Posts Tagged ‘technology integration’
STEAM and Maker Education: Inclusive, Engaging, Self-Differentiating
The maker movement has the opportunity to transform education by inviting students to be something other than consumers of education. They can become makers and creators of their own educational lives, moving from being directed to do something to becoming self-directed and independent learners. Increasingly, they can take advantage of new tools for creative expression and for exploring the real world around them. They can be active participants in constructing a new kind of education for the 21st-century, which will promote the creativity and critical thinking we say we value in people like Steve Jobs. Learning by Making: American kids should be building rockets and robots, not taking standardized tests
When a kid builds a model rocket, or a kite, or a birdhouse, she not only picks up math, physics, and chemistry along the way, she also develops her creativity, resourcefulness, planning abilities, curiosity, and engagement with the world around her. But since these things can’t be measured on a standardized test, schools no longer focus on them. As our public educational institutions continue down this grim road, they’ll lose value as places of learning. That may seem like a shame, but to the members of the growing DIY schooling movement, it’s an irresistible opportunity to roll up their sleeves. School for Hackers: The do-it-yourself movement revives learning by doing.
For the past two weekends, I facilitated a three part/three day maker education workshop, From Puppets to Robots, at the Santa Fe Children’s Museum. It was a small group ranging from a pair of 7 year girl twins to a few 8th grade boys. All of the parents and kids expressed extreme satisfaction – see the photos below for some evidence of their involvement.
Some of the reasons I believe the maker workshops were successful include (list still in progress):
- Maker activities are multi-sensory, hands-on, and concrete.
- The learning activities were scaffolded. Participants were provided with basic skills during initial activities which led to success in the following, more advanced activities.
- The participants were taught and given examples of the processes involved.
- The focus was on the process not the product – the how-to’s were demonstrated rather than the end product.
- Asking a lot of questions and asking for help were normalized.
- Failure was looked at as “just information.”
- Peer tutoring and explanations were encouraged.
I have always been a hands-on, experiential educator, but I made a few observations about STEAM and Maker Education during the workshops over the past few weekends. Maker Education, as I observed, has the following characteristics:
- Participation is driven by intrinsic motivation
- Maker education lends itself to 100% engagement by 100% participants almost 100% of the time.
- Maker education is self-differentiating.
- Age levels and gender are blurred; does not affect participation, engagement, and interest.
- Maker education activities are multidisciplinary and authentic.
- Maker education reinforces and teaches resilience.
Participation is driven by intrinsic motivation.
Maker education participants (of all ages) are driven by intrinsic motivation. Using one’s own creativity and talents, the opportunity for self expression, and creating a product of one’s own are inherently motivating. Extrinsic motivators such bribing through grades, rewards, and/or praise are not needed to coax individuals into participation in maker, DIY, STEAM activities.
Maker education lends itself to 100% engagement by 100% participants almost 100% of the time.
Due to similar factors as described above, I observed that all of the young people were engaged most of the time. With maker activities being centered on interest-driven learning, a flow state of participation often results. “Flow is the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. In essence, flow is characterized by complete absorption in what one does” (http://en.wikipedia.org/wiki/Flow_%28psychology%29). Time blurs as participants engaged in creativity, innovation, and problem-solving. Only a few times did any of the kids ask about the time, and this occurred towards the end of three hour sessions.
Maker education is self-differentiating.
The nature of the maker workshop activities permitted the participants to differentiate the activities for themselves. Some of the kids picked up the processes being demonstrated as well as had visions about what they wanted to create faster than some of the other kids. They were given the materials, permission, and encouragement to move forward independently. Other kids needed a little bit more instruction and scaffolding. The two facilitators then could provide them with the extra instruction. Peer assistance and instruction also came naturally in this exploratory environment of experimentation, testing, revising, producing.
Age levels and gender are blurred. Age and gender does not affect participation, engagement, and interest.
The traditional education model is to group kids by manufacture date, in other words in their cohort groups by age and date of birth. As stated above, the maker workshop I facilitated over the past few weekends was open to kids from age 7 to 13. The group ended up with 7 year old twin girls and a few 13 year old boys with a mix of ages and genders in the middle. Interestingly, the kids, themselves, made no comments about this diverse group. It didn’t seem to phase them at all.
Because the nature of maker workshop activities being self-differentiating, the age and gender did not make a difference. All ages and both genders were able to complete the tasks presented to them. Because there were no expectations regarding the quality or types products, they all were successful in producing some form of the projects. In fact, the younger girls came up with some robot construction strategies that were “copied” and co-opted by some of the older boys.
The benefits of diverse groups in maker education (and other educational settings, too) cannot be understated. Diversity of groups often leads to broader perspectives, deeper problem solving, and richer products. Diversity is enhanced through multi-age, mixed gender groups. As David Kelley, founder of IDEO consultants and Stanford’s Hasso Plattner Institute of Design, notes, “Diversity is the number one thing that correlates to better innovation” (http://knight.stanford.edu/news-notes/2013/d-school-founder-taps-into-humankinds-innate-creativity/).
Maker education activities are multidisciplinary and authentic.
Maker education activities make for a beautiful integration of STEAM. For example, while the kids participated in the From Puppets to Robots, I noted the following disciplines being addressed:
- Science: Participants explored physics through movement, fulcrums, weight loads, light.
- Technology: Participants deepened their understanding of robotics through online simulations related to what they were building in real life.
- Engineering: Several of the workshop projects required the participants to use engineering skills – building a robotic arm that could pick up objects, building a 3D self-standing robot prototype.
- Arts: Visual arts were used as participants created their shadow puppets and storyboarded their shadow puppets shoes; as they drew out their 2D robot prototypes and then built their robot prototypes. Language arts became important when the participants wrote their shadow puppet stories and when they were continually asked to orally describe their projects to the rest of the group.
- Mathematics: Math concepts were needed to measure, cut, and build all of their prototypes.
Maker education reinforces and teaches resilience.
I wrote about resilience in Resilience: The Other 21st Century Skills. . .
Resiliency is not one specific thing, but a combination of skills and positive attributes that people gain from their life experiences and relationships. These attributes help them solve problems, cope with challenges and bounce back from disappointments. Personal resiliency is about our assets – the resources, attributes and skills that help us recover from negative events or feelings, cope with challenges and adversity, and look after ourselves when things aren’t going well. (Kids Can Cope: Parenting at Home and at School)
I realized the power of maker education to build resilience during one of the workshop sessions. Eight year-old Dylan was building his robot prototype. He constructed the robot’s leg and selected a heavy can for the body. The legs couldn’t hold up the heavy body. Dylan became teary-eyed insisting that this what he wanted. Both his mother and I stressed that part of prototyping is using failure as information about what is possible/not possible, what needs to change. We assisted him in choosing new materials for the robot body. He ended up building a robot prototype that worked! His mother told me “on the side” that Dylan has difficulty dealing with frustration when things don’t work out as he planned. Hopefully, that day he received a small lesson on tenacity and resilience.
Obviously, I am a strong advocate of Maker Education. For me, it is a natural way of teaching and learning. I understand that this is a different model, way of thinking for many educators. It is a risk to make changes in the classroom, but I believe that educators want what’s best for their students. I “preach” to my pre- and in-service teachers to try one small change. In this case, I would ask, “What are you already doing well in your classroom that could be further enhanced with some maker activities?” and then reinforce, “Just try it. What is the worse thing that could happen? It fails and you move on. What is the best thing that could happen? It adds to the students’ learning experience resulting in increased engagement and deeper understanding of the concepts.”
Resources to Learn More About Maker Education:
- Invent to Learn Resources
-
New Models for Education: Maker Faire and the Young Makers Program
- Why Kids Need to Tinker to Learn
- Making, Education, and Innovation: Inspiring Makers in Underrepresented Communities
- School for Hackers: The do-it-yourself movement revives learning by doing.
Chapter in Handbook of Mobile Learning: Team and Community Building Using Mobile Devices
The Handbook of Mobile Learning has just been published through Routledge: Taylor and Francis – see http://www.routledge.com/books/details/9780415503693/. I am excited to have a chapter in this edited book, Team and Community Building Using Mobile Devices. Here is the introduction to my chapter:
People in the 21st Century are using their own mobile devices – iPads, netbooks, laptops, and smart phones – to be consumers and producers of digital content, and to be active participants in online communities. They are connecting with one another through mobile technologies in unprecedented ways. Computers, Wi-Fi networks, and smart phones allow young people 24/7 access to technology and to one another. They are familiar and comfortable with social networking and using a variety of apps via their devices. Nielson (2010), in a survey of teen mobile device use, reported that 94% percent of teen users identified themselves as advanced data users, turning to their mobile devices for messaging, Internet, multimedia, gaming, and other activities like downloads.
