I should have known that Kathleen Yancey would pack ‘um in at NECC – and I should have been there early. Try as I did, I could not persuade the ISTE door person to let me in. But I lucked out….Sandy Hayes taped (with permission) “The Yancey’s” whole session. And Carla Beard blogged the session.
It’s pretty much a no-brainer that students, not their teachers, should own the learning that’s happening in classrooms. But how do we make that shift? Alan November has a list of “jobs” that will help transfer contol to the learners:
Screencasting – Put students in charge of producing tutorials for other children. With the research to show that a different voice explaining a concept can have an impact, why not ask our students to produce tutorials across the curriculum. Free screencasting tools such as Jing make this job very accessible to students. Example: Eric Marcos’ 6th graders’ math tutorials.
Google Custom Search Engine – I’ve been meaning to explore this tool, so I just started a custom search for the Change Writers’ project, an on-going collaborative community of 4th grade readers and writers. I loved Alan’s suggestion that teachers organize a “search engine design team.” My only concern in enlisting students to contribute is Googles’ 18 years or older requirement for using their tools. But what kid wouldn’t love sharing the rotating task of “question answerer”?!
Goggle Docs Class Scribes- Research show that kids who take notes “live” do better than kids who take notes “written.” Assign three class scribes per week, who are in charge of producting “perfect notes.” Teacher structures by creating the headings and then assigning students to specific headings. Example: Daren Kurapatwa’s Pre-Cal 405– features a daily scribe to share learning journey into pre calculus.
Ultimate Job = Contributing to the world – We need to teach kids there’s a larger world!
KIVA.org – “Loans that Change Lives” – Based on the concept of micro-lending, KIVA.org shows entrepreneurship around the world. Teacher contributes a one-time, recyclable $25. Students then research and decide which village to fund. Teaches kids to actually invest in, for instance, the rain forest. Tons of content and topics for students interested in making a difference. Check out the wiki – http://www.kivapedia.org/index.php/Main_Page.
Teach children to find work of other children – Challenge your students to be curriculum researchers, which will ultimately leade to their owning whatever the assingment is. Thomas Friedman has a recent piece about American kids being at a deficit because they can’t see work other children around the world are doing.Fifth graders, for instance, reading Number the Stars, if allowed to search YouTube, would find projects such as http://www.youtube.com/watch?v=tbXWZCBqQjY.
An essential piece in shifting to student ownership is promoting the life-long learning piece…
What a great final session to NECC 2009! Time to head to the airport.
Alan opened the session with a look at where technology is going in the future, via a TED session – Oh my, in mass production of “wearable tech” won’t cost more than a cell phone.
Ideas for designing rigorous and globally connected assignments:
Suggestion 1 – Teach students ethics of content development – have students create code of ethics. Critical piece – teaching kids how to behave when they’re not in school.
Suggestion 2 – Think about and question what skills can we teach today that will outlast any technology? The real revolution is not technology, it’s information and global communication Implication: what’s flowing through wires is more important than the wires. But teachers need to ask what information do we need and what relationships.
Suggestion 3 – Globalize the curriculum. Question: Are there any points in the curriculum for students to think globally? (ie, Teaching American Revolution – only from American point of view? or ask students to find sources in England that deal with the American Revolution. But teach them how to find pieces written from a British perspective. Tech Tip: Try Google trick: site:ac.uk “General Gage” “American Revolution”. Coming up with some “404 Not Found”s? No problem. Head to the wayback machine to get archived articles. Alan used the Wayback Machine to bring up article on General Gage written in 2006 by Thomas Ash. When you show students a different point of view they are more engaged. Nothing like a little dissonance to enliven the research process!
Suggestion 4 – Design assignments where you cannot plagiarize – No more “go to the Internet and get a source”; instead “find 5 different university viewpoints that differ from textbook.” Pedagogy trumps technology. Assignment design should be built into staff development.
Suggestion 5 – Every department should find assignments that require a global view. For example, what if assignments were so compelling that students would even work on them beyond the school day? Student News/Action Network – started by group of kids at Washington International School. We need to give kids environments that are so globally connected that they will want to keep going back – even after the school year.
Session Gem: Ownership of learning needs to shift to students. How about starting the school year by identifying 10 most difficult concepts to teach in your subject area. Ask students to come up with the solutions. Oh, wow, so simple, so powerful – and would work across the curriculum!!
Phtoshopping Reality – Activity: Show Evolution video from Dove. What question of import would we ask students when sharing this video? Well then, checkout the slob evolution version. How about comparing these two versions to the Green Peace version Dove Onslaught(er).
