New Journalism

Jul 01 2014

Let’s talk about Sylvia Martinez’s and Gary Stager’s Invent to Learn on TTT - Wed. 7.2 at 9PM ET/6PM PT

Invent to Learn http://www.inventtolearn.com/ — Have you read it? Are you reading it? Do you want to read it? — Join authors +Sylvia Martinez  and  +Gary Stager  in a Hangout on Air or listen at http://edtechtalk.com/ttt on Wed. July 2 at 9PM ET/6PM PT. Let us know if you would like to join us in the Hangout on Air.

This episode of Teachers Teaching Teachers is sponsored by Educator Innovator educatorinnovator.org and the Summer to Make, Play and Connect http://makesummer.org .

 

In their book Sylvia Martinez and Gary Stager invite us to  *Join the maker movement!*

There’s a technological and creative revolution underway. Amazing new tools, materials and skills turn us all into makers. Using technology to make, repair or customize the things we need brings engineering, design and computer science to the masses. Fortunately for educators, this maker movement overlaps with the natural inclinations of children and the power of learning by doing. The active learner is at the center of the learning process, amplifying the best traditions of progressive education. This book helps educators bring the exciting opportunities of the maker movement to every classroom.

Children are natural tinkerers - they argue:

Their seminal learning experiences come through direct experience with materials. Digital fabrication, such as 3D printing and physical computing, including Arduino, MaKey MaKey, and Raspberry Pi, expands a child’s toy and toolboxes with new ways to make things and new things to make. For the first time ever, childhood inventions may be printed, programmed or imbued with interactivity. Recycled materials can be brought back to life.

While school traditionally separates art and science, theory and practice, such divisions are artificial. The real world just doesn’t work that way! Architects are artists. Craftsmen deal in aesthetics, tradition and mathematical precision. Video game developers rely on computer science. Engineering and industrial design are inseparable. The finest scientists are often accomplished musicians. The maker community brings children, hobbyists and professionals together in a glorious celebration of personal expression with a modern flare.

When 3-D printing, precision cutting, microcomputer control, robotics and computer programming become integral to the art studio, auto shop or physics lab, every student needs access to tools, knowledge and problem solving skills. The maker movement not only blurs the artificial boundaries between subject areas, it erases distinctions between art and science while most importantly obliterating the crippling practice of tracking students in academic pursuits or vocational training. There are now multiple pathways to learning what we have always taught and things to do that were unimaginable just a few years ago.

In their book, Sylvia Martinez and Gary Stager also show us examples of Making for every classroom budget

Even if you don’t have access to expensive (but increasingly affordable) hardware, every classroom can become a makerspace where kids and teachers learn together through direct experience with an assortment of high and low-tech materials. The potential range, breadth, power, complexity and beauty of projects has never been greater thanks to the amazing new tools, materials, ingenuity and playfulness you will encounter in this book.

In this practical guide, Sylvia Martinez and Gary Stager provide K-12 educators with the how, why, and cool stuff that supports classroom making.

Find out more: http://www.inventtolearn.com/

And join Sylvia Martinez and Gary Stager and others who have… are… or plan to read the book on Wednesday, July 2 at 9PM ET/6PM PT on Teachers Teaching Teachers http://edtechtealk.com/ttt

Let us know if you want to join us in the Hangout.

Jun 29 2014

Join a book discussion on Invent to Learn with Sylvia Martinez and Gary Stager on TTT - Wed. 7.2 at 9PM ET/6PM PT

Invent to Learn http://www.inventtolearn.com/ — Have you read it? Are you reading it? Do you want to read it? — Join authors +Sylvia Martinez and +Gary Stager on http://edtechtalk.com/ttt on Wed. July 2 at 9PM ET/6PM PT. Let us know if you would like to join us in the Hangout on Air.

In their book Sylvia Martinez and Gary Stager invite to  *Join the maker movement!*

There’s a technological and creative revolution underway. Amazing new tools, materials and skills turn us all into makers. Using technology to make, repair or customize the things we need brings engineering, design and computer science to the masses. Fortunately for educators, this maker movement overlaps with the natural inclinations of children and the power of learning by doing. The active learner is at the center of the learning process, amplifying the best traditions of progressive education. This book helps educators bring the exciting opportunities of the maker movement to every classroom.

Children are natural tinkerers - they argue:

Their seminal learning experiences come through direct experience with materials. Digital fabrication, such as 3D printing and physical computing, including Arduino, MaKey MaKey, and Raspberry Pi, expands a child’s toy and toolboxes with new ways to make things and new things to make. For the first time ever, childhood inventions may be printed, programmed or imbued with interactivity. Recycled materials can be brought back to life.

