K-12

Extremely powerful ideas for new types of face-to-face & web-based collaboration [Tidebreak; Christian]

On 02/01/2013, in 21st century, A/V -- audio/visual, active learning, adult learning, blended learning, Bring your own device (BYOD), cloud-based computing / apps / other cloud-related, collaboration, communities of practice, convergence, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital video, education technology, emerging technologies, engagement / engaging students, experimentation, face-to-face, higher education, human-computer interaction (HCI), ideas, innovation, interactivity, interface design, internet, K-12 related, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, mobile technologies, more voice more choice more control, multi-touch, multimedia, Near Field Communication (NFC), online learning, online media, participation, platforms, presentations, productivity / tips and tricks, project-based learning, real-world assignments, second screen apps, smart classrooms, smart/connected TV, social learning / networks, tablets, technologies for your home, technology (general), tools, training / L&D, transmedia, user experience (UX), user interface design, using teams, vendors, videoconferencing, web-based collaboration, webinars, workplace, by Daniel Christian

From DSC:
As a team of us have been charged with putting together a new collaborative workspace/conference room, I’ve been thinking about some ideas for a new type of interface as well as some new types of Human Computer Interaction (HCI) to be used in group collaboration/web-based collaboration. I was thinking it would be good to not only display files from various devices but also to be able to share files/URLs/other resources with each other. (Some type of storage device that processes files — and scans them for viruses would be needed in addition to a large display or an interactive multitouch surface/wall.)

People within the same room could contribute files/items to a variety of “areas” — and so could others who joined in via the Internet. Here’s what I had wanted to be able to do and I had pictured in my mind:

ADDITIONAL NOTES:
.

People could select which files/URLs/resources that they wanted to contribute
.
People could select which files/URLs/resources that they wanted to download to their own devices (during and after the meeting)
.
Could be powerful in the next generation of our Smart Classrooms as well as in corporate training/learning spaces
.
Could be powerful in the what I’m envisioning in “Learning from the Living [Class] Room”
.
Could be powerful in conference room situations
.

It’s very similar to what Tidebreak has created/envisioned in their product lines.
Check out their innovative work/products/concepts!

Transforming learning spaces: 3 big ideas — from Tidebreak

Also see:

Tagged with: 21st century • A/V • collaboration • corporate / business world • corporate training / universities • Daniel S. Christian • digital audio • digital video • etmooc • higher education • K-12 • learning from the living [class] room • machine-to-machine communications • mirroring / multiple devices • multi-touch • multimedia • Near Field Communication (NFC) • web-based collaboration

Excerpt from Beyond school choice — from Michael Horn

With the rapid growth in online and mobile learning, students everywhere at all levels are increasingly having educational choices—regardless of where they live and even regardless of the policies that regulate schools.

What’s so exciting about this movement beyond school choice is the customization that it allows students to have. Given that each student has different learning needs at different times and different passions and interests, there is likely no school, no matter how great, that can single-handedly cater to all of these needs just by using its own resources contained within the four walls of its classrooms.

…

With the choices available, students increasingly don’t need to make the tradeoff between attending a large school with lots of choices but perhaps lots of anonymity or a small school with limited choices but a deeply developed personal support structure.

Excerpt from Cooperating in the open — from Harold Jarche

I think one of the problems today is that many online social networks are trying to be communities of practice. But to be a community of practice, there has to be something to practice. One social network, mine, is enough for me. How I manage the connections is also up to me. In some cases I will follow a blogger, in others I will connect via Google Plus or Twitter, but from my perspective it is one network, with varying types of connections. Jumping into someone else’s bounded social network/community only makes sense if I have an objective. If not, I’ll keep cooperating out in the open.

From DSC:
Perhaps helping folks build their own learning ecosystems — based upon one’s gifts/abilities/passions — should be an objective for teachers, professors, instructional designers, trainers, and consultants alike. No matter whether we’re talking K-12, higher ed, or corporate training, these ever-changing networks/tools/strategies will help keep us marketable and able to contribute in a variety of areas to society.

Addendum on 2/5/13:

From Jay Cross — slide 169/370

Tagged with: blended learning • blogging • communities of practice • customized learning • Daniel S. Christian • face-to-face • hearts -- matters of the heart • higher education • hybrid learning • K-12 • learning ecosystem • Mobile learning • more choice more control • online learning • Open Learning Network (OLN) • passions • personal learning networks (PLNs) • personalized learning • practice • social learning • tools • twitter • workplace

The MOOC goes to high school [Duty]

On 01/29/2013, in digital learning, game-changing environment, K-12 related, MOOCs -- Massive Open Online Courses, by Daniel Christian

The MOOC goes to high school — from blogs.edweek.org by Lisa Duty (@lisaduty1 )

Excerpt:

Last summer when Reynoldsburg City Schools connected with Udacity, the highly acclaimed provider of free university-level education, it envisioned a new model for learning with Massive Open Online Courses (MOOCs) that would come to life during, not after, high school.

MOOCs are gaining some momentum in the post-secondary arena, bringing learning opportunities that are generally free or inexpensive, to the masses. Viewed by some as shaking up higher education, and seen by others as mostly hype, MOOCs have moved into a position of public attention that is certain to endure. While that dialogue continues, some high school students and teachers at eSTEM Academy are drawing on the best of MOOCs to deepen and personalize learning .

Tagged with: digital learning • etmooc • game-changing environment • K-12 • MOOCs

Reflections on “The new intelligence” by Kolowich

On 01/25/2013, in 21st century, 24x7x365 access, analytics, Artificial Intelligence/Agents/LLMs/and Related, assessment, Daniel S. Christian, data related items, education technology, educational games / serious games, emerging technologies, engagement / engaging students, experimentation, future of higher education, game-changing environment, higher education, human-computer interaction (HCI), innovation, intelligent systems, intelligent tutoring, interactivity, internet, K-12 related, learner profiles, learning agents, learning ecosystem, Learning from the Living [Class] Room, mobile learning, MOOCs -- Massive Open Online Courses, multimedia, new media literacies, personalized/customized learning, real-world assignments, simulations, smart/connected TV, social learning / networks, technologies for your home, tools, trends, using teams, vendors, virtual tutoring, by Daniel Christian

From DSC:

In real estate, one hear’s the mantra:
Location. Location. Location.

In higher education, I have it that we’ll be hearing this for a while:
Experimentation. Experimentation. Experimentation.

Consider the following reflections on Steve’ Kolowich’s solid article, The new intelligence (from InsideHigherEd.com)

Excerpt:

And for the largest public university in the country, it is hardly fiction. Arizona State University has become ground zero for data-driven teaching in higher education. The university has rolled out an ambitious effort to turn its classrooms into laboratories for technology-abetted “adaptive learning” — a method that purports to give instructors real-time intelligence on how well each of their students is getting each concept.
.

From DSC:
Besides being used in blended learning environments…some predictions:

These technologies will become integrated into what MOOCs eventually morph into and provide a significant piece of the assessment/guidance puzzle
Such tools will be a part of one’s future learning ecosystem
Such tools will be part of interactive, massively open online educationally-related games
Such tools will be integrated into personalized learning agents — spiders/recommendation engines that scan the web for relevant items that one needs to complete one’s cognitive gaps in a subject/topic
They will be accessible from your living room as well as from your mobile devices
They will integrate into web-based learner profiles

It’s the sort of thing I was trying to get at with this graphic from 3 years ago:
.

Please don’t misunderstand me, the human mind is far beyond the complexity of an engine. But I still think that there will be more tools & technologies developed that will help the teachers/professors in their efforts to guide students into the knowledge of a discipline.

I beseech the corporate world to get involved more here — and not with the end goal of earning profits — but rather, with the aim of making the world a better place and giving a huge gift to the generations yet born.

