I was reading a book recently called ‘Robot Proof’ by Joseph Aoun which explores the way in which automation and AIs are reshaping the world as we know it and creating a new dynamic in which any sort of repeatable job will ultimately be taken over by robots. Why shouldn’t it? What’s the point of doing something over and over again in an extraordinarily inefficient way? This is not progress. This is just time wasting. Surely humans are better equipped and more suited to more complex things than this!
I strongly believe that society is yet to come to terms with this phenomenal transformation of the workplace. Despite people being aware and understanding that jobs have been replaced by computers or automated processes, this trend is only getting faster and more wide-spread and whilst many new jobs were created in the 80s, 90s and 2000s, the number of new jobs being created is diminishing versus the number that were previously being created.
Therefore, how do we protect ourselves and the next generation from the robots? No, I’m not talking about fighting Skynet, in an apocalyptic battle for survival. I’m talking about the real threat of mass automation and the implementation of artificial intelligences that will be able to replace large numbers of both manual and professional jobs.
The answer, of course, is experiential education. Whilst all the theories and knowledge in the world can be digitised and regurgitated, this doesn’t have the same impact that a real world experience has. There’s a defining factor in humans and the world which AIs and robots are not good with and that’s randomness.
Whilst a computer may be able to generate random numbers, it can’t understand emotion and the randomness of human thought and action. You only need to look at recent events in politics to see how extraordinarily stupid people can be. Decisions made on the run, irrational national emergencies and a whole host of decisions made on emotion and without any of the constraints that a computer using logic may have to deal with. Whilst this is not always good, it’s human and this total randomness that is a feature of human behaviour is one defining trait. If people are experienced in dealing with this, it can protect them from the threat of being replaced by a machine.
Consequently, the more we’re exposed to the randomness of life and the uncertainty of what could happen next, the more we will be prepared for any situation. Therefore, experiential education opens the world to real experiences and forces everyone to face the randomness of life. Some of the most interesting trips I’ve ever been on have come from having to actively manage random events, emotions and changing conditions. If you were for example to have a virtual reality excursion (which technology will increasingly enable), you would have the immersive, yet sanitised experience that is dictated by computer programming and logic, rather than the complete randomness of the natural world.
On expeditions, encounters with wildlife, with other groups, with storms, with discomfort, with teachable moments, these could never be produced by an AI, all because of the randomness of the world around us. It’s important that we continue to prepare students for uncertainty and the best way to do it is to get out into the real world and live the experience. No matter what the work place is, no matter what the experience is, no matter what the challenge is, we will always need to be prepared for the random nature of life. Those who can react and adapt, will be successful. Those who can’t cope with this, will not.
The more the world digitises, and logic systems are put in place to run repeatable processes, the more important it is for educators to engage their students with real life experiences and allow them to face the randomness of the world and build a skill set so they can adapt and thrive in this new world that comes a step closer every single day.
Whilst some may think outdoor ed and technology don’t go hand in hand, I would beg to differ on this. I might be somewhat biased having developed my own app (Xcursion) for helping manage student medications, allergies, concussions, medical issues and reporting incidents. However, it’s proven to be an amazing support for when I have a group out in the field with me. It’s saved huge amounts of time, energy and effort, but has also helped me to focus on what’s needed and filter out a lot of what’s not! Consequently, for me, this is now just one of the pieces of technology I use as a force multiplier in setting up and running programs.
What exactly do I mean by force multiplier? This is a term I learnt at uni when I was studying defence. It’s basically a tool, communications equipment or anything that you can leverage to gain a much greater impact versus the size of your force.
Despite my many concerns about the use of technology today and the potential dangers it’s brought to people’s ability to adapt and problem solve, that’s by no means a reason not to use great technology. If you already possess skills which enable you to be adaptable when needed, then you’re in the ideal position to use all sorts of technology as force multipliers to help you do your job more effectively, safely and efficiently.
Apart from my own invention of the Xcursion app for permission notes, student medicals and pastoral needs, what else have I found useful for running outdoor ed programs?
For one, a solid project management system is needed. For most programs, you’re repeating expeditions and need to follow the same structured system each time to make it happen. I use Basecamp by 37 Signals for this. It’s easy to use, you don’t need a lot of project management expertise or experience to get it going. It’s great from an organisational point of view as you can run multiple projects with different people added to each project so you, as director, can see everything, but your group leaders or teachers only see what they need to see for each project to which they’re assigned. Best of all, you can create project templates, so once you’ve built a solid system, all you need to do next time is to create a new ‘camp’ or ‘expedition’ project from the template and all your tasks are loaded ready to be actioned.
Another system I like to use, which is more of a workflow platform, is Podio, by Citrix. You can set up all sorts of things from gear and vehicle registers, with automated reminders of when gear or vehicles needs to be checked, services or rotated. Document management systems for filing, tagging and tracking important documents as well as ordering systems, marketing and client relationship management are features. There are some pre-built systems that are available with this platform, but you can always customise this for your own needs.
This is again another way technology can be used to create better systems so you and your staff can focus on delivering the programs for the maximum educational benefit and not be focussed on a bunch of required, but essentially repetitive administrative tasks. Sadly, I’ve worked with many people who get needlessly bogged down in all the administrative tasks and have had no idea what’s really important.
The other advantage of using technology as a force multiplier, is the fact that it can draw out and highlight key information that can often get lost the mass of data that gets thrown at us. I don’t want to waste ten minutes trawling through files for a key piece of critical information when I can have a system in place so that important piece of data is always at my finger tips.
Things such as GPS tracking, Sat Phones and EPERBs are all part of an essential technology tool kit for running effective programs where you can respond quickly and effectively with limited resources.
As teachers, it’s vitally important that the focus is always on the educational experiences that can be had. Sure, there’s lots to get done in the background to safely setup and run each of the educational experiences, but through leveraging technology, setting up and running some amazing and memorable experiences is now easier than ever before. If you don’t have systems in place to do this, then it’s time to make sure you get them up and running right now.
If you want to keep your finger on the pulse of the traditional economy, then keeping an eye on the activity in the main streets of town is a great way to do it. I hear you saying, “Why do I care about economics? Isn’t this about experiential education?”
Good point! But bear with me on this, as there is a point. If we’re training students to be productive members of society who are independent, thoughtful problem solvers and are employable, then you need to understand some of the subtle, and not so subtle shifts happening in society today.
Everyone knows the digital world is here to stay (unless our politicians start a war they can’t finish and everything goes Mad Max on us!) Luckily I know Angry Anderson, so at least I’ll be able to join one of the lawless gangs roaming the desert without too much of a problem. However, before we sharpen our boomerangs, let’s pretend for a moment that we won’t be plunged back into the dark ages and have to fight for every litre of petrol as if it were our last.
Sorry, I’ve digressed slightly, maybe. Retail shops are closing at an alarming rate and what’s replacing them? Nothing! Maybe the occasional ‘pop-up’ shop that’s here and gone in the blink of an eye. However, ‘For Lease’ signs spatter our retail and office fronts and once popular Main Street locations are sitting vacant for longer and longer. Some of it can be attributed to high rent in these locations, which the market should eventually fix. However, often it’s the fact that businesses which were once main stays and anchors of our main streets are gone and nothing has replaced them.
Recently, I went book shopping. We had an end of program dinner and there were a number of prizes I wanted to give out, hence I was in a bookstore for the first time in years! Like many other book stores, it was in a prominent location. However, it was in the middle of a closing down sale. Everything was on special, so I bought quite a few books. When I went to pay, Jennifer, the lady behind the counter asked me if I’d like to join their book club. I guess she’d been instructed to ask everyone, but I didn’t see the point of joining a book club of a business that’s closing down. It’s like a free membership to the Roman Senate in the 5th Century AD. It’s better that you don’t accept it.
This is not to say I don’t read books. Well, to be honest, I actually don’t read as much now. Instead, I listen to them. I can get almost any book I want with a couple of clicks and the quality is generally excellent. Although some readers are “rubbish.” I have returned a few which almost put me to sleep. This is never good when listening to them in the car. So the reading of books is not declining, but the way in which we’re buying and reading them is.
The fact is that here is something that’s been a staple of society ever since Mr Gutenberg got all IT savvy in the 15th Century and decided that ‘copy and press’ with his fancy new International Book Machine (IBM) was a far better and cheaper way of plagiarising books than having teams of monks continuously write out copies with a quill pen under candle light. Monks were now freed up to go out and help do the valuable work of the church, which was mainly selling indulgences to fill the coffers of the Pope and adorn their monasteries with ornate silver and gold.
Despite the printing press replacing a lot of jobs, other jobs emerged from this. However, today we’re not seeing the same redevelopment and reinvention of jobs. Sure you might need someone to monitor automation systems, but this is only a fraction of the workforce that’s being replaced. The lack of new businesses coming to replace old ones in our main streets is a clear and real indication of this shift. The long-term outlook for employment of those we are teaching today, isn’t looking good.
The huge problem is that schools aren’t scrambling to address this. It’s massive. It’s already impacting on our communities and a profession that’s not well-known for being adaptable, is now on the front line of a seismic shift in an economic and social revolution. The traditional classroom, an invention of the industrial revolution, is ill-equipped for what’s coming.
However, there is light at the end of the tunnel which is not just a marauding gang with sharp boomerangs and burning torches. To address this, experiential education needs to massively expand in schools. It needs to make up the majority of the curriculum. The school day shouldn’t just be sitting in a series of classes, going home, doing some homework and then coming back the next day to do it all over again. This only prepares students to be able to sit in a room and do exams, which in the workforce tends not to be very useful.
It’s time to get out of the classroom and change the style of teaching. Change the way in which teachers are being trained and include a significant practical, experiential education component to their training. This is not just more classroom prac work, but is working in a business or an industry totally unrelated to education. This can then translate into a far better understanding of the changing dynamics of the workforce in which our students are growing up and make them far better teachers with some real life experiences behind them.
We must do something about this massive problem now! We will continue to see the subtle shift on our streets. More shop fronts closed up and not rented. Fewer checkout chicks at the supermarket and bank tellers have all but been replaced by automation and machines. Whilst these are not bad things in themselves, efficiencies are great in any operation. However, the real problem that we need to address is the preparation of our students for a world in which there are fewer jobs and few opportunities for a single occupation approach. We must be leveraging our programs to train adaptability as the number one priority. The world is changing and our most successful students will be the ones who are able to not only cope, but thrive in an environment in which the goal posts are continuously changing. If you don’t believe me, go for a walk along the high street in any town. Chances are, we’re only seeing the beginning of this trend and we need to do something about it right now!
Lately, I’ve been doing a lot of professional development. Most people will groan when they hear PD, as they’ve experienced the classic ‘first day(s) back’ professional development time, which could be just a complete waste of time and energy for all involved. From what I’ve experienced over the years, you may as well have another day of holidays and it would be far more beneficial. Whilst much of this is done to save money and meet the mandatory PD hours requirements for teachers, are teachers actually learning anything that will improve their teaching practice or professionalism, or is it just an exercise in futility?
Don’t get me wrong! PD is vitally important, but is self-initiated and directed learning a far better approach? What I’ve been doing recently for my own PD has been through two different forms. The first has been reconnoitering new areas of the countryside to further develop a program. This is always an exciting and challenging time as now you’re exploring new areas with which you’re unfamiliar and trying to find suitable tracks, trails, rivers and campsites which are suitable for the age and experience level of the group for which you’re planning. Sometimes, it’s easy and quickly falls into place. Other times, it’s like trying to get out of a darkened pit full of goblins whilst being stalked by a ring-obsessed weirdo.
On this occasion, it was closer to the latter, as we found out the new area was not a nice babbling brook surrounded by gentle countryside, but rather a vicious, shallow, rapid-flowing white water filled gorge. We were about 2km in when we realised how nasty it was getting and what was supposed to be a pleasant three hour paddle, took seven hours! Thankfully, we didn’t have to battle orcs along the way, but at some points I was hoping that eagles would come and rescue us. Sadly, it was not to be and we had to navigate and negotiate the gruelling gorge that went on for several kilometres.
During this time, we’d also looked at mountain biking, canoeing and hiking as options in and around Canberra as there are some amazing national park areas with great tracks and trails throughout. Despite the fact that a number of these options weren’t particularly suitable to take students on, this was an extremely successful trip. From a professional planning point of view, even if you’re not going to change your program in any measurable way, going on “reccies” is a useful exercise, as you’re reinforcing your own skill set for navigation, route assessment, logistics planning and risk management. It’s all these concerns that you suddenly find come back to the front of your mind when looking at new areas that can naturally feed-back into your existing program and help you re-think, re-assess and improve upon what you’re already doing.
The other PD I’ve been doing has been the more traditional kind, in terms of workshops and conferences. Sometimes these are hit and miss when it comes to helping you in your teaching role, but that mainly comes down to what sort of conference you’re going to and which sessions you attend. The first one I went to was a digital schools’ conference. It was basically exploring how technology can be better used in education. I sat in on a couple of sessions which were excellent as the presenters hit the nail on the head! It’s not really about the technology. It’s about the use of technology as part of a wider educational experience. When you boil it all down, the skills you’re learning in STEM and trying to innovate with are exactly the same as what’s being learnt through outdoor education.
The core principles of innovation are:
• Problem solving, risk taking, adaptability, teamwork and leadership.
The core principles of outdoor ed are:
• Problem solving, risk taking, adaptability, teamwork and leadership.
Simple right? Well sadly, it’s not always the case and often teachers can see the use of technology or coding as the end goal or the learning outcome. As in outdoor ed, often schools see the outcome as getting kids outdoor or learning how to ride a bike or canoe. These are all just the means through which these core cognitive and experiential skills are being developed.
I also had the wonderful opportunity to present on innovation and how the chaotic and imprecise science it is to develop an idea into something that solves a much wider real world problem. I also explored how this can be translated into the context of education and why this is now such an important part of the modernisation of education that might one day see us escape from the industrial revolution hangover upon which our curriculum’s based.
The second conference I went to was more closely related to outdoor education and covered some fascinating insights into concussion identification and management. This was a great up-skilling opportunity for me, as whilst I’d understood and had managed a number of concussions over the years, I was able to get a far greater understanding of what happens with the injury and how it manifests itself. This is something that a senior first aid course would never cover and even with the wilderness courses I’ve done, it was only ever touched on briefly. Yet attending a comprehensive keynote presentation by a leading medical specialist in the field, was an amazing learning opportunity.
PD can be both insanely frustrating if it’s done poorly, or immensely beneficial if it’s done well. Some people might perceive PD at conferences as junkets, but this couldn’t be further from the truth. From the Wilderness Risk Management Conference I attended last year to the various ones I’ve been to this year, it’s helped me attain a much greater understanding of my own professional practice and helped me to reflect and review what I do as an outdoor educator and how I go about doing it.
I have to admit I have great memories of the enforced PD days from school days past. At one school I was once part of an English/History faculty. We taught an integrated unit called Valley In Perspective, that combined English/History/Geography and Outdoor Education. It was in some ways a little heavy on the academics for my likings, but overall it worked quite well. We were always allocated a day at the start of term for ‘meetings,’ which was code for sitting in the office and wasting lots of time, something which I can’t stand doing. However, one of the teachers had a boat and so instead of sitting in the office, we went and spent the day on his boat. We would discuss work for about an hour, but then would relax for the rest of the day lazing about the deck or going sailing and usually having fish and chips for lunch. Whilst many a useless manager would say this was a waste of time, it was an excellent team building exercise and our team of four worked exceptionally well together, despite the school being a disastrous toxic mess in which to work.
Ultimately, PD is vitally important for renewing and up-skilling you in your professional life and can have great benefits when done well. Meetings can be of some value, so long as you limit their time and have clear goals and objectives from the outset. However, to get any real-residual benefit from professional development, you need to go out, test your existing skills and continually learn new ones which can help you to become a far more effective educator throughout your life.
With the start of a new year, there’s always the hope and anticipation of something new and something better! People look for change and there are high hopes all around that that change will actually come.
However, we all know most people can’t keep a New Year’s resolution for more than a day or so, so let’s not even bother with that. Instead, I want to look at why teachers must be prepared to reinvent themselves over and over again.
For most people this can be difficult, but for teachers even more so. In the past year, I was running a program which had many challenges arise throughout, one of which was the chef walking out, leaving us to cater for eighty people ourselves. Now I won’t go into all the details surrounding this as we don’t have that much time, but when I expected other teachers to adapt, jump in and get cooking, I got the response from many of them, ‘We’re just teachers, we can’t be expected to cook.’ Having run a number of businesses, as well as residential programs, this approach doesn’t sit well with me, as sometimes we find ourselves in situations, not of our own making, but we have to find a solution one way or another.
This made me think, after I quickly worked out how to cook for eighty people with one other staff member who was prepared to give it a go. Why are so many teachers reluctant to try anything new?
To me, this seems at odds with the whole concept of teaching. You really do need to be able to think on your feet and adapt to situations as they change. Although most teachers will never be in a situation where you find yourself cooking for a lot of people, you never know what you might need to do to remain relevant in today’s changing world.
For me, teaching others has always been at the core of what I’ve done. Whilst I may move from business to education, to politics, to business and back to education, empowering others to develop and grow within themselves appears in every single context in which I’ve worked. However, to truly appreciate the place of education in today’s rapidly changing world, the experiences outside of education have been far more valuable than the experiences within education itself.
Ultimately, I’ve found myself reinventing myself time and time again. From electrical salesman to political staffer, computer technician, teacher, barista, café owner and tech entrepreneur, each time I’ve changed what I’ve been doing, I’ve felt far more energised and motivated than before and it has all helped me be a better teacher. Fancy that! Experiential Education is the best form of education possible.
However, most teachers and most people never reinvent themselves or what they do. If they start to feel stale in what they’re doing, they will often just grind it out and keep doing the same thing in the hope it will get better. The fact is that it won’t! Stale teachers, are hopeless teachers, incapable of doing anything useful, let alone teach. Now there’s not the need for anyone to reinvent themselves as many times as I have, unless you really feel like it. However, taking time out from teaching to work in another industry, or completely different role, is not only healthy, but moving forward, I believe, will be critical to the success of teachers in the modern world. If teachers are expected to teach their students how to be flexible, adaptable, dynamic, critical thinking problem solvers, then they themselves need these sorts of qualities and the only way you get these qualities is through real life experience, which often doesn’t happen inside the confines of a school.
Therefore, at the tipping point of the new year, are you feeling stale? Are you feeling like you’re no longer being challenged? If so, why not take some time off and go and work in another job, something completely different. The experience and skills you will gain from this will be more empowering and worthwhile than a thousand staff ‘development’ days and when you go back to teaching, this experience away from teaching will have made you a far better teacher than before. Having gone in and out of education for years, I’ve found every time I come back, I’ve learnt something new and useful, because it’s through our experiences that we always learn the most. Why not give something new a go this next year? With so much to be gained, it’s always well worth it!
This week, since it’s the new year holiday period, I thought I'd write more about adventures and well nothing about work. After a massive past month, I managed to jump on a plane and fly to Japan. I love flying and with my favourite TV show, now movie, Absolutely Fabulous on the entertainment system, the movie was just the right length to have dinner and then fall asleep. Having not stopped for weeks, it wasn't hard at all to doze off and wake when the stewards were serving breakfast!
After a muesli and a couple of espressos, I was all ready to go. Another thing I love about travelling is the fact that one moment I can be in stinking hot weather, the next I step into winter. It's not quite like going into your cupboard and discovering Narnia, but not that far off it either!
Shuffling through immigration seems to get faster and faster as they improve technology to check people through. The biggest hassle however, was trying to work out how to make all the connections to get to my destination. The Japanese I did at school hardly prepared me for any of this. It came down to a couple of options. 1. I could wait 4 hours and catch a bus directly to my hotel (boring). 2. Get a mono-rail, bullet train and bus to my destination. Far more interesting… and challenging! Whilst I already knew of these two options and had it planned out in my mind what I needed to do to make this happen, it's not until you're faced with a ticket machine that even when in English Mode doesn't make sense and no ticket sales desks in sight.
I managed to fudge my way through and buy a ticket. I wasn't sure if it were the right one, but hey it kept working everytime I stuck it in a machine, so I guessed I was on the right track. (The track being a monorail, it was kind of hard not to be!)
I made my way to Tokyo Central Station and from here ran around madly trying to find the next connection. It was the bullet train! I again did battle with the ticket machine that had way too many options that didn't make any sense at all. However, I finally succeeded in getting it to spit out a ticket, yet when I went to the gate, it turns out it wanted two tickets. So after the guard said something I didn't understand except for the word two, I went back and got a second ticket (which was apparently slightly different somehow). Placing both tickets in the machine at once, it worked! With a strange feeling that this ticketing process was somehow inefficient and un-Japanese, I raced up to the platform as the train was minutes from leaving.
This was my first time on a bullet train and it was amazing! The sleek design, the aerodynamics, the whole train was awesome. I can't for the life of me work out why Australia hasn't built any lines for them. The smooth pace at which they accelerated and slowed mean that you were never thrown about. Although I have to admit I was slightly disappointed that leaving the station I wasn't nailed to the back of my seat by 5Gs of thrust. Now that would be cool.
Seeing the sheer size and spread of Tokyo was something itself. The high-rise apartments, the industrial areas, the sprawl of the city seemed to go on forever. As the urban centre became more distant, the train sped up hitting over 280kph! The world flashed by and in the distance, I could see the snow capped Mt Fuji dominating the landscape.
The train ride was around 1.5hrs and as the towns became more rural, the design of the building changed and there was some great tranquility about this transition.
Reaching Nagano (venue of the 1998 Winter Olympics), the bullet train ride ended. Stepping off the headed carriage, I was snapped back into winter by the frosty chill in the air. From here, I transitioned onto a bus for the final leg of the journey. As the bus wound its way through the rural townships, light snow began to fall, getting heavier and heavier as we ascended into the mountains.
After another hour and a bit on the bus, we reached the township of Hakuba, a great town now deep with snow. I explored town for a couple of hours buying and eating some random foods which looked like one thing but tasted like something else. One such food looked like a cream bun and turned out to have some sort of black bean mash within it! Ha! It's always worth trying new foods and I eventually stumbled on something I liked for lunch.
Going anywhere new for the first time is always filled with uncertainty, but that's what makes it so exciting. I don't know what's going to happen next, but to an extent it doesn't matter, as enjoying the journey and everything that happens along the way is the most important thing. It's way too easy to get so wrapped up in work and ‘regular’ life that you miss out on the opportunities to travel, to explore and to experience new things. So over the Christmas break, think about somewhere new you'd like to go or something new you’d like to try. Ask yourself where your next adventure will be and go and book it in the next hour! Whatever it is, don't delay, don't defer it, make it happen and have an awesome adventure whatever it may be!
This year has been an amazing transformative one! The more we learn ourselves, the more effective we are as educators. From working out how to hack together a series of audio recordings into a cohesive podcast series to running a long-stay residential outdoor education program, I learnt a lot about problem solving, adaptability and resilience.
When faced with problems, which to many might seem insurmountable, I’ve learnt there are always ways around them. It’s just taking the time to be resourceful enough to find a workable solution. This is something that from my own experiences, I’ve been able to model and reflect upon with staff and students. I saw an interesting presentation about healthy habits for the brain. One part really stood out. The presenter commented, when working with students, don’t allow anyone, including yourself to say, ‘I can’t do this’. Instead reframe everything into, ‘How can I do this?’ One blocks the creative process. The other opens your mind to endless possibilities. This simple shift has helped me find the answers to countless challenges this year and is something I’ve worked hard to instill in my students, so no matter what is thrown at them, they can open their minds, adapt and find innovative solutions to anything.
Merry Christmas and thanks for reading throughout the year, it really means lot I hope you've had a wonderful challenging year and all the best for 2019!
Today we find ourselves at an exciting time in history. The digital revolution has dramatically changed the world and continues to do so at a frantic pace. Unfortunately, many people haven’t yet realized the scope of what’s going on. We’re in the midst of the second greatest Renaissance in the history of the world! Never before have we seen such upheaval and rapid change than that of the digital age. However, before we explore how the digital age is swiftly destroying the effectiveness of our traditional education system, let’s look back at the last Renaissance which took roughly 300 years to run its course.
From the 14th Century onwards, a radical shift in thinking occurred in Europe. Rather than just mindlessly stabbing each other with swords, knowledge was emerging as power. This social and cultural ‘rebirth’ which started in Italy, was driven by powerful families such as the Medici who sought out ancient texts from Greece, Rome and the Middle East. From this came different ways of thinking and monumental shifts in Art and Culture that transformed the world. A form of education known as Humanism reintroduced philosophy, poetry and progressive thinking to a Europe that was still emerging from the dark ages. The result was that now, nation states had more intelligent and well-educated people who could crack a witty joke before stabbing you with their sword.