When educators leverage these types of informal learning by giving agency to the students to use their mobile technologies and by providing the structure and skills for their use within more formal educational settings, motivation and learning are increased. Using mobile devices in educational settings as learning and community building tools can promote interpersonal communication, encourage young people to positively express their individuality and build their student-to-student, and student-to-educator relationships. The strategic and intentional use of cell phones, social networking sites, laptops, blogs, and digital cameras can build diversity and cultural sensitivity, teamwork and problem solving, self-reflection and self-exploration, and communication and self-expression.
This chapter introduces the use of mobile devices as a means to build community and teamwork within a variety of classroom settings: face-to-face, blended, and virtually. This discussion has four components: research that supports the use of student-owned mobile devices for building community in the classroom, evidence to support the importance of promoting community in the classroom, team-building activities using mobile devices, and the results of a end-of-course student survey about using mobile devices for community building,
. . . and an excerpt:
MOBILE DEVICES USE PATTERNS SUPPORT COMMUNITY BUILDING
People of all ages, almost from all parts of the world, are using their mobile devices to communicate, connect, and share personal experiences. They are building their own informal learning and social communities via their mobile devices and social networking sites. This section discusses the research about mobile device use patterns. It becomes the foundation not only for providing a rationale for the use of mobile devices in the classroom, but also serves as a guide for the types of technologies and activities that are best suited for mobile-driven community building activities.
Mobile Phone Ownership and Use Patterns Among United States Teens
A Pew Research report entitled, Teens and Mobile Phones, released April, 2010, noted that as of September 2009, 75% of American teens ages 12-17 own cell phone. This number has steadily increased from 45% of teens in November 2004. Cell phones have become ubiquitous in the lives of teens today, with ownership cutting across demographic groups and geographical locations.
As expected, texting was the top activity of cell phone using teens with taking and sharing pictures, playing music, and recording and exchanging videos also being popular uses.
Worldwide Use of Cell Phones
Mobile device use has become a world-wide phenomenon allowing informal learning and social networking to cross over geographical divides. Pew Research (2011) released a report entitled, Texting, Social Networking Popular Worldwide. The three key findings from this report that support mobile-driven community-building activities are:
- Cell phones are owned and used throughout the world.
- Cell phones are being used for texting, taking photos, and using the Internet. Cell phones are owned by large majorities of people in most major countries around the world. They are used for much more than just phone calls. In particular, text messaging is a global phenomenon – across the 21 countries surveyed, a median of 75% of cell phone owners say they text.
- Young people worldwide are likely to use their cell phones for social networking (Pew Research, 2011).
The usage is similar to that seen with United States teens. Text messaging is prevalent in 19 of 21 countries with a majority of mobile phone owners regularly sending text messages. Many also use their mobile phones to take pictures and record video (Pew Research, 2011).
Mobile device use crosses across socio-economic boundaries and geographic locations. People are using them for texting, photo-sharing, and other forms of social networking. In other words, people are already using mobile devices to build their own informal learning and sharing communities, so it becomes a natural progression and extension to bring this type of learning into the educational environment.
Finally, here is a slidedeck that I use when presenting on this topic:
A Little More on the Flipped Classroom
Crossed posted at http://teach.com/education-technology/educator-connection-flipped-classroom-resources-from-the-teach-100-by-jackie-gerstein
The Flipped Classroom has jumped onto the education radar in recent years as a way to potentially alter pedagogical and instructional practices by utilizing emerging technologies. In its simplest form, the flipped classroom is a model of learning where students watch content-related videos on their own time, freeing up classroom time for questions and discussion, group work, experiments, and hands-on and other experiential activities.
A lot of discussions have occurred, presentations have been made, and blog posts have been written about the flipped classroom: how to implement it; its potential to change educational outcomes and/or why it may not; it’s “fad” status; how it favors students of privilege; and so on. A broad range of ideas regarding the flipped classroom can be viewed through our list of selected articles (see below) from the Teach 100 ranking of educational blogs.
If the flipped classroom is to become more than the educational flavor of the month, the following things should be considered:
- The flipped classroom takes advantage of modern technologies. Technology, including content-focused video, is providing educators with the opportunity to change and enhance their instructional practices.
- Administrators, curriculum developers, instructional designers, and educators should examine, reflect upon, and discuss how technology has and is changing the nature of teaching, learning, work, and play. This, in turn, should lead to evolutionary and revolutionary changes in the way instruction is provided, and in which learning occurs and is demonstrated in the classroom setting.
- The flipped classroom gives teachers and students opportunities for their face-to-face time to be engaging, enriching, and exciting. The content that, in the past, was provided via lecture during class time can now be reviewed by students on their own time and at their own pace. Watching video lectures doesn’t necessarily have to take place at home; it can also be done during class time, study periods, or during after school programs.
- The terminology related to the flipped classroom needs to fade as educators begin to transform their classrooms to be student-focused and cognitively sound (based on what we know about the brain and learning), with differentiated curricula based on student interests, learning preferences, and ability levels. Technological advancements can enable these processes to occur, and should eventually be looked on as just good pedagogy.
If you’re looking to learn more about the flipped classroom approach, check out these selected articles from Teach 100 bloggers:
- “The Flipped Classroom: The Full Picture“ by User-Generated Education
- “Top Ed-Tech Trends of 2012: The Flipped Classroom“ by Inside Higher Education
- “Five Ways to Flip Your Classroom With The New York Times“ by The Learning Network
- “What Is A Flipped Classroom?” by Edudemic
- “The Flipped Classroom: Pro and Con“ by Edutopia
- “Flipping Your Classroom With Free Web Tools“ by Free Technology for Teachers
- “Can the Flipped Classroom Benefit Low-Income Students?” by Mindshift
- “Understanding the Flipped Classroom” by Faculty Focus
- “‘Flipping’ classrooms: Does it make sense?“ by The Answer Sheet
- “A New Approach to Teaching? The Flipped Classroom“ by Finding Common Ground
- “We need to produce learners, not just students“ by The Chronicle of Higher Education
- “Flipped Learning Continues to Change Classrooms Nationwide“ by Education News
- “The Ultimate Guide to the Flipped Classroom” byTeachThought
- “The ‘flipped classroom’ [WEBINAR]” by Dangerously Irrelevant
- “TED-Ed: Lessons (videos) worth sharing“ by iLearn Technology
- “The Best Posts On The “Flipped Classroom” Idea“ by Larry Ferlazzo’s Websites Of The Day
- “Flipping the Classroom“ by Tech & Learning
- “The “Flipped” Classroom and Transforming Education“ by The Principal of Change
- “Gathering Evidence that Flipping the Classroom can Enhance Learning Outcomes“ by Emerging EdTech
- “The Flipped Classroom: Students Assessing Teachers“ by Teachers’ Leader Network
- “Flipped Classroom: Students Assessing Teachers“ by SmartBlog on Education
- “Five Questions to Ask Before Flipping a Lesson” by edSurge
- “Foundations of Flipping“ by Kleinspiration
- “Promise of the ‘flipped classroom’ eludes poorer school district“ by The Hechinger Report
- “Why The Flipped Classroom Is More Than Just Video“ by Fractus Learning
- “How the Flipped Classroom Turned Me into a Better Student“ by Getting Smart
- “Still MORE on Flipping the Faculty Meeting“ by The Tempered Radical
- “The Truly Flipped Classroom“ by A Principal’s Reflection
- “Flipped Classroom: Beyond the Videos” by Catlin Tucker, Blended Learning & Technology in the Classroom
- “Educators Answer Questions About the Flipped“ by The Quick & the Ed
- “How to Reach Struggling Students: Once You Flip, You’ll never go Back“ by Flipped Learning
- “Flipping out? What you need to know about the Flipped Classroom“ by GradHacker
- “Flipping The Classroom… A Goldmine of Research and Resources To Keep You On Your Feet“ by 21st Century Educational Technology and Learning
- “Flipped Classroom — my thoughts on it, some other ideas, & infographic“ by Educational Technology Guy
- “Flipping For Your Faculty…It’s Easier Than Videos“ by Blogging About the Web 2.0 Connected Classroom
- “Does Flipping Your Classroom Increase Homework Time?” by ASCD In-Service
- “Changing Gears 2012: rejecting the “flip“ by SpeEdChange
- “Flipping for the Flipped Classroom Seems To Be the Trend but Not for Me“ by Blogging through the Fourth Dimension
- “The Flipped Classroom: Getting Started” by Copy/Paste
For the complete daily ranking of the best educational blogs on the web, visit the Teach 100. To learn more about the Teach 100, or to work with Teach.com, email Teach100@teach.com.
The Flipped Classroom: The Full Picture Presentation Materials
Here are some of the materials and resources I am using for my Flipped Classroom: The Full Picture presentations:
Available via a Google Presentation: http://goo.gl/tGwUd
The Flipped Classroom: The Full Picture ebook on Amazon for Kindle and iPad.
This ebook is an aggregate of all my blog posts available as a download for $1.99 at Amazon. It is an estimated 88 pages and is available at http://www.amazon.com/The-Flipped-Classroom-Picture-ebook/dp/B008ENPEP6/ref=pd_ybh_8. Chapters are:
- What is the Flipped Classroom
- Problems and Issues with the Flipped Classroom
- The Flipped Classroom: The Full Picture
- How The Flipped Classroom: The Full Picture Supports Universal Design for Learning
- The Flipped Classroom in Higher Education
- Mobile Learning and the Flipped Classroom; An Example Lesson
- The Flipped Classroom: The Full Picture for Tinkering and Maker Education
- Flipped Classroom: The Full Picture Professional Development Workshop description: https://usergeneratededucation.wordpress.com/2012/11/08/the-flipped-classroom-professional-development-workshop/
- Curated Scoopit of Flipped Classroom resources can be found at: http://www.scoop.it/t/the-flipped-classroom
Zoom: Communicating Perspective (QR Code Activity)
Zoom: Communicating Perspective is a new mobile learning activity added to those found at Mobile and Technology-Enhanced Experiential Activities. This website describes mobile learning and technology-based activities that facilitate a sense of community in a variety of educational and training settings. They rely mostly on texting, emailing, and photo-taking activities. Free, group sharing internet sites are also used which require access to the Internet via a smartphone or computer. Sites such as Flickr Photo Sharing, Google Docs, and Web 2.0 tools supplement some of the activities.
Zoom: Communicating Perspective (QR Code Activity)
Goals
- To build communication and problem solving skills.
- To understand and develop perspective taking.
- To build visual literacy skills.
Materials
- One mobile device with QR Code reader per one or two learners
- A copy of “Zoom” by Istvan Banyai (could be done without but it honors and compensates the author)
Procedures
- This game is based on the intriguing, wordless, picture book “Zoom” by Istvan Banyai which consists of sequential “pictures within pictures”. The Zoom narrative moves from a rooster to a ship to a city street to a desert island and outer space. Zoom has been published in 18 countries.
- Hand out one QR Code/Image (see below or the original post via the link above for a downloadable PDF) per person/per pair (make sure a continuous sequence is used).
- After QR codes are distributed and images are accessed, tell participants may only look at their own pictures and must keep their pictures hidden from others.
- Encourage participants to study their picture, since it contains important information to help solve this challenge. The advantage of using mobile devices is that learners can zoom in on details of the image. It is the facilitator’s choice whether or not to tell learners this.
- The challenge is for the group to sequence the pictures in the correct order without looking at one another’s pictures. They are to use only verbal communications to describe the images they have.
- When the group believes they have all the pictures in order, they can indicate so and the pictures on the mobile devices can be viewed by everyone. Share the book or the following video so they can see the level of correctness in their order.
- A follow-up discussion can include characteristics of effective communication, how perspective affects how we see and communicate, using visuals to communicate.
Developing a Social-Networked Mini Unit
I teach a Boise State University EdTech graduate course in Social Networking Learning. I wrote about this course in Educators as Social Networked Learners.
I decided to write a separate post about their final assignment, creating a Social-Networked Mini-Curricular Unit. The assignment description, some of the group units produced, the peer assessment, and some student reflections about the project follow:
Assignment Description
For your final project (the final module is peer reviews of this assignment), you’ll be formulating, outlining, proposing your very own social networked mini-curricular unit. Creating your own mini-curricular unit for your final project will provide you with the opportunity to synthesize and apply the social networking skills and strategies you learned throughout the course.
- Course Description, Objectives, and Expectations
- Course description
- Learning outcomes
- Performance and participation expectations
- Social Media Use Guidelines
- You will need to have a central hub to share information – WordPress, Google Sites, Wiki, Edmodo. (This will also be the site where you address all of the requirements of this project.
