WHS May Professional Development Series

Learning in a Networked World  Add to Planner

Wednesday, 5/9/2011 2:30pm-3:30pm (CHANGED) Where:                    Mac Lab Prerequisites: Connection to the Internet/MLTI Laptop Theme: Digital-age Teaching & Learning online—Literacies for the Information/Creativity Age Audience: Admin, Teachers, iTeam and interested students Skill: Beginner to Advanced NETS•S: 3- 5 NETS•T: 2- 5 NETS•A: 1- 3, 5 Keywords: web20found, networkedlearning, lms, literacies E-mail: tsteelemaley@svrsu.org Primary URL/Discussion: online resource site coming online                Purpose & ObjectivesPurpose of this session is:  introduce faculty and admin to WHS Canvas LMS. to provide examples, techniques and online resources for teachers to use in the classroom and in online spaces through the creation of a Personal Learning Network (PLN). Introduce current research/resources on digital literacies and citizenship Supporting Research Introduction to Canvas: Canvas K-12 Site Introduction Video: Canvas PLN Personal Lerning Networks for Educators: Video via Dr. Skip Via Follow Richard Byrne http://www.freetech4teachers.com/  Join: Classroom 2.0: http://www.classroom20.com/ Twitter in Plain English http://www.commoncraft.com/Twitter  Brief and engaging video look at how Twitter works. Twittering not Frittering http://www.edutopia.org/twitter-professional-development-technology-microblogging  Explanation of how Twitter can be used as a professional development tool. TwittGroups ADE and Teachers http://twittgroups.com/groups/ade and http://twittgroups.com/groups/teachers  Listing of many Apple Distinguished Educators and Teachers who are using Twitter  Alan November, Web Literacy  Howard Rheingold, Crap Detection 101  Bud Hunt,  Lie of Community  Internet literacy is a hot media/govt topic... a sampling: Digital Literacy is important

Connected Learning

The Essence of Connected Learning from DML Research Hub on Vimeo.

We are living in a historical moment of transformation and realignment in the creation and sharing of knowledge, in social, political and economic life, and in global connectedness. There is wide agreement that we need new models of education suited to this historic moment, and not simply new models of schooling, but entirely new visions of learning better suited to the increasing complexity, connectivity, and velocity of our new knowledge society. Fortunately, we are also able to harness the same technologies and social processes that have powered these transformations in order to provide the next generation with learning experiences that open doors to academic achievement, economic opportunity, and civic engagement. Specifically, we now have the capability to reimagine where, when, and how learning takes place; to empower and motivate youth to pursue knowledge and develop expertise at a pace, to a degree, and on a path that takes advantage of their unique interests and potential; and to build on innovations across a growing spectrum of learning institutions able to support a range of learning experiences for youth that were unimaginable even 15 years ago. We propose a new approach to learning -- connected learning -- that is anchored in research, robust theories of learning, and the best of traditional standards, but also designed to mine the learning potential of the new social- and digital media domain. Connected learning is a model of learning that holds out the possibility of reimagining the experience of education in the information age. It draws on the power of today's technology to fuse young people's interests, friendships, and academic achievement through experiences laced with hands-on production, shared purpose, and open networks.

DML Central Connected Learning

Web 2.0 Foundations Joins the Canvas Revolution

This week Web 2.0 Foundation students break the mold of online and blended learning. Canvas LMS has arrived at Wiscasset High School.

Canvas Learning Management System (LMS) is more than a LMS, its an ePortfolio Builder, Social Networking and PLN hub, Google Apps integration, mobile learning and much more. Teachers see the stats on Canvas LMS HERE. Students see some of what Canvas has to offer: http://www.instructure.com/students

High Tech High

What does WHS already do that mirrors this innovative 21st century learning community. What makes High Tech High so admired?


Standards Driven PBL: What the process looks like.

Blogging: What would your day look like?

The inaugural Web 2.0 Foundations blog posts are due this weekend.  After participants looked over detailed directions and had some face to face collaborative planning time about blog basics we have moved on to understand blogs in a more conceptual sense while using blogs in learning context.  We use a comprehensive Blogging design sheet for our weekly reflection blog assignment:


At first I will give participants prompts, but in weeks to come their self organized research topics will guide blog posts:

Prompt 1 was given at the beginning of Week 2:

After viewing and commenting on the post above (http://whsii.blogspot.com/2012/02/networked-student.html) answer the following question in a new post on your blog "If you could get credit for school learning anyway you wished what would your day look like"? Remember to follow the Web 2.0 Blogging Assignment carefully and add images and or video in your post.

To scaffold this learning we devoted time to brainstorming dream designs and experiences for learning.... and had our first Mobile Learning experience with a short "walking" tour of the science wing to ideate on the potentials of WHS architecturally. More discussion in class.... I have students take group notes via Google Docs with one volunteer scribe to capture the big ideas.... Now its up to them. A few examples of divergent and very successful learning environments will follow in the next posts for participants all.

Targets Met (Week One and Two) *:

The ISTE National Educational Technology Standards (NETS•S)

and Performance Indicators for Students

1. Creativity and Innovation  

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a.apply existing knowledge to generate new ideas, products, or processes.*

b.create original works as a means of personal or group expression.*

c.use models and simulations to explore complex systems and issues.*

d.identify trends and forecast possibilities.*

2. Communication and Collaboration  

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. (Partial)

b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c.develop cultural understanding and global awareness by engaging with learners of other cultures.

d.contribute to project teams to produce original works or solve problems.*

3. Research and Information Fluency  

Students apply digital tools to gather, evaluate, and use information. Students:

a.plan strategies to guide inquiry.*

b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.*

c.evaluate and select information sources and digital tools based on the appropriateness to specific tasks.*

d.process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making  

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a.identify and define authentic problems and significant questions for investigation. (Partial)

b.plan and manage activities to develop a solution or complete a project.*

c.collect and analyze data to identify solutions and/or make informed decisions.*

d.use multiple processes and diverse perspectives to explore alternative solutions. (Partial)

5. Digital Citizenship   Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:  

a.advocate and practice safe, legal, and responsible use of information and technology.*

b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.*

c.demonstrate personal responsibility for lifelong learning. (Emerging)

d.exhibit leadership for digital citizenship. (Emerging)

6. Technology Operations and Concepts   Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:  

a.understand and use technology systems.*

b.select and use applications effectively and productively.*

c.troubleshoot systems and applications.*

d.transfer current knowledge to learning of new technologies.*

World Languages Opportunity via Twitter

Below is a message from Global Education Collaborative member Betsy Corcoran of EdSurge:

-----

Please join EdSurge this Wednesday, February 8th, for our inaugural #esinstruct Twitter chat on the best tools, tips, and techniques for language learning.

EdSurge is the fastest growing newsletter on the planet covering education-technology entrepreneurship. We've got our eye on the tools in development. We'd like to help educators find out what tools might work for them--and give educators a megaphone to share their thoughts and needs with developers.

For a start, we'd like to have a conversation about the most effective tools for teaching languages. We started down this path when one Oakland high school teacher we know asked for advice about what tools could help her Spanish-speaking students reach mastery level proficiency. Other teachers told us they, too, were searching for tools for teaching other languages. We're pulling together our research--but we think these teachers really want to benefit from your insights!

Please bring your thoughts and expertise to this conversation. All you need is a Twitter account. Then search for the hashtag "#esinstruct' between the times of 4:30-7:30pm PST. Tweet in: Let us know whether there are tools you use or tips you can share. We in turn are hoping to invite some teachers who have deep expertise and are willing to share with you.


We will follow up the chat by creating a newsletter that summarizes the highlights of the conversation and includes relevant edtech tools that we've found. If you'd like to get a copy, just drop us a note at feedback@edsurge.com and put edSurge-instruct in the subject line. There's absolutely no cost to signing up, no cost to taking part in the Twitter chat and no condo-like sales pitch on any product.

If you find this kind of chat useful, we would love to hear what other topics are worth exploring in the future. And if you're not familiar with EdSurge, please do take a minute to sign up for our newsletter at www.Edsurge.com.

