The Strength of Weak Ties

Back up the Moving Trucks

2008-01-02T11:54:00.000-06:00

I'm moving this blog over to my new site, The Strength of Weak Ties, available at: http://strengthofweakties.org

Here's the new look:

Please reset your aggregators to the new RSS feed.

Thanks,
Dave

Semi-Permeable

2007-12-27T07:51:00.000-06:00

An essential concept in the study of biology is that of permeability. As a former biology teacher, it was my experience that students often struggled with this concept and what impermeable, permeable, and semi-permeable meant and how it applied to things such as diffusion and osmosis (you remember those, right?).

Permeability can be applied to other concepts besides biology. Specifically, the concept of permeability can apply to learning communities, and how open and closed they are to their members, and potential members. In a typical high school, learning communities are fragmented and isolated, if they even exist at all. It’s unlikely that any of us would label a typical high school classroom, with its characteristic five rows of six desks, limited access to information and conversation, a learning community. Very little interaction exists within the classroom, and interaction from sources outside the four walls of the classroom is generally non-existent-the classroom walls, in effect, are impermeable.

That certainly can be changed, and the tools (blogs, wikis, social networking, RSS, etc.) we have now at our disposal make it doable and achievable, but many things have to fall into place. Teachers have to be willing, the technology must be available, administrators must understand the need, and the school’s climate and culture, which is greatly influenced by the community that the school serves, must be supportive.

So, as a result, the formation of learning communities in schools depends greatly on the school itself. What is a solution, or a plan, in one school may not be a solution, or a plan, in another. Additionally, even within a school, there may be different needs-some teachers may be ready, others may be not so ready, so that a plan for building learning communities needs to be flexible and scaleable, and provide the necessary infrastructure to meet the varying needs of the different constituents of the school. One size does not fit all...

There is no right or wrong answer to building learning communities, but I do think there is a basic flow.

If the end goal is to help students and classrooms build learning communities with individuals and other schools or classrooms, and make the classroom permeable, you have to start with the teachers. Teachers have to learn the tools, learn how to connect and contribute (typically through a blog), learn how to manage time and feeds, learn how to adjust the membership of their learning community, and learn how to accept being criticized when their ideas oppose those of others. Teachers need to see firsthand the benefits of a learning community, and what it means to their personal learning, before it can ever translate successfully to students. To get learning communities to develop and stick, start with teachers first.

From there, I’m interested in building skills in students that will make them successful when they ultimately join wide-open learning communities. I’m teaching them how to read blog posts, how to collaboratively create content in wikis, how to comment appropriately, how to manage RSS feeds, and how to manage content resources with social bookmarking tools. I'm teaching them how to operate in a community. And I’m teaching them all about safety.

Is this a necessary step? Ask yourself-yes or no? If no, stop reading this post. If your answer was yes, then what’s the best way to do that?

What’s the best way to do that on a large scale, and in a systemic way? Where you can impact the most teachers and the most kids, in the most effective and safe way? I’m not talking just blogging now, I’m talking about building learning communities, which is what I’m interested in. Blogging OK, I get it. But that’s just a part of a larger goal.

You can do all of that in a number of ways. You can do it by asking teachers to manage multiple online tools that all work differently and require different management requirements. Or you can do it with a content management system where all of this is under one roof. And before some of you go CMS on me, you could also do it with Ning, couldn't you?

So, what's the plan? Expose the most teachers and kids to these capabilities, teach them in a controlled environment, where teachers and students, mostly new to the process of working in a learning community, can make their mistakes without too high of a cost? Or maybe the plan is to stay "true to the process" and put the kids out there, really out there, but certainly prepare them prior with what they need to know.

I’ll take Door #1 Bob, the semi-permeable classroom, where true community is first established within the classroom. That’s just me. It might not be you.

I think a classroom must be semi-permeable before it can become a permeable classroom.

Creating a truly permeable classroom is a major change in how classrooms work. It is a big departure from where most classrooms are now. You just don’t change that overnight with a few commonly available tools, and just by blogging. It’ll require a great deal of professional support and curriculum design, with a great deal of reflection and course-correction. I’ll approach that carefully. The stakes are too high not to.

And when the time comes, I’d turn them loose. When the specific curricular needs suggest a permeable experience is warranted, I’d turn them loose. When the teacher says, we need to connect outside of our classroom because of this and this, I’d turn them loose. When the teacher says I’m ready and so are my kids, I’d turn them loose.

But I’m crawling before I’m walking.

images from istockphoto.com

Directions Needed

2007-12-08T06:27:00.000-06:00

Every school has a mission statement. Chances are that your school district has one too, and that it contains something about life-long learning, the creation of critical thinkers, and the development of high-quality citizens.

I’ve seen Guy Kawasaki speak several times and he never fails to talk about mission statements, why they are not worth much, and how you can develop one quickly and easily with the use of the Dilbert Mission Statement Generator. Here is one, developed with a single click:

We exist to globally network principle-centered data while continuing to proactively simplify high standards in benefits to exceed customer expectations.

So, when I was driving through the town I live in, my eye instantly caught this mission statement on a school's billboard:

Educating Students to Be Self-Directed Learners.

That’s a fine goal, and a worthy mission for any school. But what are the characteristics of self-directed learning? What kind of climate and culture must be present in a school to pull that off? Here is my take on what I think those students should be capable of and what that school should be like, if that mission is indeed actualized. My Twitter network also weighs in, with comments in italics….

Self-directed learners are capable of asking great questions, essential questions.

Self-directed learners have internalized a problem-solving approach, typically some inquiry-based methodology that provides a framework for learning.

Self-directed learners are capable of developing a direction for their learning, and are comfortable and capable of exploring their own path, and can set short and long-term goals for their learning.

Self-directed learners are equally capable of working independently, collaboratively, locally and globally.

From Quentin D’Souza via Twitter: one who perpetually asks questions, explores different opinions, and strives toward answers.

From Tom Turner, via Twitter: self-directed learners are….not afraid to take risks and ask questions to learn.

From pjhiggins, no fear of failure. Self-directed learning is all about being willing to fall down.

From John Howell, via Twitter: a self-directed learner is one who asks questions, seeks answers, and then realizes that it leads to more questions.

Self-directed learners continually engage in metacognitive processes that promote reflective thinking about learning.

Self-directed learners are capable of expressing the outcomes of their learning in multiple media and formats.

Self-directed learners have internalized strategies for self-assessment of their learning and for the representations of their learning. This self-assessment data is used to redirect and refocus their learning.

Self-directed learners are capable of using a variety of tools to drive learning, from paper and pencil to the cell phone and mp3 player they bring to school.

From Arthus, via Twitter: a self-directed learner is a leader of themselves, finding knowledge as its own reward and continually searching for more.

From Dean Shareski, via Twitter: Learning when you want, how you want, with whom you want.

What about the climate and culture of the self-directed learner’s school?

Self-directed learners develop in learning climates where a professional teacher is a catalyst for learning, a connector for learners, and a passionate champion for student learning. No facilitators, no guides-on-the-side, no-sage-on-the-stage or any other 1990 representation of teacher roles are present in these schools.

Self-directed learners develop in a structured and safe school environment, where the responsibility for one’s own learning is gradually increased over time.

Self-directed learners develop in learning climates where their teachers and administrators are self-directed learners.

Self-directed learners develop in learning climates that are permeable and permit students to explore learning connections beyond the four walls of the typical classroom. Self-directed learners form networks of learners.

OK, so how does all of this translate to actual practice? Go no further than Christian Long’s English class in Texas. Take a look at their study of Frankenstein to see what self-directed learning looks like under the tutelage of a master practitioner. From Christian:

Instead of being 'English students' dutifully following my syllabus and daily plan as is so tempting from the teacher's side of the desk, each of my 4 classes will become real-time archeologists, detectives, and futurists in an effort to co-develop a strategic plan for mastering this literary masterpiece. The standards will be blatantly put forward: become an expert. By any means necessary.

And on his role:

I'll offer myself as a 'free' consultant for a specific # of days that they can 'hire' when they feel that they have exhausted their own instincts/research.

Please read the rest of the post, it's well worth it.

From Marie Coleman, via Twitter: a self-directed learner… initiates growth and "stretching" - constantly seeking new skills, knowledge, interactions to improve self amd hopefully impact others.

From Mark Wagner, via Twitter: a self-directed learner can set his or her own objectives, choose learning strategies and resources, self-check for understanding, adjust, and self-assess.

From Glovely, via Twitter, a self-directed learner follows their wonder with purposeful wandering...

Finally, from Chris Lehmann, his description of a self-directed learner:

Someone who wants to be better tomorrow than they were today.

Now that’s a great vision statement.

What's your vision of self-directed learning?

The Strength of Weak Ties

2007-11-03T06:17:00.000-05:00

Good morning to Mark's class, from Austin, Texas.

The title of this blog originates with Malcolm Gladwell's The Tipping Point. In the book, Gladwell talks about connectors (people specialists, or people people), mavens (knowledge specialists, or knowledge people) and how the types of relationships people have can directly influence the way they think. Gladwell argues that your close circle of friends think very similar to you; that's why they're close friends, and this results in a very strong tie-but they don't push your thinking much-they think very similar to you. It is the people that you know that are not in your immediate and closest circle of friends that can have a dramatic impact on your learning-they think differently than you, and their thinking can be very divergent from yours. Gladwell argues that this weak tie, this connection to others that provides you with alternative viewpoints, can be an extremely powerful learning connection, one that can challenge you, and one that can serve personal growth.

Enter Twitter. Twitter enables you to connect with people that share similar interests, and develop that "weak tie" relationship. That is the power behind networks like Twitter; they enable the development of these connections that can serve personal learning.

In terms of my own learning, being connected has had a dramatic influence on how I think about teaching and learning. Sometimes my thoughts are validated, sometimes they are greatly challenged. But that's good, and it forces me to clarify/refine/alter how I think about things. Being connected to others in this way means that I have the opportunity to learn on a daily basis, from some of the brightest and most talented people out there.

When people first see Twitter, they don't get it. Get on and connect. See how tapping into the network can challenge you, sustain you. Give it a try.

Have fun with your workshop!

See my resources on networks at del.icio.us

New Post at techLEARNING

2007-10-18T05:44:00.000-05:00

I've put up a new post on the techLEARNING blog, called Student Absences. Let me know what you think.

Wiki Presentation Resources

2007-10-16T18:23:00.001-05:00

I'll be in Syracuse this week to do a keynote and several workshops for the Onondaga-Cortland-Madison BOCES. Specifically, I'll be doing Making IT Stick as the keynote, and then doing a short 3 hour intro into Web 2.o, entitled Igniting Student Achievement with Web 2.0. I finish with an all-day workshop on digital storytelling, including a component that focuses on Digital Storytelling 2.0 (you can never have enough 2.0's). Resources for each presentation, including resources from Slideshare.net, are found on each wiki. Feel free to use anything you find interesting.

Making IT Stick

Igniting Student Achievement with Web 2.0

Digital Storytelling 2.0

To Integrate or to be Integral?

2007-10-15T19:16:00.000-05:00

There was a small discussion today about redefining the titles of educational technologists on Twitter. Ultimately, the discussion evolved to include integration. I entered into the discussion, but sometimes 140 characters are just not enough.

I'm not a big fan of using the word integration. Do we really want teachers to integrate technology? Or should technology just be an integral part of what teaching is, what classrooms are, and what learning can and should be?

There are no cooperative learning integration specialists, no textbook integration specialists, no assessment integration specialists. Why technology integration specialists? What's different? Why do we hold technology to that standard?

To imply that technology needs to be integrated strongly suggests that it is outside of what the standard skill set is for educators. It's not. The use of technology in a lesson is no different than the use of a lecture, of structuring the lesson so that students learn collaboratively, or preparing an assessment to gauge understanding. Whether or not to use technology tools in the learning process is a curriculum design question, pure and simple.

I've heard teachers say "And now they want us to integrate technology on top of everything we already do." Hold on-the use of technology is not an "extra." It's part of what you should be doing. It's not an addition, but that's the climate that is created when the focus is on technology "integration."

Perhaps you may think this is a matter of semantics. I don't. I think the difference between integration and being integral is absolutely critical.

So, how do you know when technology should be used in a lesson? How do you make that decision during the curriculum design process to ensure that technology is not just bolted on to something that a teacher already does? How do you ensure that technology takes its rightful place along all the other tools and strategies that teachers have to help kids learn? How can you help to develop that climate? Have teachers ask these questions, during lesson preparation.

Ask yourself these three questions:

Does the use of the technology support a fundamental literacy that the school believes in? This can range from a holistic literacy like writing to content specific objectives for a particular course. For example, digital storytelling first and foremost seeks to improve the ability of students to write.
Does the use of technology add value to the lesson? Does the technology extend the lesson to a place that could not be achieved unless the technology was included? For example, using the process of digital storytelling also helps students learn visual literacy skills, project management skills, network skills, and how to use media in an ethical way. If the products are shared, then the student can potentially write for a world-wide audience, and that's a much different experience than writing for a teacher.

How will I structure the lesson so that the technology fulfills the first two criteria? For example, the time-tested methodology of preparing a narrative, developing a script, storyboarding, locating imagery and other media, and then building and sharing the story is a truly effective methodology or framework for effective digital storytelling.

OK, so where does the educational technologist come in to the process? I believe that the person that supports technology (I'm not going to use the i word), learners, and teachers helps teachers understand the three questions.

Do that and you'll take steps towards make technology an integral part of teaching and learning.

DST: Life 'Round Here Project

2007-08-26T19:22:00.000-05:00

Over the past three years, my network has become absolutely essential in how I function professionally. Being connected has been an enriching learning experience for me, and has caused me to reflect on and rethink much of what I believe about education. It's only logical to use these same networks to our advantage with kids, to put our kids in contact with experts, and most importantly, in my opinion, with other kids in other classes.

Enter the Life 'round here project, spearheaded by Chris Craft.

If you haven't seen the project, it's a digital storytelling project. From the wiki page on requirements:

I am going to begin with a discussion about life in other countries and the stereotypes we have here in the USA about other countries. We will then move into a discussion about real life in our area, and about how it is not quite as rosy as the tourist brochures might lead one to think. I will then ask the kids to begin thinking of how to tell the story of what life is really like here in the USA, in the south, to be specific.

Chris already has six classes besides his own participating, including his kids from South Carolina, and others from Australia, New Zealand, and Thailand. He's asked that these kids craft similar messages about their lives.

As many of you know, I'm a big fan of digital storytelling and the promise it holds for helping students craft important messages that can be distributed through the networks of the Web. Harnessing the affinity that students have for these technologies, and then directing those energies towards producing a product of meaningful value, one that can help to create a competitive voice, is an important aspect of what learning should be about in 2007. Doing projects that help kids from different parts of the world understand each other, like this project, are what we need to be doing more of.

So what's next for a project like this?

I think that assessment should play a critical part. Obviously, the projects will be assessed (or judged) and the best will emerge. But I think there needs to be more:

First, will the value of the process of digital storytelling as a learning tool be evaluated? Is it better than what kids have done in the past with other instructional methodologies? Does the process add value to the learning experience? For example, are other literacies, such as visual literacy, developed within the context of the storytelling experience? Do these skills improve, and how is that known?

Second, what is the value of making this a worldwide program? I mentioned earlier that I felt projects like this have the potential to promote understanding between different cultures. How can the connections between classes be utilized to add that value I mentioned earlier? For example, will the students be expected to evaluate each other's work and learn how to judge fairly and comment accordingly? Will the students be asked to reflect on the messages contained in the digital stories, and respond in kind? Will there be a conversation between kids started by the stories, and how will the teachers continue that? Will these conversations be evaluated for their impact on learning?

OK, so I have a lot of questions. But I think we need to begin to ask these when we ask kids to do these kinds of projects.

Congratulations to Chris on stepping out there and getting a nice project going. If you haven't looked at the wiki, please do so. I'm already looking forward to what the kids that are involved will produce.

tags: chriscraft digitalstorytelling liferoundhere07

ChatCasting: A Summary

2007-08-26T16:00:00.000-05:00

Many of you have probably heard of chatcasting by now, or the process of using something like Skype to chat during a conference presentation (in effect creating a back channel discussion), with a copy of that chat being posted as a blog entry. Several were done at NECC in Atlanta, the technique continued at the BLC Conference in Boston in July, and has been repeated by some others , including David Warlick, Janice Sterns, and Darren Kuropatwa. Here is an example from BLC, featuring Chris Lehmann and Christian Long.

The most obvious benefit is that participants inside the presentation can have a discussion about the content of the presentation, and it can be very enriching. Imagine having a mini-learning network right in the conference room....

But it doesn't have to be just the people in the room. People not attending the conference can participate, and by using the conferencing features of Skype, a limited number of people not on location can actually listen to the presentation through Skype and add their perspectives to the chat.

As you might expect, with any emerging learning technique, there are questions about the process itself, and questions that focus on the value of the chatcasting process to:

those chatting and present in the audience
those chatting but not in the audience
the presenters
to the individuals reading the transcript of the chat in a blog entry (chatcast)

The process itself:

How many participants are optimal? At BLC, the sessions ranged from 4 to 26 with many of the 26 just lurking.
Should off-site participants be invited or should it be open to anyone who wishes to participate? For BLC, I posted my schedule on my blog so people knew where I would be, and surprisingly, they took me up on participating through Skype.
Should there be a moderator? Terry Freedman recently was a moderator for a chat that was done in a workshop being led by Darren Kuropatwa. Here is the wiki, which contains the chatcast.
What is appropriate in terms of chat content? At one point at BLC, everyone was saying hello to each other and people entering the chat, which was not really necessary. What are the ground rules?
Should the chat be edited before posting? How much distillation should take place, or should the entire chat be posted and let readers make their own meaning?
Should the chat be placed in a wiki for participants to mashup after the conference or presentation? If so, should other media be added, such as a podcast, or the presentation file used, in this case, delivered via Slideshare.
Should the process be formalized by conference organizers? If so, what logistics would need to be in place to make that happen?
Is there a different tool besides Skype that would be more effective? Would FlashMeeting make more sense? Are there other tools that have been used successfully at other conferences that would work, as Tim Lauer suggests?

The people present in the session:

Does it improve the presentation experience, or does it create too much distraction? Just how good at multi-tasking are you?

The people participating, but not in the session:

How is context provided for these people? In one session, Dean Shareski took a photo of the presentation room and posted it on Flickr. Seemingly minor, but I think that it would help me if I wasn't present.
Is it really valuable? Is it a true learning experience or is something that is just unique and fun? Read Cathy Nelson's view here.

The presenter(s):

Should they participate, if there is more than one presenter?
Is having 10 people typing distracting? I had to get over several people blogging my sessions live, I can only imagine ten typing furiously. Wouldn't you want to see what they were saying?
Knowing that this process could occur, how does that impact preparation? Would you prepare in a different way, and would you prepare differently if a member of the presentation team could interact with the audience?
How much value is there in reading the chatcast of your presentation as a evaluative process on how the presentation was received and what the audience thought your most salient points were?
How would that influence you the next time you gave the presentation?
David Warlick has been exploring the use of a chat backchannel in his presentations, see his reflection on the process.

The people reading the chat:

How much value is there in the transcript of the chat to someone who did not participate in the actual chat?
Would editing the chat before posting improve its value to those processing it for the first time in a blog post, or should they draw their own meaning from the raw discussion itself?
It's not for everyone, and that's ok.

Using this technique in the classroom:

How could this technique be added to schools that had 1:1 environments? Or perhaps even those schools that have mobile laptop labs?
Think of the ground work that would have to be done in order to allow students to have access to some type of chat program in a school setting. Considering the pervasiveness of IM and chat in the lives of our students...oh well, enough of that....
What would the pedagogical structure of the lesson look like?
How could this be used to invite experts into a classroom to add value to the lesson, would teachers be comfortable with that? Would kids?
What literacy or literacies would this process support?
What kind of assessments would enable the teacher to evaluate if the chat, and the subsequent chatcast (especially in the form of a wiki), were effective learning tools? How would we know that the process of chatcasting improved student learning?

A couple of comments:

From Mrs. Durff, in a comment to Chris Lehmann's post:

"I've been pondering how best to implement this backchanneling into the high school classroom. I'm thinking it will have to be scaffolded, so where you all flew off into it, I will have to provide a prompt and allow time for response. We will likely use Meeborooms. I think the metacognitive value is too great to skip this. As the year progresses, less and less structure will be necessary."

From Darren Kuropatwa,

"Imagine a 20 minute lecture where all your students back channel about what you're saying. Outside guests or experts are invited in. Someone acts as a "rudder" to keep the conversation on track. The discussion is displayed on a SMARTboard or with a projector. The chatcast is immediately dumped into a wiki. The rest of the class is devoted to reorganizing the wiki clarifying what was said, answering questions (student to student as well as teacher to student; and don't forget the people, students, teachers, mentors or parents beyond the glass walls of the room) summarizing the big ideas, reframing the discussion in terms of what needs to be explained again and where we're going next. Imagine the possibilities."

Yes, that's exactly it. The possibilities. Educational technology in 2007 is all about possibilities and I think we can safety add one more. I'll be interested to see how the process continues to evolve at conferences and in the classroom.

Over Jakes' Shoulder by Will Richardson

tags: davidwarlick willrichardson terryfreedman janicesterns darrenkuropatwa deanshareski cathynelson lisadurff chrislehmann christianlong timlauer chat chatcasting backchannel

Learn then Lean

2007-08-23T05:52:00.001-05:00

Okay, it is back to school time. That means PowerPoint presentations, speakers, departmental meetings, saying hello to old friends, and even some work in the classroom. But what it really means is that we get to do what we do.

And that’s to work with kids. That’s what so exciting about the new school year.

It’s also a time to start trying out those new things, new techniques and new strategies that you learned over the summer, either through professional development sessions or by learning on your own. This summer I taught sessions on digital storytelling, Blackboard, Marzano’s work (Classroom Strategies that Work), and of course, Web 2.0. I’d like to think everyone learned a lot, and that these experiences would impact what those teachers did in the fall, and that their experience would in turn impact student learning. Perhaps you taught sessions yourself or perhaps you were a participant in some similar workshop.

Fast forward to the end of October, early November.

It’s several weeks yet to Thanksgiving Break (in the States) and you’ve got a monster pile of papers to grade, after-school curriculum meetings, parents to call, emails to answer, special education staffings to attend, well, you know the story. What happens next? What happens to all those new things? Do they get filed away for later, only to be never revisited? Do you stare at longingly your file cabinet?

Will you let school get in the way of doing things different, and perhaps better?

Over the summer, I read The Dip, by Seth Godin. It’s a short book with small pages, but with big ideas. Basically, the idea is that you want to be the best in the world at something. You start out great, all energized, and then barriers set in, which results in resistance, and then your ability to reach that goal enters into a big dip. The question that Godin poses is this: should you quit, or should you lean into the dip, push through the dip and proceed on your way to excellence?

Here’s an example. You took a really good Web 2.0 course, and you are interested in using those tools with your kids. You’ve even started to blog. You come back to school with the best of intentions, and then you get real busy, certain sites are blocked, your department chair doesn’t understand the importance in the era of AYP and NCLB, and bingo, you’ve hit the dip…

Now what?

Sometimes it’s not possible to make it through the dip because either you don’t have the skills or the resources, something gets in the way. If that’s the case, strategic quitting is the answer, according to Godin.

I’m not interested in quitting if the goal is to be the best.

So my question to all of you is this. Have you thought about the approaching dip? Because it’s coming…

To the teachers out there: What will you do to work through the dip? What can you do to anticipate the factors that will contribute to the dip? What alliances do you need to form or develop that can help to mitigate the dip? How must you alter what you do to provide the time necessary to nurture, develop and extend the things you have learned so that they become a seamless part of what you do? How will your past practice, behaviors, and methodologies contribute to the onset of the dip? How will you avoid these? How will you lean into and push your way through the dip to be the best?

To the administrators out there: What will you do to help teachers through the dip? Do you know what they learned over the summer? Have you learned the same things? What do you have in place to support teachers on those new initiatives? Have you built organizational readiness to support teachers, or will you be a contributing factor to the influence of the dip? In September, will you think of November, when the initial energy of the start of school is a distant memory? Are you planning to help teachers maintain the energy? Are you providing the dollars, the infrastructure, and the leadership to help your school become the best? Teachers can only do so much; administrators have the ability to open the door to more.

And the technology people out there: will you supply that lost or forgotten password ten times, and do so with a smile? Will you answer that email in a timely fashion because behind every email is a whole bunch of kids that need to know. Can you get that site unblocked for that teacher that wants to do more and take kids to the next level?

Look at all the questions. Look at all the potential excuses. It’s easy to see why the dip occurs, and why it’s difficult to get things changed in education.

Start leaning now.

Pop Quiz

2007-08-15T18:48:00.001-05:00

I've had several recent requests for my Pop Quiz post at TechLEARNING, which is no longer there, so here it is.

For Christian

2007-08-14T20:55:00.001-05:00

I guess that I'm envious of your decision to go back to teaching. I don't know if that was a hard decision for you or not, with the obvious success you've had in the business world. It is something that pops into my mind from time to time, but I'm not sure about it-not sure I'm quite ready yet. But what you are doing takes a great deal of guts and it's something to admire.

So, here are my thoughts about you and going back into the classroom. They are from the heart.

Your posts in Twitter reflect a nervousness, which is certainly to be expected. But after having met you, I know that your humor, the easy way you carry yourself, your confidence, and your love for kids will carry the day, so that when you stand in front of them again, they'll know that they've got a teacher.

You will now have more than one kid, and you get know them like your own, so when they come in not feeling well, or they come in after getting an A on a test in another class, you get to feel that, experience that, be a part of that.

You get to make that comment, that small touch on the shoulder, the slight smile when no one else is looking, to let that kid know you care, and be that person that might just make the slightest difference in a kid's life, that could be the biggest difference in that kid's life.

You get to look into the eyes of a kid, and know that two parents stare back, and that you are a partner in the growth and education of a child, and that those parents depend on you, seek answers from you, because you are the teacher, and that still means something.

You get to throw out your lesson plans, and sit down and talk with them, to see how they feel about life, what excites them, what scares them, what they want to do with their lives. And then you get to challenge them, assure them, and be a champion for them.

You get to look up from your desk 10 years from now, when that long forgotten student walks in with a smile, to say thank you for impacting their life, when you would have never thought that you did.

Congratulations on your decision. You'll be great.

tags: christianlong

8 Things...Actually 10, no 11.

2007-08-13T20:06:00.000-05:00

So I've been tagged by Cheri Toledo...

Here are the rules:

1) Post these rules before you give your facts.
2) List 8 random facts about yourself.
3) At the end of your post, choose (tag) 8 people and list their names, linking to them.
4) Leave a comment on their blog, letting them know they’ve been tagged.

Okay, here I go:

I never wanted or expected to be a teacher, or in education, but here I am, 23 years later.
Since I was about 8 or 9, I wanted to be a fisheries research scientist. To that end, I have a bachelor's degree in fisheries management from the University of Wisconsin-Stevens Point and a masters degree in the same from the University of Georgia (How bout them dah-oogggs?).
I worked for the U.S. Fish and Wildlife Service for 1.5 years, living on the Savannah River, and trapping and radio tagging Shortnose and Atlantic sturgeon, some over 300 lbs. I've been shot at by poachers, chased by alligators and almost bitten my numerous poisonous snakes. As a result, I hate snakes and never, never, ever...camp. Poachers and alligators, well...
I've never married, and am fiercely independent, but I did meet her once...
I'm a decent photographer and would like to build my skill if I could find the time to give up Twitter. Here is my favorite photograph.
I was once in a commercial for the NCAA featured at halftime of the Ohio State-Michigan game. All my friends saw it.
I once was a court clerk and did a job similar to Bull on Night Court.
My most treasured possession is a 1981 UW-Stevens Point hat I bought on the day I graduated. All my buddies bought one and we all still have them, and wear them to reunions. They're all thoroughly disgusting...
I have a recurring dream where I win a contest and get to tear down one thing in the United States. Seriously. And here is the one place I tear down. Hey, what's that on the sign?
Worst food I have ever eaten, Skyline Chili, Cincinnati, Ohio. Oh. My. God.
My favorite city on Earth is Traverse City, Michigan. I'll retire there if I live long enough.

OK, so it was eleven. See even more about me here.

