How to make an @iPadwells Poster #02

COLOUR: This lesson covers dealing with colour and sticking to colour themes and working with images within your colour theme. I find colour a fascinating topic as we are all effected by it far more than we think. Advertisers are using colour everyday to not only grab your attention but control what you think about things. When trying to take a reader through a topic within one of my infographics, I am very aware of how colour will effect what they look at first and the importance their eyes will place on each element. 

Below is my 2nd “How to make an @iPadwells infographic” video lesson. These can all be found in their own playlist.

Music by Kaitain.

Topics covered:

  1. Palette
  2. Theme
  3. Keynote shortcuts
  4. Images – Tinting
  5. images – as a starting pint for colour theme.

Here’s the summary slide. Hope you find some of it useful.

Posters-lesson02-by-@iPadWells

How to make an @iPadwells Poster #01

I blog about many educational things but by far the most common question I get is:

“What do you use to create your infographics?”

So here’s lesson 1 from a series I’m recording about what I consider when breaking down a topic into a structured graphic that people might choose to digest. This lesson is about layout, order and balance. There will be more videos to come and each one will be accompanied by it’s own summary infographic. #Funny

Although they can be made with an iPad, the level of design details I consider make it quicker to do on my Mac.

Music by Kaitain:

Other Uses:

These videos might also help students to improve the quality of presentation for many document types and not just posters. I use all the same rules and tools when designing documents, flyers, websites and even resumes. Teachers might find it useful when putting together Keynotes or resources for students too.

Here’s the summary slide:Posters-lesson01-by-@iPadWells

Digital and Collaborative Learning

A three minute video highlighting a journey from 20th to 21st Century learning. Video transcript below.

An incorrect start…

At the beginning of 2014, we started a new computer programming module with all our Year 8 students. This was part of their technology curriculum and offered them 2 hours a week to look at coding and how applications were made. My colleague and I went though a relatively standard planning period for this and as experts in code, we broke the subject and potential problems down into sections and prepared resources and videos for the students to access.The students were using iPads and an coding app called Hopscotch.

student teams01During the first term, we noticed that although the work was self-paced, the diversity in both ability and interest for coding was causing problems for real understanding and engagement. Students were attempting to learn the separate coding elements by running through our tasks as individuals, asking a friend if they got stuck but the classroom had only small numbers of students showing a genuine love for learning this knowledge. At the end of Term 1 we reviewed the course and i highlighted that the students’ level of communication was very shallow, limited to short moments where one would help another over a small coding hurdle.

A new beginning…

student teams02The start of the second term meant a rotation in the timetable and a new group of students for our programme. I proposed that to gain more engagement from a wider pool of the students we focus not on coding elements, i.e. the content, but develop the programme so that collaboration and engagement become the primary goal. If we focus on team-based activity, there will be more sharing of knowledge, collective responsibility and knowledge creation. We were also in luck, Hopscotch added built in tutorials and most importantly an online sharing and feedback community for students to upload their products to. A shared learning journey would make it more enjoyable for all and the Hopscotch online community will allow the teams to share their products and offer feedback and advice to others.

A change in leadership…

student teams03So the course transformed from a teacher led, heavily structured acquisition of knowledge and skills into a more inclusive and active programme that all could be enjoyed by all. The teams of students set about developing a computer game without teacher-led instruction. The focus was shifted away from the content and more towards the experience of collaboratively learning. We even got a mention by Hopscotch when I published evidence of a the new level of engagement. Another development that arose from this new more open approach was that I would often learn from the students and the traditional teacher-student hierarchical relationships started to change.

As covered in the ITL research on 21st century learning design, we were now focused on skills such as collaboration, learning with ICT, self-regulation, and knowledge construction, whilst also being more successful in students developing coding and problem solving skills.

This post is a quick assignment for the Mindlab.

