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)
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.
We got the absolute pleasure of getting to take a tour of the Pacific School of Innovation and Inquiry. The principal of the school met with our entire class first to give us a low-down of what the school is all about and how it works.
PSII is a fairly small independent school, with a current student count of 95, and does not follow the standard BC curriculum model. Instead, they are based around inquiry, and students work through their time in highschool following their own inquiry questions in whatever direction they’d like. This is PSII’s 7th year of operation, and they are finding it to be very successful.
Tuition is $7200/year for each student — included in that is a YMCA membership for physical education, and a laptop they can use for 2 years. Many students go on to continue their education in University or College settings, or many also take on their own entrepreneurial ventures.
A lot of us had questions for how such a free model sets the learners up for their future ventures into University, should they so choose; and we learned that almost every student is able to audit at least 1 university course (usually at UVic) during their time in highschool to prepare them for a more standardized way of learning. Many of them also do a university bridge program, and begin taking first year university courses in their grade 12 year. Something that differs between PSII students, and those students graduating from the public school system, in my opinion, is that the inquiry based process leaves them more independent in their learning, so many of them go on to follow entrepreneurial ventures right after graduation.
It seems as though this model, fostering more independence, collaboration, and self-driven research, sets students up for success in today’s quickly evolving society.
Here is a link to their website with some more wonderful, in depth information on the school.
And here are a few pictures I snapped during our tour of the facility:
Today in class we had the honour of having Jesse Miller join us for a presentation on Social Media & Mobile Technology: Professional responsibilities, Personal meets Public. I found it to be a whirlwind of heavy content, and left my head spinning with a lot to consider as I move forward in my career as a teacher.
I thought I had a distinct plan put in place for creating a separate “professional” online presence that could be accessed by any students, parents, employers, or coworkers; but after today, I find myself questioning this entire decision. Is it best to just cut myself off from social media in my professional setting altogether to protect myself. Not that I necessarily post anything that I wouldn’t want to be public anyways, but the way that things can be shifted by the perception of the public is a very very scary thought to me.
This will be something that I will personally have to continue to consider and decide what approach I feel is best for my professional career vs my personal freedom. Definitely a lot to think of moving forward…
These are my notes from the presentation in their raw form.. Feel free to peruse them, or not. They’re here just for my own personal reference.
Finished highschool and didn’t know what he wanted to do — internet didn’t exist then like it does today
First job was with Vancouver PD – Bait Car Program
Then went on to working in sex crimes
Then at the emergence of facebook, shifted to giving presentations in schools
Masters work — technology in education
Social Media & Professional Responsibilities
Capchas – 40 million times per day instances of confirming you’re not a robot — google what captures do
helps with self driving cars
malahat introducing photo radar next year – tickets in the mail based on time to take to get to point a to point b
funny videos online – why do videos of gym people exist on the internet – FIPPA
People do things on the internet without knowing why they’re doing it: ALS ice bucket challenge
“private accounts”: all your followers can still screenshot and pass along
What is your digital identity?
multiple versions of yourself
primary instagram account
Things on the internet that you dont want your students seeing, or your employers, etc
Digitial rights: someone screenshots something and sends it to a thousand people, do they have a right?
up until 2014 no laws against sending on photos or messages that people send to you
now sending someone else’s pictures is a punishable offense
Digital Literacy: 1/4 of all US relationships started on social media last year
Security of self: are you actively maintaining your personal accounts to ensure you’re keeping your personal and professional life is separate
Should your child have a social media account?
targeted to moms – pinterest
Tween brains are not ready for navigating this 24 hour communication/life of affirmation
Headlines are designed to get people to click
Videogames cause violence: data does not support this — most kids that are violent in schools have domestic violence in their homes
Has social media shifted society: for better or worse? both? double edged sword
Kids who enjoy sports never think about checking their phones — need to make classrooms engaging so that they also feel the same way
Amy Orben : emerging data on kids going back to face to face needs – have experienced being ignored by parents on their phones, so dont want to continue that cycle.
erasebc.ca — erase bullying
Social media & youth
need to know the policies around appropriate communication between teachers and students–each school district has different policies and are changing all the time
ie. having students phone numbers
having students on social media
opportunities for success vs. opportunities for conflict
need to balance your wanting to be empathetic and help children, also need to keep proper boundaries with students for professionalism
Entitlement piece attached to your phone – because is like our modern diary
All struggling with communications balance – use of personal phone for school vs. getting a phone from the school district
district has access to what you do on your personal phone when on the wifi
3 potential critical audiences for media use by educations
public – ie. parents
staff/coworkers – do you need to befriend all coworkers on your facebook/instagram
students – if they somehow get access – what they see and what they can do with it
Teachers must not share student info/image on personal social media accounts
Make sure any content with students remains within canada
make sure you delete photos right away
FreshGrade is hosted in BC
Uploading any negative pictures online
be wary of crossing lines – boundaries
Highschools now have e-sports teams
nation building – diverse group of competitiors
competitive e-sports players will have the same resting heart rate as a person playing 90 min soccer game
gaming interest into art design, computer science, etc
Shouldn’t be shaming kids based on interest – based on cultural norms
After yesterday’s Link 2 Practice Professional Development seminar hosted by SD 62 & UVic Teacher Ed, there was an excited buzz about our inquiry questions from all Teacher Candidates. The seminar helped to shape and focus our inquiry questions, and to really get us on our way to prepare for our November Inquiry Gallery Walk.
One thing that has been stressed time and time again by every experienced teacher that speaks, is the importance of collaboration in teaching. Not only in lesson planning or ideas for activities, but also in teacher’s own inquiry projects. Two heads are better than one, and will always give a more well-rounded outlook to any wondering you’re looking to answer.
In today’s class we went over ways that video can be useful to help our teaching. We went through Rich’s blog to discuss different programs to use for visual and audio (see link below), and worked on creating our own videos.
Some notes from class:
First Video ever created: A horse running – 1878
helps to see what the naked eye itself can’t actually see
Other ways video helps with this:
Ways we can use video to replicate what we do in the classroom
like writing on a chalkboard : Khan Academy
Rich created a very useful blog to help us in our Video ventures. Click here.
Lastly, here is a copy of the video that I edited in this class: