Monday, 5 March 2018

Week 11 - DIGITAL - Real World Learning and Crowdsourcing - 12 February 2018

Crowdsourcing
Crowdsourcing is the practice of engaging a ‘crowd’ or group for a common goal, such as innovation, problem solving or efficiency.It can take place on many different levels and across various industries. Thanks to our growing connectivity, it is now easier than ever for individuals to collectively contribute, whether with ideas, time, expertise, or funds, to a project or cause. (Crowdsourcing Week, 2017).
If you want to learn when 'crowdsourcing' became a trend, take a look at the real data that Google shares with us: www.google.co.nz/trends/explore#q=crowdsourcing
You could also combine that with other search trends.
New Zealand Crowdsourcing
One NZ example of crowdsourcing is King Tides Auckland. Part of the Global King Tides movement, this is an exciting community initiative that encourages people from around the Auckland region to visit and photograph the highest tides (known as King Tides) that naturally occur along our coastline each year. (see auckland.kingtides.org.nz)
Citizen Science
Engaging in citizen science allows people to experience, first-hand, the scientific process and engage scientific thinking at the same time as increasing their knowledge of the specific research topic. Citizen scientists are members of the general public that volunteer their time to work and collaborate with professional scientists to collect data and solve problems on real scientific research questions. (Masters et al., 2016).
Real World Problems
A reminder (from earlier sessions with the ITL rubrics) that real-world problems have all of the following characteristics (ITL Research, 2012):
  • Are experienced by real people. For example, if students are asked to diagnose an ecological imbalance in a rainforest in Costa Rica, they are working with a situation that affects the real people who live there.
  • Have solutions for a specific, plausible audience other than the educator as grader. For example, designing equipment to fit a small city playground could benefit the children of the community.
  • Have specific, explicit contexts. For example, developing a plan for a community garden in a public park in their town has a specific context; learning which vegetables grow best in which parts of one’s country does not.
  • If students are using data to solve a problem, they use actual data (for example, real scientific records of earthquakes, results of their own experiments, or first-person accounts of an historical event), not data developed by an educator or publisher for a lesson.
Zooniverse
Talking of using actual data, the flipped task was to engage with a Zooniverse project for a few minutes and then make a G+ post using the #zooniverse hashtag. .
Zooniverse claims to be the world’s largest and most popular platform for people-powered research. Research is made possible by volunteers, hundreds of thousands of people around the world who come together to assist professional researchers. The goal is to enable research that would not be possible, or practical, otherwise. Zooniverse research results in new discoveries and datasets useful to wider research.
Zooniverse projects have two distinct aims, (Masters, Oh, Cox, Simmons, Lintott, Graham, Greenhill, & Holmes, 2016). The first is to solve specific scientific problems through the use of citizen scientists. The second aim is to engage members of the public with real world science to educate and change attitudes towards science. Citizen scientists are members of the general public that volunteer their time to work and collaborate with professional scientists to collect data and solve problems on real scientific research questions. Citizen science is not a new concept but has become more accessible to people around the world through the use of the Internet. Edmund Halley used citizen science in 1714 when he got members of the public to report the total eclipse of the Sun across England.
Through platforms like Zooniverse, citizen scientists are able to view, record, analyse, process and answer incredibly large amounts of data that would not be possible by the scientists doing the research alone. The first project, Galaxy Zoo, received 70,000 classifications per hour and more than 50,000,000 classifications in the first year (Graham et al., 2015).
OpenIDEO
This is an open and global community working together to design solutions for the world’s biggest challenges. You can see some examples of the types of projects that are included on the site by looking at the IDEO Stories
Hacking NZ Education
Hackeducation is a crowdsourcing platform set up by The Mind Lab by Unitec to collaboratively brainstorm ideas of what the future of education in New Zealand could look like.
We have been analysing the crowdsourced data from this web site over a number of phases:
  1. Gathering Ideas from the crowd → 888 responses (by end of January 2017)
  2. Analysis (Themes) → Data were analysed by crowdsourcing using students from the postgrad November 2016 intake. From this, 13 frequently mentioned concepts/themes were identified
  3. Analysis (Relationships) → Students from the postgrad March 2017 intake were asked to identify relationships between the concepts identified in the previous phase, and a domain model was developed from these relationships.
  4. Faces of Change → a website was created to capture our students' reactions to how they are responding to the themes within the Hackeducation data.
This week we would like you to film and upload your own story to Faces of Change, and tag it with its most relevant theme to help spread the word.
The Mind Lab by Unitec - Lean Form
We've developed The Mind Lab by Unitec Lean Form that helps you to explain and critique your innovation plan in a lean way. We hope this is a useful tool for your DIGITAL 2 assessment.
Filling in the form and seeking feedback (and feedforward) from your fellow students might help you to explain the innovation and critique it. Remember to keep your answers Lean!
Once you have answered in class, you can view the responses from others and copy your own data to another document for reference.
Crowdsourcing by The Mind Lab by Unitec
As well as using crowdsourcing for the Hackeducation project, we also use it to help us decide where to run the postgrad programme. Do you know anyone who would like to join us for a future intake? Where should we go next? See the interactive map at wheretonext.school.nz/
Please also share the Pop-up Labs URL or our Facebook posts with your colleagues:
Part of our own marketing strategy is that we trust you wanting to help us.
References
Crowdsourcing Week. (2017). What is crowdsourcing? Retrieved from http://crowdsourcingweek.com/what-is-crowdsourcing/
Graham, C.G., Cox, J, Simmons, B, Lintott, C, Masters, K, Greenhill, A. & Holmes, K. (2015). Defining and Measuring Success in Online Citizen Science: A Case Study of Zooniverse Projects. Computing in Science & Engineering, 17(4), 28-41.
ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from: https://education.microsoft.com/GetTrained/ITL-Research
Masters, K., Oh, E. Y., Cox, J., Simmons, B., Lintott, C., Graham, G., Greenhill, A., & Holmes, K. (2016). Science learning via participation in online citizen science. Journal of Science Communication, 15(3), 1-33.
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Week 11 - Leadership - Entrepreneurialism and Crowdfunding 12 February 2018

Entrepreneurialism
We begin this weeks' session by asking questions such as what do entrepreneurs do? Who can be entrepreneurs? Why is this so powerful now? and what must we do as teachers?  Is there risk? Is it managed? Can everyone do it? 
The NZ Curriculum - Education for Enterprise
Education for Enterprise is about promoting an approach to learning – one that is real, relevant, and gives students responsibility for their learning.
The Vision of NZ Curriculum (2016) is for young people who will be creative, energetic, and enterprising, who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country
Entrepreneurial Skills
According to Aileron (2017), the top skills every entrepreneur needs are
  • Resiliency. 
    • The ability to weather the ups and downs of any business since it never goes exactly the way the business plan described it. This skill enables the entrepreneur to keep going when the outlook is bleak.
  • Focus. 
    • After setting a long term vision, knowing how to “laser focus” on the very next step to get closer to the ultimate goal. There are so many distracting forces when trying to build a business that this skill is not easy to master.
  • Invest for the long-term. 
    • Most entrepreneurs are not patient and focus only on what comes next, rather than where the company needs to go. Overnight success may take 7 to 10 years. Entrepreneurs need to stop, pause and plan on a quarterly basis.
  • Find and manage people. 
    • Only by learning to leverage employees, vendors and other resources will an entrepreneur build a scalable company. They need to learn to network to meet the right people. Entrepreneurs strive to guarantee they will get honest and timely feedback from all these sources.
  • Sell. 
    • Every entrepreneur is a sales person whether they want to be or not. They are either selling their ideas, products or services to customers, investors or employees. They work to be there when customers are ready to buy. Alternately, they know how to let go and move on when they are not.
  • Learn. 
    • Successful entrepreneurs realize they don’t know everything and the market is constantly changing. They stay up to date on new systems, technology, and industry trends.
  • Self-reflection. 
    • Allow downtime to reflect on the past and plan for the future. Always working only leads to burnout physically and emotionally.
  • Self-reliance. 
    • While there is a lot of help for the entrepreneur, in the end, they need to be resourceful enough to depend on themselves.
How does this skill set map to other lists of skills we have examined on the course?
Social Entrepreneurship
Social entrepreneurship aims in some way to increase ‘‘social value,’’ i.e. to contribute to the welfare or well being in a given human community. The key to social enterprise involves taking a business-like, innovative approach to the mission of dealing with complex social needs or delivering community services. (Peredo & McLean, 2006; Pomerantz, 2003).
Social enterprise
Social enterprise is an organisation that applies commercial strategies to maximise improvements in human and environmental well-being - this may include maximising social impact rather than profits for external shareholders. Social enterprises are part of a continuum of enterprise types with different agendas. In class we will look at the akina.org.nz/ventures programmes and consider where they sit on this continuum.
Lean Canvas - Startup Vision
The Lean Canvas (e.g. leanstack.com) maps out a potential startup vision.
Lean focuses on problems, solutions, key metrics and competitive advantages, and promises an actionable and entrepreneur-focused business plan. 
Half-Baked.com
Dave McClure came up with the original concept of ‘HalfBaked.com: Entrepreneurial Improv Theatre.’
Act 1: Start by having people yell out 50 or so random words.
Act 2: Each team given 2 words + ".com"
Act 3: Teams have 10 min to prepare their BlankBlank.com business plan
Act 4: Each team does a 5 minute pitch on their product
Act 5: Vote on who did the best job
In class we will be doing an activity that has been developed by Nick Hindson and The Mind Lab PG team from this idea: Half-baked Lean Canvas which is in the media for this week.
The Mind Lab Process
Create teams of between 3 - 5 people. Gather 30 random words from the group. Each team then chooses 2 words.
1. Start by thinking of real problems that somehow relate to those two words, add that into part 1 of the canvas.
2. Think about who are having the problem you chose to look at. Who are being affected by that? Then choose your main customer group that you want to focus on.
3. Ideate some solutions. Write down your favourite one to your lean canvas. Prepare a 30 sec elevator pitch about your business idea.
Take turns pitching your business ideas. The team that pitches the idea must listen to feedback without replying. Other teams discuss things they 'wonder about' and 'like'.
4. Based on the feedback make updates. Then consider who are your early adopters (the ones that are easiest to market your idea to).
5/6. What channels will you use to reach your customers? (How will you market it?) What resources do you need? (Human, finance ...) How can you make the plan sustainable and possible?
7. Purpose. Why do you want to do this? Why is it important? What is the big purpose behind it?
The Mind Lab by Unitec - Lean Form
We've developed The Mind Lab by Unitec Lean Form that helps you to explain and critique your innovation plan in a lean way. We hope this is a useful tool for your DIGITAL 2 assessment. Note that although Digital 2 and Leadership 2 are submitted together, this week we are just focusing on the Digital 2 component.
Filling in the form and seeking feedback (and feedforward) from your fellow students might help you to explain the innovation and critique it. Remember to keep your answers Lean!
Once you have answered in class, you can view the responses from others and copy your own data to another document for reference.
Crowdfunding
With crowdfunding, an entrepreneur raises external financing from a large audience (the “crowd”), in which each individual provides a very small amount, instead of soliciting a small group of sophisticated investors. 
In class we will look at the crowdfunding projects shared at: tinyurl.com/TMLCFund
Provini (2014) provides the following ideas for how you might raise money for schools with crowdfunding: 
  1. Use crowdfunding for specific projects or needs, rather than general fundraising
  2. Identify a safe, flexible and transparent platform
  3. Start with reasonable goals
  4. Break large projects into smaller steps
  5. Prepare workgroup members to do intensive marketing
  6. Marketing messages matter!
  7. Target different levels of donors (alumni, community members, parents, local business owners, etc.)
  8. Consider offering rewards and incentives for larger contributors
  9. Offer students leadership opportunities and take advantage of teachable moments
Crowdfunding in New Zealand
Davis (2014) provides a useful guide to crowdfunding in New Zealand. One of the crowdfunding platforms he mentions is PledgeMe, who have created a Crowdfunding Canvas to help potential applicants (see tinyurl.com/TMLPMCC).
Some other platforms include
Building an understanding of business
More and more young people are using crowdfunding platforms to gain public support to seed fund new start ups and early expansion plans for businesses.
Other ideas that students can use to build an understanding of business, entrepreneurship, marketing, target markets, sales, budgeting and economics include:
  1. Creating a online shop on a low cost platform such as etsy.com. Online shops can allow students to sell items as diverse as art, crafts, digital assets such as Minecraft characters and simple services eg. car grooming, garage sorting, pet minding etc
  2. Set up a school-wide or community-based pop-up fair where parents with businesses can sell slow moving or end of line products by hiring a stand where the community can shop.
  3. Create a community garden at the school and grow vegetables for sale at farmers markets or to parents. Choose seasonal items that make for great after school snacks (for parents to buy) such as strawberries and carrots.
Resources for teachers and students
Young Enterprise offers a range of enterprise programmes and financial literacy resources that can be used by teachers throughout New Zealand. Each resource is designed for a specific age group, and aligns to the New Zealand Curriculum. www.youngenterprise.org.nz/
References:
Aileron. (2017). The Top Skills Every Entrepreneur Needs. Forbes.com. Retrieved from http://www.forbes.com/sites/aileron/2013/11/26/the-top-skills-every-entrepreneur-needs/
Davis, V. (2014, Feb). The ultimate guide to crowdfunding in New Zealand. idealog. Retrived from https://idealog.co.nz/venture/2014/02/ultimate-guide-crowdfunding-new-zealand
Peredo, A. M., & McLean, M. (2006). Social entrepreneurship: A critical review of the concept. Journal of world business, 41(1), 56-65.
Pomerantz, M. (2003). The business of social entrepreneurship in a ‘‘down economy’’. In Business, 25(3).
Provini, C. (2014). Raise Money With Crowdfunding: Top 9 Tips for Schools. Retrieved from http://www.educationworld.com/a_admin/crowdfunding-fundraising-schools-tips-best-practices.shtml
The NZ Curriculum Online. (2016). The NZ Curriculum: Vision. Ministry of Education. Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum  
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Monday, 26 February 2018

Week 10 - Digital - Agile and Lean Education 5 February 2018

The Agile Manifesto
The key values of agile are embodied in the 'Agile Manifesto' - http://agilemanifesto.org/
  • Individuals and interactions over processes and tools
  • Working software over comprehensive documentation
  • Customer collaboration over contract negotiation
  • Responding to change over following a plan
Agile is fundamentally about learning, people, and change - three things we struggle also with in education and handle poorly at the present time. (Peha, 2011).
Agile Schools
Steve Peha, a technologist and educator in the US, has worked extensively in applying the lessons of agile and lean to the classroom. His article on InfoQ, 'Agile Schools: How Technology Saves Education (Just Not the Way We Thought it Would) (Peha, 2011) provides some interesting ideas on how the agile manifesto can be reinterpreted to apply to schools, and how agile techniques might be used in the classroom. 
Lean Production
According to Barney and Kirby (2004), educators can learn from lean production the importance of empowering teachers by training them to problem-solve and then expecting them to be self-reflective and to continuously improve their practice.
Kanban
One of the ideas that has been taken from Lean Production by agile practitioners is Kanban - which means 'visual card' in Japanese.
For an example of how Kanban boards can be used to help children plan, see Princess Kanban. This is on the agileschool blog, which you may find interesting. More recent materials are now on the Agile Classrooms site.
Trello
Trello is one of the tools that can be used to create Kanban style boards online. It is an easy-to-use, free and visual way to manage your projects and organise anything. Naturally there are other tools too, but this one seems to be the most popular right now, and amongst teachers and their students too. 
User Stories 
In software development and product management user story statements are often written on story cards following the format: As a (role) I want (something) so that (benefit). The idea is to capture what a user does or needs to do as part of his or her job function. It captures the "who", "what" and "why" of a requirement in a simple, concise way, often limited in detail by what can be hand-written on a small piece of paper. However there is no requirement that all user stories should be written this way. Our 'learning stories' in the sessions will be written in a more unstructured style as they will be more open ended than software requirements.
Epics
User stories are short, simple descriptions of something to be achieved. They need to be small and focused enough to be achieved in a short time frame and allow success to be tested. A story that is too big is known as an ‘epic’ and has to be broken down into smaller stories. ‘Introduce BYOD to the school’ is an epic, and ‘Introduce BYOD to one pilot class’ is still too big. However, ‘Send a survey to families from one class asking if they are willing to provide a device for their child to bring to school’ is a smaller, story-sized step
3'c's
User stories have three critical aspects, Card, Conversation, and Confirmation. Ron Jeffries wrote about the 3'c's all the way back in 2001 and his advice is still good today. A good story card will likely end up with the back covered with results of the conversation(s) and confirmation tests.