Unlike today, during the Renaissance, England was in the process of exiting Europe after the 100 Years War, Russia had a slightly aggressive foreign policy stance and there was conflict in the Middle East. It was a time when the world was flat, the sun revolved around the earth and the printing press had just been invented. The Chinese had already invented similar mass production printing approximately 600 years earlier, but we shouldn’t let the facts get in the way of a good European story!
Legendary artists such as Leonardo Da Vinci and Michelangelo were busy sculpting and painting naked frescoes all over the Vatican. However, the Council of Trent in 1564, decided that nudity was shockingly unnatural and consequently employed another artist, Daniele da Volterra to take his paint brush to the shocking nudes and paint underpants on them, thus ending the constantly whispered sniggers of blushing visiting nuns.
Let’s now race ahead to the 18th and 19th centuries to the next period of massive upheaval, known as the Industrial Revolution. This was a time when Britannia ruled the waves, the Prussian government had just limited the working week for children to 51 hours and everyone was smart enough to realise that ‘clean coal’ was complete nonsense. Jobs were being lost to automation and children were far better at using new steam powered technology than their Luddite parents. From steam trains to ships and cotton mills, everything in England was being exponentially scaled up, including the mass production of education.
In 1833, the British Government passed the Factory Act, making it compulsory for children in factories to receive two hours of education a day. By 1880, it was compulsory for children up to the age of 10 to go to school and in 1902 a system of secondary schools was established. Thus the ‘modern’ education system was born most of which still remains in place today.
Born from the dark satanic mills of Industrial England, the world of 1902 is a far cry from the world of 2018! However, what’s both exciting and worrying at the same time is the fact that the world of 2030 can, and most likely will, be vastly different from today.
The first Renaissance took around 300 years to run its course. However, in the next 10 - 15 years, we face an enormous challenge as the digital tsunami of change bears down upon us! To be honest, teenagers being able to use snapchat to communicate has not been a huge leap for mankind. Despite the average teen’s ability to play with technological devices that have more processing power in them than the first moon landing, this has done little to prepare them for the change that’s upon us. According to a recent Four Corners report, over 5 million jobs will either disappear or be significantly restructured over the next 10 - 15 years, which is around 40% of the entire Australian workforce. We’re not talking 100 years. We’re not talking generational change over 50 years. We’re talking 10 Christmas’ dinners away and almost half the jobs in Australia will have permanently changed!
Where does that leave us as educators? To put it into a school context, for those of you who lead a K-12 school, the students who are now in Kindergarten will be graduating into a vastly different social and economic world. Businesses are automating every single process they can to reduce the need for and cost of human labour, as well as leveraging emerging technologies such as AI (Artificial Intelligence) and robots that can learn. Consequently, many ‘white collar’ jobs are now disappearing.
How do we address the new reality that’s bearing down upon us faster than a handshaking, baby-kissing politician on election day? Do we A). stick some more computers and a robot in a classroom and hope a bit more eLearning ‘fixes’ it? Or B) radically shift our thinking and approach, to prepare staff and students for a rapidly changing world?
For me, the only answer is B). However, the radical shift, is basically not so radical after all and something which was originally suggested over 100 years ago by Kurt Hahn and John Dewey that learning through experience and reflection is the best educational approach to help prepare students for the challenges and complexities of life.
After watching the Four Corners episode, I decided to start my research project and learn how other experiential educators are addressing the tsunami of change. Since podcasts are trendy right now, what better way than to create a podcast about experiential education? Turns out, it’s a great way to meet interesting people and learn from their experiences.
Added to this, I love to try new things and it’s something I’ve always encouraged staff and students, to do! If we’re not living somewhat outside our comfort zones, we’re not living much at all. When I recently jumped in the deep end and created Xperiential Education (the podcast), it was not only a new experience, but a challenging one into which I had to put a lot of thought, time and energy to make it work. From this, a really valuable picture emerged of shifts in education, preparing students for an unknown future.
As an outdoor education teacher, the first episode was all about outdoor education and I travelled to New Zealand to Tihoi Venture School near Lake Taupo where I spoke with the Director Cyn Smith about their long-stay residential program for Year 10 boys. It’s a back to basics program without technology that focusses on relationships and social and emotional growth through experience and reflection. Conversely, the final interview I did with Glenys Thompson, Deputy Principal of the Australian Science & Mathematics School (ASMS) in Adelaide with its STEM focus, is heavily tech-based. However, the educational methodology for this program is essentially the same as the Tihoi Venture School’s back to basics program. Ultimately, the ASMS program is not about the technology itself, which is often a trap into which STEM programs fall. It’s all about learning and growth through experience and reflection and has produced some amazing outcomes for students.
From outdoor ed, to science, to art, to drama and ultimately to the workplace, I’ve found the core principles needed for our students to be successful in a world of constant change regardless of the environment are: critical thinking, problem solving, risk taking, adaptability and teamwork. The only way to effectively build and develop these skills is from within the students themselves through practical experiential education. Real experiences, creating authentic teachable moments, lead to reflective practices and growth within students.
Teachers who are still spoon feeding all the answers to their students to ensure they do well in exams, are failing their classes dismally. Although schools that approach education this way may get some great ‘headline’ marks for their glossy brochures, their graduating students will find it increasinly difficult to cope in a world 10 - 15 years from now that requires a flexible and adaptable skill-set that cannot be rote learnt. It has to be through interactions with others and experiences that involve levels of risk and potential for failure that students learn best.
From this, a couple of key questions for school leaders come to mind, “What are we preparing our students for?” and “How can we prepare them?”
The ‘let’s keep doing what we’ve always done’ approach is bound to fail on every level, as it did during the first Renaissance and the Industrial Revolution. Let’s forget about those who don’t like change for the moment. They’re going to be left behind anyway. One of the most powerful drivers of our younger generation today is that of social justice. Millennials love a good cause, so why not leverage that in their education? The ASMS is doing exactly that, as they’ve structured their entire program around taking massive global social and economic issues that need addressing and empowering their students to develop practical solutions that leverage technology to create a better outcome for others in the world. Unless your students have that social and emotional context and skill set, this isn’t going to work well, but it’s exactly what’s needed to maximise the educational opportunities for students and prepare them for the challenges of the unknown future.
To help prepare your school, staff and students for those 10 short Christmases away and the seismic social and economic shift that’s happening around us, here’s a few suggestions:
1. If you don’t have an outdoor ed program, start one. The skills developed are the exact same critical thinking, adaptability and teamwork skills your students need to be successful in life. It also helps to build that elusive ‘resilience’ that everyone’s talking about these days.
2. Create some industry partnerships to allow students to work in businesses, social enterprises or community groups as part of an integrated, experiential education program. Many new jobs will be service-based and increasingly reliant on a person’s ability to socially interact with others. Create some authentic and mutually beneficial situations in which these interactions can occur.
3. Find ways to empower staff and students to adopt real causes and make a difference in the world. This sets the scene for a life of responsibility and consideration for others and will empower our students to shape this radically changing world with the values and moral compass they’ve been encouraged to build throughout their formative years at school.
However, the most important and the easiest thing to build into your school’s program is reflective practices.
“We do not learn from experience... we learn from reflecting on experience.” - John Dewy
The time spent on reviewing what worked, what didn’t and how to improve next time, is far more powerful than any other approach and is adaptable to any subject and situation. This allows students to take risks and fail, yet not be afraid of failure and that’s key to surviving and thriving in a world of constant change.
We’re now in the middle of the second renaissance or global rebirth, driven by the rapid changes in technology which are reshaping our world. Whilst our traditional education system still needs to be majorly overhauled to address this shift, we shouldn’t worry too much about the future. We have a generation of students who genuinely care about the world and we still have the ability to develop unique educational programs in our own schools which can develop the social and emotional skills needed for students to succeed in whatever they choose. We are living in the most exciting time in history and as educators, we can help shape a wonderful future for our students and the world no matter what happens in 5, 10, 20 or 100 years’ time!
I love to try new things! The fact is that if we’re not living somewhat outside our comfort zones, we’re not doing much living at all. Life is about growth and without growth, we start to go backwards. When I recently jumped in the deep end and created a podcast about experiential education, it was not only a new experience, but a challenging one into which I had to put a lot of thought, time and effort to make it work.
It started out from listening to someone else’s podcast. Since I travel a lot for work, I’ve listened to a lot of podcasts in the car. What struck me though, was the fact that most of them were just conversations about topics I was interested in. However, there was nothing there in terms of really interesting experiential education. Certainly, there were shows out there about education, but they weren’t looking at the future of education. They were looking more at doing the same sort of things that have been done for about 200 years, but adding in a computer to the equation to make everyone feel that that’s progress. I’ll let you in on a secret… “It’s not!”
So I thought, who are some interesting people with whom I want to talk about what cool unique programs are they running? This was the starting point. I reached out to my first guest, explained what I was up to and asked if she were interested in being on the show. I was excited to get a very fast response. The only problem was, I had no recording equipment, never interviewed anyone before and massive time pressures from work.
Often people get to a point with an idea and even though it’s a great idea about which they’re excited, sometimes the first or second hurdle put a nail in the coffin of the idea and it falls onto the trash heap of dreams. That was not to be the case for me. Having already set a bunch of ludicrous goals, this was just another on the list. With my first guest lined up and booked in, I went out and bought a couple of lapel microphones which plugged into my iPhones. Buying stuff is the easy part. Everyone’s great at spending money. It’s what you do next with your purchase that either makes it worthwhile, or just another bit of gear that gathers dust.
With my tech equipment ready, I now needed some questions… This was probably the most challenging part of the whole process. I needed to research my guest and what cool things were being done in experiential education. Since I ended up with a broad range of guests, this meant that no single interview was going to be the same as another. I’d originally come up with a range of generic questions, which I promptly threw out. In researching the individual programs and backgrounds of the different guests, I found that I needed to explore more specific topics with each guest, rather than just try to ask the same questions of different people.
