Today’s post is another long excerpt from my forthcoming book on the IOI Process, it explores the components of the Modern Learning Canvas in detail. If you haven’t read Understanding the black box of learning and teaching you may want to read that post first.
The Modern Learning Canvas is inspired by Alexander Osterwalder’s Business Model Canvas, which defines an ontology to describe the business model of a company or startup. Although the Modern Learning Canvas does not share any components with the Business Model Canvas, it does use the same format and process.
The Modern Learning Canvas attempts to take this idea but to describe the essential components and relationships of learning. For this reason the domains of learning (Learner Role and responsibilities) and teaching (Educator Role and responsibilities) make up the two sides of the canvas, the process (which describes what the students and the teachers actually do) is split between the two sides.
The nine components chosen, coincidently the same number of elements in the Business Model Canvas, give a complete yet concise understanding the learning model. These inter-related elements can then serve as a repeatable pattern. Enabling successful learning and teaching practice to be replicated and achieve identical learning outcomes.
The canvas is a graphic organiser that allows educators to view their learning and teaching program and practice as a whole.
The Sequence Component
Every learning model must have a clearly defined Sequence. The set of (often sequential) activities that the learners undertake. The Sequence component of the Modern Learning Canvas defines how learners learn, and the repeatable process that makes learning successful. The Sequence describe what the learners actually do, and as such the Sequence should be defined from the learners point of view. Yes, what educators do is important and does need to be included but we describe it from the point of view of the learner. For example, “listening to or attending a lecture” describes an activity from the learner’s position, while “giving a lecture” describes the same activity from the educator’s perspective. For the learning model we choose to view learning from the learner’s perspective.
If the learning takes place in a classroom, the Sequence would be the major things that you would see in that classroom. The Sequence might describe the structure and process of a delivered lesson or series of lessons. How the learners and educators interact with each other. What steps that the learners undertake in order to complete the learning sequence. Essentially the Sequence component provides a generalised view of the essential steps of the lesson plan or unit of work. General, in that unlike a lesson plan they don’t go into specifics, as we are not interested in the object of the Sequence itself but rather the purpose of the Sequence. So rather than specifically noting that the teacher models nouns, we note that the teacher models a concept. In this way the learning model represents the generic learning event as opposed to a specific learning event.
The scope of the Sequence component defines the period of time that the learning model represents. A learning model, for instance might represent a learning event as short as 10 or 15 minutes, such as Guided Reading, or a learning event that lasts months, such as a major student project. Whatever the type of learning event, the Sequence should represent the whole learning event, and the complete learning model, regardless of the scope of the learning model, and represents it as succinctly as possible.
The Sequence might delineate:
– The distinct activities that the learners undertake. For example, the Early Years Literacy and Numeracy Model, used in primary schools across Australia defines three distinct activities: 1) the whole class modelled activity, 2) small group student activity, and 3) a whole class reflective conversation. These distinct activities have a finite time, a specific order, different activities and different goals. While it would be possible to undertake any of these activities in isolation, their effectiveness lies in their complementary nature.
– The distinct cognitive phases that the learners progress through while sense making. For example, consider the five phases of engagement, exploration, explanation, elaboration, evaluation that define the 5E Instructional Model. Rather than being separate activities like the Early Years Model, the five phases of the 5E Instructional Model would be applied to a single activity.
– The distinct sequence of steps that the learners undertake, such as the stages of a student-led project. A typical student-led project might consist of the following simplified steps: 1) Define the project, 2) Design the project, 3) Construct the project, 4) Present and celebrate the project.
We can also see from our examples that the Sequence can be linear, cyclic or a combination of the two. The Early Years Model is rigidly linear, with it’s whole, small, whole design, and with each activity having a set time allocated before moving on to the next activity. The project based learning approach by contrast has a much more fluid design. Unlike the Early Years Model, it is not necessary or expected for all learners to progress at the same speed or at the same time.
Questions to consider:
– Do all students progress through the stages of the Sequence together?
– What is the relationship between the different stages of the Sequence?
– Does personalising learning result in a different Sequence for individual students or cohorts? Are multiple learning models therefore needed in order to adequately describe the learning and teaching approach?
The Learner Role Component
Every learning model must clearly define the roles and responsibilities of the learners. The responsibility of decision making, or lack thereof, is a key component of the Learner Role of the Modern Learning Canvas. Do learners make decisions about who they learn with, what they learn, how they learn or where the learn?