While school traditionally separates art and science, theory and practice, such divisions are artificial. The real world just doesn’t work that way! Architects are artists. Craftsmen deal in aesthetics, tradition and mathematical precision. Video game developers rely on computer science. Engineering and industrial design are inseparable. The finest scientists are often accomplished musicians. The maker community brings children, hobbyists and professionals together in a glorious celebration of personal expression with a modern flare.

When 3-D printing, precision cutting, microcomputer control, robotics and computer programming become integral to the art studio, auto shop or physics lab, every student needs access to tools, knowledge and problem solving skills. The maker movement not only blurs the artificial boundaries between subject areas, it erases distinctions between art and science while most importantly obliterating the crippling practice of tracking students in academic pursuits or vocational training. There are now multiple pathways to learning what we have always taught and things to do that were unimaginable just a few years ago.

In their book, Sylvia Martinez and Gary Stager also show us examples of Making for every classroom budget

Even if you don’t have access to expensive (but increasingly affordable) hardware, every classroom can become a makerspace where kids and teachers learn together through direct experience with an assortment of high and low-tech materials. The potential range, breadth, power, complexity and beauty of projects has never been greater thanks to the amazing new tools, materials, ingenuity and playfulness you will encounter in this book.

In this practical guide, Sylvia Martinez and Gary Stager provide K-12 educators with the how, why, and cool stuff that supports classroom making.

Find out more: http://www.inventtolearn.com/

And join Sylvia Martinez and Gary Stager and others who have… are… or plan to read the book on Wednesday, July 2 at 9PM ET/6PM PT on Teachers Teaching Teachers http://edtechtealk.com/ttt

Let us know if you want to join us in the Hangout.

Jun 24 2014

What’s up with your summer? Join us on TTT to talk about your plans. Wed. 9PM ET/6PM PT

Hi Friends!

 and I would love to have you join Teachers Teaching Teachers on Wednesday, June 25 at 9PM ET/6PM PT.

We just plan to talk about what you are doing this summer… maybe it’s #clmooc… or an institute at your local Writing Project… or anything else that comes up.

http://edtechtalk.com/ttt

Please let us know if you will be able to join this Hangout on Air!

— 
Paul Allison, Monika Hardy, and Chris Sloan

Jun 17 2014

Plan with us on Teachers Teaching Teachers - Wed. 6.18 9PM ET/6PM PT

On http://edtechtalk.com/ttt help Christy Kingham & me plan for 20 students & 6 teachers in Youth Voices Summer Program 6.18 9PM ET/6PM PT #NWP

For three weeks in July we’ll be facilitating the 2014 Youth Voices Summer Program, and we are going to do some of our planning on Teachers Teaching Teachers TTT#400! http://edtechtalk.com/ttt on Wednesday, 6.18 at 9PM ET/6PM PT We’ll be re-thinking the plans that are available at http://youthvoices.net/summer2013

We invite you to join us! Help us puzzle through the many issues in#connectedlearning and digital media that we will be exploring with the students and teachers in this New York City Writing Program.

Join us at http://edtechtalk.com/ttt at 9PM ET/6PM PT.

A Bit About +Christy Kingham's  Teaching Life:

This is  my tenth year teaching and I feel like I’m just getting started! For the first eight years of my career I taught middle school English.  I spent seven of those years learning all about 7th graders at Fox Lane Middle School in Bedford, New York. After moving to Manhattan,  I am currently teaching High School English at The Young Womens’ Leadership School in Astoria, New York. http://tywls-astoria.org/.  I also teach graduate school courses through Drexel University in Pennsylvania and spend my summers working with the New York City Writing Project.  I feel so lucky to do what I love every single day!

This Lehman College Press Release gives more information about the program.

Youth Voices: Bringing Students and Teachers Together to Improve Digital Skills

The New York City Writing Project at Lehman College announces the Youth Voices Inquiry Project, which will engage students and teachers from across New York City – with a particular focus on the Bronx – in using reading, writing, and digital media to explore their interests and passions. The project is made possible by $50,000 in grants from the Hive Digital Media Learning Fund of the New York Community Trust and the National Writing Project/Educator Innovator Network.

The Youth Voices Inquiry Project is a partnership of the New York City Writing Project and BronxNet, the public access cable channel headquartered at Lehman College. The NYC Writing Project comprises teachers committed to the improved teaching of literacy skills in schools throughout the diverse neighborhoods of New York City.

In the Youth Voices Inquiry Project, 30 students and 10 teachers will work as co-learners connecting personal passions with academic learning and civic engagement. They will create digital essays, stories, and poems; analyze and produce videos and podcasts; and design coding projects. Among other things, the project will serve as a laboratory to explore the relationships between interest-based and disciplinary learning.

The program will recruit from the network of teachers and schools that are currently active in NYC Writing Project programs. Lehman College will provide laptops and other technology for participants to use each day.

