Saturday, March 21, 2009

TI3 – Inquiry, Innovation, and Individualization

Sorry again for the unedited notes from MACUL

Working with a disruptive unmotivated population

Blended classroom

Using moodle – computerized everything he has.

Choosing to teach in the most effective manor regardless of the failed state outcomes

Teaching inquiry based requires some level of intrinsic motivation. His experience is it only works with motivated students.

Today's teacher has to be incredible. Normal won't cut it. Teachers last less than five years

Using a split class environment – computers for half and inquiry for half.

Has 16 computers for his room using a 10,000 dollar grant.

Project goals:

  • Every kid 100% engaged. They don't always finish, but they do work.
  • Inquire, Innovation (split the classs – essentially teaching 2 courses at once), individualization
  • Using 4 stations of 4 desktop computers
  • Does a physics demo using a nail bed but it doesn't work to engage.
  • Enrollement key moodle is course name small letters
  • Online Moodle assessments
  • Grade by assessment or portfolio – Demonstrate 70% satisfactory work
  • Late work is overlooked if it is completed


Digital Citizenship

Digital Citizenship - Jason Ohler

So I'm throwing my notes out to the ether in raw form.  Apologies for the errors, but I'll never get this blogging thing down if I wait for perfection. 

   Copyright is not the primary issue
  • redifining community

  • study what we use - with any tech or technique we should look at the impact, the value the cost

  • articulate our fears

  • write a new story

Every technology connects and disconnects
  • we fail to see the disconnect and understand the critical effects of any tech

  • What would the warning label be on the tech we adopt, how does it affect us socially, personally, physically.  Shine a flashlight the tools and see the scope of their impact.
Why are we uncomfortable with tech.

  • It's ubiquitous

  • it's invasive

  • it's rapidly changing

  • it's resocializing

  • sovereignty - who controls whom

  • technology is determining human endeavor - if you have the internet you will surf, if you have a car you will drive whether we need to or not.
We can have what we want
  • If you can have what we want we can have the school we want

  • It's not about the gear the it's about the story, what is the story we want to tell about our schools.  We have to engage proactively.
What's new
  • Disocciated action (place) many activities independent of where we are physcially

  • leveraged action (power) we can use a tool without seeing the effect

  • generalized action (anyone) ownership rights, copy right, asking the open ended questions about our digital actions
slideshare Jason Ohler
View more presentations from jasonohler.

What is our mantra?  not our mission statement
Be a de"tech"tive
Ask the questions
investigate, analyze, evaluate, and recommend.

Thursday, March 19, 2009

Six hours into MACUL

There's a lot to process when you attend a conference, but a common theme seems to be playing catch up. Schools seem ill prepared to provide just in time learning using relevant technology. Just wondering why.

Alan November at MACUL

This will be an on the fly blogging of Alan's keynote at MACUL.

Most interesting question posed so far is when will your school transition from traditional closed book tests to open sourced tests using questions designed to apply information with no limitations on source of info (computers, cell phones, groups).

Now he's discussing how we can put students to work finding the assignments that will address our most difficult concepts. Shifting control to the students.

All children will become curriculum researchers. It's important to assign roles and tasks to students. The importance of researching other viewpoints. Google search "site: "General Gage" to refine search results.

Custom Search in Google. Design a custom search engine for your class. This would be useful for our current renewable energy unit. Must have a Google account to customize. Student designed search engines are "more fun". Collaborative: the work of one students contributes to the benefit of all students.

Screencasting tools for student demonstration. The public context of web publishing makes student work important. A different voice explaining a concept may have a greater impact on learning amongst peer groups than the single voice of the teacher according to research.

Student Jobs: Research design team, search engine design team, tutorial design team.

Adding technology to schools is not enough. Real jobs are what make learning important.

Information and global communication planning versus technology planning. Assume we need equipment and move on to the bigger picture of what information and communication we going to generate.

Apologies for any typos.