Edchat – A Measure of School Quality

What are the teachers discussing in your school?

teacher chatMy 15 years of working in schools tells me that high school teachers talk firstly about non school issues, secondly about problems with the school administration and thirdly about current progress on the course calendars. Talking about non-school matters is fine as we are only human after all . The other 2 common topics for teacher discourse not only trouble me but also worry education supremo, John Hattie. Here you can hear him discuss a number of issues central to improving education but mainly that quality teacher collaboration within schools is what really drives change for the better.

Troublesome assumptions 

teachers talkingWhen it comes to talking about education and learning, most teachers still focus on content and one’s progress through it. A focus on content means that many teachers see themselves as subject first and teacher second. For example, Math teachers will discuss students’ handling of Math topics far more than their own teaching of it. Teachers often assume that their colleagues teaching practice is either something they’re not to concern themselves with or something they can do little about.

Many schools have little in the way of successful systems for encouraging professional dialogue amongst staff and this leaves leaders frequently assuming that tolerating whatever practice is in place is probably safer that tackling it. This is so because most senior leaders feel it should be their job to instigate improvements directly and doing this without treading on toes is difficult.  This leaves many elementary school teachers isolated to do their own thing in their room and most high school teachers to only worry about the delivery of their subject content. Photo Credit

Teacher Conversation-iPadWells

Quality Reflection

The problem that arises when staff become isolated inside what they assume is their only relevant grouping is that the teachers fail to understand themselves as a profession with shared objectives and similar problems to solve. When I talk to teachers in other schools, or other departments, the issues we face are essentially identical and having these discussions always makes me reflect on my teaching practice and pedagogy and less about the content I might be dealing with.

Schools must look to increase the quantity and quality of cross-school teacher discussion. There must be encouragement for challenging one’s own assumptions. Most humans are selective when focusing on evidence that backs up their preconceived ideas and schools must start a dialogue that takes this into account. Only when school leaders and teachers (as classroom leaders) present their ideas as possibilities instead of absolutes can real progress be made in learning.

Filling a void

Twitter SandThere is a growing number of teachers finding professional growth and dialogue outside their own school environment and with what seems like a faster pace of life, use the various online networks like Twitter as a more convenient way to continue professional discussion, many claiming it greatly re-energises their work life. This is often because they are not experiencing this within their school. These teachers then evaluate their own practice against the ideas presented by their network. This can only lead to better teaching and learning and this self-evaluation is what’s lacking in more fragmented schools where departments or individuals are left to work things out alone. Photo Credit

The Challenge

kidsChallenging one’s own beliefs and practices is what many teachers still struggle with. Opening up to dialogue around these issues is difficult for some as it presents the possibility of being wrong or in many cases openly accepting the failures one secretly knows already exist. An encouraging and supportive school environment can change this. Teachers can start to see the benefit of general professional debate about how to move forward and both cope with a rapidly changing world and make direct improvements in their own classrooms. Please start talking about teaching and do it with teachers who are not in your normal discussion circles. Set up systems within the school that are centred around general teaching issues such as boys education, differentiation, technology integration and the like. Photo Credit

School practices should encourage the behaviour in teachers that we hope for in children. Good luck!

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iPad Screen Time

So, I’ve got kids. 2 girls, 7 & 10. We’re a normal family with normal issues, including the worry about screen-time. I had a good conversation with my girls and we all agreed what was useful for young brains and what was not. I started by comparing how much they created inside the game with how much everything was given to them by the game. In Moshi Monsters Village, for example, we agreed that there was no trick to it, it was just buying or choosing from all the stuff to give to the monsters etc. Nothing in the game was made by my girls.

Proud?

We talked about how amazing they feel when they’ve actually made something or finished a drawing and how much they always want to show me. My girls agreed that they didn’t always get that feeling from the games as much as they did from making real things or even making stuff in Minecraft.