I urge the corporate world to reach into their deep pockets (1.X trillion in cash at this point in time) and team up with our youth/teachers/professors/instructional designers/programmers/etc. to develop sophisticated, educationally-related, engaging games that are relevant to the world that our youth will be growing up in; and/or create interactive simulations that provide more choice/more control to the learners.

I urge more of the corporate world to join Knewton and Pearson and allocate some significant resources to help develop the next gen learning tools. I’ll bet that we’ll be amazed at what can be produced! Your daughters, sons, granddaughters, and grandsons will really appreciate the work that you did for them!!!

Tagged with: 1:1 • 21st century • 24x7x365 • AI • analytics • assessment • customized learning • Daniel S. Christian • data mining • educational gaming • educational technology • etmooc • experimentation • future • future of higher education • games • higher education • human-computer interaction (HCI) • innovation • intelligent systems • intelligent tutoring • interactivity • internet • K-12 • learner profiles • Learning Agents • learning ecosystem • personalized learning • recommendations • tools • virtual reality / worlds / learning • virtual tutoring

Can you apply Google’s 20% time in the classroom? [Spendlow]

On 01/24/2013, in Google, ideas, K-12 related, more voice more choice more control, motivation, participation, student-related, by Daniel Christian

Can you apply Google’s 20% time in the classroom? — from guardian.co.uk/teacher-network by Stuart Spendlow
Google offers its engineers 20% of their timetable to work on their own projects. Keen to see if it could work for education, Stuart Spendlow introduced the idea to his own classroom

20% time developed a class of intrinsically motivated learners who strive to
make themselves proud without any fear whatsoever of making mistakes,
says Stuart Spendlow.
Photograph: Paul Doyle/Alamy

Tagged with: engagement • Google • ideas • K-12 • Keeping students engaged • more choice more control • participation • student-related

Speciality classroom technologies [1-17-13 Converge Special Report Update/Webinar]

On 01/21/2013, in A/V -- audio/visual, Adobe, emerging technologies, engagement / engaging students, immersion, innovation, K-12 related, learning spaces, multimedia, new media literacies, participation, smart classrooms, by Daniel Christian

Specialty classroom technologies — from centerdigitaled.com

Kristy Chapman | Special Education Director | Union County | Board of Education, GA
Kyle Li | Full-time Game & Learning Instructor | School of Art, Media, and Technology | Parsons, The Newschool for Design, NY
Moses A. Ojeda | Principal (I.A.) | Thomas A. Edison Career & Technical Education High School, NY
Denise Spence | Magnet Lead Technology Teacher | Academy for Technology Excellence | Academy for Digital Excellence | Academy for Game Design and Programming Excellence | Dunbar High School, FL

Session was moderated by Tom Ryan, Ph.D. | Sr. Fellow, Center for Digital Education | Former CIO, Albuquerque Public Schools

Resources

View the recorded session
View the final presentation (no audio)
Visit www.centerdigitaled.com/events for more event information.

Example slides:

Converge-1-17-13FullSteamAhead

Converge-1-17-13-2

Converge-1-17-13-3

Converge-1-17-13-4

Converge-1-17-13-5

Converge-1-17-13-6

Converge-1-17-13-9

Converge-1-17-13-10

Converge-1-17-13-12

Converge-1-17-13-13

Converge-1-17-13-14

Tagged with: A/V • emerging technologies • engagement • immersion • innovation • K-12 • learning spaces • multimedia • new media literacies • participation • smart classrooms

Two excerpts from a solid infographic out at Knewton.com

On 01/14/2013, in analytics, attention, cloud-based computing / apps / other cloud-related, education reform, education technology, educational games / serious games, emerging technologies, engagement / engaging students, K-12 related, mobile learning, open courseware and systems, personalized/customized learning, play, United States, by Daniel Christian

From DSC:
A solid infographic is out at Knewton.com — of which I want to highlight 2 portions of it (below).