Added to this, when the interview was in progress, half the questions went out the window, as I found myself exploring other topics and issues which the guest brought up. By diving down the rabbit hole, it produced a far more interesting interview as well. For each subsequent guest, I was able to improve my listening skills and ask far better follow up questions on something said. For the first few interviews, I was too nervous for this and preferred to stick to my script, but as I became more comfortable with the fact that I could ask unscripted questions on the fly, it made it far easier to conduct a better interview. After all, the interviews were all aimed to explore their work in experiential education, not just for me to make it to the end of the script. In the end, out of roughly ten questions, I was usually only asking five or six. Everything else was simply further exploration of what had already been said.
As I conducted all the interviews in person, this added to the slight challenge of distance as some guests lived down the road and others in different countries. The craziest two recording days I had was towards the end of 2017. I had two days off work and I needed to record three interviews in two different states! I flew from Canberra to Melbourne first thing in the morning, hired a car, drove to rural Victoria, recorded the interview, back in the car to Melbourne, caught another plane to Adelaide! After staying with a friend overnight, I was off the next morning, to record two interviews one after another. Next, I was back on the plane to Canberra that evening and a 2.5 hour drive home! It was hectic, but worth it!
With a bunch of raw interviews recorded which covered a range of topics, it was now down to editing and adding some theme music. This wasn’t that hard, but still time consuming to ensure that each episode sounded good and wasn’t full of sound errors.
I won’t delve into the technical side of the whole podcast process but looking back on Season 1 for me I’ve learnt so much from the whole experience. On the one hand I now know how to conduct an interview with someone and draw out some key points from the work they do. I also learnt so much about other ways of doing things in education. There really is a huge gap that’s only growing bigger and bigger as schools are so slow to adapt to the changing world. Seeing some amazing standout programs such as the Australian Science & Maths School, really showed me what’s possible for education today, rather than just doing the same thing over and over… ‘because that’s the way we’ve always done it!’ type of attitudes with which so many schools are still battling.
I’m now in the process of recording Season 2 of the podcast, so if you’re running a unique experiential education program, I’d love to hear from you before I fill all the guests, but hey, if we can’t fit it in this time, there’s always Season 3!
Ultimately, if there’s some sort of fantastic idea you have, then no matter what the obstacles are that crop up, you can find a way around them. It was a lot work to complete this project, but anything worth doing always involves some significant effort. I encourage everyone to find something cool that can contribute to either education or helping others from your own experience. The best time to do it is always right now, so don’t delay. Get your next project up and running today and let me know how it goes!
I know what you’re thinking! This is going to be about a trip to Disneyland. Well, in a word, no! Although I have been to Magic Mountain in Disneyland, this is about an environmentally sensitive power station in Wales that’s built inside a mountain.
Before going to Llandberis, I’d never been to Wales, let alone heard of Electric Mountain. The drive there in my tiny rental car was challenging to say the least as that morning it had started to snow in the English Midlands and continued throughout the day. Although no stranger to driving in the snow, it’s usually been in a 4WD or with chains on. Driving the smallest, cheapest front wheel drive rental I could find through an unfamiliar landscape and foreign country is an experience not to be missed, especially in England, where nobody seems to be used to driving in the snow and the entire road system seems to shut down at the first hint of a snowflake.
Consequently, the four and a half hour drive, turned into a seven hour white knuckle ride and at one point it was snowing so hard I could barely see out the window. It was a great relief to finally reach the hotel without having skidded on ice or become lost in the Welsh Highlands.
Waking up the next day, it was amazing to see the snow-capped countryside through which I’d unknowingly driven in the dark. There were mountains, a lake and a wonderful town filled with slate roofed houses. Nearby, I was told there was a hydro electric power station called Electric Mountain. Whilst the landscape was scarred from centuries of slate mining, there was no power station to be seen. Deciding to go on a tour of the mysterious (and somewhat invisible) power station, there was nothing more than an information building to suggest it existed. However, once the introductory video started, it began to come clear, the entire power station was built into the mountain, not on the top, nor on the side. An enormous cavern was dug out and the entire station was built inside the mountain.
Similar to other hydro electric stations I’ve seen, this is one which works by releasing water from an upper holding dam to produce electricity in peak times of demand and then pumps the water back up during off peak times. Not a sustainable form of energy, but a really clever one. Add to this the fact that they can bring the power station generators online in twelve seconds, rather than hours for a standard plant, then you have one amazing feat of engineering.
Apart from the insanely brilliant idea of hiding the power station in the mountain, the other environmental sensitive aspects of the design include venting the water uphill to slow its speed, before it enters the lake. This ensures that there’s no visible output of water, as well as protecting the integrity of the lake and the fish that live inside. They also built a tunnel for the fish to go through so they can leave the dammed lake and head back upstream to spawn.
Inside the mountain itself, the enormous cavern houses the power generators into which the water rushes, to spin the turbines at 500rpm and produce electricity. The ability to rapidly switch on or off means continuity of power supply across the UK.
From an educational point of view, this is a wonderful day trip if you’re in Wales. It’s an opportunity for students to see how innovation, industry and environmental concerns can all be effectively managed without a detrimental effect. With a power crisis looming in Australia, it might be worth building a couple of these and a nuclear plant for good measure to provide clean and reliable sources of energy.