Playing or Making

I told my girls that I would be happy for them to have more iPad time if they were creating things, experimenting or learning new things. We needed to restrict the amount of time gaming as their mum and I could see it having negative impact on our girls’ relationship as they often fought over who’s turn it was or that one would not share access to an iPad. (They don’t have their own at the moment, although that’s just about to change!)

I said we would decide on a total amount of screen time for a day and then decide how much could be spent gaming and how much extra we’d allow if they were making things.

The Minecraft debate

MinecraftThis was a tricky one. Yes, Minecraft is used by millions and seems creative and open-ended but I pointed out that after hours of playing it, the girls rarely rushed to show me their creations and this might have been because they sort of made things up as they went along and never knew when they’d finished. This aspect put it more in the gaming category as they were not yet building planned or team projects. We decided we might change which category Minecraft fell into if they were more organised about what exactly they were going to build and why.

Games

In a previous post, I’ve highlighted the positive effect that comes about from playing puzzle or logic games. I can see at home how calming the right game can be and sitting with my girls trying to conquer levels together is a great experience. Saying that, they do still add to overall screen-time and without having a direct creative output, they seem to add to what seems like a minor iPad addiction. I must admit that this addiction is also seen in the parents to and is common to many families in 2014.

Laying down the Law!

The result of these debates was our collaboratively designed family poster to remind us what we could do on the iPads and for how long. It was difficult for me to consider time-limits on something like reading as this seemed counter-intuitive. But given a free reign on iPad reading time would often mean 20 minutes of gaming followed by 60 minutes of movie making followed by hours of reading resulting in whole evenings looking at the screen and no time conversing with the family. My daughters, of course, have many standard paper books to read and have free reign on those.

Some parents might find it useful so here it is. Note: Making Games is fine!

PLAYING-MAKING-iPadWells

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Games to Ignite Brains

7439512656_04f88d7461_zHow about this for an idea? Your learners can game when they want at any moment during class. I know it sounds a bit crazy, so let’s put some structure and reasoning around it.

I’ve outlined in a previous post, my findings that quite obviously, the moment that any individual learner is ready to listen, read, watch or even learn will vary. To expect any class to turn up at a scheduled hour and fully engage in the same learning activity is literally treating them like products on a factory line and not the humans they enjoy being. Photo Credit.

I have 2 daughters, both brought up by the same parents who approach everything in life very differently. Why would we expect 30 young people form different life situations to behave and have the same needs for an hour?

e1yeaWhen I regularly divide my classes into groups, I often notice that a number of the groups have a member who seems distant or unengaged and I wonder how I can energise these kids to engage with the group or task during the short time that I’ve got them? (I teach in a high school still restricted by segregated, hourly subject lessons) Most of my class activities involve an element of problem solving. Examples might be, How are we going to reduce cyber-bullying in the school? What do the students need in a school app? Or even, How can I start my music career in New Zealand? It is the problem-solving part of the brain I want to activate in my students who are not in that frame of mind when I need it.

The other day, I noticed one of my daughters playing a puzzle type game on my iPad. It was obviously challenging and often frustrating but she kept at it regardless. The game was direct problem solving and my girl was deeply engaged. It was then I had an idea. If any learner who found themselves disengaged from a school task had permission to select from a list of problem-solving, “brain igniting” games, it might mean they return to the task more energised to tackle it or suggest other solutions.

Initial Trial.

e1ybfTo carry out an initial trial, I projected a problem-solving game on my board and invited individuals to have a single turn to complete the puzzle/level. After 2 minutes, pairs were coming up to have a shared turn. This turned into small groups and after 10 minutes had 8 people competing to make suggestions for the next move. What I noticed was that these 8 were not a normal grouping within the class but had selected themselves to share an experience. This had an immediate effect on the dynamics in the class. I have found that after this exercise, new pairings started appearing in the class and it definitely made it easier for me to suggest new groupings without any backlash.

