanding? Piaget introduce the idea of schema formation as a theory to explain this process- but is this really what happens? What have we scientifically proven today about the processing of information in the brain?

I believe that until we really understand the how, that one process that is the same in all of us, we can not really be effective in maximizing the learning experience for the student. What I see is current practice and even research is a lot of trail and error. We see something that works one on student we try it on another, we really do not understand why it works, because we do not understand the process. No different than the mechanic who does not understand how your car engine works, he might tweak this or that and your car seems to work better. But was it the best solution to the problem? You can't answer the question unless you understand the process.

In education we keep trying out things without understanding the process, and lo and behold some things work and others do not and we can never really explain why. Ask a teacher to explain why their best instructional strategy works, most will say they can't explain why, it just does.

Maybe I have missed some work in field of neuroscience that has solved the little black box riddle and if I have someone please point me in the direction of this research so I can understand the process. But this is my ultimate passion within education is to make sense of that process. Ok I will get off my soap box now.

Time to be using this blog

2009-04-21T09:39:00.000-07:00

Ok it is time for me to get using this blog more regularly. So I plan on posting my musings on technology and instructional design, as well as my musings, frustrations and aha moments in my doctoral journey.

To start with I am going to discuss my new found infatuation with Twitter. I write a monthly newsletter for my college on Instructional Technology for Faculty and about a month ago came across an article on Twitter as a Professional Development Tool. I was instantly intrigued but had tried Twitter before and really did not get it. So I thought I would do some research and learn how do to use Twitter. What a world has been opened for me on a professional level!

So how do I use Twitter, first I am selective about who I follow, and yes I realize I might be stepping on the toes of Twitter etiquette, but I only follow people who Tweet about Educational Technology (for the most part that is - I had to help Ashton get to 1,000,000 tweets and I do follow CBC!) So if someone follows me or if I see an interesting post by someone I do not follow when I am searching Twitter - I check out their tweets. If most of their tweets are about their personal life I do not follow them. It is not anything personal it is simply a matter of managing my time - I only have so much time in my day so I try to optimize the quality of professional tweets I receive.

Some of my faves that I follow on Twitter are @jackiegerstein - she supplies tons of great educational resources, @rmbyrne besides being an avid Boston any sport fan he has a great blog as well and supplies good resources. As for my other interest completing my doctorate - same day I will get up the nerve at ask @academicdave a question - he is always musing about his doctoral students, and I like reading about @shawncalhoun experiences in completing his doctorate, which he elaborates upon on his blog.

EDER700 - the beginnings!

2008-12-03T11:51:00.001-08:00

So the journey began, with EDER700 - a course on Social Theory. Now I have no background in Social Theory, my first undergraduate is in Medical Laboratory Science (with a specialization in Medical Research), my B.Ed is in Adult Education with a specialization in instructional technology and my Masters is in Instructional Technology with a specialization in multimedia development.

It was not without great surprise that I immediately found myself drawn to the functionalist paradigm, the first paradigm we explored. It is not so much so that I was akin to one any theorists views, but it was more how I see the world. I guess one of the cruxes for me is I cannot perceive the idea of a nominalist position. It seems so egocentric of mankind... the world to me exists whether we exist in it or not, it is real it is tangible. The tree has a function whether we agree or disagree with it, apply our cultural beliefs upon it or interrupt it otherwise, nature prevails.

Second for me I can relate to positivism - yes I admit it out loud. It is so ironic I believe, over the summer I was doing a course for Dr. Jacobsen and one of things we had to do was a literature review within our research area. We had to get this critiqued by another professor. Dr. Katy Campbell who critiqued my paper, suggested that I needed to state my positionality. I did, I stated that it could be almost deemed educational malpractice to try to assist students with learning when we still yet do not understand how students learn. In my statement I also mentioned that how can we deem to understand how at the end of the day is simply just another species on this planet, without understand the patterns of nature on this planet. My functionalist paradigm was shining through quite loudly even though I was not consciously aware of my paradigm.

I strongly believe that scientific research is getting a bad wrap within the realm of social theory when instead I believe it is a misunderstood art. Yes absolutely, there is a place for understanding one's biases, how our perspectives might guide our research. But I believe too it is possible to a certain extent to remain objective. Well conducted scientific research has a structure and form that allow for generalizations to be made. To me what relevance is research that cannot be generalized to some extent. How does it assist in boardening the knowledge in our discipline if we cannot use what was learned somewhere else. The problem is in terms of conducting scientific research with human subjects is that there are infinite variables that makes it difficult to follow the scientific method. Does it mean the methodology is flawed? Does it mean it has no place within educational research? I would argue no, it just means adoptions to the method need to occur in these instances.

It seems however when I read about social theory positivism and functionalist are talked about in the past tense, like they no longer exist. I am a dinosaur that never existed, extinct before I even came to be.. this does indeed trouble me!

The Start of the Journey

2008-12-03T11:32:00.001-08:00

When I applied to do my doctorate in Educational Technology I had some reservations. First off I live in a small Northern community, closest city over 200km away. There are no opportunities for doctorates in this area. This doctorate was for myself, a goal I had set a long time ago. The response to my applying was of course predictable. "What are you crazy?", "What a waste of time/money?", "What kind of wife/mother are you - isn't your family or important?" The only support I really received was from my mom (a story for another time) and my principal at the school I where I was at that time working as an assistant principal. (I have since moved onto to accept a position at the local college as an Instructional Designer - my passion!)

So no real support from close family or friends, okay I could handle it. I tend to be a bit of a loner anyways, I could go it myself. I convince myself I will meet like minded individuals when I arrive at the University of Calgary, working individuals, passionate about learning and educational research. People I could have enlightening conversations with about our field.

Fast forward to our 2 week orientation session on campus at the University of Calgary. One of the very first responses I received from a member of the cohort, set me back. We were walking to class and the person inquired as to where I was from. My reply - a farm, in Northern Alberta. The response - no, you are lying, no one really lives and a farm that has an education. Okay, just a naive response perhaps, as we our doing our meet and greet, I could already sense the room. Oh you are a superintendent (I better make a contact with you), or you are a director of learning (mark you on my list of people to connect with. You do what? You are an instructional designer? What is that?, From where? (okay move onto the next person). Now don' t get me, most of the group was polite and well intended, however for quite a few, if I could not advance their careers there were bigger fish to go after.

Finally connecting with my fellow Educational Technologists group I found we were all made to feel that way, the four of us. Funny thing is we are all in management positions, one so high up the government sector that he deals directly with the minister, but we were not in Educational Leadership and we were on the outside looking in.

Fast forward to the EDER700, a course of journey and discovery, who are we... how do we see the world...