Thanks & best wishes,
Leonard Medlock & Betsy Corcoran 

Recap: EdSurge's inaugural #esinstruct chat on language learning, Wednesday, February 8th, 4:30-7:30 PST

PD Series: Using Canvas to Create Community

[1]

Over years of teaching I have used many different tools for blended learning.  From Moodle and Mahara, to Wordpress, Blogger, Netvibes, and wholly distributed systems of personal learning networks based on Networked Learning, MOOC and Connectivist movements in education and more. The purpose of all of these tools (and mine as a social studies teacher, tech integrator, and teacher of information studies), for online learning was to build a learning community that extends, enhances and amplifies learning while also allowing learners to build on interests, dreams and aspirations for their future.  In transition to blended learning it is important that all involved, both teachers and students, are appropriately challenged. A good way to accomplish this in the early stages, is through the creation of a learning management system.

Canvas

Canvas offers a learning management system that is intuitive to students and teachers while also being connected directly with Google Apps.  The result is a dynamic environment for course design, management, and communication. As an opening vignette to the professional development series tied to Web 2.0 Foundations we will look at opening a course with Canvas.

* As a reminder: I will set up faculty sites this year for all core courses in Canvas upon request.

Setting up an LMS (Canvas)

This process takes setting the stage for learning in a blended course environment. 

The email:
Students woke up on Monday to an email from me with a small course welcome and the indication that they needed to check a link with a detailed explanation about getting course material: 

The explanation:
http://whsii.blogspot.com/2012/01/welcome-web-20-foundation-participants.html

The outcome:
One hundred percent of the students in my course who where on my original course lists came ready to learn and understanding enough to ask good questions about how they could "catch up" with what I had set forth as expectations.  This is not in my teaching experience unusual.  I have spent up to 24/7 with high schoolers for five weeks as well as in classroom settings and one thing I have found is that they respond to appropriate expectations asking them to take charge of their learning.  Nothing special here. Hello, go to this link, this is what you should expect from me and this is what I expect from you.  Students who have come in later I have worked with to catch up.  Within 24 hours of the course start all students (across the spectrum) where in Canvas communicating with the Web 2.0 Foundations community.


What they found upon entry into OpenClass:
 Organization, simplicity in design, pathways of communication.

What they found in Week 1

 

This is What I found:

Almost 100 Percent participation in the online forums....At all hours

 

Within 48 hours the internal Twitter/Facebook "like" course wall becomes populated with community interaction and peer to peer learning.

 Setting up a blended learning environment takes work.  But more importantly it takes a realization that young people can, will and prefer to learn in part by the digital spaces that their lives revolve around.  In Web 2.0 Foundations first week students exhibited the core of 21st century learning.  They found, validated, leveraged, analyzed and synthesized information and problem solved and collaborated in dynamic spaces.  I hope you see how using an LMS might be a first step to blending your coursework and empowering your students to learn in new ways. For those of you using LMS now,  you already know the benefits and I hope you will find specifics that might help or inspire....(and yes, you can upload your Moodle courses directly into Canvas).
 

The Networked Student

Over this term you will be completing a Personal Learning Network (PLN). Being a networked student is vital for success in the 21st century. Please view the following video and read the basics of our assignment below. What are you looking forward to and what may be difficult? What will be your first topic of research?

   

Creating a PLN (Networked Learning Project)
Objective: develop and use networked learning to create a personal learning environment/network for 21st century research and design.

Preparation

• Each learner selects his or her topic of study, (what you know, what you want to know), and establishes a research question.

• Acceptable/Responsible Fair Use policy is discussed.

The project is positioned within the following perspective.

What if your teachers disappeared and you had to learn on your own? Would you give up on learning? Where would you begin? Why would learning be important? You are an empowered learner. You have the power to learn anything. How much you learn is up to you. How you manage your learning is up to you. How you manage your time is up to you. A big part of your success will depend on how well you are organized.

Introduction of Tools

Web applications are introduced one at a time to give participants the chance to master the tool within the context of the study topic. Digital literacy is integrated into these lessons as needed. The essential questions of digital literacy are presented.