- Student and course content creation and sharing platforms (along with specific directions on set-up, purpose, and potential use for your course):
- Sharing work and discussions: Edmodo, Facebook
- Student work: blogs; wikis
- Photo and video sharing: Youtube, Flickr
- Synchronous meetings discussions: Google+, Webinar Platforms
- Social Bookmarking: Diigo, Delicious
- Information Sharing and Dissemination: Twitter
- Curation: Learnist, Pinterest, Storify, Scoopit
- Student Collaboration: Google Docs, Etherpad, Edmodo
- Student interaction: Develop a process for students to interact with and collaborate with one another.
- How you will have students form small study groups or cohorts for project creation, collaboration, and feedback
- How you will rotate facilitation of weekly discussions
- How the group will report their progress – e.g., weekly summary (see Storify)
- Apart from the course social networking platforms, participants should be encouraged to generate content spaces of their own, allowing them to both increase their Personal Learning Environment, as well as share their experiences with both the other MOOC participants as well as their own Personal Learning Network (http://moocguide.wikispaces.com/4.+Designing+a+MOOC+using+social+media+tools) This, obviously, needs to be discussed and presented to the students that is age-grade appropriate.
- Assessment Plan: this is your plan for assessing student performance and work. (You do not have to develop assessments for specific learning activities nor course requirements – this is just your plan)
- Statement about the assessment process (self and peer assessment, reflection)
- Peer review should be a part of the process
- Consider using badges for assessment (e.g. http://classbadges.com/about)
- How You Plan to Monitor Course Interactions, Make Announcements, and Summarize and Disseminate Student Contributions
- Course Tags and Hashtags
- You, the educator, need ways to collect all the information and RSS feeds that your students are producing. Netvibes works well for this or gRSShopper (developed by Stephen Downes, a MOOC guru) if you have a server and some basic sysadmin skills (or know somebody who does).
- Your process of disseminating announcements and aggregated student contributions on a regular basis.
- Sample Learning Activities
- List at least three learning activities for your course – make sure they address your learning outcomes and include many, if not all, of your course’s established social networks.
Example Group Projects
Despite a passion for creative writing, many people refuse to identify themselves as writers. There are a number of misconceptions about writing including the idea that a true writer is one who is published by a publishing house. This course seeks to change that narrow view of writers. The writer is a person who finds joy or purpose in writing and endeavors to write often.
The hallmark of any writer is that they write and write often. Students will write often and collaborate with other writers in class to develop a 15 -20 page story that will be published online at the end of the course. This course will use social media and other technologies to help writers create a useful archive of resources and create a network of similar-minded writers. Students will leave the course with a story they publish to an online website and skills to continue writing. http://sswrite.weebly.com/index.html
Of special note, Andrea, Alyssa, Darla, and Christina’s unit included the following:
- Course Social Networking Technologies – http://sswrite.weebly.com/course-technology.html.
- Example Assignments (posted on their class Edmodo page):
- One of the biggest challenges that all writers face, is how to begin. What will you write about? You will be using your researching skills to brainstorm different literary genres. You may use any search engine you see fit. Then, once you’ve identified different genres of literature, start thinking about what makes a story fit into that particular genre. For instance, what elements make a story a horror story? To begin this activity, you will need to have your Diigo account set up and have joined the ELACADE. You will add 10 different bookmarks to Diigo, from your genre research. Once you have added your 10 resources for genre and characteristics of these genres onto Diigo, you will tweet them to our class hashtag #ELACADE. Once you have completed posting your resources to Diigo and tweeting them to our group, you will need to read through the research that your classmates have posted. Remember, that you are trying to identify the genre that you would like to use for your short story and get some ideas for plot. Tweet at least 10 other students in the class about their research. (*Include elements you found interesting or new ideas for your own story that you thought about after reading their research.) By the time you have finished this assignment, you should have a clear understanding of the genre of story you will be writing and what elements your short story should contain in order to fit into that genre. Students that complete this portion will receive the Brainstorming Badge.
