Durff's Blog

Engaging Games - EDUC 8842 Module 6

2012-02-11T18:23:00.008-05:00

technorati tags: EDUC8842

Where I commented during Module 6
Marvin's blog http://fuller8842.blogspot.com/

Seane’s blog http://learningsquared.blogspot.com

Joshua’s blog http://shermansdistanceedblog.blogspot.com

Brandi’s blog http://ballinteach44-atl.blogspot.com

Candice’s blog http://crjoneswaldenu.blogspot.com/

Sue’s blog http://sue-educ7102.blogspot.com

Dan’s blog http://daoprish.blogspot.com

Lauramae’s blog http://wojoedtech.blogspot.com

Olufemi’s blog http://olufemigordons.blogspot.com

Diigo Bookmarks of Note 11 February 2012

2012-02-11T14:47:00.000-05:00

Glam Media . About Glam . Legal . Terms of Use
Quotes:
Glam Media . About Glam . Legal . Terms of Use
You agree to use the Site and the Services only for lawful purposes and you acknowledge that your failure to do so may subject you to civil and criminal liability.
[ Delete ] [ Edit ] 0 follow-ups
7 minutes ago

Education 5-0 Magazine - Hawaii Education News Magazine
Quotes:
Education 5-0 Magazine - Hawaii Education News Magazine
Research has shown cognitive benefits of a second language, especially if it is used on a daily basis and is not seen only as a subject in the curriculum, because that way it does not rely heavily on memory, however, if you have the opportunity to learn what is part of an interesting conversation, then the words create networks that prevent the passage from the native language to go directly to the second language.
[ Delete ] [ Edit ] 0 follow-ups
on 02-08-2012

GLOBAL THINKING & EDUCATION - The Global Education Collaborative
Quotes:
GLOBAL THINKING & EDUCATION - The Global Education Collaborative
two and a half times more effective for the ability to solve global problems than programs for developing motivation and ethics.

Global Education and Sustainable Development are rapidly growing fields, that's why we need to specify terminology and make it up to date. Particulary, "GlobalThinking" will include "Global Systems Thinking" as a functional aspect for solving global problemcan agree on.s, and "Global Ethics" or "Global Sustainability Philosophy" as a motivational aspect. I already pointed it out on my website www.GlobalThinkingWorld.net, and also in my presentation at the Global Education Conference 2011. Thanks.
[ Delete ] [ Edit ] 0 follow-ups
on 01-27-2012

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education 10.1016/S1096...
Quotes:
Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education 10.1016/S1096-7516(00)00016-6 : The Internet and Higher Education | ScienceDirect.com
[ Delete ] [ Edit ] 0 follow-ups
on 10-03-2010

Reading "K12 Online 10 Flyer" on Scribd http://scr.bi/apIrRo #k12online2011
Reading "K12 Online 10 Flyer" on Scribd http://scr.bi/apIrRo #k12online2011
[ Delete ] [ Edit ] 0 follow-ups
on 09-09-2008

littlebox.PDF (application/pdf Object)
What about collaborative groups? Is this not indeed a time for groups to work together to accomplish a common goal? I cannot agree with this concept - anyone else? [This is a time for individuals and their networks, and not for groups.]
Quotes:
littlebox.PDF (application/pdf Object)
What about collaborative groups? Is this not indeed a time for groups to work together to accomplish a common goal? I cannot agree with this concept - anyone else?
[ Delete ] [ Edit ] 0 follow-ups
on 07-17-2008

Gabcast.com
I used Gabcast with my Spanish students. They would listen to a podcast and then call homework in Spanish to the Gabcast channel. Being able to do homework on iPods and cellphones in class was a great encourager.
[ Delete ] [ Edit ] 2 follow-ups
on 07-17-2008

Educon 2.1
I loved attending Educon 2.0 last January. Even so, there was really only one 'conversation' I attended. It was led by a 15 year old. Dr. Konrad Glogowski's presentation, “The Embedded Practitioner” , compared the instructor's role with the works of Carregio, a painter like Rubens. Unfortunately, it was one of the very few that was not ustreamed.
I look forward to the next Educon in January 2009.
[ Delete ] [ Edit ] 1 follow-ups
on 07-17-2008

EdTechTalk | Educational Technology That Talks...
I cohost a show on EdTechTalk called It's Elementary. Dr. Mims was a fantastic guest on July 14th!
[ Delete ] [ Edit ] 0 follow-ups
on 07-17-2008

Landmarks for School (David Warlick)
I blog with students at classblogmeister, a site set up by David Warlick. Although free, I choose to refill his Starbucks card every month because I so appreciate this tool.
[ Delete ] [ Edit ] 0 follow-ups

Concept Map: Static versus Dynamic Technologies EDUC 8842 Module 5

2012-02-05T18:44:00.002-05:00

On the static---dynamic continuum, with static being the display of fixed content and dynamic being interaction with fixed content, I believe I am on the dynamic end of the spectrum. Like Mike Smart says, each tool listed in the map can be used in different ways, so where particular tools should be placed depends on how the tool is being used. For example, a wiki page can contain content allowing no interaction. The same wiki page could allow comments on the discussion tab. The same wiki page can allow edits by wiki members, who build the content collaboratively.
Static webpages can be useful-they are essentially an organization’s digital storefront and help people decide if they want to find out more. Dynamic web content on the other hand is current information meant to draw people into the static web content to find out more. Both technologies have symbiotic functions. Like the Ying and the Yang, they complement each other.
Kieran Healy does not agree. He views static tools to be equivalent to textbooks and lists many dynamic technology tools, lauding their benefits. As McGreal and Elliott remind us, using the tools available on the internet can "expand our classrooms beyond school grounds" (2008, p.158). The available tools include static and dynamic technologies.
Reference
McGreal, R.M.,&Elliott, M.(2008). Technologies of online learning (e-learning). In T. Anderson (Ed.), The theory and practice of online learning (pp.143-165).Edmonton, AB: Athabasca University Press.

technorati tags: EDUC8842 TerryAnderson

Where I commented:

Seane’s blog http://learningsquared.blogspot.com

Luke’s blog http://lukebilger.blogspot.com

Sue’s blog http://sue-educ7102.blogspot.com

Marvin’s blog http://fuller8842.blogspot.com

Candice’s blog http://crjoneswaldenu.blogspot.com

Daniel’s blog http://daoprish.blogspot.com

Brandi’s blog http://ballinteach44-atl.blogspot.com

Joshua’s blog http://shermansdistanceedblog.blogspot.com

Lauramae’s blog http://wojoedtech.blogspot.com

Shawn Achor: The happy secret to better work | Video on TED.com

2012-02-02T14:28:00.000-05:00

Take a break and watch this short video. I challenge you to actually do the five things Shawn suggests to rewire your brain!

technorati tags: ShawnAchor Happiness Gratitude

Engaging Learners - EDUC 8842 Module 4

2012-01-23T22:38:00.001-05:00

How do online educators maximize the educational experience occurring at the intersection of the social presence, the cognitive presence, and their teaching presence? How do online educators engage and engross students in course material? How do educators do what educators do?

There are multiple metaphors for educators. Simpson, Jackson, and Aycock (2005) claim Dewey used several metaphors, among them, wise mother, navigator, gardener, pioneer, servant, social engineer, composer, physician, builder, and leader. In addition, there are references by others to teachers as chefs, conductors, concierges, and artists.

