From DSC:
Our oldest daughter showed me a “Bitmoji Classroom” that her mentor teacher — Emily Clay — uses as her virtual classroom. Below are some snapshots of the Google Slides that Emily developed based on the work of:

  • Kayla Young (@bitmoji.kayla)
  • MaryBeth Thomas 
  • Ms. Smith 
  • Karen Koch
  • The First Grade Creative — by C. Verddugo

My hats off to all of these folks whose work laid the foundations for this creative, fun, engaging, easy-to-follow virtual classroom for a special education preschool classroom — complete with ties to videoconferencing functionalities from Zoom. Emily’s students could click on items all over the place — they could explore, pursue their interests/curiosities/passions. So the snapshots below don’t offer the great interactivity that the real deal does.

Nice work Emily & Company! I like how you provided more choice, more control to your students — while keeping them engaged! 

A snapshot of a Bitmoji Classroom created by Emily Clay

 

A snapshot of a Bitmoji Classroom created by Emily Clay

From DSC:
I also like the idea of presenting this type of slide (immediately below, and students’ names have been blurred for privacy’s sake) prior to entering a videoconferencing session where you are going to break out the students into groups. Perhaps that didn’t happen in Emily’s class…I’m not sure, but in other settings, it would make sense to share one’s screen right before sending the students to those breakout rooms and show them that type of slide (to let them know who will be in their particular breakout group).

The students in the different breakout sessions could then collaboratively work on Google Docs, Sheets, or Slides and you could watch their progress in real-time!

A snapshot of a Bitmoji Classroom created by Emily Clay

 

A snapshot of a Bitmoji Classroom created by Emily Clay

 

A snapshot of a Bitmoji Classroom created by Emily Clay

 

A snapshot of a Bitmoji Classroom created by Emily Clay

 

A snapshot of a Bitmoji Classroom created by Emily Clay

Also see:

 

Maths mastery through stop-motion animation — from innovatemyschool.com by Rachel Cully

Do you want your learners to be resilient, confident mathematicians with secure conceptual understanding and a love of Maths? Well, come with me to a land of stories and watch the magic unfold.

Maths mastery through stop-motion animation -- by Rachel Cully

Also see:

 

Saving — and Enhancing — Music Education With Online Learning — from edcircuit.com by D. Travis Washington

Excerpt (emphasis DSC):

I teach Choir and lead the Young Vocal Scholars Program, and before COVID arrived, we were excited to move forward on the culmination of learning through live performances. With school closure, all that changed, and we were forced to adapt to virtual learning. Through the initial transition, we discovered that online learning options such as Soundtrap could not only extend projects we were currently working on but expand music learning to previously unimaginable heights.

When Covid hit and we couldn’t continue with the traditional choir program, my school looked for remote solutions. Soundtrap was exactly what we needed. We began conducting Young Vocal Scholars choir sessions remotely through Soundtrap and filled our extra Soundtrap seats with students from the District 8 Choir who weren’t being served music at all — doing similar projects that we had been creating previously in my classes. It was incredible to suddenly recognize that there were far more students interested in music who could connect via their laptops and tablets at home.

Also see:

Soundtrap for Education empowers students and teachers to explore creative sound recording in all subjects, for all ages and ability levels.

Soundtrap revolutionized my classroom in a virtual setting. Students became more engaged than ever before. My “4-star artists,” as I refer to my highly motivated students, kept making songs. I recall one of them saying to me, “Music class was cool because we sang together, but Soundtrap is cooler because it allows us to make projects together and they sound good.” 

 

From DSC:
In our future learning experiences, I wonder what taking a break might look and sound like…? That is, we’re going along learning something from/with others (virtually/digitally) and then the teacher, professor, Subject Matter Expert (SME), trainer, or whoever says to take a break. What could happen then?