Class gaming rules

  1. Time Limit: A set amount of game play per hour or per week might be allowed but there would be freedom to select when that time was used.
  2. The games would be form the endorsed “Brain-igniting” list.
  3. All games would be Problem-solving
  4. Gaming progress (levels) could be reported to class to encourage collaboration between students that might not otherwise connect.
  5. New Game teams are organised around individual’s favourite games

Class management

  1. e1yl0Ads: “The Games have too many Adverts!” Airplane mode (in the control centre) will remove most, if not all the ads that pop up.
  2. 2. Student suggestions – Students should be free to make suggestions for adding to the approved list. I think keeping it to about 10 will encourage more discussion in the class about solving certain levels. With too many games, the classes attention can become fragmented. Suggesting games for the list will give them ownership over their problem solving world.
  3. Students are allowed to connect over a game to discuss strategies to beat levels. This builds strong relationships which spill over into class tasks.

Brain igniting Games

So I set about searching and inquiring after entertaining puzzle games I could issue as an endorsed game list. These are just suggestions but will give you a starting point.

  1. VERY BAD CUBE
    VeryBadCubeiconThis game builds in complexity from the most basic of starts. Join all the cubes of the same colour. Sounds easy but had my classes connecting into larger and larger groups trying desperately to beat a level.
    .
  2. 2048
    T
    2048iconhis game is challenging and demands a little math. Same number blocks collide and merge into a single doubled number block. Trick is to not fill the board. Even my senior students play this by choice.
    .
  3. DUOLINGO
    Lduolingiconearn another language in a personalised, fun and accessible way. With an account, each student is automatically tracked and reminded to return to their 10 minutes a day if they forget. I’m learning Spanish along with the rest of my family!
    .
  4. 2 DOTS
    2dotsicon
    This game does not have a single solution for each level. This means it is less likely to bring students together but does quickly get an individual’s brain working. This too nicely grows in complexity and is good for the quieter students to work on alone.
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  5. THINKROLLS
    TThinkRollsiconhis is good for younger students but fun for all. A constant rolling screen of quick problems to solve before the character can continue on. My7 year-old daughter  played this game for much more than 10 minutes!
    .
  6. MOVE THE TURTLE
    moveTheTurtleicon
    This challenges with simple puzzles whilst teaching the fundamentals of programming. There are programming iPad apps but most allow kids to play games already made and Move the Turtle is the game itself and so is on my list.
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  7. POP WORDS
    popwordsiconThis is a great twist on the game Boggle. It has a individual time-pressure game where you try to find words on the grid before your timer runs out. It also has a great puzzle mode where the letter tiles disappear when used to see how many tiles you can score with just one grid. This is great for building literacy skills and again naturally draws students together to find new words.
    .
  8. MEMNEON
    memneonIconThis is a bit different. At first you think it’s just a very simple memory game where you only have to remember which neon lights lit up for 5 seconds on a grid to complete a circuit. It seems quite tricky so you find yourself developing your own strategies for remembering which lit up. I even started remembering shape names to jog my memory. This really gets the brain working hard.

Team building

Sometimes we consider the term team-building as only something employers organise. I’ve found this to be powerful in my classes, especially with boys, who are often less social and likely to work well in new teams. You may have heard of Google 20% time, well this is an endorsed form of team-building / brain ignition time. Give it a try!

EXTRA LINK: Games are good for you

SITTI FeaturedImage

SITTI – School Improvement Through Teacher Inquiry

In New Zealand, we are fortunate to have teacher inquiry/research written into our national curriculum document. This asks teachers to ensure they are experimenting with strategies to improve their practice and recording the process and results. My own school has put together a planning group to bring all of the school-wide improvement strategies together. The aim in doing this is to make more sense of why we have each component. It is a common complaint from teachers that school organised PD is irrelevant to what they do. It is also common for teachers, when asked to quote school vision or goals to draw a blank.

SITTI Model by iPadWells

As a way of structuring my own thoughts around this, I have sketched out a model that I’m referring to as SITTI (School Improvement Through Teacher Inquiry). The aim of this is to link the components and increase awareness amongst the whole school community of why various strategies to improve the school and professional development are taking place. By the way, I’m pronouncing SITTI and one says “City.”

Here is a summary of my thinking regarding each component of this cyclical process.

SCHOOL VISION:

School vision is generally universal around the world but should be tailored to local circumstances and current research regarding the needs of young people given the world they will be entering after school. It’s from this vision a school should build its goals.

SCHOOL GOALS:

Aimed at achieving the vision. Based on research & data within the school plus worldwide initiatives and research, the school needs a limited number of annual goals that are realistically manageable and measurable through teacher action. I would recommend about 3 based around pedagogy, tech integration and community collaboration.

TEACHER INQUIRY

This is becoming the norm in New Zealand but some schools are still struggling with implementation. These inquiries are measured and documented teacher or department experiments with teaching practice.

The key here is that teachers:

  1. Consider the school goals
  2. decide on something they can experiment with to improve outcomes (Student surveys can offer teachers ideas)
  3. Collate data or carry out surveys with the students to gage current status regarding the targeted improvement.
  4. record / blog the experiment
  5. Compare results at the end and evaluate to decide the next steps
  6. repeat forever!

TECHNOLOGY?

There might not be “an app for that” when it comes to the chosen strategy experiment but I am sure technology can assist in some way. This might be in how communication takes place, recording results (Socrative survey) or just a useful website not used before. Technology can make things more interactive, more personal and more efficient. I would talk to you technically minded colleagues to see if what you are trying could be assisted by technology.

PROFESSIONAL DEVELOPMENT

If PD is centred on aiding the specific inquiry that the teacher has chosen themselves, there’s naturally more relevance and meaning and so more engagement by the teacher in question. Often schools provide or issue so much generic PD for all staff that strategies don’t embed because too many staff fail to engage meaningfully. This way, the teachers feel in control of their own development and can even work in teams to experiment with the making new strategies work for the students. There’s much talk online about student-centred learning, well we now need to ensure personalised teacher-centred PD too.

EVALUATION

This is the important bit. One issue here is that the evaluation should never be carried out alone. Students or other teachers should be involved in analysing results or offering suggestions as to whether improvements of any kind have been achieved and what still requires further inquiry. If possible, good data should be used and class surveys be carried out to ascertain which aspects of the strategy should be worked on and which dropped.

TEACHER REGISTRATION

In New Zealand we have to provide a portfolio of evidence every 3 years to renew our teacher registration (eligibility to teach in NZ). This is expected to include an inquiry and in doing so fulfils many of the 12 professional standards that NZ teachers are held to by the government. By working through this SITTI model, a school can be sure that awareness of vision and goals, teacher research and inquiry, collaborative working environments, teacher registration / professional practice and steady school improvements will all be more successful. Presenting it in one model also makes the 6 components make more sense and connect all the activities into one process.

SITTI MODEL

I hope this helps teachers worldwide but particularly in New Zealand. Many of these issues are becoming more problematic as schools develop and modernise expectations of teachers to not only use technology but also connect and show more awareness of their profession and be more transparent regarding the work they do in the classroom.

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An End to “21st Century” Learning Tools

21C Learning Tools-ipadwells

Digital Learning Tools and Modern learning technologies

Digital learning tools are seen by many people as those tools that are in some way different to other learning tools and need to be treated and discussed as such. “Let’s go to the digital learning zone” or “Now it’s time for class to use their iPads” are common announcements in many schools. Maybe we should stop saying digital, 21st Century and modern. I wonder if this mindset might be damaging to learning.

