WEEK 32 – Key change in my professional practice

This week, I choose Rolfe et al.’s (2001) reflective model, which is based upon three simple questions: What? So what? Now what? This is about the key change in my professional practice.

What?

One key change in my practice this year is the transforming of my classroom from traditional to “digital” using Hapara and a range of digital tools. This change has changed my teaching practice and pedagogy forever. Within the first 16 weeks of the course, I was introduced to the use of ‘blended learning’ model and ‘gamification’ in the classroom and that is where I got the idea from. “Blended Learning,” that is, in which students are mostly learning in the classroom (face-to-face learning) and partially do online learning off-site. “Gamification” is simply about learning though games. I am a teacher in a 3:1 device classroom and our school have BYOD open policy in place due to the limited number of devices available for our students. My students, in particular, are encouraged to book and use the school’s ICT Room or the COWs (Computers On Wheels) for their online learning or do it from home.

So what?

I will be using the Cycle of Experiential Learning (Osterman and Kottkamp’s, 2015) to evaluate the change in my practice.

STAGE 1: Problem Identification

For me as a teacher, I have always want my students to be successful with their learning. And to be successful they should be engaged in their learning with a “can do” attitude and work collaboratively hard, but it was not the case. This year, some of them were not positive and enthused about their learning.

STAGE 2: Observation and Analysis

Through my on-going observation and 1:1 conferencing with my students, I have identified some of them were not enthused about their learning and continuously disengaged during the lesson. I have come to realisation that “blended learning’’ and “gamification’’ are the two possible solutions, so I gradually changed my traditional classroom to digital.

STAGE 3: Abstract re-conceptualisation

“At this point in the cycle, the reflective practitioner engages in an active search for new ideas and new strategies” (Osterman and Kottkamp, 2015, p.87). Through Mind Lab, I have learnt about a range of digital tools to be used in my blended learning and digital (flipped) classroom. During the course, I have been introduced to numerous of literature about the benefits of blended learning for my students and myself, as a teacher.

STAGE 4: Active experimentation

Wright (2010) who found that learning in e-learning environment (i.e. blended learning) provides collaborative learning opportunities that benefits the students in both intellectual and social growth. At the beginning of this implementation I have confronted many challenges: in terms of digital learning tools; innovative ideas; and time. Within this course, I have integrated digital learning tools into my “blended learning” and flipped my classroom digitally. This change has been a great motivation for my students to engage more with their learning. Students can interact, collaborate, and support each other. At home, my students are encouraged to virtually reinforcing what they have learned in class independently. And to see my students have grown academically and socially is a great feeling indeed.

Now what?

Prior to my journey with Mind Lab, I was ignorant of digital tools and the new educational technologies due to my fixed mindset on traditional classroom. Mind Lab have reminded me about the importance of having a growth mindset especially working and teaching the students in this digital era. During the course I have managed to change my classroom and well as my teaching philosophy to suit the needs of my students. I will continue to collaborate with my other two Mind Lab colleagues and engage still with the Mind Lab community to ensure that I am up to date with the digital learning tools in my practice. I am also considering the idea of keep learning The Mind Lab and do the Master of Contemporary Education to explore more new ideas and tools to become more and better digital fluent.

References

Bolstad, R. & MacDonald, J. (2016). An analysis of participant blogs supplemented by teacher interviews. Wellington: New Zealand Council for Educational Research.

Osterman, K. & Kottkamp, R. (1993). Reflective Practice for Educators. California. Corwin Press, Inc. Retrieved from hhttp://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators: professional development to improve student learning. (2nd ed.) New York: Skyhorse Publishing.

Wright, N. (2010). e-Learning and implications for New Zealand schools: A literature review. Ministry of Education.

WEEK 31 – Indigenous knowledge and cultural responsiveness

This week, I choose Rolfe et al.’s (2001) reflective model, which is based upon three simple questions: What? So what? Now what? This is about the indigenous knowledge and cultural responsiveness in my practice

What?

Indigenous knowledge is referred to the funds of knowledge and expertise that students and their families and whanaus are having which directly related to their lived experiences within their cultures (Gonzalez, Moll & Amanti, 2005). And, Gay (2010) defines culturally responsive pedagogy as teaching ‘to and through students’ personal and cultural strengths, their intellectual capabilities, and their prior accomplishments’ (p. 26) and as premised on ‘close interactions among ethnic identity, cultural background, and student achievement’ (p. 27).

In my own experience and understanding, ‘indigenous knowledge’ is the students’ personal and cultural knowledge and ‘cultural responsiveness’ is about the recognition and inclusiveness of every student culture in all aspects of learning and teaching. As a teacher, I am leaning more to cultural responsive pedagogy which gives me the opportunity to build a very strong foundation of relationship with my learners and their whanaus. And I am aware of it and trying to recognise and celebrate my students’ cultures in my practice always boosts up their confidence in knowing who they are which motivates them to do well. Indigenous knowledge and cultural responsiveness should be prevailed in both areas, (1) school-wide activities and (2) learning activities.

So what?

I currently work at a multicultural mainstream school (in Papatoetoe) where Pakeha and Maori are the minorities in our school roll, whereas the Asians and Pasifika are the dominant groups. As a school, we are acknowledging our students’ cultures in so many ways, in terms of school-wide activities and learning activities. Besides printing all our cultural greetings on our school website, class newsletters and bulletins, we have our very own school karakia in Maori. Every year, our “International Day” is carefully organised to celebrate everyone’s culture and parents, families and whanaus are also invited. Our ACE (Academies, Clubs and Electives) program operates once a week has been set up to recognise and strengthen our students’ cultural interests, personal skills and knowledge. This program is made up of 25 different ACE groups focusing on different cultures, languages, dances, music, foods, arts, sports, life skills and careers-based skills. Some of our ACE groups’ tutors are our students’ parents and whanaus members. Isn’t it amazing to interact with our learners and work closely with their families? One of my roles is to teach Te Reo Maori within our syndicate and I use the concept of ‘tuakana teina’ quite often to empower the students to share their indigenous knowledge and support one another to achieve their personal and academic goals. Through these school-wide and learning activities, I have learnt to know and understand my students and their cultures better. Bishop in Edtalks (2012) suggests in the video that a teacher whose pedagogy is culturally responsive challenges the “deficit thinking” of student educability and has agentic thinking, believing that they have skills and knowledge that can help all their students to achieve.

Looking at Dr Ann Milne’s Action Continuum (2017), I am more in the green block through my experience and current practice. However, the aspects of education as a colonial tool and is very interesting.

Now what?

Most schools and educational institutions are ‘mainstream’ with multicultural settings and I personally believe that it is important for us teachers to have cultural inclusiveness in our practices. Our pedagogy should mirror cultural responsiveness in a way to utilise and recognise the indigenous funds of knowledge within our students and their whanaus. Culture is important and we as teachers should make extra effort to learn the culture of all our learners, so we can fully understand who they are and how they learn without bias. I always expect my students to respect others and their cultures and I should ‘role model’ that concept and keep in mind that there is always a room for improvement in my cultural responsive pedagogy.

References

Bishop, R., Berryman, M., Cavanagh, T. & Teddy, L. (2009).Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25(5),734–742.

CORE Education. (2017, 17 October). Dr Ann Milne, Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. [video file]. Retrieved from https://www.youtube. com/watch?v=5cTvi5qxqp4&feature=em-subs_digest

Edtalks. (2012, September 23). A culturally responsive pedagogy of relations. [video file]. Retrieved from https://vimeo. com/49992994

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Gay, G. (2010). Culturally responsive teaching (2nd ed.). New York: Teachers College Press.

Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl. handle.net/10289/7868

Milne, A. (2017). Coloring in the white spaces: reclaiming cultural identity in whitestream schools. New York: Peter Lang Publishing, Inc.

WEEK 30 – Contemporary trends in New Zealand or internationally

This week, I choose Rolfe et al.’s (2001) reflective model, which is based upon three simple questions: What? So what? Now what? This is about the contemporary trends in New Zealand or internationally.

Visser and Gagnon (2005), the term “trend” refers to the statistically observable change or general orientation of a general movement (Visser & Gagnon, 2005; Karataş et al, 2016). And Wilson (2012) notes that a characteristic of a “trend” is that the changes it brings would have impacts within the field or wider environment.

What?

Impact of digital learning for students is the emerging trend that I have chosen to reflect on. I am currently working as a classroom teacher in a 3:1 device composite class (Year 7 and 8). Despite the 3:1 device ratio, our school have a computer suite and 2 COWs (Computers on wheels) available for the students to use at any time. Prior to my journey with MindLab, I have doubt on how to transform my classroom from traditional to digital with a 21^st century skills focus. Back in March as I started at MindLab, I was confident that this journey will lead me to a right pathway on how to flip my classroom and empower my learners to access to the digital knowledge using digital technologies. Weeks later from the start of my MindLab journey, I pushed and challenged myself to trial out the concept of blended learning. Flipping my classroom through blended learning has helped me to become more digital fluent in my teaching while my students are learning anywhere at any time. It was evident (through my own experience) that the world is rapidly changing with new devices and new technologies.

So what?

Daggett (2014) explains the importance of making sure that we as teachers understand why we need to change our way of thinking, instead of how we are going to make that change. After watching Pearson (2013) video, it firmly reminds us that we need to keep up with the new technologies. Whether we agree or disagree with these change, the evolution of technologies is still going to have a great impact on our practices no matter what. We cannot stop it from coming and all we can do is to adapt and adopt the change. This brings me back to the MOE initiative, aiming at all New Zealand schools to be fully integrate and adopt the Digital Curriculum by the start of 2020 and we as teachers, need to be well prepared for it. I count myself as one of the lucky ones because MindLab has made me think through about what and why I need to change in my practice, as well as provide first-handed information of how to make the change. And therefore, I am promoting MindLab to all my team and syndicate members as well as our specialist staff.

Now what?

Now I feel more confident to use more digital tools and technologies in my practice in preparing my students for future-focused leaning. And I want to continue practising them within my blended learning classroom to bring the best outcomes on my 21^st century learners. MindLab also made me to realise that some of the current jobs will no longer exit in 2020, and some new jobs are yet to exit. The question is - are we preparing our students for jobs that may not even exit or for those ones that will no longer exit in 2020? As teachers, we should rise to meet this challenge and keep up with the modern devices and the latest educational tools and technologies. And if we are not keeping up with the new technologies, we are not doing any favour for our students (of Generation X) in this inter-connected world of teaching and learning.

References

Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

MOE. Future-focused Learning: Additional Resources.  https://www.youtube.com/watch?v=8lOKS8Mv-8M

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI:http://dx.doi.org/10.1787/trends_edu-2016-en

Pearson. (2013). Global trends: The world is changing faster than at any time in human history.[video].Retrieved from https://www.youtube.com/watch?v=SdZiTQy3g1g

WEEK 29: Using social online networks in teaching or professional development

“Using social media tools for student learning activities brings an engaging real-world relevance for students of all ages” (Magette, 2014).

This week, I will be reflecting on the social online networks I use for teaching using Jay and Johnson’s (2002) reflective model.

STEP 1: DESCRIPTIVE

The social media platforms I am currently using in my teaching are: Blogs (Blogger) and Content/Document (Google docs). Every class in our school has a ‘class blog’ and every student in my class have their own individual blog. Our class blog has been set up as the main platform for our online discussions over an inquiry topics/ questions/ class projects, also sharing and viewing YouTube videos, class photos, class newsletters and notices. Students participate blogging once or twice a week, either at school or from home. I monitor and moderate our class blog to make sure the discussions are on point and appropriate. And on weekly basis, I teach using Google Docs (and Hapara) which includes Google Drive, Slide, Forms… and Gmail, for sharing information and files (like the lesson plans, resources and activity tumbles) with my students.

STEP 2: COMPARATIVE

In past years, I have used Wikispaces, Edmodo, OneNote and O365 in my teaching before our school made a shift from Microsoft O365 to Google Docs. Similarly, to Wikispaces and Edmodo, Blogs provide greater opportunity for each student to have the freedom to post an inquiry question or contribute to our discussions without any disruption. According to Williamson & Jesson (2018), they have stressed the fact that students who posted on their blog more than twice a week, on average, had larger gains in reading and writing achievement than students who posted less frequently or not at all. And Magette (2014), states that “blogging tools can achieve the real-world relevance that enriches student learning.”

Screenshot 18.10.18 at 4:50pm.

According to the “Social Media Tools” – Survey, the graph above shows the social media platforms that teachers have used while teaching/leading. The most popular platform is the Video (Netflix, YouTube, Vimeo, TED…) with 92.7%, followed by the Content/Documents (Slideshare, O365, Google Docs, Prezi…) with 72.9%, and then Blogs (Blogger, Wordpress or other…) with 53.1%.  This gives me a great satisfaction about the social media platforms that I currently using with my own class are the most popular ones for teachers.

STEP 3: CRITICAL REFLECTION

According to Magette (2014), the use of social media in any classroom becomes a natural way to teach students critical digital citizenship skills, …and learning to effectively communicate on social media is an essential 21st-century skill. However, there is a risk using some of the social media platforms. From last week’s reflection, we understand that social media can bring challenging and ethical dilemma for teachers in terms of “improper use of social media within the context of school” and “blurred personal and professional boundaries in electronic communication.” The implications for using social media in teaching are, firstly to make sure that the social media policy is in place and then get the parent’s consents.

REFERENCES

Magette, K. (2014). Embracing social media: a practical guide to manage risk and leverage opportunity. Rowman & Littlefield Publishers. (Available in Unitec library).

Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Babson Survey Research Group. Retrieved fromhttp://www.onlinelearningsurvey.com/reports/social-media-for-teaching-and-learning-2013-report.pdf

Whitaker, T., Zoul, J., & Casas, J. (2015). What connected educators do differently. New York, NY: Routledge.

Williamson, R., & Jesson, R. (2018). Evaluating the Impact of Participation in the Summer Learning Journey Blogging Programme. Auckland, New Zealand: The University of Auckland. Retrieved from https://drive.google.com/file/d/15cIdomtuxOXEGT_aTttxm_y8If18l_EJ/view

WEEK 28 - Legal and ethical contexts in my digital practice

This week, I choose Rolfe et al.’s (2001) reflective model, which is based upon three simple questions: What? So what? Now what? My ethical dilemma involved blurring personal and professional boundaries using social media.

Step 1 (What?)

Teacher ‘X’ (a beginning teacher) took some random photos of her with some of her male students hugging each other. In the weekend, Teacher ‘X’ posted these photos on her personal social media without the consents of those students and their parents. Teacher ‘X’ and I are friends on social media, so I also viewed those photos. I advised Teacher ‘X’ to remove those photos immediately, however, Teacher ‘X’ ignored the advice, so I was unsure what I should do.

Step 2 (So what?)

I will use Ehrich et al. (2011) who have developed an ethical decision-making model shown below.

The critical incident that triggered this dilemma is when I came across those photos of Teacher ‘X’ and her students being shared on social media and do not know what to do because Teacher ‘X’ has ignored her advice.

The set of forces (or factors) at play create a concern about my colleague, the students and their whanaus, as well as the reputation of the school. These forces are:

• ·       Professional ethics – central this dilemma for myself is the professionalism of Teacher ‘X’ and her own sense of behaviour to act professionally to meet the ethic of respect in regarding to students’ privacy and school’s digital policies.

• ·       Ethic of care - I was concerned about the possible career ramifications if Teacher ‘X’ loses her job.

• ·       Public interest – is also highlight in the fact that Teacher ‘X’ is accountable for how she maintains professional relationships and behaviours with her students.

• ·       School community - if the parents question Teacher ‘X’’s behaviour and take legal action. This could also become a disrepute for the school’s reputation.

The individual in this dilemma is visible and it is “me”. And in this case, I brought my own professional ethics to resolve this dilemma in the possible way I could, whether it may focus on the ramifications and consequences or my relationship with Teacher ‘A’. It was important for me to share this dilemma with to someone else.

The interactions among the various forces mentioned above and my personal ethics determine the action or no action that I would take. I could either pretend that I didn’t see those photos on social media or I could immediately inform the principal about it.

Whatever decision I would make, the decision is more likely to have an impact on me personally, my colleague, the students and parents, and the school. For instance, if I ignore what I saw on social media, the implications are most serious for Teacher ‘X’’s employment and the school more broadly. I have decided to approach the principal to avoid of developing another dilemma. Teacher ‘X’ did not face any serious ramification, instead she was directed to remove those photos immediately with a formal warning to stop hugging students. At the end, it was a great learning experience.

Step 3 (Now what?)

"Our Code, Our Standards" reminds us of our obligations and responsibilities to others and the need to demonstrate high standards of professional behaviour in all we do. Also, the Code provide the learners, families and the public with confidence and trust that all members of the profession have agreed to uphold high standards of ethical behaviour (Education Council, 2017). We should commit to the profession by: engaging in professional, respectful and collaborative relationships with colleagues; and demonstrating a high standard of professional behaviour and integrity. And I should also commit to the students by promoting the well-being of learners and protecting them from harm (Education Council, 2017).

References

Ehrich, L. C., Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794

Education Council. (2017). Our Code Our Standards. Retrieved from: https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Ministry of Education. (2015). DIGITAL TECHNOLOGY Safe and responsible use in schools. Wellington: New Zealand: Author. Retrieved from https://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf

WEEK 19: Community of Practice

This week’s reflection is based on Jay and Johnson’s (2002) reflective model.

A community of practice defined as “groups of people who share a concern, a set of problems, or a passion about topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis” (Wenger, McDermott & Snyder, 2002, p.4).  A community of practice, according to Wenger (2000) is usually defined by three distinct elements: joint enterprise (domain), mutual engagement (community) and shared repertoire (practice).

Descriptive:

Inquiry Topic #1: ICT for Learning (21^st Century Skills)

Domain: How can ICT used effectively in class to improve pupil’s learning.

Community: Myself and other two Mind Lab colleagues.

Practice: Face-to-face meeting twice a week. Having conversations and open discussions around the digital tools/strategies to support the teaching and learning programmes in our three classes. Also reflect on our successes and challenges, provided constructive feedback, supporting each other.

Inquiry Topic #2: Blended Learning

Domain: How to flip our classrooms with a virtual focus using Hapara and e-Portfolio.

Community: Myself, two Mind Lab colleagues, all the classroom and specialist teachers at our school.

Practice: Meeting and PLD on flipped learning initiative. Also having ongoing conversations and discussions on how to share students learning with their whanaus using Hapara and e-portfolio. Sharing ideas and best practices and supporting each other. Reflecting on what works and what not and make an alteration.

Comparative:

My students benefit more if they spent more time working at or practising the skill being learnt using ICT. According to Higgins’s (2003) research, he stressed the fact that ICT can make a difference to pupil’s learning. He also adds that ICT offers a wealth of opportunities to support our teaching and learning programme. Our CoP shared a focus on how can ICT used effectively in our three classes. Some of the digital tools and strategies we learned from other researches throughout our Mind Lab journey have gradually implemented to cater for our 21st-century learners. Preferably, one student per device is ideal but we only have 10 chrome books to share between 30 pupils in class, and every student has a very limited practice time. This is why “flipped learning” sounds like a great solution. It allows students to learn in anywhere at any time. Students also share their learning with one another and with their whanaus. I feel I have more time to focus on teaching the content knowledge and skills in class. The major challenge of flipped learning is to get all students completing the flipped learning tasks. And if they don’t, then I get them to complete it in class.

Critical Reflection:

ICT changes rapidly and each change opens up new innovation for us teachers and our learners. In my own experience, it takes time to learn the skills necessary to use ICT effectively. Therefore, it is vital for me to upskill and learn the most up to date and effective digital tools for teaching and learning to cater for my 21st-century learners.

References:

Higgins, S. J. (2003). Does ICT improve learning and teaching in schools?. BERA, British Educational Research Association.

Jay, J.K. and Johnson, K.L. (2002) Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.

Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly review of distance education, 4(3), 227-33.

Wenger, E.(2000). Communities of practice and social learning systems. Organization,7(2), 225-246.

Week 18: Reflecting on the change in my future oriented teaching practice

My personal reflection will be based on Gibb’s Reflective Cycle (Finlay, 2009: p.8).

Theme 4: “Change the script”: Rethinking learners’ and teachers’ roles.

Step 1: Description

Through the effective use of ICT and changing from traditional to the digital classroom is one of the “massive and ongoing social, economic and technological changes” (Bolstad et al., 2012) in my teaching practice. “Blended Learning”, that is, in which students are mostly learning in the classroom (face-to-face learning) and partially do online learning off-site. This change encourages me to look at innovative teaching strategies to equip all students with essential skills so they become 21st-century learners.

Step 2: Feeling

Prior to the change, I thought that this initiative would change my teaching practice forever. For me, this is the stepping-stone to innovative teaching and no more traditional classroom. Such experience, I felt excited in knowing that “blended learning” will provide future-focused education for my learners as they continue to learn the required essential digital skills to further their learning at secondary schools, and beyond. It also gives me the opportunity to upskill my pedagogical practice with the current innovative teaching and learning tools. Overall, it was a great and positive feeling indeed.

Step 3: Evaluation

During this implementation, I burrowed through many challenges, in terms of digital learning tools, innovative ideas, and time. Through Mind Lab, I have integrated into my “blended learning” programme through the use of relevant digital learning tools. This has motivated my students to engage with their learning more. They are now able to interact, collaborate, and support each other through networking with one another. Blended learning also allows students to access their schoolwork before and after school, and share their learning with their parents/caregivers. At home, students are virtually reinforcing what they have learned in class independently. Cyber safety is an important part of this implementation, and Hapara gives me the authority to monitor what my students are accessing to online.

Step 4: Analysis

This change is part of our school’s strategic plan, which is linked directly to the identified theme above. That is, teachers’, students’ and their whanau will gain a strong voice, share knowledge and best practice (Vermeulen, 2015). Families and communities were informed at Whanau Hui Fono (School Community meetings) prior to the change. And along the way, students are able to voice what and how to learn.

Step 5: Conclusion

In conclusion, “blended learning” has changed the script and allow my students and I to work together in a knowledge-building learning environment. My role is to facilitate learning and work alongside my students’ strength. This change allows all stakeholders (students, teachers and school leaders, families/communities) to engage productively in a collaborative and digital learning environment.

Step 6: Action Plan

My future implication on this change is to build on my student’s strength and my relationship with their parents and families. Meaning, I will look at including students and parents’ voice about the use of ICT and work together to support their learning.

Reference

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

Finlay, L. (2009). Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Gibbs, G. (1998) Learning by Doing: A guide to teaching and learning methods. London: Further Education unit

Vermeulen, A. (2015). Leading change in collaboration [Video]. Retrieved from http://edtalks.org/#/video/leading-change-collaboration