While the Modern Learning Canvas is primarily concerned with formal learning models, we have chosen to label the two human roles as learners and educators, rather than students and teachers. This is because the canvas is designed to also allow us to visualise how anyone learns. It can be used to visualise how teachers learn. As a result the generic labels of learner and educators, are more appropriate than using the labels that describe institutional roles.
In highly teacher centred learning models the Learner Role is largely limited to following instructions and meeting requirements. Most learner responsibilities are likely to be in direct response to educator actions. For example, “completing activities as directed” and “seeking help as needed.”
In learning models where learning is “personalised by the learner” the Learner Role is likely to have much a greater active component, with responsibilities that relate to their own learning and the learning of their peers.
Learner Choice and Voice
What influence does the learner have over her learning? By enabling students to have a greater voice in their own learning, learners are able to influence how learning happens by sharing what they already know as opposed to relying on the educator to determine what the learner knows. This might include a greater voice in what they want to learn, how they want to learn and who they learn with. As learners exercise greater voice and responsibility for their own learning, they may also play a greater role in the learning of their peers.
Pace and Path
What decisions can students make about what they learn? The advent of modern technologies and the ubiquitous access to information has enabled learners to access learning beyond the traditional teacher and textbook. As such new learning models are arising where learners make greater decisions about what and how they learn. No longer restricted to a single source of information, learners are able to drill down to a greater depth of learning, or spread wide to a greater breadth of learning as needs and interests demand.
Questions to consider:
– What choices do learners make in their own learning?
– To what degree are learners able to influence what they learn?
– To what degree are learners able to influence how they learn?
The Strategies Component
Every learning model must clearly define the Strategies that learners use in order for their learning activities to be successful. Each distinct stage of the learning model Sequence requires the Learners to use a specific Strategy or range of Strategies in order for learning to be successful. What are the key learning skills that the learners must possess in order for the learning to be successful? What are the strategies that learners use for sense making, for project creation and for decision making?
Just as with the Sequence component, the Strategies component is described in terms of the learner’s, as opposed to the educator’s, point of view. Rather than describing “feedback as being given,” it is preferable to describe “feedback as being received.” There are most likely a range of interchangeable strategies that the learners can and do use, including preferred and non-preferred strategies, with some of these interchangeable strategies no doubt being more effective that others. Depending on the purpose of the learning model, the model may want to describe the optimal Strategies in order to describe the preferred or goal state of the learning model. Alternatively, the actual (non-optimal) Strategies used might be described in order to paint a picture of what is actually happening, or why the learning model is not as effective as it should be.
The Strategies component may describe 1) sense making making strategies, 2) creation strategies, and 3) decision making strategies.
Sense Making Strategies
Sense making and knowledge construction is a crucial component in any meaningful learning. Traditionally, asking questions of the teacher has been the major way that students check their thinking as they learn, or checking facts or procedures in textbooks or other references. They might also use cognitive strategies to check and recheck their work, or clarify their understanding with their peers, especially those seated nearby.
As modern technologies force their way into formal learning, learners are increasingly using a wider range of people and resources in order to build knowledge and make sense of new concepts. In turn, these learners may need Strategies that enable them to identify and locate appropriate content, as well as be able to identify its worth and accuracy. Strategies that enable learners to confidently navigate physical and online environments, by searching, questioning and evaluating will be crucial for many learning models to be successful.
In the same way, we’re also seeing physical spaces and technology use transform reflection, feedback and intervention. As new forms of reflection, feedback and intervention are developed, the Strategies available for learners are widened. Learning models which place a higher value on peer support and peer learning, require learning Strategies enable learners to share their work and ideas with other learners in order to get feedback. To facilitate this we are witnessing a greater emphasis on group work and external connections, providing learners with expanded opportunities for reflection, feedback and intervention. Co-construction of knowledge and learning from the actions of others, builds upon the recognition that a diverse range of experiences and ideas leads to deeper understanding. Using modern technologies to increase the quality and quantity of interactions can learn to new learning opportunities.
In order for learners to move beyond superficial and perfunctory activities, Strategies that increase the depth, quality and creativity of their work are crucial. Traditionally, students work within a fairly narrow set of procedures, algorithms, and other strategies. For example, different types of writing are taught, defined, and assessed, by their strict genres. Narratives are created by establishing an orientation, a complication, and finally a resolution. Persuasive writing are created by an introduction, three supporting points, one opposing point, and a conclusion. Mathematics are traditionally taught the same, the teacher usually teaches a single specific algorithm for solving a particular problem, even though their may be a range of appropriate strategies from which students could use.
Modern technologies have an enormous potential to broaden the creation strategies that students use at school. For example, the volume of accessible authentic work that is produced outside of the classroom that students can now access exposes them to a wide range of creation strategies. Students, can in turn use these strategies as opposed to being limited to the strategies explicitly taught by the teacher, or defined in their textbooks.
At the same time, we are witnessing learning Strategies that move beyond project work that are individual and isolated tasks towards learning activities that build upon prior ideas, activities and products. Modern technologies and digital technologies make real time collaboration, reuse, and remixing simple.
Decision Making Strategies
For learning models that afford learners responsibilities for decisions in their own learning, the appropriateness of decision making Strategies are crucial for successful learning. Good learning decisions might be informed by understanding what others are doing in their learning. Traditionally decision making Strategies have also been limited [TODO: finish]
Of course, understanding what makes learning successful may not be limited to observing co-learners within the formal learning structure. Learners might identify what strategies and processes have been successful and unsuccessful in the past and using these experiences to make better decisions in the future. While undertaking a learning activity learners might observe and learn from the strategies and processes of their peers. Similarly, learners might monitor the progress of their own activities against some expected
Questions to consider:
– What strategies enable learners to construct knowledge with their peers?
– What strategies enable increase creativity of this learning product?
– What strategies enable learners to make better decisions about their learning?
The Enablers Component
Every learning model must clearly define the Enablers that make the learning Strategies possible. The Enablers component of the Modern Learning Canvas describe the necessary conduits that are required. Enablers recognise that physical spaces, and technologies play an important role in the successful use of the learning Strategies. In a balanced learning model, the key Enablers should correspond to the key learning Strategies, therefore finding the right combination of Enablers is crucial for a balanced learning model.
Flexible learning spaces, grouped tables, textbooks and concrete materials are examples of common Enablers. Specialist subjects would have their specific Enables. For example, sports equipment for the study of physical education, and art materials for the study of art, scientific calculators for the study of mathematics.
While not the only reasons why Enablers might be selected, it is useful when thinking about the types of Enablers learners might need in terms of: 1) quality and speed, 2) synchronous and asynchronous communication, and 3) simulation and authentic experiences.
Quality and Speed
Why do new learning technologies replace old ones? Usually it is because they offer advantages in the speed and quality (and if costs are also decreased that is a bonus as well). Whiteboards replaced blackboards across the schools of the western world in the 1980s because they were easier to write on and for students to read. Calculators enable students to skip time consuming mechanical calculations and focus on solving more complex problems. Word processors increase the quality of writing in numerous ways, redefining the drafting process, while spell checkers enable less confident spellers to broaden their vocabulary. Digital publishing and printing replaced hand made posters, by offering much higher quality results while greatly reducing the time required. This speed and agility in production enables learning to be more dynamic, with changes not having the same high costs associated with starting again or changing tact when using non-digital learning tools.
Synchronous and Asynchronous Communication
The advent of modern communication technologies means that formal education is no longer limited to purely synchronous communication. Where physical learning spaces are obviously limited to communication amongst learners who congregate at the same place and the same time, most online learning allow learners to communicate as and when they can, dropping in and out of the learning conversation. Other online communication tools increase the ease of sharing enabling new forms of communication based on activity and intentions. Location based application enable learners to easily share where they are. Photography applications on mobile devices enable learners to post photos of their learning activities. Of course it is not just modern digital technologies that enable asynchronous communication, consider the student diary and weekly newsletter that are used for communication between the school and the home.
Simulation and Authentic Experience
Other Enablers may allow students to undertake a simulated learning experience which might not otherwise be practical for a variety of reasons. Computer simulations, video chat, games, role playing, and virtual excursions allow students to explore scenarios and situations in a safe and controlled environment. In the play-based learning classroom, cash registers and price labelling gun enable children to simulate a real world shopping experience. Whereas online open communities of practice, as we’re now witnessing as professionals and experts learn together online, provide opportunities for students to participate in authentic learning experiences.
While there are many reasons why novice learners in particular may desire a traditional simulated learning experience, the walls that separate simulated educational experiences and authentic workforce experiences have never been so translucent. Open online communities of practice where experts and professionals use social tools such as Twitter to share new practice and ideas, removes the separation from what is learning and what is doing.
Questions to consider:
– How do the Enablers increase the quality learner products and interactions?
– How do the Enablers increase the speed of learner products and interactions?
– How do the Enablers increase the availability of learner products and interactions?
The Outcomes Component
Every learning mode should accurately describe the the object, the purpose and the outcomes of the learning. The purpose of a learning event might be to understand a specific concept, produce a learning artefact, learn a skill, demonstrate a competency, or be a combination of these. Mandated curriculum outcomes are the most obvious when we think about why learners undertake formal learning, comprising of sequenced curriculum with levels and progression points that are assessed via testing.
As an addition to traditional subject-based outcomes there is a trend towards valuing other skills and competencies, such as life-long learning skills, 21st Century skills, and social and emotional skills. For learning models that are more project based, the actual project itself is most likely viewed as an outcome. Where students produce an authentic and tangible end product as opposed to solely cognitive outcomes.
Knowledge, Skills and Competencies
What is the purpose of school learning? Is it to learn facts that can be recalled later when they are needed? Is it to obtain skills that are necessary to perform various tasks? Is it to build competencies which provide learners with the ability to perform specific actions. Or is it a combination of the three?
Knowledge is the facts, theories and principles that learners possess that enables them to understand relationships between ideas and concepts. Tacit knowledge gained through experiences rather than through memorisation or repeated practice, also might be included in this component. Skills describe the types of activities that learners can perform usually described in terms of accuracy and speed, and are acquired via repeated practice. This includes motor skills such as drawing or kicking a ball, as well as cognitive skills, such as problem solving and decision making. While competencies are usually understood to mean the ability to put into practice knowledge and skills in order to solve or complete an authentic complex problem.
Creativity and Individuality
Developing learners as creative individuals is also usually seen as a key aspect of being educated. Schools therefore might seek ways to develop confident students that take risks and try new approaches. Often creativity and individuality is linked to changing needs of the workforce due to technology-based innovation and globalisation. The need to develop learners who are creative, global life long learners who collaborate and cooperate with others in order to achieve what couldn’t otherwise be achieved.
Schools look for opportunities and approaches that allow students to follow their passions and explore their own ideas. A shift to inquiry-based learning is often justified by the requirement to develop students as creative individuals. Processes like design thinking give learners tools for creative problem solving, as schools increasingly see the creative process as a disciplined structured process, as opposed to a flash of brilliance.
The third often cited aspect of formal education is the development of learners as active citizens who contribute positively to their community and wider society. Leadership and civic skills are seen as crucial in order to propel the country forward. Learners who have a strong moral compass, who act with integrity and are honest. Values important to their country are promoted such as multi-cultural understanding. Linguistic, cultural and social understanding are viewed as being the fundamental to a richer country.
For these reasons schools often implement programs that focus on developing social and emotional intelligence in their students. They offer leadership programs and camps, and set up student councils. Charity work is also promoted in various ways, to enable students to understand and work towards solutions that address disadvantage, discrimination and other hardships.
Essential Learning and Non-Essential Learning
What is essential for learners to know and what isn’t? Does the non-essential learning that occurs as a by product of learning activities have any value?
Essential learning is the set curriculum that determines what and when learners learn what they do. They define the content and usually the sequence of what is covered in the learning and teaching. These essential learning outcomes might consist of outcomes from a single learning domain, such as mathematics, or from multiple learning domains. A learning model might also consist of non-essential learning outcomes that it might be anticipated that some but not all learners learn. These might include deeper or more diverse learning outcomes than what are considered essential or core curriculum.
Questions to consider:
– What are the content, skills and ways of thinking that students need to develop?
– How is creativity and individuality developed and demonstrated?
– How is positive participation in groups and community encouraged and developed?
– Are there any non-essential or negotiated learning outcomes?
The Educator Role Component
A learning model should accurately describe the roles and responsibilities of the educator or the team of educators. It could be argued that the Educators Role is the most variable across learning models. In highly didactic instructional classrooms Educators have total control and make all of the decisions. At the opposite end of the education spectrum with counter-culture student driven education where Educators have little control and make few decisions about student learning. The reality is that for most learning models the Educator Role sits somewhere between these two poles.
In examining the Learner Role we explored learner voice and the pace and path of learning. Obviously in a balanced learning model the Educator Role is complementary to the Learner Role and vice versa. When describing the roles and responsibilities of the educator, it is useful to consider: 1) the value that the educator adds to the learning model, and 2) the values that the educator brings to the learning model.
What value does the educator add to the learning model? What are the key roles and responsibilities of the educator? This might include in the setting of the curriculum, including the pace and the path of what and when learners learn, as well as the assessment of the learning. Is the educator an instructor, or a facilitator, a guide or a mentor, or does she take on a combination of these roles? Obviously the educator’s value is directly linked to the Pedagogical Beliefs of the learning model, which we’ll explore soon. Needless to say, that for learning models where learning is seen as a highly cognitive process, the educator will more than likely add value by questioning and prompting in order to guide learners towards new learning. Does the educator add value, by providing expert content knowledge, when resources don’t answer all of the learner’s questions? Does the educator add value by assisting learners to overcome sticking points and misconceptions? In exploratory learning models, the educator will more likely add value by assisting learners to make better decisions when determining their priories and actions.
Having determined the value that the educator adds to the learning model, what is the role of the educator in setting the values or the culture of the learning model? After all in formal learning situations, it is the educator that has the ultimate professional responsibilities for the learning and everything else that happens, including the success, safety and well-being of all learners, but does the educator empower the learners to take on some of these responsibilities?
As such, values such as effort, doing your best and taking risks, as opposed to always being right might be instilled by the educator as the keys to successful learning. For learning models where learners have greater authority to make decisions, what are the values that the educator promotes in order for those decisions to be wise?
Questions to consider:
– How does the educator add value to the learner’s learning?
– Is it the educator who determines what is valued by the learning model?
The Policies Component
Every learning model has rules that define what learners can and can’t do. Some rules are clearly defined while other rules are implied. Schools might experience difficulties in maintaining policies that keep pace with changing technologies and how they are used both in and out of school. Often policies and rules are only apparent when they prevent a learning model from being successful. The policies component is therefore crucial, and may prevent a learning model from being adopted.
Some learning models have rules that change. Digital technologies in particular seem to pressure a school’s existing rules and policies. Fears for the safety of students who can now seemingly contact and be contacted by almost everyone in the world. Digital reuse and remixing, and online collaborative technologies challenge the notion not only of creativity but also originality. As schools modify their rules and policies do they adequately consider the impact that these rules have on their learning and teaching model?
External policies are the rules and regulations that are set outside of the school and for which the school has no control over. These might include laws, rules set by education jurisdictions, and companies that own the technologies that they use. As such these policies might restrict learning activities that can happen at school. Rules around online safety and privacy might limit how students can interact outside of their school community. Department policies might limit the flexibility of the school timetable and curriculum by mandating when and for how long certain learning activities must occur. This might include the time spent on literacy, physical education or studying other languages.
Schools rules might be in place across the whole school or may change depending on the class or the teacher. As such these rules most likely have more flexibility than external policies. Yet, changing school rules might be a difficult and lengthy process, and therefore limit the speed in which new learning models can be tested. Some learning models have rules that set the scope of what students can and can’t do. Don’t disturb the teacher. No talking. Ask for permission before you do something. Some of these rules are historical
Some learning models have rules that set the scope of what teachers can do. These might include school organisation, such as the way the school timetable and teaching loads are organised. There may be other more subtle rules, which promote teacher collegiality, such as keeping in line with what and how other teachers with similar roles are teaching, and keeping away from the content covered by others with different roles.
Questions to consider:
– What are the external policies and rules that enable learning to be successful?
– What are the internal school rules that enable learning to be successful?
The Culture Component
A learning model should accurately describe the Culture that enables learning and teaching to be successful. Culture and the social environment is intrinsically linked to how we learn. A student, for example, who moves to a new school where cultural norms differ from their previous experience will most likely have trouble adjusting. Similarly, the learning Strategies and Enablers that learners attempt to use might be incompatible with the learning Culture. Consider the effectiveness of the peer feedback and intervention in a learning environment that heavy with individual competition, how likely will learners who are in competition with each other be to assist each other? Apprenticeships and project-based learning models are more likely to promote a Culture where learners seek help, while instruction-heavy learning models are less much less likely.
Culture dictates the way the learning community organises itself. In this way, culture shapes the learning and learning shapes culture. For the purposes of the Modern Learning Canvas it is tempting to see Culture as something that is singular and static, yet this may not paint the full picture. In the same way in that a learning model identifies only the most desired or most used learning Strategies, when describing the role that Culture plays in a learning model, it useful to identify the cultural influences that have the greatest impact. In may also be apparent that multiple competing Cultures exist within the learning model, particularly when there may be contrast between individual versus group goals and outcomes.
The shared beliefs about what makes the learning community effective has a large bearing on whether learning will be successful. In collaborative learning models, where key strategies are require learners to assist each other and learn together, there needs to complementary cultural beliefs where learners value the success of others as well as themselves. Some beliefs about learning might be detrimental to the success of a learning model.
The emotions that learners possess also influence their learning activities and interactions. Usually these feelings reinforce their beliefs, other times what we believe about something and how we feel about it can cause tension. Copying and reusing the work of others is a prime example, we might feel differently when others use our ideas, as opposed to when we use their ideas! Similarly, the way the culture correlates with the policies component is crucial. How do learners and educators feel about the rules and policies that are in place?
Questions to consider:
– How does what we believe about effective learning enable learning to be successful?
– How does what we feel about effective learning enable learning to be successful?
The Pedagogical Beliefs Component
Every learning model needs the Pedagogical Beliefs that underpin it to be clearly identified. While I’ve left the Pedagogical Beliefs until last in the description of the Modern Learning Canvas, this is by no means a suggestion that it is the least important. In fact, a clear understanding of how learners learn, is crucial to the design, implementation and understanding of any learning model. The Pedagogical Beliefs define the whole learning model, and shine a light on all other components. In a balanced learning model, all eight other components should be justifiable in light of the stated Pedagogical Beliefs.
Given that the Modern Learning Canvas’ sole purpose is to visualise the complexity of a learning model and increase pedagogical intelligence, how might we explore our beliefs about pedagogy? At the heart of this is our beliefs about how people learn. For some, learning is deeply routed to action and hands on learning, for others learning is understood more as a cognitive activity. Capturing the heart of how we believe people learn, is the essence of describing the Pedagogical Beliefs component.
One broad approach when exploring pedagogical beliefs is Knud Illeris’ Three Dimensions of Learning. Illeris identifies content, incentive and interactions as crucial to understanding different learning theories, arguing that different theories of learning afford different importance to each of these three dimensions.
For some, pedagogical beliefs around content, skills and competencies are the centre point of pedagogy. The ways in which successful knowledge is acquired, through scaffolding, correct sequencing and/or repeated practice underpin good learning and teaching. In these learning models, outcomes will be measured via testing and/or progression points, with a strong evidence on demonstrating learning.
For others motivation and engagement are believed to have a bigger influence. This might include external praise and encouragement, rewards and achievements, and/or encouraging learners to pursue their passions. Feedback from peers, educators and from the learner themselves might be seen as crucial. Badges, stickers and other forms of external motivations might be used to value and celebrate progress.
Still others believe that communication is the key to successful learning, that learning conversations and a variety of points of view enable learners to make sense and build their own mental models. The types of interactions will vary between learning models. Some learning models may have a strong Socratic approach, with learning conversations directed by the educator. Others may focus more on peer conversations with less emphasis on guided conversations and greater emphasis on shared discovery and meaning making.
Of course, it is more common that our pedagogical beliefs about the major influences of successful learning is a combination of content, incentives and interactions.
Questions to consider:
– What role does content, skill and competency acquisition play in order for learning to be successful?
– What role does motivation and incentives play in successful learning?
– What role does communication and shared sense making play in successful learning?
Teams at the IOI Weekend will use the Modern Learning Canvas to understand the black box of learning and teaching, and to understand, discuss and design innovation learning and teaching practice.
A free fast paced three-hour taster on Friday night will provide you with a shorter experience of the IOI Weekend. This is a free event and will be held at:
May 15th 6PM – 9PM at New Era Melbourne
Level 2 141 Capel Street North Melbourne VIC 3051
Over three hours we will give you a taste the IOI Process highlighting:
- IOI Pedagogical Quality Framework,
- IOI Learner Development Profile,
- the Modern Learning Canvas,
- how pedagogical quality, effectiveness and capacity can be measured,
- and get you on your way to develop an Innovation Thesis.
Please RSVP to if you intended to join us to help us with catering (light finger food and drinks.)