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Embracing a cyber world – understanding and managing the risk Brett Lee

Brett Lee

Embracing a cyber world – understanding and managing the risk

Start kids young on the Internet so that they learn at an early age the rules and guidelines for when they are older.
If kids are unleashed on the Internet as a teenager, they will choos rot push the boundaries. 

The Internet creates myths about how we are reacting and interacting.
One of the main ones is to give the feeling of anonymity.
Another one is that they think it is a private space, but it is a public space that is accessed within a private space. Then same rules apply.
It gives them power.
They think they can see others and don’t think others can see them.

Myths need to be dispelled.

it is about how we treat people.

EG: You wouldn’t give a stranger your photo on the street, so you don’t do it online.  You wouldn’t talk to a random stranger your name, your email, etc, so you don’t do it online.

Kids need to be given reasons for doing the right thing.

Just because you cannot see a person’s face, does not mean that they are not real, and therefore they could intend to hurt you. You must always choose to treat them as if they are a real, physical person in front of them.

Students need to be helped to conceptualize their actions as part of the real, physical world, that the virtual world is just a representation of the actual physical world.

They see the screen world as imaginary, and it needs to be made real.

Double check online ‘games’ that disguise chat rooms as a ‘game’.  It can teach kids to react in a particular way to the approaches of strangers.

Cyberbullying is under the same category.  The way you treat someone online or in the virtual world goes by the same rules. If you wouldn’t say it to them or do it to them, then you shouldn’t be doing it.

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February 25, 2011 Posted by | cyber-safety, Learning@schools, technology | Leave a comment

FLIP videos for teaching languages

Flip cameras and languages
Mark Trudell
St Andrews Middle School, Hamilton

Can contact local university and see if they will fund a trip to another country for you

Using Ako’s principles of learning with the students, teachers and students learn from each other
Teaching as inquiry

Action research project
Does the use of video as a reflection tool help students learn a language?

Met with students and set personal goals
Came up with ICT tools that they used: FLIP video, Audacity, Voicethread, Voki

(Toon Do?)

Students came up with own success criteria

Gathered baseline video of students having a basic conversation 
Comparative data showed longer more authentic conversation
Progression data, first unit teacher-led, then every other unit was run by students

WALTS co-constructed by students
Then students complete self-assessment via FLIP video 

Using Learning Language Series available from TKI
http://www.tki.org.nz/r/language/lls/

Techniques can be used in other subjects or topics
Video and then show it to the kids and ask how things could be improved. Work on those things, video again and compare.

February 24, 2011 Posted by | hardware, Learning@schools, technology | 1 Comment

Genius cafe – PD using Google Apps

Genius cafe
Professional development using Google Apps

Presented by Nelson cluster – 7 schools
Che
Anna
Michael
Isaac Day

‘None of us is as smart of all of us’ Ken Robinson CROWDSOURCING

Walkthrough
Have a chance to see every other school in cluster. This could work in Wellington.

Genius Bar is basis for this. Walk in IT support? From Apple.
http://www.apple.com/retail/geniusbar/

Document started with title and national goals
Then TASK table, columns which tracked completion

Important basis for this was that the teachers led the cluster, even within the parameters of the normal school day. Also, based on student leadership.

The process looks like this:
-Contribute to shared doc
-Research 
-Develop plan
-Contribute
-Reflect

Get a space and divide it into sections
Creativity centre (sandbox and Geniuses and FOOD and COFFEE)
Innovation centre (trade centre)
Play centre (have a go playing with technology)
Learning centre (run by students, specifically targeted learning, 3 minute sessions)

Asked vendors to come along
Brainstorm ideas for each section, each centre
Allowed an hour and a half per session in the sandbox.
The idea is to give teachers a chance to try out and play

Geniuses were told to deliver info short and sharp and not to do it for the teachers.

Nelson handed out laptops, no need to bring own, had power cords available, etc.

Genius cafe will probably be running on the 15th of April 2011

Asked students the question: what do you know that teachers need to know?

Then they picked the best three. Put them on a big card next to the genius. Ask me about…
Gave students GENIUS t-shirts
Students would offer their services to teachers.
Intention was for teachers to be able to choose from the posters.

Geniuses were selected from all the schools through applications.
Chose students based on social skills.
Students found it a little difficult to fill out a CV.
Next time, would choose a team of four from each school so they can go back to the school and give back there too.
Had two training days.
Told TWO things
-Our hands off, their hands on
-3 minutes maximum
-Send them away, preferably to the sandbox to play with the idea

What about kids teaching kids? Slightly different focus than this project. Practice day was with other kids.

Had a morning and afternoon sessions. Reached 82 teachers.
Released teachers with cluster funding.

Ewan McIntosh ‘Don’t tell people what they need to do; pitch to them.’
And choose carefully, you could pitch to the students instead.

Have a keynote speaker via a video. Make an area where people could watch it.

February 24, 2011 Posted by | Learning@schools, pedagogy, Professional development, technology | 1 Comment

Book talks from CORE

Booktalks from CORE Education

http://www.booktalks.org.nz

Need screen, lapel microphone, speakers, Skype

Go to Getting Started page and make an account
Then use the login to get into the site

Currently over 40 authors on the site

Can use drop down menu to Search. Can only search one option at a time.

In the author page, times available, cost, book titles.
Often other links or information available too.
Payment is between organization and the author.

In future, some sessions may be available through funding through NZ Book Council

Can also work with Writers in Schools through the Book Council

Book Council is also offeringCreative Consultancies, where authors come and are writers in residence in your school. Perhaps across all LOOP/ Wellington schools.

February 24, 2011 Posted by | Learning@schools, Video conferencing | Leave a comment

Digistore Learning Paths

Finding your way with Digistore Learning Paths

Rochelle Jensen

Te pataka matihiko http://digistore.tki.org.nz/ec/p/home
Software for learning

What is a learning path?
Why create one?
How do I create one?

A collection of links that can be accessed all in one place 
Collection of learning objects with teacher comments

Once created, students do not need password to get in.

(have a look at the real friends collections for year 12 media, animation to recorded interviews)

To learn how to make one go to http://digistore.wikispaces.com/Learning+Paths
-what is the purpose?identify learning goal/purpose
-locate relevant resources
-add digital content
-add teacher notes

Use Advanced Search or About this Site to find content.

Advantages
-Strong in maths
-Strong in content for juniors
-Strong in New Zealand content
-Includes primary learning objectives

Go to Using Digital Content Wiki and choose Additional Sources

February 24, 2011 Posted by | Digistore, Learning@schools | Leave a comment

The future of technology-mediated teaching and learning

The future of technology-mediated teaching and learning
Scott McLeod
scottmcleod.net

How do you bring the big ideas into the classrooms

Leaders must be proactive, to prep school organization for what is in the near future (3-8 years)?

Lots of schools are looking at applied knowledge. How do we measure that?

College workforce readiness assessment
Computer delivered assessment, 5-6 tasks to complete
About 90 minutes to answer each task

Based in problem solving skills and presenting information in a very different way than typical writing required in secondary school.

What does success look like?

Remission, game that helps kids deal with effects of cancer?
Serious games about social consequences, etc.
Oiligarchy
Find shelter for the night, UNHCR 
Conspiracy code

Florida Virtual School http://www.flvs.net

Virtual environments
Simulations

Technological deterministic, it IS coming. These online virtual game-like environments are in the future. (Did look mostly like a game-like version of Blackboard)

However, simulations work by knowing every parameters? Can students really learn about unexpected or flawed outcomes within the realm of everything being known?

Because the software is doing certain aspects of the job, we have to figure out how to fill the other hours. If the basic stuff is being done by software, then skilled teachers will create rich, divergent project-based possibilities to add to these.

Environment needs to be created where at least half the time there are rich interactions with teachers. Must not allow those policymakers to replace all teaching with software and accept mediocrity as ‘education’

School of One
What problems are there with this sort of thing?
What about higher level thinking?
How do you account for qualitative marking, higher level thinking?
Sylvia Martinez – ‘Orwellian’
-Confused vocabulary in the video.
-Delivering content is not teaching and it is not learning.
-basic skills drilling is not good for kids who don’t get it.
-Through these sorts of tasks, basic skills, the idea that there is a secret answer that everyone else knows is confirmed.
-Kids can be trained to test better, but it is not applied or confirmed or real knowledge.
-Giving kids more tests is not the answer.

Electronic essay grading? Can judge mechanical aspects of essay.
Matched with physical teacher, sitting side by side.???

It is important to know that this is coming down the line and to grapple with it. And to come up with good answers and opinions based on real research and not just instinct, which is often based in fear, desire to preserve our current state of being. To be involved with the initial discussion about it.

And
E-books, can we still call it a book?
Innovation comes from the edges, rubbing against each other
Traditional path of innovation of core and it spreads out is reversed?
And what implication does that have for education

Chris Anderson of TEDtalks on video driving innovation

Journal
Science of visual experimentation?

February 24, 2011 Posted by | Assessment, Learning@schools, pedagogy | 2 Comments

Sylvia Martinez-the 92% Solution

Sylvia Martinez 
The 92% Solution 

The 92% refers to the students. They are about 92% of the school population 

Generation YES
Students work with technology to bring new skills to their own schools. Sort of like Tech Angels but on a much bigger scale?
Integration of technology for a particular purpose

http://www.genyes.org
smartinez on twitter
Blog

(ramifications for an aging population. Really important to capitalize on this I think)

Include students in the process of using technology to make education better
Value their contribution
Provides support for technology use outside of formal PD

Hoping that 8% of the school population has enough time and knowledge to use technology effectively for everyone.

Technology ecology
Waste nothing (talent, energy, passion)
Multiple purposes and uses
Raise the bar
Grow your own

You have to create more competency within your own ranks

Tech support can encompass more than just fixing broken things

Media Smart Day
About students teaching students about cybersafety, media literacy, etc, planned by the students

Allow students to have knowledge of the standards and objectives, let them in on it. Make them allies.

Report that analyses students based on being ‘nonconformist’ students
Somewhat self-selected, self-identified, hackers
Traditional influentials
Promoters
Recruiters
Organizers
Networkers

These are the kids you need to get involved in things in order for other students to listen

Create a system to keep track of what the students do, by hours, by number of teachers, the applications, etc. As well as anecdotal evidence, videos, etc.

This sort of programme has better results than standard, formal PD.

Student leadership models
1. Train and support staff
2.Provide tech support
3. Developing resources and communicate for school
4. Mentor peers

Also, can reach out to community
-Make websites for local businesses
-Run courses for local groups of people

Authentic problems for student support
1. Tech support
2. PD support, in and out of classes
3. Student technology literacy

If there is peer support for advanced algebra, why not for technological literacy?

Take the most important problem that you have and figure out how student scan help with that.

Student projects are used as basis for assessment.
Peer mentors help to answer additional questions.
Students are taught how to mentor, to ask questions, to help people.
Both parts are used to assess students. The actions of the peer mentors can be assessed against criteria and the actions of those completing the projects are too.

February 23, 2011 Posted by | Learning@schools, pedagogy | 1 Comment

If games are the answer, what is the question? Sylvia Martinez

If games are the answer…Sylvia Martinez

Generation YES? Youth Educators Support

Students have to be more involved in their own education

Games seem to be a great metaphor for education, starts simple moved to more advanced.

Unfortunately, worlds are finite.

Students are mesmerized, but WHAT are they learning? Are they learning what we want them to learn? (does that matter? Is it about what WE want them to learn?)

Games have been used for ages, but the idea that schools can use games to educate?

If we look at the non-computer based games, you can easily see that there are connections between the broader ideas like logical thinking in chess and maths. You need to be able to make these arguments about games, if you are going to use them in the classroom.

Games are not socially isolating. PEW studies.

Chris Crawford, on games ‘It is not games, but schools that are the newfangled notion, the untested fad, the violator of tradition.’

Not the same questions:

Are games useful for learning?

Are games useful in schools?

Ask yourself what do you believe? What do believe about learning?

And does the game present the same ideas that you believe in?

Do not be fooled by whistles and bells? Is the game giving rewards for speed? Or time spent on problem? Or memorizing? Etc.

Game genres – there are a variety. Kids don’t love ‘games’; they love CERTAIN games. Knowing which one(s) are appealing is important?

There is something soothing about games, and we shouldn’t mistake that for engagement or learning. Repetitive actions.

Ask the question, what is this game asking me to do? What is it rewarding?