This first excerpt is not to dog teachers but rather it’s meant to support them and to say that we need to change a losing game (at least a part of the solution in ed reform is to get out of the business of focusing so much on standardized tests and another part of the solution resides in the second graphic below):

Also relevant see:

Let children’s play (with technology) be their work in education — from Jackie Gerstein

Tagged with: analytics • attention • cloud-based computing / apps / other cloud-related • customized learning • education reform • educational gaming • emerging technologies • engagement • K-12 • Keeping students engaged • Mobile learning • open • personalized learning • play • United States

Just saw this solid presentation re: US K-12 ed reform — Amanda Ripley’s “Ask the kids”

On 01/14/2013, in Asia, Canada, education reform, Europe, future, global / globalization, K-12 related, real-world assignments, staying relevant, student-related, UK, United States, by Daniel Christian

Description:

Amanda Ripley is an investigative journalist who writes about human behavior and public policy. For Time Magazine and the Atlantic, she has chronicled the stories of American kids and teachers alongside groundbreaking new research into education reform. “Kids have strong opinions about school. We forget as adults how much time they sit there contemplating their situation.”

From DSC:
I post this now, because I just saw this via a post that Patrick Larkin made over the weekend — Amanda Ripley’s intriguing talk on education reform — that contains the following excerpt (bolding/emphasis DSC):

The video concludes with the following takeaways from these conversations:
.

In the top performing countries in the world school is harder.
.
No country is like the US with its obsession of playing sports.
.
Kids (in schools in these other countries) believe there’s something in it for them.
.
Kids believe that what they are doing in school impacts their futures.

Tagged with: Asia • Canada • education reform • Europe • future • global • K-12 • real-world assignments • staying relevant • student-related • UK • United States

8 things to look for in today’s classroom [Couros]

On 01/09/2013, in 21st century, education, education reform, engagement / engaging students, hearts -- matters of the heart, K-12 related, more voice more choice more control, student-related, by Daniel Christian

8 things to look for in today’s classroom — by George Couros

Excerpt:

As I think that leaders should be able to describe what they are looking for in schools I have thought of eight things that I really want to see in today’s classroom. I really believe that classrooms need to be learner focused. This is not simply that students are creating but that they are also having opportunities to follow their interests and explore passions. The teacher should embody learning as well.

From DSC:
If we can tap into students’ passions/hearts, I believe we’ll find enormous amounts of creative energy pour forth! I’m again struck with adding the tags/keywords to this posting — More choice, more control.

Tagged with: 21st century • education • education reform • engagement • hearts -- matters of the heart • K-12 • more choice more control • participation • passions • student-related

Just ahead: The robotics revolution [Pine]

On 01/09/2013, in 21st century, career development, economics, future, global / globalization, hearts -- matters of the heart, reinvent, robotics, society, staying relevant, strategy, vision/possibilities, workplace, by Daniel Christian

Just ahead: The robotics revolution — from kiplinger.com by Art Pine; with thanks going out to Erik Brynjolfsson (@erikbryn) for his posting on Twitter re: this
The U.S. is on the cusp of an explosion in robotics that will have a significant impact on business and the economy over the next decade. Here’s how it will affect you.

Excerpt:

The use of robotics in manufacturing and service industries is expected to mushroom over the next 10 to 15 years, forcing significant changes in the way many companies do business, and posing opportunities — and problems — for workers.

From DSC:
I don’t mean to be negative here…but…are we leaving a large swath of people behind? If many people don’t like learning — as evidenced by the dropout rates across the United States — the mountains will be much harder to climb in terms of helping people reinvent themselves as these events/trends take place. The ramifications are immense and affect all of us!

What SHOULD these things mean for K-12? Higher education? The corporate training departments?

Tagged with: 21st century • career development • corporate / business world • corporate training / universities • economics/business • higher education • K-12 • reinvent • robotics • staying relevant • strategy • training • trends • vision • workplace

Tagged with: education reform • K-12 • United States

Lego brings some solid project-based learning to the classroom

On 01/07/2013, in emerging technologies, engagement / engaging students, K-12 related, platforms, project-based learning, real-world assignments, robotics, staying relevant, by Daniel Christian

From DSC: I originally saw this at
Mindstorms EV3: LEGO Education unveils its next generation robotics platform
from HackEducation.com by Audrey Watters

Tagged with: engagement • K-12 • Keeping students engaged • platforms • project-based learning • real-world assignments • robotics • staying relevant

Case study: Flipped classrooms work for students. Period. [Grebow & Green]

On 01/07/2013, in budgets, engagement / engaging students, flipping -- inverted learning, hearts -- matters of the heart, K-12 related, Michigan, society, by Daniel Christian

Case study: Flipped classrooms work for students. Period. — from knowledgestarblog.wordpress.com by David Grebow and Greg Green, principal at Clintondale High School in Clinton Township, Michigan.

Excerpt (emphasis DSC):

I’m a principal at Clintondale High, a financially challenged school near Detroit. I’m in charge of doing my best to make sure that Clintondale students get the best education possible when they walk through our doors.

There are constant hurdles to making this happen. We are a school of choice, so not all students come in with the same skill levels in reading, math, science or other subjects. Almost 75% of our students receive free or reduced-price lunch because of today’s economic climate, and a large part of our student population commutes from Detroit, which often times takes an hour or longer, especially if the bus is late.

Every year, our failure rates have been through the roof. The students weren’t paying attention, they weren’t doing their homework, they were being disruptive, or they weren’t coming to school at all. Sadly, these issues are not that uncommon, particularly in this economic climate, where the percentage of students who fall into the poverty category is increasing by the day.

…

To watch this happen every day, where it is your responsibility to try to provide the very best you can for the students, is beyond frustrating. It’s heartbreaking.

Our staff agreed that our failure rates were not good. But how do you go about addressing these issues with no money, no additional resources and no clear solution from the experts who already know the system is broken?

…

How do you get your staff on board with change you want to implement, but no one else has ever tried it on a mass scale? How do you get your students excited about learning when they’ve never shown much interest before?

You flip it. Here’s how it works…

From DSC:

Thanks Techsmith for helping out here. You demonstrated that there can be a higher calling for business — helping out our fellow mankind with tangible/concrete/immediate assistance.

Tagged with: budgetary • engagement • flipping -- inverted learning • hearts -- matters of the heart • K-12 • Michigan • society

Tagged with: ideas • K-12

Opinion: Sandy Hook shows teachers’ enduring values [Bosso]

On 12/18/2012, in education, ethics, hearts -- matters of the heart, K-12 related, leadership, relationships, society, teachers, by Daniel Christian

Opinion: Sandy Hook shows teachers’ enduring values — from courant.com by David Bosso

Excerpt:

To so many, the educators at Sandy Hook Elementary School demonstrate that the core values of education mirror the greatest ideals of humanity, and they are exemplars in this regard. They offer us hope, and reinforce our belief in the goodness of others and the power of education. In an era of accountability, standards, testing and data, they affirm that what ultimately matters most are the immeasurable lessons and the enduring relationships teachers cultivate with their students.

To the educators of Sandy Hook Elementary School, thank you for the powerful, inspiring example of dedication and compassion you have given us. You have made, and continue to make, a difference to so many. In the midst of this unfathomable loss and profound sorrow, you have buoyed our spirits and given us hope. Because of your passion, courage, sacrifice, and devotion, I am once again reassured to proudly declare to educators everywhere: Never again say, “I am just a teacher.”

— I originally saw this on twitter as posted by
Sarah Brown Wessling (@SarahWessling)

Tagged with: education • ethics • hearts -- matters of the heart • K-12 • leadership • relationships • teachers

Previous Entries Next Entries

Learning Ecosystems

Just ahead: The robotics revolution [Pine]

Categories

Tags