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:

The Connected Classrooms Challenge

i4S-The Connected Class Challenge

EXISTING SKILLS

How might we develop young people’s obsession and engagement with social media and texting into a deep desire to learn and create together?

My first thought is to ask why people become so obsessed. In my digital citizenship programme, we cover social media addiction and why it effects people of all ages. One key issue is that when a post or message is sent into the system to people who can’t be physically seen, the unknown amount of time it might take for a reply keeps people watching. We all want to be appreciated and of course “Liked!”

HOOKED ON CONNECTIONS

People get locked into a “have I had a reply or a like yet?” universe and they develop habits for needing connection & recognition. Rather than worry and scorn, this might be a situation teachers can use to their advantage. I’m always keen on students working in teams for everything they do – Yes, an author might write a novel alone but they still need an editor and publisher to finalise it.

CONTINUOUS REFLECTION WHILE WORKING

connected-ClassesMy observation of teamwork in many classrooms, including my own is the lack of space and time for each member to contemplate what another has said or done. There’s often a rushed atmosphere of trying to get the work done quickly. More ongoing reflection from each member can result in higher quality outcomes. It is often the case that someone shy in public is confident online and this has a lot to do with the extra time they have to reflect and consider their responses. Social media creates a more level playing field where the more outgoing and confident are less obvious and the quiet can contribute fully.

THE CHALLENGE (C.C.C)

One idea to combine the positives of remote connection in social media and productivity at school is to physically separate team members and organise projects over 2 or more classrooms. Students from different rooms or even schools come together online to use their well honed social media and texting skills to build a more professional 21st Century view of workflow. It’s important to highlight to young people that these tools and systems are being used by adults to carry out projects around the world and that in many occasions this connects people in several countries.

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Yes, this is an iPad photographing an iPad filming an iPad – normal in my existence!

At first, you may have to allow a little more time for a project you normally carry out in one room but the students will develop these skills in a productive sense and experience the need to allocate roles and work efficiently. The students love feeling connected to the world outside the classroom, even if it’s people next door!! I also find they read and ‘listen’ to each other more intently due to the nature of these communications.

I can highly recommend it for some projects. It helps keep things fresh and connects both students and teachers. I suggest the teams ensure they are putting together a ‘package’ of all media types they can publish or present to both classrooms online. Another reason for trying this is that a teacher confident with technology can join their classroom to a less EdTechie teacher and help with the learning process. The irony is that social media removes much of the social distractions evident in face-to-face interactions. After some initial excitement, the communications eventually become more considered and task focused.

OTHER THOUGHTS & IDEAS

Don’t necessarily subscribe how they produce output or communicate. If they’re obsessed with Snapchat then have them sketch ideas with it. It will educate them into seeing anything as possibly productive and not just frivolous.

How about 4 teachers specialising in each of 4 rooms as mentors for Leadership, Research, Technology & Presentation. Each student team members are also divided into classes along the same lines. The teams can then rely on their team’s specialist knowing they have a mentor in their specific role.

Have one room speak a different language and use either Apple or Google’s translation tools. It’s good preparation for world collaboration. (I personally have sent several tweets recently in French without speaking a work myself!)

Evernote is also good at sharing all media types and having shared work spaces. It’s also cross platform too.

Google might be my preference but if you understand iCloud well and the devices are logged in. Then sharing video, photos and docs is already build into iPads and Macs.

The First 5s with iPads

This is just a quick nod to my EdTechTeacher friend Beth Holland, who has written another excellent post updating ideas around what teachers might do in the first 5 hours, days and weeks with iPads in their class. The original post can be found here on Edutopia.org.

Beth and the EdtechTeacher team are an excellent source of ideas and inspiration. Beth asked me to update my infographic for the post and so here it is:

i4S iPad First 5 v2

Teacher’s iPad 2015

iPadWells iPadDuring this coming academic year, the iPad will celebrate it’s 5th birthday. I decided to take a look at my own iPad and what systems, apps and activities fill up my school day as an iPad teacher 5 years on. I’ve produced a breakdown of my home screen and realised it can be summarised in 5 points.

  1. Being relevant as a professional
  2. Being relevant to my students
  3. Collaboration with students
  4. Collaboration with teachers
  5. Production of Interactive material.

My teaching emphasises the fact that I’m still a learner and still creative. I overtly discuss this with my students every week and showcase my own productions amongst their various presentations. I also showcase my collaborations with other teachers and the fact that reflecting on my professional life on my blog is important to personal growth.

I’m very proud that creative writing, Music, Art, Media and Coding all have a presence in my iPad teaching. You’ll also notice that each of the major social websites are utilised for different reasons.

I hope it helps some teachers new to professional iPadding. For more information about how I use the apps, use the search facility on the blog.

i4S 2015 iPad

 

Hopscotch 2 – Lesson 3

gameBGGame Backgrounds

When kids are learning to code, it’s better to get on with things as quickly as possible. In lesson 3 of my Hopscotch course, I get straight into making it look like a game. This involves adding sky, ground and moving objects. My students are keen to get the project looking good but in doing so, they learn the basics behind achieving what they want with logical thinking.

Life is Random

They key feature introduced is the Random option when adding numbers. Without the Random number option Games wouldn’t seem very realistic as background objects always appeared in the same places every time they repeated their animation.

Hopscotch-RandomHelp Sheet

In this help sheet, I colour in the background and add floating objects moving both right and left. Objects move 1000 or -1000 across the screen but have a slightly random Y value to change their height on the screen for each repeat.

HopScotch2-Lesson3-i4S

 

Adding Emoji Keyboard to your iPad

Here’s the step by step on adding the Emoji keyboard (Sorry that’s it’s in iOS6 format)

NUTSHELL_EMOJI

Hopscotch 2 – Lesson 2

How Hopscotch builds Abilities from Abilities.

The iPad coding app Hopscotch is now able to teach kids about the primary way coding is organised. Procedures (abilities) can be named and referred to by name when needed by multiple characters. My 2nd lesson shows how an overall task can be broken down into it’s smaller stages and these stages are called upon to perform the larger task.

Here’s my help sheet showing how procedures can be built from smaller procedures:

HopScotch2-Lesson2-i4S HopScotch2-Lesson2-i4S

Hopscotch 2 – Lesson 1

Hopscotch 2 means better learning

You may have read my previous posts on Hopscotch, the iPad app that teachers kids to code. This is an important app doing an important job for the world. They have now released version 2 and my coding lessons can now step-up to a new level.

Kids understand Superhero abilities

A major coding feature missing in version 1 was naming the sets of code and then characters sharing the sets (procedures) of code by these names. Hopscotch have chosen to use the term “ability”, which I think is a great idea. Characters and objects now can have various ‘abilities’, which my students understand from all the superhero films. They also understand the idea of 2 characters sharing the same ability, such as “this is how to fly” and I will give this ability to 2 characters.

Here’s my lesson 1 slides introducing the naming of abilities and the repeat function:

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Start your kids coding ASAP! From 5 onwards, this is learning at its best! (more help sheets to come…)

Why App Smash?

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Inspired by the last #1to1iPadChat , I thought it was time to post on the world craze that is App Smashing. The term App Smash was coined by the great Greg Kulowiec (@gregkulowiec) from EdTech Teacher fame. It is a hot topic in EdTech and obviously has its own Hashtag – #AppSmash.

What is an App Smash?

Content created in one app transferred to and enhanced by a second app and sometimes third. Preferably the final product is then published to the web – remember, digital presence is the new résumé (CV).

Reasons to App Smash:

  1. It demands creative thinking
  2. It demands more from the technology (value for money)
  3. It turns the issue of not having a ‘wonder app’ into a positive
  4. It removes any restrictions to take a topic as far as it can be taken.
  5. It often results in more engaging learning products
  6. It’s a fun challenge for ‘digital natives’

Key rules for successful App Smashing:

  1. Use the Camera Roll as your main conduit between apps
  2. Leave the app choice to the students
  3. Have a list of apps capable of smashing content together (See below)

Key Apps when App Smashing:

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Examples I’ve used:

SMASH 1:

Comics Head + Explain Everything + Youtube = Thinglink
This creates an online interactive poster that launches extra content using hotspots.

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SMASH 2:

Garageband + Soundcloud + iTunes = Student radio show
Give your students a voice and experience great digital citizenship with running a radio show.

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SMASH 3:

Camera or iMovie or iMotionHD + Pages or Pic Collage = Aurasma Posters
Make video creations more accessible to other students using Aurasma posters that come to life on the classroom wall !

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For more examples check out Greg’s excellent presentation from last year’s EdTechTeacher Summit.

Watch me here chatting about App Smashing

I had the amazing privilege of being the first guest on Courtney Pepe’s show “The App Smashing Chronicles”. It was a great chat full of ideas.

Final thought

The challenge of app smashing keeps students on their toes and can increase collaboration between them. It adds a layer of creative problem-solving and also can lead to competition around out-smashing each other. The key when encouraging App Smashing is to make very clear the assessment criteria and ensure the students know that the final products will be judged on their effectiveness to prove their level of understanding and not just in their technical wizardry.

Keep an eye on Twitter using the Hashtag #AppSmash for other ideas and apps too.

Other links:

http://www.edudemic.com/app-smashing-education/

http://edtechteacher.org/blog/?p=2191

Kids must code on iPads

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An important 21st Century skill

This post is about a topic and app close to my heart. Computer programming is the engine of modern life and dream maker for tens of thousands. More and more countries are introducing the subject as compulsory schooling at surprisingly young ages. The UK is introducing a national school programme in september this year whilst also funding yearofcode.org to increase momentum. Code.org is pushing an international message with big-name endorsement. Even small countries like Estonia have their 5-year-olds taking their first steps into logical problem solving. A site I’ve used for years is codecademy.com

estonia codeWhat learning to code offers young people.

Even I was surprised at how much my students have enjoyed their first experience of coding this year. In a number of ways, coding offers a ideal learning experience. Students receive immediate feedback from any attempt and can see the results of their endeavours without the need for teacher feedback. If the challenge is set at the appropriate level, coding automatically becomes a perfect example of gameification. It naturally encourages students to ask “what can I do next?”

code club ukAccessible to anyone 

Coding is problem solving and like any puzzle, it seems to immediately engage kids as long as the puzzle pieces are easy to play with and move around. That’s where Hopscotch comes to the rescue! I have been teaching coding for 10 years and have never seen such an immediate impact on engagement than that of touch-screen draggable commands. Hopscotch is a free app that has an online community to share your coding projects with. It’s easy and intuitive to play with and is appropriate from about the age of 4 or 5. You do not have to know anything about coding to give this a go with your class and of course there are Youtube video lessons.

hopscotch screeen Quick & keen

My colleague and I had written a typical coding introduction for our 12 & 13 year olds using Hopscotch but very quickly realised that the app negated traditional approaches as it was so intuitive. The students were creating shapes, drawings and characters within 20 minutes. They just wanted to play, discover and create and our teaching unit was far to slow. Obviously, we let them go for it!

codecademy“Let’s make Flappy Birds!”

Within the first hour, a 12-year-old had already realised the the ‘world issue’ that was “the death of Flappy Birds” could be solved with Hopscotch. It was great to see the students all working together and keenly sharing their discoveries. One student realised the the Emoji keyboard allowed for 100s more characters, another worked out how to colour the background in as sky and grass. The only element I had to directly help with was keeping score.

We were also amazed to get recognised by the folks at Hopscotch!

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hopscotch appPersonalised learning

One benefit of coding your own apps and games is keeping it personal. Students started twisting the Flappy birds concept into fish games or car games and it was as if I’d completely disappeared from the room. When using Hopscotch, students are constantly problem solving, working collaboratively and thinking creatively.

What’s coming next?

I have watched the development of this app and can’t wait to see the next version. There are a couple of significant programming tools missing but I am sure they’re on their way in future releases.

Here is a help sheet I produced from from my classes coding and I hope it helps.

Flappy Birds and code for other games in Hopscotch

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“School work is no longer school work when it’s recognised outside school” – @iPadWells

@ipadwells & OC on Hopsctch Blog

How PD can make real change

scared_UserWriting blogs like this one and interacting with teachers on Twitter and the like can make edtech teacher types, like me,  forget that it is still the case that the majority of teachers are not confident or regular users of modern technologies (social, mobile & student-centred) and need effective introduction and explanation of their benefits. I would estimate this majority of the non-confident to still be around 80%.

I have been Head of Department in my current school for just one year and a number of my teachers have highlighted recently how far they’ve come in just one year. I thought I’d share my approach to providing PD and why it might be that it seems to work (well, some of it)

THREE QUESTIONS:

  1. Why does so much Professional Development NOT work?
  2. Why do schools make such slow progress with modern workflows compared with business?
  3. Why do some teachers refuse to budge from their tried and trusted methods?

FIVE COMPLAINTS

  1. “PD’s never to do with how I teach”
  2. “I always forget PD because I don’t use it immediately”
  3. “PD’s a waste of my time”
  4. “It’s always too much to take in”
  5. “I’m not confident with using technology in my teaching”

COMPLAINTS CAN BECOME SOLUTIONS

Choose an Tech-coach Teacher to work one-to-one with others and give them time to do it
Make PD to do with an individual’s current teaching – Don’t introduce an unrelated “new-way”
Give them a reason to use it immediately
Provide the PD at a time that suits the individual
Provide PD in small but frequent sessions
Confidence grows slowly, so only take small steps from current practice

SOLUTION ?

Every student is an individual and so is every teacher.

Providing standardised Professional Development to groups larger than 10 is just as effective as trying to teach a standardised curriculum to classes larger than 10, that is to say, not effective at all. The biggest missing piece in so many PD jigsaws is a reason for each individual to ‘develop’ in that way. As well as a professional reason, each individual will be looking for a personal benefit too. Some non-edtech teachers will need small conveniences added to their current practice.

HOOK THEM IN FIRST

hookMy trick is to always emphasise the personal benefits or conveniences such as time-saving, less admin or increased popularity with students to the teacher before explaining any professional or pedagogical benefit. In addition to this, by mostly working with individuals, I can also add an immediate use for the ‘development’ by looking at the specific teacher’s current teaching programme. This gets them using it for a number of days after the session. If they feel there’s a personal benefit, they’re more likely to give it a proper go. The professional and educational benefits will be truly realised in time and the teacher will be proudly trumpeting those, whilst possibly keeping the personal liking for it more quiet.

Photo Credit Link

KEEP IT SIMPLE – SMALL BUT FREQUENT. STEPS MAKE BETTER PROGRESS

When I’m working with a teacher, I only work with something they are currently doing and try to reduce the development to 3 points or even 3 clicks if I can. I also ensure I only ever cover one task that they are currently doing but show how it can be developed to be easier, quicker or more popular with the kids.

LINK THE STEPS

chainI try not to jump around topics and tools between sessions. Try to link all the small steps together. For example, moving to Google Drive is good for this as steps are taken within one account and the format is similar throughout the Google eco-system. Google Drive is also enough like an old PC but introduces the use of Cloud storage and can then link to increased iPad use through the Drive app and thus mobile workflows.

If you jump from one topic to another, teachers can’t picture how all the ideas and tools link in different ways to their current practice. This is particularly evident with training that focuses on app after app. Most apps are isolated tools that might be great but when piled upon each other with all their various features, can overwhelm and produce little progress. This happens even if an app is covered each week or so. In the first 3 years, build a plan for how a limited number of apps will work together in the long term.

Photo Credit Link

HAVE A BACKBONE

Any school or edtech team should have a planned set of apps or eco-system that together get all the basics done. This plan can be ignored or added to by the more confident teachers but acts as a core safety net for the less tech-minded. These basics are:

  • Sharing
  • Collaborating
  • Photos
  • Video
  • Text
  • Project organisation
  • Filing
  • Animation
  • Drawing
  • (I’m sure you might have others)

Many teachers I work with have often wished they’d just been told one way of doing things whilst other colleagues have enjoyed playing with a variety of apps. So providing a core eco-system is important to get everyone onboard.

Building basic confidence in tech use is the first hurdle for many teachers.

AN EXAMPLE

My Step 1: “Don’t worry, the new way is like the old way”
helpCreate a department Google Account to log all the non-technical people into on both iPads and laptops. Demonstrate the easy dragging of Word and Powerpoint files into the Drive and how it acts like an “old” computer.
Then show how the docs appear immediately on the iPad App. This worked well for our Apple TVs as I needed a wireless way to present all their normal files. The apps and browsers log in permanently, so no password remembering and They only had to remember that dragging worked.

Photo Credit Link

Step 2. “I have a great reason to start using this”
“I’ve canceled the next meeting!” When I said this, they loved that I had freed up their time but you can trade that off against having to comment inside a Google document where all the questions, topics and discussion takes place over a week, when they each find time. Their browsers and iPads will already be logged in so emailing the doc link gets them all straight in.

Step 3: “We need to reduce the workload for all”
Indicate that sharing the same Google file structure means they can all use the same files and replication and movement of copies between teachers comes to and end. Groups of teachers can then add to the same files. This also works well for school or department policy or admin files that can be completed by the whole team, reducing workload further.

Step 4: “Explain Everything but just with photos and a laser”
The only standalone app I introduced was Explain Everything. Non-technical, traditional teachers could see it’s worth as again it only recorded what they’ d always done. The trick was reducing the app to just 2 features:

  1. This is how you add a photo/screenshot to a slide,
  2. This laser lets you point at stuff.

The videos will go to the same google/YouTube Account so no further passwords.
Don’t mention Flipped teaching yet as it scares/annoys many teachers. In fact stay away for edtech vocabulary all together. :-)

Step 5: “Stop! That will do for year 1″
Let teachers master 3 things each year and the school will have far more overall success. If all teachers in any school were using Google services and Explain Everything, it would be a real leap forward for most schools.

THREE ANSWERS

  1. Professional development often fails by forcing too much too quickly, not giving personal/human reasons for shifting and not personalising it to individuals’ current needs.
  2. Schools move slower than business because they lack the financial / survival incentives to change. Schools should work with personal incentives to encourage change. Educational incentives are a worthier cause but in reality, teachers are human before they are idealists.
  3. Some teachers have habits developed over decades, so don’t try to change them but show how what they do can be done more efficiently and save them time. This will start the long road to change.