WHS in the Field: Science and Mobile Technology Merge

A few images from today's field science trip at the Boothbay Botanical Gardens: botany, iPads, cell phones!  Taking WHS into the region and field.  More soon.....

What part of connected learning do we do well?

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.

Blog Post Inspiration: A Day in the life....

A Day in NuVu from NuVu Studio on Vimeo.

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.*

Successful Online Learning

Here are seven attributes that should have or need to develop for successful online learning:

1. You have to have a sense of self.
Successful learners online have an awareness of metacognition -- self-motivation, self-starting, and ownership of one’s actions. In other words, they reflect on how they learn as well as what they learn.

1. You need to be able to manage your time wisely.
They must be able to lay out their tasks with a critical eye, plan them accordingly, and follow them through to fruition -- many times without someone looking over their shoulder.

1. You have GOT to know how to collaborate.
This is a biggie. More than an understanding of technology, more than a perfection of writing skills, the ability to collaborate is one that must be used comfortably online.

1. You need to be able to set goals for yourself.
Being able to see the target and backwards plan towards that target is vital.

1. You need to communicate well in writing.
The entire online community is based on the language of words and how to communicate them effectively. One cannot use texting language and expect to be heard. A student needs to use their best level of writing.

1. You must follow the community norms.
Just like a classroom has a set of rules, so does an online class. A student must function within the norms and rules of netiquette set up by the instructor (or, better yet, agreed upon by the class itself).

1. You must be your own advocate.
As slam poet Taylor Mali once wrote when asked if they would be tested on the material, “If not you, then who?” So does it go with being one’s own advocate. If you won’t ask the questions, take control, and make sure your voice is heard in a positive way…then who will? 

Via Heather Wolpert-Gawron at Edutopia

Web 2.0 Foundations:

Comment here on what Netiquette points are important to you for our learning community.

PD Series: Creating Blended Learning With Google Apps and Canvas

Web 2.0 Foundations is off to a healthy and inspiring start.

The course introduces students to Web 2.0 Foundations (learning and technological environments) through the experiential based pedagogy of networked and mobile learning. Web 2.0 Foundations utilizes a blended learning design to create a virtual and face to face community that promotes ubiquitous learning for WHS students.

According to Colis and Moonen (2001), "blended learning is a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning." [1]  Blended Learning is an essential step toward readying young people for 21st century living.  As a learner, seeing the school classroom as a part or the learning process and not the whole is vital for success today. Likewise, Young people have the world at there fingertips and are using it:

The worlds reality illuminates the fact that old models are not working or preparing students.  What conversations should K-12 Educators have with Universities....




How educators facilitate and find confluence with the world and adapt or bypass current educational systems will determine in many ways the relevance of the teaching profession and schools.  Colis and Moonen, Bonk and Graham (2006) [2] , Jacobs (2010) [3] agree that embracing blended learning is essential for 21 century learners and is a solid step forward for educators.  According to the 2010 Horizon Report [4] (one of the most respected K-12 indices of research back learning trends):

Technology is increasingly a means for empowering students, a method for communication and socializing, and a ubiquitous, transparent part of their lives. Technology is impacting all of our lives, and especially the lives of students, in new and expanding ways. Once seen as an isolating influence, technology is now recognized as a primary way to stay in touch and take control of one’s own learning. Multisensory, ubiquitous, and interdisciplinary, technology is integrated into nearly everything we do. It gives students a public voice and a means to reach beyond the classroom for interaction and exploration.

We have the tools at WHS to move in the direction of prescient change without that change feeling radical.  Blended learning starts with empowerment. Learners take control of their learning through participation in scaffolded online and classroom communities. The first step toward learner self determination comes through expectation and assistance in weaving a world of learning with your students by creating a community both public and semi-public that is with learners twenty-four hours a day seven days a week.  Using a learning management systems (LMS) creates a link between face to face and virtual learning worlds without exposing the teacher or learners to the wilds of the public for core learning community interface.

Web 2.0 Foundations is using Canvas as an LMS platform.  Canvas weaves with Google Apps and provides a "cloud based" solution for moving your class into the 21st century.  Your content becomes fluid, your teaching opened to the wealth of resources on the internet and your communication/pedegogy amplified in a space that an overwhelming majority of students find comfort in navigating.

Posts dealing with Blended Learning will be "labeled" with blended learning canvas, lms and pd at the end of the post so you can easily find the series as more posts come in on other topics.

Thank you for your vision.  Please comment and start a conversation below!

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. 

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?.....

Apple iBooks Author and Textbooks

Transition Education: 

See More here: 

 
http://www.apple.com/ibooks-author/

Mobile Learning, Study Skills and Questions

An app for using smartphones....to study.

• Would your students use this app? 

• Why? 

• What makes learning important/relevant enough for all students to dedicate significant time? 

"They can't afford smart phones"....Well if we gave a group of students smartphones with the stipulation that they needed to use them half of the time for study, what do you think the outcomes might be?