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      "body": "Congratulations @rhyscass! You received a personal award!\n\n<table><tr><td>https://steemitimages.com/70x70/http://steemitboard.com/@rhyscass/birthday3.png</td><td>Happy Birthday! - You are on the Steem blockchain for 3 years!</td></tr></table>\n\n<sub>_You can view [your badges on your Steem Board](https://steemitboard.com/@rhyscass) and compare to others on the [Steem Ranking](https://steemitboard.com/ranking/index.php?name=rhyscass)_</sub>\n\n\n###### [Vote for @Steemitboard as a witness](https://v2.steemconnect.com/sign/account-witness-vote?witness=steemitboard&approve=1) to get one more award and increased upvotes!",
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      "body": "![pexels-photo-576835.jpeg](https://steemitimages.com/DQmaNddwuiovLwio7F9gqNTQZbcf8oZZbL9M7rFmURnWBq4/pexels-photo-576835.jpeg)\n\nA 'Jack of all trades, master of none' is often used as a derogatory phrase to describe someone who has no specialised ability and lacks direction and focus. In recent times, however, there has been a renewed interest in the idea of the [polymath](https://www.huffingtonpost.com/entry/habits-and-routines-of-nomad-and-polymath-patricia_us_58341a1ee4b08c963e34448b) or 'Renaissance man' - A Leonardo da Vinci-type person who has knowledge of a number of disciplines and can learn quickly and synthesise information to come up with solutions to complex problems. Unfortunately, in our capitalistic era where everything, including people, is measured by output, productivity and monetary value, the polymath or jack of all trades can be seen as having impressive breadth but lacking the depth and practical experience required to solve complex problems. 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However, specialists may lack awareness of the broader context and can become a 'gun for hire', proposing the same solutions to the same kinds of problems.    \n \nTiago Forte draws on the term 'full-stack developer' to propose a new kind of worker: the '[full-stack freelancer](https://praxis.fortelabs.co/the-rise-of-the-full-stack-freelancer-c14a375445d9)'. The concept of a '[full-stack developer](https://medium.com/coderbyte/a-guide-to-becoming-a-full-stack-developer-in-2017-5c3c08a1600c)' has been around for a while now and describes a web developer who can work on both the front-end and back-end of an application. Building on this, Tiago maps the evolution of freelancers from specialists to 'portfolio thinkers':\n\n>\"Portfolio thinking recognizes that having multiple parallel projects provides many opportunities for synergy. They don't have to interfere with and impede each other - they can actually combine into something greater than the sum of its parts. Each one can make the others easier, more fun, and more profitable.\" - Tiago Forte https://praxis.fortelabs.co/the-rise-of-the-full-stack-freelancer-c14a375445d9\n\nFull-stack freelancers embody the [original phrase](https://www.theodysseyonline.com/7-phrases-youve-been-misquoting), \"A jack of all trades is a master of none, but oftentimes better than a master of one.\" To interpret this for modern times, being a jack of all trades and master of the one you are working on is the key to success in the new world of work. In this context, 'freelancer' has also been given an upgrade, describing the mindset of viewing work as a series of projects or \"gigs\" rather than one linear term of employment. \n\nAs the world transitions from the majority of work being conducted in secure, long-term, full-time employment to contingent workers engaged in '[atomised](https://www.linkedin.com/pulse/preparing-students-lose-jobs-heather-mcgowan/)' projects broken into pieces of work, conducted anywhere in the world, the most important skill is a meta-specialisation in how and what you need to learn. People should be focused on the task at hand but also need to have an eye on what they need to do next to learn or develop the required skills for the next project.     \n\nLast year I was accepted into a Master of Creative Industries at [QUT](https://www.qut.edu.au/creative-industries), with a research proposal about the power of students and teachers co-creating learning. While I'm sure the research would have been interesting, I decided not to pursue academic study in favour of learning by doing. I don't have the time to invest in studying a particular area of interest only to become more specialised and further down the path of academia. I may return to study, just as I may return to more conventional employment, but, in the spirit of the full-stack freelancer, I will make these choices based on what will return the most value for me, my family and the world, not on outdated notions of career or obligation. \n\nOf course, it is easy to attach meaning to choices after they've occurred and to project how you will behave in the future based on [retrospective coherence](http://www.chriscorrigan.com/parkinglot/retrospective-coherence-and-the-road-not-taken/). However, humans are complex systems and as Chris Corrigan points out, \"Complex systems are emergent, so we can never be sure what the future holds, regardless of how well we can trace how we got here.\" One thing is certain though, the focus of education needs to shift from content and skills to mindset and metacognition. \n\nContent is still king in marketing land but we've made content king in schools and universities. Thanks to the internet and smartphones, information is abundantly available. Sadly, the skills to navigate, manipulate and deploy this content are sorely lacking. Young people need to learn to think critically and creatively about content, to connect ideas together, collaborate with others and communicate with impact. They also need help to cultivate a learner mindset - one that encourages curiosity, empathy, gratitude and resilience. And above all, they need to understand themselves as learners and doers and how develop an awareness of how they fit into the rest of the universe. \n\nDaniel Schmatenburger talks about [mitigating risks](http://futurethinkers.org/daniel-schmachtenberger-existential-risks/). Not the small kind like, \"if I change the curriculum, will my students be ok?\" but the large, existential, universal kind like, \"will the emergence of replicator technology through nanotech and biotech lead to the destruction of mankind?\" As Schmatenburger argues, \"The real existential risk is a loss of the ability to make sense of the world around us: what is worth doing, and what the likely effects of things will be.\" In order to create coherence and purpose amongst the maelstrom of content, information and [fake news](https://scout.ai/story/the-rise-of-the-weaponized-ai-propaganda-machine), and be able to solve global problems, we need to embrace the idea of the full-stack freelancer. And instead of continuing to work, learn and teach ruled by a monarchy of content, we need to empower ourselves and our young people with the tools to be jacks of all trades, masters of the one they are focusing on in this moment. \n\nAnything less and we're knowingly setting up our youth for personal and planetary failure.   \n\nThank you to [crypthoe](https://steemit.com/steem/@crypthoe) for inspiring me to write this article and share on Steemit.",
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      "body": "### ![aantonop](https://pbs.twimg.com/profile_images/570063561603289088/CfuQCX0Y_normal.png) **[Andreas M. Antonopoulos](https://twitter.com/@aantonop/status/966398964928008192)** tweeted @ 21 Feb 2018 - 19:47 UTC\n\n> Education is on the cusp of a tech revolution: AR, VR, online classes, collaborative learning. \n\nIt will take a cat… [twitter.com/i/web/status/9…](https://t.co/LQ23wZaltR)\n\n\n###### *Disclaimer: I am just a bot trying to be helpful.*",
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      "body": "![Success.jpg](https://steemitimages.com/DQmYH3bDBHHZCKy3mroQfqTyGTKuntKA8iaid4NiCLLqAJf/Success.jpg)\n\nIn my role as Customer Success Manager for [Adepto](https://www.goadepto.com.au/) I was constantly asking customers what success looked like for them, co-creating that success and regularly iterating our approach based on metrics and feedback. This isn't dissimilar to working as a teacher and coach where I collaborated with students and staff to achieve the best possible outcomes for students. But if I'm honest, although I fought against the dominant model, I mostly told students what their success looked like through grades and summative assessment rather than co-designing their learning experience and providing formative assessment and regular feedback.  \n\nInterestingly, the customer in schools isn't students, it's parents, and parents often don't actually know what success means for their child. We all have a perception of what school and education should look like based on our own experience. Unfortunately, for most of us this experience was in a system that has not changed enough to keep up with the exponential developments in society, technology and culture. Students are the end users of a machine that is ostensibly the same as it was when it was invented, and the customers, parents, are mostly removed from the experience. Generally, parents don't know any better and neither do students. And unfortunately, neither do a lot of educators, having been educated in the same system they are now working in. \n\nThe machine is designed to perpetuate itself and the massive trust placed in schools to ensure the education and safety of young people means that \"risks\" are almost always mitigated or entirely avoided. This moral imperative has been bolstered by the threat of litigation so the reluctance to doing things differently in case we \"break\" children means the disruption necessary to make education relevant in the 21st century is unlikely to come from within. \n\nHowever, I argue that the risk of not doing things differently is far greater than the risk of trying new things. In \"good\" schools we have students quietly and politely disengaged; in \"challenging\" schools, students exhibit all types of negative behaviour. In all schools, mental health issues are [rife and growing](http://www.huffingtonpost.com.au/2017/04/11/mental-illness-is-still-on-the-rise-in-australian-youth-study-s_a_22034649/) and I would argue this is in part because students are forced to come to a place for six hours a day, five days a week which is disconnected from their reality. Social media and digital collaboration tools like Google Docs and Trello are blocked in most schools, so even if teachers know how to teach these effectively, they are unable to. Although they might not know what needs to change, students know something's not right and this is highly confusing. \n\nFrustratingly, teachers and students often don't seem to want to change. One of the main precursors to change is a [sense of urgency](https://hbr.org/2008/08/harvard-business-ideacast-106.html) but when a young