Contemporary learning expert visits Parramatta diocese

23/02/2009

Stephen Heppell meets students at St Michael's Primary, Blacktown South

Principal, Trish Haynes introduces Stephen Heppell to St Madeleine's newest students

Professor Stephen Heppell, one of the world’s foremost experts on contemporary learning has spent two days in the Parramatta diocese meeting with system leadership, presenting to all school staff and visiting a small selection of schools.

Stephen is CEO of Heppell.net and chair in New Media Environments at Bournemouth University, and advises teachers, education systems and governments around the world on educational policy and future schooling. His visit to Australia has been in pursuit of innovation and best practice in learning and teaching and he will be utilising the work done in the Parramatta diocese to contribute to this global conversation.

Stephen’s visit was an opportunity to enable greater sharing of practice through the utilisation of technology. For the first time in the Parramatta diocese, an interactive webcast was arranged for Stephen’s keynote presentation, ‘Innovation and Future Schooling’, on Wednesday 18 February, allowing staff in schools and across the system to view the presentation live.

In addition to this major presentation, Stephen visited four schools in the diocese, to gain an insight into the work already being done in schools and what the needs of educators and students are going forward.

‘By visiting a small sample of schools I hope to be able to get an idea of how I can work with you to take all the schools forward, while keeping in mind how busy schools already are,’ said Stephen.

In discussions with school leadership teams and teachers Stephen shared ideas he had discovered in schools around the world, including the ‘Praise Pod’ and ‘Consolarium’. Praise Pod is a new and simple tool to create a culture of praise within a community. It involves the whole school, creates cohesion and builds self-esteem. Being developed in schools by a South Yorkshire man, the Praise Pod uses a ‘Big Brother diary room’ style ‘cam’ to record each child being interviewed about what they have done and why they think it’s worthy of praise. Praise can then be shown to parents, teachers and other students.

Consolarium is a Scottish centre for games and learning focusing on bringing computer games into the classroom. Stephen related one school’s experience of using a class set of Nintendo DS consoles and Brain Training games to make being ‘brainy’ desirable and to use competition among peers to motivate students.

Schools visited were Marian Catholic College, Kenthurst; St Madeleine’s Primary, Kenthurst; Nagle College, Blacktown South and St Michael’s Primary, Blacktown South.

Principal, St Madeleine’s, Trish Haynes says her staff has been inspired to incorporate some of Stephen's ideas into their classrooms.

‘Stephen challenged us to create exciting, playful and colourful learning spaces that utilise the ceiling, walls and floors of our classrooms, and encouraged us to further involve students in school decision making,’ Trish said.

At St Michael’s Primary, Blacktown, Stephen conversed with student leaders to gain a better understanding of how students like to learn and how schools might better serve them. Common to similar conversations he has had around the world, the students requested more comfortable relaxed classrooms and learning with a real life application.

Principal, St Michael’s, John Laffan said that Stephen had challenged teachers at St Michael’s to live out their mission statement – engage, empower and reflect.

‘We need to develop our skills in responding to and learning with our students, and ensure we are using technology to empower students in an environment that challenges and promotes experimentation. And we need to reflect on our school goals and how they can be supported through current and developing teaching strategies,’ said John.

Executive director of schools, Greg Whitby says he hopes to have Stephen return and do further work with the diocese on contemporary learning.