- After completing the Twitter brainstorming activities, you will create a visualization board using Pinterest to help brainstorm setting and characterization. Visualization often aids writers in articulating written details about characters and setting. You should have set up a Pinterest account prior to beginning this activity. Review your brainstorming ideas and responses from your Twitter activity. Then, use Flickr or other internet resources to locate pictures to represent your setting and characterization ideas. “Pin” at least 25-30 images, websites, videos, or other media that helps you to visualize your storyline, characters and setting. Post a link to your Pin board in the Edmodo forum. Then, review and reply to the Visualization Pin boards of the members of your group. Students who complete this assignment will earn the Lessons Badge.
https://sites.google.com/site/spacemooc/
Of special note, Jon and Fabio’s course included the following:
- A Netvibes was set up to aggregate course resources, social networking sites, and student blogs – http://www.netvibes.com/spacemooc#Main_and_Group_MOOC_Resources
- Groups assignment based on interest: https://sites.google.com/site/spacemooc/extra-credit
- A sample assignment: For this activity, we will meet up in real time via twitter to view the night sky and compare the constellations in view over a period of time. Utilizing a Skymap App, you will share their view of the night sky with classmates to get an understanding of the movement of the constellations across the night sky, the impact of latitude on what is seen and the speed at which the view changes.
Some good Skymap apps are listed below:
- For Android Powered Devices
- For iOS Powered Devices
- SkyView (a great iOS app)
- Google Sky (PC and Mac)
After your group stargazing, please visit our Facebook Group Page and reflect on the experience. Your reflection should include your perceptions before and after learning about constellations. Also, please respond to at least two group members posts.
Peer Reviews of the Social Networked Curricular Units
Assignment Overview: You are being asked to provide feedback for one of the other group’s units via an audio-visual screencast. There are a number of Web-based tools that can be used to do this. Screencasts increase the social networking level of the teaching-learning process and helps to insure that the feedback is rich and that thorough critiques are provided. Here are some example screencasts from the course:
Final Course Reflections
The final task for the course was a reflection on the course, what worked, what didn’t work, what was learned, what will be used in the future. A few students discussed this assignment as being a significant component of the course.
From Christina:
I believe that my favorite (while frustrating) assignment was the final project. While I always hope for the most detailed outlines and instructions for assignments, the freedom to create a social media and networking course on our own was challenging and exciting. I have always enjoyed how the final projects in our EdTech courses serve as a means to solidify our learning. The project was able to help me see how the previous assignments from the semester could be integrated and applied in a meaningful application of social networking. Our project on Healthy Living integrates a variety of social networking components that I am always afraid to try with my students. But now that I have had the practice of applying these tools in a practice setting, I am more likely to attempt to use them with my “real-life” students. http://cmoore23.wordpress.com/2012/12/11/hello-my-name-is-christina-and-i-was-a-lurker/
From Fabio:
Now for the best part of this course and what I enjoyed the most – the MOOC. I didn’t know that these existed. I love this idea. I’m a lifelong learner. I learn to learn and I don’t care what it is as long as it interests me and stimulates my brain. MOOCs are awesome and I can’t wait to delve more into this fascinating area and possible even conduct a few. We can create communities of student centered self guided learning in which a teacher may not even necessarily be needed in the traditional sense. In this model the entire group would teach and learn from each other. I’d really love to take part in the one that I designed and others that I saw my peers start and design. I may not make an entire course into a MOOC, but I definitely will add aspects of MOOCs into my courses. http://edtech.cominotti.net/llog/2012/12/10/social-network-learning-course-reflection/
Leveraging the Devices, Tools, and Learning Strategies of Our Students
I developed a mission statement as an educator several decades ago. It is simply, “To provide students with the knowledge, skills, and passion to become lifelong learners.” I have never swayed from that mission, but as I say in my Twitter profile, “I don’t do education for a living, I live education as my doing . . . and technology has amplified my passion for doing so.” Technology makes possible 24/7, interested-driven learning. I teach online so I get the opportunity to learn everyday all day long due to the Internet and social networks. Students of all ages and settings should also be given the skills, tools, and time to engage in this type of self-directed, passion-based learning.
Higher education and high school teachers have stubbornly kept lectures as the primary mode of instruction. Most students in these venues report boredom as a result. I discuss this more in Who Would Choose a Lecture as Their Primary Mode of Learning. An opposing state of being passionate is being bored, a contradiction to my mission statement . . . and I believe that most educators would report that do not wish to elicit a state of boredom in their students. This is why I am confused that in these amazing times of the abundance of information, mobile devices, and free technologies, educators are not leveraging them in the classroom.
Where, when, how, and even what we are learning is changing. Teachers need to consider how to engage learners with content by connecting to their current interests as well as their technological habits and dependencies. http://learningthroughdigitalmedia.net/introduction-learning-through-digital-media
Reports continue to be disseminated about how young people are using technology. These devices, tools, and strategies can be integrated into existing lessons to enhance the learning activities and create more engagement, excitement, and possibly some passion among the students.
What follows are the results of some recent research and surveys about how young people are using technology along with suggestions how educators can
Pew Research’s Photos and Videos as Social Currency Online
A nationally representative phone survey of 1,005 adults (ages 18+) was taken August 2-5, 2012. The sample contained 799 internet users, who were asked questions about their online activities. Based on the results of the survey, recommendations are made how these online activities can be leveraged in the classroom.
Have Students Show Their Learning Visually with Photos and/or Videos
Taking photos and videos are commonplace for many young people. Students can demonstrate their learning through some form of visual media. Using visual media in the classroom is congruent with brain research about the power of vision in learning (as per neuroscientist, John Medina) and supports research that visuals enhance learning.
Resources:
Have Students Curate
As instructors, we are all information curators. How do you collect and share currently relevant content with your students? How do your students research and share information that they find with the rest of class? What tools do you use to manage or facilitate presentation of resources? Is it public? Can students access it at other times? In groups? Modern web tools make it easy for both students and instructors to contribute online discoveries to class conversations. Using free online content curation software, we can easily integrate new content in a variety of ways. http://iteachu.uaf.edu/grow-skills/filelink-management/content-curation-tools/
. . . and as Bill Ferriter notes:
While there are a ton of essential skills that today’s students need in order to succeed in tomorrow’s world, learning to efficiently manage — and to evaluate the reliability of — the information that they stumble across online HAS to land somewhere near the top of the “Muy Importante” list. http://teacherleaders.typepad.com/the_tempered_radical/2012/12/curating-a-content-collection-activity.html
Resources:
- How can I use Content Curation in My Class?
- Teaching With Content Curation
- Students Becoming Curators of Information?
- Content Curation for Online Education
- Teaching Kids to Curate Content Collections
- How Educators Are Using Pinterest for Showcasing, Curation
Have Students Connect to Other Students, Teachers, and Experts Via Their Social Networks
By utilizing a technological channel that is popular with users, professors are increasing participation among students and seeing the results. Due to the real-time format of these outlets, students can contact peers, faculty and other authorities anywhere in the world, and usually elicit a prompt response. Despite its reputation, social media platforms allow professors to approach curricula in ways that are more creative and engaging to students. The College Bound Network has said of social learning, “Despite what you may have thought, technology doesn’t hinder learning—it fuels it.” http://www.business2community.com/trends-news/the-modern-student-the-rise-of-online-schools-social-media-and-institutionalized-understanding-0356321#tosmQAvUcXUAKmbU.99
Resources:
- How teachers use social media in the classroom to beef up instruction
- Social Media Belongs in the Classroom
- 50 Reasons to Invite Facebook Into Your Classroom
- 100 Ways To Use Facebook In Your Classroom
- 50 Ways to Use Twitter in the Classroom
- 10 ways to help students develop a PLN…
Have Students Use Their Own Devices During Class Time
Two reports/infographics support this strategy:
There are limitless ways to use student devices during class time. I recommend to educators to take what they are already doing well in the classroom and brainstorm how these learning activities can be enhanced using their mobile devices.
We have come to a time when we need to accept the fact that the concept of 21st century skills is no longer a progressive phase to latch onto but a reality that we need to instill into our school systems. When students bring their own devices it literally transforms the conversations that take place in the classroom. http://blogs.edweek.org/edweek/finding_common_ground/2012/08/are_schools_prepared_to_let_students_byod.html
For several semesters, I taught an undergraduate course on interpersonal relations. It was at a vocational-driven local college with most of the students being between the ages of 17 to 22 (some high school students) and a handful of students in their thirties and forties. I took learning activities I had developed and taught in the past and enhanced them with technology. Reflections about these activities can be read at:
- Cell Sharing: An Ice Breaker Using Mobile-Devices (BYOD)
- Communication Activities Using Mobile Devices
- The Equity Game: A Mobile Device-QR Code Driven Activity
- QR Coded Student Videos: Classifying Activity
For more resources, see my curated Scoop.it of articles and resources related to Mobile Devices with Bring Your Own Devices
Pockets of institutions, administrators, and educators are successfully integrating the tools and strategies discussed above into their setting. More blog posts, case studies, journal articles, and news pieces about these initiatives can give permission and suggestions to those who are willing but scared or a bit reluctant.