In the online/digital/virtual-based realm, that could mean that you have the option to set your “break” setting to bring up Spotify, or Vimeo, or YouTube, or Pandora, some VR-based app, other. The lights in your “learning space” could dim and the music could come on. Or you reach for a VR headset and watch a sunset or position yourself by a picturesque brook. Or your favorite podcast/vodcast picks up where you left off.

Hmmm…should be some interesting innovation and affordances along these lines.

 

 

Many students complain that online-based learning doesn’t engage them. Well, check this idea out! [Christian]


From DSC…by the way, another title for this blog could have been:

WIN-WIN situations all around! The Theatre Departments out there could collaborate with other depts/disciplines to develop highly engaging, digitally-based learning experiences! 


The future of drama and the theatre — as well as opera, symphonies, and more — will likely include a significant virtual/digital component to them. While it’s too early to say that theatre needs to completely reinvent itself and move “the stage” completely online, below is an idea that creates a variety of WIN-WIN situations for actors, actresses, stage designers, digital audio/video editors, fine artists, graphic designers, programmers, writers, journalists, web designers, and many others as well — including the relevant faculty members!

A new world of creative, engaging, active learning could open up if those involved with the Theatre Department could work collaboratively with students/faculty members from other disciplines. And in the end, the learning experiences and content developed would be highly engaging — and perhaps even profitable for the institutions themselves!

A WIN-WIN situation all around! The Theatre Department could collaborate with other depts/disciplines to develop highly engaging learning experiences!

[DC: I only slightly edited the above image from the Theatre Department at WMU]

 

Though the integration of acting with online-based learning materials is not a new idea, this post encourages a far more significant interdisciplinary collaboration between the Theatre Department and other departments/disciplines.

Consider a “Dealing with Bias in Journalism” type of topic, per a class in the Digital Media and Journalism Major.

  • Students from the Theatre Department work collaboratively with the students from the most appropriate class(es?) from the Communications Department to write the script, as per the faculty members’ 30,000-foot instructions (not 1000-foot level/detailed instructions)
  • Writing the script would entail skills involved with research, collaboration, persuasion, creativity, communication, writing, and more
  • The Theatre students would ultimately act out the script — backed up by those learning about sound design, stage design, lighting design, costume design, etc.
  • Example scene: A woman is sitting around the kitchen table, eating breakfast and reading a posting — aloud — from a website that includes some serious bias in it that offends the reader. She threatens to cancel her subscription, contact the editor, and more. She calls out to her partner why she’s so mad about the article. 
  • Perhaps there could be two or more before/after scenes, given some changes in the way the article was written.
  • Once the scenes were shot, the digital video editors, programmers, web designers, and more could take that material and work with the faculty members to integrate those materials into an engaging, interactive, branching type of learning experience. 
  • From there, the finished product would be deployed by the relevant faculty members.

Scenes from WMU's Theatre Department

[DC: Above images from the Theatre Department at WMU]

 

Colleges and universities could share content with each other and/or charge others for their products/content/learning experiences. In the future, I could easily see a marketplace for buying and selling such engaging content. This could create a needed new source of revenue — especially given that those large auditoriums and theaters are likely not bringing in as much revenue as they typically do. 

Colleges and universities could also try to reach out to local acting groups to get them involved and continue to create feeders into the world of work.

Other tags/categories could include:

  • MOOCs
  • Learning from the Living[Class]Room
  • Multimedia / digital literacy — tools from Adobe, Apple, and others.
  • Passions, participation, engagement, attention.
  • XR: Creating immersive, Virtual Reality (VR)-based experiences
  • Learning Experience Design
  • Interaction Design
  • Interface Design
  • …and more

Also see:

What improv taught me about failure: As a teacher and academic — from scholarlyteacher.com by Katharine Hubbard

what improv taught me about failure -as a teacher and academic

In improv, the only way to “fail” is to overthink and not have fun, which reframed what failure was on a grand scale and made me start looking at academia through the same lens. What I learned about failure through improv comes back to those same two core concepts: have fun and stop overthinking.

Students are more engaged when the professor is having fun with the materials (Keller, Hoy, Goetz, & Frenzel, 2016), and teaching is more enjoyable when we are having fun ourselves.