Curtis Bonk has written about the online teacher as power concierge when he reflects, “hotels have got it right--they have someone helping their guest find what they need online when the person needs it.”

In addition, Clarken (1997) described teachers as prophets, physicians, oysters, and parents while Çoklar and Bağcı (2011) conducted research on the different metaphors educators use to describe their roles in education.

"We derive our competence from forming connections” writes George Siemens's. Teachers make connections for learners, and as John Dewey wrote, "learning is something that the pupil has to do himself...the teacher is a guide and director; he steers the boat but the energy that propels it must come from those who are learning" (Dewey, 1925-1953, Volume 8 page 140).

The metaphors for educators imply connection-making activities. Concierges show possibilities, master artists introduce different points of view, composers bring notes together, and so forth. Durrington, Berryhill, and Swafford (2006) said providing opportunities for interactions between students and the instructor builds positive attitudes and raised achievement.

Meaning-making and forming connections between specialized communities are important activities. Excellent educators connect students with students, students with instructor(s), and students with content. They use the tools pictured in the mindmap to make these connections. When the tools are used to connect students in these areas, a community of inquiry is formed.

John Dewey wrote, "learning is something that the pupil has to do himself...the teacher is a guide and director; he steers the boat but the energy that propels it must come from those who are learning" (Dewey, 1925-1953, Volume 8 page 140)

References:

Bonk, C. (2007, October 5). USA Today Leads to Tomorrow: Teachers as online concierges and can Facebook pioneer save face? [Web log comment]. Retrieved from http://travelinedman.blogspot.com/2007/10/usa-today-leads-to-tomorrow-teachers-as.html

Clarken, R. H. (1997). Five Metaphors for Educators.

Çoklar, A., & Bağcı, H. (2011). What are the roles of prospective teachers on the educational technology use: a metaphor study. World Journal on Educational Technology, 2(3), 186-195.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193.

Simpson, D. J., Jackson, M. J. B., & Aycock, J. C. (2005). John Dewey and the art of teaching: Toward reflective and imaginative practice. Thousand Oaks, Calif: Sage Publications

technorati tags: curtisbonk georgesiemens johndewey

Where did I comment Module 4

Candice’s blog http://crjoneswaldenu.blogspot.com/

Marvin’s blog http://fuller8842.blogspot.com

Lauramae’s blog http://wojoedtech.blogspot.com

Shannon’s blog http://burns8842.blogspot.com

Sue’s blog http://sue-educ7102.blogspot.com

You’re invited to the Flat Classroom Book Club!

2012-01-17T09:14:00.001-05:00

Global collaboration starts with connecting yourself to the world. Students are the greatest textbook ever written for each other. The same is true for teachers. We are passionate about connecting and facilitating effective collaborations between classrooms because we’ve seen the power of how it can engage students and teach them the skills they need to be successful in the 21st century.

We want to bring in people who are nervous, who don’t know how, or who have tried to connect and were frustrated. We also want to bring back those teachers who tried it and got burned out. Now it is time to enlarge the circle of global collaborative excellence in a massive way.

It is our vision that if we can have enough educators linking together and learning about this at the same time, that a natural byproduct will be the creation of many new, exciting global collaborations. It is time to get past the cute stories of global collaboration into the nuts and bolts of the pedagogy that makes it happen. (Although there are a lot of powerful stories to tell.)

To help facilitate this conversation, we felt like that it would be best if we, the authors (Julie Lindsay and Vicki Davis), step aside, and invite our friends Ben Curran and Neil Wetherbee of @engaginged to facilitate the conversation. They’ve done book clubs before and this is another pedagogy that we want to work out: that of having a book club that is truly global. We’d like to do this to promote conversations that transcend borders. The easiest way to get this out of the box is to get out of the classroom and connect with other educators.

Every week for 10 weeks we will meet at an alternating time - 12 hours apart. (For the East Coast USA it is Sundays at 6 pm Eastern or Monday mornings at 8 am eastern - Visit our Book club calendar to convert these times to your Time Zone. Subscribe to this calendar via Google calendar to keep up with events.) This is Sunday evenings at 22:00GMT alternating with Monday mornings at 10:00GMT in our Blackboard Collaborate room http://tinyurl.com/BookClubRoom . It is free and everyone is welcome.

#flatclass Book Club Meeting Times

Date	Time	Topic of Conversation
Sunday March 11	22:00 GMT (6 pm EDT)	Chapter 1 - Flattening Classrooms through Global Collaboration (p 1-17) Chapter 2 - Impact on Learning: Research in the Global Collaborative Classroom (p18-30)
Monday, March 19	10:00 GMT (6 am EDT)	Chapter 3 - Step 1: Connection (p 31-61)
Sunday, March 25	22:00 GMT (6 pm EDT)	Chapter 4 - Step 2: Communication (p 62-96)
Monday, April 2	10:00 GMT (6 am EDT)	Chapter 5 - Step 3: Citizenship (p 97-125)
Mo meeting	Break
Sunday, April 15	22:00 GMT (6pm EDT)	Chapter 6 - Step 4: Contribution and Collaboration (p 126-157)
Monday, April 23	10:00 GMT (6 am EDT)	Chapter 7 - Step 5: Choice (p 158-196)
Sunday, April 29	22:00 GMT (6 pm EDT)	Chapter 8 - Step 6: Creation (p197-214)
Monday, May 7	10:00 GMT (6am EDT)	Chapter 9 - Step 7: Celebration (p 215-234)
Sunday, May 13	22:00 GMT (6pm EDT)	Chapter 10 - Designing and Managing a Global Collaborative Project (p 235-267)

Monday, May 21

10:00 GMT (6 am EDT)

Chapter 11 - Challenge-Based Professional Development (p 268-293)

Chapter 12: Rock the World (p 293 - 304)

We’re also inviting the educators featured in each chapter to be with us for the conversations about “their” chapter. You’ll meet people from all over the world just like you who are doing wonderful, amazing things. This is a global story that transcends just one project, although we’re mighty proud of ours.

While you are welcome to just “drop in” you can register with the Book club mailing list and we’ll remind you each week about the session, let you know who is coming, and we’ll mention any special events that we’ll be having as part of the launch. If you run your own book club, you’re welcome to come by the club anytime for ideas and discussion points.

The hashtag for our conversations is #flatclass and the book club is, of course, free. Anyone can join us. There’s no homework - just conversation and learning. We’ll all be there to discuss the future of education with each other. We hope global collaborators from around the world will join us and share their stories too. Conversations will hinge around our new book, Flattening Classrooms, Engaging Minds. The book will be available in ebook format, although we’re not sure yet which ebook formats.

So, to get ready:

Order the book

Amazon
Barnes and Noble
Pearson Publishing
ebook format

Mark your calendar with the dates and times

Thank you to everyone who has made this possible

Vicki Davis @coolcatteacher

Julie Lindsay @julielindsay

Co-founders Flat Classroom Projects @flatclassroom

Ben Curran & Neil Wetherbee @engaginged

4th and 5th Grade teachers and Co-founders of Engaging Educators LLC

How will this global book club work? Will it really transform my teaching?

Have you ever read a book about teaching and thoroughly enjoyed it, only to get done and ask yourself "Now what?" Or maybe you've read something that was motivating, inspirational and chock-full of ideas, only to find after sharing it with colleagues that they "just aren't that into it?" If so, this book club is for you. We hope it will be a gathering of inspired, motivated, similarly driven friends from around the globe.

