Travelling Mascot Chicao, Brazil.

The Learn-Now welcomes Chicão from Brazil. From a class in Colégio São José, Santos, São Paulo, Portuguese speaking students sent Chicão to New Zealand for a holiday.

Hosting Chicão, is Team Solway, the Gifted & Talented Students at Solway Primary, Masterton, Wairarapa, New Zealand. Their mission? To beam Chicão's kiwi experiences back to Brazil as learning bites for his class.

Team Solway's learning the art of character role-play digital photography, third-person speak, blogging, rostering, sales pitching and strategic planning. One student's Chicão's Mascot Manager and when the team's not working with Chicão, they're discovering more about finance in Brazil, international communication and working with the media - as close to home as school newsletters and perhaps even the local newspaper.

The beauty of this experience so far? Grins from ear to ear, a real 'touch' of something international and country that feels 'real' to the students. With such a positive experience as this, we're planning to foster this nature of programming on a much grandier scale. Schools around the world can join and be actual hosts of international characters, mutual learning experiences and a year-long project that could virtually take students to at least 10-12 countries in a year. All we need are hosts, tour guides (students/schools) and exchangable mascots.

Interested? Contact us to enrol!
For more on Chicão, see his Learn-Now site
...and the Solway School bubbleshare movie.

Personalised Learning & Lifelong Learning

This week in Christchurch, New Zealand, the education conference Ulearn, focuses on integrating new technologies to empower learning and transform leadership.

Ulearn is, for many schools in NZ, thee conference to attend, for an uplifting spin re: ICT integration in education. Derek Wenmoth, and his blog presents the highlights and while grabbing a coffee before reading the entry will only see it go cold, the key points stay hot.

Of particular interest to us and our focus with Learn-Now, is keynote reference to 'Tomorrow's Schools, Yesterday's Solutions' (the battle Learn-Now has with schools), with Hattie & Oram. This followed the Williamson & Nussebaum focus on the impact of Web2.0 technologies to enable online participation and sharing and the need to shift from a classroom metaphor to a community metaphor for the way we organise learning in the future... One could 'hear' that this could (and should) refer to teacher communities, but reassuring for Learn-Now, is that this is exactly what we deal with, for students within their schools. We are still getting it right.

Derek's actual reports
a) Hattie & Oram is here...
b) Richardson & Nussebaum-Beach is here...

A year on

We're a year on now and diversity continues. Learn-Now could well be the latest roller coaster. It steadily journeys up steep learning-curve terrain and enjoys the adrenalin rush of fast paced energy.

The Changing Model

The dominating focus as an Online Learning Environment has shifted to also being a model for others. We're delighted! There are those who use it as a working space to see what it's like to create an online life for their students and those who use the continuing R&D to better inform where their own mission could be driven. We don't even have all the bells and whistles! Strangely enough, when we'd gone down the 'should do' track with that thinking, we've scared many clients off. Keeping our site simple has enabled those early in their journey (toward developing their own online environments) in a can-do zone. For now, that's where we're going to sit.

Highlights

Our most rewarding moment this year was a Kids Conference. There are conferences aplenty for adults, corporates and educators, but little exists for those less senior.We joined the committee behind a 3 day event for 350 students and offered a post-conference Virtual Workshop pilot. I know of Virtual Conferences, but ahave yet to find reference (even if only googling) for young students. We're in the midst of working through it - much of the action destined between now and the end of this calendar year. Watch this space

Consulting, Scoping & Developing

Exciting too, is the consultative work we're dealing with too. After being recipients to several research case studies, the spin off has seen us now helping others strategise their own plans for developing Online Learning Environments. The greatest beauty of all, is that others are hugely interested in the voice of the student, student-driven concepts and even the realistic fees respecting the nature of the work involved.

While it's otherwise been business as usual, the bounciest highlights are on the horizon. We're about to even more go global like never before... Just can't say much yet! But meanwhile, it's good to be back blogging - long may it last.

Online Student Centres

We're encouraged! Learn-Now has entered new territory yet again. This time, the theme sees us now also working alongside the development of student-driven online student centres, in schools.

There are thousands of online student centres in existence, but few (maybe if any) are built by students, for students. Why are the sites like Facebook & MySpace etc so popular with their users? The freedom to create & present.

What's with the demise of so many school sites? The teachers typically control the 'systems administration' rights - they load their intention and students 'through duty calls' participate if we're lucky. Learn-Now used to be like this... Now, 3 years on from 'risking' a mess and allowing students to also have top-level systems admin rights, we have students who no longer just come on during their allocated timetable time at school... No longer bound by teacher loaded material, their creative bents and love of an audience has produced stunning results...

So what's in an Online Student Centre and how's it created? To start with, no one centre is the same. In the case of those facilitated by Learn-Now though, several common themes prevail. A group of students need to be enrolled with us and as a team, they break into 'departmental' groups or partnerships, taking on specialist design areas. All that is created is for 'their school' - though openly encouraged to consider adopting participants from other schools too - the biggest challenge to go international. To start with though, they focus on creating an interactive site for students at their school.

Some members of this design team believe that having online clubs would be cool. Others decide a Science Discovery area would be 'hot stuff'. One student decided to create a debate/discussion around the need for a 'house competition' to exist in the school - and succeeded. Some run weekly maths challenges, others create online ebook compositions... Another's planning to feature a music arena, which includes one student teaching others how to read music, share podcasts etc. All up, it's a site by students, for students, with continual student assessment, suggestion and evaluation.

Frustrations & Jubilations...

After recent Learn-Now discussions left us with a rough taste in the mouth, we reflected our state of play yet again.

Much revolves around two factors.
1) browsers perception of what's seen
2) our user pays operational existence

However, this is nothing new. Just frustrating... We spend most of our time parting with an enormous amount of time and detail with interested parties, where much comes to nothing. One of our accountability partners strongly believes we should invoice work done, regardless of any enrolment outcomes. We shy away from this, yet who else do we know whose service of any kind is free these days? One might-be client (but we doubt it), should apparently see us invoice them for a good $1200 worth of time...yet free to date.

Passion, commitment, reassurance and huge encouragement from many to keep going, keeps us operating. We know we're sadly judged like a maths teacher can be judged by a student's maths book... or like a primary/elementary teacher can be judged by the 'look' of their classroom... Sadly, all like the cover of a book, or in the same way one teacher once viewed an incredibly clever story as terrible because it was riddled with spelling mistakes - it went on win a $1500 composition award, thanks to the persistence of an 'aunty'.

Yet when a browser calls for a login, for an indepth look at the site, this is what happens. When so much of our programme runs through 'live' environments - workrooms & skype in particular, no - evidence of all the learning won't exist. Only perhaps 20% of the actual work will 'show'. Just like in a classroom - that project stuck to the wall in the traditional classroom, won't announce the 'teaching or learning' done, beyond the text shown. That one of our students is creating a website and 7 months on she has a tiny handful of things showing...7 months doesn't note that the reality is really only about 25 hours worth of work...about an hour a week...much in discussion and learning - far more significant than what's 'to see'. Perception, or the saddened tail of it is our greatest challenge.

And then come the cost... A private tutor we know, who tutors a 10 year old for maths afterschool, charges out NZD$20 an hour. That same tutor charges $35 for a 13 year old and $45 for a tertiary student. The work we do with students sees us meeting online at least once a week - in one case, there's a student who has 4 half hour sessions a week, 'live' with us. If at $35 an hour we charged a term's tuition for a 13 year old, the fee would be $350.00 - the student with 4 half hours a week would be $750 per 10 week term. One $120 fee which turned into 4 hours work a week, was seen as 'too expensive' - a rip off... Interestingly so - that's $3 an hour. Sadly, mindboggling. Yet, one 'tough love' situation via a stance we once took, had one school most enthusiastically grab our $3000 a term business programme for 20 students. They had to fundraise the funds, but they returned for more - word of mouth snowballed and we were once re encouraged and no longer felt used and abused as often felt by others reactions... :)

We are saddened by many, yet remain encouraged by the very few... Perhaps it is time therefore to take note of another accountability partner of ours - that it is indeed time to stop running a cut-price $2 shop offering the high quality 'Harrods-like' products. It'll cut out a huge proportion of the market, but like one did - if professional trust is really adopted, a way is found to fund and enable us to do what we do best: working with those who wish for their students to enjoy some cutting edge styles and programmes, in an online world - whether or not they (the teacher/payee) fully understand it.

Phew - a tough thing to blog!! Transparency has a lot to answer for...

Reshaping Ourselves!

We're likening ourselves to that of a beehive at the moment - much attributing to why we've not updated this blog for almost 3 months! We've been reshaping ourselves and following some wonderful new leads.

Our Learn-Now way-of-life is set in concrete, full of great feedback and is a wonderful package for supplementary and complementary student learning. Within, Learn-Now is now a model (to a point) from which our next direction journeys forth. To create what's 'inside' for others, but outside of Learn-Now - in a customised whole new way-of-life and presence...

We're 10 years on now, since we first started the design and implementation of internationally based educational online lives for students. The first of this began within the 4 walls of one classroom, in the new Jerudong International School in Brunei, in 1997... The keys to the focus range from how an online environment is created, navigated, facilitated and monitored, through to the student driven, globally minded factors. Learn-Now is a website full of websites - full of different learning environments for different online communities, each customised to often very different audiences. Our passion now, coupled with continuing the Learn-Now programme, is to contract ourselves out to others - to build for them (ideally with them) their own online learning environment. An environment with their own look and feel, but without the need to take over 10 years to get it workable ;). Online learning environments for a whole school or syndicate, for clubs, community groups, youth groups, national or global in orientation, either student or adult based.

Meanwhile, we're also buzzing with a potentially incredible programme for Learn-Now for next year or ideally, maybe sooner, dependent on the vision of several schools. We've received an approach from Beijing, with an educationally based desire to connect Beijing and NZ online for the 2008 Beijing Olympics. We've since shared the vision we have to connect not only NZ to Beijing, but Beijing to all other Olympic countries, which in turn connects all countries with each other - not just two of us. Not only will our focus be student orientated, but hosting various athletes as well, to the site is envisaged as part of the plan.

Digital Classrooms

I found myself describing Learn-Now as a Digital Classroom today. Intrigued by the diversion from referring to it as being an online learning centre, I couldn't help but ponder and research the term of reference a little more. I wondered if in the end, I'd still tag it as a Digital Classroom. I do, but without a doubt, know I would have many who'd challenge that notion.

Google 'Digital Classroom' and you find everything from recommendations to shy away from the term completely, to proudly presented examples from around the world. After a good two hours surfing, all but one, two if you count Learn-Now, involve references to face-to-face classrooms. I personally know teachers who work in a Digital Classroom, am getting to know others who are trialling the concept, and today, met with an Intermediate in Wellington who are enroute the journey.

What has Learn-Now got to offer? We are an online learning environment that is much alike what I visualise face-to-face classrooms need to create as their online arena. An environment where students have several learning environments to work in; an inquiry based focus; choice of activity; the ability to co-operate & collaborate 24/7; (from having their US partners contribute while their own NZ contingent sleeps through to accessing their school life from home anytime, anywhere)...as but some examples.

From a technical perspective, it gets much deeper. We can offer huge inroads to design, management and engagement issues. Why does a page show a tabled arrangement of topics rather than a list of forums? Why have public spaces? Why have tuition lounges? What advantages are Members Lounges? What's with a booking room? What's with the red, blue, green & black paragraphs in that order? How many new items a week are highly recommended? When should a facilitator fade in and out? What is really deemed an extension activity by a student? When must a teacher direct in a learner-centred area? When will a topic flop? What ONE key move will entice a response to a thread in a forum? Out of 10 components in a topic/learning area, how many need to be forums?

We don't want Learn-Now to just be 'Learn-Now'. We desire that it also be a model to learn from and transform even more so, as we too learn alongside others to up the edge on what works. Learn-Now is a Digital Classroom - and while we prefer the term online learning centre, or 'school on the internet' as some insist, our closest relative is a school classroom. However, we'd represent a space more in keeping with a school running several digital classrooms, than just one. Food for thought...