Series 4 iNet
Online Conferences

Four online events for teachers, school leaders and education academics/policy makers are an opportunity to exchange views and ideas with educators from around the world. This year’s conference topics are:

System redesign
Online discussions active 3 - 11 March

Curriculum redesign
(see supporting background reading below)
Online discussions active 21 - 29 April
Extended deadline for papers and case studies: 1 April

Personalising relationships
(see supporting background reading below)
Online discussions active 12 - 20 May
Extended deadline for papers and case studies: 21 April

The power of networking
Online discussions active 23 June - 1 July
Deadline for papers and case studies: 19 May

For more information, visit www.ssat-inet.net

Submitting papers and case studies

As well as taking part in the online discussions, educators are invited to contribute essays, videos, audio files or PowerPoint presentations. For more information on how to submit your contribution, please visit www.ssat-inet.net

All contributions must be sent to Ms Debra Brydon at brydon@cybertext.net.au by the deadlines specified above.

If you have any questions about the conferences, please contact Debra Brydon: brydon@cybertext.net.au

Background reading for second online conference: 21-29 April 2008

How should we approach the design of the curriculum for the 21st century?

Across the world, the 45 - 60 minute lesson is the standard in schools and is widely accepted as the norm and, perhaps best, model for effective learning and teaching.

Another standard form of school organisation is that learners move through their educational career in a group of 30 peers of the same age.

In many schools, the timetable is centrally planned once a year and is fixed for the academic year. In addition, the curriculum is organised around fixed department/faculty teams of specialists who have to compete for resources, especially time.

Questions

• Are these the right building blocks for the 21st century school?
• How do you treat time as a flexible resource in your school?
• How far do you think schools should go in allowing students more say in the what, where and when of their education?
• What are the advantages and disadvantages of pooling subjects in schools?

Background reading for the third online conference: 12 – 20 May 2008

Personalising relationships. Schools are working with children who have complex problems and are often without a supportive family unit. This has led school leaders to radically change their thinking about the structures for deep support.

For example, in England, the school has traditionally been organised around the twin pillars of the academic aspect (subject departments or faculties) and the pastoral aspect (usually the year group). Recently some schools have moved from year groups to vertical tutoring and to create more intimate units within the school, e.g. houses or 'guilds', where stronger relationships between students and teachers, and among the teachers, can be forged. Some schools are utilising all the adults within the school to become tutors.

Questions

• What are the advantages of vertical tutoring for students and teachers?
• What are the implications for professional development of all staff being tutors?
• How do you ensure that every child receives the support they need to succeed?

Topic for the fourth online conference: 23 June to 1 July 2008

The power of networking. Networking and collaboration at the local, national and international level allow school leaders and teachers to benefit from a huge pool of knowledge and expertise, which can be drawn from to transform and enrich student learning. How does your school/education organisation contribute to, and benefit from, networking and collaboration at all levels – local, national and international?

Manager: Ms Debra J. Brydon
Email: brydon@cybertext.net.au    Phone: Int. +61 +3 98881884
www.cybertext.net.au