Craig Monaghan & Julian Latimer: Mastering the Asynchronous Space

Julian Latimer

After dabbling in a few domains post-high school (music, theology, philosophy), Julian saw the light and turned to teaching. After completing his Bachelor of Ministries from Laidlaw College (majoring in Youth Ministries), he returned to the University of Auckland to finish his Bachelor of Arts (majoring in English and Mathematics) and studied his Graduate Diploma in Teaching (Secondary) at Auckland University of Technology.

After two years of teaching at the traditional Westlake Boys’ High School, Julian joined UP International College. There, he experimented with Flipped Learning and the integration of technology in mathematics education with mixed outcomes. Feeling that he needed a theoretical grounding in such an area, he embarked on a Master of Education (Digital Education) through Massey University. Just as he came to theoretical grips on parts of digital education, these theories were thrown into action with the emergence of Covid-19.

As a school made up almost entirely of International Students, UP International College saw Covid-19 as an existential threat. In a matter of months, all courses and programmes were re-designed and re-deployed as hybrid courses. Suddenly, there was an imperative to master the asynchronous space, as this space accounted for approximately 25% of all learning at the College, and was central to the student experience.

Being in the right place at the right time, Julian worked with others to coordinate the Covid-19 response, and has since been given the opportunity to lead the College as one of the two the Heads of College. These experiences have allowed Julian to work both at the strategic level and in the coal-face of the hybrid classroom, as the future of education has jumped on us and left us no choice but to respond.

In addition to his College focus, Julian is married with two small children, and he is currently studying his second Masters degree in Educational Leadership. As a hobby, Julian has a keen interest in American politics, launched by his love of the hit TV show, The West Wing.


Craig Monaghan

After a tenure as Headmaster at Westlake Boy’s High School, Craig embarked on an international school leadership career.  During this time, he has led schools in different continents and contexts and leading various curricula including International Baccalaureate, the National Curriculum of England and Wales - (i)GCSE and A-levels) - International Primary Curriculum (IPC) and the American Middle States Curriculum.   These international Headship experiences with schools in Egypt, Portugal, China and Australia.  He is currently Executive Principal of UP International College group leading 5 Foundation (pre-tertiary studies) colleges across Australasia. Offering online, hybrid and onshore programmes to international students across the globe.

His experience is not limited to school Headship however and it also includes significant accreditation experience for CIS and MSA, consultancy work to assist school leadership teams and school inspections. He was on the Board of the Cambridge Examination International Board, New Zealand and was recently appointed as an accredited member of the Headmasters' and Headmistresses' Conference (HMC).  

Having presented at a number of International conferences whilst overseas it is with pleasure that he presents this workshop alongside the Head of College of UP International College, Mr. Julian Latimer.


Mastering the Asynchronous Space

A unique approach to asynchronous work - reaching every student between lessons through ‘Flexible Learning Activities’. Covid-19 and the consequent border closure disrupted teaching and learning at UP International College New Zealand - a school that almost exclusively consists of international students. Throughout the pandemic, most of our students chose to return home, while new students were unable to travel to New Zealand. Facing this existential threat, transformation was the key to our future. With the loss of face-to-face teaching and learning opportunities and with reports from teachers and students of ‘Zoom fatigue,’ innovation was required. Having consulted digital education literature and some experienced practitioners, we embarked on the Flexible Learning Activity project which not only has changed the way we deliver our programmes, but also improved the learning outcomes for our students. Come and learn about how you can transform your asynchronous learning environment into engaging, informative, collaborative, rich spaces, where students can meaningfully contribute, are accountable for their learning, and where teachers can make a difference for every student - before, during, and after every lesson.



View the full ISNZ Annual Conference 2022 Programme here.


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