Who is tagged next:
Marc Prensky
Alan November
Mark Cuban
Brian Greinier
Chris Craft
Michelle Martin
Chris Sessums
Seth Godin

Sustaining Change with Chris Lehmann and Christian Long

2007-07-20T11:31:00.000-05:00

Chatcast with Chris and Christian:

[11:42:11 AM] David Jakes says: let the chat begin
[11:42:32 AM] Dean Shareski says: Chris L. was challenged to found a school...original buliding was an office building
[11:42:06 AM] Jen says: ty
[11:42:44 AM] Sharon Peters added Pam Lloyd to this chat
[11:42:16 AM] Barbara added Kern Kelley to this chat
[11:42:50 AM] Sharon Peters added Vincent Jansen to this chat
[11:42:51 AM] Dean Shareski says: Orignal plans made it look like a traditional school
[11:42:58 AM] Kern Kelley added gilarow93 to this chat
[11:43:07 AM] Sharon Peters added Vinnie Vrotny to this chat
[11:43:25 AM] David Jakes added Carolyn Foote to this chat
[11:43:59 AM] David Jakes says: Ok, I think everyone is in
[11:44:00 AM] Dennis Richards says: communities of practice come together and disband - share values and ideas and generate knowledge
[11:43:53 AM] Darren Kuropatwa added Ewan McIntosh to this chat
[11:44:14 AM] David Jakes says: CL: Its not about space, its about what you want to do
[11:44:24 AM] Kern Kelley says: Like the tech
[11:44:27 AM] Darren Kuropatwa says: What are the essential questions of learning?
[11:44:29 AM] David Jakes says: What are the essential questions of learning?>
[11:44:38 AM] Darren Kuropatwa says: "The Dream"
[11:45:06 AM] Sharon Peters says: if we focus on technology rather than essential question - miss the boat - technology NEEDS to be transparent
[11:45:16 AM] David Jakes added Celine Azoulay to this chat
[11:45:21 AM] Sharon Peters says: inquiry-based, project-based learning
[11:45:25 AM] Kern Kelley says: Talk about authentic assessment - once the concrete is set . . .
[11:45:27 AM] Dennis Richards says: she is now taling about twitter - a new tool that 7-8 people acknowledge knowing about
[11:45:43 AM] David Jakes says: If you are doing a presentation, and a chatcast is taking place, you should have your presentation, if in pp, online at Slideshare for those not at conference
[11:45:46 AM] David Jakes says: just an idea
[11:45:56 AM] Carolyn Foote says: great idea David.
[11:46:04 AM] Sharon Peters says: or at least make it available online
[11:46:07 AM] Darren Kuropatwa says: Chris knew he had 72 hours to figure out how he was going to physically structure a space and find the right personnel for a school whose main focus is "inquiry based, project driven"
[11:46:09 AM] Carolyn Foote says: I wish skype had an area for links too
[11:46:11 AM] Sharon Peters says: I no longer use ppt - I use wikis
[11:46:12 AM] Carolyn Foote says: that logged them in a window on the side
[11:46:26 AM] David Jakes says: PLEASE turn your sound off if you are using Skype!!!
[11:46:35 AM] Kern Kelley says: @djakes : will have to become a given by presenters
[11:46:40 AM] Darren Kuropatwa says: @Carolyn just drop them in.
[11:46:24 AM] Ewan McIntosh says: Not so good for me (200 slides a go)
[11:47:00 AM] Darren Kuropatwa says: AEwan Number of slides isn't relevent.
[11:47:03 AM] David Jakes says: If you build a beautful space, kids will act accordingly
[11:47:08 AM] Kern Kelley says: @speters: once google gets Presently out there I'm allll over it
[11:47:11 AM] Carolyn Foote says: Darren, no, i meant, I'd like to have all the links in a little window to the side to go back to later, rather than scroll through the chat or having to delicious them all
[11:47:31 AM] Darren Kuropatwa says: The chat will be onlione ... with any links shared.
[11:47:32 AM] Sharon Peters says: @kern - I think I will be too - but now that I have a mac - really want to check out keynote
[11:47:39 AM] David Jakes says: That should be part of the evolution of this
[11:48:05 AM] Kern Kelley says: @speters: depending what you need it for, check out googe page creator
[11:48:06 AM] Dean Shareski says: http://www.google.com/url?sa=t&ct=res&cd=1&url=http%3A%2F%2Fwww.scienceleadership.org%2F&ei=JdmgRtaOAqPWefLD_M0B&usg=AFQjCNHDbqy2ap6KQaiWGO2UhRHa3wI4qg&sig2=5OVEMBRh3WWCCXO34LTN2A
[11:48:10 AM] Dennis Richards says: @djakes - how about if you build a meaningful space, kids will act accordingly
[11:48:15 AM] David Jakes says: We dont put the process of learning out there because it is messy, we want to control it, how does this influence school design
[11:48:16 AM] Dean Shareski says: http://www.scienceleadership.org/
[11:48:27 AM] Carolyn Foote says: @dennis I like that
[11:48:45 AM] David Jakes says: The process of learning must be center stage, and school takes place there. Wow
[11:48:46 AM] Celine Azoulay added jim_mcdermott to this chat
[11:48:47 AM] Darren Kuropatwa says: They physically designed the space tso that the processes of kids was centre stage.
[11:48:54 AM] Kern Kelley says: educational transparency - a scary thought for most teachers
[11:49:13 AM] Jen says: and for admins too
[11:49:18 AM] David Jakes says: EVery accident is taken advantage of-every hallway is a gallery, every alcove is a secondary learning space
[11:49:23 AM] Darren Kuropatwa says: Every alcove is a seconday learning space -- I really like that!
[11:49:25 AM] David Jakes says: Christian Long amazes me
[11:49:40 AM] Darren Kuropatwa says: His passion is contagious.
[11:49:51 AM] Carolyn Foote says: Wishing I was hearing this session!
[11:50:06 AM] Carolyn Foote says: Is he speaking now? or are both?
[11:50:11 AM] David Jakes says: Both are
[11:50:22 AM] Darren Kuropatwa says: Both CLong and CLEhmann are speaking together.
[11:50:35 AM] Carolyn Foote says: Ok. Just got back from a 2 hour meeting with architects on our space. I'm following a lot of these ideas--really exciting!
[11:50:39 AM] Sharon Peters says: it is a dream for educators to be able to design a school from ground up
[11:50:46 AM] David Jakes says: Look at the physical space as a framework for what you are building...Christian
[11:50:49 AM] Sharon Peters says: very few of us have that opportunity
[11:50:58 AM] David Jakes says: No kidding, but we should
[11:51:01 AM] Darren Kuropatwa says: School 2.0 axioms:
[11:51:07 AM] Dean Shareski added Christopher D. Sessums to this chat
[11:51:15 AM] Sharon Peters says: @djakes - let me know when you are hiring!
[11:51:27 AM] David Jakes says: Sure thing!
[11:51:30 AM] Darren Kuropatwa says: (1) Inquiry driven, project based and empowering for all members.
[11:51:35 AM] Barbara says: Can we empty our rooms before school begins and challenge the teachers to start from scratch rather than automatically giving them 30 desks 2 file cabinets etc
[11:51:56 AM] Carolyn Foote says: Cool idea Barbara.
[11:52:09 AM] Christopher D. Sessums says: Howdy all!
[11:52:13 AM] Sharon Peters says: @Barbara - I had a little bit of an opporutnity to do that earlier this year
[11:52:16 AM] Carolyn Foote says: Have you seen Christian's book?
[11:52:19 AM] Sharon Peters says: Hello Florida!
[11:52:20 AM] Darren Kuropatwa says: Hi Chris S.
[11:52:22 AM] Carolyn Foote says: A lot of great ideas there.
[11:52:23 AM] David Jakes says: Empty their rooms, but also empty themselves, use the empty room and starting over as a metaphor for improved teaching and learning
[11:52:31 AM] Carolyn Foote says: Well, DesignShare's book.
[11:53:00 AM] Christian Long says: to ALL -- thanks for being here and 'there'. thanks for making this transparent! changing the game as a presenter, too (he smiles). Cheers all the way around!
[11:53:09 AM] Kern Kelley says: Inquiry
[11:53:16 AM] Kern Kelley says: oops sorry
[11:53:17 AM] Darren Kuropatwa says: Not a science school. Takes the besed of science learning -- inquiry, reasearch , presentation, and ...?
[11:53:26 AM] Darren Kuropatwa says: besed=best
[11:53:34 AM] Carolyn Foote says: http://www.designshare.com/index.php/language-school-design
[11:53:35 AM] David Jakes says: Thanks Christian, the person helping lead the session (avoid presnter here) has joined
[11:53:36 AM] Christian Long says: Lehmann: "ethos of learning" (bravo!)
[11:53:39 AM] Ewan McIntosh says: Inquiry, Research, Collaboration, Presentation and Reflection
[11:53:51 AM] Sharon Peters says: reflection is an AWESOME core value - George Siemens would like that
[11:54:02 AM] Barbara says: Coolaboration is the missing one darren
[11:54:04 AM] David Jakes says: Stop talking about 21st century worker, but 21st century citizen
[11:54:13 AM] Christian Long says: Let me know if anyone wants to get a copy of "The Language of School Design" (Carolyn mentioned it) -- my colleagues at DesignShare wrote/published it, but I'm a huge advocate (he smiles).
[11:54:22 AM] Kern Kelley says: How similiar is that to the slide Dr. Resnick had up yesterday
[11:54:21 AM] Darren Kuropatwa says: (2) Co-Creation of 21st Century Citizen
[11:54:24 AM] Sharon Peters says: good delineation between terms
[11:54:27 AM] David Jakes says: If we only talk about workforce, then we wont get citzens
[11:54:30 AM] Kern Kelley says: the imagine - play - etc
[11:54:46 AM] David Jakes says: if we talk about building citizens, we'll get the requisite "workers"
[11:54:52 AM] Ewan McIntosh says: As Marco Torres' kids would say: Planning, Preparation, Presentation, Pheedback ;)
[11:54:57 AM] Carolyn Foote says: Thanks Christian ;) sorry if I misattributed it. Great book tho.
[11:55:00 AM] Barbara says: citizens is the real point of literacy not work
[11:55:04 AM] Ewan McIntosh says: The Four Ps
[11:55:04 AM] Sharon Peters says: the term worker is an old school value
[11:55:09 AM] Darren Kuropatwa says: (3) Technology must serve pedagogy, not the otehr way around.
[11:55:31 AM] Carolyn Foote says: thanks ewan. good set.
[11:55:25 AM] Darren Kuropatwa says: (4) Tech must enable students to research create communicate and collaborate.
[11:55:46 AM] Kern Kelley says: research, create, communicate and collaborate
[11:55:52 AM] Carolyn Foote says: and reflect?
[11:56:05 AM] David Jakes added Jim Wenzloff to this chat
[11:56:10 AM] Ewan McIntosh says: yes
[11:56:11 AM] Barbara says: technology is about what it allows the students to do...research, create, communicate, and collaborate
[11:56:24 AM] David Jakes says: Welcome in Jim Wenzloff from Michigan
[11:56:33 AM] Jim Wenzloff says: thanks
[11:56:34 AM] Darren Kuropatwa says: Hi Jim.
[11:56:39 AM] Dean Shareski says: JIm...do you want to listen live?
[11:56:40 AM] Sharon Peters says: and reflect
[11:56:44 AM] Dennis Richards says: is citizen the old paradigm? c/b 21st century creators/inventors
[11:56:48 AM] Christopher D. Sessums says: don't forget performance, resourcefulness, networking, negotiation
[11:56:50 AM] Darren Kuropatwa says: Jim is in the room. ;)
[11:56:57 AM] David Jakes says: Nice Dennis
[11:57:05 AM] Dean Shareski says: sorry...saw Michigan and got a little excited
[11:57:10 AM] David Jakes says: oops, sorry Jim
[11:57:12 AM] Jim Wenzloff says: there is a video on this school somewhere
[11:57:22 AM] Dean Shareski says: someone find it
[11:57:37 AM] Christian Long says: question to ALL: what is ONE thing we SHOULD talk about before we shift to the audience sharing ideas (in a few minutes)????
[11:57:43 AM] Christian Long says: tell us...
[11:57:48 AM] Jim Wenzloff says: I;ll look
[11:57:54 AM] Carolyn Foote says: how to bring all the teachers into this concept, Christian?
[11:58:07 AM] Barbara Peskin says: in small steps
[11:57:44 AM] Ewan McIntosh says: The Principal's mum still teaches - that must be rare!
[11:58:16 AM] David Jakes says: What learning space should look like-I want a Starbucksroom
[11:58:16 AM] Barbara Peskin says: what's next step to influence teachers if they are peers
[11:58:27 AM] Sharon Peters says: after one year, what is the ONE thing you would change or do differently?
[11:58:30 AM] Carolyn Foote says: Don't want to design the space and then have the same thing happen behind the "glass" wall
[11:58:33 AM] Carolyn Foote says: that used to.
[11:58:42 AM] Dennis Richards says: what do we do with all the students in schools that can't be rebuilt
[11:58:57 AM] Dean Shareski says: for those not in the room...http://www.flickr.com/photos/shareski/tags/school20/
[11:59:02 AM] Kern Kelley says: Learning - networked and transparent
[11:59:04 AM] Dean Shareski says: http://www.flickr.com/photos/shareski/tags/school20/
[11:59:10 AM] Carolyn Foote says: Great question, Dennis.
[11:59:11 AM] David Jakes says: Chatcast moment: co-leader asks what they should talk about next-participants design learning experience fueled by chatcast
[11:59:28 AM] Darren Kuropatwa says: (5) Learning can -- and must be -- networked.
[11:59:28 AM] Carolyn Foote says: cool, isn't it, David :)
[11:59:31 AM] Ewan McIntosh says: You can rebuild a school withouit touching a brick: http://edu.blogs.com/edublogs/2007/05/rebuilding_a_sc.html
[11:59:53 AM] David Jakes says: @Dennis-yes-what do we do now with the spaces we have, what can we do tomorrow to improve
[12:00:01 PM] Darren Kuropatwa added gsiemens to this chat
[12:00:02 PM] Ewan McIntosh says: So we mustn't despair because the Chrises had a new build
[12:00:20 PM] Ewan McIntosh says: The pedagogy going on in the building is more important
[12:00:32 PM] Ewan McIntosh says: Ask Marco Torres' kids who teach in THE school used in any film where "the ghetto" has to feature
[12:00:39 PM] David Jakes says: Good morning George
[12:00:42 PM] Ewan McIntosh says: It makes no difference to them
[12:00:45 PM] Sharon Peters says: After one year, what has been the response of the district administration?
[12:00:49 PM] George Siemens says: Morning...
[12:01:14 PM] Dean Shareski says: George...would you like to listen?
[12:01:21 PM] George Siemens says: sure
[12:00:39 PM] Christian Long says: if you haven't seen it, go to Edutopia and look at "My School, MySpace" article about SLA. OR to DesignShare to read the article Chris wrote for me at the articles section of designshare.com
[12:00:43 PM] Christian Long says: GREAT questions!! thanks!
[12:01:24 PM] Celine Azoulay says: It would be good to hear about the changes that were put in place to make the difference in the layout and design? WQe have only really seen the cafe!
[12:01:39 PM] Dennis Richards says: @ewan - thanks for the link
[12:01:51 PM] Kern Kelley says: I wonder, how much those in the room, are following?
[12:01:58 PM] David Jakes says: Christian is now going to address the one question from the chatcast
[12:02:05 PM] George Siemens says: have a link, Dean?
[12:02:39 PM] Dean Shareski says: @George...can you hear?
[12:02:46 PM] George Siemens says: Dean - yes
[12:03:01 PM] Christian Long says: Ewan -- totally agreed... in fact, there were a TON of challenges with our building. It really is just a metaphor for us.
[12:03:14 PM] Christian Long says: (Although, the colors of the building are cool.)
[12:03:26 PM] Carolyn Foote says: http://www.designshare.com/index.php/articles/science-leadership-academy/
[12:03:48 PM] Darren Kuropatwa says: Will you lose your job if you go big with innovation? Good question!
[12:04:08 PM] Dean Shareski says: Showing Dead Poets Socieity
[12:04:10 PM] Carolyn Foote says: How important for principals to support innovation?
[12:04:16 PM] Dean Shareski says: Carpe Diem
[12:04:19 PM] Sharon Peters says: carpe diem (but don't die)
[12:04:20 PM] David Jakes says: What is your idea, what is the one thing, carpe diem, but don't die! Take the big leap
[12:04:23 PM] Carolyn Foote says: Our campus is considering an innovation "group"
[12:04:26 PM] Darren Kuropatwa says: Carpe Diem ... but don't die.
[12:04:29 PM] David Jakes says: but will you be around to tell the story
[12:04:36 PM] David Jakes says: Wiki: What is your dream?
[12:04:36 PM] Sharon Peters says: I call it (and experienced) the tall poppy syndrome
[12:05:17 PM] Kern Kelley says: @carolyn: admin is crucial
[12:04:36 PM] Kern Kelley says: @darren: yes, or even if your job is safe, how will you be recieved by your peers
[12:05:41 PM] Kern Kelley says: Yesterday Alan asked everyone who they thought could be the agent of change
[12:05:51 PM] Darren Kuropatwa says: "I wish I could skype cast a lesson"
[12:05:54 PM] Carolyn Foote says: Colleges have "innovation" institutes--why not schools?
[12:05:56 PM] Jim Wenzloff says: The principal is the key to ongoing change in a school
[12:06:00 PM] Darren Kuropatwa says: "the power of audidence"
[12:05:59 PM] Kern Kelley says: most felt the students
[12:06:12 PM] Christopher D. Sessums says: @carolyn is your question a rhetorical one? re: how important for principals to support innovation.
[12:06:21 PM] Christian Long says: my ONE wish: when my son goes to kindergarten (4 years and counting)...i have 100% access to his learning experience. no exceptions. today, i have live video into is daycare room...but when he goes to school in 4 years, i will be CUT OFF. how do we change this so ONE parent can go on the learning journey with ONE student?
[12:06:24 PM] Kayla L Guillerault says: We are though we hold all things for teh future jobs and everythign
[12:06:27 PM] Carolyn Foote says: no, a real one. ;)
[12:06:44 PM] Darren Kuropatwa says: When every kid is at the centre. Every kids is the speaker and every kids is the audience and the teacher's role is provide though provoking stimulus,
[12:06:47 PM] George Siemens says: Christian - yes, parental involvement is crucial
[12:06:47 PM] Sharon Peters says: sometimes it can only begin in your own classroom - and there has to be room for failure
[12:06:51 PM] Darren Kuropatwa says: That's a skypecast.
[12:06:52 PM] George Siemens says: we know the change pressures are there
[12:06:35 PM] Kern Kelley says: I agree, with us the 'movers and shakers' as the political backers
[12:07:08 PM] George Siemens says: but not in a voice "the establishment" listens too
[12:07:15 PM] Ewan McIntosh says: no-one liked Christian in the beginning :(
[12:07:15 PM] Ewan McIntosh says: ;)
[12:07:28 PM] George Siemens says: change pressures are internal/external
[12:07:42 PM] David Jakes says: Which is more critical?
[12:07:42 PM] Carolyn Foote says: If any of you haven't seen High Tech High's building, I"d also recommend that. Glass school.
[12:07:50 PM] Dean Shareski says: @EWan....how so?
[12:07:51 PM] David Jakes says: or are they both equally important, George?
[12:07:57 PM] Ewan McIntosh says: Is there truth in the argument that if it's worthwhile then it will succeed regardless if you're the only one doing it, or do great ideas get lost because we give up too early?
[12:07:57 PM] George Siemens says: I'm not convinced educators have the capacity (systemically driven) to react to changes
[12:08:16 PM] Christopher D. Sessums says: @gsiemens educators as learners and leaders?
[12:08:20 PM] George Siemens says: i.e. change pressure have to be of a nature that the current system listens too
[12:08:21 PM] Ewan McIntosh says: @Dean - I was being flippant. Christian was lamenting his lack of blog audience at the beginning of his blog. We've all been there...
[12:08:23 PM] Darren Kuropatwa says: @Carolyn glass is a great metophor for how we should be doing what we do. Transparent and fragile.
[12:08:27 PM] Dean Shareski says: @George..too often an excuse to do nothing
[12:08:37 PM] George Siemens says: so, we (educators) know what we need to do
[12:08:44 PM] Kern Kelley says: to be a teacher is to be a learner (or needs to be)
[12:08:47 PM] Christian Long says: here is the wiki chris and i created for YOU/US: add your ONE idea...and help others: http://sustainchange.wikispaces.com/
[12:08:47 PM] George Siemens says: but are we being listened to?
[12:08:49 PM] David Jakes added Brian Lockwood to this chat
[12:08:52 PM] Christian Long says: he'll show it on the slide in 2 min
[12:09:01 PM] David Jakes says: Chris said at NECC: What is the worst consequence of your worst idea?
[12:09:03 PM] Christopher D. Sessums says: as educators who is/are our audience(s)?
[12:09:17 PM] George Siemens says: i would suggest when the voice is from parents, (not teachers) progress can be more sustained
[12:09:32 PM] Kern Kelley says: @george: even if we're not listened to, show them the student work - nothing sells them more or ever will
[12:09:34 PM] George Siemens says: because parents=votes which can influence policies
[12:09:42 PM] Sharon Peters says: the difference between two years ago and now is that IF we take a chance with a new approach and experience some kind of failure - we now have a network of experts we can access via our network to help us out - mentor us - be our cheerleaders
[12:09:43 PM] David Jakes says: What will be your elevator pitch to the person who can help you make change happen?
[12:09:46 PM] Christian Long says: glass walls -- ie "transparency" -- a great design metaphor and a real material. can people "see" learning in your classroom without being "in" the classroom?
[12:09:50 PM] Christopher D. Sessums says: we need to educate parents too, no?
[12:09:51 PM] Carolyn Foote says: Easier in smaller districts to create change?
[12:09:52 PM] Ewan McIntosh says: We SEE the arguments going on online and can believe that the only audience we have for the elevator talks are our own echo chamber
[12:09:57 PM] George Siemens says: I absolutely agree - we can't sit and "do nothing"
[12:09:56 PM] Christian Long says: a big school design metaphor and element, too.
[12:09:59 PM] Kern Kelley says: students = parents = pressure
[12:10:05 PM] George Siemens says: we have to exercise our voice where we can
[12:10:28 PM] George Siemens says: but if we are talking systemic change, we have to move beyond
[12:10:30 PM] Jim Wenzloff says: If a teacher implements change and then leaves with the change continue? If not was it a change?
[12:09:58 PM] Ewan McIntosh says: But we only see the visible iceberg
[12:10:09 PM] Ewan McIntosh says: I'm speaking as much to the decvision-makers offline as I am online
[12:10:22 PM] Ewan McIntosh says: It's vital that the top are in for the bottom to be able to Skypecast their lessons
[12:10:13 PM] Darren Kuropatwa says: CLong presenting and in the skypecast and folks from across the continent ... what does it mean to be in a PD session today?
[12:10:15 PM] Darren Kuropatwa says: After today?
[12:10:42 PM] Darren Kuropatwa says: Chis Lehmann wish he could skypecast too. ;)\
[12:10:42 PM] Kern Kelley says: We have to exercise the student voice as the change
[12:10:45 PM] Christian Long says: @siemens: we also need to realize that having a 'strategic' voice matters, not just opinions.
[12:10:53 PM] Christopher D. Sessums says: parents need to be involved more in the schooling process. we need to help them identify needs/guide them
[12:10:38 PM] Ewan McIntosh says: We SEE the arguments going on online and can believe that the only audience we have for the elevator talks are our own echo chamber
12:09
But we only see the visible iceberg
12:10
I'm speaking as much to the decvision-makers offline as I am online
Ewan McIntosh 12:10
It's vital that the top are in for the bottom to be able to Skypecast their lessons
[12:11:04 PM] Darren Kuropatwa says: We chould get parents in the skypecast.
[12:11:05 PM] Dean Shareski says: dirty secrets...
[12:11:14 PM] Darren Kuropatwa says: Open them to our classrooms.
[12:11:24 PM] Christian Long says: @sessums: yes, make it so I can follow my 10 month old to school when he is in kindergarten. i do not want to be cut off.
[12:11:25 PM] Carolyn Foote says: yes, Darren. How will this change conferences!
[12:11:30 PM] Sharon Peters says: my experience is that if we focus on the learning gains of our students in our elevator pitch - that will influence the parents/admin
[12:11:53 PM] David Jakes says: Change is nice, but sustaining change is more important...
[12:11:54 PM] Kern Kelley says: have students led conference, tech days everything - anytihng you can think of to expose what the students are doing
[12:11:56 PM] Carolyn Foote says: @christian--devil's advocate--should kids have their own "journeys"?
[12:12:08 PM] David Jakes says: There, he said his favorite quote
[12:12:13 PM] Christopher D. Sessums says: who detrermines learning gains? what is measured? how will it be measured?
[12:12:17 PM] Christian Long says: how many of us help our kids frame a 'business plan' for learning? truly? 'pitch' it to an audience?
[12:12:27 PM] Christian Long says: @jakes: amen to the quote!
[12:12:39 PM] David Jakes says: @csessums, someone in a cubicle in Washington
[12:12:46 PM] Dennis Richards says: ewan, i'm a superintendent and president of a statewide professional org - a start
[12:12:47 PM] Christopher D. Sessums says: ugh
[12:12:51 PM] Sharon Peters says: @kern - yes, I agree - always bring it back to the students
[12:12:56 PM] Ewan McIntosh says: Kids need to have their own learning journeys
[12:13:02 PM] Christian Long says: anyone add their name/URL to the wiki yet?
[12:13:03 PM] Ewan McIntosh says: because they're all different
[12:13:03 PM] George Siemens says: Ewan - agree
[12:13:07 PM] Christian Long says: (go!)
[12:13:20 PM] George Siemens says: challenge is meeting clear aims through decentralized/distributed means
[12:13:27 PM] Carolyn Foote says: @csessums--check out new nCLB bills. Working on a post on that
[12:13:31 PM] George Siemens says: we have targets set by state/province
[12:13:35 PM] Ewan McIntosh says: I need to have my own learning journey because, here in Boston for example, people ask me if I'm a Tech or a Teacher
[12:13:43 PM] Ewan McIntosh says: The culture difference is too HUGE to have a similar learning journey
[12:13:48 PM] Ewan McIntosh says: Because I would never ask that question in the first place
[12:14:07 PM] George Siemens says: but achieving those targets should be personal/flexible
[12:14:12 PM] Kern Kelley says: a techie head with a teacher heart
[12:14:21 PM] Ewan McIntosh says: Nope
[12:14:23 PM] Ewan McIntosh says: Just a teacher
[12:14:32 PM] Kern Kelley says: :)
[12:14:38 PM] Ewan McIntosh says: I would never say that I was a teacher who could write, speak, draw pictures and run fast
[12:14:45 PM] Ewan McIntosh says: oh, and use a computer
[12:14:47 PM] Darren Kuropatwa says: @Ewan if only everyone thought like like. I'm a teacher.
[12:14:51 PM] Ewan McIntosh says: I'm just a teach
[12:14:51 PM] Kern Kelley says: ok, then forget teacher - learner
[12:14:59 PM] David Jakes says: If you have a vsion, do you have the expertise across the table to co-create your vision
[12:15:04 PM] Sharon Peters says: I like that Daniel Pink has given us permission to be hyphenated people - I am an English teacher-educational technologist
[12:15:10 PM] Kern Kelley says: I learn and get to have kids learn with/beside me
[12:15:26 PM] Ewan McIntosh says: In Scottish dialect, esp in the West, we say to kids when we're giving them a lesson: "I'll learn you!"
[12:15:40 PM] Kern Kelley says: very cool
[12:15:48 PM] Ewan McIntosh says: I'll learn you some new stuff about Skypecasting
[12:15:54 PM] Darren Kuropatwa says: Chris and Christian disagree. Christian thinks putting all the media afforances in one area sucks some of the life out of the building.
[12:15:58 PM] Ewan McIntosh says: Again, it comes to culture, not individuals
[12:16:00 PM] Darren Kuropatwa says: Chris doesn't
[12:16:03 PM] George Siemens says: not sure who's speaking - but the breakdown of silos is important
[12:16:09 PM] George Siemens says: connections between disciplines
[12:16:13 PM] George Siemens says: more holistic
[12:16:20 PM] Ewan McIntosh says: if you can get the culture right then the individuals' actions begin to reflect bigger goals
[12:16:20 PM] David Jakes says: Chris Lehmann is speaking
[12:16:21 PM] Christian Long says: @darren: ask chris and i to argue about whether there should be 'computer labs'. we disagree on tactic, but not end goal.
[12:16:31 PM] Ewan McIntosh says: more holistic like George says
[12:15:53 PM] Barbara Peskin says: Christian Long 12:11 PM
anyone add their name/URL to the wiki yet?what is wiki address?
[12:17:05 PM] Dean Shareski says: he posted it earlier
[12:17:11 PM] Christopher D. Sessums says: http://sustainchange.wikispaces.com/
[12:17:19 PM] Carolyn Foote says: I did Christian ;)
[12:17:37 PM] Carolyn Foote says: Can silos provide gathering places tho?
[12:17:44 PM] David Jakes says: "When is the last time you sent someone to the pencil lab?"
[12:17:59 PM] David Jakes says: Chris Lehmann quote responding to how he feels about "computer labs"
[12:18:25 PM] Carolyn Foote says: in 1:1 laptop school, don't need labs
[12:18:34 PM] George Siemens says: using a pencil is a bit easier than a computer :)
[12:18:39 PM] Carolyn Foote says: We're building our lab with sliding glass walls
[12:18:43 PM] David Jakes says: if he doesnt like that, why does he have content teachers and tech teachers?
[12:18:45 PM] Carolyn Foote says: so we can open it to other spaces
[12:19:02 PM] Carolyn Foote says: and laptops so it can be fixed or portable
[12:19:03 PM] George Siemens says: perhaps the computer lab isn't about the tool...but rather about the development of competence
[12:19:19 PM] Carolyn Foote says: flexibility is the key?
[12:19:21 PM] David Jakes says: @george, well said
[12:19:32 PM] Dean Shareski says: the issue is awareness and sharing expertise..you might not be an expert but are intimidated to ask without a connected environmnet
[12:19:33 PM] Barbara says: even without one to one i prefer the computers in the classroom...at Jr High we had 15 per class
[12:19:48 PM] Christopher D. Sessums says: something funky going on with wiki page
[12:19:55 PM] Kern Kelley says: we send laptops home 7th/8th graders
[12:20:28 PM] Kayla L Guillerault says: i never go to take my laptop home :(
[12:20:29 PM] David Jakes says: Change is Networked...
[12:21:46 PM] Carolyn Foote says: lol..i just got edited off the wiki
[12:21:47 PM] Darren Kuropatwa says: I liked Chris' answer about comp. labs. Nice balance. Learn'em the tech. (Nod to Ewan) The cut them loose everywhere.
[12:21:59 PM] Sharon Peters says: the laptop is a tool - a personal knowledge tool that should belong to the student to customize for peak efficacy
[12:22:02 PM] Christopher D. Sessums says: mee too carolyn
[12:22:19 PM] Kayla L Guillerault says: yeah
[12:22:19 PM] George Siemens says: Sharon - laptop is also an ideology
[12:22:24 PM] George Siemens says: a philosophy
[12:22:28 PM] George Siemens says: a sequence of affordances
[12:22:43 PM] Kern Kelley says: You have it now ;)
[12:22:45 PM] Kayla L Guillerault says: through my 8 and 7th grade year my laptop was my life i did everythign on there
[12:23:03 PM] Sharon Peters says: a marketing tool for schools who have the consumer education approach (me bitter)
[12:23:15 PM] Dean Shareski says: I screwed up the wiki
[12:23:17 PM] David Jakes says: @gsiemens, what do you mean by sequence of affordances?
[12:23:30 PM] Sharon Peters says: I agree most with the sequence of affordances
[12:23:35 PM] David Jakes says: no surprise there Dean
[12:23:44 PM] Darren Kuropatwa says: BTW Kayla is a student (9th grade?) I guess I outted you, huh? ;)
[12:23:50 PM] Kern Kelley says: Please note Kayla is an 8th grader (not that it matters!)
[12:23:58 PM] Sharon Peters says: @Darren - I guessed!
[12:24:02 PM] Kern Kelley says: sorry kayla
[12:24:06 PM] Kayla L Guillerault says: its ok
[12:24:08 PM] Carolyn Foote says: combinations are an option--mobile labs that can go to the classrooms, but fixed labs for novices and for bigger projects, speed, etc.
[12:24:13 PM] Carolyn Foote says: hi Kayla!
[12:24:17 PM] Kayla L Guillerault says: hey
[12:24:18 PM] David Jakes says: Welcome Kayla!
[12:24:20 PM] George Siemens says: David - it has, embedded in it as a medium/tool/concept certain thinks which it does well (i.e. affordances)
[12:24:21 PM] Kayla L Guillerault says: hi
[12:24:23 PM] Dean Shareski says: @David Jakes...shall I share the youtube video now?
[12:24:42 PM] Darren Kuropatwa says: Go ahead Dave. ;)
[12:24:53 PM] David Jakes says: Do it, I want to go viral
[12:24:56 PM] George Siemens says: the laptop, and peripherals we attach, enable different affordances/opportunities
[12:24:58 PM] David Jakes says: Thanks, George
[12:25:20 PM] Dean Shareski says: http://youtube.com/watch?v=Lc3NSAM2dJE
[12:25:19 PM] Sharon Peters says: @george and dave - and the affordances that the laptop permits are highly underexplored by most teachers in a laptop setting (in my humble experience)
[12:25:30 PM] Christopher D. Sessums says: frame everything we do in classrooms as an experiment
[12:25:34 PM] George Siemens says: Sharon - yes!
[12:25:40 PM] Carolyn Foote says: @christopher love that idea
[12:25:54 PM] Darren Kuropatwa says: @George yes. The challenge is to learn/discover/create appropriate pedagogies that exo=plore and leverage those affordances to amplif student learning.
[12:26:02 PM] David Jakes says: @csessums: that goes back to our conversation yesterday about the importance of failure.
[12:26:00 PM] George Siemens says: and part of the reason it's underexplored/utilized is due to conception of tech as too;
[12:26:02 PM] George Siemens says: tool
[12:26:27 PM] David Jakes says: also about "integrating" technology...
[12:26:45 PM] Christopher D. Sessums says: part of the water, baby!
[12:26:51 PM] George Siemens says: Well said, Darren
[12:26:52 PM] Darren Kuropatwa says: @Chris S. Right On! I've always thought of my classroom as a laboratory.
[12:25:40 PM] Christian Long says: (ahead of the end): thanks ALL for being here and 'there'. cheers!
[12:27:09 PM] Sharon Peters says: @george - not sure I agree 100% - a tool for what?? for wordprocessing - yes! for a bit of content creation - maybe, for communication, collaboration and reflection - NO
[12:27:38 PM] George Siemens says: not sure I quite follow, Sharon...
[12:27:59 PM] George Siemens says: i'm saying tech is an instantiation of an ideology
[12:28:00 PM] David Jakes says: What would you have to do to establish a wiki about change in your building or your school district, this is Ewans idea about how public can your public body be?
[12:28:06 PM] Sharon Peters says: in my experience, most teachers have a limited view of what the tool is capable of
[12:28:11 PM] George Siemens says: which in turn generates affordances
[12:28:26 PM] George Siemens says: agree
[12:28:43 PM] Carolyn Foote says: @david ...lol..get teachers to use a wiki??
[12:29:02 PM] Darren Kuropatwa says: @Jakes Infusing may be a better verb.
[12:29:05 PM] Dean Shareski says: Lead by example....Lead by reminder...dont' mandate
[12:29:08 PM] Barbara Peskin says: we have teachers using wikispace
[12:29:11 PM] Barbara Peskin says: kids love it
[12:29:14 PM] Sharon Peters says: yes, and if the laptop is part of a consumer view of education (we have them so students will choose to go to our school) - limits the vision of what the tool can accomplish
[12:29:15 PM] Barbara Peskin says: writing reflections
[12:28:22 PM] Kern Kelley says: in your own 'family' have to have top down support
[12:29:31 PM] Carolyn Foote says: We do too, Barbara...with kids. I see them being willing to use these tools with students more easily than for their own personal learning.
[12:29:38 PM] Carolyn Foote says: Something Will has been talking about.
[12:29:41 PM] Darren Kuropatwa says: Cheers! clap clap they just finished.
[12:29:46 PM] David Jakes says: They are finished, thanks all, chatcast posted at Strength of Weak Ties shortly...David
[12:29:49 PM] Sharon Peters says: some great questions - implications about the future of education covered in the presentation
[12:29:55 PM] Carolyn Foote says: applause, great skype session!
[12:29:56 PM] Barbara Peskin says: we have teachers using it for professional development class -- not as much "reflecting" as with kids but still works
[12:30:09 PM] Darren Kuropatwa says: Can you say "intoxicating?"