• Where can you go for good information?
• How do you know if you can trust what you find?
• How will you find subject matter experts you can trust to help you learn?
• Why is reflection important when you are learning something new?
• Why is it important to share what you’ve learned? How will you share?

Web Application (Components of the Networked Learning Environment for Research)

Social Bookmarking (RSS) "Delicious"and/or "Pinboard"

• http://delicious.com/

• http://https://pinboard.in/

• Explain Really Simple Syndication (RSS) and evaluation of Websites

• Set up the account

• Subscribe to each others accounts

• Bookmark, read and annotate at least 5 reliable websites per week that reflect the content of chosen topic

• Add, annotate and read at least 3 additional sites each week.

Note Taking (Information Management) "Evernote"

• http://www.evernote.com

• Create Evernote account

• Begin content collection

News and Blog Alert (RSS)"Google Alert"

• http://www.google.com/alerts"

• Create a Google Alert of keywords associated with selected topic

• Read news and blogs on that topic that are delivered via email daily

• Subscribe to appropriate blogs in reader

Personal Web Aggregator (RSS, Information Management) "Google Everything", "Symbaloo" and "Netvibes"

• http://www.google.com/intl/en/about/products/index.html

• http://www.symbaloo.com/

• http://http://www.netvibes.com/en

• Introduction to Google, Netvibes and Symbaloo for Learning

• Customize choice

• Start by creating a Homepage

• This will build as participants learn new tools

News and Blog Reader (RSS) Google Reader, Reeder RSS Feeds

• http://www.google.com/reader/, http://madeatgloria.com/brewery/silvio/reeder

• Search for blogs and newsfeeds devoted to chosen topic

• Subscribe to blogs and newsfeeds to keep track of updates.

• Set up gadgets in Symbaloo

Personal Blog(RSS)/Mobile Blog "Blogger"

• Create a personal blog

• Blogger

• Post a personal reflection each day of the content found and experiences related to the use of Networked Learning Research Environment pertaining to project topics

• Find bloggers with similar topics subscribe to blogs in reader

Internet Search (Information Management, Contacts, and Synchronous Communication)"Google Scholar"

• http://scholar.google.com/

• Conduct searches in Google Scholar and Fogler library databases for scholarly works.

• Bookmark appropriate sites

• Consider making contact with expert for video conference"

Video (Research, Fun) "Vimeo"

• http://www.vimeo.com/

• Create and Account.
• Create a Channel.

Photo Sharing "Flikr or Picassa"

• http://www.flickr.com/
• http://picasa.google.com/

• Create and Account.
• Upload Photos.
• Share Photos.

• Interest of Participants

Video Conferencing (Contacts and Synchronous Communication) "Skype"

• http://www.skype.com

• Identify at least one subject matter expert to invite to Skype with you, group, family, community for your project.

Daily research, reflection, sharing (Ongoing during project)

Once the personal learning environment is constructed, the learner will continue to conduct research and navigate new content on a daily basis. Activities will be divided between introducing a tip or offering a research theme for the day, actual time spent conducting research will vary.
Synthesis- (Suggested at 1 to 2 weeks) "Google Site or Blog Page"

• Craft a final synthesis of your work.

Other Networks

Covered with time remaining or interest.

Podcasts (RSS) "iTunesU" "Academic Earth"

• http://www.apple.com/education/itunes-u/ or http://academicearth.org/

• Search iTunesU or Academic Earth for podcasts related to topic

• Listen or view to at least 4-10 podcasts or lectures

Microblogging "Twitter"

• http://twitter.com/

• Create and Account

• Follow 10 Individuals or organizations you found during research.

• Advanced use as interested

References|Attribution

• Steele-Maley, T (2010). Networked Project Design
• Drexler, W. (2008). YouTube - Networked Student. YouTube - Broadcast Yourself. Retrieved February 24, 2011, from http://www.youtube.com/watch?v=XwM4ieFOotA

• Portions of this Project Design have been adapted from the work of Dr. Wendy Drexler with permission. 

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/

ePortfolio Presentation January 11, 2012