Author: anneberland (Page 1 of 4)

Last week we met in a video conference room on campus for a distributed learning experience Dr. Verena Roberts (@verenanz) conferenced in from Calgary

• She is an educational technology expert, and recently finished her dissertation in Open Learning Design Intervention – How to Expand Learning in High Schools Using OEP – expanding learning beyond the walls of the classroom
• Experience from pre-K to grade 11
• “real learning begins when we are left to figure something out, to problem solve, to collaborate and discuss with people with experience” – quote from one of Dr. Roberts’ students
• Students have opportunity to access people, content and ideas that were previously inaccessible
  • real and preconceived barriers to accesssing digital networkds outside K-12 classroom walls
  • Not all teacher have experienced open learning and they looking for ideas and examples of expanding learning – need a framework
• Learning is learning – online, blended, flipped, multi access
• Influenced by Vygotsky, Dewey, Barth, Scardamalia & Bereiter
• Also newer researchers as well
• Kids creatively change what they are doing all the time
• She wanted to bring this concept to the learning environment
• Introduce digital literacties – interactions, collaborations, connections
• Need framework: Be reflective in order to:
  • Stage 1. Building Relationships – find out who they really are. Do some prior assesment, learn about their personalities
  • Stage 2. Co-Designing Learning Pathways
  • Stage 3. Building and Sharing Knowledge – podcasts, websites
  • Stage 4. Building Personal Learning Networks (PLNs)
• Need to scaffold inquiry
• Inquiry questions: How do I search & communicate online? Who is my online audience” How do I solve a community problem? What is my story and how does my story inform my identity?
• Lots of resistance from students about finding own information online and embracing the new methods of documenting their learning (they all stuck with PowerPoint initially)

BUT the video conferencing connection was very clunky in the end. It was choppy and Dr. Roberts didn’t seem to know when the connection was frozen which was frustrating for her I imagine.

• Developing digital literacy with helps them expand with the digital tools they use, give them choice in who they want to expand AS, i.e. maybe as a group with anonymous identities
• They expanded in the tools they were able and willing to use – from Google Slides, to making their own videos – let them decide what they feel comfortable sharing and with whom

This was as far as we were able to get with Dr. Roberts as the connection failed so much, but she shared her slides with us so the rest of the notes were what I gleaned from reading through them

• It is possible to start this at kindergarten – “K-12 Open Learning Continuum”
• Principles of open learning design

Take away – need high speed internet (preferably wired!) for video conferencing.

From Michael – how to increase student interest – bring in more technology for a diversity of modes of learning. Teachers should talk to each other so that they can draw on what has happened before and start making links between what students are learning and interested in. Doing inquiry with different levels will take scaffolding along the way. Then Michael gave a talk on distributed learning

• Distributed learning can be used in our teaching practice and also in our professional development
• In regular classrooms – you are either there or not – even when you can move the furniture, there are still barriers
• Other options: asynchronous, fully online or blended
• Teachers are new to online teaching too, so the system kinks have not always been worked out yet, they are sometimes assigned to teach this in this format without any *scaffolding*
• Peer responses can be difficult with the impersonal format
• Video conferencing needs special technology – sometimes in specific rooms, or with portable equipment
• Synchronous is when students are online together with a multi-way video chat
• Second Life-style with avatars – some ended up being traditionally look classrooms, hilariously
• Blended is a combination of face-to-face and online
• Multi-access – bringing robots in where necessary
• Some learners will never be able to go to school they way we expect, good to provide more opportunities for how they can learn – mental, physical health needs, remote or rural students,
• And what about climate change! Reduce transportation emissions

We tried out the website scratch and made a ghost catching game using a tutorial. It’s a cool program for learning the steps that go into creating code. It’s module based, when you can click and drag commands to create a program. This definitely would teach students all the tiny pieces that make up  the animations, games and videos they like the watch. I could see that students who want to learn more would be able to transfer these basics into how to learn what scripting and creating code and go wild!

We had our third day of inquiry presentations today.

First, Tessa, Jess, Denee and Dane presented about using technology in outdoor education.

• There are lots of apps to help students explore nature – citizen science, surveying, constellations, species identification, climate and weather
• Pros:
  • It can enhance learning, students can collaborate, encourages digital literacy, they can see and learn about places, plants and animals they’ve never seen before
• Cons:
  • They need access to mobile device or ipad – not all schools will have, or all students
  • Causes increase screen time and reliance on technology
• Risks:
  • Tech could detract from time outdoors is used inapprpriately
• Recommended apps:
  • iNaturalist – can upload photos and record observations, helps with identifications
    • Created at Berkely
    • Collaborate with other to collect information
    • Access observational data from other users
    • Your data can become “research grade” if it’s backed up by other users, people can leave comments and ask for more information
    • Goal: connect people to nature
    • It’s free
  • seek – by iNaturalist – quicker and more simple than iNaturalist, also free
    • Uses the research grade survey info from iNaturalist
    • Easier for younger kids
    • Doesn’t contribute data, just draws on the information
  • iTrack Wildlife – learning about animal tracks
    • Easy to use, provides information about different species (habitats, animal  behaviour)
    • Not free
  • Merlin – bird identification app from Cornell
    • Free
    • Website has game and webcams
  • Marine Debris Tracker
    • Contributes to citizen science, adds info to a database about marine debris
    • From NOAA and University of Georgia
  • Seaweed Sorter – makes identifying seaweeds more easily
  • PeakFinder – names the peaks around you
    • Just hold the camera up and it will identify them based on the view, labels show up on the screen
    • Useful for orienteering
    • Not free
    • Works offline
  • Peak Visor – like PeakFinder but free, not quite as many features
  • Globe Observer
    • Data collection for weather, mosquitoes, tree height and land cover
    • Need an account
  • NASA app
    • lots of content
• Skype A Scientist – website, connect on webcam with a scientist, hundreds to choose from
  • Can watch previously held sessions on youtube
• “BioBlitz” – a communal citizen-science effort to record as many species within a designated location and time period as possible – can use iNaturalist

Then Sioned, Colin, Laurel and Alicia presented about language and learning technologies

• They looked at tools for ELL learners and for students with learning impairments
• For students who don’t speak the primary language in the classroom, it’s very exhausting
  • 30% of people in B.C. have a first language that is not english
  • Google Translate: live transcribe function & Google lense
    • Translate is used a LOT in the Saanich school district
    • There is an app with a lot more features that just using it online
    • You can use it to translate text, or even conversations, and either make it into text or even read it out
    • You can save phrases, and download specific languages you use a lot
    • The camera can look at text and it will translate it
    • There are pauses, quiet voices don’t get picked up as easily
    • If you are using it a lot would be helpful to have a specific device if you are using it a lot
  • WT2 Translator
    • Wireless headpohones that offer instant translation in real time
    • 36 languages, 84 accents, 3 modes
    • One set has two headphones so two people can use if for a conversation
    • But wouldn’t want students to use it all the time since then they wouldn’t be picking up english
    • Probably limited by location of data centres around the world

• • Office 365 – in Powerpoint, the computer can listen to you talking and add real subtitles in a different language as you are talking. It’s wild!
    • The class needs to be quiet, and able to read for this to help
    • You also need to speak quietly
    • You can also record your slides with audio, and let students have the file so they can go back to it
  • Also youtube does offer subtites
• Assistive technologies – for students who have limited speech abilities
  • Tools have been around for a long time, but with limitations
  • Touch Chat – Augmentative and alternative communication (AAc) – non-verbal and students on autism spectrum
    • Pairs language with images, can be uploaded photos to personalize it
    • $400
    • Success depends on the individual
  • Rewordify – helps to explain text, needs to be copy & pasted or typed in
  • Teacher to student communication
    • Video modelling
    • Daily visual schedule (digital)
• Best practices and tips:
  • Use visuals
  • Newest not always most effective
  • Keep tech for language and learning separate from tech for games and play
• Universal Design – “accommodations are necessary for some, good for all!”
  • Have everyone in the classroom learn how to use technology so interactions between students are facilitated, shouldn’t just be used with a student and the EA
  • As teachers, we should be the ones leading these efforts

Next, Fran, Lauren, Hailey and Emily presented about digital storytelling

• The internet plus low cost distribution tools led to more digital media storytelling capabilities
• Storycenter in Berkley CA trains people in digital storytelling
• multimodal literacy that enables students to create a deeper understanding and emotional connection with their audience through narration, music and images
  • Narrative, historical or instructional stories
• 7 elements:
  • Point of view
  • Dramatic question
  • Emotional content – how to connect to the viewer
  • Voice recording
  • Soundtrack – music to compliment story
  • Economy – a picture tells a thousand words, effects can change meaning too
  • Pacing – consider the rhythm (2-4 minutes long usually)
• Fran made one with iMovie about her dog and it is amazing
• Digital storytelling can be easily linked to the core competencies
• It could be easier to let students tell a story they don’t write themselves first to explore the making of the video and then later transfer more of the responsibility as they start to write more personal stories

• Pros: multimodal, student voice and engagement, digital literacy, promotes critical thinking and decision making, promotes deeper thinking, a way to work on communication
• Cons: time consuming, need a lot of scaffolding, limited by what technologies are available to different students, students may have barriers to opening up about personal stores (need psychological safety)
• Risks: technology can fail you, where will the final product be kept, students need to konw about copyright infringement
• iMovie, Google slides/screencastify, Animoto, powerpoint
• Also: Comic Life (for slightly older students), Imagine Forest (free, focuses on the story aspect a lot), Speech Journal ((simple and well linked to oral literacy, recommended by speech therapists too)
• Tips: use storyboards to make a plan, set criteria about what elements are needed, but leave room for creativity, scaffold learning around apps with repeated practice sessions over time, allow personal creativity and inquiry, don’t try to learn tech and storytelling at the same time
• How students can use it: language arts, social studies, science, math, art
• How teachers can use it: flipped lessons, reinforce subject matter, resent new information in a fun, accessible way, promote increased participation from sick and absent students, comprehensive way to assess students’ takeaways

AND, Janel and John presented about using video in the classroom

• Video improves digital literacy
• You can take your class everywhere!
• Can make subjects seem more real
• Identify visual learners in your class
• How: replace written text to keep material diverse and exciting, use student made videos (iMovie, Shotcut for PCs, iPads, youtube (need to be 13)
• Link videos to Big Ideas in the curriculum
• Multiple viewings can help students make deeper connections
• Keep it short, or break up longer videos
• Use 3rd party tools like edpuzzle, Flipgird
• As a tool for assessment: pedagogical narration, how-to videos, digital portfolios
• Cautions: preview videos, have a purpose, euqipment dependant, don’t just play a whole video without engaging them about it
• Can use “start at”

Today we had our second day of educational technology inquiry presentations.

First, Hannah and Ruth presented about using OpenED to locate resources for lesson planning

• The philosophy behind OpenEd is to produce, share and build knowledge
• presentation slides, podcasts, syllabi, images, lesson plans, lecture videos
• Pros: accessible, increases equity of knowledge, eases collaboration, reduces costs, keeps content timely, students can supplement their education along their interests
• Cons: quality issues, information could come from non-experts, bias, technological issues, IP or copyright concerns, sustainability, lack of student/teacher interactions
• mathsthroughstories.org, lumen, curriki and more
• Common Sense
  • Independent non-profit organization dedicated to helping kids learn in a digital world
  • designed to assist parents, educators and advocates
  • For teachers: webinars for professional development (like digital citizenship, universal design, privacy training)
    • Also lesson plans for teaching about digital citizenship, or that use and integrate technology, or find media and apps to use in the classroom (reviews will include information about what ages they recommend it for, ratings, actual teacher reviews), relevant articles
    • Apparently they have LOTS of lesson plans so this will be worth checking out in the future

Next, Kathleen, Sydney and Anna presented about how the integration of technology affects students

• When technology integration is seamless – students are more engaged and take more control of their learning
• One Laptop per Child Study
• Don’t assume kids know how to use tech – not all kids are digital natives
• Screen time – appropriate? meaningful? empowering?
• They played this near & far clip from Grover

• Unplug – reduce stress, relieve eye strain, promote healthier lifestyle
• Pros: human experiences, not always passive (gaming is a way to connect with kids), gain skills and understanding of the real world, assessment through gaming could be a way to reduce stress (doesn’t feel like assessment)
• Cons: screen can be distracting in class, important to be aware of what students are accessing online, parents have concerns, missing out on real life experiences
• Risks: content more than the screen, few children are actually watching harmful amount of tv or other screen time (more than 4-5 hours)
• They talked about a pretty extreme case of kids being guided astray y the internet: the Slender Man attach on Payton Leutner in 2014
• Best Practices: use guided access security settings, talking abotu staying safe on the internet, test-drive all equipment
• You need: routine and transparency, accessibility and availability, focus on curricular goals

Then, Jamie and Nick presented about 3D design and print

• 3D printing is turning a digital model of an object then printing one layer of material at a time to create the object
• Model gets “sliced” into two dimensional shapes and send instructions to printer
• Printing is slow – 4-18 hours
• Usually some post-processing required to get the right surface finishing
• Software – tinkercad.com, rhino3d.com, fusion 360, onshape.com
• Pre-designed model sites: thingiverse.com, myminifactory.com
• Hardware: 3D printer, filament, computer, 3D print software
• (They are starting to talk about 3D printed homes, what!)
• Materials – PVA (polyvinyl alcohol, recyclable), TPY (Thermoplastic Polyurethane, slow to print, flexible, will break down when wet), PLA (polylactic acid, biodegradable, used at UVic, wide range of finishes)
• 200°C when printed, need supports or they will bend before they cool
• Pros: easy fabrication of complex shapes, few start up costs, easy customization, prototyping, less waste production, support material melted down and recycled
• Cons: temperature is very high so could be unsafe to have around kids unsupervised (camera showing live video could be a way to get around this), time to print can be long, especially for cheaper machines, size of objects limited by size of printer (and cost of printer too), for high production amounts – injection moulding is much cheaper still
• Online services (like the UVic DSC) is an affordable and time saving way around setting up your own system if you aren’t going to be using it a lot
• Could be used in : engineering (prototypes), architecture (models of designs), history (artifacts), graphic design, geography (topography), cooking (moulds), automotive (replacement parts), chemistry (molecules), biology (cells, viruses, organs), math
• Universal Design considerations