CLOSED FOR WINTER RECESS

We are travelling North, to ‘The Top End’, and this blog is closed for a few weeks while we enjoy the warmer weather in Broome, Darwin and Kakadu.

Twitter Search in Plain English

The latest in the CommonCraft series of instructional videos.

more about "Twitter Search in Plain English", posted with vodpod

Self Organisation and the Management of Virtual Student Learning

Educator.com

I have been asked several times to write paid blog posts and jokingly pointed out that well-known broadcasters, in Australia, had some ethical challenges which they dealt with poorly a few years ago.

However, I have decided to write about the American site Educator after David Fan requested my (paid) input. I closely checked out what was on offer and sought advice from colleagues. I also noted that Jane Hart has listed the site as one of her e-learning picks too.

Educator.com is a traditional tutoring site for students. The subjects currently available for students include mathematics, computer science, biology and chemistry. Mathmagic, where students can learn some useful techniques, via a collection of short clips, that ‘address common student pitfalls and reoccurring exam topics’.

Here’s a maths example and some chemistry which demonstrate that students requiring paid online support would benefit from the clear delivery of content.

David says, ’the educator.com experience is designed to recreate the live tutoring experience’ on the internet but it is important to note that all material is recorded and no ‘live’ opportunities exist to ask questions.

I note, if you are an ‘effective, charismatic and forward-thinking’ teacher who is interested in participating, you may see how to apply to be an instructor here.

FAQs may answer your other questions.

I’d appreciate your feedback about the Educator.com site (and any ethical issues you’d like to discuss about this post).

Web 2.0 Tools to Inspire

 

Thanks to @heyjudeonline for alerting me to this slideshare.

Three Phases of Educational Technology

more about “3 Phases of educational Technology“, posted with vodpod

 

 

Visual Representations of Web 2.0

 

Thanks to @sujokat for posting this at her blog.

The Best of 1:1 Advice

Here’s the cream of the 100s of replies from my PLN, you folks, for a 4 minute - ‘best of 1: 1′ laptop suggestions - video.

done

10 things ‘a school’ can do in preparation for 1:1 (laptops) in classrooms

This is the third post in a series. You may wish to read the first and second posts concerned with what a teacher and faculty can do in preparation for 1:1 too.

10 things ‘a school’ can do in preparation for 1:1 (laptops) in classrooms:

1. Funding- expectations of  a champagne experience from a beer budget tend to fizzle when the reality sets in. The state is providing machines and some training/support but it will not be enough. What resources can be deployed by the school? How much can the photocopying/textbook budget be scaled back? What needs to be done to the infrastructure of the school and classrooms? We are storing ’spare’ machines, placing our TSO in the library and cutting a hole in the wall to create a servery.  Most of the budget allocation should go to training staff and ongoing teacher professional learning rather than ‘nuts and bolts’ stuff. PLNs are very inexpensive options.

2. Support for staff to develop professionally – needs to be innovative, especially in the creation of time and space to learn. Using Year 10 -12 examination time (by hiring invigilators) allows staff to have extra hours throughout the year. See earlier posts in this series (faculty/teacher posts). Models of continuous learning rather than outdated one-off training programs are needed. Mostly, it is about a changed mindset.

3. Create a small motivated team to do some ‘thinking’ and ‘proposing’ – to the executive and whole staff. The team could include the librarian, a classroom teacher and member of the senior executive as well as the ‘tech brains’ at the school. This is for the committed and able, not a meeting kind of thing, more an ongoing what does our school need and where the hell is the information we need.

4. High expectations of, and from, the school leadership – is absolutely essential. If leaders can’t turn on the laptop, engage in meaningful conversation about the impact of digital technologies on pedagogy and most importantly, show a willingness to learn, fail and smile (most of the time) through the challenge, it is unlikely their troops will buy into the rhetoric. Talking the talk and walking the cliche is important.

5. Procedures and protocols and making it work - the devil is in the detail and it is essential that the practical realities of ubiquitous laptops usage is given a high priority. However, the temptation will be to focus on this rather than pedagogy. What happens when it rains and not all students have shelter at our school? What do I do if my laptop is broken or stolen? What are the rules? Mum says…but the school wont…what do I do? Where can I find the policies, procedures and protocols? In the students’ school diary, website, MOODLE? Some brainstorming sessions with students, staff and parents will raise a host of unanswered questions. Find the answers!

6. Keeping students in the loop- and explaining the expectations, challenges and opportunities the L4L rollout will provide. Have the Student Representative Council (SRC) provide leadership and be part of the formal and informal dialogue. Have staff formally and informally discuss L4L and their lessons. Distribute ideas, queries, enthusiasms and fears. Teach them about the importance of posture and raise awareness about ergonomics and best practice. All students must be able to and often access their email and MOODLE accounts. Make it worth their while to access these accounts!

7. Advocate appropriate models of pedagogy- and encourage staff to think differently about what an effective lesson format might be. Provide examples and dynamic presentations that model effective learning experiences, especially focus on the practicalities of the the beginning and end of lessons. The school must insist that an appropriate range of pedagogies are employed. PLE - the concept of a ‘Personal Learning Environment’ is fundamental to having the entire school community understand the paradigm shift that ubiquitous laptop usage (with good wireless) can facilitate. This video makes it understandable.

8. LMS - MOODLE has been in place for 12 months is important at our school, especially as we are waiting for the DET Learning Tools to be released. The DET blogging platform is in beta and eBackpack is on the horizon but our needs will not be met by these in the immediate future. The school must ensure students and staff have access and can use our systems.

9. Keep the parents & the community informed – of the school’s vision. Help them understand Web 2.0, cybersafety, L4L and digital technologies using sites like Click. Communicate using these technologies. Ask what can parents do to support? Keep the P&C updated and in the loop. Talk about practical and theoretical issues. How can my son or daughter ensure their posture is good when using their machine? What happens if…?

10. Reflection - the continuous cycle that incorporates  and acts on this reflection permits failure and allows for renewal. Innovation and risk-taking are encouraged and stagnancy resisted at all costs. Everyone must be free to be critical, positive criticism with suggestions for the future, are what we all need.

 

There’s obviously so much more…

 

Once again, thanks to my PLN for their contribution via email and Twitter. The slideshow below gives you a few seconds to read each tweet.

 

 

Here’s the cream of the 100s of replies from you folks for a 4 minute - ‘best of 1: 1 suggestions’ - video.

10 things ‘a faculty’ can do in preparation for 1:1 (laptops) in classrooms

10 things ‘a faculty’ can do in preparation for 1:1 (laptops) in classrooms:

1. Support the school’s agenda – help to make good ideas work but also shape them with positive input followed by action. HTs have a special role here in leading their faculty positively and realistically. Be collaborative and then complete honest reflection using the SWOT tool.

2. Share locally with colleagues – who work in the same faculty at a different school. Do this in a range of ways, including creating an online presence and identity for the faculty. Is there a member of the faculty who could help set up a blog or wiki or work on the school website? Support, and if necessary re-invigorate, local networks and share ideas and resources.

3. Champion student needs – and focus on what will enhance student enjoyment, engagement, learning and outcomes.

4. Develop collaborative units – using MOODLE and thinking about engaging students with sound pedagogy, not just technology. These 2 Minute Moodles will help.

5. Conferences – ensure that each faculty member leaves the pond each year and sees what is best practice as presented at conferences. Encourage staff to present at conferences and promote the good work of the faculty and school.

6. Agitate – for professional development, resources and time. Have a plan and sell it to the Boss. Make it align (and shape) the school plan. Engage with your professional association.

7. Know your team can make a difference - and be positive. Pace yourself to do a little towards the collective faculty goals each week. Who can help you and who can you help in your faculty? Who can help your team from another faculty?

8. Revisit – ICT outcomes and cross-curriculum content strategically in faculty meeting and then set plans for action. Backward mapping is an effective strategy to employ.

9. Tech Tip of the Week – publish ideas that will help colleagues, encourage everyone in the faculty to participate in developing sound pedagogy using digital technologies. Formally share successful and failed lessons/ideas/strategies in faculty meetings.

10. Reflect – as a faculty and individual on what must change and what stays in your programs. Talk pedagogy and digital technologies, not just about new tools. Permit failure and encourage openess. Be learners. Be collaborative.

 

Here are the suggestions from colleagues about what a faculty can do in preparation for the L4L rollout later in the year: