A great leader in action!

Tracy Moxley, Associate Principal at GEMS Wellington Academy - Dubai Silicon Oasis, is not just a great leader of learning, but also a wonderful example of Lee and Broadie's Chief Digital Officer in action.

Great to see this thought piece going out to the whole community this week, through the My Learning school blog.

It is so important to engage our communities in a continuous learning conversation around the digital transformation that is on-going in schools around the world.

Tracy understands this. She is, as Lee and Broadie put it, 'a high level, professional educator'...and NOT the IT guy!

Looking forward to seeing more of this from our senior leaders, principals and CDOs across the group.

Well done, Tracy!

Blended Learning Plaza, GEMS Wellington Academy - Silicon Oasis

WSO AT THE CUTTING EDGE OF EDUCATION!

 WSO is at the cutting edge of education….it really is!

Many educational institutions are grappling with the necessary introduction of new ways of teaching and learning – an educational revolution as it has been termed!

The digital world has been described as alluring, irresistable and engaging. (Fullan 2013) and we all know that it is! The time spent in the virtual world, that is also a part of our reality, is difficult to distinguish anymore! It is positively enhancing and disrupting all aspects of our lives including education. 

When I say ‘positively disrupting’ I mean this in the way that it is challenging and promoting change, to enhance the experience of the learner. It is not too much of an exaggeration to say that WSO is at the forefront of developing new strategies that enhance teaching and learning and we are focused on integrating three key aspects of real and meaningful learning. These have been described as deep learning goals, new pedagogies and technology. The continuing development of ‘new’ knowledge available through new technologies means that learners must be helped to organise and manage that knowledge, to find, select, analyse, evaluate and apply knowledge.

New Technologies have provided not only access at any time, but the creation and sharing of knowledge. The impact of this is on how teaching is structured and how learners interact both inside and outside the classroom.

Recent research into how enthusiastic students are about school shows that their interest decreases from 95% in KG until satisfaction decreases, by Year 8, and is reported at 37%. (Lee Jenkins Toronto University). In fact, it has been reported that students’ brains are more asleep when passively listening to the teacher, than when they are, in fact, really asleep!

Active learning is what engages all of us.  Real-life problem solving makes learning relevant and meaningful. Using Information at your fingertips to help. Peers to collaborate with. Knowledge of how to harness the power of technology to reach your learning goals is key.

As the digital world grows outside school, education must not ignore what is happening outside. The deep learning goals that are integral to the current learning revolution – known as the 6c’s of education: Critical thinking and problem solving, Communication, Collaboration, Creative thinking and imagination, Character education, and Citizenship (Fullan 2013b).

This is most apparent in WSO at P16 with our cutting edge blended learning programme, but can also be found both the secondary and primary phases. This doesn’t mean that traditional teaching is lost - far from it! It is enhanced and, with the improvements, emerges a new partnership – a new learning relationship between and among students and their teachers. It is clear from this assertion that students must take on a greater share of learning as partners in the classroom. 

So, watch this space and all other social platforms to see what’s happening in our classrooms at WSO!

Tracy Moxley Associate Principal 

References:

Fullan, M. (2013a). Stratosphere: Integrating technology, pedagogy, and change knowledge.Toronto: Pearson.

Fullan, M. (2013b). Great to excellent: Launching

Hattie, J. (2012). Visible learning for teachers. London: Routledge.

Homework Questions... and Dangerous Biscuits

Today, I was asked to provide some answers for an article on homework in schools for one of the UAE national newspapers. The stimulus for the article was the big story out of the UK this week:

http://www.independent.co.uk/news/education/education-news/secondary-school-philip-morant-college-catherine-hutley-bans-homework-time-improve-lessons-a7334401.html

I won't comment on that school's decision, except that I am obviously in favour of schools doing something to change the status quo if things clearly aren't working. I am sure they will monitor the impact of the decision and keep innovating based on the data. It's easy to criticise but it's easier to do nothing...

I must admit that I did chuckle (or LOL if I was trendy) when I Googled that story and was reminded of another tale that came out of Essex recently, concerning a school that banned flapjacks. Try Googling 'Essex school bans...' if you would like to replicate my mild mirth...

Anyway, here are my answers:

1.       What is the homework policy at GEMS?

All GEMS schools are free to set their own home learning policies and we rely on the high level of professional judgment of our school leaders and teachers to ensure that home learning adds value. This is monitored through school reviews and via the GEMS Digital Ecosystem, which provides rich data on the learning that is taking place across the group. Effective practice is shared and celebrated across the network. GEMS also engages with parents and students, eliciting their valuable feedback through the annual stakeholder survey, complementing the continuous engagement throughout the year at school level.

2.       Would GEMS ever explore the idea of issuing a blanket ban on conventional homework?

Rather than issuing a blanket ban, we look at the impact of different types of out-of-school learning and emerging models of learning, sharing the most effective practice across our schools. As digital technologies and flexible schedules provide unprecedented opportunities to organize learning more effectively, new models are taking hold, blurring the boundaries between home and school. Flipped learning, where students access materials at home and then complete what would have been homework in class with the teacher, is already evolving into a more continuous model of active learning. Thus, we are seeing innovative teachers in GEMS schools running their own blended courses through the GEMS ecosystem, putting the students in control of their own learning. We are already seeing amazing results from this approach, with students learning to manage their own time, meet deadlines and collaborate online with their teachers and peers. This real world learning is also resulting in the time spent with teachers in class being more productive and also greater personalized learning, as students work at their own pace and explore their own pathways. It also empowers teachers to make more effective interventions, supporting those in need and extending others who are powering ahead. And, since all this learning is now more visible to parents, we are seeing increased levels of parent engagement in the learning process.  

3.       What would you say are the pros and cons of homework?

The findings of Professor John Hattie that homework in primary school has an ‘effect size of zero” have been well-publicised. Indeed, the wrong kind of homework can negatively impact progress and students’ attitudes to learning, notably when it becomes a chore and a cause of conflict between children and their parents. Children need time to unwind, play, exercise, be happy, socialise and explore their own interests outside of school – and spend quality time with their families and friends. So, by the way, do parents!  It is imperative that we make room for these things and avoid ‘over-scheduling’ our children – and ourselves.

The impact of homework on older students is generally more positive and, whilst the traditional format of public examinations persists, we will not see an end to the need for students to put in long hours of revision out of school. Hattie is clear that we need to get homework right, rather than getting rid of it. We see two key drivers in the transformation of home learning in the future. The first is that the format of public examinations simply has to change – we cannot persist in assessing ‘Career, College and Life Readiness’ through what is still largely a series of handwritten exams. This is already changing and, as it does, the nature of how students prepare for assessments will also change dramatically. Students will still work hard, as they should, but they will be working ‘smarter’. The second driver is being seen in the new models of learning already mentioned. When learning is organized effectively, giving ownership and accountability to the students within a flexible schedule, we begin to see a blurring of the home-school boundary and more independent learners managing their time effectively to complete tasks and meet deadlines. This is real life learning. 

A Principal's Tale of Digital Normalisation

Asha Alexander (The Kindergarten Starters, Dubai) is, without doubt, my favourite school principal. Five years ago, arriving at a school with the lowest fees in the group, it would have been easy for expectations and results to match. 

Not for Asha. 

From day 1, she has been steadfast in her belief that the children at her school would have the same and even better opportunities than any other children anywhere else. Nothing would be out of reach. And she continues to deliver. 

Above all, Asha teaches other Principals that the digital journey is necessary and the rewards are real and significant.  BUT, it is also clear that the journey is a hard one and it takes vision, courage, resilience, and an unshakable self-belief. 

The risk, as always, is not in doing. Rather, the question is: What if we don't do it?

_______________________________________________________________________________

Brown wooden desks and chairs staring at a white board in orderly silence in class after class greeted me as I took over a Primary School in the heart of Dubai five years ago. They were talking to me as I wandered through the Kindergarten corridors telling me of how children were imprisoned by the fetters of structure and released by the shrill alarm of the bell that reverberated loudly down the corridors.

Then there poured out in thousands and thousands from every single crevice in the building, children of every shape and size that would have baffled the Pied Piper.

I went back to the office that day disturbed by what I had seen. How could children still be learning in isolation behind desks in a city that was embracing technology? It was not congruent to our times.

I had 5500 students and their families and an army of 228 teachers to contend with. This Pied Piper was not promised a bagful of gold coins but was endowed with the belief that freedom is the right of every child- freedom to move, to think, to opine, to play and in doing so to learn.

I addressed this concern with a handful of like-minded individuals on the Leadership Team and then began a grueling journey of transformation.  First, I had to find a small band of teachers to shake the others out of years of lethargy and automation. These people had to be trained and become the catalysts of change. So for six months which seemed like eternity to me, we gathered together a group of change agents and unleashed chaos in the school.

I had watched several schools gingerly putting their toes in the waters of technology, hovering at the brink, waiting for someone to push them in. They have been standing there since. I jumped in with the school. When school reopened for the new academic year there were no text books for the Core Subjects. Instead we presented our carefully mapped objectives and Digital Resources to help transact the curriculum- the handiwork of our Curriculum Head and the Vice Principal.

Parents stared in dismay as the bookseller handed them only notebooks and stationery and thronged my office to ask if the circulars I had sent earlier were in earnestness. If you have ever taught in an Indian Curriculum school with its reliance on textbook directed learning you would know the size of my problem. Yet there we were, standing in front of thousands of irate parents explaining the advantage of technology.

I had considered myself a fairly good communicator but that day it dawned on me that I have the capacity to effect change in the minds of people. I stood there for over three hours fielding questions, explaining strategies and pedagogy until all of them left- exhausted but partially convinced. It taught every Leadership member and teacher that if we stood together we could make a change like no other. I learned that I had more potential than I had ever dreamed of.

The plan was in motion and we would have to weather the storm. Every day was one of hard work- upskilling teachers, searching for the best possible resources and did I tell you that we didn’t have money? No. We were catering to a segment of society who were among the more economically challenged.

Hardship made us creative. We marched on doing what we had to do- mentoring, coaching, supporting and celebrating every small success. I heard many barbed comments and saw the look of contempt in eyes that saw us marching to our doom. “Don’t jump on the Digital Bandwagon- Theirs is a crazy curriculum- You have been given a long rope to hang yourself” were but some that stuck with me and which I use to drive us on to success.

The first year was pure chaos as we stirred up and sullied the crystal clear waters of textbook based learning. We learned and rectified mistakes every day. Some teachers left convinced that this school had seen its best days, some parents left convinced that now it was pure madness- we held our course. Students learned and enjoyed the learning- rid of the burden of textbooks and note taking they delved into the joys of exploration and research. We stood by and watched with pride our first faltering step of our journey.

Our success that year lay in the fact that we did two things right- we based the integration of technology on a well mapped set of objectives defining the appropriate use of technology in each lesson. Secondly, we created a 90 minute block of Common Planning Time for each Grade every week which we protected to share best practice, discuss student work and learn from each other.

The second year was a bold step to invite the Bring Your Own Device program. We realized that we were not equipped with enough computers at school to drive this forward. We must have been doing something right because Grade 5 (our oldest ones) began to roll in with devices. By the end of that year we had an almost 90 % success with our BYOD program. We acquired better resources, continuously reviewed and strengthened our curriculum, sent teachers for Digital Training Workshops, learned from tech gurus and we realized we hadn’t drowned- our heads were above the water! However, we had not yet been picked up on the technology radar of our Group of schools.

Walking this path was lonely because there was no belief in us but I couldn’t let that show. So, I celebrated each small accomplishment, opened up opportunities for children to take part in inter-school competitions, strengthened their belief that we were getting there and pushed as hard as I could to move this juggernaut. But it wouldn’t budge. Or so I thought. There was no perceptible movement in inspection ratings and we seemed to be running on the spot.

The thing about change is that once begun it becomes necessary for our appetites and I had whetted theirs. Every day there were changes of all kinds- in learning environments, in resources, in organizational structure, in relationships, in the very culture of our school. We ventured from the safe harbours of our school environment and started participating in every single digital learning opportunity. A small blip appeared on the technology radar of our Group- Something was happening in that Primary School with five thousand plus kids!

People who believed that technology was necessary to learning began to give us a hand- they shared resources and we lapped it up. We widened our network and searched beyond our shores and then the magic began.

Our brown desks disappeared, collaborative learning environments emerged, our leadership team grew from 9 members to 39 members, Digital learning coaches supported and mentored teachers, a Digital head shouldered the vision and we began to gain momentum.

The BYOD program grew to encompass all of Grade 4 and 5 which numbered around 800 students and filtered down to Grade 3 as well. Laptops with trolleys were wheeled into Grades 1 and 2. With devices in front of every child, students were beginning to embed the use of digital technology, learning to use the most appropriate tool at the most appropriate time to facilitate understanding.

It had to happen. Our inspection ratings moved to a Good and suddenly there was so much energy in the campus. The work of teachers and students had been validated. It appeared like a weight had been lifted off their shoulders and an ecosystem of innovation began to emerge.

Suddenly, the sky was the limit and teachers and students started embracing coding and programming. Young ones made rapid strides in Robotics. Spaces were created to encourage Design Thinking and Self Organized Learning. Teachers who had stood teetering at the edge made a splash and the school radiated joy.

Five years down the road, I can see the impact- confident teachers, great learning outcomes, fantastic scores on the International Benchmark Tests but most of all the readiness to embrace change. Parents walk through our doors, sit in on lessons, evaluate learning and have become partners to help us succeed. When they say- “your children are far ahead of others” my mind nods in silent agreement.

This is not the end. It is but a brief snapshot at this point I time. This Pied Piper did not drown the rats- she released to the skies thousands of fledgling eagles whose nature it is to soar and I hope someday I will see them wheeling way up above in the horizon empowered and enriched but above all FREE.

Asha Alexander

Principal

The Kindergarten Starters, Dubai

Smartphones in Schools

I was recently asked to write a 'brief' statement on the GEMS mobile phone policy for Gulf News. I suspect the final edit will be significantly shortened (!) so here's the full statement recorded for posterity... :-)

At GEMS, we believe it is essential that we prepare our students for life, work and continuous learning in an increasingly digital world. We strive to provide real world learning to all our students and our policy of ‘digital normalisation’ is an essential and integral aspect of this provision.  Accordingly, the GEMS ‘Bring Your Own Technology’ policy complements our schools’ provision of hardware, software and secure systems, helping students to build expertise with a suite of devices, empowering all learners to select the appropriate tool for each learning situation.  

Every GEMS school has a comprehensive Digital Citizenship program, which is embedded in the curriculum.  In conjunction with schools’ Appropriate Use Policies and Home-School Agreements, this is the primary approach to ensuring that our students learn to act safely and responsibly in the online environment. GEMS has partnered with Common Sense Media, the leading provider of digital citizenship resources in the US, to ensure that our young people have a firm grounding in this area. An important aspect of this partnership has been the Arabic translation of their comprehensive parent resources, which are available to all our school communities.  GEMS also issues up-to-date guidance to all schools on UAE Cyber Law, ensuring awareness and compliance in a local context.

Digital citizenship education, combined with a strong partnership with parents, is the most effective approach to protecting our children online.  Partnership, Appropriate Use Education, Collective Responsibility and Trust are the cornerstones of the GEMS philosophy and these pillars are reinforced and embedded in the daily life of our schools, through the ‘PACT’ framework:

Partnership

Appropriate Use Education

Collective Responsibility

Trust

Smartphones, like any other internet-ready device, are very much a part of everyday life and provide us all with an important tool for learning, communication and collaboration.  It is essential that students do not see these devices as being ‘forbidden.’  Rather, they are integrated into the learning process and teachers, students and parents work together to ensure the appropriate and responsible use of these tools. As a rule of thumb, we have found that tablets are the most effective devices for young learners, who are encouraged to add laptops to their armoury at around the age of 7 and smartphones from 11 onwards – but this is a rough guideline rather a strict rule.  The guiding principle is digitally normal use and, if a particular type of device provides the vehicle for optimal learning in any given situation, then we must empower our students to deploy these devices effectively and safely.

It is interesting to note that Generation Z children do not even use the term ‘smartphone’ or even ‘mobile’. To them, they are simply ‘phones’ and, even then, not particularly ‘smart’! As educators and parents, it is both our duty and challenge to help children to use this normal technology as a force for good. 

Khaleej Times Article - Ushering in a New Age of Digital Learning

Published today in the Khaleej Times. The title doesn't really work (!) but the article contains a couple of intersting things going on in GEMS schools.

Click here for full article.

Future of Tech-powered Education - Wamda article

The work of the GEMS Innovation, Research and Development team featured on

Click here for full article.

Preparing for a New Age of Learning

This latest article for the GEMS Family Magazine (Issue 10) highlights some great steps forward in the apporoach to teaching, learning and digital normalisation in GEMS schools. Great to see this taking hold, with the new ecosystem proving to be the catalyst we hoped it would be!

There is no doubt that we now live in an era of unprecedented opportunity when it comes to learning. With ubiquitous devices, literally millions of apps available to download, easy access to online learning through MOOCs (Massive Open Online Courses) and other online learning services, such as Khan Academy and YouTube, it is an exciting time to be a learner, whether we are students, teachers or parents! Indeed, many of us fall into two or even three of these categories! For adults gaining further qualifications today, it is clear that online options now dominate the world of learning. So what about our children, the adults of tomorrow? How are we preparing them for a world of digital learning?

For the first time, more than 50% of standardized tests in US elementary schools are now digitised. Universities are also rapidly expanding their digital offerings, as they become more confident in the validity of online qualifications. Leading US institutions such as Harvard, MIT and Stanford, along with the IIT in India have long been pioneers of the MOOC and, despite criticism over course completion rates, the online learning phenomenon continues to gain momentum, as education providers embrace the disruptive potential of the Internet.  Leeds University in the UK recently announced that it was partnering with Futurelearn, set up by The Open University, to reduce the time needed, and cost, of gaining a Russell Group degree. Students taking Futurelearn courses will gain credits towards their degrees, indicating further acceptance of online learning by leading institutions.

And yet, the UK Commons Science and Technology Committee reports that 12 million British adults lack ‘basic digital knowhow’ and this is costing the UK economy an estimated £63 billion a year. Similar statistics are to be found around the world and schools simply cannot ignore this skills gap.

It is essential that schools equip their students with the digital learning skills they will need to flourish when they move on to higher education and into the world of work. This is why all GEMS schools have been provided with the opportunity to access a cutting edge Personalised Online Learning Ecosystem (POLE). Built around the ‘My Learning’ virtual learning environment, this evolving ecosystem is already transforming the way in which our teachers are organizing the learning experience for their students.

We are delighted to share the following case studies, demonstrating how the new GEMS Personalised Online Learning Ecosystem (POLE) is transforming the learning experience for our students and preparing them for lifelong learning in a digital world. Congratulations to all the teachers, students and parents involved in this exciting work!  We can all look forward to more fantastic online learning in GEMS schools this year and I know the students and teachers can’t wait to get going!

Phil Redhead

Senior Manager – Digital Strategy

GEMS Innovation, Research and Development

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History Courses ‘Flow’ through My Learning at GEMS Wellington Academy – Silicon Oasis

By Helen Loxston-Baker

Assistant Director of Arts, Humanities, Sports and Leisure

GEMS Wellington Academy – Silicon Oasis

My Learning is a fantastic tool for creating independent and personalised learning for students, which is why I decided to create an online course for Year 8 History.  The students were used to using devices for home learning, but I wanted to incorporate the use of digital technology further into lessons.  The key topic for the unit was the Tudors, with a focus on the use of propaganda through portraits. 

The course function within My Learning allows for a personalised approach to learning for the students as they can work at their own pace, while still having to stick to deadlines.  This enables the students to manage their time and become independent in their learning.  The use of instructional videos is essential to teach students key information or to explain historical concepts and skills.  This adds a personal touch for students who still have contact with their teacher, and who they can pause, rewind or stop as many times as needed until they master the learning required.  The course flow function within My Learning is fantastic for giving the students a clear route to take through the course as each activity is presented to them as a step by step guide.  The multi-media forum also enables the students to discuss their thoughts and ideas across the whole of Year 8, which is made up of 240 students.  By using the forum, students can connect with their peers in ways they would not ordinarily be able to.  This innovative approach to teaching has empowered students to think critically and creatively, while taking genuine ownership of their learning.

The response from the students has been overwhelmingly positive.  Engagement in lessons is high and some students are so engrossed that they have completed the work for the lesson at home, before they have even arrived at the lesson!  A fantastic problem for a teacher to have.  This provides the opportunity to stretch and challenge the students in lessons, further broadening and deepening their understanding and thinking about the topic.

Student quotes

What have you enjoyed about the challenge outcome and why?

“I’ve enjoyed the challenge outcome as we’ve done something new.  It’s not like the other challenge outcomes. It’s different as we get to present our work to others and people that we know.” - Lewis – Year 8

“I’ve enjoyed most getting to communicate with other people and learning what they know about Tudor portraits.  It doesn’t feel like I’m studying, I’m having fun. I get to draw my portrait and explain what I’m good at through my portrait.” -  Juliana – Year 8

“The thing that I enjoyed the most is creating my portrait and making the video.  It was fun as I could get all my ideas together, go with the flow and just create what I like.”  - Jordi – Year 8

What did you enjoy most about learning using the course in My Learning?

“I like the course on My Learning.  It was well structured and was really informative.  It was easy to use and imaginative.  It was quite a new way of learning.  I haven’t used anything like My Learning before. To be able to access courses though My Learning and different resources really helped me understand the topic. The main strength of the course was to use our own devices throughout.   It was nice to be able to use your own initiative and to work at your own speed.” – Lewis – Year 8

“I found myself more independent using My Learning. I don’t need to rely on a teacher that much, I can rely on myself and my laptop. I could work quicker too.” ” - Juliana – Year 8

“I enjoyed having the forums. You got to ask any question you want and it would be answered in twenty four hours.  If I didn’t know something I’d ask a question on there and someone, a friend or a teacher, would answer.” -Jordi – Year 8

Parents’ quotes

“My daughter has particularly enjoyed herself preparing for her Challenge outcomes. She enjoyed her history lessons this year.”

“I found the presentation really emotional, as my son had put his heart and soul into the work.”

GEMS Modern Academy Flipped Days

By Ritesh Dhanak

Supervisor – Digital Learning

GEMS Modern Academy

Educators have been talking about the flipped class for a while now, and the benefits of students learning in advance and more actively at home are proven beyond doubt. At Dubai Modern Academy, we decided to stretch this idea and conceptualized the ‘flip day’ – yes, flip a whole day of learning! The educational outcomes have been very interesting.

On 17^th May 2016, students of grades 3 and 4 stayed at home and were engaged through tasks provided by their teachers. These tasks were a combination of various subjects, with fusion as the flavour.  The young learners worked to achieve the tasks and upload/submit an outcome document at the end of the day. Students marked their attendance and completed their work through the fantastic My Learning system.

Students who were unable to stay at home came to school as normal, but were provided with a very different experience, mirroring the freedom, independence and ownership of their learning being enjoyed by their peers at home. These children were engaged in the same learning through the school’s IT infrastructure, using their own tablets and other devices, monitored and mentored by their teachers. The statistics for grade 3 and 4 flipped day speak for themselves:

Grade 3

Total Students	378
Logins from Home	318
Percentage logins from home	84%

Grade 4

Total Students	318
Total logins from home	280
Percentage logins from home	88%

Our teachers planned meticulously for the fusion of STEAM (Science, Technology, Engineering, Arts and Mathematics), along with Minecraft options and audio links, all created in-house.  It was an incredible learning experience, according to the children. Of course there was some anxiety among the parents, which the teachers and senior leadership team handled with alacrity.

After the success of the Flip Day for grades 3 and 4, it was now time for our middle and senior school students to follow suit. On 17^th May 2016, of 2072 students in grades 5-12, only 27 students of parents who had a challenge keeping them at home, showed up in school.

The tasks for grades 5-12 were designed for students to use their research skills to learn and produce work combining their knowledge and understanding of multiple subjects. The students were free to define their ways of working as long as they completed the tasks by end of the day and uploaded their work through the My Learning system.

Student Reflections/comments:

Om Jivandas  - 9A

‘It didn’t even register that I was not at school, I was so engrossed. All the questions were applied to real life which made them difficult, but very interesting too!’

Vaanchit Srikumar – 10D

‘It was a great experience to do things at my own pace and yet complete all that was set for me.’

Ananya Dangra – 6F

‘Flip day was an altogether new experience for me. The activities were well thought out and meticulously planned. The work I did on this day was fun. A memorable day that left me with a happy heart and enriched mind.’

Ananya Sharma – 6C

‘Flip day was a good experience and I am looking forward to more such days.’

Pritika Vij – Grade 8

‘I really like the connection of topics to real life application. Flip day helped us think out of the box and learn independently.’

According to Nargish Khambatta – Principal, GEMS Modern Academy, the real heroes of this entire initiative were our teachers, who planned the day so well that students were gainfully engaged at home. We also would like to acknowledge the support of parents and students who took on the challenge and made it a success.      

Special mention goes out to our IT Team and the GEMS IRD Digital Learning Team led by Phil Redhead, Andrew Nolan and Asha Sanjay, on the technical and strategic support that made this transformational learning experience possible.

Democratic Electronic Voting @GEMS New Millennium School, through My Learning

By Anita Pradan

Digital Learning Leader

In a brand new initiative, the GEMS New Millennium School Investiture Ceremony saw the student council leaders selected through online voting, which was a swift, interactive and fun event for the students of Grade 4 to 9.  A voting form (using the My Learning Form tool) was created in their individual grade specific learning spaces, with the photographs of 46 candidates who stood for 10 positions and sub councils.

Students just logged onto to My Learning and with one click on the drop down menus they could smoothly vote for the most eligible candidate of their choice for the various student leader categories. Results were attained right after the voting with the ‘Export’ option and we could easily filter the results to pick up the winners (maximum votes) by category.

The students from Grades 4 to 9 were very excited on Thursday, 14th April, 2016 early morning and they were allowed to login using their own devices in the homeroom time from 7.30 to 7.50 a.m. to complete the online voting. By 9.00 a.m., the results were announced on the PA system to the entire school.

A thrilled Eishitha Dermal and Anannya Jain of Grade 6B said, “It was easy to vote this time compared to last year as there were drop down choices and we just clicked the option. Each of us completed it in a 30 second record time.”

Innovation through the use of technology is a way of life at GEMS New Millennium School, and it was fantastic to see important areas of the curriculum such as citizenship and leadership combine seamlessly with modern technology to provide a wonderfully engaging experience for all our students.