Scrum Masters
Scrum Masters task on the "Meaningful Learning on How Agile and Lean Approaches Could Help You In Your Practice" -team project is to make sure that
  • the Cards chosen represent a variety of labeled 4 themes (LEADERSHIP, TECHNIQUES, PROCESSES, VALUES)
  • just one or two of your team Cards are in action “Problems we are solving” at one time
  • the team’s main Conversations are recorded as comments
  • an acceptance test is written in the description of the card - so that you know how to justify Confirmation to others in a stand up meeting
    • record the outcome of the confirmation to the description and move the card to “Things we have learnt”
  • she/he is ready for the Stand Up Meeting on time
    • What was the meaningful learning onhow to make your practice more Agile and Lean?
      • Was the learning confirmed (acceptance test)? If not, what are you going to do next? Any obstacles?
The Agile Manifesto
The key values of agile are embodied in the 'Agile Manifesto' - http://agilemanifesto.org/
  • Individuals and interactions over processes and tools
  • Working software over comprehensive documentation
  • Customer collaboration over contract negotiation
  • Responding to change over following a plan
Agile is fundamentally about learning, people, and change - three things we struggle also with in education and handle poorly at the present time. (Peha, 2011).
Agile Schools
Steve Peha, a technologist and educator in the US, has worked extensively in applying the lessons of agile and lean to the classroom. His article on InfoQ, 'Agile Schools: How Technology Saves Education (Just Not the Way We Thought it Would) (Peha, 2011) provides some interesting ideas on how the agile manifesto can be reinterpreted to apply to schools, and how agile techniques might be used in the classroom. 
Lean Production
According to Barney and Kirby (2004), educators can learn from lean production the importance of empowering teachers by training them to problem-solve and then expecting them to be self-reflective and to continuously improve their practice.
Kanban
One of the ideas that has been taken from Lean Production by agile practitioners is Kanban - which means 'visual card' in Japanese.
For an example of how Kanban boards can be used to help children plan, see Princess Kanban. This is on the agileschool blog, which you may find interesting. More recent materials are now on the Agile Classrooms site.
Trello
Trello is one of the tools that can be used to create Kanban style boards online. It is an easy-to-use, free and visual way to manage your projects and organise anything. Naturally there are other tools too, but this one seems to be the most popular right now, and amongst teachers and their students too. 
User Stories 
In software development and product management user story statements are often written on story cards following the format: As a (role) I want (something) so that (benefit). The idea is to capture what a user does or needs to do as part of his or her job function. It captures the "who", "what" and "why" of a requirement in a simple, concise way, often limited in detail by what can be hand-written on a small piece of paper. However there is no requirement that all user stories should be written this way. Our 'learning stories' in the sessions will be written in a more unstructured style as they will be more open ended than software requirements.
Epics
User stories are short, simple descriptions of something to be achieved. They need to be small and focused enough to be achieved in a short time frame and allow success to be tested. A story that is too big is known as an ‘epic’ and has to be broken down into smaller stories. ‘Introduce BYOD to the school’ is an epic, and ‘Introduce BYOD to one pilot class’ is still too big. However, ‘Send a survey to families from one class asking if they are willing to provide a device for their child to bring to school’ is a smaller, story-sized step
3'c's
User stories have three critical aspects, Card, Conversation, and Confirmation. Ron Jeffries wrote about the 3'c's all the way back in 2001 and his advice is still good today. A good story card will likely end up with the back covered with results of the conversation(s) and confirmation tests.
Scrum Masters
Scrum Masters task on the "Meaningful Learning on How Agile and Lean Approaches Could Help You In Your Practice" -team project is to make sure that
  • the Cards chosen represent a variety of labeled 4 themes (LEADERSHIP, TECHNIQUES, PROCESSES, VALUES)
  • just one or two of your team Cards are in action “Problems we are solving” at one time
  • the team’s main Conversations are recorded as comments
  • an acceptance test is written in the description of the card - so that you know how to justify Confirmation to others in a stand up meeting
    • record the outcome of the confirmation to the description and move the card to “Things we have learnt”
  • she/he is ready for the Stand Up Meeting on time
    • What was the meaningful learning onhow to make your practice more Agile and Lean?
      • Was the learning confirmed (acceptance test)? If not, what are you going to do next? Any obstacles?
References
Barney, H. & Kirby, S.N. (2004). Toyota Production System/Lean Manufacturing. In B. Stecher and S.N. Kirby (Eds.), Organizational Improvement and Accountability Lessons for Education From Other Sectors (pp. 35-50). Santa Monica, CA: Rand Corporation.
Briggs, S. (2014). Agile Based Learning: What Is It and How Can It Change Education? InformED. Retrieved from http://www.opencolleges.edu.au/informed/features/agile-based-learning-what-is-it-and-how-can-it-change-education/
Peha, S. (2011). Agile Schools: How Technology Saves Education (Just Not the Way We Thought it Would). InfoQ. Retrieved from https://www.infoq.com/articles/agile-schools-education
Barney, H. & Kirby, S.N. (2004). Toyota Production System/Lean Manufacturing. In B. Stecher and S.N. Kirby (Eds.), Organizational Improvement and Accountability Lessons for Education From Other Sectors (pp. 35-50). Santa Monica, CA: Rand Corporation.
Briggs, S. (2014). Agile Based Learning: What Is It and How Can It Change Education? InformED. Retrieved from http://www.opencolleges.edu.au/informed/features/agile-based-learning-what-is-it-and-how-can-it-change-education/
Peha, S. (2011). Agile Schools: How Technology Saves Education (Just Not the Way We Thought it Would). InfoQ. Retrieved from https://www.infoq.com/articles/agile-schools-education
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Week 10 - Leadership - Agile & Servant Leadership 5 February 2018

Agile Teams are Self-Organising Teams
We will explore this idea using a combination of Boris Gloger’s Ball Point game (Gloger, 2008) and Mike Rother’s Kata in the Classroom (Rother, 2015).  Kata is a term from martial arts. The Improvement Kata is a repeating four-step routine for continuous improvement: Plan, Do, Check, Act (PDCA). The goal of the ball point game is for each team to get as many balls as possible to pass through the hands of every team member in 2 minutes. The game involves both estimation and self-organisation.
The four  basic requirements of the game are that:
  1. As each ball is passed between team members, it must have air time
  2. Every team member must touch each ball for it to count
  3. No ball to your direct neighbour on either side, you must pass to your front
  4. Every ball must end where it started. For each ball that does, the team scores 1 point (make sure you count your points)
Agile Leadership Style
Agile leadership is situational, adaptive, empowering and inspirational. The most important leadership theory applied to agile is that of servant leadership (Highsmith, 2009).
“For the Agile Leader, servanthood is the strategy. Situational actions are the tactic” (Filho, 2011).
The key characteristics of the servant leader include awareness, listening, persuasion, empathy, healing, and coaching. Situational leadership means that the servant leader may act as a democratic leader, a laissez-faire leader, or an autocratic leader in different situations (Koganti, 2014).
Servant Leadership
The originator of the servant leadership concept (though inspired by a Herman Hesse story) was Robert Greenleaf. “The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?” (Greenleaf, 1970)
A longer extract from this work is in this week's media
Teachers as Servant Leaders
Servant leadership has been applied by a number of authors to teaching. “The teacher as servant leader functions as a trailblazer for those served by removing obstacles that stand in their path. Part of unleashing another’s talents is helping individuals discover latent, unformed interests. Art, music, and science teachers are prime examples of educators whose genius lies in leading students to discover unarticulated interests.” (Bowman, 2005).
Scrum Agile Lifecycle
Being an agile leader includes applying agile processes. Scrum is a very popular agile software development process, where the product backlog (of user stories) is broken down into a series of sprints. In each sprint, a priority list of stories (the sprint backlog) is chosen for completion. The sprint last for a certain period of time (e.g. 2 weeks, 30 days etc.). There are daily stand up meetings during the sprint, and at the end of each sprint a working increment of the software is delivered. In other words, it is only a successful sprint if it delivers something useful.
Some other agile techniques
Pair programming - Remember that from computational thinking?
Stand Up meetings (Daily) - Three questions: What did you do yesterday, what are you going to do today? are there any obstacles on your way? (This relates to the next flipped task)
Test driven development - Start with the first test of something, then pass the test. Write the next test, pass that, iterate... The tests evolve and change along with what is being tested
See Briggs (2014) for some ideas about how various agile techniques can be used in education.
References
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