"I like solving problems, and helping out" Web2.0found

Another excellent introductory post related that the individual likes to solve problems and help out.  I responded that these are essential 21st skills for employment and citizenship.  But don't just take my word....

 Rsa animate - changing education paradigms [Web]. (2010). Retrieved from http://youtu.be/zDZFcDGpL4U

This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.

To be a programmer.... Web2.0found

So glad to see the introductory forum posts in OpenClass.  I will respond to a few in the next couple of posts by feeding forward information.   It's amazing to know that one of your classmates aspires to become a computer programmer!  There is so much out there and I have worked with some amazing professionals in the field of programming.  They all say, if you want to program you better know how the internet works.

(n.d.). Internet map. [Web Map]. Retrieved from http://en.wikipedia.org/wiki/File:Internet_map_1024.jpg

 
A good place to start might be Wikipedia's entry on the Internet (It is really quite amazing)....

You may want to jump right in. Besides HTML (which you will need to learn at some point), you might enjoy hacking on the programming language Ruby on Rails right now. You can Access Rails for Zombies here http://railsforzombies.org/  Rails for Zombies is an excellent and eccentric tutorial from Code School....a place you might want to join later. User beware there are zombies, buring things and a smidgen of poor language in the video.

ROR. (creation). (NA). Retrieved from http://railsforzombies.org/

And....If you do not know Scratch and you like gaming check it out!

(n.d.). Scratch icon. [Web Graphic]. Retrieved from http://scratch.mit.edu/

Welcome Web 2.0 Foundation Participants

Excellent work getting here from your email message.  This blog post will set the scene for the course before you and act as a guide in finding one of your course online learning environments called OpenClass.  OpenClass is the hybrid Learning Management System we will use for Web 2.0 Foundations.  The course is a blended learning experience that will happen as much online as in the classroom so be prepared for something different.

When preparing for a blended course there are a few things you need to know.

1. You will not be given a paper copy of anything the whole term.
2. All you need to know for the course: schedules, readings, discussions, Q and A and your creation will be online 24/7.  Face to Face class time will be used for seminar style discussions about topics discussed online and in media, mobile learning experiences, group project work, and occasionally tech tool tutorials. 
3. You will be expected to experiment with and use online tech tools regularly for distinct purposes. DO get used to this.  I understand who you are as a networked generation and know well what you can and can't generally do in online spaces.  I will ask you to employ all the power you have as tech natives to shape your own experience in the course.  Not to fret, I will be along as teacher, mentor and guide the whole way and look forward to your creativity and hard work. 
4. You will find much freedom in this course for fun and following your passions in learning and life.  Take advantage of this time by taking the time to do your best.  Your commitment will pay off.

 Open Class Tutorial 1:

Prelude:

Bookmark the site you are reading this on. This is the Official Course Blog and navigation center for most things Web 2.0 foundations.

OpenClass

You can get to OpenClass through your Google Apps dashboard or via direct link on this site.

There is a tab on the Course Blog for our class note this and bookmark it. Sure, there is another log-in to OpenClass on the course page also.

After you navigate using the Open Class link log into the Google Apps for Education side! See images below

 After doing this you will be taken to the WHS Google Apps Log-In page.  Enter your Username and PW there and you will be taken to YOUR OpenClass "Dashboard".  After looking around see images below, click on your course: Web 2.0 Foundations- #1317

From there explore OpenClass and start on week one activities after reading the welcome message.  Its all there....and its a good idea to get a head start! See you all face to face tomorrow.

Web 2.0 Foundations: A Course in Participatory Technology

"So the coin of the realm is not memorizing the facts and figures their going to need for the rest of their lives; the coin of the realm will be, do you know how to find, validate and leverage information; do you know how to analyze and synthesize that information; and can you problem solve, collaborate and communicate with it...." - Ken Kay [1]

Hello all,

Web 2.0 Foundations: A Course in Participatory Technology

An Opening Vignette:

Technology is a word we often confuse with computers, programs, and myriad gadgets only.  If you dig deeper I think you would agree that humans have utilized technology in very innovative ways since the Middle Paleolithic (or for those numbers folks out there c. 200,000 years ago+-).  Be it friction fire, basketmaking, agriculture, irrigation, warfare, in-door plumbing, radio's or iPads there has always been a human driving the social use of these tools.  Elders, leaders, wise people....yes teachers have always enabled and proliferated technology at the core of cultures.  We need to never loose site that the young people before us are entering a radically different world than the one we came from.  Though pockets of traditional life ways exist (and may proliferate in terms of localization of food and economies), the connections young people have to the world and what the world needs are fundamentally shifting the narrative of their futures. We need a learning design that helps young people prepare for a world without borders.   So how are we responding? In 2008, Pearson put together this short video to make a few suggestions:



"We have to develop a narrative that sustains 21st century learning."

The 21st century imperatives for learning deal with information.  Do we enable our students to find, validate, leverage, analyze, synthesize , problem solve and collaborate with information on a regular basis?  What does this look like? 

Web 2.0 Foundations is designed to be a participatory venture between our school, teachers, learners and the community that moves students into spaces of dynamic individualized learning with new technologies while also helping the whole faculty move toward creating spaces (mental, physical and online) that enable these 21st century learners.

Over the semester I will post my designs for Web 2.0 Foundations: setting up an Learning Management System and expectations for networked learning, designs for extensive networked research, mLearning (Mobile Learning), project based learning, 360 degree assessment and more.  You will also see and be asked to view and give feedback on  student research and online creation.  In the end, via a capstone project I will ask students to take an assignment (two....) from a teachers class and transform it using Web 2.0 Foundations.  This experience is meant to make learning at WHS ubiquitous for the participants of the course and our school community. I look forward to working with you all and look forward to your comments and support!  Before the course "officially" starts here are a few important organizational tips for following this process.

We will tag everything we create with the following:

web2.0found (Social Bookmarking, this blog (Called Labels), student blogs (Called Lables))
#web2.0found (Twitter Hashtag)
web2.0foundtools (for specific tech tools used in the experience)
web2.0foundreading (for specific readings and research findings we like)

More on how to follow this tag stream soon!

I look forward to participating with you all in network!

Coming soon:

Step one: can our students find a syllabus, schedule, updates, discussions and expectations in asynchronous spaces online?.....

Google In Education: A New and Open World for Learning

Please  view and download this document.  It is worth your time.

Apple iBooks Author and Textbooks

Transition Education: 

See More here: 

 
http://www.apple.com/ibooks-author/

Digital Literacy: A Curation

This Post is "Re-Blogged" here with permission from a post by Mary Ann Reilly (a friend, colleague and prescient change agent from New Jersey)

Curriculum & Frameworks
Digital Literacy and Citizenship Classroom Curriculum.  (Common Sense Media). (K-5, 6-8, 9-12)
NCTE  Position Statement: 21st Century Curriculum and Assessment Framework
NCTE Position Statement: Multimodal Literacies
NCTE Position Statement: Definition of 21st Century Literacies


Influential Reports
Biancarosa, Gina and Catherine E. Snow. (2006). Reading Next: A Vision For Action and Research in Middle and High School Literacy. 2nd Edition. A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Flanagin, Andrew F. and  Miriam J. Metzger. (2011). Kids and Credibility. Cambridge, MA: MIT Press.
Gee, James Paul. 2010. New Digital Media and Learning as an Emerging Area and "Worked Examples" as One Way. Cambridge, MA: MIT Press.
Graham, Steve; Harris, Karen & Michael Herbert. (2011). Informing Writing: The Benefits of Formative Assessment.  A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Graham, Steve & Dolores Perin. (2006).  Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools: A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Graham, Steve & Michael Herbert. (2010). Writing to Read: Evidence for How Writing Can Improve Reading.  A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Heller, Rafael and Cynthia L. Greenleaf. (2007). Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement.  A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Ito, Mizuko, Heather A. Horst, Matteo Bittanti, Danah Boyd, Becky Herr-Stephenson, Patricia G. Lange, C.J. Pascoe, & Laura Robinson. (2009). Living and Learning with New Media: Summary of Findings from the Digital Youth Project.  Cambridge, MA: MIT Press.
Jenkins, Henry with Kathie Clinton, Ravi Purushotma, Alice J. Robinson, Margaret Weigel. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge, MA: MIT Press.
Kahne, Joseph, Ellen Middaugh and Chris Evans. (2009). The Civic Potential of Video Games. Cambridge, MA: MIT Press.
Moje, E. B., & Tysvaer, N. (2010). Adolescent literacy development in out-of-school time: A practitioner’s guide. New York, NY: Carnegie Corporation of New York
The National Council of Teachers of English. (2008). Write Now: A Policy Research Brief. 
The National Council of Teachers of English. (2007). NCTE 21st Century Literacies: A Policy Research Brief. 
The National Council of Teachers of English. (2006). NCTE Principles of Adolescent Literacy Reform: A Policy Research Brief. 
Schwartzbeck, Terri. (2011). The Digital Learning Imperative: How Technology and Teaching Meet Today's Education Challenges.  A Report to Carnegie Corporation of New York. Washington D.C.: Alliance for Excellent Education.
Deborah J. Short,  and Shannon Fitzsimmons. (2007).  Double the Work: Challenges and solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. A Report to Carnegie Corporation of New York.Washington D.C.: Alliance for Excellent Education.

Organizations
Alliance for Excellent Education
Arts Education Partnership
ArtsLiteracy Project (Brown University) The Handbook is wonderful.
Center for Adolescent Literacies at UNC Charlotte
Center for Digital Literacy (Syracuse University)
Center of Excellence for the Advancement of New Literacies in Middle Grades
Center for Media Literacy 
Center for the Study of New Literacies: Thinking about Literacy, Learning and New Technologies (University of Sheffield)

Commisison on Arts and Literacies International Reading Association
National Association for Media Literacy Education
National Council of Teachers of English
National Writing Project
New Literacies Research Lab at UCONN

Websites/On-Line Resources

Collaborative Center for Literacy Development. 2007. Adolescent Literacy Toolkit. Lexington, KY.Digital Media & Learning.  The John D. and Catherine T. MacArthur Foundation.
Digital Youth Network: is a hybrid digital literacy program that creates opportunities for youth to engage in learning environments that span both in-school and out-of-school contexts.
Digital Writing, Digital Teaching: Integrating New Literacies into the Teaching of Writing: Blog by Troy Hicks
FanFiction 
Interactive Writing Tools
Project New Media Literacies: Video collection
Re-Imagining Learning in the 21st Century. The John D. and Catherine T. MacArthur Foundation.Remix Learning. Private company that provides an online platform for schools, cultural institutions, libraries, museums, and after-school programs to create their own customized social learning network
Teen Ink Literary magazine & website for teen writers
Youth Media in Seattle

Articles/Chapters

Leander, K. & Vasudevan, L. (2009). Multimodality and mobile culture. In C. Jewitt (Ed.) Handbook of multimodal analysis. (pp. 127-139). London: Routledge.
Morrell, E., and Duncan-Andrade, J. (2006). Popular Culture and Critical Media Pedagogy in Secondary Literacy Classrooms. International Journal of Learning.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66 (1).
Reilly, M.A. (2009). Opening spaces of possibility: Teacher as bricoleur. Journal of Adolescent and Adult Literacy 52(5). 376-384.
Vasudevan, L. (2011). Re-imagining pedagogies for multimodal selves. National Society for the Study of Education, Yearbook. 110(1), 88-108.
Vasudevan, L., Schultz, K., & Bateman, J. (2010). Beyond the printed page: Multimodal storytelling with urban adolescents. Written Communication, 27(4), 442-468.
Vasudevan, L. & Campano, G. (2009). The social production of adolescent risk and the promise of adolescent literacies. Review of Research in Education. 33(1), 310-353.
Vasudevan, L. (2006). Looking for Angels: Knowing adolescents by engaging with their multimodal literacy practices. Journal of Adolescent and Adult Literacy. 50(4), 252-256.

Books (You can preview sections of these books)
Appleman, Deborah. (2011). Adolescent literacy and the teaching of reading. Urbana, IL: NCTE.
Baker, Elizabeth A. and Donald J. Leu. (2010).  The new literacies: Multiple perspectives on research and practice. New York, NY: Guilford Press.
Christenbury, Lelia, Randy Bomer & Peter Smagorinsky. (2009). Handbook of adolescent literacy research. New York, NY: Guilford Press.
Gainer, Jesse and Diane Lapp. (2010). Literacy Remix: Bridging adolescents in and out of school literacies. Newark, DE: IRA.
Gee, James Paul and Elizabeth Hayes. (2011). Language and learning in the digital age. New York, NY: Routledge.
Kajder, Sarah. (2010). Adolescent and digital literacies: Learning alongside of students. Urbana, IL: NCTE.
Mahiri, J. (Ed.) (2004). What they don’t learn in school: Literacy in the lives of urban youth. New York: Peter Lang.
New Literacies and Digital Epsitemolgies: Series published by Peter Lang
Reilly, Mary Ann, Jane M. Gangi and Rob Cohen. (2010).  Deepening literacy learning: Art and literature engagements in the K-8 classroom. Charlotte, NC: IAP. (especially chapters 7, 8, 9, and 10).

Curated Sites (Scoop it)
Hall, Matthew. Design, Literacy and Multimodality.
Reilly, Mary Ann.  Transmediation.
Steffenson, Karen. Spaces for Innovation.

Slideshares
Couros, Alec. (2011). Exploring digital citizenship, digital identity & connected learning.
Hamilton, Buffy. (2011). Framing transliterate learning through inquiry and participatory culture.
Hicks, Troy. (2011). Teaching the iGeneration: Because digital writing matters.

Keegan, Helen. (2011). Guerilla productions for very small screens: Transformations through mobile creativity.
Wheeler, Steve. (2011). New technologies and the future of learning.

ePortfolio Presentation January 11, 2012

Feedback for Mrs. Bell and Mr.S

Fill out the survey located:

HERE

Thank you for using Google Maps for World Cultures!

The Data Frame Map

The Data Frame: We live in a world clothed in data, and as we interact with it, we create more. Welcome to the 2011 edition of the Web 2.0 Map. This map showcases the incumbents and upstarts in our network economy, gathered around various territories that represent the Web 2.0's Points of Control.- The Web 2.0 Summit Map - The Data Frame. (n.d.). Retrieved January 02, 2012, from http://map.web2summit.com/

Go to http://map.web2summit.com/ to see the interactive version!

Technology Integration Matrix

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below. - Florida Center for Instructional Technology. (2009). The Technology Integration Matrix (TIM). Retrieved from http://fcit.usf.edu/matrix/matrix.php

I encourage you all to peruse the TIM site and start a comment discussion. Where are we on this continuum? What is interesting? What seems impossible? What seems vital to address?