 

Canvas Certified Educator program for higher education

Per “Instructure Launches Canvas Certified Educator Program” out at The Journal by Dian Schaffhauser:

Each course is expected to take about four weeks to finish. They include:

  • Core 1: Foundational frameworks, which explores the impact of technology on student learning and the classroom and how Canvas can be used to help educators boost student achievement, motivation and engagement;
  • Core 2: Engagement strategies, to examine how Canvas can help enrich teaching practices and maximize student achievement;
  • Core 3: Personalized learning, to dive into personalized learning and learn how to create opportunities for student voice and choice within the learning environment;
  • Core 4: Transformational practices, to help participants learn how to evaluate open standard digital learning tools that can enhance learning through Canvas; and
  • Electives, described as a series of optional courses that can be selected by educators based on interests and needs.
 
 

Richard Mayer Has Spent Decades On Educational Research. Here are His Pandemic Teaching Tips. — from edsurge.com by Jeff Young

Excerpt:

EdSurge recently reached out to Mayer, who is a professor of psychology at the University of California at Santa Barbara, to get his thoughts on the lessons his research reveals that can guide teachers and professors.

One finding is that students learn better if they see a video of the professor actually working out a math problem or concept on a whiteboard, than if they see a video of the same professor standing next to a whiteboard where the problem has already been worked out.

 

10 Ways You Can Use Podcasts in Your Course to Engage Students — from barbihoneycutt.com by Barbi Honeycutt, Ph.D.

Excerpts:

Have you used podcasts in your courses yet? If not, you might want to consider it! Podcasts can be an excellent tool to add to your lesson to enhance a message, present more in-depth perspectives, and offer a different medium for students to engage with the course content.

10 Ways You Can Use Podcasts in a Course or Lesson:

1) Compare and contrast two podcast episodes where the same topic is discussed by different guests.
2) Use an episode as a supplement or additional resource for a reading assignment.

 
 

Fostering Student Creativity with Green-Screen Videos — from teachingprofessor.com by Jason Webb and Jeff Mangram

Excerpt:

Educators have come to realize that videos are highly effective and engaging ways to create online course content. One of the most engaging forms uses a green-screen backdrop to project images or videos behind or next to the speaker. Barbara Oakley used this technique in her famous course Learning How to Learn, where she brought in images to illustrate and amplify her message during course videos. Take a look at this example and consider the fact that Oakley shot the videos in her basement using only a couple hundred dollars’ worth of supplies. Today most colleges already have green-screen studios set up for marketing or other uses.

 
 

5 artist animators your students will love — from theartofeducation.edu by Jordan DeWilde

Excerpt:

Art teachers have often shared with students that animation is a potential art career path. However, few teachers take the art form any further in the classroom. With today’s technology, students have access to creating their own animations through software programs and smartphone apps. Art teachers can harness student interest with engaging projects in animation.

Harrison also worked on Hair Love, which won the Academy Award for Best Animated Short Film in 2020.

 

[Re: online-based learning] The Ford Model T from 1910 didn’t start out looking like a Maserati Gran Turismo from 2021! [Christian]

From DSC:
Per Wikipedia, this is a 1910 Model T that was photographed in Salt Lake City:

The Ford Model T didn't start out looking like a Maserati from 2021!

 

This is what online/virtual learning looks like further down the road. Our journey has just begun.

From DSC:
The Ford Model T didn’t start out looking like a Maserati Gran Turismo from 2021! Inventions take time to develop…to be improved…for new and further innovations and experiments to take place.

Thinking of this in terms of online-based learning, please don’t think we’ve reached the end of the road for online-based learning. 

The truth is, we’ve barely begun our journey.

 


Two last thoughts here


1 ) It took *teams* of people to get us to the point of producing a Maserati like this. It will take *teams* of people to produce the Maserati of online-based learning.

2) In terms of online-based learning, it’s hard to say how close to the Maserati that we have come because I/we don’t know how far things will go. But this I do know: We have come a looooonnnnnggggg ways from the late 1990s! If that’s what happened in the last 20 years — with many denying the value of online-based learning — what might the next 5, 10, or 20 years look like when further interest, needs, investments, etc. are added? Then add to all of that the momentum from emerging technologies like 5G, Augmented Reality, Mixed Reality, Virtual Reality, Artificial Intelligence, bots, algorithms, and more!


From DSC:
To drive the point home, here’s an addendum on late 9/29/20:

Mercedes-Benz Shares Video of Avatar Electric Car Prototype

 

From DSC: What if each learner/ person/ student could have a lifelong, cloud-based “tribute” site? [Christian]


From DSC: What if each learner/person/student could have a lifelong, cloud-based “tribute” site?

What if you could hire a career coach to sift through the tributes to find common themes?


From DSC:
I recently asked friends and family to help me celebrate a significant birthday for my wife by creating a tribute for her — using a service called Tribute.co. It was a fun, meaningful, relational experience — it opened the doors to some great communications.

Check out tribute.co -- what if each learner could have a lifelong, cloud-based tribute?

Here’s a video that describes what a Tribute is (from the company of that same name).

So I put out potential suggestions for what I hoped that we could relay to my wife, and people contributed their videos. Then a person at Tribute edited the videos to come up with a highlight reel. They also presented to my wife all of the videos, not just the highlight reel.

That got me to wonder, “What if each learner had a cloud-based, lifelong tribute site that parents, guardians, grandparents, teachers, coaches, musical directors, pastors, friends, and others could leave encouraging and instructive messages on? Or when they note something that might be of use later on in terms of career selection, they could “jot it down.” For example:

  • [First-grade teacher] “I noticed Anne that when we did the art projects, you were enthralled with any sort of creative endeavor or project. We almost lost you in another world!”
  • [Family member] “Tony, I’ve noticed ____. Here’s something to consider for your future pathways. Would you be interested in exploring _____ — such as if we signed you up for some lessons in that area?”
  • [Eight grade teacher] “Eloise, I saw that your engagement level skyrocket when we studied ____, especially when you did the project on ___.”
  • [Basketball coach] “Chan, I appreciated your hard work in practice today. Keep up the good work and you will be a super player! You are fast, strong, and seem to have a competitive spirit about you. Consider making a workout chart and charting out the workouts that you do each day. Monitor your progress over time. As of today, here are some apps to do just that: ___.
  • [Pastor] “So glad Amanda that you were able to join us on our youth group visit to ___. I appreciated your end-of-the-day reflections on the experiences of the day. I also appreciated your hard work helping others.”
  • [Friend] “It was great horsing around on Garageband with you today Zach. I look forward to diving into iMovie next with you. Let’s create a movie for each other. You seem to have a very creative side to you.”
  • [High school CS Teacher] “Keep up the good work programming Jeremy! I hope that you will consider going into some type of job that uses critical thinking, mathematics, problem-solving — perhaps it will be programming, perhaps it will be engineering, or something else.”
  • [College professor/advisor] “You mentioned that you hate college to me the last two times we met. You don’t seem happy studying ___. Have you considered ____?”
  • [Tennis coach] Remember to bend those knees…get low. Keep your eyes on the seams of the ball.”

The idea behind such a service would be to offer encouragement, feedback, (if carefully put) constructive criticism, a message that “I’m on your team”…and/or…”Here’s what I see in you.”


Additional functionality/options


  • Contributors:
    • Like Twitter imposes a limit on characters, there could be options to impose a time limit on the length of a video, ability to add more than one video, and/or set a limit on how many videos someone can upload
    • If submitting a written piece, the option would be there to limit the number of characters and/or the word count.
  • From learners themselves (to their own tribute)
    • No time limit, no word count or character limit
    • Would act like a multimedia-based diary/journal of learning
    • Option to select whether might be worth re-listening to for career selection purposes.
 

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