Types of games used in schools:

edutainment – mostly emphasize right answers, speed memorization

Serious games- (seriousgames.org) games built to teach a specific skill, coping with various things. Eg: Ayiti, the cost of life. Purpose is to teach the value of education.  Lots of time needed in classroom, therefore this become problematic.

Virtual worlds

Alternate reality games

COTS

Tabula digita? DimensionM 

Alfie Kohn, on schools

‘In reality, it’s the children who don’t understand the underlying concepts who most need an approach to teaching that’s geared to deep understanding. The more they’re given algorithms and told exactly what to do, the farther behind they fall behind in terms of grasping these concepts.’

The logical journey of the Zoombinis is a good example of a good game. To encourage problem solving. Based on set theory. Problems need to be discussed.  Really important to design the context in the classroom that is around the game, not just play the game.

Alternate reality games,

Ghosts attack – overlay on Google maps (actually an IKEA catalogue!)

Uses big B&W squares to let you see your ‘new’ layout before you buy.

Could use Google Sketchup to put items in a Google model and then see what it looks like? Could put game parameters around the task to make it more fun.

COTS

Kurt Squire on Civilization, lots of research on games, in particular Civilization

Some kids felt it was too hard

25% of students said they loved playing it, thought it was a perfect way to learn history

Students played the game in different ways, leading to different understanding

Students played differently based on gender

Sim city vs Sims, is better for classroom because ‘bad things’ happen

sometimes the answer is to change the game

Sometimes the answers adapt the context to highlight certain things that you are trying to teach

What video games can teach us about reality -James Gee for a list of things that games cam bring to the classroom.

What goes wrong?

Lack of fun

Has competing design goals

SPORE – uses language of evolution without any of the major principles

Wishful thinking about games- that education can be put into a game, you sit your kids in front of it and learning happens. AND that you can get money out of it.

Three rules that you must follow:

Wear your skeptic hat

Play it

Adapt it

Play them – are they games or game-like?

Ask toguh questions. Is it better than a worksheet?

What do you believe about learning?

Avoid

Kids love this

Content, deliver, mini games, correlated to state standards

So much fun the kids won’t know they’re learning – kids play games becaus they’re challenging

Educational software

Look for

Games you okay and discuss

Programmable

Supports big ideas

Offers multiple ways to ‘win’

Lightbot

GOOD BOOKS to help

How computer games help chidren learn James Pau Gee

Everything bad is good for you

What works – taking games to the next level

Students designing and programming own games

Students learn the how and why behind the simulation

Scaffolded learning, mediated by the computer

Student programs the computer, not the other way around

Risk-free risks

Don’t separate the so-called ‘boring’ stuff from the game play.

Have kids share what they are learning

Ask the questions: Is it too hard? Pretty? Dumb? Exciting? Fun? Etc?

Examples of games to teach programing

Floor turtles

Pico

Star logo TNG

Micro worlds LCSI

Scratch

Teaching programing

It’s not that hard

There are many teachers doing it in many different ways

Gives Students agency over the computer

Games in education

Joy in learning

Need adequate time

Crucial teacher role

Authentic assessment

Reflective activities

Kick it up – let kids design their own games

February 23, 2011 Posted by | games, Learning@schools, pedagogy, technology | Leave a comment

Thinker’s toolbox

A quick taster breakout that is discusses developing a ‘thinker’s toolbox’

Paula Jamieson

Thinkers toolbox wiki.

Presenting on a variety of techniques to encourage thinking

Mostly primary and junior secondary

Has a literal toolbox

Lots of graphic organizers and prompts for different kinds of thinking, based on different ideas about thinking, Blooms, deBono, etc. Ideas and question prompts are included.

Recommends not using wall. Try to get the workspace on the floor.

Has been known to not have desks, or chairs in classroom.

Uses laminated sheets to enable writing on and reusing.

Developing a common language for talking about learning.

February 22, 2011 Posted by | pedagogy, technology | | Leave a comment

Learning@schools 2011 opening speaker Scott McLeod

Scott McLeod (USA) is the opening speaker.
Topic: two big shifts and one big problem: the growing disconnects between schools and our digital, global society

I think this will probably be the most important talk for me for this conference.

This is his website where you can see what his presentation looked like.

He proposes sitting down with MPs and politicians and sharing the new landscape with them and clarify what changes are important.

He talks about the massive shifts in our time, this is a time of huge change- economic and climate, etc.
One of the most significant is the movement to web, not just small ones, like purchases, but also massive ones like romance, social contact. McLeod makes the parallel to the development of the printing press, but particularly in the rhetoric and alarms around the change, and also the changes in SOCIETY, that is, that masses of information is available to the masses. Third party intermediaries are being removed from the PUBLISHING end. Anyone who wants to be heard can be. (The change before was ACCESS to information.). Before, we had a ‘push’ out society, now we have more of a dialogue, collaborative society.

We all now have a voice; we can find each other; we can work together.

AND it is mobile.

Tis is now an active space, not a passive space. A place where things are created between people.

Disruptive innovation by Christenson
The blue lines are the disrupting innovation. These are major game-changers, the ideas that change the way we think about the world, that replace the things that came before.

These technologies and the current changes are the disruptive innovation. MY question is WHAT IS THE DISRUPTIVE INNOVATION FOR EDUCATION?

‘In education, universities would love for you to come to classes.’ Scott McLeod

‘All the companies that revolve around information need to change rapidly and radically or we are going to go under. How long can we pretend that the changes that are affecting other areas of society are only going to need minor changes, or added value, etc. The changes are DESTROYING certain groups in society; education is on the list.’

Effect of major economic shift
Jobs that are location dependent versus location independent. There are certain jobs that you can locate ‘offshore’. (If the factory work is going overseas, then the reason for training people to be good factory workers through school is also disappearing. What does this mean for education?)

Also a decline of routine mental work, because the jobs can be done anywhere, by any body.

Also, disappearance of cognitive labour with machines. Like making own reservations, checking own groceries. Even accounting functions, etc.

The only area of growth is around ABSTRACT, COGNITIVE work in the developed world. Think key skills, key competencies, etc. (NZC)

Three types of work:

  • Low skill, low wage
  • Low skill, high wage
  • High skills, high wages
  • The problem is that job brief in the middle range is disappearing. NZ’s economy is staying somewhat stable based on low skill, medium wage jobs. These are the cafe owners, tourist industry type jobs.

    ‘Can someone overseas do it cheaper, can a computer do it faster? If answer is yes, your job is GONE.’

    Therefore, we need to farm out all the stuff in teaching that someone overseas can do cheaper or that a computer can do faster, and focus on the ABSTRACT COGNITIVE work that is location dependent. What might these things be?

    McLeod says that he would advise the politicos and MPs, etc, to invest in the ABSTRACT COGNITIVE work. Not to protect what we have already, but to invest in the future.

    What we need to do is make students

  • Societally functional
  • Creative
  • ‘Does the pedagogical foundation of the 1800s prepare our students for the future?’ Scott McLeod

    ‘No generation in history has ever been so thoroughly prepared for the industrial age.’ David Warlick

    What implications are there for New Zealand schools?

    (Okay, but how do we motivate students to engage in education in this manner? A certain amount of this has to do with being self-motivated?)

    TWO BIG TASKS

  • Live above the red line (in upper end of Bloom’s,) everyday
  • Pull in technological tools to do this.
  • Loads of things to do:

  • Every kid, every home will need broadband.
  • Teachers need equipment.
  • Students need robust equipment.
  • Low to no cost online textbooks, greater flexibility of funds
  • Need to focus on training etc
  • Need to make radical change rather than small incremental changes.
    Need to make huge changes rather than waiting and reinforcing what has happened in the past.

    Time to devise whole new way of teaching, learning, pedagogy.

    BUT if the leaders don’t get it, then it won’t happen.

    Big questions

  • In an era where the Internet is at your fingertips, why do we ask students to memorize?
  • In an era where you can keep all your stuff online, what do we do with certification?
  • When are we moving to exponential rather than incremental change?
  • What happens to libraries and librarians if the texts are electronic. Should we still be calling them books?
  • What percentage of my job requires me and addresses abstract cognitive work?
    What percentage of education is involved with this higher level? Is an hour enough? No.

    Teachers, educators need to market ourselves, inform our policy leaders about what is needed.

    February 22, 2011 Posted by | pedagogy, technology | , , | Leave a comment