Here are the few notes I was able to take from our talk with Verena, before we ran into connection issues:
Dissertation on open educational practices – expand learning beyond the walls of the classroom
Presentation on Introducing Open Learning Design Intervention (OLDI)
How can we access learning opportunities *everywhere* and allow access to the students
Learning is learning
Kids creatively change what they do with an artifact over and over again
Stages of OLDI
Teachers & students must be reflective (journals, podcasting)
Stage 1: must build relationships for learning to happen. Find out who these students really are. Get to know students & their personalities
Stage 2: Co-Designing learning pathways
Stage 3: Building & Sharing Knowledge: how to they show their learning
Stage 4: building their own personal learning network
Expanding Open Educational Practices in High School Learning Environments
Classroom –> Community –> Networks
Solve community problems
Start young! Start in Kindergarten
Unfortunately, the presentation was interrupted due to some technical difficulties, so we were not able to get the full experience. It was a great learning experience, though, to know what we could run into when trying to do video conferencing. It is important that both parties have a strong internet connection, and should ideally be wired right into it. All background apps should also be turned off, as much of the connection issue with Verena was tied to her Dropbox trying to upload at the same time. And always make sure there’s a backup option! She was trying to phone in once video conferencing was proving too difficult, but then was missing access codes, which took up even more time. Who knew there was so much to consider to complete a simple video call!
Can be done with the robotic presence (as we’ve seen in class).
Configurations in face-to-face classrooms – directed to focus on teacher generally
Online courses – often no interaction between students and teacher
synchronous video is a great way to be able to have conversations with students throughout the course
Deficiencies in every model
Every connection to teaching environment with video conferencing is completely dependent on the connection to the internet
Traditionally had only had 2 options for learning: face to face vs online
Now blended options are becoming available
Multi-Access: using technology like Remote access robot to still engage in class even if not able to physically be present
Need to think about ways to support all learners, and create ways for them to learn in the best way possible – if going to class causes anxiety, need to promote other ways that students can still be engaged
Using technology for education has environmental perks as well — cuts down on travel, especially for students in remote areas
Presentation on ‘OpenEd Resources for Lesson Planning’:
To produce, share, and build knowledge
Resources are easily available and equity of knowledge for learners and educators
All dependent on access to technology, and copyright use needs to be closely moderated
Independent non-profit organization
very up to date
Teachers can use to locate webinars for pro d
How to teach students about red flags online
Lesson plans for teaching about digital citizenship
can find tailored apps that include utilizing and integrating technology into your classroom
breaks down what apps you’ll need and when to use them
Can see reviews on educational videos
Can locate median and tools to use in classrooms
like book creator for students to create own digital storybooks
Can access articles on TechEd topics
Presentation on ‘How integrating technology affect students’:
Relation to teaching and learning
when technology integration is seamless, increases student engagement, and are able to take more control of their learning
Can’t assume that all students know how to use technology
using devices allows all students with the opportunity to make deeper connections with learning content
Must be mindful of when to unplug
studies are now showing that screen time do not have the negative effects that some people claim
Internet shutdown in Korea – only saved just over 1 minute of sleep
Pros & Cons:
Opportunity to engage with students if you get involved as well
Build a relationship
Screens can be a distraction in class
Content could be worrysome – screens are not the issue, it’s what kids are able to access
Need to focus more on content on screens than the screens themselves
time spend on screens has to be quite substantial (greater than 5 hours per day) to have effect on psychosocial abilities
Slenderman video – extreme example
Tips & Best Practices
Need to know where students are at with their exposure to technology
Important to discuss internet safety
Be sure to test-drive any form of technology you may intend to use in the classroom
Use of technology needs to routine and transparent
Access must be widely available
Should be used to support the curriculum
Presentation on ‘3D Design and Print’:
Able to be applicable to protestics
Modelling 3D objects, printing 2D layer by 2D layer. Printing usually takes 4-18 hours (30 mm/second)
Need software to be able to create 3D prints
Tinkercad – easily accessible software
More complex: Onshape
Can get pre-designed models (Thingiverse)
Need the hardware as well – the physical 3D printer
Could do it for as cheap as $1000 for total setup, but would be very poor quality.
PVA – Polyvinyl Alcohol, water soluable material
TPU – Thermoplastic Polyurethan, not foodsafe
PLA – Polyactic Acid (best for environment), what’s used at UVic
Easy fabrication of complex shapes
no cost to students
allows for customization
less waste production
temperature (200 degree heat while printing), so needs to be kept away from young kids
time to complete, especially if using cheaper machines
cost — quality and size increases with cost
less cost effective for making multiples of something – injection model would be better for this still
Supporting: support structures for more intricate parts of design
Bridging: small filaments connect to connect 2 parts of shape (ie. chains)
heating to mold printed shapes
can recycle filaments, so they can be re-purposed if didn’t like original shape (make back into filaments)
Well… I felt inspired after learning a crayon/watercolour technique in a recent art class, to replicate it somehow in relation to Remembrance Day. I didn’t have a clear plan in mind, but just decided to go for it, with a white crayon and some paint… This project proved to be another valid learning experience for me — ALWAYS HAVE A CLEAR VISION BEFORE STARTING AN ART PROJECT.