Here's how it will work...each week we will focus on approximately one chapter. Each meeting will be divided roughly into three parts. The first part will focus on implementation--how all of us have or can implement the main theme of the week. We'll also dive into and discuss the activities (Vicki and Julie refer to them as "challenges") that are embedded in the book. The second part will be more of an open forum for everyone to discuss other topics in the chapter or other issues pertaining to the subject. This will be a great time for making connections with other teachers for possible collaborations and getting answers to questions that you have. Finally, and perhaps what we are most excited about is that each week we hope to be joined by the friends mentioned in each chapter. They will be able to share their firsthand insight on the weekly topic as well as stories from their own experiences.

On top of all this, Engaging Educators will be providing short, free “boot camp” style webinars along the way to help you master some of the topics that might be new to you.
What we hope to facilitate is a perfect companion to Julie and Vicki's book, an experience that goes beyond "just reading" and demonstrates what a network of connected educators can learn and accomplish.

Welcome to the club!

Ben Curran & Neil Wetherbee @engaginged
4th & 5th Grade teachers and Co-founders of Engaging Educators LLC

technorati tags: flatclass engaginged bencurran neilwetherbee coolcatteacher julielindsay

The Chaos of Learning EDUC 8842 Module 3 Post

2012-01-11T20:17:00.001-05:00

George Siemens said, “Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order. Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that meaning exists – the learner's challenge is to recognize the patterns that appear to be hidden. Meaning-making and forming connections between specialized communities are important activities” (Change. MOOC, 2011).

Therefore, while chaos is involved in connecting the dots on the path to learning, our online communities affect our learning as well. Siemens echoes the thoughts of Hurst and Thomas when he discusses the importance of trust in collaborative environments. Without trusting that our collaborative team members will do their share of the teamwork, we lose that sense of trusting in their social presence online. A social presence, much like your digital footprint, defines who you are. Most currently, the term is used to refer to one’s online presence as in Corey Eridon’s blog, 8 Universal Traits of a Winning Social Presence.

Palloff and Pratt remind us that education is a social activity when they say, “who we are as social beings drives learning” (2007, p.26). This can apply online or offline and involves whether we do what we say, treat others well, or are trustworthy.

So if learning online is both chaotic and relies on the social presence of collaborative members, how is a teacher to assess the learning taking place? Sylvia Tolisano suggests using a process of reflection with 3^rd grade students in order to connect to their prior learnings. This fits in with Siemens idea that, “learning is the process of creating networks” (2006, p.29).

Palloff and Pratt (2005) bring up the use of rubrics to assess online collaborative learning. They further suggest on page 48 that peers do the assessing. In using rubrics this way in K12, I found students are much harder on themselves than I would be and they encourage each other towards excellence in their collaborative tasks. If a student is reluctant, Becky DuFour suggests several things to do with professionals, which also relate to students, especially her items under #4. She lists using MI Theory, providing research on why collaborative work is relevant to a students’ future life, and using authentic learning.

As current pedagogy continues to move towards collaborative environments, Siemens reminds us,“What we know is less important than our capacity to continue to learn more.”

References

DuFour, B. (2008, February 14). Moving from a tradition of isolation to a culture of collaboration. AllthingsPLC. Retrieved from http://www.allthingsplc.info/wordpress/?p=58

Eridon, C. (2012, January 3). 8 universal traits of a winning social presence. HubSpot Blog. Retrieved from http://blog.hubspot.com/blog/tabid/6307/bid/30447/8-Universal-Traits-of-a-Winning-Social-Presence.aspx

Hurst, D. & Thomas, J. (2008). Developing team skills and accomplishing team projects online. In T. Anderson (Ed.), The theory and practice of online learning (pp.441-472). Edmonton, AB: Athabasca University Press.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Siemens, G. (2011, October 25). Change MOOC. Retrieved from http://change.mooc.ca/post/290

Siemens, G. (2006). Knowing knowledge. S.l: s.n..

Siemens, G. (2003, October 17). Learning ecology, communities, and networks: Extending the classroom. Elearnspace: everything elearning. Retrieved from http://www.elearnspace.org/Articles/learning_communities.htm

Wenger, E. (2007). Communities of practice: Learning, meanings, and identity. New York: Cambridge University Press.

technorati tags: gsiemens sylviatolisano beckydufour etiennewenger

Where I commented on the Module 3 blog assignments:

· Shannon’s blog http://burns8842.blogspot.com

· Luke’s blog http://lukebilger.blogspot.com

· Olufemi’s blog http://olufemigordons.blogspot.com

· Brandi’s blog http://ballinteach44-atl.blogspot.com

· Marvin’s blog http://fuller8842.blogspot.com

· Daniel’s blog http://daoprish.blogspot.com

· Lauramae’s blog http://wojoedtech.blogspot.com

· Sue’s blog http://sue-educ7102.blogspot.com

· Joshua’s blog http://shermansdistanceedblog.blogspot.com

Engaging Games Storyboard - 8842

2012-01-08T23:29:00.002-05:00

Engaging Games Storyboard - 8842

View more presentations from mrsdurff2.

Module 3 Where did I comment on Storyboards

1. Sue’s blog http://sue-educ7102.blogspot.com/

2. Luke’s blog http://lukebilger.blogspot.com/

3. Seane’s blog http://learningsquared.blogspot.com/

4. Marvin’s blog http://fuller8842.blogspot.com

5. Olufemi’s blog http://olufemigordons.blogspot.com/

6. Candice’s blog http://crjoneswaldenu.blogspot.com/

7. Daniel’s blog http://daoprish.blogspot.com/

8. Joshua’s blog http://shermansdistanceedblog.blogspot.com/

9. Lauramae’s blog http://wojoedtech.blogspot.com/

technorati tags: deangroom games peggysheehy

Write a first-rate blog post! Reprise

2011-12-28T22:08:00.000-05:00

The following are some traits of successful blog posts (written for fellow learners):

1. The posts (or comments) are well written. This includes not only good content, but standard English conventions including capitalisation, organisation, punctuation, spelling, and grammar.
2. The posts (or comments) are responsive. They respond to other people’s ideas – whether it is a post by a teacher, a comment by a student, or an idea elsewhere on the Internet. The power of blogs is in connections – they are connected to a larger community of ideas. Participate in that community.
3. The posts (or comments) include textual references to support opinions. Adding quotes or links to other works strengthens your post.
4. To be part of the dialogue, part of the conversation, you have to participate fully, consistently and often.
5. Your posts (or comments) are respectful of others. It’s okay to disagree; it’s not okay to be disagreeable. Be respectful of others and their opinions, and be civil when you disagree.
6. Your posts include at least 3 technorati tags.
7. Your posts speak to visual literacy by carefully choosing an image to include. The image should refer to what is written.

In syndication:

Include an image
Include hyperlinks
Include your reflective response

Technorati Tags: firstrateblog successfulblogging k12

Erasing Distance and Time - EDUC 8842 Module Two

2011-12-26T21:44:00.001-05:00

Siemens (2008) ties the growth of distance education to the increased use of conversational tools and the capacity to increase connections. He claims it is significant that now anyone can participate with anyone in conversations across boundaries that would have been impossible before the advent of the Internet.

This affects distance education by increasing the amount of global conversations and evaporating the barriers of distance and time. By increasing the comfort level of students in distance education, the interaction level between participants both inside and outside of courses increases.

Siemens (2004) has written about a learning theory that takes into account this ability of the present technology to disintegrate distance and time thus increasing the ability to have collaborative conversations in Connectivism: A Learning Theory for the Digital Age.

Heather Kanuka states in Chapter 4 of Terry Anderson's book, "e-learning technologies can effectively respond to accelerating global competition, increase the quality of learning experiences, remove situational barriers, and be more cost effective" (2008, p.91). George Siemens, Stephen Downes, and Dave Cormier have collaborated using e-learning technologies that did all of those. Dave Cormier explains how in the following video.

Kratz (2011) says collaboration is important because it emphasizes skills, team-building, and creativity that will be necessary in any student's future. These skills in connecting, team-building, and creativity are alluded to in Dave Cormier's thoughts on rhizomatic learning expressed in COOLCast - w/ Dave Cormier on Rhizomatic Learning where he categorizes the connections made possible by digital tools and the Internet. Siemens asks, “Where is distance education heading as a field?” Extended rhizomatic learning is where I believe distance education is heading. We each build our learning by connecting conversations in and across networks. I invite George Siemens, Stephen Downes, Dave Cormier, and others to respond to this question.

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Kratz, H. (2011). The importance of collaboration in higher education. Retrieved from http://opensource.com/education/11/11/importance-collaboration-higher-education

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

technorati tags: gsiemens downes cormier

Where I commented:

1. Luke’s blog http://lukebilger.blogspot.com/

2. Brandi’s blog http://ballinteach44-atl.blogspot.com/

3. Seane’s blog http://learningsquared.blogspot.com/

4. Shannon’s blog http://burns8842.blogspot.com/

5. Laura’s blog http://wojoedtech.blogspot.com/

6. Marvin’s blog http://fuller8842.blogspot.com/

The Next Generation of Distance Education -- EDUC 8842 Module One

2011-12-13T23:33:00.001-05:00

To be viable, all education platforms must evolve to meet the needs of the times. This is no less true of distance education.

Distance education will meet the needs of tomorrow's learners, some of whom are pictured to the left (Thank you Ms. Glenn).

Moller, Foshay, Huett, Coleman, and Simonson would all agree that distance education will experience explosive growth in the future. Moller, Huett, Foshay, and Coleman (2008) briefly describe that explosive growth in the three arenas of business training, higher education, and K12 education.

They lament the lack of training for tertiary educators in delivering distance education and they identify three specific areas with which institutions must grapple as distance learning evolves. Moller et al. (2008) acknowledge there is more work involved in developing an online courses; they acknowledge that online courses are considered easier; and they acknowledge that faculty members do not want to jeopardize consideration of their tenure by teaching online courses.

At the k-12 level, Moller et al. (2008) also identify the need to train teachers in delivering distance education. They recognize the need to reorganize k-12 education systems to incorporate distance learning into curriculum, state standards, and national initiatives.

Dr. Simonson in the videos predicts that distance learning is at the point in the S-shaped curve (Rogers, 1995) when the platform is about to escalate dramatically. He further expects that distance education will become ubiquitous, although he cautions that there is a need to design courses that fulfill the same objectives for all learners, whether online or offline.

While the authors speak about the differences between face-to-face education and distance education, it must be pointed out that all education is founded upon learning theory. If educators are familiar with the theories upon which their curriculum is founded, then these theories will guide the learning activities they choose to include. For example, constructivism does not have an online theory of education and an offline theory of education, it is all constructivism. The same is true for behaviorism, connectivism, or cognitivism.

References

Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications forInstructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(5), 63-67. doi:10.1007/s11528-008-0199-9

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.

Moller, L., Forshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for InstructionalDesign on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for InstructionalDesign on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.

technorati tags: DistanceLearning Moller Huett Foshay Coleman Rogers

Reframe

2011-12-06T10:48:00.014-05:00

Reframing involves rewriting expectations. We all had expectations for our role and the teachers’ roles when we were in school. Many of us played school well. Vicki Davis explains this mindset well in the k12Online presentation, Lead The World, which she and Julie Lindsay submitted as team captains in the conference. The majority of students and teachers in k-20 frame school in one way and have been able to do so well for a long time.

Gallo explains that, “Reframing demands a tolerance for ambiguity.” (1993, p.27) Adding discrepant events to the frame will unsettle the expectations. In the Dead Poets Society, the teacher reframes the classroom status quo to increase the likelihood of their deep learning. Standing on the teachers’ desk or holding class in the hallway disrupts our expectations, they are discrepant and open students to learning at higher levels of Bloom’s Taxonomy.

            Flat Classroom® Projects reframe the expectations of groupwork. As Vicki explains in her presentation, the traditional expectation is that each student in a group will write a paragraph, sign their names, and these paragraphs are then pasted onto the wiki. Students in Flat Classroom® Projects are asked to move beyond the usual expectation of individual work, beyond the dominant frame of a student in school.
           Schools have been factories, modeled after the industrial revolution. This frame of reference is structural, with many rules, codes, and policies. The social architecture of school is ready for reframing, from mass production into mass customization.
            Reframing education involves changing perspectives. It has been about us (the adults affected by the educational system). It is time for education to be all about them (the students affected by the educational system).

References

Bolman, L. G., & Deal, T. E, (2008). Reframing organizations: Artistry, choice, and leadership. (4th ed.). San Francisco, CA: Wiley.

Gallo, J. V. (1993). Teaching about reframing with films and videos. Journal of Management Education, 17(1), 127-132.

technorati tags: reframe coolcatteacher julielindsay

Lead the World

2011-12-02T14:13:00.003-05:00

Vicki Davis and Julie Lindsay are the co-founders of Flat Classroom® Projects. Since the beginning in November 2006, more than 5,000 students have collaborated in the projects. The Flat Classroom® Projects now include the Flat Classroom® Project, the Digiteen Project, the Eracism Project, NetGenEd, and ‘A week in the Life’ Elementary Flat Classroom Project. In addition, Flat Classroom® Projects convene a conference and a Flat Classroom® workshop at the ASB Unplugged Conference in alternating years. They also run F.L.A.T.s, which are inspired by TEDx events and support the practice of spreading inspiring ideas. The next F.L.A.T.s features Anne Mirtschin on Wednesday December 7, 2011 at 5:00pm Eastern USA OR Thursday December 8, 2011 at 9:00am Melbourne Australia. Check the time where you are-> http://tinyurl.com/YourLocalTime and join us at http://tinyurl.com/FlatActionTalk

Don't miss the book coming out in January 2012, Flattening Classrooms, Engaging Minds from Pearson Publishing.

Available on Amazon. Pre-order your copy now!

Find out more at our book site for the Flat Classroom®.

You can follow Vicki at @coolcatteacher and Julie at @julielindsay and the projects at @flatclassroom.

technorati tags: flatclass coolcatteacher julielindsay k12online

k12 Online Conference Teaser Pre-Conference Keynote – The Sandbox Manifesto

2011-11-24T15:05:00.000-05:00

technorati tags: angelamaiers k12online2012

Global Education Conference 2011 presentations by members of the Flat Classroom® Community!

2011-11-10T12:55:00.002-05:00

Don't miss these presentations during the Global Education Conference 2011.

Collabo: The question and answer community for educators - AJ Juliani

Monday, November 14, 2011 at 20:00:00GMT [ time where you are ]

Global Virtual 3D Student/Teacher Community! David Deeds

Tuesday, November 15, 2011 at 01:00:00GMT [ time where you are ]

Simple, Powerful Online Classrooms Vicki Davis

Tuesday, November 15, 2011 at 11:00:00GMT [ time where you are ]

A Week In The Life Toni Olivieri-Barton
Wednesday, November 16, 2011 at 02:00:00GMT [ time where you are ]

Building Schools in Mozambique: How students can empower entire communities Sharon Peters
Wednesday, November 16, 2011 at 13:00:00GMT [ time where you are ]

Building Global Opportunities Together--Anywhere, Anytime Eva Brown
Wednesday, November 16, 2011 at 16:00:00GMT [ time where you are ]

Designing a Global Collaboration Using Flat Classroom® Model Cathy Wolinsky
Thursday, November 17, 2011 at 00:00:00GMT [ time where you are ]

Embedding Global Collaborative Projects into the Curriculum Julie Lindsay
Thursday, November 17, 2011 at 12:00:00GMT [ time where you are ]

What does it mean to be a Global Educator and how can we design lessons that help students become Global Citizens? Honor Moorman
Thursday, November 17, 2011 at 13:00:00GMT [ time where you are ]

Reading Across the Globe: addressing the context of cultural difference through collaborative discussion Donna Roman

Thursday, November 17, 2011 at 16:00:00GMT [ time where you are ]

Across Borders Lisette Casey

Thursday, November 17, 2011 at 20:00:00GMT [ time where you are ]

Global Projects Theresa Allen

Thursday, November 17, 2011 at 22:00:00GMT [ time where you are ]

Project Purpose: Students Making a Difference in Mozambique Ariana, Yahn, Allysen, Chantal, Sharon Peters

Friday, November 18, 2011 at 09:00:00GMT [ time where you are ]

7 Steps to Flatten Your Classroom: Simple Steps from the Flat Classroom® Project Vicki Davis & Julie Lindsay

Friday, November 18, 2011 at 11:00:00GMT [ time where you are ]

Take note that GMT times are for convenience. To find the actual time of presentations in your timezone, please click on provided links and search for the nearest city.

technorati tags: GlobalEd11 FCP

Global Education Conference 2011 Keynotes

2011-11-06T20:20:00.000-05:00

The 2011 Global Education Conference will be held November 14 - 18, online and free. Sessions will take place in multiple time zones and multiple languages over the five days.Chris Dede
Wirth Professor in Learning Technologies
Harvard Graduate School of Education Harvard University

Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His fields of scholarship include emerging technologies, policy, and leadership. His current research includes six grants from NSF, Qualcomm, and the US Department of Education Institute of Education Sciences to explore immersive simulations and transformed social interactions as means of student engagement, learning, and assessment. In 2007, he was honored by Harvard University as an outstanding teacher, and in 2011 he was named a Fellow of the American Educational Research Association.

Chris has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment and a member of the 2010 National Educational Technology Plan Technical Working Group. His co-edited book, Scaling Up Success: Lessons Learned from Technology-based Educational Improvement, was published by Jossey-Bass in 2005. A second volume he edited, Online Professional Development for Teachers: Emerging Models and Methods, was published by the Harvard Education Press in 2006. His latest book, Digital Teaching Platforms, will be published by Teachers College Press in 2012.

Howard Gardner
Hobbs Professor of Cognition and Education
Harvard Graduate School of Education Harvard University

Howard Gardner is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He is a leading thinker about education and human development; he has studied and written extensively about intelligence, creativity, leadership, and professional ethics. Gardner’s most recent books include Good Work, Changing Minds, The Development and Education of the Mind and Multiple Intelligences: New Horizons. His latest book Truth, Beauty, and Goodness Reframed was published in the spring of 2011.

Ed Gragert
Executive Director
iEARN-USA

Dr. Edwin H. Gragert is Executive Director of iEARN-USA. During his 21 years at iEARN (International Education and Resource Network), he has pioneered the use of connective technologies and teacher professional development to facilitate on-line educational project work (“Exchange 2.0) on the primary and secondary school levels. Since its creation in 1988, iEARN has become the world’s largest educational telecommunications network involving project-based Learning through virtual exchanges. It currently links students and teachers in over 130 countries. Approximately 2,000,000 students are working daily on collaborative projects through the iEARN network.

From 1979-90, he was the Executive Director of ICYE-US, an international youth exchange program with both high school and community service volunteer exchanges among 30 countries. At ICYE-US, he worked closely with ECA at the US Department of State to initiative service-learning exchanges at the high school level. He was one of the founders of CSIET and the Alliance for International Educational & Cultural Exchange and is currently on the Board of Directors of the Alliance.

He worked for the International Relations Committee of the U.S. House of Representatives in 1978, concentrating on US-Korean relations.

Ed received his BA in Japanese political science from the University of Washington (Seattle), MA in Korean History and certificate from the School of International Affairs at Columbia University. He has had extensive language experience in Korean, Japanese and Classical Chinese. His PhD at Columbia University was in Japanese history, focusing on landownership changes brought about by Japanese colonial administration in the early 20th century. His book, Landownership Under Colonial Rule: Korea's Japanese Experience, was published by Columbia University and the University of Hawaii in 1994.

Ewan McIntosh
NoTosh digital | learning | design thinking

Ewan McIntosh is CEO of NoTosh Limited, a startup that works with creative industries on the one hand, and then takes the processes, attitudes and research gained from working on those projects to the world of education, providing schools, districts and Governments all around the world with ideas, inspiration and research on how to better engage teens.

McIntosh was a French and German High School teacher, before moving from the classroom into technology research and leadership as Scotland’s first National Advisor on Learning and Technology Futures. He later helped set up one of the most ambitious investment funds from a public service broadcaster in the UK, the $100m 4iP Fund from Channel 4 Television.

His latest creative projects include helping to redesign the 40th anniversary summit of the ITU, the United Nations agency responsible for telecommunications technologies, and co-directing the digital side of the Scottish National Party's re-election campaign, resulting in a historic landslide majority win that technically ""wasn't possible"".

Education projects are many and varied, working with schools on design thinking and developing leadership, helping create the world’s first TEDx event by and for eight year olds, and turning the textbook on its head through our interactive developments.

Ewan and his team are all about engaging people, whether they're voters, customers or kids in a classroom.

Alan November
Senior Partner
November Learning

Alan November is an international leader in education technology. He began his career as an oceanography teacher and dorm counselor at an island reform school for boys in Boston Harbor. While Alan was a computer science teacher in Lexington, Mass, he was probably the first teacher in the world to have a student project on line in 1984, a database for the handicapped. He has been director of an alternative high school, computer coordinator, technology consultant, and university lecturer. He has helped schools, governments and industry leaders improve the quality of education through technology.

Audiences enjoy Alan's humor and wit as he pushes the boundaries of how to improve teaching and learning. His areas of expertise include planning across curriculum, staff development, new school design, community building and leadership development. He has delivered keynotes and workshops in all fifty states, across Canada, and throughout the UK, Europe, Asia and Central America.

Alan was named one of the nation’s fifteen most influential thinkers of the decade by Technology and Learning Magazine. In 2001, he was listed one of eight educators to provide leadership into the future by the Eisenhower National Clearinghouse. In 2007 he was selected to speak at the Cisco Public Services Summit during the Nobel Prize Festivities in Stockholm, Sweden. His writing includes numerous articles and two best-selling books, Empowering Students with Technology and Web Literacy for Educators. Alan was co-founder of the Stanford Institute for Educational Leadership Through Technology and is most proud of being selected as one of the original five national Christa McAuliffe Educators.

Each summer Alan leads the Building Learning Communities summer conference with world-class presenters and international participants. Visit novemberlearning.com/blc for more details.

Michael Lees
Educational Consultant
Global Issues - African Network of Teachers for Service

Michael has enjoyed an eclectic professional journey, including roles as restaurateur, flight instructor, drama/science/math teacher, community service coordinator, guidance counselor, school administrator and now educational consultant. He is currently pursuing his doctorate in educational leadership with a focus on service learning cultures in international schools. Having been anesthetized by suburban Canada in his early life, Michael kept his sanity by living vicariously through National Geographic magazine articles, television specials by Jacque Cousteau and Mutual of Omaha’s Wild Kingdom. His quest to explore this ‘pale blue dot’ has led him to meet some truly inspiring people from around the globe. The past two decades in international school settings has provided the opportunity to participate in some exceptionally rewarding and transformative community service learning experiences for both him and his students. Michael’s passion lies in bridging the islands of our individual efforts and building collaborative networks of people who seek to effect positive change in their communities and beyond. Michael is the founder of the Service Summit and a co-founder of the Global Issues-African Network of Teachers for Service (GI-ANTS). He has also been working towards developing a strategic partnership with the Association of International Schools in Africa.

Greg Jacobs
Co-director, Louder Than a Bomb
Siskel/Jacobs Productions

Greg Jacobs is the co-founder, with Jon Siskel, of SISKEL/JACOBS PRODUCTIONS, an award-winning Chicago-based television and documentary production company.

Greg and Jon produced and directed the documentary feature Louder Than a Bomb, which follows four Chicago-area high school poetry teams as they prepare for and compete in the world's largest youth slam. Since its premiere at the Cleveland International Film Festival in March 2010, the film has won sixteen festival prizes, including ten audience awards, as well the 2011 Humanitas Prize for documentaries. It was also selected for the 2011 American Documentary Showcase, a program created by the U.S. Department of State's Bureau of Educational and Cultural Affairs ""to cultivate greater understanding among people around the world.” After a national theatrical rollout in the spring of 2011, Louder Than a Bomb will have its television premiere on the Oprah Winfrey Network as part of the OWN Documentary Club.

Prior to Louder Than a Bomb, SJP produced the Emmy-winning History Channel program 102 Minutes That Changed America, which reconstructs—in real time—the events of 9/11 in New York City, using only sound and video from that morning. The two-hour special premiered without commercial interruption on September 11, 2008, followed by I-Witness to 9/11, a look at the stories behind the footage. More than five million viewers tuned in to the premiere, making it the second most-watched telecast in the network’s history, and the program has now been seen by over twenty million viewers worldwide. One of the most acclaimed documentaries of recent years, 102 Minutes won three Primetime Emmys, including Outstanding Nonfiction Special, as well as the Most Innovative Program Award at the 2009 History Makers International Summit, a CINE Masters Series Award, a Silver Telly, and a FOCAL International Award. The show was also named the Best Nonfiction TV Episode of 2008 by iTunes. Most importantly, 102 Minutes has become standard viewing in high school and college classrooms across the country, a way for teachers to introduce their students to the emotional and historical impact of 9/11.

SJP is currently in production on additional episodes of its groundbreaking Witness series for the National Geographic Channel. The shows that have already aired include Witness: Katrina, which won the 2011 News and Documentary Emmy for historical documentaries, Witness: D.C. 9/11, Witness: Disaster in Japan, and Witness: Tornado Swarm 2011. SJP also produced Head On, a two-hour special about the obsessive subculture of ""team demolition derby"" in Joliet, Illinois, which aired on Discovery in December 2006. In March 2009, Siskel/Jacobs Productions was named to Realscreen Magazine's ""Global 100""—its annual list of the world's most influential factual production companies.

Prior to launching SJP, Greg served as VP/Chief Creative Officer at Towers Productions, where he oversaw the content of more than two hundred documentaries on five different networks, including award-winning shows and series for A&E, History, Discovery, The Weather Channel, and CNN. A graduate of Yale University, Greg has a master's degree in history from Ohio State, and is the author of Getting Around Brown: Desegregation, Development, and the Columbus Public Schools.

Geetha Narayanan
Dr.
Srishti School of Art Design and Technology

Geetha Narayanan is a teacher and educator, a curator and a research scholar who has been working in the allied and overlapping fields of education, training, research, arts and culture for over three decades. Geetha has

B.Sc. Honours degree in Mathematics from Central College Bangalore University
B.Ed from MES Teachers College Bangalore University with a gold medal in School Organization and Management
MA (with Distinction) in Education from Oxford Brookes University, Oxford UK
Honorary Doctorate of the University from Oxford Brookes University, Oxford UK

She was awarded the Charles Merrill Distinguished Teacher Educator award from Cornell University, USA in May 1999 and a Certificate for Service of Merit by the Association of School Curriculum Development USA in the same year.

In 2005 Geetha Narayanan won the prestigious Ars Electronica curatorial award which she used to curate an exhibition of new media art called TANA BANA which was shown in Linz Austria that year.

Geetha has written and published widely and her latest paper titled Crafting Change-why new media arts makes critical pedagogy possible has been published in August 2006 by the MIT press in its arts science and technology journal LEONARDO.

At present Geetha Narayanan is the Director of Mallya Aditi International School and Srishti, School of Art Design and Technology.

Geetha Narayanan is the author and Principal Investigator of Project Vision, an design and research initiative which is looking at the development of appropriate instructional strategies and technology-related tools that foster integrative thinking, greater mind-body unity and pedagogies that facilitate leapfrogging in young children from both elite and urban poor communities.

She is currently an International Advisor to the Consortium of School Networks USA.

Nikos Theodosakis
Founder
OliveUs Education Society and The Director in the Classroom

Nikos Theodosakis is an advocate for meaningful education. Filmmaker, educator and author, Nikos is founder of the OliveUs Education Society, and the architect of the InStill Life, Preserving Your Culture and The Director in the Classroom projects. His book ""The Director in the Classroom: How Filmmaking Inspires Learning"" examines connected learning through digital media production in the classroom and is a resource for teacher training around the world.

Nikos provides professional development to schools around the world by videoconference and consults with schools and organizations to help grow meaningful learning projects that connect and matter to students, teachers and their communities.

Links:
http://www.nikostheodosakis.com
http://www.oliveus.ca
http://www.thedirectorintheclassroom.com

Carrie Wagner
Author, Photographer, International Educator
Self Employed

A professional with over 20 years of international experience, Carrie has expertise in community development, training/facilitation, project planning and implementation, small business proprietorship, and intercultural relations. A graduate of North Carolina State University with a degree in Environmental/Visual Design, Carrie has used her formal education as a foundation for a career in education and training. Her 11 years with Habitat for Humanity International included working at the grass-roots level to establishing and directing the International Training Department. In this capacity, Carrie developed standards for curriculum and training procedures to be used in 74 countries, collaborated with and advised 5 regional vice presidents (US, Africa/Middle East, Europe/NIS, Latin Ameri-ca/Caribbean and Asia/Pacific) to assess and meet training needs throughout the organization. As International Training Director, Carrie developed and hosted three International Trainers Conferences, bringing together 15 trainers from different parts of the world and directed the Global Leadership Conference, hosting participants from 42 countries for a tri-lingual event. Since leaving HFHI in 2002, Carrie has worked independently as a photographer, writer and educator. Her book, Village Wisdom; Immersed in Uganda, Inspired by Job, Changed for Life, was published in 2010. Carrie has recently completed the first edition of Village Wisdom Global Education Kit: Tools and Resources for Teachers.

'I am committed to planting seeds for global citizenship. My life has encompassed incredible opportunities to engage in many cultures and places around the world. 3 years in Uganda, 3 years in South Africa, 5 years in International Training for Habitat for Humanity International, travel to over 25 countries; all have given me an appreciation for the gifts of wisdom nestled in every culture. My experiences have also given me a deeper understanding of common core values. While I’m thankful for my college education, I place higher value on the lessons I have learned through experience. Embracing diversity, I create opportunities that empower individuals to grow into their own global citizenship. I do this by designing and delivering presentations and workshops – for learning communities and for those who have civic and global service at heart. Sharing my life lessons through writing, photography and telling stories, is what I do best. Inspiring youth to see their potential for contribution to the world and seeing their sparks of curiosity make my work fulfilling. I am sometimes called a visual artist, an inter-culturalist, or an international educator, depending on the task at hand. I call myself a global cultural artist.'

http://www.carriewagner.com
http://www.villagewisdombook.com

June Lee
Assistant Vice President
Sesame Workshop

June Lee is Assistant Vice President of Global Research in the department of Global Education at Sesame Workshop. She joined Sesame Workshop in 2005 and currently oversees content development, research and outreach activities for Sesame Street co-productions in Indonesia and China. She also directs all of the summative evaluations that examine Sesame Street’s impact around the world and has managed over 25 research studies to date. June graduated from Davidson College in North Carolina in 1999, where she majored in psychology and economics. In 2004, she received a doctorate in Human Development and Family Sciences from the University of Texas at Austin.

Louise Mares
Associate Professor
University of Wisconsin-Madison

Louise Mares is an associate professor in the Department of Communication Arts at the University of Wisconsin-Madison. Her research focuses on the implications of developmental changes for responses to television content. In particular, she is interested in educational and prosocial outcomes of viewing, examining how children interpret the messages that adults create for them. Most recently she has been studying how children interpret television content about race and ethnicity. She has received a Fellowship from the Netherlands Institute for Advanced Study to write up the results of this research during her sabbatical.

Fernando Reimers
Ford Foundation Professor of International Education
Harvard Graduate School of Education

Fernando M. Reimers is the Ford Foundation Professor of International Education and Director of Global Education and of International Education Policy at Harvard University. He teaches courses on the relationship between education policy, democratic citizenship, instructional improvement and educational innovation and social entrepreneurship.

His current research focuses on educational innovation and the impact of education policy, leadership, and teacher professional development on literacy competencies, citizenship and advanced skills and competencies. He is conducting research on school leadership in Brazil; evaluating a multi-country initiative to support civic education in Chile, Colombia, Guatemala, the Dominican Republic, Mexico and Paraguay; evaluating the impact of a curriculum to teach entrepreneurship to high school students in the Middle East, and leading the development of a global studies K-12 curriculum for a global network of independent schoos. He recently served on a subcommittee appointed by the Secretary of Education of Massachusetts to close the achievement gap for English Language Learners and immigrant students.

He earned Doctoral and Masters degrees in education at Harvard University and obtained a Licenciatura en Psicologia at the Universidad Central de Venezuela. He was awarded an Honorary Doctorate in Humane Letters by Emerson College for his work advancing global education.

technorati tags: GEC11 GeethaNarayanan HowardGardner ChrisDede

Peer Review Sounding Board Classrooms grades 6 through 8 or ages 11 through 14

2011-11-01T22:34:00.001-04:00

Flat Classroom® Project 11-3 invites classrooms from Grade 6 though Grade 8 to become Sounding Boards for project wikis. More information is available at Sounding Board information. You also are invited to join the Flat Classroom Project Ning and the SB group.

There are over 400 students participating in the current Flat Classroom® Project. Providing feedback as a sounding board classroom aligns with the NETS Standard of Communication and Collaboration which emphasizes students learn "to support individual learning and contribute to the learning of others."

Sounding Boards provide feedback on one page of the topic wikis. Peer review is in the following format:

List 3 things that are very good about this wiki project. Write 3 paragraphs (there are how many sentences in a paragraph?) Consider:

* Content - clarity, quantity
* Communication - between the students as collaborators
* Wiki Presentation - design, use of graphics, layout

List 2 suggestions for improving the wiki page. Write two paragraphs. Consider:

* Content - clarity, quantity
* Communication - between the students as collaborators
* Wiki Presentation - design, use of graphics, layout

List 1 piece of new knowledge your group has obtained thanks to this wiki page. Write one paragraph. Consider:

* Content - clarity, quantity
* Communication - between the students as collaborators
* Wiki Presentation - design, use of graphics, layout

Becoming a Sounding Board classroom is not time draining. These peer reviews take one 45 to 90 minute lesson. This activity will provide an opportunity for your class to practice peer review techniques. This is a guide I used with my students -> 3-2-1 peer review

Be a SOUNDING BOARD!

All details: http://fcp11-3.flatclassroomproject.org/Sounding_Boards

Application online form: http://tinyurl.com/soundingboardfcp

technorati tags: SB soundingboards FCP

Global Education Conference Call for Proposals

2011-10-05T17:24:00.001-04:00

Global Education Conference Call for Proposals

Second Annual
Global Education Conference
Streaming Live Online
November 14-18, 2011

Week-long, world-wide event featuring sessions and
keynote addresses focused on education technology and global classroom initiatives

August 31, 2011 – The second annual Global Education Conference, a week-long event bringing together educators and innovators from around the world, will be held Monday, November 14 through Friday, November 18, 2011. The entire conference will be broadcast online for free using the Blackboard Collaborate platform (formerly known as Elluminate/Wimba).

The Global Education Conference, a collaborative and world-wide community effort organized by the Global Education Collaborative and Classroom2.0, is aimed at increasing opportunities for globally-connecting education activities and initiatives. Last year’s conference featured 387 sessions and 60 keynote addresses from 62 countries with over 15,000 participant logins.
Sessions were held in multiple time zones and multiple languages over the five days, and are currently archived as a standing educational resource at http://globaledcon.weebly.com/recordings.html

The Call for Proposals for the 2011 event is now open at http://globaleducation.ning.com/page/call-for-proposals Presenters can submit proposals for general sessions focused on one of four possible tracks: Teacher Track; Student Track; Curricular Track; and Policy and Leadership Track. Proposals should focus on ideas, projects, and initiatives that promote global understanding and collaboration. The deadline for submissions is ~~October 15~~ October 31st ! Keynote presentations are by invitation only.

Session proposals are to be non-commercial. Interest in commercial sponsorship or presentations should be directed to Steve Hargadon at steve@hargadon.com.