“Media literacy deserves a prominent placement in district curriculum documents, especially in English/language arts classes” – http://questioning.org/june09/video.html. Jamie is following up this statement with Dove Onslaught video with discussion on deconstructing video and ads. Question: how does “crescendo” (which is a film technique) play a part in this video? Music gets louder, pictures get increasingly horrifying.
I’m drawn to this session because the write-up states “model has your students investigating and answering higher-level questions.” The presenters are from Deep creek Magnet Middle School, outside of Baltimore.
Mitch Resnick, from MIT, is leading the Scratch session. Scratch is all about creating, building, and inventing – to be makers of things. You can’t be fluent in digital media just by interacting; you need to also be able to create.
making and interacting
art and engineering
creativity and systematicity
individual and community
inside and outside school: Reading, for example
Scratch initiative – allows you to create interactive media – and share – via YouTube type website. Everyday an average of one new project a minute is posted (12 -13 year olds the highest users, but extends from age 7-50.) Program allows you to download existing projects and adapt to make personal. Remixing has become a cornerstone. Lots of shared expertise.
My Red Neptune -This young Scratch developer is thinking creatively, reasoning systematically, working collaboratively. Probably 3 most important skills for succeeding in 21st century.
Scratch kids are becoming computational thinkers.The Scratch team wants to promote possibilities for everyone to think computationally. To be a computational thinker, you need to be a computational creator. Sample: Rapa Nui – science fair project measuring response times. Tons of cross-curricular ways. Checkout Expo Elementary gallery!
Scratch broadens the range of participatory storytelling. Oh, wow, so many possibilities for engaging and stretching learners…and Scratch is free! So how do we get the word out to more educators? Join the Scratch community of educators at http://scratched.media.mit.edu.
So glad to see that Jamie McKenzie is offering three sessions at NECC. It’s been way too long since my last visit to fno.org. His opening session is on synergy and collaboration.
Synthesis – Do we actually teach it? Have we been taught how to synthesize ? Yet we expect students to be able to synthesize – http://questioning.org/sum08/bettering.html. Check out De Bono’s Thinking Hats for way of introducing “sideways explorations.” We need to equip students with creative thinking tools, such as thinking Box, Visual Thesaurus, and Scamper.
We’re on to Wikipedia, checking out the entry for educational technology – which is written in “legalize” terms. Jamie’s jumped in to do some re-writing. How often do we encourage our students to do re-writes in Wikipedia. (IP addresses in my district are blocked from editing in Wikipedia due to students posting inappropriate information regarding their middle school.) Ask students to check articles for currency.
I’m in my first workshop for NECC 2009 – Renee Hobbs‘ Fair Use for Educators session. With copyright being such a huge and complex issue, I’m hoping to get a better handle on all those sticky issues teachers deal with increasingly as they led their students onto online learning and producing of content.
What is media literacy? “It’s the sharing of meaning through symbolic forms.”
Question: What’s the purpose of copyright? Partner activity
ability to make a profit
Purpose of copyright is to promote creativity, innovation and spread of knowledge – Article 1, Section 8 US Constitution. So where did our misunderstandings come from?
Section 110 copyright law – allows teachers to share entire video despite “for home use only” statement. Section 107 1976 – “The right to use copyrighted materials freely without payment or permission for purposes such as ‘criticism, comment, news reporting, teaching, scholarship, and research.”
How Teachers Cope:
see no evil
close the door
How does fair use apply to using popular and mass media? We’re watching the Center for Social Media video – http://mediaeducationlab.com/video -overview – which I watched for the first time last fall – and realized I could no longer use Hall Davidson’ niffy two-page chart. It’s all about “Transformativeness” = adding new meaning and value to an original works.
Myth buster: There are no cases of educators being sued for using copyrighted materials for teaching and learning who have actually sued. “Reasonable standard” of fair use – exempts educators liability if you made a reasonable attempt to comply with copyright as pertains to educational purposes.
Fair use reasoning in action: “When a user of copyrighted materials adds value to, or re-purposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use” – Joyce Valenza. This is huge piece of the fair use puzzle!
Remix in Eduction – Mike RobbGrieco – also with Renee at Temple University – “Our students are fully immersed in remix culture. Remix is a way to make sense of our culture – but also well-suited for commentary, critique, and democratic exchange.”
transformativeness (is purpose transformed: is context transformed?
What is the effect on potential markets?
What is the amount of source text used
Back to Renee – How do you grab clips from DVDs – which are encrypted with the purpose of preventing copying? Renee went to Library of Congress Copyright Office regarding ability to de-encript DVD clips. She’ll know in October if her request will become a reality. And she emphasizes that “If we don’t claim our right, they’ll erode into ‘pay for click.'”
This workshop is the only fee-based one I’ve signed up for. It was worth every penny! I actually feel that I have a handle on fair use for educators – and am looking forward to taking this training and resources back to my district.