Keynote: BLC Day 3-Dr. Yong Zhao

2007-07-20T09:01:00.000-05:00

Digital Citizenship in a Global Economy: The Internet Revolution and Its implications for Education

I can send this live audio to anyone who isn't here
[8:48:37 AM] David Jakes says: cool
[8:50:31 AM] Dean Shareski says: I've you started a chatcast?
[8:50:38 AM] Dean Shareski says: Have you started?
[8:50:44 AM] David Jakes says: this is it
[8:51:26 AM] Dean Shareski added Barbara, Chris Lehmann, Christian Long to this chat
[8:51:27 AM] David Jakes added bpeskin to this chat
[8:51:42 AM] Dean Shareski says: Where is bpeskin?
[8:52:14 AM] Chris Lehmann says: Hey folks... who is bpeskin?
[8:52:42 AM] Christian Long says: what is bpeskin?
[8:53:51 AM] David Jakes says: Technology redefines talents
[8:54:03 AM] Dean Shareski says: My mic is set up and I can Skype out for anyone not on site...just need to know who to call
[8:58:29 AM] Christian Long says: is this the keynote skype?
[8:58:37 AM] David Jakes says: yes it is
[8:58:44 AM] Christian Long says: lehmann and i are in lobby (in theory working on our presentation later). thanks, djakes.
[8:59:24 AM] David Jakes says: I'm really looking forward to it...
[9:00:13 AM] Chris Lehmann says: who is the speaker?
[9:00:43 AM] Dean Shareski added kakelley to this chat
[9:00:44 AM] Christian Long says: you're kind, djakes, seriously. thanks. our goal is that the vast majority of the session involves audience members talking through projects (school 2.0-like) they are hoping to work on at school this year...with our collective efforts focusing on "becoming a change agent" to sustain the project/idea.
[9:01:06 AM] Dean Shareski says: Please someone...help me focus!
[9:01:06 AM] David Jakes says: Dr. Yong Zhao
[9:01:34 AM] David Jakes added Darren Kuropatwa to this chat
[9:02:09 AM] David Jakes says: @Christian. That's why I coming, for the conversation...
[9:03:19 AM] David Jakes says: Technology platforms allow kids to try things out
[9:03:52 AM] David Jakes says: Speaker now talking about a presentation in WV where no one was in Second Life
[9:04:46 AM] Kern Kelley says: Most of the companies are leaving SL, no $ there for them
[9:05:17 AM] David Jakes says: Anshe Chung has become the first online personality to achieve a net workth exceeding one milliion US dollars from profits entireely earned inside a virtual world
[9:05:19 AM] Darren Kuropatwa says: Not convinced about real pedagogical utility of SL. Full disclosure: I've never been in SL ... will try it out soon.
[9:05:35 AM] Kern Kelley says: I have students building a SL studio
[9:05:49 AM] Chris Lehmann says: KKelley -- on the teen grid?
[9:05:53 AM] Kern Kelley says: but worry about others who walk by
[9:06:11 AM] Darren Kuropatwa says: What do you teach Kern?
[9:06:26 AM] David Jakes says: I'm not convinced either, way to high learning curve for most teachers, and I know kids can handle it, but teachers need to as well
[9:06:40 AM] Kern Kelley says: I'm the tech integrator for K-12 district in Maine
[9:06:59 AM] Kern Kelley says: the teachers would need a student SL 'sherpa'
[9:07:02 AM] Dean Shareski says: Plus....there are better tools for kids that accomplish much the same objectives
[9:07:11 AM] Kern Kelley says: http://www.techcrunch.com/2007/07/14/will-the-last-corporation-leaving-second-life-please-turn-off-the-light/
[9:07:12 AM] David Jakes says: Sherpa, nice term
[9:07:17 AM] Kern Kelley says: right
[9:07:27 AM] Chris Lehmann says: I also think we really need to question the infrastructure of SL as a company. Is this something we want to invest a TON of our energy and credibility in.
[9:07:32 AM] Kern Kelley says: Tech Sherpa - students who help teachers
[9:07:54 AM] Darren Kuropatwa says: CLeh I agree.
[9:08:04 AM] Darren Kuropatwa says: Sherpa is a great term.
[9:08:08 AM] Kern Kelley says: absolutely, we can't get our input out again
[9:09:18 AM] Darren Kuropatwa says: Showing video about video game sweatshops in China.
[9:09:20 AM] Barbara says: Gold farmers ? a game or a term?
[9:09:27 AM] Darren Kuropatwa says: A term.
[9:09:35 AM] Kern Kelley says: http://chinesegoldfarmers.com/
[9:09:42 AM] Kern Kelley says: ask my students about them
[9:09:47 AM] Chris Lehmann says: hm. Should Christian and I come listen? Is this a good speech?
[9:10:02 AM] Darren Kuropatwa says: Playing the game to acquire "in game goods" to sell to others (rich folks) who want the goood stuff without working for it.
[9:10:18 AM] Kern Kelley says: I showed the site to my students, and they all knew all about them
[9:10:27 AM] Dean Shareski says: @CL2....we'll keep you posted....not captivated yet
[9:10:39 AM] Dean Shareski says: this conversation is keeping it interesting
[9:10:45 AM] Kern Kelley says: agreed
[9:11:06 AM] Darren Kuropatwa says: @CLeh I'm here and only really half listening. This discussion holds more attraction and engage while also taking care of email, twitter, and flickr.
[9:12:50 AM] Dean Shareski says: asks: what kind of ??? are needed for this new world...missed the verb
[9:13:39 AM] Darren Kuropatwa says: Missed it too. He's talking about how todays internet requires everyone to become an authour. I don't know about the verb "requires".
[9:13:39 AM] Kern Kelley says: I don't know - Is he saying anything original here?
[9:13:53 AM] Barbara says: iwhat king of cognitive and emotional talents we need
[9:14:03 AM] Darren Kuropatwa says: He's talking about youtube as an example.
[9:14:35 AM] Darren Kuropatwa says: "w/out modern mass media Madonna would never have become successful"
[9:14:36 AM] Christian Long says: agree with darren - will ALWAYS be an option, although the 2.0 context does make it universal in terms of 'power' (although 'access' is still the real issue).
[9:14:44 AM] Barbara says: Guttenberg required everyone to become readers...Internet requires us to become authors...agree or to general
[9:15:09 AM] Kern Kelley says: the students already are, but would unlikely call themselves authors
[9:15:22 AM] Barbara says: @ dJakes okay it is addicting
[9:15:31 AM] Christian Long says: too general. the real 'rub' will occur once we get over the "I, too, can publish"....and move to the "how does the world change because I can/will/do?" moment.
[9:15:42 AM] Dean Shareski says: Our chatcast is slowing his connection ;)
[9:16:00 AM] bpeskin says: bpeskin is here now figuring this out
[9:16:05 AM] David Jakes says: Chinese BackStreet Boys-video he is now showing
[9:16:23 AM] Darren Kuropatwa says: Guttenberg *enabled* the easy distribution of info/knowledge which provided a motivation for the "average" person to learn how to read.
[9:16:25 AM] Christian Long says: agree with barbara. the terms we adults/teachers use are NOT the same...and frankly are the 'dig:immigrant' moment (yes, darren -- this is where it shows up) occuring. we look to frame everything in terms of roles and tools. 'kids' just 'do' without having to frame their acts/tools.
[9:16:32 AM] Kern Kelley says: Rule 1: Always buffer before you present!
[9:16:38 AM] Darren Kuropatwa says: Internet does the same thing with content creation.
[9:16:46 AM] Christian Long says: like the "motivation" part (as well as the "ability" default).
[9:16:50 AM] David Jakes says: download the Youtube video with vixy.net
[9:17:16 AM] Kern Kelley says: or Firefox add-on UnPlug
[9:17:21 AM] Dean Shareski says: or zamzar.com
[9:17:26 AM] Darren Kuropatwa says: I use the firefox plugin.
[9:17:35 AM] Darren Kuropatwa says: love zamzar!
[9:17:35 AM] Kern Kelley says: very quick + easy
[9:17:38 AM] bpeskin says: perian.org on mac for downloading youtube
[9:17:43 AM] Darren Kuropatwa says: Great for kids in school.
[9:17:44 AM] Dean Shareski says: or democracy player...even better
[9:17:57 AM] bpeskin says: perian.org -- new -- few weeks ago
[9:18:00 AM] bpeskin says: very easy
[9:18:14 AM] Chris Lehmann says: Neil Postman: Certain technologies are transformative not additive. W/ Gutenberg, you did not have Europe + Printing Press, you had a whole new Europe. The internet *should* be transformative, not merely additive, but with every time we recreate the commerce culture on the net, we run the risk of making it merely additive.
[9:18:46 AM] Christian Long says: if i don't another clehmann 'fix' soon, i'm gonna start getting night sweats 2.0.
[9:19:03 AM] Christian Long says: more seriously, good points, clehmann. re: 'addictive'.
[9:19:24 AM] Christian Long says: add..."additive". my tired brain went with "addictive". mea culpe.
[9:19:25 AM] David Jakes says: Additive vs. transformative. Applies to all technology use?
[9:19:38 AM] Christian Long says: but, like wikipedia, the correction is rapid-fire thanks to clehmann feedback.
[9:20:03 AM] Chris Lehmann says: David -- probably... I think it's a pretty cool lens.
[9:20:16 AM] Kern Kelley says: First additive then transformative.
[9:20:43 AM] Kern Kelley says: that's the effort with getting people to accept the additive aspect of tech
[9:20:51 AM] David Jakes says: So is it a natural evolutionary process?
[9:21:13 AM] Dean Shareski says: Sidebar: Chatcast forces me to contribute and focus rather than be passive ....to others, looks like I'm not listening...probably more focused than most
[9:21:27 AM] Christian Long says: @dean: amen!
[9:21:34 AM] Darren Kuropatwa says: Right on!
[9:21:56 AM] Kern Kelley says: @djakes: only shortcut are examples that you want to mimic
[9:22:02 AM] Chris Lehmann says: Kern -- dunno... somethings *are* transformative from the moment you experience them. Can you think of an idea, a technological innovation, etc... that completely changed your lens on the world from the moment you say it?
[9:22:03 AM] Kern Kelley says: forces you further faster
[9:22:08 AM] Chris Lehmann says: (saw it, not say it...)
[9:22:56 AM] Christian Long says: the real rub -- for schools/teachers -- is how to authentically 'note' or measure the student's attention when they are heavily 'involved' on a range of levels without it being visible on some respect. does a chatskypesession allow the invisible to become visible, or is it still a strength for those who are fast (not necessarily to be mistaken for accurate) and willing to typetalk?
[9:22:57 AM] bpeskin says: not from the moment -- but I think the interactive white board will change teaching and learning in the classroom
[9:22:58 AM] Darren Kuropatwa says: @CLeh Yeah, the first time I found someopne else blogging about something I had blogged. That really changed me ... ever since trying to create that feeling for my students.
[9:23:06 AM] Dean Shareski says: talking about McDonalds....http://csr.blogs.mcdonalds.com/ Blog called Open for Discussion focusing on corporate responsibility....used it for many of my blogging sessions
[9:23:09 AM] Chris Lehmann says: I can still remember sitting on the floor of Barnes and Noble, reading Teaching to Transgress... I could never look at the classroom the same way after that. It was a Coperican revolution (to use a term from Robert Pirsig) in that nothing had changed but *everything* had changed.
[9:23:29 AM] Christian Long says: @clehmann: other than arrival of my first baby, no.
[9:23:59 AM] Chris Lehmann says: Christian -- but that's an amazing parallel...
[9:24:43 AM] Darren Kuropatwa says: The idea that what one person is thinking about "out loud" over here can impact someone half a continent or half the globe away is a very powerful experience.
[9:24:47 AM] Christian Long says: @darren: you may have changed my mind. that may have been transformative but mostly superficial at first ("hey, got noticed"). the real transformation occured when substantial life friendships (that were weaving into my home life, too) were occuring via blogging and the F2F occured well after the fact. the 'realization' was transformative.
[9:24:56 AM] Kern Kelley says: @CLong: the back channel will become 'the' representation of the session for some
[9:25:05 AM] Barbara added eebee1 to this chat
[9:25:07 AM] David Jakes says: @darren: thats the potential, thats the power
[9:25:48 AM] Dean Shareski says: @CLong...thought about your premise from yesterday...you made me think and I see you point better
[9:26:16 AM] David Jakes says: Showing Mini Cooper and how different countries contribute to its construction-World is Flat Kool-Aid
[9:26:16 AM] Christian Long says: @kern: becoming intrigued by 'back channel' approaches to classroom learning. just the semantic alone is powerful. few adult professionals tap into that realm, regardless of their industry/focus. let alone teachers bringing it up in class.
[9:26:23 AM] Darren Kuropatwa says: @CLong I don't think that's superficial. How often to people feel "Why should I vote? What difference will one voice make?" Blogging shows, very concretely how one voice can make a real difference and have a far reaching impact.
[9:26:24 AM] Kern Kelley says: :D
[9:26:36 AM] Chris Lehmann says: Ugh -- David -- can we all just agree that "We Get It... Globalization is Here. So what?"
[9:26:47 AM] David Jakes says: absolutely
[9:26:48 AM] Kern Kelley says: yes - tell me something new
[9:26:50 AM] Christian Long says: @dean: which point (although i'm now running around with my hand in the air regardless!) -- he smiles -- but curious.
[9:27:52 AM] Chris Lehmann says: Actually -- I want to move that converation as well... great... corporate globalization is here... fine, yay, whoopie... what does communitarian globalization look like? What would it look like if we stopped defining globalization by corporate interest and started defining it by human interest?
[9:27:58 AM] Dean Shareski says: @CL...what if "all this" went away..how would I carry on? Focussing on what "all this is" irrespective of technology
[9:28:03 AM] Christian Long says: @darren: yes, but we are still "8th graders" at heart when it comes to being noticed. i think that for me -- can't speak for you (anyone) here -- that the first time someone blogged something i said, it was a "hey, i was noticed" moment (regardless of what my intellect wants to tell you). later, after much reflection and a new wave of context, it began to be transformative...but at first...like being asked to dance to the Footloose soundtrack in 7th grade.
[9:28:21 AM] David Jakes says: Are you guys working on your presentation?
[9:28:30 AM] Christian Long says: @dean: okay, thanks. it is my numero uno question without minimizing the impact of the tech itself.
[9:28:32 AM] Chris Lehmann says: Christian -- did you know that my 7th grade girlfriend bought me the footloose soundtrack? Get out of my brain. :)
[9:28:36 AM] Christian Long says: @jakes: spoiler!
[9:28:39 AM] Darren Kuropatwa says: Also, the real human personal connections and friendships fostered through this medium connect us in real personal ways. As "social beings" this gets at something visceral.
[9:28:58 AM] David Jakes says: In summary? He's done?
[9:29:09 AM] Kern Kelley says: ??
[9:29:09 AM] Christian Long says: @clehmann: did you know the same night i saw that film, i had my best friend's mother cut my hair to look like Bacon? get out of my brain!
[9:29:13 AM] Darren Kuropatwa says: @Jakes ;)
[9:29:34 AM] Chris Lehmann says: Christian and I are now pulling ourselves away from all of you to make sure we have something to say in two hours.
[9:29:37 AM] Barbara says: What does he mean we are returning to agricultural mode of production?
[9:29:38 AM] Christian Long says: @damnbackchannelvoices: leave @CL2 alone. we're doing our work. seriously. as far as you know!
[9:29:42 AM] David Jakes says: @Christian. Footloose, Cut loose, dah, dah, dah...
[9:29:48 AM] Kern Kelley says: The economy has changed - yeaaaaa
[9:29:54 AM] Sharon Peters says: @darrenk - agree one hundred percent - this is the driving impetus for our students (teenagers) to use social networking
[9:30:04 AM] bpeskin says: here's a cool thing -- i don't know any of you, you let me join this and I am learning so much more than just listening to key note
[9:30:17 AM] Darren Kuropatwa says: I think it's a littl;e more than "hey! Someone noticed me!" It's about how one person can change and be changed by and affect another they have never met f2f.
[9:30:21 AM] bpeskin says: i need both the keynote and your conversation to think about what I'm thinking about at the moment
[9:30:29 AM] Darren Kuropatwa says: Then we meet and everything is even more concrete.
[9:30:30 AM] Kern Kelley says: @darren I think they are already there (yes with access issues aside)
[9:30:35 AM] David Jakes says: @bpesking: Thanks, and we're glad.
[9:30:40 AM] Sharon Peters says: I am *certain* that there have been studies done on the phenomenon of backchanneling and potential learning gains for students
[9:30:59 AM] Darren Kuropatwa says: Do really really feel the connections fostered between yourself and the folks you've met here are sourced to superficial intereactions?
[9:31:16 AM] Kern Kelley says: would anyone here let a backchannel run in their class - while their teaching?
[9:31:36 AM] Sharon Peters says: I wanted to - and explored that possibility last year
[9:31:39 AM] David Jakes says: @kern. How threatening would that be for most teachers?
[9:31:47 AM] Sharon Peters says: gave away dozens of google invites to see if it would work
[9:31:51 AM] Kern Kelley says: extremely, but I'm game
[9:32:06 AM] David Jakes says: Yes, I've got some in mind where we will try this
[9:32:11 AM] Sharon Peters says: we talked about this yesterday - a few of us - how to make sure kids were chatting "on task"
[9:32:14 AM] David Jakes says: and they'll be up for it.
[9:32:26 AM] Kern Kelley says: I know the online parts of my classes, the kids are VERY comfortable with chat as their medium to discuss
[9:32:43 AM] Kern Kelley says: we've asked them to always posted their side discussions
[9:32:45 AM] Sharon Peters says: I think if you let students know that you will be saving their chat - they would remain on task
[9:32:47 AM] Kern Kelley says: post
[9:33:00 AM] David Jakes says: What does it say when the conversation that is taking place is not really reflective of what the keynote presenter is talking about?
[9:33:05 AM] Kern Kelley says: are we always on task? ;)
[9:33:08 AM] bpeskin says: the teacher would have to have support online or available elsewhere in case the chatting caused kids to miss something -- teachers coudl get comfortagble with this
[9:33:34 AM] Christian Long says: Can someone just timetravel into the future and send me the full transcript so i can prepare my twitters and skypechats? I'd feel much, much better!
[9:33:39 AM] Darren Kuropatwa says: I think backchanneling may have a positive impact on classroom teaching but only iof the backchanneling is public and transparent ... goes to accountability for learning rather than just playing.
[9:33:53 AM] Sharon Peters says: when we go "off task" to poke a little fun or have a laugh - studies have also shown that this sociality actually makes the "on task" more engaging
[9:33:56 AM] Christian Long says: @kern: yes on a gut level. but need to think about the literal 'plug in' side of things. but yes in spirit/desire.
[9:33:57 AM] bpeskin says: and then the teaching has to be interesting enough so some attention is being paid:-)
[9:34:00 AM] Kern Kelley says: what if the chat was projected off to the side so all participates in the classroom knew it was out there
[9:34:11 AM] Chris Lehmann says: Someone please kick Christian out of the chat.
[9:34:14 AM] bpeskin says: 2013
[9:34:29 AM] David Jakes says: Christian Long absolutely rocks, so sorry Chris
[9:34:29 AM] Darren Kuropatwa says: Nothing wrong with the occasional joke or aside but should come back to the main point. If it weren't for this "channel" I would have tuned out of this talk long ago.
[9:34:38 AM] Christian Long says: @pbeskin: but the future is not about "teacher = interesting". future is "collaboration = interesting" (and 'teacher' is one of many in the mix).
[9:34:48 AM] David Jakes says: Nice
[9:34:51 AM] bpeskin says: very nice
[9:35:02 AM] Kern Kelley says: so here we are collaborate while Dr. Yao talks 'at' us
[9:35:20 AM] bpeskin says: how about teacher facilitates something interesting
[9:35:38 AM] Kern Kelley says: A Whole New Mind - required reading for our social studies classes
[9:35:38 AM] Sharon Peters says: and it is so much better than just taking personal notes, posting a blog about it , THEN waiting for comments
[9:35:45 AM] Chris Lehmann says: David -- I'm holding you responsible when our sessions sucks. :)
[9:35:46 AM] Christian Long says: much better being 'in' the keynote 50 yards away in main lobby. keynoter is NOT talking at me.
[9:35:52 AM] Chris Lehmann says: Kern -- that's awesome.
[9:35:54 AM] Kern Kelley says: nice :)
[9:36:01 AM] Christian Long says: @sharon: well said!
[9:36:14 AM] Kern Kelley says: which room is the session, I'm giong
[9:36:20 AM] David Jakes says: The speaker is not showing the attributes from A whole New Mind
[9:36:34 AM] David Jakes says: not=now
[9:36:58 AM] Dean Shareski says: So, what are all your middle names?...losing focus :)
[9:37:11 AM] Chris Lehmann says: Kern -- Charles River East
[9:37:14 AM] Kern Kelley says: thx
[9:37:28 AM] Darren Kuropatwa says: @CL&CL you guys are on in the 2nd slot right?
[9:37:29 AM] David Jakes says: digital citizenship = living in the digtal world, making a living in the digital world, (re)creating the digital world-slide now being shown
[9:37:28 AM] Barbara says: i strated taking notes then could not resist chat..at first I tried to just monitor and grab tidbits for my notes...alas I was sucked in
[9:37:52 AM] Darren Kuropatwa says: @Barbara Welcome to the machine. ;)
[9:37:53 AM] Chris Lehmann says: Darren -- yeah, 11:30. I was wrong.
[9:37:57 AM] Sharon Peters says: (and so david jakes once again strives to get us back on task)
[9:38:04 AM] Chris Lehmann says: And... GAWD, I hate saying this, Christian was right. :)
[9:38:15 AM] Kern Kelley says: hehe
[9:38:24 AM] David Jakes says: @sharon, no we are on task, just wanted to have that in the notes :)
[9:38:24 AM] Christian Long says: let's not focus on lehmann being wrong (and his co-presenter being right). can't we just appreciate that he's a decent guy?
[9:38:41 AM] Chris Lehmann says: why does it always have to be about right and wrong?
[9:38:59 AM] Darren Kuropatwa says: @CL I like'em both. ;)
[9:39:04 AM] David Jakes says: I cannot wait for your presentation
[9:39:05 AM] Christian Long says: @lehmann: hey, are we ready to stop this backchannelhoohaa and get to the business of putting a slide deck together for the presentation? (he smiles)
[9:39:07 AM] Sharon Peters says: (Christian and Chris' pres promises to be VERY dynamic!)
[9:39:19 AM] David Jakes says: Presenter mentions Skype-if he only knew
[9:39:27 AM] Darren Kuropatwa says: :D
[9:39:38 AM] Sharon Peters says: (rofl)
[9:39:44 AM] Kern Kelley says: I think the back channel comments should be projected on the screen beside him
[9:40:02 AM] Darren Kuropatwa says: That's waht I've been trying t o do all week in my presentations.
[9:40:03 AM] Sharon Peters says: THAT would keep us on task
[9:40:05 AM] David Jakes says: interesting and intimidating
[9:40:14 AM] Darren Kuropatwa says: Hopefully it'll work today.
[9:40:19 AM] Kern Kelley says: yes, just like we'd want with our kids
[9:40:27 AM] Sharon Peters says: @darren - I will be there
[9:40:38 AM] Kern Kelley says: interesting and 'real' assessment - a larger audience
[9:40:39 AM] Darren Kuropatwa says: Can't read that slide ... to much text.
[9:40:56 AM] Darren Kuropatwa says: @Sharon See you there. ;)
[9:41:07 AM] David Jakes says: Do you look at that slide when preparing and go "Yeah, thats what I'm looking for?"
[9:41:22 AM] Darren Kuropatwa says: Jakes gets me every time :D
[9:41:25 AM] Sharon Peters says: @darren - do you need a stooge?
[9:41:45 AM] David Jakes says: Jakes = Stooge
[9:41:50 AM] Darren Kuropatwa says: Huh?
[9:41:54 AM] Darren Kuropatwa says: What do you mean?
[9:41:58 AM] Dean Shareski says: oy!
[9:42:05 AM] David Jakes says: Is Will here?
[9:42:08 AM] Darren Kuropatwa says: attaboy shreaski!
[9:42:19 AM] Darren Kuropatwa says: He would've loved tghat.
[9:42:21 AM] Darren Kuropatwa says: Tweet it!
[9:42:37 AM] Darren Kuropatwa says: for Will
[9:43:07 AM] David Jakes says: Done
[9:43:16 AM] Darren Kuropatwa says: Showing slide about Multiple Intelligences.
[9:43:41 AM] Chris Lehmann says: O
[9:44:02 AM] David Jakes says: I think Ewan Mcintosh should have done the keynote
[9:44:09 AM] Kern Kelley says: AGREED!!!!
[9:44:13 AM] Chris Lehmann says: O.k. -- We need a list of phrases / topics that are banned from all keynote presentations... clearly World Is Flat is top of list.
[9:44:12 AM] Sharon Peters says: maybe next year??
[9:44:43 AM] Kern Kelley says: nothing is so trendy as education: "The obligatory mention of TWiF"
[9:44:44 AM] David Jakes says: @CL. That would be a great wiki.
[9:44:45 AM] Christian Long says: has anyone thought about adding Alan November into this chat? if ANYONE needs to be 'aware' of the backchannel conversations, i'd put him on the top of the short list. a thought. sincerely.
[9:44:55 AM] David Jakes says: Nice idea
[9:44:56 AM] Darren Kuropatwa says: Yeah, even Freedman says the world insn't flat. Time to talk about that a bit.
[9:45:07 AM] Kern Kelley says: great point
[9:45:12 AM] Kern Kelley says: rarely mentioned
[9:45:23 AM] Darren Kuropatwa says: @CLong invite him
[9:45:29 AM] Sharon Peters says: however, one cannot ignore the impact of the book WiF
[9:45:33 AM] David Jakes says: sweet transition
[9:45:34 AM] Barbara says: Alan has not been on skype lately
[9:45:53 AM] Darren Kuropatwa says: He might be if he knew this was going on.
[9:45:56 AM] David Jakes says: I talked with him about this today in the hallway, suggested formalizing it to some extent
[9:45:58 AM] Christian Long says: i offer it as a premise as a default in future. 'now'
[9:45:59 AM] Sharon Peters says: someone should mention it to him - but he should be aware of it
[9:46:01 AM] Christian Long says: '
[9:46:05 AM] Christian Long says: 'now' is optional
[9:46:22 AM] Darren Kuropatwa says: I meantioned it to Christine yesterday. She was intrigued.
[9:46:52 AM] David Jakes says: I am sincerely trying to listen to him...
[9:46:54 AM] Kern Kelley says: I'll mention it to him, I'm going over to his house in a couple weeks - for next year I guess
[9:46:57 AM] Sharon Peters says: So why is World mentioned so much and Wikinomics ignored? Nice to see A Whole New Mind being given time
[9:47:15 AM] David Jakes says: So many books, so little time...
[9:47:17 AM] Kern Kelley says: World is more mainstream now
[9:47:30 AM] Kern Kelley says: my mom has heard of it - whoa
[9:47:42 AM] Sharon Peters says: yeah, am thinking it's cuz it's written by a Canadian, not American (which makes it much more virtuous)
[9:47:49 AM] Darren Kuropatwa says: AWNM packs quite a whallop. Need to reread and digest. Has had a real impact on my thinking and teaching. In particular "Story."
[9:47:51 AM] Kern Kelley says: :)
[9:48:09 AM] Sharon Peters says: @Darren - me too - check out my review of it in CoA
[9:48:11 AM] Dean Shareski says: the guy next to me leaves his cell phone on...OY
[9:48:26 AM] Kern Kelley says: the kids like it much better than World, which is also required reading
[9:48:35 AM] Sharon Peters says: it is a much easier read
[9:48:36 AM] David Jakes says: The guy next to me leaves his cell phone on
[9:48:50 AM] Sharon Peters says: I gave copies of both to my headmaster
[9:48:58 AM] Darren Kuropatwa says: The gut next to me goes to a keynote and puts headp[hone on.
[9:49:15 AM] David Jakes says: gut, yes I do have a gut, but I'm trying..
[9:49:16 AM] Dean Shareski says: @darren..that guy's a loser
[9:49:23 AM] Kern Kelley says: :D
[9:49:25 AM] Darren Kuropatwa says: OK. I'm getting it from both sides now. It was me.
[9:49:55 AM] Kern Kelley says: is SL 'that' new to everyone? ouch
[9:49:57 AM] Sharon Peters says: @darren - is this a form of cyberbullying?
[9:50:11 AM] David Jakes says: ouch = OY!
[9:50:16 AM] Darren Kuropatwa says: Oy vey!
[9:50:27 AM] Darren Kuropatwa says: @Sharon. might be. ;)
[9:50:34 AM] David Jakes says: The speaker has been absolutely all over the place..
[9:50:48 AM] Kern Kelley says: I'm getting a kick out of our back channel, and both the students I brought have their own back channels with their friends in Maine
[9:50:55 AM] Darren Kuropatwa says: Hard to identify the "purpose" of this talk.
[9:50:59 AM] David Jakes added Will Richardson to this chat
[9:50:59 AM] Barbara says: SL is new to many people here
[9:51:08 AM] David Jakes says: Everyone: say OY! to Will
[9:51:09 AM] Darren Kuropatwa says: Hi Will.
[9:51:17 AM] Will Richardson says: hey...oy
[9:51:19 AM] Sharon Peters says: @kern - and are your students actually backchanneling about the keynote - like us??
[9:51:20 AM] Kern Kelley says: did you here Alan's interview of the presenter?
[9:51:24 AM] Will Richardson says: still driving
[9:51:38 AM] David Jakes says: glad to see you made it back safely...
[9:51:40 AM] Kern Kelley says: yes
[9:51:43 AM] Darren Kuropatwa says: And skyping? Talk about multitasking.
[9:51:54 AM] Will Richardson says: im not back yet...
[9:51:54 AM] Kern Kelley says: i just asked and am suprised as you
[9:52:18 AM] Darren Kuropatwa says: @Kern Did you hear it? How did it strike you?
[9:52:22 AM] Dean Shareski says: what's for lunch?
[9:52:29 AM] Sharon Peters says: @kern - okay, I am surprised and impressed - did you tell them you wanted a copy of the chat later? ;)
[9:52:30 AM] Will Richardson says: 20 more mins on road...no traffic
[9:52:41 AM] Kern Kelley says: @darren sorry, i didn't what was it?
[9:52:46 AM] David Jakes says: I'm dyin here...
[9:52:50 AM] Darren Kuropatwa says: I haven't heard it either.
[9:52:57 AM] Sharon Peters says: What's for breakfast?
[9:53:01 AM] Will Richardson says: why?
[9:53:10 AM] Darren Kuropatwa says: This talk seems to be "Look at all this cool stuff!"
[9:53:16 AM] Kern Kelley says: sooooo games can be educational? is that what he's saying?
[9:53:23 AM] Darren Kuropatwa says: Not enough about pedagogy.
[9:53:23 AM] Sharon Peters says: yawn, snore and a bore for some of us
[9:53:25 AM] David Jakes says: chatcast has been much more valuable
[9:53:27 AM] bpeskin says: if you backchannel, also, you can look up stuff 3 tasking really, the chat, the speaker and then looking up related stuff...
[9:53:27 AM] Will Richardson says: keynote no good?
[9:53:34 AM] Kern Kelley says: Ewan should have done this !!
[9:53:49 AM] bpeskin says: problem is if you can'
[9:53:54 AM] David Jakes says: I've seen better...
[9:53:56 AM] Will Richardson says: Ewan could do anything
[9:53:57 AM] Darren Kuropatwa says: I wonder what he planed as the "takeaway" for his talk.
[9:53:58 AM] Sharon Peters says: well, he *does* have a good sense of humour and I am betting that this IS new to a lot of people here
[9:54:06 AM] bpeskin says: sorry -- ifyou can't handle all the action going on it might interfere with learning? (maybe...)
[9:54:14 AM] David Jakes says: @sharon, you're correct
[9:54:17 AM] Sharon Peters says: whumped us with Internet trends
[9:54:29 AM] Darren Kuropatwa says: Is he saying something the other keynotes haven't? What is the original contribution here?
[9:54:38 AM] Kern Kelley says: @darren "Technology changes things." - revolutionary
[9:54:42 AM] David Jakes says: Showing nice graphic of evolution now
[9:54:47 AM] Darren Kuropatwa says: That's a very [popular image on the net.
[9:54:54 AM] David Jakes says: anyone have a link?
[9:54:59 AM] Barbara says: I am confused about what he says the role of the teacher is ..got stuck on the matrix quote
[9:55:03 AM] David Jakes says: im timing..
[9:55:08 AM] Will Richardson says: i think the keynotes this year were underwhelming
[9:55:11 AM] Sharon Peters says: but there is something about redundancy - these people who haven't heard of this stuff (and that is a LOT of people) they get to hear about it from many sides
[9:55:34 AM] bpeskin says: why not much on second life?
[9:55:35 AM] Darren Kuropatwa says: Link coming ...
[9:55:38 AM] David Jakes says: Start with problems and re-imagine education
[9:55:45 AM] Darren Kuropatwa says: @Will. yes.
[9:55:48 AM] Kern Kelley says: so are we the echo chamber
[9:55:58 AM] Will Richardson says: yup
[9:55:59 AM] Sharon Peters says: @will - we missed most of the keynotes and didn't seem to suffer for it - the presenters here this year though really RAWKED!
[9:56:07 AM] David Jakes says: @bpeskin: he has shown it several times, we've just not really mentioned it
[9:56:09 AM] Sharon Peters says: Ewan in particular
[9:56:10 AM] Darren Kuropatwa says: image: http://images.google.com/imgres?imgurl=http://cyberpingui.free.fr/humour/evolution-white.jpg&imgrefurl=http://blog.fastcompany.com/archives/2004/06/&h=600&w=800&sz=37&hl=en&start=21&sig2=rz8y8QRqZHVN7yV0Gu_l9g&tbnid=PjqMmGfRAeDXkM:&tbnh=107&tbnw=143&ei=vL6gRqT1DaGGeKO2tCM&prev=/images%3Fq%3Devolution%26start%3D20%26gbv%3D2%26ndsp%3D20%26svnum%3D10%26hl%3Den%26sa%3DN
[9:56:19 AM] David Jakes says: its called tinyurl darren
[9:56:28 AM] Will Richardson says: no kiddin
[9:56:33 AM] Kern Kelley says: holy url Batman!
[9:56:36 AM] Will Richardson says: oy
[9:57:00 AM] Darren Kuropatwa says: @Jakes I've got more than 140 characters here. ;)
[9:57:23 AM] Darren Kuropatwa says: Just clickit. ;)
[9:57:55 AM] David Jakes says: Speaker: Redefine talents and academic success, reconfigure traditional institutions....
[9:58:03 AM] Kern Kelley says: how many in this chat are not in the room with the presenter?
[9:58:12 AM] Will Richardson says: me
[9:58:16 AM] Kern Kelley says: 1
[9:58:23 AM] David Jakes says: 2
[9:58:48 AM] Darren Kuropatwa says: Jales says 2 while sitting next to me in room. Oy!
[9:58:52 AM] Will Richardson says: are we reconfiguring?
[9:58:57 AM] David Jakes says: Jales = Jakes
[9:59:04 AM] Darren Kuropatwa says: ;)
[9:59:09 AM] David Jakes says: He's Done.
[9:59:11 AM] Darren Kuropatwa says: It's over!
[9:59:23 AM] David Jakes says: Chatcast up in a second at Strength of Weak Ties
[9:59:23 AM] Kern Kelley says: made dash to the door
[9:59:26 AM] Sharon Peters says: What's for breakfast?
[9:59:36 AM] Will Richardson says: sorry i missed it
[9:59:43 AM] Kern Kelley says: ummmmmmm
[9:59:44 AM] Darren Kuropatwa says: Don't be.
[9:59:49 AM] Kern Kelley says: yeah
[10:00:06 AM] David Jakes says: thanks everyone!
[10:00:06 AM] Will Richardson says: I'mhome now...yay
[10:00:11 AM] Darren Kuropatwa says: Off to prepare for my session ... up first.
[10:00:12 AM] Kern Kelley says: listen to ALan's interview, you'd hear it
[10:00:12 AM] bpeskin says: thanks
[10:00:15 AM] David Jakes says: Give the kids and wife big hug!
[10:00:16 AM] Darren Kuropatwa says: Cheers~!!
[10:00:24 AM] Darren Kuropatwa says: Safe ride hiome Will.
[10:00:44 AM] Will Richardson says: thanks
[10:00:52 AM] David Jakes says: Off to Darren's session
[10:01:04 AM] Kern Kelley says: To Kuropatwa!