What are the issues?

baby on iPadIn the developed world, Digital technologies are embedded in all life experiences and ‘embedded’ is the key term here. Many schools set themselves apart from this life by making these latest learning tools somewhat mystical or special. Schools purchase class sets of iPads or Chromebooks and then allocate time slots for their use. Lengthy deliberations take place before Youtube or other social-media is permitted into school sites. Draconian blocking policies are written regarding the specific apps learners are or are not allowed to use in school (here’s an app kids use to get past the blocks). Punishments are organised for those learners found “off-task,” a judgement of “bad choice” applied to the student that is never applied to the teacher who designed the task being avoiding. Teachers do have a tendency to design tasks that they would enjoy or that work for their own way of thinking. On this matter, I would advise teachers check out Universal Design for Learning and the work of Katie Novak, Ed.D.

Photo Credit

The development of computer labs or “iPad hours” is something that whiteboards, pens, books and other learning tools never experienced. Many schools are still isolating digital experiences as something special and separate to the ‘norm’. This appears strange to the so called “digital natives.” They are “natives” not because they are naturally expert but because they have not experienced a world without regular contact with digital technologies, such as digital TV. What takes place in the digital lives of these ‘natives’ is routinely unspectacular and only commands the same level of interest as any non-digital thing they might do. This does not stop schools and institutions reacting to those more extreme stories that hit the headlines or become staffroom gossip when deigning policies and procedures.

Individual teachers too use their personal fears or lack of confidence with devices and technologies, such as cloud computing, to restrict the opportunities of the learners in their charge. The format for learning that is most comfortable to the teacher can reduce the depth some students might reach and standardisation is still seen by many teachers as the only manageable way to assess the learners.

How did “digital is separate” develop?

Perspective

old-computerI think this derives from the experiences the teachers had when schools made the transition to using digital tools, a transition young people today never experienced. They never had to wait 10 minutes for dial-up or a ZX Spectrum game to load! I try not to be amazed when some of my students are sketchy about what exactly a CD is. The students so often seem surprised by viewpoints (often hostile) that schools develop towards digital tools. Although there are many individual exceptions (I know many personally), it might be that the generations that did not enjoy playing with digital technologies as young people, don’t have as friendly or playful a relationship with them and thus take much more cautious and smaller steps. Photo Credit

Costs

The cost of these tools is also a complicated issue. I have heard many discussions about how buying an iPad is not like buying a pencil.  There are many examples, such as this one, where schools prioritising the need to make access to digital tools as ubiquitous as pencils and paper, find ways to fund them, even when serving the poorest communities. Cost is often used as an excuse to bolster the preexisting reservations held by the adult school community rather than be an absolute obstacle itself.

Primary vs. Secondary

The primary / elementary sector are doing better at making a more life-reflecting adoption than secondary / high schools. It showed recently when it was reported at Ulearn, the biggest New Zealand education conference, that only 15% of delegates discussing current best practice were from the secondary sector. Why is this? I have much experience in training secondary school teachers to say that the power base they wish to retain as masters of their own subject silos, encourages them to shy away from any tool or pedagogy that might readdress the balance of control over the learning in the room. It doesn’t help that the universities are often as silo’d and traditional and demand more traditional preparation and evidence of learning.

Managing mindsets

window BrainstormAlthough the pace to adopt digital devices is relatively rapid and there seems to be various understandings that they are either necessary or seemingly ‘ the ‘thing to do’, I wonder how schools will manage the mindsets of teachers and parents to not treat them as the only tool required or a special set of tools to release at particular hours of the day.

If schools continue to treat these tools differently they risk operating a school environment that becomes alien to the students and thus harder to learn in. Young people have expectations regarding the ubiquitous nature of these tools and do not view them as special but just part of doing anything. A recent example of this was when my BYOD class showed far more excitement that they could write on the windows to plan their project than the fact that a video documentary was an option for the outcome.

Not special but expected

I can tell you one fact and that is that learning does not happen just because you’re holding a device or connected to the internet. In fact the reasons why successful deeper learning takes place have never changed, regardless of our rush to be excited about the web, social media and iPads. Young people don’t want to do everything on devices but do have experiences or witness examples daily of their effectiveness for communication, active learning and creativity output. Young people understand digital tools as a constant option on a Smörgåsbord of numerous tools to carry out all sorts of tasks both in life and for learning. All tools offer potential, the trick is to keep an open mind and not treat one tool differently based on one’s own skill set or experience.

This post is part of a #ebookNZ project organised by Sonya Vanschaijik and being co-authored by a great set of New Zealand based educators for Connected Educator Month – Click here for details

Big thank you to Beth Holland (@brholland) for giving me feedback and advice on this post before publishing. Checkout her work at edtechteacher.org.

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Safer Schools with Creative Commons

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Teachers and their students are moving more and more online. Kids are blogging their learning as an excellent way to build confidence, reflect and gather feedback. Schools are showcasing the best of their students’ work on their websites.and the educational world is benefiting from a collaborative worldwide connections.

That’s all exciting and positive but we have one important question:
Who owns the material and it’s components when it’s published?

This is where we must all be careful. A quick Google search will find a growing number of cases where people have sought damages for even single images republished on both blogs and social media like Twitter. This link tells the story of a bad photo taken on a phone that was found on Google and used In a blog Post resulting in an $8000 out of court settlement. Every photo is owned by the photographer automatically and if you choose the wrong image you can loose out substantially.

So let’s look at how we should manage this and what schools can to to encourage staff and students to understand and use licensing.

Creative Commons is an organisation that manages and promotes a set of globally recognised licences for original creative works, such as any photo taken. It helps you set up licences for material but also helps you find and use the correct material that is truly ok to use in school work.

When teachers and students produce new material that they will be publishing online they will normally be happy for people to share it but need to be specific about what is and isn’t ok. For example, all my material on my blog is free to use but I I have embedded the license on my home page that notifies people they have to credit me, not make money and repeat my licence on their copy.

Here’s a quick summary of the options for school work.

Creative Commons by @iPadWells

Finding free images and giving credit

field for CCOn the Creative Commons Search Page you can choose from a number of known sites including Google and Flickr and it will automatically apply the sites’ filters to locate related images that are nominated by the owner as ok to use. One permanent rule is that you will always be expected to credit the owner by name and in the case of publishing online, this will imply a link to their profile. I got this image of a wheat field from Flickr (The Youtube for Photos). Flickr is a great site for safe image searching as it has built Creative Commons into the upload process for all photographers.

Here is the Photo Credit to Kevin Lallier

Practice what you preach.

How can schools not only inform but encourage the school community to start using licensing and working safely to avoid being prosecuted?

In New Zealand a number of schools have officially signed up as Creative Commons schools and have Written policies that inform teachers that their classroom material, although owned by the school is free to share with the agreed Creative commons license badges attached. This is a much more relevant and 21st century approach to copyright and sharing. It also helps any school teaching digital citizenship practice what they preach.

CC policy

The teachers are then applying Creative Commons, discussing copyright and students can see the licenses on a daily basis. This helps prepare the whole school community for a rapidly changing online world where the legal ramifications are being automated by companies and people need to be prepared.

Understanding what is and isn;t ok is a crucial skill for all to learn and I hope this information helps schools get more confident with publishing material online.

Here’s a Slideshow I used when talking through this on TeachTechPlay in October 2014.

… and here’s me presenting (in a hurried fashion) the first half of it:

TeachMeetNZ for #CE14 – Live Blogger

This is aTeachMeetNZ live blog of this TeachMeetNZ discussion.

We have a special session for Connected Educators Month.

This year a collaborative calendar for October will connect thousands of educators who will be able to engage in free (and freely given) professional learning events, communities and resources.

Check out the TeachMeetNZ page for more info here.

Here’s the feed / recording.

Presenters:

(I’ll add details as they present and update post every 3 minutes)

cenz

Sam Hocking : @SamHocking1 : DP and Yr 7/8 Teacher in Hawke’s Bay
Topic: SOLE – Self Organised Learning Environment:
He uses it with his students and finds it engages them with rich questioning and student collaboration to find answers. Started in India, it’s now going worldwide. Uses Cloud services and focuses on students sharing devices and resources available. It also encourages problem-solving and demands that the teacher stands back and allows the students to explore. Sam shared some resources that you will see on the video above. Here’s a link to the TED resources:

Bridget Casse : @BridgetCasse : Assistant Principal at an Auckland primary school
Topic: Making Learning Visible in the Early Years:
Uses SOLO in the school. Learners know how to meet their goals by clarifying their learning vocabulary. SOLO enables the students to tackle their learning and face complex problems by understanding the journey. SOLO visualises the steps to deeper understanding of any topic. Conversations with students are deeper because they know why and how to learn. Learning to learn is a sustainable skill and Bridget says teachers must get to know SOLO, particularly from those who are already doing it. Sonya supported this theme with her positive experiences with SOLO.

Reubina Irshad : @Reubinai : Junior Teacher in Auckland
Topic: Mutukaroa Project:
Reubina teaches with Sonya. Mutukaroa is a partnership between home and school. It takes the learning into the home and parents are invited into talk about the learning goals that have been set. 2 specific goals involve literacy and numeracy. Reubina is the coordinator of Mutukaroa and is responsible for building strong relationships with the families. She has also found it positive for making connections between teachers and working more collaboratively. “We are together in this journey”

Tim Kong : @Timoslimo : Teacher in Wellington, NZ
Topic: The Future May or May not be Finnish:
Future focused education. Finland has a very successful education programme. It has small class sizes and teachers must have a Masters degree but they don’t use much technology, in fact they are one of the lowest users of tech in Europe. Critical thinking is often lost amongst the glossy talk of new tech and exciting gadgets. It is the way Finland pushes critical thinking and not their use of tech that makes them leaders in education. Bridget thanked Tim for challenging the audience to look at their own priorities. Karen pointed out that the focus on tech often only “tinkers around the edge” of what’s really important.

Lewis Bostock : @LewisBostock : Media Studies Teacher in Auckland
Topic: Safe and effective use of social media in the classroom:
Lewis is a passionate social media user and feels it is crucial for future focused education and learning. Lewis first used Facebook for questioning other adults and then had his students review the responses. He found engagement was immediate, particularly as the format being used was so familiar to the students. He also uses Twitter to connect with students and teachers. Lewis finds that social media will often Redefine (see SAMR) any traditional tasks and create authentic experiences. He encourages us to use the power of the crowd and judge on connections and people rather than likes and Retweets. Lewis suggested that teachers are DJs and social media is the music and our job is to create the best mix-tape! 

Kassey Downard : @kasseylee11 : Year 8 Digital Teacher at Mokoia Intermediate
Topic: What’s the big deal about Minecraft?
It is simplistic and appropriate for all ages. There is no end point and it acts as a huge sandbox that challenges students to be creative and work collaboratively. Students can manage their own timeframes. Creations can be published and shared between students. Committees of students plan how to construct things and leaders naturally become apparent in this process. Videos are created that allow students to reflect and showcase their work.  Kassey had her students create scenes from novels. This challenged the students to show their understanding of their reading and discuss the difference in their visions of how the descriptions worked or not. “Excellent stuff” said Sonya and Bridget highlighted that the students are keen for more teachers to use it.

Karen Melhuish Spencer : @virtuallykaren : Senior eLearning Consultant w/ @CoreEducation
Topic: Connected Educator Month:
This is a global initiative that’s live in New Zealand for the month of October. Here’s the link: http://connectededucator.org.nz/
Core are organising it and it’s aims are to organise new ways to collaborate and communicate what’s happening in education. It will offer free professional development opportunities online throughout the month. It invites people to suggest what they could offer others. Check the website out and get involved!!! The tags are #CE14 and #CENZ14 (for the New Zealand stuff).

Thanks Sonya for organising! (@vanschaijik)