person's outcomes from school aren't known until well after they leave Year 12 (and it's very rare that schools follow up with their graduates), despite the obvious exponential shifts in society and the world of work, there isn't any immediate reason for schools or teachers to alter their practice. (Although recent events in America may give rise to [change](https://twitter.com/aantonop/status/966398964928008192))\n\nThe great irony of schools is that they are supposed to be places of learning but they are actually places of education (and these two concepts, while often conflated, aren't the same thing). My aim with my learning journey platform BreakthrU (or Tiger Wings as it has been newly named by my conspirator Josh), is to decouple learning and education and give the agency, enjoyment and skill of learning back to young people. \n\n>Education - \"the process of receiving or giving systematic instruction\" \n>Learning - \"the acquisition of knowledge or skills through study, experience, or being taught\" \n\nBreakthru/Tiger Wings had to take a back seat for a while while I transitioned to my role at Adepto and will probably need to remain there while I find new employment but my passion to disrupt learning hasn't gone anywhere and this part of my entrepreneurial journey will definitely continue.\n\nAs Customer Success Manager for Adepto, I used my existing skills to educate customers about the product and developed skills I'd been working on in design thinking, agile and project management. I also had to learn a whole range of new skills including onboarding and customer relationship management. Despite my time at Adepto coming to an end, learning is what success looks like for me, so I'm excited to take my next steps from intrapreneur to entrepreneur and am looking forward to my next challenge.",
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      "author": "rhyscass",
      "permlink": "an-entrepreneur-in-education",
      "title": "An Entrepreneur in Education",
      "body": "![pexels-photo-380283.jpeg](https://steemitimages.com/DQmSR6miSF1PEFvEgx56UBWtu59M8pDB2iUcZLY9gp7qB5x/pexels-photo-380283.jpeg)\n\nI've been a teacher for 10 years and never thought I'd do anything but work in educational institutions. I chose my own adventure through university, eventually graduating with a Bachelor Media Communications/Secondary Education. Early in my career I started looking for projects beyond the classroom and got involved in professional [associations](https://www.atomqld.org.au/). Then I came across the idea of an intrapreneur and secretly self-applied that term. I was lucky enough to work on a range of projects. But so many projects didn't go ahead or were diluted due to 'managing the risk', 'compliance' and 'security'. I admit that my own procrastination, driven by a fear of exposure, has negatively affected some ventures but I've realised that I'm actually a wannabe entrepreneur who fell into the most unentrepreneurial profession - Education.\n\n>\"Intrapreneur: an inside entrepreneur, or an entrepreneur within a large firm, who uses entrepreneurial skills without incurring the risks associated with those activities.\" http://www.investopedia.com/terms/i/intrapreneur.asp\n\nIt seems inevitable that I'd 'fall' into teaching. Both my parents were educators. But there were signs of other interests from a young age. On my Year 5 camp I was awarded 'Most Entrepreneurial' from the school Principal for selling sparklers for $1 each to my friends (a box of 12 sparklers cost about $2 at the time and despite the award I was ordered to give the money back). From the age of 12 I decided I wanted to be a lawyer. A strong sense of social justice and a hot button for hypocrisy as well as a desire to do something different to my parents, led me to believe the Law was where I needed to be. \n\nIn high school, I did Film and TV and loved the ability to be creative and technical. Despite doing well at high school, I didn't score high enough to study Law so I enrolled in a Bachelor of Arts at the University of Queensland. I created my own 'liberal Arts degree' and studied history, media, English, philosophy, religion and politics and upgraded to Law in second year. But Law seemed like plugging real people's situations into Maths formulas instead of an enabler of social justice. So, I went back to Arts and transferred to Queensland University of Technology where I enrolled in a Bachelor of Media Communications. I quickly realised that the grind and instability of the media industry wasn't where I wanted to be, so, having been at uni for 5 years, decided to combine Media with Secondary Education.\n\nI graduated and after a term of supply teaching landed a contract at a state high school that rolled into permanency. I enjoyed aspects of teaching but became disillusioned about two years in and felt trapped. My wife firmly encouraged me to stop complaining and take and create opportunities. After some more complaining, I realised mine and my family's happiness was more important than the parts of teaching I didn't like. So, I bucked up, set some goals and took advantage of professional development and leadership opportunities, building projects in [digital literacy](http://designonline.org.au/inspire-rhys-cassidy/), [video games](http://designonline.org.au/toolkit-gamestar-mechanic/), [STEAM](https://educationcloset.com/steam/what-is-steam/) and [documentary film](https://www.youtube.com/watch?v=GZ304Nh5rEE) across state and private schools.