[10:04:16 AM] Christian Long says: a GREAT sign: "keynotes are underwhelming" when the backstories are engaging. THIS is the SHIFT!

blc blc07

Revised BLC schedule

2007-07-18T23:06:00.001-05:00

If you are jumping onto Skype tomorrow for BLC-Thursday, here is my revised schedule:

8-9: KEYNOTE: Online Communities of Learning: Lessons from the Worlds of Games and Play, Angela McFarlane
9-10: KEYNOTE: Tools for Creative Thinking, Mitch Resnick
10:30-11:30 Podcasting with Purpose, Bob Sprankle
11:40-12:40 The Hype about Skype, Brian Mull
Afternoon session undecided.

Ewan McIntosh-Is Your Public Body Public?

2007-07-18T13:52:00.000-05:00

This is the chatcast of Ewan McIntosh's Wednesday presentation at BLC. Emphasis and italics are mine.

[12:42:54 PM] David Jakes says: Title: How Public is your Public Body?
[12:42:55 PM] Cathy Nelson says: scholarship
[12:43:09 PM] Barbara says: For BCL?
[12:43:15 PM] Cathy Nelson says: yes
[12:43:25 PM] Barbara says: I am here on Title funds
[12:43:36 PM] Cathy Nelson says: we r not title 1
[12:43:49 PM] Brian Mull has changed the chat topic to "How Public is your Public Body?"
[12:45:06 PM] David Jakes says: Here we go
[12:45:29 PM] David Jakes says: Ewan: The anti-social electrified crowd is in the back (People hooked in to power up their machines)
[12:45:42 PM] Cathy Nelson says: needing power i suppose...
[12:45:52 PM] Cathy Nelson says: where r u
[12:46:26 PM] David Jakes says: a public body may be a classroom, or a school
[12:47:37 PM] David Jakes says: Public vs. Private
[12:47:47 PM] bob sprankle says: when you introduce the word public, you also introduce private
[12:48:19 PM] bob sprankle says: i think it was... cameran diaz...
[12:48:21 PM] bob sprankle says: lol
[12:48:52 PM] David Jakes says: Now there is an Identity 2.0
[12:49:30 PM] David Jakes says: gotta love Keynote
[12:49:47 PM] David Jakes says: Ewan What are the secret spaces that you have?
[12:49:57 PM] David Jakes says: Examples: Mobile, SMS. IM
[12:49:57 PM] bob sprankle says: Secret Spaces... Mobile, SMS, IM
[12:50:13 PM] Darren Kuropatwa says: Neat idea ... secret conversations.
[12:50:23 PM] David Jakes says: Then there are group spaces.
[12:50:28 PM] David Jakes says: See Twitter...
[12:50:35 PM] Brian Mull says: I secret messaged Dembo. Don't love him...just a question.
[12:50:38 PM] Darren Kuropatwa says: Like this one ... or is a secret space until someone blogs it?
[12:50:40 PM] Carolyn Foote says: i'm here, just following
[12:50:46 PM] Carolyn Foote says: multi tasking ;)
[12:50:59 PM] bob sprankle says: Group Spaces: Bebo, Facebook, Tagged, etc.
[12:51:12 PM] David Jakes says: There are publishing spaces
[12:51:22 PM] Darren Kuropatwa says: Can you be friends with 160 people?
[12:51:31 PM] Darren Kuropatwa says: I think about the same thing.
[12:51:32 PM] David Jakes says: LiveJournal, Blogger, Flickr, Photobucket
[12:51:33 PM] bob sprankle says: Publishing Spaces: LiveJournal, Blogger, Flickr, Photobucket, etc.
[12:51:47 PM] Brian Mull says: Almost need another word
[12:51:48 PM] Carolyn Foote says: well, i'm guessing some friends are just like your colleagues at school. i work with 200 teachers
[12:51:53 PM] Darren Kuropatwa says: What's a friend? Different levels/kinds of friendship?
[12:51:54 PM] Brian Mull says: phrend
[12:52:04 PM] Darren Kuropatwa says: Ah ... we phrends then. ;)
[12:52:10 PM] Brian Mull says: sure
[12:52:15 PM] Darren Kuropatwa says: ;)
[12:52:18 PM] David Jakes says: secret space vs. group space vs. publishing space vs performing spaces vs. participation space, these are the different types of spaces we interact with.
[12:52:33 PM] bob sprankle says: Performing Spaces: can be f2f... 2nd Life,etc.
[12:52:47 PM] bob sprankle says: Participation spaces: meetings, events...
[12:52:53 PM] David Jakes says: What is your school? What kind of space is your school? How public or private is it?
[12:52:54 PM] Darren Kuropatwa says: Ewan has a great talent for scaling concepts.
[12:53:00 PM] bob sprankle says: Watching Spaces: TV, Theatre
[12:53:04 PM] David Jakes says: What kind of space is a chatcast?
[12:53:17 PM] Cathy Nelson says: virtual note passing space
[12:53:20 PM] Darren Kuropatwa says: It has elements of all the spaces he's mentions.
[12:53:30 PM] David Jakes says: Ewan: secret space vs. group space vs. publishing space vs performing spaces vs. participation space vs. watching space (this was the complete list)
[12:53:33 PM] David Jakes says: this is cool
[12:53:34 PM] Barbara says: interesting idea that one thing can be multiple types of spaces

Again, this presentation is "Is Your Public Body Public"

[12:53:39 PM] Darren Kuropatwa says: Is it a multispace?
[12:53:39 PM] bob sprankle says: Can your classroom be all 6 of these?
[12:53:45 PM] bob sprankle says: Do you want it to be?
[12:53:47 PM] Brian Mull says: I remember getting caught passing the note.
[12:53:51 PM] Darren Kuropatwa says: @Bob good questoion!
[12:53:52 PM] bob sprankle says: distraction/extension
[12:54:01 PM] Dean Shareski says: 90% of teachers would be having a heart attack right now
[12:54:04 PM] David Jakes says: Ewan is now asking "How implicit or explicit is your digital life?"
[12:54:06 PM] Cathy Nelson says: mulitfaceted
[12:54:31 PM] Darren Kuropatwa says: @Dean yeah, but how many kids would be? How can this be leveraged to their learning advantage?
[12:54:38 PM] Brian Mull says: Absolutely Dean. But what if they looked at the whole conversation after. Do you think they would see the value?
[12:54:54 PM] Cathy Nelson says: dbl edged sword
[12:55:03 PM] Cathy Nelson says: as with most things...
[12:55:16 PM] Barbara says: it depends on whether they are engaged in learning
[12:55:59 PM] bob sprankle says: brilliant...
[12:56:00 PM] Cathy Nelson says: example student somewhere suspended for a semester for having a bad idea for an avatar
[12:56:17 PM] Cathy Nelson says: it didn't matter what the content of his myspace was
[12:56:26 PM] Cathy Nelson says: or that it didn't happen at school
[12:56:42 PM] David Jakes says: Ewan is asking about things I love, things I don't love, he is asking everyone to do that and write that out. Giving 60 seconds.
[12:56:54 PM] Darren Kuropatwa says: 40 sec left
[12:56:58 PM] Cathy Nelson says: don't luve=---red tape
[12:57:26 PM] Brian Mull says: agghhhhh
[12:58:14 PM] Cathy Nelson says: ohh-hi Joyce
[12:58:57 PM] David Jakes says: woman in the audience reads her lists, Ian asks how much we know about her, what was implicitly stated in her explicit descriptions? How do we judge her on her explicit descriptions?
[12:59:00 PM] Joyce Valenza says: hi cathy!
[12:59:06 PM] bob sprankle says: heck of a lot we DON'T include
[12:59:07 PM] Joyce Valenza says: should we better tag ourselves?
[12:59:17 PM] David Jakes says: How implicit or explicit is your classroom? Your school? Your organization? What do they know about your classroom, school? How much is judged implicitly?
[12:59:19 PM] Joyce Valenza says: because we are miscellaneous.
[12:59:28 PM] Darren Kuropatwa says: @Bob yeah! I was slow with facebook because of that.
[1:00:00 PM] Darren Kuropatwa says: My classroom has glass walls but tha'ts my professional life and my profession is one that I think should be transparent.
[1:00:06 PM] Darren Kuropatwa says: My personal life is different.
[1:00:10 PM] David Jakes says: Will you allow unmoderated comments? Blog about anything? How implicit or explicit are your actions?
[1:00:22 PM] Cathy Nelson says: no way unmoderated
[1:00:25 PM] Cathy Nelson says: risky
[1:00:27 PM] Jeff Utecht says: We allow students to blog about anything
[1:00:36 PM] Jeff Utecht says: unmoderated
[1:00:39 PM] Cathy Nelson says: South Carolina is very conservative
[1:00:45 PM] Cathy Nelson says: i like my job
[1:01:16 PM] Joyce Valenza says: love the way he teaches!
[1:01:29 PM] David Jakes says: this is very elegant
[1:01:37 PM] Cathy Nelson says: wuz that on the big screen?
[1:01:37 PM] Darren Kuropatwa says: Yes to unmoderated comments, blog subjects are limited to a certain focus.
[1:01:38 PM] bob sprankle says: yes
[1:01:42 PM] Jeff Utecht says: Promised wife I'd leave coffee shop at 11. Time to go :( thank you all for the learning....later
[1:01:58 PM] bob sprankle says: by jeff!
[1:02:01 PM] Cathy Nelson says: wow
[1:02:02 PM] Joyce Valenza says: by jeff
[1:02:20 PM] Cathy Nelson says: i did that to Alan N when he was in Sc last spring
[1:02:33 PM] Cathy Nelson says: he accepted, next thing you know my big head ison the screen
[1:02:34 PM] Darren Kuropatwa says: Cheers Jeff
[1:02:37 PM] Cathy Nelson says: embarassing
[1:03:32 PM] David Jakes says: A new technologies research practioner-thats how he describes himself
[1:03:55 PM] David Jakes says: Ewan is asking: How do you make explicit to other people the things you learn here?
[1:03:58 PM] bob sprankle says: how do you make explicit to people that weren't here, what you were feeling here
[1:04:15 PM] Cathy Nelson says: especially when only there virtually...
[1:04:35 PM] Joyce Valenza says: i want a cow in our playground!
[1:04:40 PM] Brian Mull says: emoticons! (rofl)
[1:04:49 PM] bob sprankle says: lol
[1:04:51 PM] David Jakes says: would love to hear your perspectives Cathy on participating in this (Cathy is participating from South Carolina).
[1:05:01 PM] Darren Kuropatwa says: I just leerned where Robbie Jones lives. Cool!
[1:05:03 PM] Cathy Nelson says: its wonderful, but painful
[1:05:07 PM] Cathy Nelson says: i am so jealous
[1:05:10 PM] Cathy Nelson says: i knew i would be
[1:05:27 PM] bob sprankle says: lucky!
[1:05:28 PM] Cathy Nelson says: but alas its the conversations that make it lasting
[1:05:30 PM] bob sprankle says: formative
[1:05:43 PM] Cathy Nelson says: i have a bookmark folder just for links from blc that are posted
[1:06:03 PM] Cathy Nelson says: during the break at one time i was playing all torres video links
[1:06:09 PM] Cathy Nelson says: woke up the 17yo
[1:06:16 PM] David Jakes says: 20-the appox. number of teachers and managers sharing their idea, experienes and resources online 2005-06
[1:07:15 PM] David Jakes says: Now its 350 teachers online sharing what they did in their classrooms
[1:07:19 PM] bob sprankle says: incredible
[1:07:49 PM] David Jakes says: 800 the number of students, teachers, and admins sharing what they were doing, total (he will explain how they did this on Thursday)
[1:07:59 PM] Darren Kuropatwa says: That's 3.5% and 8%. from 0.2%. Tremendous growth but still a long way to go.
[1:08:03 PM] Joyce Valenza says: five things to think about public vs. private:
[1:08:16 PM] Joyce Valenza says: viral success cannot be planned

5 steps on making your public body public:

[1:08:18 PM] David Jakes says: 1. Viral success cannot be planned
[1:08:20 PM] Dean Shareski says: Stephen Downes once told me..."my life is an open book"
[1:09:17 PM] Cathy Nelson says: how do i make my mac desktop stay brght?
[1:09:26 PM] Cathy Nelson says: inactivity makes it lose a lumen or two
[1:09:31 PM] Darren Kuropatwa says: Keep typing. ;)
[1:09:38 PM] bob sprankle says: the pepsi challenge... it was everywhere...
[1:09:44 PM] Darren Kuropatwa says: or move the mouse.
[1:09:48 PM] Cathy Nelson says: ok
[1:10:00 PM] Barbara says: Concept being explained is thin slicing
[1:10:24 PM] Cathy Nelson says: ooftopic--the tide stick really works
[1:10:36 PM] Brian Mull says: Anyone ever tour the coke museum and sample the coke products from around the world?
[1:10:38 PM] David Jakes says: small amount of pepsi good, too much Pepsi too sweet
[1:10:51 PM] bob sprankle says: vodka challenge
[1:10:55 PM] Brian Mull says: lol
[1:11:17 PM] David Jakes says: this is getting posted online, congrats Bob-do you want me to edit that out?
[1:11:22 PM] Cathy Nelson says: too much of anything can be bad
[1:11:34 PM] bob sprankle says: sure... lol
[1:12:01 PM] bob sprankle says: i din't say it... ewan did!
[1:12:12 PM] Darren Kuropatwa says: http://www.dumblittleman.com/2006/12/go-ahead-drink-coke.html
[1:12:18 PM] Darren Kuropatwa says: Then see of you still like coke. ;)
[1:12:21 PM] Barbara says: Okay help me what is thin slicing
[1:12:39 PM] David Jakes says: small amounts are good, large amounts no so
[1:12:50 PM] Dean Shareski says: http://thebassplayersblog.blogspot.com/2006/12/benefits-of-school-20.html
[1:12:52 PM] Darren Kuropatwa says: The pepsi example is thin slicing work is wee bits.
[1:13:32 PM] Cathy Nelson says: OMG Darren what a site!
[1:13:55 PM] Darren Kuropatwa says: It's quite an article. John Evans shared it with me.
[1:13:59 PM] David Jakes says: Ewan asks: Do you have room for serendipity?
[1:14:02 PM] Barbara says: I like the question ..Are you allowed and able to fail?
[1:14:10 PM] David Jakes says: Are you allowed to fail and make mistakes?
[1:14:10 PM] bob sprankle says: no formal assessment until child is 16! yes!
[1:14:13 PM] Brian Mull says: Wow
[1:14:17 PM] Darren Kuropatwa says: Mistakes are the most important part of learning.
[1:14:20 PM] Cathy Nelson says: hmm
[1:14:19 PM] bob sprankle says: do you allow people to make mistakes?
[1:14:31 PM] Brian Mull says: What do they do on Fridays then?
[1:14:34 PM] Cathy Nelson says: it is why students should be involved in rubrics
[1:14:36 PM] Darren Kuropatwa says: Essential to learning as a matter of fact.
[1:14:41 PM] David Jakes says: How do kids learn today? By failing first...turn on the game and play it, failure is an incredilbly important learning tool
[1:14:46 PM] Darren Kuropatwa says: Essetial=essential
[1:14:51 PM] Cathy Nelson says: and an incentive
[1:14:56 PM] Joyce Valenza says: mistakes are the most important things you can make
[1:15:04 PM] David Jakes says: Do we have kids assess their failures?
[1:15:09 PM] Cathy Nelson says: its why video games are addictive too
[1:15:38 PM] Barbara says: yes Cathy... incentive in a game is often knowing eventually you will/can succeed
[1:15:44 PM] Cathy Nelson says: failures are us exploring and expanding our comfort zones
[1:15:51 PM] David Jakes says: Sophomores in our schools don't even remember Michael Jordan playing for the Bulls-that's sick.
[1:16:12 PM] bob sprankle says: that movie... meet the robinson... celebrates failure... for kids. nice message
[1:16:51 PM] David Jakes says: Ewan asks: Kids born in 2001 are now entering our school system. What truly does that mean for us?
[1:17:13 PM] Barbara says: 2001 marks the start of online publishing
[1:17:15 PM] Cathy Nelson says: we can't possibly prepare them for any specific jobs of their future
[1:17:25 PM] Cathy Nelson says: so we foucs on just learning how to learn
[1:18:21 PM] David Jakes says: I want that video (video link is below-video of a student playing a song)
[1:18:28 PM] David Jakes says: compkid.co.nr
[1:18:29 PM] Darren Kuropatwa says: me too.
[1:18:39 PM] bob sprankle says: compkid.co.nr
[1:19:27 PM] David Jakes says: speedstacks.com
[1:20:29 PM] David Jakes says: bob gets thrown under bus
[1:20:51 PM] David Jakes says: video of world record cup stacking
[1:21:21 PM] Dean Shareski says: http://www.youtube.com/watch?v=9K_M9likRrQ
[1:21:40 PM] David Jakes says: @Cathy: absolutely
[1:21:57 PM] Cathy Nelson says: was the video about Marijuan?
[1:22:11 PM] Cathy Nelson says: the compkid one?
[1:22:27 PM] David Jakes says: no
[1:22:36 PM] David Jakes says: it was about a kid playing a song on the guitar
[1:22:39 PM] Cathy Nelson says: its the one on that homepage now
[1:22:50 PM] David Jakes says: yea, its not that one
[1:22:56 PM] Cathy Nelson says: but it was a good PS announcement--i get the effect anyway
[1:23:55 PM] Dean Shareski says: cupstacking.com
[1:23:57 PM] David Jakes says: Do comments at Google represent formative assessment?
[1:23:58 PM] Barbara says: Formative assessment by google..
[1:24:00 PM] Cathy Nelson says: ohy was that real time cup stacking?
[1:24:10 PM] David Jakes says: yes
[1:24:23 PM] Cathy Nelson says: for smeone's standards anyway
[1:24:52 PM] David Jakes says: I want that for my Twitter account
[1:25:18 PM] David Jakes added Cheri Toledo to this chat
[1:25:35 PM] David Jakes says: Welcome to Cheri Toledo from the Great State of Illinois
[1:25:37 PM] Dean Shareski says: what was the teacher's role in the learning? Holy!
[1:25:48 PM] Brian Mull says: Also creativity, dedication, perseverence
[1:25:54 PM] Dean Shareski says: Can you say JACKSQUAT!
[1:26:09 PM] Cathy Nelson says: lol
[1:26:14 PM] Cathy Nelson says: hadn't head that in a while
[1:26:28 PM] Barbara says: w/positive experience attainment takes care of itself
[1:26:40 PM] Cathy Nelson says: true
[1:26:51 PM] Barbara says: ememrging technologies making the biggest impact
[1:27:06 PM] Darren Kuropatwa says: Reminiscent of John Seely Brown talking about "exploring the edge."
[1:27:14 PM] David Jakes says: as opposed to the whiteboard that was in the clasroom for 5 years
[1:27:36 PM] bob sprankle says: emerging practices
[1:27:49 PM] Barbara says: Change makes people better at what they do
[1:27:50 PM] bob sprankle says: the more you change, the better you become
[1:27:53 PM] Darren Kuropatwa says: The more you change the better you become at what you do: amen.
[1:28:04 PM] David Jakes says: wow, what a cool statement
[1:28:06 PM] Cathy Nelson says: but mudt be willing to adapt and change
[1:28:09 PM] Darren Kuropatwa says: amplyfied by sharing
[1:28:19 PM] David Jakes says: how much does the network promote this?
[1:28:25 PM] Cathy Nelson says: how to spread that gospel?
[1:28:40 PM] David Jakes says: Second Point: Don't make your people take the 5th Amendment
[1:29:03 PM] Dean Shareski says: shut your twitterhole!
[1:29:05 PM] David Jakes says: Have your say!
[1:29:14 PM] bob sprankle says: don't make a fool of yourself... don't speak...
[1:29:40 PM] David Jakes says: Shareski's last two comments were about Jacksquat and Twitterhole
[1:29:57 PM] Brian Mull says: That's an edit
[1:30:06 PM] David Jakes says: yep
[1:30:07 PM] bob sprankle says: the minute you introduce any condition on how people can publish their work, most won't do it
[1:30:07 PM] Dean Shareski says: Hey it's public
[1:30:13 PM] David Jakes says: ok
[1:30:14 PM] Cathy Nelson says: its a "cut"
[1:30:32 PM] David Jakes says: what is said in the chatcast stays in the chatcast
[1:30:43 PM] David Jakes says: or not
[1:30:52 PM] Dean Shareski says: my life's an open book...sort of
[1:30:55 PM] Cathy Nelson says: i thought we had to agree to possible poblication to join?
[1:31:13 PM] Darren Kuropatwa says: @David comes back to what kind of a space is a chatcast. ;)
[1:31:16 PM] David Jakes says: He is showing guidelines for self publishing, anyone have anything like that in their organization?
[1:31:33 PM] David Jakes says: @darren, nicely done
[1:31:53 PM] David Jakes says: Ewan is showing one on a wiki
[1:31:58 PM] Cathy Nelson says: address?
[1:32:06 PM] Dean Shareski says: http://edubuzz.pbwiki.com (Be sure to see this)
[1:32:11 PM] Cathy Nelson says: thx
[1:32:13 PM] David Jakes says: thanks
[1:32:14 PM] Barbara says: edubuzz.pbwiki.com/socialmediastaff (Be sure to see this)
[1:32:24 PM] Brian Mull says: hard to see it in the back with the power hogs
[1:32:32 PM] Cathy Nelson says: lol
[1:33:15 PM] David Jakes says: He is suggesting copying this and placing it in your own wiki and have your people mash it up.
[1:33:33 PM] David Jakes says: Point 3: Blogs are conversations, so converse!
[1:31:41 PM] bob sprankle says: edubuzz.org... wiki owned by the people
[1:35:31 PM] Brian Mull says: Ewan and i discussed this yesterday. It's the problem with large US school. Do the teachers really know the kids?
[1:36:18 PM] David Jakes says: We need teachers who are will to know kids in mulitple dimensions, attend a play, a game, etc. Our teachers go home at 330
[1:36:19 PM] Barbara says: wirearchy is messy
[1:36:30 PM] David Jakes says: will=willing
[1:36:48 PM] Dean Shareski says: I need the podcast for this! Good thing Bob Sprankle's here....wirearchy in action
[1:36:57 PM] Cathy Nelson says: sorry bout that dave
[1:37:07 PM] David Jakes says: This one will require pondering, I agree Dean
[1:37:16 PM] Brian Mull says: @David At my old schools, teachers were required to go to a given number of student athletic events, concerts, or something like that per month.
[1:38:14 PM] David Jakes says: You can set up Technorati to watch what people are saying about you and other people you are interested in
[1:38:50 PM] David Jakes says: Point 4: Its not patronizing to patronize.
[1:39:44 PM] Dean Shareski says: http://edubuzz.org/blogs/donsblog
Running out of time...
[1:39:44 PM] David Jakes says: Point 5: Don't do a me-too.
[1:40:07 PM] David Jakes says: Ewan says: Getting on vs. getting egg on your face
[1:40:15 PM] David Jakes says: nice slides
[1:40:41 PM] David Jakes says: Ewan: What do you really want?
[1:40:52 PM] David Jakes says: Ewan: Why do you want everyone to do that?
[1:43:13 PM] Cathy Nelson says: i make technorati but im not impressed
[1:43:19 PM] Darren Kuropatwa says: Ewan is BRILLIANT.
[1:43:24 PM] David Jakes says: Scary good
[1:43:25 PM] Cathy Nelson says: plus i have a fairly commmon name
[1:43:38 PM] Cathy Nelson says: ewan is a fave of mine
[1:43:55 PM] David Jakes says: Resist making the implicit more explicit than it needs to be
[1:44:03 PM] bob sprankle says: he is a genius
[1:44:05 PM] bob sprankle says: agreed
[1:44:51 PM] David Jakes says: He is suggesting a very connected social public body
[1:45:10 PM] David Jakes says: We all know how important this is but how to amplify this and pull more people in?
[1:45:12 PM] Dean Shareski says: EWan once did an impromptu skype video session from a pub while I was doing a session with teachers....he's very public
[1:45:40 PM] Cathy Nelson says: a real risk taker
[1:45:43 PM] David Jakes says: Wow
[1:45:45 PM] bob sprankle says: wow
[1:45:45 PM] Brian Mull says: Awesome
[1:45:46 PM] Cathy Nelson says: a pub???
[1:45:51 PM] Darren Kuropatwa says: Let's go for a beer.
[1:45:54 PM] David Jakes says: Thanks everyone
[1:45:59 PM] Darren Kuropatwa says: Cheers!
[1:46:00 PM] Dean Shareski says: that was worth the conference
[1:46:06 PM] Darren Kuropatwa says: Yup.
[1:46:10 PM] Cathy Nelson says: what's next? or is that it today
[1:46:31 PM] Cathy Nelson says: other than the f2f im sure youll have lots of
[1:46:38 PM] David Jakes says: Thats it Cathy, except for the conversations and the trip tonight to Quincy Market
[1:46:56 PM] Darren Kuropatwa says: off to finish my presentations.
[1:46:58 PM] Cathy Nelson says: post your agenda for tomorrow plse
[1:47:02 PM] Darren Kuropatwa says: Byte.
[1:47:05 PM] Cathy Nelson says: and thanks for letting me in
[1:47:13 PM] Darren Kuropatwa says: byte=bye. ;)
[1:47:16 PM] David Jakes says: sure, its on my blog but I need to make some changes

tags: blc blc07 ewanmcintosh chatcast

Marco Torres at BLC

2007-07-18T10:21:00.000-05:00

Lights, Camera, Learn: Movie-Making Made Simple and Fun

[9:24:18 AM] David Jakes says: Perth Australia are the people farthest travelers.
[9:25:11 AM] David Jakes says: Will be showing techniques for adding credibility to movie making
[9:25:40 AM] David Jakes says: What are the product goals? What are the process goals?
[9:25:57 AM] Dean Shareski added Jeff Utecht to this chat
[9:25:58 AM] David Jakes says: any decisions on the how should reflect on the what
[9:26:02 AM] David Jakes says: Hey Jeff
[9:26:26 AM] Jeff Utecht says: Hi guys
[9:26:51 AM] Dean Shareski says: Not sure you wanted it but I added you anyway
[9:26:57 AM] Jeff Utecht says: LOL
[9:26:59 AM] David Jakes says: Marco has students here, imagine that, teachers listening to students
[9:27:06 AM] Jeff Utecht says: Just means I won't get work done....again. :)
[9:27:18 AM] Dean Shareski says: multi-task man..
[9:27:26 AM] Jeff Utecht says: Are you in the same session as Barbara?
[9:27:30 AM] David Jakes says: No
[9:27:51 AM] David Jakes says: Marco telling a story about a long plane ride where he saw two guys get dr__k twice.
[9:27:56 AM] Jeff Utecht says: K...so I'm 'chatcasting' in to different sessions...just making sure.
[9:28:00 AM] Dean Shareski says: Barbara's in Darren K's.
[9:28:05 AM] David Jakes says: Sweet
[9:28:18 AM] Jeff Utecht says: I think I just found my techlearning post :)
[9:28:35 AM] David Jakes says: Kids are now introducing themselves
[9:28:41 AM] David Jakes says: Hey thats a great idea...
[9:28:41 AM] Jeff Utecht says: Who came up with the name 'chatcast' is that you Jakes?
[9:28:51 AM] Jeff Utecht says: what age?
[9:29:04 AM] David Jakes says: Yep, they're high school kids
[9:29:26 AM] David Jakes says: two females and two males
[9:29:29 AM] Dean Shareski says: They call him Torres
[9:29:46 AM] David Jakes says: they've actually graduated and are in college
[9:32:19 AM] David Jakes says: Showing an example of a flyer posted in his school, which is pretty bad
[9:32:33 AM] David Jakes says: Kids questioned the expertise of the person creating the flyer
[9:33:07 AM] Jeff Utecht says: oye...just rememberd I left my computer a/c adapter at the house...10 minutes left.
[9:33:14 AM] David Jakes says: Marco asked the student to pimp the flyer
[9:33:19 AM] David Jakes says: see ya
[9:33:26 AM] Dean Shareski says: pimp the flyer
[9:33:34 AM] David Jakes says: compare it with student product and its much better
[9:34:04 AM] David Jakes says: The professional asked how you would xerox this, kid wants to know why you would xerox it
[9:34:18 AM] David Jakes says: effective communication is about color, sound, angles, lines, etc.
[9:35:21 AM] Dean Shareski says: He doesn't teach technology....teaches communication
[9:35:23 AM] David Jakes says: Marco teaches in a school that is different, 5000 students over 300 students, over 56% of students are lost
[9:35:45 AM] David Jakes says: School closes because of local shootings, not snow
[9:36:56 AM] Dean Shareski says: creating a stage for students
[9:37:04 AM] David Jakes says: that's very nice
[9:37:09 AM] David Jakes says: I like that alot
[9:37:59 AM] David Jakes says: Marco wants to do something is different, no one in charge of multimedia (corporate America, etc.)
[9:38:28 AM] David Jakes says: Podcasting: who is in charge, first CNN,then 2 skater kids, kids have access to a studio, stage, and community
[9:39:24 AM] David Jakes says: we have a new language that can help kids
[9:39:47 AM] David Jakes says: introducing the student who made Sweatshops, done by cutting and pasting with Quicktime
[9:40:38 AM] Dean Shareski says: Always starts with why
[9:40:39 AM] David Jakes says: They still need us to help them ask Why
[9:40:55 AM] Dean Shareski says: Teachers often want skip this part...just show me how
[9:41:18 AM] Dean Shareski says: the how is the easy part...the why is tougher for most
[9:41:31 AM] David Jakes says: Marco now showing why a kid likes filmaking
[9:42:02 AM] David Jakes says: Student is talking about counter framing and balancing the shot
[9:42:15 AM] David Jakes says: Wants a message and a point in the movie
[9:42:35 AM] Dean Shareski says: most films are here
[9:42:49 AM] David Jakes says: The kid is talking about his movies and it looks like a director is being interviewed.
[9:43:13 AM] David Jakes says: How does this kid fit into a typical classroom of rows with a teacher lecturing?
[9:43:25 AM] David Jakes says: Answer: He doesn't
[9:43:34 AM] David Jakes says: Movie was from Issac.
[9:44:41 AM] Dean Shareski says: What other stages do we provide for kids other than football field and drama
[9:44:44 AM] David Jakes says: What stages do we offer kids? Don't need the football field, etc
[9:44:49 AM] Dean Shareski says: Kids need stages to get applauses
[9:45:00 AM] David Jakes says: Marco taps into kids passion...
[9:45:09 AM] David Jakes says: Issac is up now
[9:46:00 AM] Dean Shareski says: very articulate
[9:46:21 AM] David Jakes says: presentation on the screen is on visual grammar
[9:46:33 AM] David Jakes says: I can't get over how these kids are just like directors
[9:47:27 AM] David Jakes says: Ask who the audience will be when you create the story, the movie-its part of the Why mentioned earlier
[9:48:24 AM] Dean Shareski says: Shouldn't we have kids in every presentation?
[9:48:55 AM] David Jakes says: Who is the audience-we need to address that more critically in our digital storytelling work. But that assumes the work is going beyond the teacher and the refrigerator wall.
[9:49:17 AM] David Jakes says: Yes, kids should be included, they add credibility and a new window into insight.
[9:49:50 AM] Dean Shareski says: Sharp kid
[9:50:15 AM] Dean Shareski says: talks about the importance of being connected to his friends/network while he was sick
[9:50:15 AM] David Jakes says: Kid gets asked for his autograph
[9:50:31 AM] David Jakes says: when he was in the hospital after they showed his movies there
[9:51:03 AM] David Jakes says: Kid is stealing the show; exactly what Marco probably wants
[9:51:53 AM] David Jakes says: Telling his story about when his movie appeared on Disney
[9:54:00 AM] David Jakes added Cathy Nelson to this chat
[9:54:30 AM] David Jakes says: Welcome Cathy Nelson
[9:55:17 AM] David Jakes says: Cathy, one of Marco's students is talking about his movie making an illness
[9:56:30 AM] David Jakes says: Time for Marco to jump in
[9:56:54 AM] Dean Shareski says: Photos from Marcus at Flickr
[9:57:09 AM] David Jakes says: Marco back on
[9:58:29 AM] David Jakes says: After a movie, the viewer should have more questions than answers.
[9:58:52 AM] Dean Shareski says: THe best films, books, blogs, photos evoke discussion and questions
[9:59:13 AM] Cathy Nelson says: HOTS
[9:59:15 AM] David Jakes says: When doing content based movies-where is the story in the content, but get viewer to ask questions
[9:59:21 AM] Cathy Nelson says: higher order thinking skills
[9:59:38 AM] David Jakes says: Movies are all about that-how many HOTS are embedded in this process?
[9:59:53 AM] Dean Shareski says: Forgive me...HOTS?
[10:00:12 AM] David Jakes says: higher order thinking skills
[10:00:21 AM] Dean Shareski says: Duh...Asked a poet....why do you write
[10:00:34 AM] Dean Shareski says: Because I can't paing
[10:00:36 AM] David Jakes says: Have you seen the the rework of Blooms?
[10:00:38 AM] Dean Shareski says: paint
[10:00:46 AM] Dean Shareski says: I think so
[10:00:56 AM] David Jakes says: The top of the pyramid now is Create
[10:01:10 AM] David Jakes says: Now talking about cuts
[10:01:21 AM] David Jakes says: Cuts have a gramatically purpose
[10:01:56 AM] Dean Shareski says: grammar=literacy
[10:02:58 AM] David Jakes says: grammar=literacy= ____ fill in the blank
[10:03:18 AM] David Jakes says: understanding?
[10:03:22 AM] Dean Shareski says: communication
[10:03:24 AM] Cathy Nelson says: learning
[10:03:26 AM] Dean Shareski says: meaning
[10:03:30 AM] David Jakes says: nice
[10:03:48 AM] Cathy Nelson says: best way to teach grammar fr sure
[10:04:18 AM] David Jakes says: now showing examples of movies with different cuts
[10:04:29 AM] Cathy Nelson says: what is a cut--forgive me
[10:04:50 AM] David Jakes added Tim Lauer, Vinnie Vrotny to this chat
[10:04:58 AM] David Jakes says: Welcome in Tim Lauer
[10:05:04 AM] Cathy Nelson says: hi Tim L
[10:05:10 AM] David Jakes says: I'm unclear as well, Dean?
[10:05:22 AM] Tim Lauer says: Good morning from Portland...
[10:05:29 AM] David Jakes says: Cut is a scene change
[10:05:31 AM] Cathy Nelson says: good morning from sc
[10:05:37 AM] David Jakes says: Hey Tim, go Cubbies
[10:05:57 AM] Dean Shareski says: Cuts are scene changes
[10:06:04 AM] David Jakes says: Now showing a commercial, counting the cuts
[10:06:06 AM] Cathy Nelson says: yeah i learned a new term
[10:06:08 AM] Dean Shareski says: morning tim
[10:06:35 AM] David Jakes says: How does a cut translate to written grammar?
[10:06:44 AM] Cathy Nelson says: point of view?
[10:06:44 AM] David Jakes says: 27 cuts
[10:06:48 AM] David Jakes says: in that movie
[10:06:57 AM] Cathy Nelson says: paragraphs
[10:07:19 AM] Jeff Utecht says: What's the tag for BLC?
[10:07:43 AM] David Jakes says: I believe it is blc07
[10:07:46 AM] Dean Shareski says: From IMDB Cut
A change in either camera angle or placement, location, or time. "Cut" is called during filming to indicate that the current take is over. See also shot, action. A "cut" of a movie is also a complete edited version
[10:07:49 AM] Cathy Nelson says: i went to hitchhikr to subscribe to tags for this
[10:08:37 AM] David Jakes says: So do we need to be translating written terms into filmaking terms, probably already done
[10:08:47 AM] Jeff Utecht says: Sharing my screen
[10:08:48 AM] David Jakes says: what is a transition, what is a period
[10:09:25 AM] Cathy Nelson says: is jeff in Boston?
[10:09:29 AM] David Jakes says: Seattle
[10:09:39 AM] Cathy Nelson says: this is so cool
[10:09:44 AM] David Jakes says: Sweet screenshot, assuming its going into a blog post
[10:09:45 AM] David Jakes says: yes it is
[10:09:48 AM] Dean Shareski says: Had Jakes and Wes Fryer talk to my class about digital storytelling....Marco would have been a great addition as well
[10:10:05 AM] Dean Shareski says: Which reminds me...Jeff we need to talk re: next Tuesday and our wiki class
[10:10:18 AM] David Jakes says: his classes use much more video than we do, this should be a growth area for us
[10:10:33 AM] David Jakes says: Our digital storytelling is based in still frame imagery
[10:10:40 AM] Cathy Nelson says: i will be teaching one class of vid prod in the fall
[10:10:55 AM] Cathy Nelson says: news exp for this school lib
[10:11:04 AM] Jeff Utecht says: One of my goals today Dean if I can stop learning.
[10:11:12 AM] David Jakes says: Cathy, you need to definately check out Marco's stuff, we'll post his url when he gives it to us
[10:11:18 AM] Dean Shareski says: Never stop learning
[10:11:19 AM] Cathy Nelson says: thx
[10:11:28 AM] Cathy Nelson says: i have seen one video by him
[10:11:34 AM] Cathy Nelson says: him talking
[10:11:40 AM] Cathy Nelson says: sharing student vids
[10:11:43 AM] Dean Shareski says: some of it's here
[10:11:51 AM] David Jakes says: Effective movies can be very short
[10:12:28 AM] Jeff Utecht says: Is he on a mac? What software do his students use?
[10:12:31 AM] David Jakes says: yes
[10:12:36 AM] David Jakes says: probably imovie
[10:12:44 AM] Tim Lauer says: Mac... Of course he is... :)
[10:12:50 AM] David Jakes says: showing movies made in his workshop yesterday whic h are very good
[10:13:31 AM] David Jakes says: Made a movie about being stuck on the elevator...pretty funny.
[10:13:43 AM] David Jakes says: Teac her is talking about all the skills embedded in making the movie.
[10:13:47 AM] David Jakes says: How many schools do this?
[10:13:56 AM] Jeff Utecht says: Video? What's he have for a camera?
[10:14:00 AM] David Jakes says: Dont know
[10:14:10 AM] David Jakes says: www.cinedlg.com
[10:14:32 AM] Jeff Utecht says: Not many...we're getting a video mac lab for this exact reason next year. It will be sweet!
[10:14:47 AM] Cathy Nelson says: m school is pc env :(
[10:15:03 AM] David Jakes says: we need to do a project between Illinois Saskatchewan, Portland and Shanghai, and wherever Cathy is
[10:15:03 AM] Cathy Nelson says: i luv my mac (inlove)
[10:15:10 AM] Cathy Nelson says: South Carolina
[10:15:19 AM] David Jakes says: Where?
[10:15:25 AM] Cathy Nelson says: im working with middle school
[10:15:27 AM] David Jakes says: worked in the low country for two hyears
[10:15:35 AM] Cathy Nelson says: Conway, SC near Myrtle Beach
[10:15:38 AM] David Jakes says: ok
[10:15:49 AM] Jeff Utecht says: The kids did one last year as part of the horizon project. Worked really well. They learn the program on their own...darn natives!
[10:15:52 AM] Cathy Nelson says: Conway Moddle--brnad new job
[10:16:00 AM] David Jakes says: Marco's podcasts are here.
[10:16:24 AM] David Jakes says: Marco tripped
[10:16:33 AM] Cathy Nelson says: hes okay?
[10:16:39 AM] David Jakes says: Marco does 10 second projects.
[10:16:41 AM] David Jakes says: yep
[10:16:55 AM] David Jakes says: What does a 10 second project look like?
[10:16:57 AM] Cathy Nelson says: wow 10 secs is perfect for morning news prog
[10:17:01 AM] Dean Shareski says: "quick victories build will"
[10:17:15 AM] Cathy Nelson says: kid won't feel int
[10:17:23 AM] Cathy Nelson says: 10 sec piec of cake
[10:17:37 AM] Cathy Nelson says: where can we find 10 sec examples?
[10:17:41 AM] David Jakes says: what does a sequence of 10 second skill building activities look like to build will?
[10:17:56 AM] Dean Shareski says: audio more important than video
[10:18:02 AM] Cathy Nelson says: i think it will showkids 10 sec can be limiting
[10:18:03 AM] David Jakes says: Marco believes in vesting in audio
[10:18:15 AM] Cathy Nelson says: thye will demand more time
[10:18:26 AM] Cathy Nelson says: make every audio and video worth their cesonds
[10:18:28 AM] David Jakes says: Why can't people turn off cell phones!!!!!!!!!!
[10:18:33 AM] Tim Lauer says: re: 10 seconds... i think it will show kids that 10 seconds is an eternity :)
[10:18:40 AM] Dean Shareski says: short time requires synthesis of thought
[10:18:48 AM] Cathy Nelson says: hots
[10:18:59 AM] Jeff Utecht says: Turn off cell phones? Because we want to be connected!
[10:19:13 AM] David Jakes says: time and place for everything...
[10:19:23 AM] Cathy Nelson says: folks don't have thoughtful courtesy--all hones can be set to vib
[10:19:25 AM] David Jakes says: cineDL6.com
[10:19:28 AM] Jeff Utecht says: Let them ring...is shows our connectivness
[10:19:28 AM] Dean Shareski says: http://cinedelagente.com/html/muves.htm
[10:19:36 AM] Tim Lauer says: how much more distracting than some guy klanging on a keyboard :)
[10:19:37 AM] David Jakes says: Utecht rocks
[10:19:53 AM] David Jakes says: Lauer rocks
[10:19:53 AM] Dean Shareski says: Stay connected but don't annoy me
[10:20:01 AM] Dean Shareski says: Ever heard of vibrate?
[10:20:01 AM] Cathy Nelson says: thanks for that link dean
[10:20:06 AM] Jeff Utecht says: I'm waiting for one to go off in my presentation so I can make that point!
[10:20:16 AM] Tim Lauer says: i wish i had all of your cell numbers we could have a ringtone symphony
[10:20:26 AM] David Jakes says: Marco is done, thanks everyone.
[10:20:31 AM] Cathy Nelson says: my ring is ding dong
[10:20:49 AM] Tim Lauer says: let me know jeff, i'll call in :)
[10:20:51 AM] David Jakes says: Prensky is up next if anyone wants in, be back in about 10 minutes, chatcast up soon
[10:20:56 AM] Cathy Nelson says: thanks David--Awesome experience!!
[10:21:06 AM] Jeff Utecht says: Thanks guys!
[10:21:07 AM] David Jakes says: You are most welcome

tags: blc blc07 marcotorres

Tim Tyson Keynote at BLC-Chatcast

2007-07-18T09:08:00.000-05:00

Tim Tyson's Keynote at BLC 2007

[5:56:33 AM] Dean Shareski says: this will give david something to do...edit this chatcast.......why don't you develop a tool/script to do that?
[5:57:48 AM] Barbara says: How do we keep policy from being the ceiling?
[5:58:04 AM] Will Richardson says: Alan speaking...says NCLB is increasing the gap because private schools are allowing kids to be more creative since they don't have to teach to the test
[5:58:15 AM] David Jakes says: Great idea Dean
[5:58:17 AM] Carolyn Foote says: charter schools also
[5:59:12 AM] Brian Mull says: There still is a lot of teaching to the test in private schools though...but better
[5:59:16 AM] Barbara says: Even with more flexibility we still have to show data
[5:59:18 AM] Carolyn Foote says: ironic, a person in our district leadership saw me yesterday. said these tools are all great, but we have ayp to worry about also. He's enthused...but....
[6:00:09 AM] David Jakes says: AYP has fundamentally changed how we approach education in our district
[6:00:28 AM] David Jakes says: Tim Tyson is now on-let the chat begin
[6:00:53 AM] David Jakes says: Do kids have the capacity to make a significan contribution to our world?
[6:01:11 AM] Will Richardson says: guesses...90% will say they do...
[6:01:10 AM] David Jakes says: He is now doing a poll with the audience.
[6:01:22 AM] Will Richardson says: 76%
[6:01:28 AM] * David Jakes added dkuropatwa to this chat
[6:01:32 AM] David Jakes says: Welcome Darren
[6:01:51 AM] Will Richardson says: How many kids did something that contributed to the world?
[6:01:58 AM] Will Richardson says: I'm wondering if he means in school.
[6:02:04 AM] Will Richardson says: If he does, not my kids
[6:02:42 AM] Darren Kuropatwa says: I think mine did. She organized the whole school to send birthday letters to a young boy w. cancer.
[6:02:53 AM] Barbara says: what does in school mean is that corporate vs individual
[6:02:56 AM] David Jakes says: The Gift of Meaninfgul and Significant Global Contribution is the title
[6:03:13 AM] Darren Kuropatwa says: reread Will. Year, MY kids didn't my students did. That stings.
[6:03:46 AM] David Jakes says: Now talking about the Phantom Tollbooth
[6:05:10 AM] Carolyn Foote says: One of my favorite books
[6:06:26 AM] David Jakes says: Wants us to reconnect with our childhood inspiration-he wants to shake some dust off our current perspectives
[6:07:04 AM] David Jakes says: Showing a picture of the Tyson family and talking about his grandparents
[6:07:25 AM] David Jakes says: great grandparents
[6:07:41 AM] * Darren Kuropatwa added graham_wegner to this chat
[6:08:17 AM] David Jakes says: Hello Graham
[6:08:25 AM] * Darren Kuropatwa added edventures to this chat
[6:08:27 AM] Graham Wegner says: Hi David
[6:08:31 AM] Will Richardson says: Hey Graham
[6:08:37 AM] Graham Wegner says: G'day
[6:08:56 AM] Graham Wegner says: And I was about to head to bed!!
[6:08:57 AM] Carolyn Foote says: Hi graham and John
[6:09:38 AM] Graham Wegner says: So is Dean speaking?
[6:09:47 AM] Darren Kuropatwa says: Tim Tyson.
[6:09:52 AM] Barbara says: Using Google earth to highlight changes in the town paper mill over time
[6:09:55 AM] Graham Wegner says: Ah!!!
[6:10:23 AM] * Brian Mull added teach42 to this chat
[6:10:54 AM] Darren Kuropatwa says: He's talking about changes in his home town. Terrible poverty and unemployment.
[6:11:06 AM] Carolyn Foote says: Hi Steve
[6:11:23 AM] Darren Kuropatwa says: He figures this out before visiting by counting cars at the paper mill using google earth.
[6:11:22 AM] Carolyn Foote says: Barbara, how is he showing that on Google earth?
[6:11:32 AM] Darren Kuropatwa says: Zoomed in on the parking lot.
[6:11:35 AM] Carolyn Foote says: ok.
[6:11:39 AM] Darren Kuropatwa says: Midday.
[6:12:06 AM] Darren Kuropatwa says: Tim: Read A Whole Newq Mind by Dan Pink.
[6:12:13 AM] Graham Wegner says: Google Earth pics in Oz are a few yrs old - a teacher worked that out by noticing a pergola missing from the back of their house.
[6:12:45 AM] Steve Dembo says: Greetings! Thanks for adding me in
[6:12:50 AM] Darren Kuropatwa says: What's a "pergola"?
[6:13:12 AM] Carolyn Foote says: lol, darren.
[6:13:17 AM] Carolyn Foote says: It's like a gazebo but not.
[6:13:23 AM] Barbara says: Discussing Daniel Pink's Book
[6:13:25 AM] Graham Wegner says: like a verandah but not fully covered
[6:13:33 AM] Will Richardson says: jakes just dropped out and I can't see him on my list...can someone add him?
[6:13:35 AM] Brian Mull says: No prob Steve
[6:13:47 AM] Carolyn Foote says: my family has an inside joke about that, sorry
[6:13:48 AM] Carolyn Foote says: pergola
[6:14:03 AM] Brian Mull says: I have him in mine, Will
[6:09:07 AM] David Jakes says: Showing Prichard Alabama in Google Earth where the Tyson family lived
[6:10:41 AM] David Jakes says: I keep getting dropped
[6:12:40 AM] * David Jakes left this chat
[6:14:07 AM] Darren Kuropatwa says: I see David on my list. He's in the chat.
[6:14:22 AM] Carolyn Foote says: he's not on my invite list either
[6:14:26 AM] Darren Kuropatwa says: What about Dean? He looks offline in my list.
[6:14:39 AM] Carolyn Foote says: Daniel's book is excellent.
[6:12:25 AM] Dean Shareski says: Quoting Dan Pink
[6:13:09 AM] Dean Shareski says: Competition vs. Collaboration....what's the balance? Are these "competing" ideas?
[6:14:47 AM] Graham Wegner says: tnx everyone - got to hit the hay
[6:14:53 AM] Will Richardson says: The connection here is really slow
[6:14:57 AM] Darren Kuropatwa says: Nite Graham.
[6:15:06 AM] Graham Wegner says: cheers
[6:15:06 AM] Will Richardson says: Now talking about Dewey...a hero to him.
[6:15:18 AM] * Barbara added David Jakes to this chat
[6:15:18 AM] Will Richardson says: active process of learning...
[6:15:22 AM] Will Richardson says: I got a quote for you...
[6:15:26 AM] Will Richardson says: "We have been seduced by our inability to imagine ourselves as superfluous to student learning."
[6:15:37 AM] Darren Kuropatwa says: Learning is active proceess on part of learner. it;'s social and mediated by construction of artifacts
[6:15:37 AM] Will Richardson says: That's from a NZ blogger
[6:15:50 AM] Darren Kuropatwa says: Sounds like Project based learning to me.
[6:16:03 AM] Barbara says: Who is doing all of the Thinking work in your classes...teachers or students
[6:16:03 AM] Carolyn Foote says: great quote will. librarians would struggle with that.
[6:16:06 AM] Will Richardson says: He's heavy into project based learning.
[6:16:08 AM] Darren Kuropatwa says: Who is doing all of the thinking woirk?
[6:16:27 AM] Will Richardson says: Saying EVERYTHING has been transformed.
[6:16:39 AM] Will Richardson says: by technology.
[6:16:45 AM] Will Richardson says: Except school.
[6:16:49 AM] Darren Kuropatwa says: My dept. feels that the project work our kids do is the best sort of learning that they doi.
[6:17:06 AM] Darren Kuropatwa says: School is iorrelevent to their p[resent and future.
[6:17:11 AM] Will Richardson says: Jakes doing a reboot
[6:17:34 AM] Will Richardson says: Believes this is an opportunity...
[6:17:50 AM] Will Richardson says: I'm not sure I agree that students think school is irrelevant to their futures.
[6:17:50 AM] Darren Kuropatwa says: School 2.0
[6:17:55 AM] Steve Dembo says: School is irrelevant to their present and future?
[6:18:00 AM] Darren Kuropatwa says: authentically engaged learners
[6:18:14 AM] Steve Dembo says: Can anyone elaborate on what he meant by that?
[6:18:32 AM] Carolyn Foote says: I think students struggle "against" school's requirements but basically accept the premise of it.
[6:18:34 AM] Barbara says: which comment
[6:18:37 AM] Will Richardson says: That our kids are checking out.
[6:18:38 AM] Darren Kuropatwa says: I think kids think of school as a hoop they have to jump through to get to the next hoop.
[6:18:41 AM] Will Richardson says: I agree Carolyn.
[6:19:04 AM] Barbara says: I agree Darren
[6:19:17 AM] Will Richardson says: I think they see it as relevant...but in reality, it's relevance is in question.
[6:19:30 AM] Will Richardson says: His School 2.0 list misses the networking aspect, I think.
[6:19:38 AM] Carolyn Foote says: Well, I'm not sure they are totally checking out...but they check out on some courses, not on others. I do think some do think it is relevant, yes, Will..I agree.
[6:19:42 AM] Darren Kuropatwa says: Connectedness, meaningfullness, significance, contribution
[6:19:47 AM] Carolyn Foote says: We dont even network within the school
[6:19:57 AM] Darren Kuropatwa says: Says "contribution" has kids working at the highest level of Bloom's
[6:20:01 AM] Carolyn Foote says: We don't talk to each other WITHIN the walls
[6:20:03 AM] Carolyn Foote says: much less outside of them.
[6:20:19 AM] Barbara says: Connectdness, meaningfulness, significance, contribution he says are the keys with contribution being most important
[6:20:25 AM] Carolyn Foote says: typically, that is.
[6:20:41 AM] David Jakes says: sweet, I'm back
[6:21:00 AM] * Brian Mull added lainiemcgann to this chat
[6:21:08 AM] Carolyn Foote says: welcome back
[6:21:17 AM] Steve Dembo says: The fact that most schools ban students from networking together makes me crazy.
[6:21:11 AM] David Jakes says: mine too
[6:21:30 AM] Carolyn Foote says: Steve, you mean via web 2.0 tools
[6:21:33 AM] Will Richardson says: I think contribution is important....but there is more to it.
[6:21:36 AM] Steve Dembo says: I mean online.
[6:21:39 AM] Carolyn Foote says: ok
[6:21:45 AM] Steve Dembo says: Doesn't need to be web2.0
[6:21:49 AM] Darren Kuropatwa says: Talking about a kid who got an A on a project and wanted to continue working on so that it would be published online so that "everyone on earth can see it."
[6:22:01 AM] Darren Kuropatwa says: Tim hasd promised as much on the 2nd day of school.
[6:22:37 AM] Will Richardson says: They are doing a great job of publishing at Mabry.
[6:22:45 AM] Carolyn Foote says: I think where we need to do work is with administrators and IT departments. They just don't understand.
[6:25:20 AM] Barbara says: they do not grade the work posted on their web site?
[6:27:22 AM] Carolyn Foote says: and made connections with their own families that they wouldn't have otherwise
[6:27:22 AM] Darren Kuropatwa says: @Will exactly.
[6:27:38 AM] Darren Kuropatwa says: @Carolyn Yes, but will it continue?
[6:27:38 AM] Will Richardson says: So I'm hoping he talks about how that plays out at Mabry.
[6:23:21 AM] Will Richardson says: I wish he would talk more about what happens AFTER the publishing part.
[6:23:39 AM] Darren Kuropatwa says: Now that Tim has left mabry will it continue? Will it scale to the next admin? with the teachers keep it alive?
[6:23:50 AM] Steve Dembo says: Do you need parent buy-in in order to get the adminstrators to move en masse? Or is there a pressure point from within the school community?
[6:23:55 AM] Will Richardson says: The publishing piece? Probably.
[6:24:09 AM] Carolyn Foote says: Right, Darren--the leadership makes a tremendous difference right now.
[6:24:09 AM] Darren Kuropatwa says: Is Mabry's success scalable?
[6:24:20 AM] Carolyn Foote says: If it were more grass roots, then you know it would be sustained.
[6:24:34 AM] Darren Kuropatwa says: The teachers could lead if the principle doesn't ...
[6:24:41 AM] Will Richardson says: Is Mabry a "success?" (I'm being a noodge, I know.
[6:24:42 AM] Darren Kuropatwa says: if they have the passion to dso so but will they?
[6:24:44 AM] Carolyn Foote says: Steve, our principal started a commitee that included parents, to help with that.
[6:24:54 AM] Darren Kuropatwa says: It''ll be interesting to see what's coming out of Mabry in year.
[6:25:03 AM] Will Richardson says: (Jakes is having connection problems.)
[6:25:11 AM] Darren Kuropatwa says: @Will Isn't it?
[6:25:16 AM] Will Richardson says: Talking about assessment...
[6:25:25 AM] Darren Kuropatwa says: Noodgfing back. ;)
[6:25:38 AM] Will Richardson says: @Darren It is if the goal is publishing and learning how to publish.
[6:25:47 AM] Will Richardson says: My question is, is that enough?
[6:25:51 AM] Carolyn Foote says: I think it's also a success in providing examples for principals of what you can do
[6:25:55 AM] Steve Dembo says: gtg, thanks for the conversation.
[6:25:56 AM] Will Richardson says: And maybe he'll answer that as well.
[6:25:57 AM] Darren Kuropatwa says: Discussing life long learning
[6:26:03 AM] Carolyn Foote says: bye steve
[6:26:11 AM] * Steve Dembo left this chat
[6:26:11 AM] Will Richardson says: Don't drown Steve!
[6:26:18 AM] Carolyn Foote says: welcome back David
[6:26:30 AM] Darren Kuropatwa says: It's more than just publishing ... it's what they are publishing and the degree to which the community is involved.
[6:26:46 AM] Carolyn Foote says: Their film festival is a community event, isn't it?
[6:26:58 AM] Will Richardson says: (Will sounding like broken record) It's the connections you make around the publishing.
[6:27:00 AM] Carolyn Foote says: And it sounds like their students have gone on and pursued this
[6:27:04 AM] Darren Kuropatwa says: Tim comp just spoke up to say he's running on reserve power. :D
[6:28:13 AM] Carolyn Foote says: Yes, I wonder about that Darren.
[6:28:23 AM] Darren Kuropatwa says: @Barbra I don't know but I imagine they grade it but don't publish the grades .... I think that would be a problem of confidentiallity.
[6:28:33 AM] Will Richardson says: I think in all of this we need to ask, "what are kids learning?"
[6:28:45 AM] Darren Kuropatwa says: "When does meaningfulness start?"
[6:28:53 AM] Carolyn Foote says: But isn't making a contribution part of what they are learning? that they can make one?
[6:29:18 AM] Carolyn Foote says: that a message well crafted can communicate? that they have personal power?
[6:29:25 AM] Darren Kuropatwa says: @Will Not What, but how. And are they internalizing a respect and value for learning.
[6:29:36 AM] Carolyn Foote says: I like that question Darren. Heard Tim at NECC
[6:29:37 AM] Will Richardson says: @carolyn no doubt. But I'm wondering if that is the ultimate goal
[6:29:45 AM] Darren Kuropatwa says: "What's on their minds?"
[6:30:39 AM] Darren Kuropatwa says: Tim's kids wanted to do a project on human embryonic stem cell research and he let them do it.
[6:30:41 AM] Barbara says: When as an admin we do heavy lifiting on projects embedding the vision is hard work
[6:30:36 AM] Will Richardson says: Is tim's answer that meangingfullness starts when we publish good work to the world?
[6:30:59 AM] Will Richardson says: I think I would argue that meaningfullness really begins with the conversations and the learning that occurs around what is being published.
[6:31:18 AM] Barbara says: he said contribution was key so maybe yes...not sure if i agree
[6:31:13 AM] Darren Kuropatwa says: They wanted to go on field trip to univ. to talk to researcher, tim said yes ... with parental permission and they wanted to go too.
[6:32:23 AM] Will Richardson says: he told this story at NECC...can hear the podcast on Wes's site
[6:32:41 AM] Carolyn Foote says: Can it be around both, Will?
[6:33:01 AM] Carolyn Foote says: the learning, and the conversation afterwards?
[6:33:06 AM] Will Richardson says: Both what?
[6:33:13 AM] Darren Kuropatwa says: Reasearcher p[resentede high level info on what she does and why. Gave balanced view of why people think she shouldn't so the work she does.
[6:33:25 AM] Will Richardson says: Ok...now he's talking...his kids have a blog where they connect with researchers at Emory..
[6:33:29 AM] Will Richardson says: That's making a connection.
[6:33:39 AM] Will Richardson says: That's building a network.
[6:33:49 AM] Will Richardson says: These are really amazing projects.
[6:34:08 AM] Darren Kuropatwa says: He empowerede his kids to direct their learning after internalizing a passion to know.
[6:34:32 AM] Carolyn Foote says: They are authentic projects
[6:35:14 AM] Carolyn Foote says: because they are real world research
[6:35:19 AM] Carolyn Foote says: not just within the walls of the school or walls of the internet
[6:35:25 AM] Darren Kuropatwa says: Sharing movies his students have made: 1st "Organ Donation"
[6:35:32 AM] Will Richardson says: Absolutely
[6:35:45 AM] Darren Kuropatwa says: Theme of film festival: Making Our World a better place."
[6:36:01 AM] Darren Kuropatwa says: I thnk it can be found at mabryonline
[6:36:19 AM] Barbara says: the ground work for real world research is connecting the students with people and places..at least junior high kids do not get it unless there is a face and place
[6:36:42 AM] Carolyn Foote says: It is, Darren..the winning films are online
[6:36:58 AM] Barbara says: if not on mabryonline it is on itunes
[6:36:58 AM] Will Richardson says: You know what? What these kids are doing is good journalism.
[6:37:04 AM] Will Richardson says: With a dose of activism.
[6:37:06 AM] Carolyn Foote says: It is, isn't it
[6:37:26 AM] Carolyn Foote says: But..sometimes I question mixing the two
[6:37:32 AM] Will Richardson says: Learning on steroids.
[6:37:38 AM] Carolyn Foote says: Our journalists often don't know how to be good journalists
[6:37:49 AM] Carolyn Foote says: because they mix in too much opinion
[6:37:58 AM] Carolyn Foote says: and bias
[6:38:16 AM] Carolyn Foote says: It reminds me of the I-search paper
[6:38:21 AM] Carolyn Foote says: very similar
[6:38:30 AM] Carolyn Foote says: you tell your journey, and then share your research
[6:38:45 AM] Will Richardson says: Yep...only it;s the I-search movie...good stuff.
[6:39:10 AM] Carolyn Foote says: right
[6:40:11 AM] Darren Kuropatwa says: Next: "Genetically Modified Foods"
[6:40:27 AM] Darren Kuropatwa says: Frankengenes
[6:40:45 AM] Will Richardson says: Jakes and Shareski have dropped from the chat
[6:41:08 AM] Darren Kuropatwa says: The movie changed how one kid's family bought food.
[6:41:26 AM] Darren Kuropatwa says: real learning is when what you learn changes you in some way.
[6:41:33 AM] Will Richardson says: yep
[6:42:29 AM] Will Richardson says: I also wonder how much pd it took to get the teachers ready to support these types of projects.
[6:42:32 AM] Barbara says: Maybe Darren how do you apply that to math
[6:42:45 AM] Carolyn Foote says: David Jakes was trying to skypecast this for later
[6:42:53 AM] Will Richardson says: And it's obvious that Tim is really facile with technology...he's able to model it in his practice.
[6:43:01 AM] Carolyn Foote says: Will, I agree, they are very professionally done.
[6:43:28 AM] Darren Kuropatwa says: @Barbra I try to change the way they think.
[6:43:29 AM] Barbara says: They had some technical advisors ...I think parents
[6:43:42 AM] Darren Kuropatwa says: Math is about how you approach problem solving
[6:44:15 AM] Darren Kuropatwa says: Next;"Child Slave Labour On The Ivory Coast"
[6:22:07 AM] Dean Shareski says: they don't need to go to school to contribute or post....they already have their own networks
[6:46:15 AM] Darren Kuropatwa says: The focus seems to be the connection between child slave labour vis a vis chocolate. I think Nancy White would cry if she heard this. ;)
[6:46:21 AM] Barbara says: The movies highlight issues but they do not reveal the research..the process of validating info and thinking
[6:47:28 AM] Darren Kuropatwa says: @Barbara that's the part that should be invisible in the final product ... that's where the teaccher comes in. To ensure those things are done.
[6:47:56 AM] Dean Shareski says: dropped skype many times..is this getting through
[6:48:21 AM] Carolyn Foote says: yes, Dean, I see you
[6:48:22 AM] Darren Kuropatwa says: Great visual penny morphing into kids face.
[6:48:37 AM] Will Richardson says: But I agree that esp with this one, the sources are really important.
[6:48:39 AM] Carolyn Foote says: I agree, Darren. Should be invisible but evident
[6:48:39 AM] Darren Kuropatwa says: Yeah I see you too Dean.
[6:48:50 AM] Will Richardson says: hey dean
[6:48:56 AM] Darren Kuropatwa says: Next: "Human Embryonic Stem Cell research"
[6:49:43 AM] Barbara says: I think it is important especially if we want the students to have a viable voice to at least give source information
[6:49:52 AM] Darren Kuropatwa says: One kids changed his mind, from wanting ot be pro baseball player to .... stem cell researcher?
[6:50:22 AM] Carolyn Foote says: True, barbara
[6:21:39 AM] David Jakes says: How many teachers get networking?
[6:21:56 AM] David Jakes says: and the power associated with connecting?
[6:33:20 AM] David Jakes says: back?
[6:37:10 AM] David Jakes says: back
[6:49:33 AM] David Jakes says: bb
[6:50:40 AM] David Jakes says: Heeesss baccckkk
[6:50:49 AM] Will Richardson says: Jakes!
[6:50:56 AM] David Jakes says: about time
[6:51:04 AM] Will Richardson says: I agree Barbara
[6:51:10 AM] Carolyn Foote says: welcome back!
[6:51:12 AM] Barbara says: netwoeking is something you get when you experience it
[6:51:21 AM] Carolyn Foote says: exactly. And it takes time to build a network
[6:51:24 AM] Darren Kuropatwa says: WOW.
[6:51:25 AM] Will Richardson says: These are great movies...but they have a hugely emotional tug.
[6:51:33 AM] Barbara says: exactly
[6:51:45 AM] Will Richardson says: that needs to be balanced
[6:52:01 AM] Carolyn Foote says: The students have really learned how to communicate something. Right, Will...it is like learning advertising.
[6:52:08 AM] Dean Shareski says: What would be really interesting is to have kids create videos that argue conflicting ideas
[6:52:18 AM] Carolyn Foote says: point/counterpoint?
[6:52:19 AM] Barbara says: I like that dean
[6:52:23 AM] Will Richardson says: No doubt, when you know you're audience is going to be global...it changes the equation
[6:52:26 AM] David Jakes says: Kids can do this, we see it all the time in my school district, when given the chance. That's it--the chance
[6:52:37 AM] Will Richardson says: Right
[6:52:43 AM] Carolyn Foote says: more than the chance, the expectation?
[6:52:50 AM] Darren Kuropatwa says: @Dean, yeah.
[6:53:05 AM] Carolyn Foote says: Do we settle for "good enough" in schools too often? to be nice?
[6:53:13 AM] Dean Shareski says: I like the 2 minute time....synthesizes learning
[6:53:16 AM] Will Richardson says: "It's not about the technology and the connectivity"
[6:53:18 AM] Carolyn Foote says: Joyce Valenza said that.
[6:53:18 AM] Barbara says: Carolyn...how do we get teachers to the point of making it an expectation
[6:53:33 AM] David Jakes says: that's about leadership
[6:53:37 AM] Barbara says: @ Dean I do
[6:53:40 AM] Carolyn Foote says: Right, and some will go too far with that, Barbara...the whole "rigor" thing
[6:53:44 AM] Carolyn Foote says: gone awry
[6:53:50 AM] Will Richardson says: "Our kids want to be prepared to make a contribution"
[6:53:53 AM] Carolyn Foote says: I agree, leadership, David
[6:54:09 AM] Will Richardson says: Do you thnk middle school kids are too young to understand the network?
[6:54:19 AM] Barbara says: No
[6:54:27 AM] Carolyn Foote says: No, they are on networks already, Will, don't you think?
[6:54:27 AM] Will Richardson says: Right
[6:54:28 AM] Darren Kuropatwa says: Thay're not. i.e. Clarence Fisher's kids.
[6:54:29 AM] Carolyn Foote says: myspace? or younger sites?
[6:54:31 AM] David Jakes says: No, I don't think so, we need to challenge and accept nothing less
[6:54:46 AM] Will Richardson says: Making th world a better place...
[6:54:47 AM] Carolyn Foote says: My son was on art sites networking by middle school.
[6:54:46 AM] Dean Shareski says: I know first greaders who understand networks...they don't call them networks, it's just how they learn
[6:54:50 AM] Will Richardson says: Look at TakingIT Global...
[6:54:52 AM] Darren Kuropatwa says: Next: "Celebrate Achievement"
[6:55:00 AM] David Jakes says: see uthTV
[6:55:01 AM] Barbara says: the kids have networks they just need to ewant learning networks...to value learning
[6:55:06 AM] Will Richardson says: That's a network that's doing meaningful work to change the world.
[6:55:13 AM] Will Richardson says: Can we do that with middle school kids?
[6:55:15 AM] Will Richardson says: More than movies?
[6:55:23 AM] Carolyn Foote says: They do learn on their networks, I believe. We should respect that more.
[6:55:35 AM] Will Richardson says: (And I'm not dissin' the movies.)
[6:55:50 AM] Dean Shareski says: I like the way these videos are structured....student reflection up front...nice
[6:55:55 AM] Barbara says: I think so...we teach social justice and in a connected world it takes on new meaning
[6:56:04 AM] Carolyn Foote says: Dean, like the I-search process for papers
[6:56:14 AM] * David Jakes added techgrl to this chat
[6:56:29 AM] David Jakes says: Welcome, Carolyn from Bellingham Washington
[6:56:38 AM] Carolyn Foote says: Hi Carolyn
[6:56:46 AM] Brian Mull says: It's not about technology and connectivity until you can't. Just got bck on and had a flood of messages come in.
[6:56:48 AM] Dean Shareski says: technical point....what about copyright music....these are on itunes...I'm just sayin' is all
[6:56:47 AM] Darren Kuropatwa says: Hi Carolyn
[6:56:53 AM] Will Richardson says: Dean...I was just thinking that
[6:57:04 AM] Barbara says: First you have to broaden the jr high stuidents world view then you can move toward doing something in the world
[6:57:32 AM] Darren Kuropatwa says: Good p[oint DeAN
[6:57:33 AM] Will Richardson says: I'm about out of battery...
[6:57:32 AM] Dean Shareski says: I'm guilty of it too so I can't be too hyprocritical
[6:57:33 AM] David Jakes says: We are starting to have our MIDI music classes compose music for our digital stories
[6:57:47 AM] Carolyn Foote says: good idea David.
[6:57:51 AM] Barbara says: we are going there next year too..midi
[6:57:53 AM] Dean Shareski says: but the songs are very appropriate
[6:57:54 AM] Carolyn Foote says: tap into the musicians on the campus too.
[6:58:14 AM] Carolyn Foote says: We have a lot of kids in bands at high school. They'd probably love to have their music included.
[6:58:14 AM] Darren Kuropatwa says: OUr choir is recording music arranged by our music teacher ... watch for it next year. ;)
[6:58:16 AM] Will Richardson says: shutting down...thanks for the chat.
[6:58:27 AM] Carolyn Foote says: The problem is, there is an emotional connection to hearing a familiar song in these presentations
[6:58:29 AM] Darren Kuropatwa says: CHEERS WILL!
[6:58:29 AM] Carolyn Foote says: bye Will
[6:58:47 AM] Carolyn Foote says: The song adds meaning because it is familiar.
[6:58:56 AM] Carolyn Foote says: doesn't it?
[6:59:35 AM] Darren Kuropatwa says: Ends with" What's your next logical step? Take it."
[6:59:54 AM] Darren Kuropatwa says: I'm off to get my session ready. Cheers!
[7:00:01 AM] David Jakes says: thanks everyone
[7:00:07 AM] Carolyn Foote says: Bye! thanks David!
[7:00:08 AM] David Jakes says: chatcast up soon