For further information, please join our network at http://globaleducationconference.com and follow us on Twitter (@GlobalEdCon) and using the hashtag #GlobalEd11.

technorati tags: gec11 gec2011

Library 2.011

2011-10-04T01:34:00.000-04:00

I Like Big Books - Dowell Middle School

2011-09-04T12:20:00.000-04:00

technorati tags: reading library literacy

Putting your best foot forward

2011-08-29T17:20:00.000-04:00

When you present yourself to others, in person, on the phone, live audio, or online, first impressions do count. The importance of your reputation becomes crystal clear when you apply to schools, colleges, and universities and even more crucial when you apply for a job.
Put yourself in the other person’s shoes for a moment. You have a job opening for a clerk typist 3 (a common designation in Pennsylvania) and 2700 applicants. Are you going to wade through resumes for people who call themselves the name of a film star from the other side of the tracks on social media sites? Are you going to hire someone who has pictures on their profile that are suggestive? Are you going to offer a second interview to someone who regularly uses language that would make a grandmother blush?
So how do you put your best foot forward online?
1. Username – Pick your pseudonym carefully. If you are under 18 (or 21 depending on your country of residence and your comfort level), do choose and use the same pseudonym everywhere online. Ask your grandmother what she thinks of your potential username BEFORE you use it. Consider your email address too. Many sites display your email address as well as your username.
2. Profile Picture – If you are under 18, DO NOT post your photo online. Use an avatar maker, and there are plenty, or a logo (like the Nike swoosh). Make your profile pic be your personal brand without jeopardizing your online safety.
3. Language – Remember that your grandparents have plenty of time on their hands, now that they are retired and they are probably reading everything you write. Do not use language that you would not use with them.
4. Information – Be careful WHAT you post online. Do not provide your address, your birthday, or phone number, or post that you will be at Big Macs at the Main Street Mall at 8:00pm.
5. Content - What you write can be as impressive as how you write. Try to discuss your area of interest. Try not disparaging other people by name and not discussing the latest beer bash at the local college.
As the new school year begins here in the USA, many of you will be creating user accounts on different platforms. Take a moment to think about your digital reputation and how that will affect the rest of your life. If you think anything you post online is private and can be deleted, I refer you to
1. http://www.youtube.com/watch?v=dT1GvPQG904
2. http://wayback.archive.org/web/

technorati tags: footsteps reputation online safety

Announcing the Flat Classroom® Workshop for 2012 - Mumbai, India!

2011-08-22T14:11:00.001-04:00

Announcing the Flat Classroom® Workshop at ASB Unplugged, February 2012. Our wiki has been updated http://asbunplugged2012.flatclassroomproject.org/ and there is a link to a registration form at http://tinyurl.com/asb2012flatclass

This promises to be an amazing experience once again for educators and students. It is also being held in conjunction with the release of our book, "Flattening Classrooms, Engaging Minds". We do hope you can join us! More details about the program coming soon. However you may like to browse the wiki from 2010: http://asbunplugged2010.flatclassroomproject.org/

Don't forget to join our Flat Classroom® Conference Ning http://flatclassroomconference.ning.com/ and join the group for this event!
http://flatclassroomconference.ning.com/group/2012-flat-classroom-workshop-mumbai-india

technorati tags: ASBUnplugged FlatClassrooms julielindsay coolcatteacher

A sure foundation

2011-08-16T09:12:00.009-04:00

A theory is the glue that holds the research together with other research studies of its kind. It is the framework upon which the concepts are hung much like an art gallery wall provides the structural basis upon which artwork is displayed. Creswell (2009) states on page 51, “…a theory is an interrelated set of constructs (or variables) formed into propositions, or hypotheses, that specify the relationship among variables (typically in terms of magnitude or direction).”

A conceptual framework or an epistemology is a frame of reference for making sense of the research. Creswell (2009, p.6) points out that a worldview is a way of perceiving the world that guides action. Quantitative research has certain worldviews associated with it and qualitative research has differing worldviews associated with it.

The theories used in the articles I annotated served to ground the studies or provide a way to make sense of the research. The theory used in each study provided a wall on which research could be hung for viewing and consideration.

Many studies centered on teacher professional development used qualitative or mixed methods to organizing the research. Reynolds (1971, p.4) reminds us that scientific knowledge should be useful as a typology, as a predictor of future events, an elucidation of historical events, and provide a way to control events. Each research study was useful in these ways, enabling those who would use the research as a framework upon which to hang social change proposals of their own.

Creswell, J.W. (2009). Research design: qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: SAGE Publications, Inc..

Reynolds, P. D. (1971). A primer in theory construction. Boston, MA: Pearson Education.

technorati tags: theory Creswell Reynolds

Flat Classroom® Projects - applications now open for elementary, middle and high school projects

2011-08-05T11:15:00.000-04:00

Applications are invited now for a selection of internationally recognised and award winning global projects run by Flat Classroom® to start in September 2011. Co-founders Vicki Davis and Julie Lindsay are excited to be offering these opportunities for classrooms globally to connect, co-create and learn together in a carefully designed and supported digital environment.

The Digiteen™ Project explores digital citizenship through interaction and provides an opportunity for students to not only talk about digital citizenship, but experience via online connection, collaboration, shared research and presentation. It also has an action project component where a classroom designs an action to be carried out in their own school community and then shared back to the global partnership.

The Flat Classroom® Project is designed to develop cultural understanding, skills with Web 2.0 and other software, experience in global collaboration and online learning, awareness of what it means to live and work in a flat world, while researching and discussing the ideas developed in Friedman's book.

The ‘A Week in the Life...’ Project aims to join Elementary School classrooms globally with a view to exploring what life is like in each area/country through discussion, sharing and collecting multimedia to create final products together. The curriculum focus is Interdisciplinary, how we live, how we communicate, cultural understanding and awareness.

Entry to a each project is via application and subscription. In order to help meet the subscription price, teachers can apply for a limited number of sweat equity positions as ‘lead teachers’.

All details for each of these outstanding projects can be found linked from the Flat Classroom® website. We welcome inquiries to fcp@flatclassroom.org

Watch this space for more announcements of new projects coming, including the repeat of the popular ‘Eracism’ Project, as well as an opportunity for educators to join our next Flat Classroom® Certified Teacher course, also starting in September 2011.

Also, our book, ‘Flattening Classroom, Engaging Minds: Move to Global Collaboration one Step at a Time’ is due for release January 2012. Find out more at www.flatclassroombook.com

technorati tags: fcp11 digiteen11 AWL11

Manage your digital reputation

2011-08-01T09:51:00.000-04:00

1. Google yourself - search for your name + your industry. So Susie Smith working at Citicorp as a collections specialist would search for Susie Smith + collections specialist. Find out what the employers are seeing. Maybe you have to explain to potential employers that your last name on myspace drinking a beer is really your nephew !

2. Monitor mentions - Subscribe to a search of your name and scan through it in your RSS reader. You’ll never miss when that big name blogger says your post was good or that student dragged your name through the mud.

3. Give back - Comment thoughtfully on the posts of others and comment everywhere. Repost, reblog, like, share, the more you give the more will be given unto you. That is a guideline inculcated into me as a young adolescent and it has remained true. Invest some time in finding an easy way to share and comment – I use @add this, the FireFox add-on and use the buttons for sharing that many posts already have.

4. Engage - Converse with others, really, really think and converse. Just don’t be a talking head, but reflectively share and talk to people, not tools. Many use a digital tool to keep track of comments like Cocomment You may find that useful. Subscribe to the notifications at the bottom of many posts in order to keep yourself in the conversation. Engaging conversation goes beyond the cursory greetings.

5. Create - Write posts, take pictures, microblog thoughts, create videos, report on projects. You read the creations of others. Take the next step and create for others to read, see, watch, and do.
Photo by Riptide Furst

technorati tags: RiptideF Deventhal digitalreputation