I didn’t think too much of the logistics behind the project, and I was not happy at all with the end result (in fact, I threw it out right away to hide the evidence of my failed attempt).
Here is the process of my failed painting:
I began by drawing out my crayon design in white:
My cat wanted to “help” with the project too..
Then added water colour paint… This was the point when I realized I had messed up. With this idea, I should have filled in the poppy with crayon, not just outlined it. I also didn’t had enough wax crayon to the poppy, so the paint covered the majority of it.
Then I lost all hope for this, and just finished the project with some odd looking tye-dye style painting.
The intention was there.. but I’m definitely glad this was not a craft idea that I brought into a classroom before trying it out for myself! Yay for learning!
Kids exchange IP addresses to be able to collaborate together
Educational resources using Minecraft as a teaching tool (ie. able to explore city of Florence).
Presentation from Heidi James & her students: grade 7 teacher at Colquitz Middle School
Had students request through the principal to bring a Minecraft server into the school ($5000)
Have kids of all ages come to the computer lab to be able to share in the Minecraft EDU (kids from other schools come to use the Minecraft EDU server)
Classroom Minecraft EDU experience:
all students log into the same learning world which brings all students into a Tutorial World. It guides you through a step by step world of building on new skills as you go.
After learning all the basic movement skills (like using the mouse as your eyes)
Once all students have worked their way through the entire tutorial world, they are placed into a real world where they can put their learned skills to use.
Teachers are able to control all aspects of the game, such as pausing all students, muting their chat (if spamming or being innapropriate), choosing what they encounter in their worlds (survival mode, creative mode, monsters, nighttime, etc)
How Minecraft EDU connects to core competencies:
Communication – within the game (chat), as well as lots of communication within the classroom. Students help eachother through the game, and must communicate to help with crafting recipes.
Problem Solving – working with their team to solve problems together. Leaders can give hints to help groups solve the problems they encounter without giving away all the details.
ie. for crafting, instead of just giving people the crafting recipes, you provide them with what products they needs, but not the amounts or how to get them, so there is still the self-exploration aspect and learning that takes place.
Collaboration/Cooperation – Because all students are placed into the same world, must work together to ensure the world runs smoothly. For example, to be able to sleep and avoid the monsters at night, all students must build beds, and all must sleep at the same time.
How the kids have learned from Minecraft EDU:
The class struggled with building a sense of community, but the game helped with this immensely. If you didn’t work together, you wouldn’t be able to progress.
They learned a lot of agriculture through it (you need food to survive, so have to get seeds, then have to tend to the seeds. Need to know how to tend to animals – have to have a fence around your animals or they escape)
For school, everyone had to have a bed and be asleep for even 1 person to be able to sleep — going back to cooperation
For grade 7 math have to teach the x,y coordinate grid. In Minecraft, you get the opportunity use a 3D x,y coordinate grid within the game.
Not only incorporated social studies core competencies, but also math
(3D x,y coordinates in top left corner)
Example of a Minecraft EDU Project: Ancient Egyptian Civilizations – 5 week project, 2-3 hours/week
Split into groups, and assigned leaders to each group to act as the Pharaohs of the civilizations.
Teacher assigned very few resources just to the Pharaohs (a small amount of food, and 1 weapon), and the rest of the group had to survive with no resources at all. Pharaohs were in charge of deciding how to split up resources that would benefit the entire civilization most.
All groups went to different locations to build their civilizations, and matched real world experiences with the experiences they would encounter in the game. For example, being killed by zombies was representative of being murdered by another human in the Ancient Egyptian civilization.
This past weekend I got to babysit my oldest niece, and decided it would be fun to do some painting with her.
I set everything up nice and organized, with paper underneath to protect my table, a brush, and cleaning water. Did all this help contain the mess in the long run… No.
What I soon realized is, you can’t keep a two and a half year old’s attention to paint while trying desperately to clean the brush between each colour, and keep her mucky hands from touching everything. So my neatly envision paint activity soon turned into a finger painting mess. But that’s okay! She was enjoying it so much!
Another big lesson learned: hide the black paint! The final colour she dove into before losing interest was black.. And so follows the covering up of all the beautiful colours she had put on the canvas up to this point: