Reinventing libraries for ‘hanging out, messing around and geeking out’ — from CNN.com by Emanuella Grinberg

Excerpt:

The staff takes special pride in its mentor-led activities, offered in partnerships with various community organizations: a spoken word workshop, a video game program and a makerspace, or workshop, where teens create birdcages, duct tape wallets and other art projects.

It might be a library, but for 18-year-old Alexis Woodward, the atmosphere is more like a “family reunion,” she said.

“It’s always packed until it closes. Everybody goes to the library after school,” said Woodward, who began participating in the spoken word program when she was 14.

 

ReinventingLibraries-CNN-June2014

 

 

App Ed Review

 

APPEdReview-April2014

 

From the About Us page (emphasis DSC):

App Ed Review is a free searchable database of educational app reviews designed to support classroom teachers finding and using apps effectively in their teaching practice. In its database, each app review includes:

  • A brief, original description of the app;
  • A classification of the app based on its purpose;
  • Three or more ideas for how the app could be used in the classroom;
  • A comprehensive app evaluation;
  • The app’s target audience;
  • Subject areas where the app can be used; and,
  • The cost of the app.

 

 

Also see the Global Education Database:

 

GlobalEducationDatabase-Feb2014

 

From the About Us page:

It’s our belief that digital technologies will utterly change the way education is delivered and consumed over the next decade. We also reckon that this large-scale disruption doesn’t come with an instruction manual. And we’d like GEDB to be part of the answer to that.

It’s the pulling together of a number of different ways in which all those involved in education (teachers, parents, administrators, students) can make some sense of the huge changes going on around them. So there’s consumer reviews of technologies, a forum for advice, an aggregation of the most important EdTech news and online courses for users to equip themselves with digital skills. Backed by a growing community on social media (here, here and here for starters).

It’s a fast-track to digital literacy in the education industry.

GEDB has been pulled together by California residents Jeff Dunn, co-founder of Edudemic, and Katie Dunn, the other Edudemic co-founder, and, across the Atlantic in London, Jimmy Leach, a former habitue of digital government and media circles.

 

 

Addendum:

Favorite educational iPad apps that are also on Android — from the Learning in Hand blog by Tony Vincent

 

From DSC:
Sometimes, the advice of the old economy no longer applies.

Growing up, our family had a wonderful neighbor named Dr. John Evans.  He had worked for a large, successful company called Upjohn (in the pharmaceutical industry) for most, if not all, of his career. I used to mow his lawn.  I remember him giving me some lemonade or pop on those hot summer days here in Michigan. On one such occasion, I recall him saying to me, “Danny…you just need to find a good company and hop on board. You can ride that train for a long time.”

That strategy worked very well for him.  He had been with Upjohn for many years before retiring from that corporation.  So that advice was spot on — for the economy and job market that he had known and participated in.

So, upon graduating from college, I tried to implement that strategy.  My first job out of college was with a company called Baxter Healthcare (a large corporation that had just merged with American Hospital Supply and began laying off numerous people, as many jobs were then duplicated). Anyway, that employment lasted all of 4 years before all employees in our division of Baxter had to move to Florida or New York or lose their jobs.  As I didn’t want to move at the time, I was forced to find another job. (I’m quite sure many people out there who were working in the U.S. in the 80’s and 90’s — the decades of some serious merger and acquisition activity — can relate to such experiences.)

Anyway, these memories came back to me when I recently read a sentence from Sarah Kendzior’s Nov 2013 piece entitled Surviving the post-employment economy.  That sentence said,  “If you are 35 or younger – and quite often, older – the advice of the old economy does not apply to you.” 

Wow. That rang true with me.  It surely resonated with my experience.

So, as the growth of contingent workers continues, I’d like to join many others in putting some new advice out there.  My advice to folks — especially to you younger people — would be to take courses, subscribe to the RSS feeds of relevant blogs, follow people on Twitter, and build your personal learning network (at least in part) around the topics of:

  • Entrepreneurship
  • Running your own business
  • Creativity
  • Being able to adapt, pivot
  • Experimentation
  • Freelancing
  • Disruption
  • Learning how to learn
  • Lifelong learning
  • Identifying and following your passions
  • Futurism — and learning how to pulse check a variety of landscapes

That’s my 2 cents for now.

 

 

DIY and IDEO Inspire the Next Generation of Innovators — from IDEO.com

The ultimate summer camp. The perfect snack for a picky eater? Why are we designing things for our kids when only they can truly know what they want? DIY and IDEO ask kids to tackle these challenges and more, to develop their inner innovator. Bonus: they get a Scout-style patch for their efforts.

DIY is a place for kids to go online to learn new skills and meet others who share their interests. Kids take photos or videos of the stuff they make, assemble personal portfolios on the site, and ultimately build their creative confidence.

IDEO is proud to have collaborated with DIY to launch the “Innovator” skill: 12 challenges that help kids understand people, identify problems, and create novel solutions. We hope these challenges help inspire a new generation of design thinkers. Posted: March 21, 2014

 

 

DIY-March2014

 

 

DIY2-March2014

 

From DSC:
A brief review of this site turns up several interesting things:

  1. Students can explore areas, disciplines, topics that they are passionate about — or they might discover some things that turn into a passion for them;  this could be hugely helpful as students see “what’s out there” for them to head towards (career-wise).
  2. Students can submit their own creations
  3. The format of the site is very visual, enticing…drawing one in to see what’s behind each area and to see what other students have contributed
  4. It employs social learning
  5. It employs badging — students can earn badges on their way to mastering a topic
  6. Students can build their own portfolios and show those portfolios to the world!

Some recent postings on their blog:

 

 

What If Kids Co-Created Customized Learning Pathways? — from gettingsmart.com by Tom Vander Ark

Excerpt:

New tools are making it easier to customize learning for every student. Playlists, projects, and portfolios support big blocks, maker spaces, and flex schools. One thing I appreciate about the Christensen Institute definition of blended learning is that it stresses student agency by requiring “student control over time, place, path, and/or pace.” During an EdSession in Boise tomorrow, I’ll be discussing 10 ways that students can co-create customized learning pathways.

 

Need a job? Invent it — from nytimes.com by Thomas Friedman

Excerpt:

When Tony Wagner, the Harvard education specialist, describes his job today, he says he’s “a translator between two hostile tribes” — the education world and the business world, the people who teach our kids and the people who give them jobs. Wagner’s argument in his book “Creating Innovators: The Making of Young People Who Will Change the World” is that our K-12 and college tracks are not consistently “adding the value and teaching the skills that matter most in the marketplace.”

This is dangerous at a time when there is increasingly no such thing as a high-wage, middle-skilled job — the thing that sustained the middle class in the last generation. Now there is only a high-wage, high-skilled job.

 

what to do when your kids find their “passion” — from teachmama.com by author, teacher, and ‘learning addict’,  A.J. Juliani

Excerpt:

As a high school English teacher I was able to answer this question of “What Next?” when I ran a “20% Project” with my students three years ago. The project was simple. It is based on the “20 percent time” Google employees have to work on something other than their job description. It has been well documented, and Google has exponentially grown as a company while giving this 20 percent time.

After we came back from winter break I gave them this handout:

The 20% Project

1. For the rest of the year, 20% of your time in my class will be spent working on something you want to work on.

2. It has to be some type of learning, and you have to document it (journal etc).

3. You’ll present your accomplishments to the class twice (and will not be graded on it).

4. That’s it. Have fun. Find your passion. Explore it. Enjoy learning what you want.

 

From DSC:

  • Another example of how we can learn from — and apply things from — each others’ worlds — K-12, higher ed, the corporate world.
  • Another example how “more choice/more control” impacts intrinsic motivation!
  • This is the sort of thing that should help kids become more entrepreneurial as well…perhaps even starting their own freelancing gigs!

 

 

 

Transmedia Storytelling: Trends for 2014 —  from Robert Pratten, CEO  at Transmedia Storyteller Ltd on Dec 06, 2013

Excerpt:

Pratten-TransmediaStorytellingIn2014

 

Conducttr-Jan2014

 

From DSC:
Something here for education/learning? With the creativity, innovation, interactivity, participation, and opportunities for more choice/more control being offered here, I would say YES!

 

 

Also see:

 

 

 

LeoLearnsToCode2Dec2013

 

Also, from UPDATED: Finding the unjustly homeless, and teaching them to code (Part I).

The idea is simple. Without disrespecting him, I will offer two options:

  1. I will come back tomorrow and give you $100 in cash.
  2. I will come back tomorrow and give you three JavaScript books, (beginner-advanced-expert) and a super cheap basic laptop. I will then come an hour early from work each day—when he feels prepared—and teach him to code.

 

Part II: UPDATED: Money < Education

 

Leo (left) Patrick(RIGHT)?—?NYC

 “’Leo’ rejects the money for an opportunity to learn to code.”

 

From DSC:
Several people and things were extremely impressive to me about this piece:

  • Patrick McConlogue — the young software engineer who took the time to teach this homeless man how to get started with coding and continued to assist/teach him
  • Leo Grand’s incredible drive, determination, hard work, and his love of — and fascination with — the environment
  • Logan, the young woman from Google who flew across the country to help Leo out
  • The power of faith and prayer

 

My thanks to Mr. Joseph Byerwalter
for the initial resource on this.

 

A proposal for Apple, Google, IBM, Microsoft, and any other company who wants to own the future living room [Christian]

DanielChristian-A-proposal-to-Apple-MS-Google-IBM-Nov182013

 

 

 

“The main obstacle to an Apple television set has been content. It has mostly failed to convince cable companies to make their programming available through an Apple device. And cable companies have sought to prevent individual networks from signing distribution deals with Apple.”

Apple, closer to its vision for a TV set, wants
ESPN, HBO, Viacom, and others to come along

qz.com by Seward, Chon, & Delaney, 8/22/13

 

From DSC:
I wonder if this is because of the type of content that Apple is asking for. Instead of entertainment-oriented content, what if the content were more focused on engaging, interactive, learning materials? More on educational streams of content (whether we — as individuals — create and contribute that content or whether businesses do)?

Also see:

 

internet of things

 

Excerpt (emphasis DSC):

The communications landscape has historically taken the form of a tumultuous ocean of opportunities. Like rolling waves on a shore, these opportunities are often strong and powerful – yet ebb and flow with time.

Get ready, because the next great wave is upon us. And, like a tropical storm, it is likely to change the landscape around us.

As detailed by analyst Chetan Sharma, this particular wave is the one created by the popularity of over-the-top (OTT) solutions – apps that allow access to entertainment, communication and collaboration over the Internet from smartphones, tablets and laptops, rather than traditional telecommunications methods. Sharma has coined this the mobile “fourth wave” – the first three being voice, messaging (SMS) and data access, respectively – and it is rapidly washing over us.

 

Addendum on 11/25:

 

SmartTVFeatures

 

 

 

 

Rebels on the edges — from Harold Jarche

Excerpt (emphasis DSC):

Today we are a witnessing a similar shift, as human information processing is being drastically surpassed by integrated technology systems. This has been called the second economy. I frequently discuss the implications of work automation on what is becoming a post-job economy. Consider that about 35% of existing jobs have a 85% or greater chance of being automated. The challenge we face is how to distribute wealth when capital accrues to the few and there is no need to hire as much labour to run that capital.

…we need to seriously reconsider how value, wealth, and economic independence can be achieved. The key is creativity. “Identifying the new” will be a critical skill. The creative economy will be led by people testing the limits of all fields of endeavour. This will be fueled by big (and distributed) data, in conjunction with networked people. Innovation will be so essential that it may no longer be discussed. Innovation and creativity will be the new literacies.

This is scary because most of our schools and other institutions do not foster innovation and creativity. I think many people will be left on the sidelines of the creative economy until we develop support systems that can help people tap their innate abilities that were ignored for much of the past century.

 

From DSC:
Thanks Harold for this valuable posting; a couple of thoughts came to my mind as a result of reading it.

I would feel much more settled about things like standardized testing and the Common Core if people could explain to me how such things foster the incredibly important characteristics such as creativity, innovation, teamwork, collaboration (some of the key items amongst the set of soft skills that companies are asking for).   I just don’t see it.  Also, the “A” part of STEAM (Science, Technology, Engineering, Arts, & Math) is hard to measure on a standardized test.

We need to provide more choice, more control to students; to provide more chances for them to explore, investigate, and identify their interests and what they might be gifted in.  We need to provide more opportunities for students to tap into such gifts, abilities, and passions.

 

 

 

 

“Learning in the Living [Class] Room” — as explained by Daniel Christian [Campus Technology]

Learning from the Living [Class] Room  — from Campus Technology by Daniel Christian and Mary Grush; with a huge thanks also going out to Mr. Steven Niedzielski (@Marketing4pt0) and to Mr. Sam Beckett (@SamJohnBeck) for their assistance and some of the graphics used in making these videos.

From DSC:
These 4 short videos explain what I’m trying to relay with a vision I’m entitling, Learning from the Living [Class] Room.  I’ve been pulse checking a variety of areas for years now, and the pieces of this vision continue to come into fruition.  This is what I see Massive Open Online Courses (MOOCs) morphing into (though there may be other directions/offshoots that they go in as well).

After watching these videos, I think you will see why I think we must move to a teambased approach.

(It looks like the production folks for Campus Technology had to scale things way back in terms of video quality to insure an overall better performance for the digitally-based magazine.) 


To watch these videos in a higher resolution, please use these links:


  1. What do you mean by “the living [class] room”?
  2. Why consider this now?
  3. What are some examples of apps and tech for “the living [class] room”?
  4. What skill sets will be needed to make “the living [class] room” a reality?

 

 


Alternatively, these videos can be found at:


 

DanielSChristianLearningFromTheLivingClassRoom-CampusTechnologyNovember2013

.

 

 

When students say they want to change the world, listen: Angela Maiers — from dmlcentral.net by Howard Rheingold

Excerpt:

Ask any teacher why they teach, and for all their other reasons, I bet they agree that teaching matters. Doing something that matters is being someone that matters. How could young learners today learn that they can teach and contribute to others’ learning? How could they learn that what they are doing – and they, themselves – matter? Angela Maiers has been igniting a movement around what she and others are calling Genius Hour. Maiers, a former teacher and now full time education advocate, activist, and consultant, brings together passion-based learning, activist learning, and the peer learning of show and tell through Choose2Matter and Quest2Matter, programs for students, parents, teachers, and schools.

 

 

23 iPad alternatives to the book report — from ipadders.eu by Suzanne Lustenhouwer; with thanks to Jackie Gerstein for the tweet this.

Excerpt:

  1. If a journey was involved, draw a map with explanatory notes of significant places. (Google Earth, Notability, Showme)
  2. Dramatize a scene from the book. Write a script and have several rehearsals before performing it to the class or recording it. Include stage directions in your script. (Screenplay, iMoviePuppet Pals)
  3. Lead a small group discussion with other readers of the same book. Focus on a specific topic and report your group’s conclusion to the class. (Notability)

 

 

 

 

How a radical new teaching method could unleash a generation of geniuses — from wired.com by Joshua Davis

Excerpts:

That’s why a new breed of educators, inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion—and uncovering a generation of geniuses in the process.

“But you do have one thing that makes you the equal of any kid in the world,” Juárez Correa said. “Potential.”

He looked around the room. “And from now on,” he told them, “we’re going to use that potential to make you the best students in the world.”

Paloma was silent, waiting to be told what to do. She didn’t realize that over the next nine months, her experience of school would be rewritten, tapping into an array of educational innovations from around the world and vaulting her and some of her classmates to the top of the math and language rankings in Mexico.

“So,” Juárez Correa said, “what do you want to learn?”

“The bottom line is, if you’re not the one controlling your learning, you’re not going to learn as well.”

 

 
© 2024 | Daniel Christian