\n\nFor the last two years, I had the privilege of working on the Learning & Teaching team at an inner-city high school in Brisbane where we've used agile practices to drive positive change in [pedagogy](https://en.wikipedia.org/wiki/Pedagogy), curriculum and assessment. I worked with an amazing group of smart, passionate, innovative educators and had the chance to experiment with a range of initiatives to affect whole-school change management. \n\nWe collaborated with the students and staff to generate four pedagogical principles: Critical Thinking, Connectedness, Collaboration, Creative Problem Solving. We partnered with QUT School of Design to create the [Indooroopilly SHS Innovation Hub](https://www.qut.edu.au/creative-industries/about/news/news?news-id=113576) and implemented a Professional Learning Community comprising cross-faculty teams, each working on a specific 'challenge of practice' to trial one of the pedagogical principles in classrooms, using Australian edtech startup, [Pivot's](http://pivotpl.com/) classroom observation and student survey tools to encourage pedagogical improvement.  \n\nI've also been lucky enough to work as the Vice Chairperson of the Queensland Student Innovation and Entrepreneurs Alliance [(QSIEA)](https://app.secure.griffith.edu.au/news/2017/06/08/youthful-entrepreneurs-primed-to-be-qlds-job-creators-of-tomorrow/), a diverse consortium that was successful in being awarded an [IET Partnership Fund](http://statements.qld.gov.au/Statement/2017/5/28/millions-invested-taking-queensland-education--training-to-the-world) grant from Trade and Investment Queensland to create a [student innovation challenge](http://www.qtu.asn.au/collections/queensland-teachers-journal/vol-122-2017/queensland-teachers-journal-august-2017/school-leads-hunt-tomorrows-entrepreneurs/) for international and domestic students. gen[in] can stand for Generation Innovation, Generation International or [Genin](http://naruto.wikia.com/wiki/Genin) and is a mostly online incubator for students, 14-21 years of age, to bring their ideas to life with support from learning materials, mentors, an online community and prize money. The goal of [gen[in]](https://www.genin.qld.edu.au/) is to become a self-sustaining venture that helps young people navigate the [entrepreneurial ecosystem](https://www.linkedin.com/pulse/models-innovation-spaces-map-queenslands-accelerators-chad-renando/) of Queensland, Australia, and ultimately the world so they can be the next generation of international innovators.\n\nMost recently, I've been working as a Customer Success Manager for [Adepto](https://www.goadepto.com.au/), acting as account lead for all Australian clients, which represented 90% of the company's client-base. I was responsible for implementing our SaaS solution across organisations who are leading innovative future of work initiatives and managed and supported the build out of our customer support system to streamline how we provided training and assistance at scale. Unfortunately this gig came to an end sooner than expected but I've learned valuable lessons in the realities of working in a startup that I'll document in a future post.\n\nI've also been fortunate enough to be part of the launch team with [Future-U](http://future-u.org/), an organisation led by [Jonathan Nalder](https://medium.com/@jnxyz), which is dedicated to helping young people and educators navigate the transition to the post-work era. Jonathan has amassed a community of over 150 international experts, from astronauts to virtual reality companies, who are on a mission to bridge the gap between school and the real world.\n\n>\"As an intrapreneur builds the aptitude for recognizing and solving important problems, he also builds the skills required to start his own business.\" http://www.investopedia.com/terms/i/intrapreneur.asp\n\nWriting this, I feel grateful for the opportunities that I've had and feel like it's time to take the next step in my journey from educator to entrepreneur. While the education system as a whole is about as far from entrepreneurial as you can get, it allowed me to hone my problem-finding and problem-solving skills. Part of me wishes I'd had the courage to take this step earlier but the other part of me knows I needed these experiences to build the confidence and skills required to one day run my own business.\n\nFor over a year now, after a late-night submission to [Vinay Gupta's](https://medium.com/@leashless) [Hexayurt Capital fund](http://hexayurt.capital/), I've been working on a learning journey startup that will utilise emerging technologies like blockchain and AI to help children and parents record and synthesise formal and informal learning. I've held global think tanks with incredible experts via video conference, created and delivered pitch decks and iterated the concept numerous times. I still have so much to learn about startups, business and blockchain, and I'm not sure what the next chapter will look like, but I feel compelled to take the risk and continue my own learning journey.\n\nI'm fortunate to be supported by an amazing wife and four beautiful children who believe in my vision and are on this ride with me. I'm looking forward to documenting this trip that I hope is more than just an excursion into entrepreneurship. Like Seth Sentry says, \"[taking risks is risky](https://www.youtube.com/watch?v=YgL_wHzWiTQ&feature=youtu.be&t=2m9s)\" and I've got to take the risk and see where things go.",
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