Program outcomes will include open curriculum projects, episodes of BronxNet’s Open 2.0, and new understandings about learner-created digital badges. Students and teachers will publish on youthvoices.net, a public, openly networked forum allowing for peer interaction and collaboration beyond the immediate group. As with all NYC Writing Project programs, evaluation and reflection will be key components of participation. Coordinators’ plans and participants’ reflections will be available on youthvoices.net; input from the Hive NYC and National Writing Project networks will be invited throughout the process.

“We are delighted to receive such a high level of investment and support for this connected-learning project from the Hive Digital Media Learning Fund of The New York Community Trust and the National Writing Project,” said Marcie Wolfe, director of the Institute for Literacy Studies at Lehman College, which houses the NYC Writing Project. “In addition to funding the current project, which will begin in July 2014, the New York City Writing Project has identified several extension opportunities following this summer’s work.”

The NYC Writing Project intends to build the Youth Voices Inquiry Project to reach more students and teachers across multiple locations, as well as to provide full-year academic programs to support the work done in the summer intensive experience.

From the Lehman Today press release: http://wp.lehman.edu/lehman-today/2014/06/youth-voices-bringing-students-and-teachers-together-to-improve-digital-skills/

Join Christy and me — and others — as we plan this years program together on TTT at 9PM ET/6PM PT http://edtechtalk.com/ttt

Jun 14 2014

YOUR SUMMER. YOUR VOICE. Deadline Monday for the 2014 Youth Voices Summer Program

We’re looking for 20 NYC HS students/6 NYC teachers to work together July 7–24, Mon–Thurs, 9am–1pm http://nycwritingproject.org

Youth Voices: Bringing Students and Teachers Together to Improve Digital Skills

The New York City Writing Project at Lehman College announces the Youth Voices Inquiry Project, which will engage students and teachers from across New York City – with a particular focus on the Bronx – in using reading, writing, and digital media to explore their interests and passions. The project is made possible by $50,000 in grants from the Hive Digital Media Learning Fund of the New York Community Trust and the National Writing Project/Educator Innovator Network.

The Youth Voices Inquiry Project is a partnership of the New York City Writing Project and BronxNet, the public access cable channel headquartered at Lehman College. The NYC Writing Project comprises teachers committed to the improved teaching of literacy skills in schools throughout the diverse neighborhoods of New York City.

In the Youth Voices Inquiry Project, 30 students and 10 teachers will work as co-learners connecting personal passions with academic learning and civic engagement. They will create digital essays, stories, and poems; analyze and produce videos and podcasts; and design coding projects. Among other things, the project will serve as a laboratory to explore the relationships between interest-based and disciplinary learning.

The program will recruit from the network of teachers and schools that are currently active in NYC Writing Project programs. Lehman College will provide laptops and other technology for participants to use each day.

Program outcomes will include open curriculum projects, episodes of BronxNet’s Open 2.0, and new understandings about learner-created digital badges. Students and teachers will publish on youthvoices.net, a public, openly networked forum allowing for peer interaction and collaboration beyond the immediate group. As with all NYC Writing Project programs, evaluation and reflection will be key components of participation. Coordinators’ plans and participants’ reflections will be available on youthvoices.net; input from the Hive NYC and National Writing Project networks will be invited throughout the process.

“We are delighted to receive such a high level of investment and support for this connected-learning project from the Hive Digital Media Learning Fund of The New York Community Trust and the National Writing Project,” said Marcie Wolfe, director of the Institute for Literacy Studies at Lehman College, which houses the NYC Writing Project. “In addition to funding the current project, which will begin in July 2014, the New York City Writing Project has identified several extension opportunities following this summer’s work.”

The NYC Writing Project intends to build the Youth Voices Inquiry Project to reach more students and teachers across multiple locations, as well as to provide full-year academic programs to support the work done in the summer intensive experience.

From the Lehman Today press release: http://wp.lehman.edu/lehman-today/2014/06/youth-voices-bringing-students-and-teachers-together-to-improve-digital-skills/


— 
Paul Allison 917-612-3006 allisonpr@gmail.com

Jun 10 2014

Youth Voices - Prospect and Retrospect (plus Gooru) on this week’s TTT - Wed. 6.11 at 9PM ET/6PM PT

On TTT we’ve been talking about moocs https://www.youtube.com/watch?v=2ms2vRnCYTE, make banks https://www.youtube.com/watch?v=Fl-S-QThZJE & open badges https://www.youtube.com/watch?v=YP0hXieSkaM 

Wed 6.11 http://youthvoices.net teachers & http://goorulearning.com friends 9PM ET/6PM PT  http://edtechtalk.com/ttt planning connections 

Join Youth Voices teachers      … and more… and Gooru friends  and  

Help us think about how make more sustained, deeper connections and collaborations between our students — starting this summer in some cases — but certainly by mid-August when some of start up again.

Join us at http://edtechtak.com/ttt at 9PM ET/6PM PT

Jun 07 2014

Last chance to connect your students with something great!

On Monday, June 16, we will be closing the window for applications for students and teachers for the 2014 Youth Voices Summer Program July 7 - 24. http://nycwritingproject.org We need your help now! Please let us know immediately if you are planning to invite students and if you might be applying yourself or if you know of a colleague who might be applying. Just reply to this message or send an email to me at allisonpr@gmail.com And we’ll follow up.


Time is getting short. Let’s get the word out, if you were in the program or if you already use Youth Voices in your classroom, please let everybody know how they might benefit from this experience. Please post a response here or on our Facebook Page: https://www.facebook.com/youthvoices.net

There are still openings for students and teachers, and we need your help in filling these seats! We are looking for 20 students and 6 teachers to work together, learning how to do online inquiry that begins with the self, moves through curiosities and interests, and builds connections between personal passions and deep explorations of disciplinary content of all sorts.

We would especially love to work with groups of students who come from the same school. And even more, last year we learned the power of working with teachers who came from the same school as some of the students. Imagine the power of applying yourself and bringing several students from your school!

Still… summer is different. Students and teachers are given the illusion of unlimited time… time to explore your own passions and to follow connections wherever they lead. 

Students leave the Youth Summer Program with a renewed sense of confidence in their own reading and writing abilities, and with a sense of what else might be possible.

Teachers leave ready to bring Youth Voices—the platform, the community of teachers, and the curriculum—with them into their classes in the Fall.

On Monday or Tuesday, this week, we need you to sit down with 5-10 of the students in your school who you think would benefit most from this program (which is free and includes breakfast and a transportation pass). Help them to complete the relatively simple application for students, available at http://nycwritingproject.org and here: http://www.emailmeform.com/builder/form/3Fh9e1tIu413xj874mpi1g76y

AND we are looking for six amazing NYCWP teachers who are ready to find the answers to their questions about their curriculum in Youth Voices. Perhaps that’s you or a teacher down the hall. Teachers will receive either a $600 stipend or three tuition-waived credits in Education. Applications for teachers is also linked at http://nycwritingproject.org and here: http://www.emailmeform.com/builder/form/epddt70xLcDhAGyI4X043gbfb

We are in our final week of recruitment. Don’t let this opportunity pass for your students or your colleagues.

Please help us find 20 amazing high school students and six dynamic NYCWP teachers for the 2014 Summer Youth Voices Program.

Fliers are attached or available here:

For Students: http://youthvoices.net/sites/default/files/files/4433/jun/yv_summer_2014_students_flier.pdf

For Teachers: http://youthvoices.net/sites/default/files/files/4433/jun/yv_summer_2014_teachers_flier.pdf

10 notes

Jun 03 2014

Join us on TTT for a conversation about Establishing the Value of Badges for Earners with Nate Otto and Stacy Kruse - June 4 at 9PM ET/6PM PT

We would love it if you would be able to join us on Teachers Teaching Teachers http://edtechtalk.com/ttt this Wednesday, June 4th at 9PM ET/6PM PT.

When I read Christine Chow and +Nate Otto ”Case Study: Establishing the Value of Badges for Earners” recently, I wanted to talk about the issues they raise in four pithy pages. http://dpdproject.info/details/case-study-establishing-the-value-of-badges-for-earners/

As a fellow traveler on the open badges train, I’m looking forward to this conversation about the challenges that Nate and Christine identify in this Case Study.

Stacy Kruse, director of serious games & education, Pragmatic Solutions will also be with us to describe her experiences and others, perhaps YOU!

With passion, Nate writes:

I am envisioning 2014 as a year when we take our public conversations around badges to the next level. I think we can go beyond introducing the world to what badges are and what they might be able to do in the future to having conversations around the real challenges confronted by ecosystem stakeholders and their latest thinking on how to overcome them. I think this means hosting targeted conversations where we who have been deeply involved with badge projects can dig deep into a specific facet of what badging means in our various contexts.

This should be good! Please plan to join us on Teachers Teaching Teachers on Wednesday, June 4th at 9PM ET/6PM PT athttp://edtechtalk.com/ttt

May 27 2014

An ideation on connecting on TTT - Wed 5.28 at 9PM ET/6PM PT

We’re looking for a casual, almost summer, reflective conversation on this week’s Teachers Teaching Teachers.

Join us on TTT’s “connecting” ideation Wed 5.28 9PM ET/6PM PT edtechtalk.com/ttt +monika hardy  will talk about her explorations into making connections between people and curiosities, which is leading her here:  redefineschool.com/curiosume/ See more here: http://redefineschool.com/curecity/

Also +Paul Allison will be joined by other members of a team that worked together at a recent Education DesignShop at MIT where we began developing the idea of “matchMAKE” a tool/app/website that would help teachers and makers find each other. See more here: https://plus.google.com/113993022447291199374/posts/1ULJs8ffpSC

+Chris Sloan and +Johanna Paraiso will be there too just to keep our connections wonderful.

Please join us on Wednesday, May 28 at 9PM ET/6PM PT at http://edtechtalk.com/ttt

May 20 2014

What are we to make of Assignment Banks like the one at ds106? Can they lead to more self-directed learning for adults and students? TTT - Wed. 5.21 9PM ET/6PM PT

WOW!@cogdog @kfasimpaur @Seecantrill @chadsansing @tellio edtechtalk.com/ttt 5.21 9PM ET/6PM PT RE: make/assign’t banks/galleries #NWP 

Wednesday, May 21 on Teachers Teaching Teachers — 6PM Pacific/9PM Eastern — we will be talking about Make/Assignment Banks/repositories/Galleries with  +Alan Levine leader and teacher of the open digital storytelling class, ds106 http://ds106.us/. We’ll use the ds106 Assignment Bank as a case study to ask some provocative questions that have been bouncing recently.

See +Karen Fasimpaur's  ”The Make Bank: Self-directed professional learning and user-generated content” - See more at: http://digitalis.nwp.org/resource/5853

Karen will be joining the conversation along with +Christina Cantrill (https://webmaker.org/en-US/search?type=user&q=ccantrill) ,+Chad Sansing  (https://webmaker.org/en-US/search?type=user&q=chadsansing), and +TERRY ELLIOTT.

Imagine having questions about collections of “missions,” as we call them on Youth Voices http://youthvoices.net/missions, and being able to ask this list of people to come to your house to talk about them!

You are — of course — invited too! Please plan to join us at http://edtechtalk.com/ttt where our conversation will be webcast at 9PM ET/6PM PT. You can listen and join the chat there, and — if so inspired — there will be room for you to join us in the Hangout as well.

What are your thoughts about how Assignment/Make/Mission Banks/Galleries get created and used?

We want to define these repositories broadly as we explore their potential to re-define self-directed learning for both adults and students.

Here’s my brainstorm of such resources.  Please add your favorites as well:

http://assignments.ds106.us/
http://youthvoices.net/missions
http://blog.nwp.org/clmooc/makes/search-makes/
https://webmaker.org/en-US/gallery
https://diy.org/featured
http://learning.blogs.nytimes.com/category/student-opinion/
http://blogs.kqed.org/education/category/do-now/

And here are a few more questions that have been bouncing here and there:

What are and the connections between missions/assignments/makes to #clmooc other collaborative MOOCS or MOOCS in general?

How do we guide students and teachers to use and contribute to these repositories? How is it different for different ages?

Each are attached to important learning communities/ecologies. What happens when we use them outside of these experiences?

What’s the difference between a make and an assignment?

See you at http://edtechtalk.com/ttt at 9PM ET/6PM PT on Wednesday, May 21.

May 13 2014

Celebrate the Publication of a New Book of Poetry that Speaks to the Courage to Teach on TTT 5.14 at 9PM ET/6PM PT

On edtechtalk.com/ttt Wed. 5.14 at 9PM ET/6PM PT join poets/teachers from new book: Teaching with Heart http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118459431.html #NWP


We’ll embed this Hangout On Air at http://edtechtalk.com/ttt on top of a TitanPad where people will be chatting while we talk. You are invited to join that chat as well.



Please invite your friends and networks to join our conversation on Wednesday, May 14th at 9PM ET/6PM PT at http://edtechtalk.com/ttt



In Teaching with Heart: Poetry that Speaks to the Courage to Teach a diverse group of ninety teachers describe the complex of emotions and experiences of the teaching life – joy, outrage, heartbreak, hope, commitment and dedication. Each heartfelt commentary is paired with a cherished poem selected by the teacher. The contributors represent a broad array of educators: K-12 teachers, principals, superintendents, college professors, as well as many non-traditional teachers. They range from first year teachers to mid-career veterans to those who have retired after decades in the classroom.  They come from inner-city, suburban, charter and private schools. 
See more: http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118459431.html



Here are the teachers/poets who will be joining us:



+Karen Harris   is a lead teacher at the Favorite Poems Project’s Summer Institute for Educators and an English teacher at Brookline High School. She is the mother of two children, and guitarist, songwriter, and singer for the rock band the Vivs. She lives in Arlington, Massachusetts.



+Glendean Hamilton is a recent graduate of Smith College. She was a student teacher during the time of her commentary. Prior to that, she had numerous teaching internships while in college. In 2013 she began teaching sixth-grade English language arts in Lawrence Public Schools, Massachusetts.



+Will Banks is a middle school humanities teacher in Northampton, Massachusetts. He is a proud recipient of the Pioneer Valley Teacher of Excellence award. When he is not teaching, he’s usually hanging out with his family or writing music.



+Kevin Hodgson has been teaching sixth grade for ten years at the William E. Norris Elementary School in Southampton, Massachusetts. He is also the technology liaison with the Western Massachusetts Writing Project and writes regularly about teaching and composition on his blog, Kevin’s Meandering Mind (http://dogtrax.edublogs.org).



+stephen mahoney  has been a teacher and a principal for twenty-five years. In 2005 he started the Springfield Renaissance School, an expeditionary learning mentor school in Springfield, Massachusetts, for students in grades 6 through 12. Renaissance teachers and students have proved that your zip code does not have to be your destiny.



One of the editors of the book,  +Samuel Intrator  is the principal of the Smith College Campus School and professor of education and child study at Smith College. The son of two retired New York City public school teachers, Sam co-founded and currently co-directs Project Coach—a nationally recognized and replicated youth development program in Springfield, Massachusetts, that prepares high school students to be youth sports coaches and run leagues and tutoring programs for elementary-age children. He was awarded a W. K. Kellogg National Leadership Fellowship and was named a Distinguished Teacher by the White Commission on Presidential Scholars. He is the coauthor of The Quest for Mastery: Positive Youth Development through Out-of-School Programs and Tuned In and Fired Up: How Teaching Can Inspire Real Learning in the Classroom, the editor of Stories of the Courage to Teach: Honoring the Teacher’s Heart, and the coeditor of Leading from Within: Poetry that Sustains the Courage to Lead and Teaching with Fire: Poetry That Sustains the Courage to Teach.



Come to enjoy the poetry, the community, the inspiration! Join us at edtechtalk.com/ttt at 9PM ET/6PM PT You can lurk in the chat room or come prepared to read a poem of your own.

May 10 2014

matchMAKE - Help us design this idea

matchMAKE, an idea that a group of us started designing at The Spring 2014 Education DesignShop http://edudesignshop.mit.edu/index.html continues to perculate. I have a few new notions to explore with my team in this post, and we would welcome anybody chiming in on this. 

Our team, “Magma Chamber” is led by +Elizabeth Choe and has four members: +Kevin Osborn+Jonathan Schmid +Victoria Dean and me,+Paul Allison. We call our project matchMAKE because we want to bring together teachers and makers. Imagine an https://ourgoods.org/or a http://www.donorschoose.org/ for teachers and makers to find each other and to do work together. 

We started thinking about how to attract makers to the site, and we thought about what value teachers are exchanging with these makers, or at least that’s what I left the DesignShop thinking about.

We also thought about how we wanted to expand the notion of what a maker is, to include a mechanic at the corner gas station or other such laborer as well as artists and craftspeople. 

At this point, I’m also thinking how the notion of bartering services begins to imply that a teacher has something of value to exchange. What is this value? Is there anything that a teacher has to offer beyond eager students wanting to learn something important from a maker?

This makes me think of the Forge collaborations between +Fred Mindlin and Ed Martinez http://forage.storyreach.com/eds-blog/ and I’m wondering what the motivation was for Ed and for Fred and was this a bartar of services? Maybe the services that Fred and many other teachers provide is community organizing, part of which is organizing youths to do work with makers.

But even more interesting, perhaps, is the way that Fred has talked about this work as being different from many make projects where the students create “refrigerator door” objects. In this case, they were working on a project that was publicly displayed. They were apprentices to the artist.

So a couple of questions worth paying attention to are: What is the nature of the conversations between teachers and makers when they barter services? How can we move make projects to be more authentic pieces of work with makers/artists?

Another thing that I’ve been questioning is whether or not we might see ourselves as an educators sub-group on OurGoods.org and this would suggest that our next step might be to have a conversation with the co-founders of OurGoods, Jan Abrams and Caroline Woolard. We might ask them for advice, but maybe we are just members of Our Goods with specific tags, for example.

Here are a couple sources to give some background on OurGoods: http://www.ubraintv.com/watch.php?id=715  and http://www.thenation.com/blog/166913/economy-we-want-occupy#

What do you think? How could we make these ideas come to life?

+

An inquiry into online annotation systems Annotations are important in helping students both follow their own passions into deeper and deeper places and in making their thinking visible to each other, their teachers and the world. This is a useful list of reminders for students:

In general, here are the main types of notes students should record in any passage for any subject:

Questions = Our minds constantly asks questions about things we don’t understand, things we are predicting, things we are trying to make sense out of. Recording these questions while reading will help students’ minds automatically search for answers.

Connections = The more students can connect the information they read to what they already know about themselves, their world, or other readings, the more the passages in front of them will make sense.

Interpretations = The meaning or depth of a passage may not be stated at the surface level of the text, but after thinking and inference, it is important that students identify the puzzle pieces and start putting them together.

Summaries = Even just putting something into their own words helps to clarify and solidify its meaning in a student’s mind. Writing paraphrases of information in the margins and at the end of sections/chapters helps enormously to enhance understanding.

Patterns = As lists, series, sequences, chronologies, or motifs are identified within a text, it’s important for students to use numbers, bullets, or a their own method of annotation to organize the passage.

Words = Individual words often hold a great deal of meaning, so making vocabulary words, course-specific terms, and unique diction choices stand out with annotation is essential.

See more at: http://www.teachhub.com/how-annotation-reshapes-student-reading

I’ve been doing an assessment of the few different systems of text annotation that I’m aware of. What are the affordances of each? 

Newsela recently added annotations (See video below). That seems quite useful. Although it looks like it’s a tool for individual annotations shared with a teacher if the PRO version has been purchased. Is the price of Newsela worth it? Give the costs of other things in school, probably. But I’m interested in annotations becoming social events, conversations between readers.

Personal Crocodoc is my old favorite, and it has many tools and tricks you can do with PDFs, images, and word texts. With a few students reading one article it is a wonderful tool for reading in a group.
Our Youth Voices archive is here: http://personal.crocodoc.com/pIrWumL And here’s  some examples: 
http://personal.crocodoc.com/P9ep5gT
http://personal.crocodoc.com/mJI1FUh
There are more in the “More Ideas” folder.

Next there’s NowComment http://nowcomment.com/Something I’ve been interested in recently. Some of the affordances are that the links stay live. You copy the text, images, and even the video and audio from a webpage, paste this into a form, and everything stays live and annotatable. I also like the dialectical nature of the summary box and the commenting box. Here’s one example: http://nowcomment.com/documents/22687#.U25InK1dXEU

Most recently, I’ve been taking a look at the Annotation Studiohttp://app.annotationstudio.org/ Here’s an example: http://app.annotationstudio.org/documents/trade-school-bartering-for-skills-with-ourgoods I wonder if you have to log in always or if there are ways to make everything public.

Do you know of other systems that make annotations possible on texts?

What do you think of each of these systems?

Do you know of others?

May 07 2014

Join us on TTT for more MOOC talk - Genius Hour as a MOOC?

More MOOC talk on TTT @kfasimpaur leads a conversation RE:digitalis.nwp.org/site-blog/geni… at edtechatlk.com/ttt at 9PM ET/6PM PT tonight #NWP

Tonight we follow up last week’s TTT: http://youtu.be/AumWMPtyPO8

Please join us!

A few of us have been talking about the idea of fostering cross-generational participation in cMOOCs lately, and as I think about this my mind keeps coming back to the idea of Genius Hour as a MOOC.

For those unfamiliar, the idea of Genius Hour (also sometimes called Google 20% time) is to give students some dedicated time to pursue their own passions. Whenever I think about Genius Hour, I think “Why don’t we have this for teachers too?”

So how about a MOOC where people of all ages are encouraged to identify and pursue a topic they are passionate about? It could be an inquiry project, a maker project, or something else of their choosing.

- See more at: http://digitalis.nwp.org/site-blog/genius-hour-mooc/6045#sthash.kfqOUg4H.dpuf

Apr 29 2014

The Questions that MOOCS Inspire on Teachers Teaching Teachers - Wed. 4.30 at 9PM ET/6PM PT

Talk MOOCS http://edtechtalk.com/ttt Wed 4.30 9PM ET/6PM PTw/@mkbshu @coordinatortwo @davecormier @verenanz @dogtrax @zakmal @fieldpeaz @nikhilgoya_l @monk51295 @Seecantrill @kfasimpaur @csloan @paulallison #NWP

Please plan to join these MOOC experts, students, and thinkers. Here’s a sense of what we’ll all be learning from each other.

A good place to start, +dave cormier  writes: 

What’s a MOOC? … The massive, for me, extends beyond the idea of massive in terms of numbers to include, I think, diversity. The openness is not only ‘free’ but also the idea of open syllabus, the space for multiple threads of belief coexisting in the course. The online speaks to the weaknesses and strengths of online connection… both, i think, in the sense that they need to come back to ‘yes/no’ math type connectivity. The course is about structure being applied to the internet. I spent many years working in internet communities… they are the best, but they are also tons of work. A course is like that… just not as cool. Easier to commit to.http://davecormier.com/edblog/2013/10/29/some-things-moocs-are-good-for/

Next, let’s turn to +Karen Fasimpaur ’s description on the NWP’s MakingLearningConnected   #clmooc :

Designed for educators,   #clmooc was focused on the ideas of creating things and the do-it-yourself ethos of the Maker Movement. It was open to anyone interested in making and creativity and learning, and the entire experience was grounded in Connected Learning principles. The collaboration was open in all respects—free to anyone to participate, on the open web, and open licensed with a Creative Commons Attribution (CC BY) license.

The experience offered a groundbreaking model for professional learning, and a connected community came together around the MOOC activities. According to Paul Oh, Senior Program Associate at the National Writing Project, “We heard from a number of participants that this was the best professional learning they’d ever been involved with. I interpreted that to mean that many if not most educators aren’t given chances to engage in self-directed learning, in community with colleagues who are also determining their own learning pathways. Our MOOC, essentially, gave educators a chance in a low-barrier and lowstakes way to try something new, iterate and reiterate, and understand that new thing in the context of learning generally—all as they were encouraged by and encouraging others.”
- See more at: http://digitalis.nwp.org/MOOCs#sthash.uiRcosOH.dpuf

+Kevin Hodgson adds:

So, what’s it like to be part of such a huge community that exists only in virtual space? Chaotic, to say the least, but also amazingly rich and rewarding in many ways. There were so many unexpected sharing and learning experiences that we did not anticipate, and that unknown learning made for interesting twists and turns along the way.

Since our MOOC was not credit-driven, educators came and went as their time and interest allowed. Some weeks, we had hundreds of teachers involved in sharing across multiple online spaces: Google Plus, Twitter, blogs, YouTube, Google Hangouts and more. Other weeks, a few dozen chimed in. Our activities ranged from using digital tools to introduce oneself to the world to hacking toys to reimagine purpose to developing a credo and belief system about learning and more. And weeks later, teachers are still sharing in the MOOC, which continues to exist online even if the formal five-week structure is over.

Like many of the hundreds of teachers who took part in the CLMOOC, I find the challenge now is to determine how to bring what we learned and experienced over the summer back into my classroom. I find myself thinking through more ways to make connections to the artistic community now and how to make stronger ties with other teachers.

I am working with other teachers from other parts of the world to develop more ways to connect my Southampton sixth-graders with other students in meaningful online spaces for authentic learning experiences.
http://www.gazettenet.com/search/8432213-95/chalk-talk-with-kevin-hodgson-my-mooc-experience

Next, Let’s bring in +Michael Barbour ’s thoughts about bringing MOOCS to K12:

*MOOCS are great if I am interested in learning more about something in a more systematic way than simply going on some random Google search.  They are great if I am interested in learning more about something and I want to create or join a community of other people who share that interest.  They are great at providing me a logic structure in order for me to learn about something I am interested in learning more about.  However, as a method of formal education there is little to no support provided to learners (beyond what they seek out themselves).  There is little institutional affiliation or connection for learners.  Simply put, there is little reason for students to complete the MOOC beyond sheer interest and determination, and a lot of personal self-directed, self-responsibility skills._http://virtualschooling.wordpress.com/2013/07/08/k-12-online-learning-and-moocs/

And here’s +Verena Roberts's  answer to the question, How could MOOCs be applied to High School?

A student created MOOC on a specific topic - Wouldn’t it be incredible to see high school students create a MOOC about how to learn? education in general? What could make schools and learning better?

A group of classes from around the world could follow a course together. They could be one giant “course” doing their own learning together - in the open. Parts of the giant course could be creating projects together openly.

Using youtube - create a weekly video series that encourages a group of people to consider the importance of youtube and videos in learning today. It could be called, “All I ever really learned, I learned on youtube”

Join a MOOC that is already out there and apply it to what you are already doing.
http://openlearningonline.wikispaces.com/Why+a+MOOC+for+HS+Students%3F

And finally, for now, I’ll leave you with some of +monika hardy ’s reflections on MOOCS:

[perhaps moocs could be like city as school - in the sense that they are seeking to widen the pool, open up the adjacent possible, enough, so that serendipitous synchronicity is 100%. every day. today. open community as open curriculum in order to get our optimal - and often not-obvious interconnetedness out. ness.]

perhaps we have two problems:

1. our focus is on marketables (getting rich, earning a living, performing)

2. because of #1 we are missing remarkables (indispensable people)

what if the intent of  a mooc – or any open connecting/gathering – is simply because you are doing something that matters (to you). people are simply drawn together – no agenda/cost/gate/commitment. 
http://redefineschool.com/the-mooc-idea/

Join all of these people AND MORE (2 youth leaders +Nikhil Goyal  and +Zak Malamed ) on TTT#393 The Question of MOOCS. We’ll be live at http://edtechtalk.com/ttt and you can join a chat with us there during the webcast.

Page 2 of 52 Newer entries →