tags: blc blc07 timtyson

Dean Shareski: Moving Beyond the Wow Factor in Google Earth

2007-07-18T07:20:00.000-05:00

Title: Moving Beyond the Wow Factor in Google Earth, Dean Shareski, BLC

[6:31:33 AM] David Jakes says: Dean is introducing himself and describing the importance of learning communities-encouraging people to join and participate in learning communities.
[6:33:00 AM] David Jakes says: Dean is going to show everyone where Moose Jaw, Saskatchewan is.
[6:33:53 AM] David Jakes says: Is location more or less important? Son plays World of Warcraft, location is not important, its a minor element of what his son does.
[6:35:27 AM] David Jakes says: The first time you show GE there is a big WOW factor.
[6:35:47 AM] David Jakes says: He is asking who owned Earth before Google.
[6:37:07 AM] David Jakes says: Dean is now doing a tour of his background in GE, now talking about his blog. Moving to where he was born.
[6:38:47 AM] David Jakes says: He is now showing a photo attached to his home-Dean as a young boy playing piano. Now he is showing where he went to college.
[6:39:54 AM] David Jakes added Barbara to this chat
[6:40:04 AM] David Jakes says: Barbara has been added to the chat
[6:40:11 AM] David Jakes says: Good morning Barbara
[6:40:27 AM] Barbara says: hi
[6:41:09 AM] David Jakes says: Dean is now showing where he works and now he is illustrating how he used GE to map his drive from Moose Jaw to Boston.
[6:41:15 AM] David Jakes says: 2500 miles
[6:42:59 AM] David Jakes says: A key ability in GE is the tour function.
[6:43:18 AM] David Jakes says: How can the tour function be used in GE with students?
[6:43:50 AM] David Jakes says: It is my belief that every subject can be studied through a geographical context.
[6:44:11 AM] Barbara says: take them places they can't get to...broaden there world
[6:44:27 AM] David Jakes says: Exactly
[6:44:44 AM] Barbara says: showing fenway now
[6:44:50 AM] David Jakes says: Dean is showing Fenway Park
[6:45:23 AM] David Jakes says: He is now talking about KML files and layers which you can turn on and off.
[6:45:38 AM] Barbara says: Layers show roads , 3d buildings....
[6:46:16 AM] David Jakes says: He is talking now about Sketchup which is a free tool from Google, you can create 3D models and the place them in GE.
[6:46:44 AM] Barbara says: This idea of modeling is an important student app because ther is a lot of room for them to create content
[6:47:22 AM] David Jakes says: http://www.sketchup.com/
[6:48:05 AM] David Jakes says: Dean is now talking about downloading Flickr and how to post geotagged photos in GE
[6:48:20 AM] David Jakes says: What is the site that hosts the photos
[6:48:30 AM] Barbara says: flickr
[6:49:20 AM] David Jakes says: OK, so we can do a tour, use sketchup to create models, and add Flickr photography
[6:50:04 AM] David Jakes says: Adding more depth and context to places...
[6:50:46 AM] Barbara says: Maybe we can even make a contect iand ask other students who can take phto's specifically of sites you are interested in
[6:50:48 AM] David Jakes says: Now discussing bandwidth issues-I've never seen any information on this, I need to find out about this
[6:51:41 AM] Barbara says: Google Pro is free to educators if you apply for it with Google but it does require a fairly good computer
[6:51:51 AM] David Jakes says: His wiki is now being displayed shareski.wikispaces.com
[6:51:54 AM] Barbara says: that is Google earth pro
[6:52:07 AM] David Jakes says: What does Pro do for you?
[6:52:30 AM] David Jakes says: Now showing Flash Earth
[6:52:51 AM] Barbara says: One thing it does is allow you to make Google movies which you can then download and use with other things
[6:53:11 AM] David Jakes says: So you can make a movie of a Google Earth session?
[6:54:02 AM] Barbara says: Yes for example we had a student talk about their family migration and mashed the podcast with a google earth movies
[6:54:44 AM] David Jakes says: that is very nice
[6:55:05 AM] David Jakes says: Now jumping to Google Maps
[6:55:31 AM] David Jakes says: Kids can create placemarks very easily in GM.
[6:55:54 AM] David Jakes says: Here is the question: How do you get a classroom of kids to have Google accounts, especially young kids.
[6:56:22 AM] David Jakes says: Dean is adding placemarks to a map, adding HTML to the "bubbles."
[6:56:31 AM] Barbara says: all you need is an email account and with young children you can use gaggle mail which is filtered
[6:56:46 AM] David Jakes says: One account for the teacher?
[6:57:30 AM] Barbara says: You could have a class account with a generic password
[6:57:50 AM] David Jakes says: Ok, that's good.
[6:58:23 AM] David Jakes says: http://www.gaggle.net
[6:58:42 AM] David Jakes says: A participant is now asking the same question.
[6:59:49 AM] David Jakes says: Barbara-why dont you suggest Gaggle
[7:00:14 AM] David Jakes says: Dean is now talking about KML files
[7:01:18 AM] Barbara says: I like the idea of making town tours with stories and pictures of locations..great fro Gr 3 which studies local history here in US
[7:01:36 AM] David Jakes says: Absolutely
[7:01:49 AM] David Jakes says: How many have heard of StreetView
[7:02:01 AM] David Jakes says: http://www.panorimo.com/
[7:02:15 AM] David Jakes says: Now showing Streetview
[7:02:42 AM] David Jakes says: Crowd oohs and ahs
[7:03:03 AM] Barbara says: This is new to me..Dean got his wow moment for me
[7:03:13 AM] David Jakes says: Dean showing an airconditioner is someones apartment
[7:03:55 AM] David Jakes says: It's very cool, the company that does this has a VW with a 11 head camera on top of the car and they just drive down the street.
[7:05:22 AM] David Jakes says: What are the questions that we need to answer to make this a real tool in schools?
[7:05:35 AM] David Jakes says: Or even ask first?
[7:06:37 AM] Barbara says: How do we move from this is cool to this is about thinking and problem solving...
[7:07:34 AM] David Jakes says: Locate the maps Web site from his wiki
[7:07:53 AM] David Jakes says: Now is showing a mashup of Skype and GE called Unype
[7:08:00 AM] David Jakes says: Calling out Jeff Utecht
[7:08:48 AM] Barbara says: How do we explain that this is essential learning..
[7:09:03 AM] David Jakes says: http://www.unype.com/ multiuser GE experience with an avatar of you...
[7:09:27 AM] David Jakes says: Thats an important that must be addressed...
[7:10:14 AM] David Jakes says: This is about students understanding place, and how to use this as a problem solving tool
[7:10:47 AM] David Jakes added Carolyn Foote to this chat
[7:10:54 AM] David Jakes says: Welcome Carolyn Foote
[7:11:06 AM] Carolyn Foote says: hi :)
[7:11:07 AM] Barbara says: Goodmorning
[7:11:22 AM] David Jakes says: Hello Carolyn, Dean is giving his presentation on GE, now showing TwitterVision
[7:11:38 AM] Barbara says: How can he rag on twitter? lol
[7:11:50 AM] Carolyn Foote says: Ok! lol...should I open my twitter window
[7:12:32 AM] David Jakes says: He's not, he mentioned it and now he has to explain it
[7:13:05 AM] David Jakes says: Now talking about Google Sightseeing
[7:13:07 AM] Carolyn Foote says: twittering and skyping at the same time about this
[7:13:14 AM] David Jakes says: that rocks
[7:13:14 AM] Carolyn Foote says: What's google sightseeing?
[7:13:38 AM] David Jakes says: its am email thing you get that shows you cool sites on GE-you can subscribe
[7:13:52 AM] David Jakes says: Dean's making me dizzy...
[7:13:55 AM] Carolyn Foote says: sounds interesting.
[7:14:06 AM] David Jakes says: Space Navigator mouse?
[7:14:52 AM] Carolyn Foote says: http://googlesightseeing.com/
[7:14:58 AM] David Jakes says: Dean talking about my Summer of Love tour in GE
[7:15:47 AM] David Jakes says: Now mentioning adding videos, the Help documents give you the script on how to embed Youtube or Google Video in placemark windows
[7:16:14 AM] David Jakes says: Now showing the Darfur Crisis-this can be found at the U.S.National Holocaust Museum
[7:16:27 AM] David Jakes says: How do you find all of this?
[7:16:45 AM] Carolyn Foote says: wandering?
[7:17:00 AM] David Jakes says: Its about being connected into the network
[7:17:09 AM] Carolyn Foote says: I"m looking at a tour of billionaires houses on google sightseeing.
[7:17:46 AM] David Jakes says: Search del.icio.us for googleearth tag
[7:18:02 AM] David Jakes says: You wont see my house!
[7:18:18 AM] Carolyn Foote says: mine neither
[7:18:24 AM] Carolyn Foote says: del.icio.us idea..good one
[7:18:28 AM] David Jakes says: Dean: how do we use this in the real world
[7:18:44 AM] Carolyn Foote says: could have students do that when doing research papers
[7:19:18 AM] David Jakes says: Dean is showing how a pool business has used GE to locate who has pools in a neighborhood
[7:17:49 AM] Barbara says: Suggestion to search de.licio.us to search for Google earth content. Also other resources on Dean's wiki
[7:19:58 AM] David Jakes says: Dean is now ending, Barbara and Carolyn thanks, I'll be on with keynote shortly.
[7:20:05 AM] Carolyn Foote says: ok, thanks. coffee time.
[7:20:20 AM] Barbara says: see you soon

The Evolution of Twitter...at least for me

2007-07-16T16:47:00.001-05:00

When I first saw Twitter, I said big deal. Who wants to know that I'm going to the grocery store, taking a nap, doing whatever. So I didn't pay any attention to it. At NECC in Atlanta, I signed on and started using Twitter to keep up with what my colleagues were doing at the conference. So, several weeks after the conference, I now am following 59 people with 72 following me, and I have posted 154 tweets.

My Twitter account is filled with people that matter to me. Over the past several weeks, I've seen an evolution of what takes place in my Twitter account. It's much more than the grocery store tweets (but who can resist ijohnpederson's tweets?), it's about an almost synchronous network where people can share ideas, test ideas, ask for support on workshops, share resources and do it very, very quickly. And for the people that are in my account, quick and having access to others is a necessity...

For example, in my Twitter account you would find

David Warlick posting a question: " i wonder what a literal classroom as "social network" looks like?"
Brian Grenier asking for an opinion on a software package, Miguel Guhlin responds and gives him feedback.
Steve Dembo asking the Twitterverse to tweet him on a boat somewhere off the Bahamas. Dembo also asks for help on Skype and receives it.
Will Richardson hooking me up with a mobile texting singles Web site...
Chris Sessums letting everyone know he has a new post up on his blog, which I like because it alerts me to something that I know will make me think. Just don't miss his stuff...
ijohnpederson with a cool request for music to play at professional development events, check out the wiki.

So the tweets now have a different flavor to them- less about what someone is doing at the moment and more about serious questions and ideas, ideas and questions that need asking now.

With Twitter and Skype, I have access to immediacy. My aggregator and my del.icio.us network (18 people I follow, 80 who follow me) are more asynchronous, and not as immediate. I need both types of networks.

Twitter is not for everyone, but I would encourage you to try it- the ability to tap into some great minds when you need to can be very addictive.

Simply put, it helps me be better at what I do.

tags: twitter

Join Me at BLC

2007-07-16T08:27:00.000-05:00

I'll be attending the Building Learning Communities conference in Boston starting on Wednesday, July 18 and going through Friday, July 20. I'm excited about the conference as it will be a chance to hear some new voices as well as connect with some old friends. I'm posting my conference schedule here, so if anyone wants to join in on any of the presentations, you can Skype me and we can chat synchronously during the presentations. I'm planning on posting any chat that is particularly engaging as a chatcast on this blog, so, if you decide to Skype, please note that your chat comments may appear in a post.

Here is my schedule, all times are US Eastern time zone

Tuesday: July 17, 2007

Travel day and Red Sox vs. Kansas City, Fenway Park (no Skype available!)

Wednesday, July 18, 2007

Moving Beyond the Wow Factor in Google Earth, Dean Shareski 7:30-8:30

Welcome to BLC, Alan November 8:30-9:00

KEYNOTE: Moving from Personal Knowledge to Global Contribution, Tim Tyson 9:00-10:00

Lights, Camera, Learn: Movie-Making Made Simple and Fun-Marco Torres 10:20-11:20

The True 21st Century Literacy is Programming-Mark Prensky 11:30-12:30

Is Your Public Body Public? Ewan McIntosh 1:45-2:45

Boston-Quincy Market, dinner at Legal Seafood

Thursday, Jul 19, 2007

Keynote: Online Communities of Learning: Lesson from the Worlds of Games and Play, Professor Angela McFarlane, University of Bristol, Bristol, UK 8-10:00

UNDECIDED: Leadership: Managing the Transition. Alan November, or Podcasting with Purpose, Bob Sprankle 10:30-11:30

UNDECIDED: The Death of the Classroom and the Rebirth of Learning in the 21st Century: How Technology Changes the Meaning of Learning, Mark Prensky, or The Hype about Skype, Brian Mull 11:40-12:40

Getting and Assessing 21st Century Knowledge and Skills, Bob Perlman, 1:45-2:45

Dinner Cruise on the Charles River

Friday, July 20, 2007

Digital Ink: Tablet PC's Enhancing Learning Experiences, 7:30-8:20

KEYNOTE: Digital Citizenship in a Global Economy: The Internet Revolution and its implications for Education, Dr. Yong Zhao, 8:30-10:00

New Tools, New Pedagogies: Developing Expert Voices, Darren Kuropatwa, 10:20-11:20

Designing High School 2.0: Philadelphia's Science Leadership Academy Case Study, Christian Long and Chris Lehmann, 11:30-12:30

Depart conference for airport 1:00 pm

tags: blc07 blc2007

All photos from Flickr Creative Commons Attribution pool, boston skyline photo by plutor, Fenway photo from mbonocore, Quincy Market photo from Cirophono

Caution: Falling Rocks

2007-07-15T16:23:00.000-05:00

As a 22 year veteran of education, I think I have seen every type of teacher. Some have utilized technology seamlessly and have done great things. Others have not even tried-these teachers are called...rocks.

Those rocks are the subject of my post. Typically, rocks are teachers who either don’t or won’t use technology as part of what they do with kids. They’re labeled as such, recognized as such, and typically discarded and classified as someone who is not worth the effort, should retire, and won’t it be great when they do? Then we can really move forward…

They’re called rocks because they won’t budge, and you just can’t get them into new things, things like technology. You know who they are and it’s my guess you are visualizing that rock you know as you read this. Change is unfamiliar to rocks, it’s something to be avoided at all costs, and others recognize this, and know this about them. So, the most appropriate thing for people to do is to move on to those who are more open, more willing, more capable…

Well, that’s wrong, and here’s why.

These teachers teach kids. And to give up on them is to give up on the kids. Is that acceptable? Is it acceptable to let them off the hook? Does that thinking represent the thinking of a high-quality organization that should be serving the best interests of kids and learning? Of course not.

Focusing on the early adopters, or the geeks, or people with growth potential is easy. Anybody can do that. Rocks are not easy, and to take these individuals to a new place takes leadership, effort, diligence, and commitment. But that is exactly what quality school districts do, because they fundamentally believe that organizations get better when their members get better.

All of their members.

So how can you get these teachers on board?

1. Discard the label. Don’t believe it. Don’t assume they don’t care because they just don’t do things like you. They’ve been labeled and they know it. See the person in the rock-if you do this, you might be the first in a long time to do so.

2. They have an instructional or productivity need that technology can address. All teachers do. Find it and find the solution for them. Start there. Build standing and credibility with them first.

3. Support them. Tirelessly. And remember when it gets difficult, and it will, remember that they’ll benefit, but so will the kids.

4. Build the relationship. Growing technology capacity in schools requires leadership, and leadership begins with developing, sustaining and growing relationships.

5. Don’t expect too much, but expect more that that first encounter. Most have given up on them. Don’t do that too. Have expectations and communicate them. Make suggestions. Find a way technology can make them a better teacher-in my experience, all teachers want to be better at their craft. So do these people. Believe in that.

However, you may say we only have limited time, limited budgets, so we need to focus on only those who we can make a difference with, and I’ll say that’s just not enough. Not now. Move past the excuses…

From Friedrich Nietzsche: “Teachers who inspire realize that there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them.”

So what’s it going to be? Will you continue to see them as stumbling blocks, or will you help them to become stepping stones?

Flickr image from tukanuk

Introducing the ChatCast

2007-07-01T16:18:00.000-05:00

Whenever you assemble creative and talented people together, good things generally happen, and this was the case at NECC. EdubloggerCon was a huge success, and so was the Blogger Café, with people strengthening and intensifying relationships through face to face discussion.

An interesting, and serendipitous, strategy for learning in the conference presentations occurred, which I am calling a ChatCast. Basically, a group of people attending a session chat (we used Skype) during the session about the topics being presented, and in effect, create a small learning network within the presentation room itself. People can agree or disagree on what is being said, send links to each other, and generally learn from each other. The process turns a passive “set and get” experience into a dynamic, active experience, potentially more powerful than just sitting isolated, and silent. Instead of learning from one, I can learn from all involved. Overall, it's invigorating.

After the session, the transcript of the chat can be posted as a blog post-that’s the ChatCast.

Here is the first example, posted on Jeff Utecht’s blog, The Thinking Stick. It involves myself, Jeff, Vinny Vrotney, Brian Crosby, and Brian Grenier and was done during Tim Magner’s presentation entitled New Schools, New Tools: Starting the Conversation about School 2.0. (NECC tag = n07s624)

The second example involves more participants and was done during Will Richardson’s spotlight session, From Hand It In to Publish It: Re-Envisioning our Classrooms (NECC tag = n07s584) and again was published here on The Thinking Stick. This chatcast was a little different, because Clarence Fisher and Dean Shareski, who were not in attendance in Atlanta, were participating from Canada. In fact, here’s Dean’s comment:

[8:04:19 AM] Dean Shareski says: I left my machine on, drove across town, logged back in to see I’m in the middle of a live chat session at NECC….when will it stop!

So here is a session, being led by a great presenter, with equally talented people in the audience, and some not in the audience (at least not physically, what does this do to the concept of audience?), all interacting and responding to each other, and in the process, amplifying the experience.

And then it gets posted for all to read and comment on. From Jeff Utecht, commenting at the end of the presentation:

[8:33:45 AM] Jeff Utecht says: Thanks everyone up on the thinkingstick.com in a few minutes.

A few minutes…anyone, anywhere can read it in a few minutes. Cool.

So I’m interested to see how this evolves and spreads to other learning venues. Comments on both posts at The Thinking Stick address using something like this in a classroom. I’ll be interested to see if other conferences pick this up (you have to have ubiquitous wireless, something not always available) and to some extent formalize it like NECC has formalized blogging as part of the conference. Perhaps they should have a chatcaster backchannel as well. I'm wondering how Skype could be used to let people listen in on presentations, and whether video could be involved as well.

Your thoughts?

tags: necc necc07 chatcast

NECC Awards

2007-06-28T19:31:00.000-05:00

I just got back from Atlanta yesterday and here are my perceptions of NECC, in sort of an award format.

Best Event: EdubloggerCon, held on Saturday before NECC. Hands down. Big. Huge. Hit. If you can go next year, don’t miss it. Or, go to Hitchhikr or go to Technorati and enter the tag for the event (edublogger07) to locate the posts.

Best Presentation I saw: Mitch Resnick, MIT, Sowing the Seeds for a More Creative Society (tag: n07s737)

Next Best Presentation: Jeff Utecht, informal presentations at the Blogger Café on TwitterCamp. Simply merging talent, tools and opportunity to do something good.

Best Presentation Style: Mitch Resnick again, who gets it. Hey look, visuals! No bullet points. Just telling the story…

Best Blog Post (Humorous category): John Pedersons’ description of the use of Twitter and other associated tools to coordinate a trip to the Braves/Tiger’s game.

This was everywhere: Anything 2.0

When will this stop? Presenters reading bullet point slides to me in a presentation.

This will be everywhere in San Antonio: Second Life

Emergence of new tool: for many it was Twitter. For me, Twitter and Skype.

Most interesting new conference technique with potential: the use of Skype to connect individuals within a presentation together in a Skype chat to discuss the presenter(s) ideas as they are being said real-time, with the potential for other individuals in another session to follow along and add their own thoughts. It’s about developing a small learning network within a presentation…and the transcripts of the chat can be posted to a blog for others to see.

Least surprising: the big time interest in Second Life. Very similar to the interest in podcasting several years ago. It will be interesting to see where it goes, and you have to admire the passion of those who believe deeply that this will change how learning occurs.

Biggest absence for me: Some of the Canadian bloggers.

Most ironic: packed SRO room at Tony Vincent’s ipod presentation-so much interest in the educational application of a tool that is typically banned in most schools. (tag n07s611)

Worst Idea: Blogger in a Bag. :)

Disappointing for me, personally: digital storytelling presentations “de-evolving” into presentations focusing on the tools, such as “Learning Photostory” as opposed to focusing on the evolution of the technique as a methodology for developing a student's global voice.

Best advancement from previous conferences: Hands down winner, the Blogger Café

Best ideas: 1) EdubloggerCon 2) Blogger Café 3) the application of individual tags for each presentation-thank you Steve Hargadon, 4) the use of Skype within presentations.

Best new tool for conferences: the application of Twitter and Skype to presence and for connecting ideas and people.

Best social event: Airport delays and cancellations forcing spontaneous Blogger Cafés at the Atlanta airport.

Best Atlanta restaurant: Fat Matt’s Rib Shack. With a name like that, it has to be good and it was. Didn’t get to go to the Varsity….

Best New Product: I didn’t see one, although I didn’t spend much time on the exhibit hall floor.

I'm always amazed by: the power of like-minded people to inspire each other (same as last year)

Person who inspires me: Steve Hargadon, who works tirelessly, is smart, and serves the greater good.

I finally got to meet: Brian Grenier, Vinny Vrotney, Cheryl Oakes, Chris Sessums, Chris Craft, Tom Banaszewski, Brian Crosby, Julie Lindsey, Darren Draper, Kevin Honeycutt, Sheryl Nussbaum-Beach, and Karl Fisch, plus many more. (Sorry for not linking...)

Best quote: Tie:

What is the worst consequence of your best idea? (Chris Lehmann)

What happens in schools stays in schools (from David Warlick’s EdubloggerCon session)

And just to show how this all works (Best Quote, Second Place):

Darren Draper contributes a quote into a Skype chat from Kevin Honeycutt during Will Richardson’s spotlight session, which is harvested and posted by Jeff Utecht and read by me, and reposted here:

[7:32:59 AM] Darren Draper says: Kevin Honeycutt said that this is the first conference he’s been to (myself included) where he met a lot of people “who’s brains he had known” before he knew their faces.

See you in San Antonio!

Blogger in a Bag

2007-06-25T22:52:00.001-05:00

Best Buy has been giving out huge bags on the exhibit hall floor, so you can count on the creative minds of edubloggers to put them to good use. From the twisted mind of John Pederson comes Blogger in a Bag. Enjoy.

Also, from John, read about our "use of technology" to "coordinate" our trip to the Braves-Tigers game.

tags necc necc07 bagged johnpederson

One Big Conflict

2007-06-25T22:36:00.000-05:00

I saw several good presentations today, with Mitch Resnick from MIT giving the most interesting presentation. Here is my schedule for tomorrow, and I've got some choices to make. Note the yellow triangles...

11:00am-12:00pm	SMART Boarding in the Classroom 101: Become a SMART Teacher [Session] Location: GWCC B211
11:00am-12:00pm	School 2.0: Technology and the Future of School [Session] Location: GWCC Murphy 2/3
11:00am-12:00pm	Del.icio.us Research: Redesign Assignments with Social Bookmarking [Session] Location: GWCC B305
12:30-1:30pm	New Tools, New Schools: Starting the Conversation about Web 2.0 [Session] Location: GWCC B207
12:30-1:30pm	Doing 1-to-1 Right! [Session] Location: GWCC B212
2:00-3:00pm	Podcasting for Professional Development: Innovative Strategies for Syndicated Success [Session] Location: GWCC B208
2:00-3:00pm	Reinventing Education for the 21st-Century (Designing School 2.0): [Session] Location: GWCC B402
2:00-3:00pm	Contemporary Literacy in the New Information Landscape [Session] Location: GWCC Murphy 2/3
3:30-4:30pm	Papert Matters: Thinking About Children, Computers, and Powerful Ideas [Session] Location: GWCC Murphy 4
3:30-4:30pm	Constructivist Teaching with Technology: Learning with Laptops [Session] Location: GWCC B208
3:30-4:30pm	Learning Environments For DKs: Education in the New Digital Landscape [Session] Location: GWCC Murphy 1

I might just sit in the edublogger cafe tomorrow as some of the conversations there and other places have been outstanding. I've had a chance to reconnect with Will Richardson, Steve Hargadon, Jeff Utecht, David Warlick, Mark Wagner, Hall Davidson, Guy Ballard, Joe Brennan and Terry Freedman. I've also had a chance to meet many others, including Chris Craft, Vinnie Vrotney, Brian Crosby, Chris Sessums, Doug Johnson (great presenter by the way), Anne Davis, Cheryl Oakes and Janice Sterns.

The most interesting connection for me has been Sheryl Nussbaum-Beach, who I connected with instantly, and look forward to working with immensly.

tags: necc necc07 necc2007

And We're Off...

2007-06-25T06:59:00.000-05:00

I'm getting ready for my first session at NECC. It should be a good day as I'll be seeing Larry Anderson, Mitch Resnick from MIT, Carl Heine from the Illinois Math and Science Academy and finishing the day with my favorite librarian, Doug Johnson. Here is my lineup....

8:30-9:30am	Learning for Leaders 2.0: Development of Self and Team
11:00am-12:00pm	Considering 1-to-1: Here's a Toolkit to Get Started
12:30-1:30pm	Sowing the Seeds for a More Creative Society
2:00-3:00pm	Five Obstacles to Information Fluency (and How to Remove Them)
3:30-4:30pm	Classrooms and Libraries for the Net Generation

As always, the presentations are only the starting point at NECC-the conversations with the people that you meet are what deepens the experience.

tags: necc necc07 necc2007

What I learned in Amarillo-Digital Storytelling

2007-06-24T15:14:00.000-05:00

One of the benefits of conducting workshops is that you can learn as much as the participants. During my four-day set of workshops, here is what I learned from the participants:

I didn’t know that the plural form of y’all is all y’all. I lived in Georgia for five years and don’t remember ever hearing that. I tried saying it and they had a pretty good laugh.,.then I made them say hey youse guyz...

Seriously, with regards to digital storytelling:

I was reminded of the power of story circle, which I first encountered at The Center for Digital Storytelling in Berkeley, California. Basically, you read your narrative to others and they comment about your story, and in the process, help you find the story within the story. I had several participants that had trouble finding their story and I simply asked them to tell me a story rather than write it. They were able to communicate it, they saw the story and were able to continue.

I provide them with a series of story prompts that encourage the development of a personal story. I need to do a better job with personal, as some stories were probably too personal. The participants suggested telling a story that they were passionate about.

I ask participants to develop a written narrative, and from that, we extract a script. The script will become the voice of the digital story and it represents the essence of the story. Basically, we strip down the narrative and then build it back with the inclusion of the multimedia elements to build two tracks of meaning, one represented by the voice and the other by the visuals/song. I had them print their story, open a new Word document, and then extract/rewrite/reframe 8-10 sentences that became their script, and it worked well. Many times their script became much different than their narrative, much more elegant and passionate as a result of having a limited amount of written real estate.

We used Flickr Storm to locate images and it performed flawlessly. After they found their images, I had them re-display them with the square setting in the photo set (the Web page that displays after you download the tray). We printed this, and used it to create the Attribution page at the end of their story (I ask them to use images from the attribution pool of Flickr) which was very helpful. Also, consider having them build in the attribution information in the file name of the image when they download it from Flickr or FlickrStorm. If you are not familiar with FlickrStorm, check out the tutorials at TeacherTube.

During the storyboarding process, I ask them to visualize their story so that their image searching is streamlined. The participants also suggested that this process should include developing a keyword list (actually tags) for searching in Flickr or FlickrStorm.

Overall, a productive four days for all...thanks to Heather Voran of ESC 16 for having me.

tags: digitalstorytelling flickrstorm esc16

EdubloggerCon Atlanta

2007-06-23T05:53:00.000-05:00

It's been a long several days after finishing a digital storytelling workshop in Amarillo, flying back to Chicago and turning around and heading to Atlanta for EdubloggerCon and NECC in Atlanta.

I had an enjoyable evening last night having dinner with David Warlick and talking technology and education. I know most of you read David's blog, and as good as that is, he's even better in person. He always helps me clarify my thinking and his insights always challenge me to think deeper about what I believe. Such is the power of the relationships that can build when people are engaged in blogging.

So today should probably be several things. Amazing. Intimidating. Exilarating. I wonder what I'll know at the end of the day that I don't know now. I wonder who will impress me the most-who will that person be?

I'll be blogging about the event so follow along if you'd like. What an opportunity...

tags: NECC07 NECC2007 EdubloggerCon davidwarlick davidjakes

DST Texas Round 2

2007-06-17T21:21:00.001-05:00

I'm back in Amarillo, Texas at ESC 16 doing another round of digital storytelling. I've got two days with high school English teachers, and then I finish with 2 days with middle school teachers, fly back to Chicago, and then get on a plane to NECC. I just finished a Web 2.0 workshop with a group of outstanding teachers from District U-46 in Elgin, Illinois. This was my first time doing an extended Web 2.0 workshop (over a period of 4 days-they did the last day on their own) and it was extremely interesting to watch the transformation that took place in the participants, as they gradually realized the potential that was before them, both for their own personal learning, and for how they approach their craft with their students.

The star of the workshop? The network. Hands down.

The participants were amazed at the power of connecting with others, what that can mean, and how they can contribute as well to the conversation.

Square Peg, Round Hole

2007-05-31T13:38:00.000-05:00

Over at the Techlearning.com blog today I've posted a Web 2.0 post entitled Square Peg, Round Hole about the inability of Web 2.0 to gain traction in K-12 education.

I'm asking this question, and I've asked for 25 comments.

What has been the impact of Web 2.0 tools on your school, your teaching or on your kids, at this point in time?

I've gotten only 1 response, so there's my answer.

Google Maps Street View

2007-05-30T22:35:00.001-05:00

From Google Maps Mania-Google has released Google Maps Street View for a selected cities and its amazing. Basically, load up the map, drag an icon to the desired location, and the window associated with the placemark shows a 360 degree panoramic photo of location which you can rotate. Also available are arrows on the streets so you can literally travel virtually down the road. Wow.

Check out one of my favorite cities, Las Vegas.

Those people at Google absolutely rock.

tags: google, googlemaps, streetview, davidjakes

Over 1/2 Billion!

2007-05-30T22:16:00.001-05:00

Jeff Utecht's recent post about Flickr reminded me to check the number of photos currently at Flickr. Well, the site has quietly gone past 1/2 billion (that's BILLION) photographs, with 522,596,512 photos hosted as of May 30, 2007 at 10:18 PM Central US time.

That's amazing.

tags: flickr davidjakes

Flickr Storm Print Tutorial

2007-05-25T12:43:00.001-05:00

I've created a Flickr Storm print tutorial to go along with the screencasts I've put at TeacherTube. Feel free to use it anyway you want except for commercial purposes-it's licensed under Creative Commons Attribution-Non Commercial.

tags: flickrstorm teachertube davidjakes djakes

I Want This and I Want It Now

2007-05-17T18:54:00.000-05:00

From Google Earth News comes word of the Internet Umbrella. Yes, that's right an Internet umbrella. Here are the details:

The umbrella:

is wireless
is capable of taking pictures with a wrist snap
has a built in screen, a digital compass, GPS, and a motion detector
is capable of uploading images to Flickr, receiving photostreams from the same, as well as video from YouTube.

But here is the really cool thing. It interacts with Google Earth, so a user can walk through a city and see his/her location in Google Earth in the umbrella screen! This of course is fueled by the onboard GPS.

From the Web site, about future development: "As a future direction of its development, putting a context data on the Internet (e.g. geo-tags on photos), it will be able to provide social local-navigations, social local-ads, and real-time in-place communications. The product aims to provide an augmentation of everyday life synchronizing information on the Internet and the real place."

Synchronizing information and real place. Very cool. And if you want a fascinating read from Seth Godin, on Web 4.0, and his perspectives on the intersection of information and place, don't miss this article.

tags: davidjakes djakes internetumbrella pileus sethgodin

More Flickr Storm-Alzheimer's Photoset

2007-05-14T18:20:00.001-05:00

I receive the RSS feed from del.icio.us for digitalstorytelling and yesterday I saw the first instance of a photoset from Flickr Storm being saved into del.icio.us and distributed by RSS. The photoset is on Alzheimer's Disease and was from the account of mmcoleman (I'm not sure if this person created the set or just found it somewhere else). Anyway, the images are outstanding and are reflective of a really thoughtful and creative selection process. They're a mix of a variety of Creative Commons licenses, but there are also images that are stamped All Rights Reserved, so I wouldn't use some of the images for a digital story that was to be distributed over the Web. But if you are familiar with digital storytelling, you can see the potential...

Imagine if everyone did a single, 30 image photoset on a particular topic, hosted on a wiki....together we could develop a clearinghouse of images for kids.

View the images here. What story would you tell?

tags: flickr digitalstorytelling davidjakes flickrstorm mmcoleman

Flickr Storm Tutorials

2007-05-14T11:06:00.000-05:00

UPDATE: View this from my blog if you want to see the movies embedded in the post.

I've been using Flickr Storm with a group of kids at our North Campus (see previous post) and its been beneficial. So I've created three instructional videos at TeacherTube on how to use Flickr Storm. All are licensed under the Creative Commons Attribution Non-commercial license, so feel free to use them in that context.

An Introduction to Flickr Storm: how to use the interface:

Using FlickrStrom-Part 2: additional searches and downloading the image tray:

Using Flickr Storm-Part 3: downloading images for visual image projects and products

tags: flickr flickrstorm digitalstorytelling djakes davidjakes

Now They've Gone and Done It

2007-05-13T07:50:00.000-05:00

The Chicago Tribune reports today that one school district in Illinois is now permitting the use of iPods during the school day. Glenbrook High School District 225 (Glenbrook North and South High Schools) has instituted a policy that basically allows iPod use everywhere except for classrooms.

Good for them.

Conversely, the article mentions West Chicago High School in West Chicago, Illinois, who is instituting a policy banning all electronic devices because of fears that students are "tuning into the music and turning out the instruction." This comment is from their superintendent, Lee Rieck.

How about making instruction more engaging?

Better yet, maybe they could find a way to use those electronic devices in instruction.

For example, could kids sit in a study hall and learn Chinese if they had an iPod? Sure they could, with ChinesePod, which offers 515 Chinese lessons for the iPod.

But back to Glenbrook....

Now the most crucial point, and I wonder if they have thought about this. It will be interesting to see if the leadership at Glenbrook North and Glenbrook South (you're on the clock, Lisa and Ryan) develop alternative suggestions to music for their students? Will their web site offer suggestions for downloading educational content? Who will be the first teacher that produces podcast content so that kids can listen to a lesson or test review on their iPod? Will the schools computers now have iTunes on them? And will they allow kids to create content for their colleagues iPod's? Will kids create digital stories for their classmates video iPod's?

Maybe kids will just listen to music. But then again, maybe they won't. Imagine offering new learning opportunities through the iPod, new content creation opportunities. All of this is now a possibility at these two schools. It will be interesting to see how the iPod not only changes the dynamics of passing period, but of classroom instruction and learning.

I know people who work at those schools. They're smart people. I hope they realize the new learning possibilities that they have just opened up for their kids. I hope they take advantage of them.

Greensburg, Kansas

2007-05-10T21:49:00.000-05:00

From the Google Earth Blog and Frank Taylor comes the new satellite imagery of Greensburg, Kansas after that horrific tornado destroyed the town. The post has the image as well as the kml file for viewing in Google Earth-the town is just gone.

Flickr Storm

2007-05-10T19:58:00.000-05:00

I'm currently involved in a round of digital storytelling with a group of seniors (Creative Writing Class) at our North Campus. Their stories focus on writing an open letter to anyone, from any perspective. For instance, one student is writing an open letter to the citizens of Earth, and the student is writing as Planet Earth.

Were using Photostory 3 as the storytelling platform and we're also using imagery from Flickr. Specifically, we're trying something different with Flickr this time-we're using a search tool called Flickr Storm. And the results have been surprisingly good. I would recommend giving it a look if you can access Flickr at school.

Here's how it works:

The advanced search provides direct access to all the various Creative Commons license pools.
Entering a search term returns two sets of images, with 40 images available in the top window and 80 available in the bottom window. From the look of these images, they are from the "most interesting" search filter available when you search in Flickr-I've always found these images to be the highest quality relative to the photography. So, kids have access to 120 images in a single search.
The bottom of the second search term provides alternative tags for searches, useful for kids not used to searching tags.
Clicking on any one image, enlarges it, and presents three options: open in Flickr, Add to Tray, and download.

By selecting Add to Tray, a small thumbnail is added to a vertical tray the highlights yellow. Here is where it gets interesting. Kids can add and add to the tray, and perform new searches and continue to add to the tray.

Then they can download the tray.

When they do this Flickr Storm provides a page of their images along with a URL (lengthy, but a URL nonetheless) for that page of images. This means that if the URL is recorded (see my search on sunsets), kids can reclaim their page of images at anytime, from any computer. Not only are large images provided, but the Flickr users screen name, the Creative Commons pool, and a URL to the image on Flickr.

Having the ability to save a search, with imagery and all the data has been huge for us. Also, using Flickr Storm has been much more efficient.

So, what a teacher could do is perform a Flickr Storm search, locate appropriate images, and give the URL to kids, if the teacher was worried about inappropriateness of imagery at Flickr. You could even put the long nasty URL into Tiny URL.

Now here is where it gets interesting.

I took the HTML of the Flickr Storm search image page and put it into a Web editor. I then stripped out the link to the Flickr page and I even removed the hyperlink to the Flickr user name.

Basically, I took out the ability to go to Flickr from the search image page.

The first image by Coreburn has the hyperlinks embedded.

The second image has had the links removed by some simple HTML editing. I could have done the Attribution as well, but you get the point.

I then experimented with saving the images from the search page and putting them into Photostory 3. They are fairly large, and they worked without bitmapping.

The benefit with using this tool in this way is that it gives teachers and students a safe way to use Flickr, on a couple of levels.

Thanks to zoo-m.com for providing a very nice tool.

tags: flickrstorm flickr digitalstorytelling dst davidjakes

Planet Warlick

2007-05-10T17:40:00.000-05:00

From time to time, I get an email, or see a post, from David Warlick like I did today. With all his travels, and his handy camera phone at his fingertips, David "enjoys" recording Jakes-themed locations around the U.S. Here is his latest:

As always, thanks David!

And how appropriate...

tags: warlick davidwarlick 2centsworth

Un-Empowerment Mashup

2007-05-09T19:48:00.000-05:00

Will's post of today, focusing on the attributes of a self-learner is a good one. In fact, very good. Unfortunately, it's caught me in a very cynical mood, most likely because it's May, and the Bulls are down 0-2 to the hated Detroit Pistons (sorry Michigan readers, but I know you'll understand-you can remember the angst of Micheal torching Ehlo time and time again, but I digress).

Will's attributes about self-learners are numbered, my comments have DSJ in front of them.

1. Self-learners who are able to navigate the 10 or 15 or however many job changes people are predicting for them by the time they are 30

DSJ: How real is this issue for educators? How pressing? Do those of us in K-12 education really believe that anyone could possibly have that many jobs? In education, in our brick and mortar schools, it takes four years (in Illinois) to get tenure and have a job for life. And most do. And when teachers change jobs, for the most part, they change schools. It's the same career, but just in a different place. Maybe if we were faced with multiple job changes, and having to prepare for it ourselves, then we might be better prepared to accept the truth of this.

My sister, who works in the business world, finds tenure the most ridiculous thing imaginable, it is an absolutely foreign concept for her.

2. Self-selectors who must find and evaluate and finally choose their own teachers and collaborators as they build their own networks of learners

DSJ: In today's high school, there is one teacher per classroom, one source of content per classroom. Nothing more, nothing less, and plenty of unwilling (and sometimes willing) vesicles to install content into. There are four walls, the 6X5 grid of chairs, and outdated textbooks and notebooks filled with content lists. Choosing teachers is not yet an option, creating a network of learners is not viewed as something that is acceptable, and learning is still confined to 9oo square feet per period.

3. Self-editors who can look at a piece of information and assess it on a variety of levels, not simply believe it because someone else does.

DSJ: Content is given to kids in socially approved containers, whether that is a teacher, textbook, or the vaunted library database. We approve content, and they use it, typically for some ridiculous project such as a jello-mold animal cell, and forget it. Oh, and don't forget, Wikipedia is unreliable...

4. Self-organizers who can manage the slew of information coming at them by developing their own structures and strategies for making sense of it all.

DSJ: That's the teacher's job. That's the librarian's job.

5. Self-reflectors who are not solely dependent on external evaluation to drive their decision making and their evolution as learners and people

DSJ: Rarely do we teach kids how to assess themselves. How many times do we provide kids with best practice examples of what is expected of them, and then ask them to determine why indeed they are best practice examples?

Scantron tests, worksheets and quizzes-and an occasional essay written for the teacher-that's what we want. And I'm just as guilty-that's what I asked for when I was teaching. But I often tell my colleagues that when I return to the classroom, the area of assessment is the first, and most significant, aspect of my craft that I will change.

Today, kids prove understanding to a teacher, and the evaluation goes no further. Is that how it works today-your knowledge judged by only one person? Just look at the power of the comment feature of this blog, and that this blog can be read by anyone-anyone, and everyone, is a potential critic, a potential evaluator. I often tell people that blogging is the hardest writing I have ever done because there are a great deal of very intelligent people critiquing my thoughts.

6. Self-publishers who understand the power and importance of sharing and connecting information and knowledge and can do it effectively and ethically

DSJ: That's what blogging can do. That's what digital storytelling can do. Help kids to publish, to understand that what they have to say is important, and that it is their right and responsibility to contribute, and you know what, we'll show you how. Follow us, because we know how to make this happen for you, and set you up with the skills, and the ability to learn new skills when needed, so that you can fulfill a lifetime of contribution....

7. Self-protectors who understand where the online dangers lie, can recognize them, and can act appropriately to stay away from harm.

DSJ: CIPA. NCIPA. DOPA. Filtering. Blocking. Put the cell phone in the locker. And put away the iPod! Just like content, we've got you "covered." We'll do it for you...

tags: willrichardson will richardson davidjakes

picture by DSJ

The Real Question

2007-05-07T18:31:00.001-05:00

Through all the discourse and conversation about technology that happens in the blogosphere, the question to ask is quite simple. Basically, the use of technology, or lack thereof, comes down to a single question, captured perfectly over at Dangerously Irrelevant. Thanks, Scott.

Pushback 101

2007-05-01T18:26:00.000-05:00

Today I was walking through the halls of one of our schools when I was called into a classroom by one of my good friends who was about to start class with a group of seniors. He wanted to ask me if I had ever seen a video entitled something like Shift Happens, which he received via an email.

I just smiled.

So we watched it and preceded to launch into one of those serendipitous teachable moments with the kids that we educators just love. And it was an eye opener.

The topic drifted ultimately to technology as a teaching and learning tool, with me asking about their familiarity with Web 2.0 tools. Some had read blogs, a few had listened to some podcasts, and only a few new about wikis, one had seen del.icio.us.

So I showed them my del.icio.us account to give an example of how networks can support learning. The first question was:

"Why would I ever want to share my bookmarks with anyone?"

That prompted a thorough exploration of the network feature of del.icio.us, links for you, etc. They stared blankly at me, not impressed.

Not surprised, I decided to really test the waters with a discussion of Wikipedia. And of course: "That's not reliable information" came the immediate response from several of the kids. It was automatic. Reflex. Stimulus-response. Pavlovian, whatever you want to call it, I then showed them the school's page on Wikipedia. Is this false? You're experts on this subject-you tell me. No comment.

Well, that morphed into a discussion about putting a student product on Wikipedia and letting the Wikipedia community mash it up so that it was better, and then having the student turn that it. And I was astounded. "We wouldn't want to do that because then the teacher wouldn't know about our perspectives."

We write for the teacher. We write for the refrigerator door.

What about writing for everyone? What about sharing and contributing? What about tapping into the potential of a network to learn from everyone and not just the single content source in the classroom. Nah, were good-what do I have to know-tell me.

I showed them my aggregator and the feeds I watched-I could have been speaking Latin.

Another teacher who has embraced technology has become discouraged because the kids complained about too much technology-why couldn't he just lecture?

Well, the answer to all of this is that the current way is too comfortable. It's too damn easy. They're just used to the way. It's what they've always known and done.

At 15, at 17 and at 18, already resistant to new things.

What have we done?

TechLearning Chicago

2007-04-26T21:13:00.001-05:00

Tomorrow I give the keynote at TechForum Chicago. For once, I'm actually done with all my work so I'm getting ready to watch some NBA playoffs. This is the third time I've given Making IT Stick, so I think its pretty tight. It had to go on a diet, as it took too long to get to my seven strategies for making some innovation stick in schools.

A big thank you to all those who responded to my request about what they look for in a keynote. Very, very helpful.

Presentation Wikis: resources
Making IT Stick
Digital Storytelling 2.0
The Ten Keys to Effective Professional Development

davidjakes jakes tltechforum

Congratulations to David Warlick

2007-04-23T21:18:00.000-05:00

Congratulations to my good friend David Warlick, whose blog was named by Edutopia's 2007 Reader Survey as the Best Blog for Educators. From the site:

"Tech-savvy soothsayer David Warlick walks away with it. Warlick's lively blend of wit and wisdom nicely complements his focus on modern thinking and design in the classroom. Warlick's approach is fresh and forward looking, but he also spent more than thirty years working with public schools, so he leavens his visionary ideas with the grit of reality. Says Warlick, "My goal is to inspire and energize with ideas and possibilities that will challenge [people] to expand their perceptions of teaching and learning, and dare to consider our professional future with optimism and excitement." Amen to that."

Obviously a very knowledgeable author, speaker and technology advocate, David is even a better person. I'm lucky to count him as a friend.

Congratulations, Dave!

It Still Exists

2007-04-23T18:40:00.000-05:00

My job as Instructional Technology Coordinator affords me many opportunities to do a lot of different things-and one of them is to work with kids in classrooms from time to time. So today I had a chance to introduce a group of seniors to digital storytelling-they'll be producing a story that will contribute to our Digital Diplomacy Project.

We're asking our kids to produce a digital story that will address the following prompt: As an American, I believe....

We want kids to have their say, we want to teach them that they can contribute, and we want them to cut through all the political rhetoric to show anyone who will watch what Americans are really about. And we want other kids in other countries to respond, hopefully in their own videos.

The teacher, Matt Formato, captures it beautifully:

"Here is a challenge to the young people of our country and those on the other side of the world--to go through the wall that separates the ambassadors and heads of state--to reach into the hearts and minds of peers in foreign lands with the truth as we live it, as we can best convey it--partly in image, partly in sound, but always in our own voice."

I wish I could write like that.

We began by showing the clip from John Edwards YouTube site where he asks "What are you going to do?" He continues on by asking for people to have their say by posting a video to his YouTube site. It certainly provided a nice context for our discussion (full disclosure: I'm not a John Edwards supporter-at least not yet).

After showing example digital stories, we finished by showing the pictures of the Nigerian kids and their new laptops and their school-that woke the kids up (second semester seniors, 1st period). Now I don't know if these laptops will be able to handle video, but we asked the kids to imagine that the two little boys in the image were viewing their first video, and it was the one of the videos from our class. What would it be like to provide kids half-way around the world with their first perspective of what an American kid was like?

Despite NCLB and AYP and all the other obstacles, the art of teaching, and the power of being an educator, still exists.

Keynote Address-TechForum Chicago

2007-04-17T19:17:00.001-05:00

I'll be doing the keynote presentation at TechForum Chicago a week from this Friday. The presentation is entitled Making IT Stick, and explores the concept of stickiness, and how new innovations become internalized in what a school does and is. I've done the presentation several times now, so I'm looking forward to the leaner and meaner version that I'll do at that conference.

Being relatively new to keynotes, I've had chances to discuss the purpose and composition of keynotes with David Warlick and Hall Davidson. Both have been fantastic and have shared many ideas with me.

So now I'm asking you. When you attend a conference, and attend the keynote, what kind of presentation are you looking for? Do you look for more philosophical, or practical or a mix of both? What attributes does a good keynote have?

I would sincerely appreciated your comments.

tltechforum david jakes

Visual Literacy and 21st Century Skills Workshop

2007-04-16T20:17:00.001-05:00

Tomorrow I'll be presenting in Palos Heights District 128 for my good buddy Jim O'Hagan-the topic is visual literacy. I'm fortunate that I'll also be able to see Will Richardson, who is doing the keynote address. Will should be in a good mood, as it looks like the Cubs will put one in the win column tonight.

I've prepared a 3-part visual literacy and 21st Century learning wiki to support my presentation. Part 1 sets the stage with an overview of some dynamic emerging visual image resources that illustrate the amazing growth and potential of visuals online, Part 2 is my rationale for including visual literacy instruction in education, and Part 3 aligns my definition of visual literacy with suggestions for classroom instruction and activities.

TechForum Orlando

2007-04-11T20:57:00.000-05:00

I'll be presenting at TechForum Orlando on Friday, assuming the weather cooperatives after a vicious spring storm in Chicago-I'll be doing a digital storytelling session with Kay Teehan, and in the afternoon, I'll be presenting my take on professional development, entitled The 10 Keys to Professional Development.

I've been experimenting with wikis as a virtual handout (certainly nothing new) and I've been using pbWiki for that, which I have found to be user-friendly and with enough features to keep me using the product.

So, if you want to take a look at the 10 Keys wiki, it's here. I'd be interested in your feedback on the top 10, especially number 10 and how I measure student learning as a result of professional growth activities.

I'll also be doing this in the afternoon at TechForum Chicago.

tltechforum

The Power of Google Earth: Darfur Crisis

2007-04-10T17:58:00.001-05:00

ABC News is reporting a joint project between Google and the United States National Holocaust Museum to use Google Earth to visualize the genocide taking place in Darfur. From the site:

The Museum and Google Earth unveil an unprecedented online mapping initiative. Crisis in Darfur enables more than 200 million Google Earth users worldwide to visualize and better understand the genocide currently unfolding in Darfur, and to respond to the crisis.

The red fires on the Google Earth image represent the 1,600 villages that have been destroyed. Blue histogram bars represent the populations of the villages, and it is even possible to see the tents of the refugee camps...

Again from the site:

Beginning with Darfur, we are building an interactive “global crisis map" that will provide citizens, aid workers and foreign policy professionals with a new tool to share and understand information quickly, to "see the situation", enabling more effective prevention and response.

Certainly, this site maximizes the visual power of Google Earth, coupled with the distribution capability of the Internet, to put a different kind of face on the crisis, and bring it into the consciousness of everyone...

The site continues with resources on how you can create your own GE presentations on Darfur using placemarks and how you can help.

Interestingly, and sadly, when I went to ABC to get the link, it wasn't the Darfur crisis that was the lead story with the large graphic. It was about the paternity case involving the late Anna Nicole Smith.

Sort of says it all...

darfur googleearth usnhm

What's next?

2007-04-05T18:20:00.000-05:00

I haven't been posting anything lately as I have had some issues with my hand surgery, so it's been sort of hard to type. But really, for the most part, I'm tired of all this-I just don't have that much energy to think and write at this point and contribute on a regular basis, so...

I've even had a hard time reading the posts in my aggregator, which is unusual for me.

Not that you want to hear my issues...

I did manage to put together a post today for TechLearning.com, entitled AYP Blinders.

Making IT Stick

2007-03-12T11:30:00.000-05:00

As Instructional Technology Coordinator, one of my charges is to evaluate new technologies as they apply to learning within the context of our climate and culture in District 99. My job also entails taking new technologies and integrating them so that they become a seamless aspect of what we do.

So, how do new technologies, new innovations become a mission-critical part of a school's instructional climate? How do they become classroom sticky and how do they become the way? What characteristics must these technologies have and what is required of the school climate and culture to make IT stick? Here is my list of 7 key factors:

1. There must be a high degree of organizational readiness for the innovation. If you are initiating a new program, have you done a pilot program first, where every aspect of the program has been tested and evaluated and corrective measures have been taken, if necessary? Are professional development activities available to support the initiative? Are you ready for general release to all teachers? Nothing will kill a new program faster than if things don't work, equipment isn't available, and support isn't ready and dependable.

2. The innovation must have multiple entry points for a spectrum of usership; each of these entry points must support effective use by teachers and students. Everybody can use the innovation for something. There also must be growth potential for all, with the goal of moving every user to the right in terms of their ability to utilize the innovation for learning.

3. The innovation must clearly address an instructional need, with benefits for both teacher and student. If it doesn't why bother?

4. The innovation must add value to an instructional process. It must take the learning to a new place, a place where the learning could not go unless the innovation had been included. The process of digital storytelling adds value to the process of writing, and gives students the capability to develop voice with an entirely new medium, one that can potentially reach a world-wide audience.

5. There must be visible and tangible results indicating that the innovation improves student learning. This is the big one, and how do you measure it? What constitutes an improvement? How many school districts define the criteria for success for an innovation prior to the implementation of that innovation?

6. The technology has been taken out of the technology, or innovation. It has to be teacher-friendly, and surprising, kid friendly (we overestimate the global understanding of what kids know about various technologies). If you are going to start podcasting in your district, perhaps starting with simple systems like Evoca or Gcast (try the cell phone recording features that both platforms offer) makes sense before you start putting Audacity on your ghost or image.

7. The teacher has become a confident, active, and visible user-use becomes seamless and transparent. The teacher has internalized this as a tool, it now becomes a viable option to use and part of the teachers repertoire.

OK, there is my list. I'm currently reading Made to Stick by Chip and Dan Heath (see their blog, which contains a post why the introduction to the A-Team was so sticky...), which explains the survivability of ideas. For an idea to stick the authors suggest the idea must possess:

1. simplicity
2. unexpectedness: an idea must "violate people's expectations."
3. concreteness: to many ideas suffer from being abstract
4. credibility: sticky ideas must "carry there own credentials."
5. emotions: make people feel the idea
6. stories: this is how you get people to act on your idea, you tell it to them in the context of story.

A different list from mine certainly, but intriguing...and by the way, how could this list be applied to effective blogging? Don't those six ideas embody an effective post?

If you would like to add/change or contribute ideas to the list of what makes IT stick, I encourage you to do so. I'd really be interested in how you perceive the list and how it might evolve in accordance with your experience.

If you can contribute, I've set up a simple single page wiki at pbwiki. Add your thoughts here.

UPDATE: how about if I include the password: sticky

Thanks...

CUE Live

2007-03-08T18:51:00.000-06:00

I was interviewed for the CUE Live video podcasts by Chris Walsh (Infinite Thinking Machine)when I was at the CUE Conference in Palm Springs. The topic was Web 2.0/Life 2.0 and it goes for about 20 minutes. If you haven't had a chance to meet or see the work of Chris, you are missing out.

Other interviews include Mike Lawrence and Hall Davidson, Peter Reynolds, Leslie Fisher, Deneen Frazier Bowen, Steve Hargadon and Mark Wagner, Beverly Bisbee, and a group from Google, including Brittnie Felton (a student), Cristin Frodella and Mark Hall.

tags: cue07 cue2007 chriswalsh davidjakes

Google More…an Introduction to Google in Education

2007-03-05T19:58:00.000-06:00

CUE Conference-Palm Springs, California

Presenter: Mark Wagner
Presentation Resources (wiki format and outstanding)

Links to all help docs for Google resources can be found here.

Mark began by talking about Google News and using Google News as a platform for viewing the same news/information from a variety of sources to help kids get multiple perspectives and to learn about detecting bias.

He then introduced a phrase I would here several more times in different presentations: when at Google, click on “More, even more.”

This, of course takes you to the Google page that hosts its ever-increasing suite of tools, ranging from Google Desktop, to Google Earth to Picasa and Sketchup. I don’t spend that much time digging through GoogleNation, but the tools listed there certainly are impressive. Mark also introduced the other stuff Google was working on over at Google Labs.

Google for Educators:

This page has three areas: Tools for the Classroom, Google Teacher Academy, and a Teacher Community Section with a discussion board. The home contains a section on the Infinite Thinking Machine and a subscription box for a Google Educator Newsletter.

Google Notebook: Mark then demonstrated the note feature within Google Notebook and the Notebook itself. This has application to student research as a tool for paraphrasing and/or distilling content and the notebook sharing feature makes it a natural for collaboration. I also like that you can create as many notebooks as you would like. The presenter also suggested making your notebook public and posting the URL so that others could see your notebook.

Google Home Page

When you get a Google account, you can add widgets to your page. This is done by clicking on the Add Stuff button. There are quite a few widgets available but I like PageFlakes better, as the flakes are more appropriate for my work, with del.icio.us, furl and box.net flakes available. A set of del.icio.us widgets were available, but I didn’t really like any of the results.

I did like the ability to input any RSS feed into the Google Home page. This is done by clicking Add Stuff>Add by URL and then adding the feed URL. Nice feature.

Searching with Google Tools

Mark began his searching by using “21^st Century Skills”

Google Book Search

Mark entered the search string above along with Prensky and searched through Games and Simulations in Online Learning: Research and Development Frameworks - Page 59 by David Gibson, Clark Aldrich, Marc Prensky.

Google Scholar

He then continued the same search with Google Scholar and showed how you could use the cited by feature to see who had cited the particular work in another. He then showed how to get this information into Google Notebook, which was a nice touch. I don’t remember how exactly how he did this, but I highlighted a component of the search return and clicked on the icon for the Notebook extension for Firefox in my browser and in it went. Very cool.

http://scholar.google.com/

Mark then continued his search by showing the same search in the Google Blog Search, the Image Search, the Video Search and even the Google Map Search.

The important thing to remember here was not forgetting the multiple methodologies for locating information with a variety of tools. Who would have thought to look at a 21^st Century Skills search in Google Map Search?

Google Docs and Spreadsheets

Google docs allows for multiple and simultaneous authorship-I didn’t know that. I’d like to see how that would work with kids…

An audience member had an interesting question. Can multiple authors be logged in as the same user? (it doesn't appear so)-some teachers and parents of elementary kids may not wish to them to have a Google account, which is necessary for access to Docs. Someone mentioned that you could create accounts off a master Gmail account.

The interesting point here is that there was much expertise in the room, but how many will add content to his wiki? It’s public, but we are just not there yet…

He finished up with demonstrating Calendar and Blogger. Only about 10 of 110 had heard of Blogger, if you can imagine that…at least that’s how many raised their hands.

All in all, an interesting hour and a fine job by Mark, who has a very confident approach to presenting, not to mention an outstanding presentation voice. It's easy to just use the typical Google Search and not all the other tools-this presentation reminded me of all the tools that I potentially could use for myself, along with helping the teachers and kids I work with become more effective learners.

I was impressed with the all the tools available, and I need to spend more time wrapping my head around the possibilities.

tags: cue cue2007 cue07 markwagner davidjakes

CUE Reflections

2007-03-05T13:06:00.000-06:00

I've just returned from CUE in Palm Springs-from 75 degrees to 30...

Observations:

Mac's were everywhere
So was Google
A really good lineup of speakers and sessions, with podcasting probably being the dominant topic
Interesting new strategies, with a series of CUE Tips (20 minute presentations) being presented at the entrance to the exhibit hall. These were recorded and will be made available for viewing by anyone. A nice way to extend the conference experience.
Hands-on workshops that you could get a ticket for at the conference, and then attend. An opportunity for more than just sit and get, and what I could tell from the lines to obtain a ticket, very popular. I've never seen this before at the conference.
A 9 P.M. to midnight session done by Leslie Fisher on World of Warcraft, introducing attendees to the world of gaming.
I attended sessions by Hall Davidson, Mark Wagner, Gary Stager, and Chris Walsh, my session notes will be posted shortly.
I was interviewed by Chris Walsh for a show at the Infinite Thinking Machine. My thanks to Chris for the completely professional job he did with the interview, and making someone new to that experience comfortable.

Tags: CUE CUE07 CUE2007 halldavidson markwager garystager chriswalsh

CUE 2007

2007-03-01T22:42:00.001-06:00

I'm in Palm Springs, California for the CUE 2007 Conference, which is considerably better than the sleet, snow and thunderstorms (?) in Chicago. It pretty much rocks here.

Tomorrow I'm being interviewed for CUE Live! with Chris Walsh, on the conference floor. I'm somewhat apprehensive and hope I don't make a complete idiot of myself-Will Richardson is also supposed to be part of this. But I feel honored just to be asked.

My presentation day starts with a 20 minute Cue Tip (cool name) presentation on Flickr, entitled Got Flickr?

I follow that with a breakout on RSS called RSS! The New Information Pipeline. I've put together a page on my Web site that supports the presentation, the presentation is also posted at Slideshare.

Will is presenting a spotlight on the same topic an hour before so I'll have maybe three people.

None the less, the conference lineup looks pretty good and after missing METC in St. Louis due to illness, it's nice to be here.

Tomorrow night from 9-midnight they will be teaching everyone how to play World of Warcraft. That should prove humerous.

I'll be posting on the sessions here, and be sure to check out Hitchhikr as well.

tags: cue cue2007 cue07

Hand Truck

2007-02-21T20:47:00.000-06:00

Today I take on school reform over at the Techlearning blog. Here's my primary school improvement tool:

Find out more here.

Cha Cha

2007-02-13T19:03:00.000-06:00

From Steve Dembo comes word of a new search engine called Cha Cha. What makes this interesting and different is that you can access human help to help you with your search. This is done through a chat interface. Read Steve's original post for a comprehensive description of the site.

So, I decided to try it.

To begin, I clicked on Search with a Guide. Within about two seconds, Robert replied, inquiring about my request on digital storytelling. I replied that I was in educational technology and just checking out the site to see how it might work for our kids.

While I was responding links on digital storytelling started populating my search, added by Robert.

Robert indicated that they won't search adult topics and specifically asked me to narrow my search.

I did ask him about his background and he complied, telling me about his background (in technology) and mentioning that his wife was also a guide.

Robert answered my questions about the service which I appreciated. He also continued to search for my request on examples of digital stories in K-12 education.

Interested schools can evidently request a toolbar to install in their browsers so that kids can use ChaCha to search on their own or with the assistance of a guide.

I did ask Robert if kids were already using this, and he said of course. By the way, Cha Cha is still in beta.

OK, with Cha Cha kids can have their own personal research assistant, available through the chat. I can just see the reactions. But it's like anything, kids will use it once they discover it. The question now becomes how soon will Cha Cha be blocked in schools because of the chat, and will Cha Cha go the way of many new technology tools-used by kids outside of schools but blocked in the schools they attend?

And what about librarians? You can just imagine how they will react. I'd like to be around the first time a kid is using a Cha Cha guide and not a librarian to help with a search. Fireworks.

Overall, I liked the service. Robert was professional and genuinely seemed anxious and willing to help. I think this could help kids when they are on their own and need some help-obviously the chat is a natural for them. They certainly are not learning how to search at school, so in the times when they need the help, perhaps Cha Cha can fill that need.

Please give it a try for yourself.

I'm now a member of the Club!

2007-02-13T17:27:00.000-06:00

Unfortunately, not a very exclusive club....

My recent post at Techlearning.com, MySchool 2.0 drew the Ire of Tom, as well as apparent Hoffman-wannabe Peter Rock. Neither appreciated my description of School 2.o, with Hoffman commenting:

"I can't read this ed-tech crap any more. It is insipid."

Rock offers this piece of enlightenment

"Just read the last paragraph. That is, if you're a masocheducator who enjoys a good stomach churn."

Wow.

To be honest, I really didn't like the post that much either. But I like it now, as now it seems that it will have some lasting benefit.

You see, Hoffman has decided that's it. He says: "I can't do this any more. " Hoffman has now reduced his ed-tech reading to "principals, a couple graybeards, and people actively involved in open source. " So, if you've been the object of his caustic and sometimes malicious comments, worry no more.

Some will argue that when voices are silenced in the blogosphere, the conversation is weakened.

I'm not one of those people. Just call it addition by subtraction....

The Perfect Storm

2007-02-03T05:50:00.000-06:00

My thanks to whoever produced this. GO BEARS!

Not Me, Not Now

2007-02-02T19:33:00.000-06:00

Perhaps you're reading about School 2.0, thinking about connectivism, reworking your school district, or processing the daily infoglut in your aggregator.

Not me. Not this weekend.

Why? Because I live in Chicago, Illinois, USA, home of da BEARS!

In less than 48 hours, the Bears will dispatch Peyton Manning and the Colts to the wasteland known as Central Indiana until next August.

The Bears weren't supposed to beat the Seahawks (pay up Jeff Utecht!) and they weren't supposed to beat America's team, the lowly New Orleans Saints. We now know how wrong this thinking was, my friend....

daBears 48, Colts 2

The parade in Chicago is on Tuesday.

Now if we could only bulldoze Wrigley and ship the Cubs out of town...by the way, for those of you not from Chicago, Sunday will be the only day of the year when Sox (last won a World Series in 2005) and Cub (last won a World Series in 1907, only 4 years after the Wright Brothers flew for 12 seconds at Kitty Hawk) fans agree on anything. Seriously.

For a little viewing pleasure, check out the Superfans.

Cell Phone Survey Says....

2007-02-01T19:53:00.000-06:00

One of our health teachers just the other day did a tech survey with his new kids (health is a semester course and we are just starting second semester) and asked them what they could use cell phones for in his class. Here are their responses:

-take notes

-record lectures

-use the calculator

-take photos

-calendar/scheduling

-access the Web

More survey information: 50 kids taking the survey, 45 had cell phones, 30 of those had photo capability.

It won't be long before some of our teachers will be having kids use their cell phones to podcast using Evoca, which enables users to call in a voice recording and post it to the Web. We also have a fairly big digital storytelling program that I envision taking steps towards creating DST movies specifically with cell phone imagery.

However, they'll probably have to do these things outside of school...we ban cell phones during the day.

A telling quote from the discussion board of the same teacher's class from a student who gets it:

"Everyone always says that we are the future, well why keep future technology from the people who will be in the future."

Exactly.

Digital Storytelling Dorito's Style

2007-01-31T18:07:00.000-06:00

I was watching the ABC network national news last night and they had a story on the Doritos Super Bowl commerical competition. There's been over a 1000 entries into the contest with five finalists.

Evidently, the cost of a 30 second SuperBowl spot costs 2.6 million dollars U.S., plus the ad agency fees for developing the commercial. So Frito-Lay, the producer of Doritos, gets this bright idea to tap into the creativity of everyone, everywhere and get some "user-generated content" (the ABC report actually used that terminology-good for them). And the five that they finished with are-in my opinion-as good as I've seen during previous SuperBowls. Here are my favorites:

Live the Flavor:
-Smallest Budget (Total = $12.79)
-Smallest Crew (Cast/Crew = 5 people)
-Shortest Production Time (4 days... including concept development)
-Youngest Crew (age 22 and younger)

Yes, it cost them $12.79 to make. $12.79! And all are 22 or under. By the way, it's hosted at JumpCut.

A Chip Lover's Dream
41 year old guy spends 150 bucks to make a movie about rock-climbing when he falls with a bag of Doritos, and can only think of eating as many as he can before he pancakes himself. Check out his face as he's falling...

And then finally, Check-Out Girl. I'm laughing real hard right now...

The NFL has done this successfully this year as well. Here's the winner. Not so good news for Chevrolet, which had a contest backfire about a video contest for an SUV. You can imagine the global warming movies...

But like my last post, this is why we need to teach kids how to tell stories using the technology of their generation.

How long before you see a video letter to the editor of the local newspaper?

technorati tags: video digitalstorytelling video davidjakes

The Video Long Tail

2007-01-31T18:06:00.000-06:00

"What if creativity could pay the rent?" Revver.com

The Chicago Tribune reported in its Tuesday edition (1/30/07) that YouTube.com has plans to pay people for content. The article suggested that because of the extreme competition emerging from video sites that can host content, YouTube wants to attract the best content.

From the article: "almost every big site that focuses on viral video will have a revenue-sharing component to it," said Keith Richman, chief executive of Break.com.

Two new sites that I've never heard of Revver.com and Spymac.com have revenue-sharing models already in place. Spymac will pay viewers on the basis of user viewership, regardless of where it is viewed, as long as it was first uploaded to the Spymac site. Spymac is claiming on its site an estimated payout this month of $3437.10, U.S.

Revver will embedd ads in the user-generated content. They even have something called "Hey Kid Take a Hint", that explains a strategy for getting the video to go viral. It involves using any combination of MySpace, Friendster, creating a widget, podcasting, email, iTunes, and del.icio.us and Digg. Wow.

Interestingly, a site called Viewpoints.com, will feature reviews on restaurants, hotels and other service-based industries, produced by volunteers, as well as by paid writers.

It's my belief that all of this is in it's infancy. I also believe that video is perhaps the hottest technology out there right now.

I had a discussion the other day with one of our English teachers who does digital storytelling projects with his kids-he's worried that this whole video thing has blown away digital storytelling, at least how we do it (we only use still-frame imagery in our DST program, for technical reasons). He's worried about interest-both student and viewer. I disagreed, believing that a quality story is a quality story, and we still need to teach kids how to tell their story properly. They can always graduate to video.

So, all the more reason for having a digital storytelling program in your school. All the more reason to teach kids how to be content creators.

Note: The Tribune article requires registration, so that's why I didn't link to it. The information presented in this post is from the old-school print version, article by Eric Benderoff.

Benderoff, Eric. Web sites want to pay you for videos. (2007 January 30). Chicago Tribune

technorati tags: digitalstorytelling video jakes davidjakes dst

Sight Seen

2007-01-25T18:01:00.000-06:00

Have you seen the Tylenol commercial with the teacher lecturing? Complete with kids taking notes, in stadium-style seating in a tired, old classroom, complete with a blackboard with diagrams of DNA drawn on it in chalk.

There's even a closeup of the chalk on the board, with chalk pieces flying as she scribbles DNA notes. (it would have been cooler in slow motion...)

Chalkboard? DNA drawings on a board? Who does that?

That's how they see us...that's the picture of education. 1960's classroom, with a chalkboard.

Where's the digital projector, with resources from Cold Spring Harbor? Download some molecular visualization freeware where you can spin and rotate the DNA molecule. And where's the 1 to 1 initiative? Tablet PC's? At least have an interactive whiteboard...!

My guess is that is how the ad people were taught.

Add a very serious image problem to the list inflicting education. But we knew that didn't we?

Paul Simon-A Prophet?

2007-01-24T21:08:00.000-06:00

When I think back
On all the crap I learned in high school
Its a wonderI can think at all
And though my lack of edu---cation
Hasnt hurt me none
I can read the writing on the wall

Kodachrome, "There Goes Rhymin' Simon," 1973

I heard this song today and I had to think: Did Paul Simon get it right? Does this still describe education in 2007, even though it was written in 1973? Here's my version, with sincere apologies to Mr. Simon:

When I think back
On all the content I had to memorize in high school
Its a wonder I can think for myself at all
And though my lack of 21st Century edu---cation
Has hurt me in a flat world
I think I can read the writing on the wall...

It still needs some work...

Communicating Visually in the 21st Century

2007-01-24T21:04:00.000-06:00

I’ve seen quite a few posts coming through my aggregator lately about video, and the potential of this medium on many different levels. That, coupled with my interest in digital storytelling, prompted me to create a series of belief statements about communicating visually in the 21st Century. So, here they are:

There is a biological basis for visual communication.
The auditory nerve transmits sound to the brain and is composed of about 30,000 fibers. Contrast that with the optic nerve which sends visual signals to the brain through 1 million fibers (Burmark 2002). Basically, you’ve got a dial-up connection from the ear to the brain and broadband from the eye to the brain. Teach kids to take advantage of the connectivity, and then teach them that…

Emotion, depicted through visual means, sells the message.
Students must learn how to convey meaning emotionally. That’s why digital storytelling, when done right, can be such a powerful learning experience. Anyone that has recently seen 4 Generations: The Water Buffalo Movie can attest to that. How many of you wanted to pony up $250 after viewing that? And take the recent video obituary (called the Final Word) of Art Buchwald at the New York Times where he says “Hi, I’m Art Buchwald and I just died” and they go on to tell his life story. Bizarre, yet powerful because of the emotion. Then teach them that…

The most powerful producer of visual imagery is the individual, it's you.
Digital cameras, cell phone cameras, citizen journalism, photos of the London subway bombings, of Saddam Hussein’s execution, of the sinking of the container ship MSC Napoli and 368,533,947 million photos at Flickr attest to the capability and absolute raw power of the individual to produce visual material and bring the world home. But simply producing this is not enough, because…

Individuals must be capable of working in multiple mediums to create visual messages, in accordance with the principals of visual literacy. They have do something with that visual imagery and it has to be done the right way. Create. Remix. Mashup. Post to YouTube. Or use online content creation systems like JumpCut or Mogopop to create or distribute visual messages. Why is this necessary? Because….

Visuals, when combined with other multimedia, provide individuals with a competitive voice. One that can be heard. One that can be measured. One that says “here I am, and here’s what I think, here is what I have to contribute. Now what do you think?” Check out the three guys who did the AP Psychology Report on YouTube (via Will Richardson). How many teachers would be comfortable with this kind of product? And what would you give these kids as a grade? And producing videos like this becomes even more powerful, because…

Networks for sharing and collaboration extend that voice. When one says something, all have the potential to hear. It’s about amplification. Make it go viral. Look at this video (one of my favorites), Where the Hell is Matt?. It’s 3:42 minutes of uplifting dancing by one guy, all over the world, and its been viewed 395,736 times. Could our students have that type of impact? So..the upshot?

Being visually literate is just as important as reading and writing and should be considered a fundamental literacy of a 21st Century education.

Would you add or change anything?”

Burmark, Lynell. Visual Literacy: Learn to See. See to Learn. Alexandria: Association for Supervision and Curriculum Development, 2002.

Posted also at the TechLearning.com blog

Life as PowerPoint

2007-01-17T21:53:00.000-06:00

Don't miss this one. Via Presentation Zen, this movie from Clemens Kogler and Karo Szmit, called Le Grand Content explores the major issues of life by creatively and seductively portraying them visually with the graphics and symbols one might associate with PowerPoint presentations. If you are into visual literacy, spend the time and give this a watch-it is worth it.

Aerial Photographs, Coverage and Assessment

2007-01-17T18:56:00.000-06:00

I just found myself hyperlinked out into the blogosphere via one of Wes Fryer's posts to this post on Assessment vs. Engagement from Tech Chick Tips.

This stopped me in my tracks: "We spend so much time on assessment that I wonder if we really cover content."

There are a couple of things that bother me with this statement-covering content and spending too much time on assessment.

Lets begin with the notion of covering content. When I was a student teacher, my cooperating teacher used to take anyone to task for uttering those words. I can just hear him: "cover the content, what, are you going to fly over it and take aerial photographs?"

Did you cover the content or did they learn it? How do you know?

The answer: assessment

In most classrooms, teachers do not spend enough time with assessment. That's right, more assessment is needed in most classrooms. Not only more-but the right kind. That's the problem-not enough quality assessment FOR learning opportunities that provide students with appropriate and timely feedback and teachers with the necessary data to help them understand the impact of their teaching, what needs to be corrected, and whether or not students actually learned the content-and that it was not just covered.

How many times have I heard this at finals time (the summative experience)? I don't understand why all these kids got this question wrong. We covered it in class."

Well, you covered it but they didn't learn it.

Let me be the first to call for a world-wide ban on covering content.

Consider the typical high school classroom assessment tools: the worksheet, the quiz, and the scantron test. Throw in an occasional essay, and some project work and you're good.

Pass out the worksheet to three classes of 25 kids. Let's say there are 10 questions. That's 750 questions that the teacher has to read. In my work, I see teachers huddled over stacks of worksheets grading and grading and grading. These get passed back four days later and its much too late for that assignment (note that I didn't use the word assessment) to do any good, in terms of providing useful feedback to the learner and the teacher.

Let me be the first to call for a world-wide ban on the use of worksheets.

Teachers complain about the lack of time they have-and its true. But how much is wasted on ineffective and time-consuming "assessments." It's a real problem...

Anyway, do we really spend too much time on assessment? The original point being made in the post at Tech Chick Tips was focused on standardized testing as assessment. I don't think we spend too much time on that kind of assessment, we spend too much time teaching the wrong way, the way that hasn't worked for so long now, and that includes teaching too much content!

On The Outside Looking In

2006-12-31T16:04:00.000-06:00

A murder of crows. An army of ants. A chain of bobolink. A sedge of crane. A pod of dolphin. A flight of dove. A seige of heron. A band of Jay. A bask of crocodiles. A wisdom of owl. And my favorite-a bloat of hippopotamus.

These are all groups.

In the natural world, organisms have a tendency to group together for a variety of reasons. By grouping, organisms reduce the likelihood that any single individual will fall to predation. Grouping can streamline movements (think a flight of Canada geese, a school of fishes), and yes, improve communication. Grouping is natural and pervasive. It’s the way things work.

And there are groups all over the blogosphere.

The TechLearning.com blog is one, so is the group over at the Infinite Thinking Machine.

Those of you that have read blogs for a while will recognize these names. Stephen. Will. Miguel. Wes. David, Clarence, Dean, Darren, Vicky, George, Bud. You know who they are without even me adding last names, don’t you? Would you consider these people a group? I would-this group is composed of very influential and knowledgeable people who have much to say, good things to say.

Groups can be formal, or informal, recognized by all or by a few...

Would you say any of these groupings limit anything? Any conversation-anything? The answer is no.

So here comes poor Christopher Craft with his notion of Next Generation Teachers. As you might expect, the notion of a group of educators 30 and under forming to discuss issues and providing leadership is met with some questions (read the rich dialogue in the comments section of this post), and even some pushback from Miguel, who offers this:

In the blogosphere, those who isolate themselves from the communion of bloggers ARE in hell.

Whatever.

Chris asks:

If this is going to work, why can’t it work easily? Is it really necessary to have all the discussion and back and forth we’ve had? Can’t we just put out a call for young teachers to come together and talk about what we’re doing in the hopes of connecting people?

Welcome to the blogosphere, Chris.

Why can’t this happen easily? Why can’t this happen without the discussion?

Welcome to the blogosphere, Chris where NOTHING happens unless it is discussed ad nauseum first.

Can’t you just ask the young teachers to get together and talk?

YES. Yes, you can, and you don’t need anyone’s permission. So do it, and don’t worry about what anyone says. Stop watching YouTube videos of preaching from on-high, and just think for yourself. It’s obvious from your posts that you’re capable. There are really no rules in all of this in spite what everyone wants to jam down your throat, so no blogospheric police will arrive to arrest you and put you in the blogospheric jail.

So, get started and have your say. Good luck to you and your group.

Technorati tags: nextgenteachers

5 Things

2006-12-30T15:14:00.000-06:00

David Warlick tagged me, so here are the 5 things you didn't know about me...

Since I was a little kid, I wanted to be a fisheries biologist--education was never even given a thought, even though both my parents were teachers. To that end, I hold a bachelors degree in fisheries management from the University of Wisconsin-Steven's Point, and a master's degree in the same from the University of Georgia. I worked in the profession for several years (see #2 below) but a lack of jobs, coupled with the election of an administration that did not exactly favor environmental issues, ended my short-lived career as an aquatic biologist. I don't regret a minute of any of it, as I fulfilled my end of what I needed to do-it just didn't work out. That's life.
I worked several years for the U.S. Fish and Wildlife Service in Georgia and South Carolina. My job was to trap and radio track Atlantic sturgeon (Acipenser oxyrinchus-some as large as 300 pounds-the Savannah record is over 800 lbs!) and Shortnose sturgeon (Acipenser brevirostrum) in the Savannah River from Savannah to Augusta, Georgia. I will never, ever camp again-I've camped on enough shorelines and sand bars to last a lifetime. I've been chased by alligators, harassed by bobcats, and threatened by snakes (both poisonous and non-poisonous) in addition to being shot at by poachers. We would catch the sturgeon with large gill nets, open up their body cavity with a scalpel, and insert a radio transmitter, and suture them back up. Sometimes this was done at 2 a.m. and with an angry 300 pound fish in the boat, made for an awesome experience.
I've taught over 2200 young adults biology in 15 years of classroom teaching at Waubonsie Valley High School in Aurora, Illinois (10 years) and Downers Grove North High School (5 years). I had the great fortune of teaching with my Dad (Art Teacher) for two years before he retired-the kids referred to us as Mr. Jakes Sr. or Mr. Jakes Jr. or Mr. Jakes Downstairs or Mr. Jakes Upstairs (me).
My future includes returning to the classroom from my administrative role (Instructional Technology Coordinator) just so I can get my hands on these new tools with my own kids.
I'll retire in 13 short years, where I will undoubtedly head to the Traverse City, Michigan region, which is one of my favorite places on Earth, and where they produce 75% of the tart cherry crop in the United States (everything there has cherry in it, including bratwurst and cheeseburgers). It's also at the 45th Parallel, exactly like the wine region of France, so there are many vineyards and wineries. The water, pine, spruce and hardwoods, interspersed with the cherry orchards and vineyards creates an amazing landscape. If you ever have a chance to visit the region, don't miss Traverse, Charlevoix, Leland, Suttons Bay and Great Sleeping Bear National Seashore (watch out for cougars!). See my Flickr photoset, My Traverse City, here.

Tags go out to: Steve Dembo, Joe Brennan, Ian Jukes, Kathy Sierra, and my longshot, Mark Cuban

Technorati tags: davidjakes, stevedembo, joebrennan, ianjukes, kathysierra, markcuban, fivethings