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Question 198 of 365: When is sleep inappropriate?

GDR "village teacher" (a teacher tea...
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I observed classrooms for years before I became a teacher. Sometimes I would observe the interaction between students or the way in which a teacher would discipline others. I would watch the passing of notes and the distracted looks of those who longed to be outside. I could see the worst anger boil up within a student who received a bad grade.

There is only so much you can watch, though, without taking part. You can’t sit back and watch alliances form without becoming a part of the warring factions. It doesn’t do to stay aloof, waiting for the discussion to come around to what you are interested in. But there are times when observation is your job, so you must. For the sake of objectivity, I would watch the teacher drone on and the students sit and stare.

This was how I observed myself to sleep.

I watched a facilitated discussion on a book that i had never read, and i slowly laid my head down on the teachers desk at the back of the room, pretending to read on my lap. This is a move I had perfected in middle school, but I had never used it as an adult. At least, not until I was under the drug of observation. It was the constant lull of disinterested students who were forced to speak about a book that they hadn’t read either that relaxed my muscles and lowered my eye lids.

I woke up and realized what I had done as the classroom was staring at me. I apologized and everyone laughed. I never felt so much like a kid as I did in that moment of being caught in my disinterest. And feeling like a kid without your permission is awful.

I am not okay with observing myself to sleep anymore. I’m not okay with letting a situation be responsible for my stupor. I’m not okay with being disinterested in life to the point of losing conciousness.

I obsessively participate. I wring out experiences until there is nothing left. I pluck every moment and listen as my life screams with pain and pleasure and hope and failure.

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Moodle 4 Learning Day 2

Published on July 15, 2010, by in Uncategorized.

Telling your learning story makes you a better learner and a teacher.

It is my hope that within this course you are not only getting the bare bones understanding of how to construct a Moodle course and of Moodle’s capabilities, but also that you are able to tell your learning story to others who may run into similar obstacles. It is important that we tell these stories in order to preserve for our students and for one another that it was not a light bulb that we turned on one day when we decided to use Moodle.

I would like you to think through your experience from yesterday and your experience last night in editing your first Moodle course. I would like you to tell the story of that experience within our backchannel. Remember, the phone number to text is 3037206269 and just make sure you put #4learning in the text somewhere. Or you can login to twitter and post with the same hashtag.

Grade less, create more is what I value in online learning.

It is difficult for me to find many things that I would actually want to stick a grade on and call students to account for their contributions. The reason for this is that I am more interested in the process of creating content and sharing information than I am in affixing a letter to that process.

If we are simply responsible or putting up our assignments online and letting them “grade themselves” we are doing ourselves and our students a disservice. We need to think about what requires a grade and what only requires a check. We need to think about what we are resourcing and what we are collecting. Accountability is not the same as obsessive marking things off of a checklist.

  • In all of the things that you collect, what can you stop grading?
  • What can you let be a learning experience and not an assessment experience?
  • What assignments do you need to keep track of exactly who contributed and which ones can remain anonymous?

Expertise is relative.

Everyone can become an expert on at least one thing in Moodle. While I asked you to become an expert in embed codes, I knew that many of you would struggle with this idea until you saw how it all worked (and perhaps even afterward).

An expert is someone that knows the inside and out of a given idea and may be able to even provide help to others who are looking for an expert in your area. I would like you to claim an area of expertise that you think you might be able to tackle today. This does not mean that you will have to be right each and every time someone comes to you, but it does mean that you will have to sit down with the question asker and figure it out together.

Please use the spreadsheet from yesterday to claim your area of expertise and we will continue to add things that require experts: http://bit.ly/4learningresources

Thanks again for coming on this journey. Let’s dive back in.

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New Responsibility

I was thinking about waiting until I got a little further into the
project to start blogging about it, but since I made the choice to
start blogging daily, I have really found that this forum let’s me
think through all of the things that I need to.
 
So the new responsibility is this: I have been put in charge of
administrating multiple moodle installations in our district. The
reason why this new charge I have been given is so strange to me is
that up until 2 months ago, the only “official” moodle installation in
our district was at a high school in parker, which I had little to do
with.
 
 The reason for the shift is nothing short of an economic and
pedagogical perfect storm. Our district had slowly been building the
capacity for more and more teachers to start asking for a way of
teaching and engaging with their students online, and with the failure
of our bond election, the only choice for an LMS was to have someone
who was already working in open source to implement and support a
solution like moodle.
 
The best part is, however, that no one I have talked to thinks that we
are settling for something. From all of the initial conversations, all
stakeholders believe that professional development, online learning,
and blended learning fit well within a vision of moodle that includes
outside assessments and google apps for communication.
 
I guess the only reason for this post is to ask for advice. If you
were asked to design and implement learning environments for an online
school, a professional development program, and a blended model
(online and in centers/schools) using moodle, what would you make sure
to do (or not do)?
 
While I have a definite vision for the way forward, I am not the
smartest person in the room (considering that I have no idea how big
this room is). I want to know more… Always more.

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Goomoodleikiog: Naming things is important

So, this came across my tweetdeck today:
http://sites.google.com/site/goomoodleikiog/Home
 
It outlines in very specific terms one way of integrating Google Docs,
Moodle, Wikis and Blogs. I say very specific because one of the
general hallmarks of the 2.0 version of teachers is that we tend to
all be pretty good at explaining things in vague terms for others and
specific terms for our students. We tend to be able to project a
vision to the outside world and not be able to back it up with the
specific ways of getting there, the ways that we got there in our own
situations.
 
The videos at this space are concrete (in-progress examples of just
how a classroom can run). The pedagogy page is a brilliant explanation
of how all of these tools should fit together, and it may be one of
the first coherent things I have seen that isn’t just a list of tools.
 
However the real reason for this post is not to talk about the site
itself, but rather the name. Goomoodlewikiog, although a mouthful, is
specific in terms of its purpose. It projects exactly what it aims to:
a collection of interrelated tools.
 
I believe that we should always be intentional in naming things that
we want to be associated with. We should always frame our
conversations in the terms that we want to be speaking about on a
daily basis. And although I’m not sure that I’m going to be using
Goomoodleikiog on a daily basis from now on, I am glad that someone
is.
 
My question is: what other terms do I need to make more concrete? When
is it time to drop Web 2.0 and start talking with language that
actually means something?

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15 questions…

I was given the task recently of coming up with 15 questions to ask a
information technology director candidate during an interview. While I
missed the window during which this information would have been useful
to the person who solicited my help (moving is really hard), I would
like to provide it here. It may not be useful as a list in itself, but
I had a lot of fun coming up with it, and it may lead to more good
thinking if I ever care to answer these questions.
 
1. What do you see as the purpose of technology in education?
2. What is the one change that you would make to our institution that
would help students to learn in a more connected way?
3. What do you believe is the purpose for acceptable use policies?
What is your ideal AUP?
4. What should professional development look like?
5. Who is in your personal learning network?
6. What does your learning workflow look like, or how do you learn?
7. How should our institution archive, tag, and share information and
learning objects?
8. How do you plan on bringing all stakeholders to the table to make
technological decisions?
9. What role should open source software play in our institution?
10. What is your vision for mobile devices accessing our institution?
11. What does online learning mean to you?
12. What kind of technology infrastructure is essential in our institution?
13. How will you connect our institution to others in the state,
country and world?
14. How will you let our students take their learning identity with
them after they graduate?
15. What will we find if we google you?
 
Anyone think of any others?
 
Anyone want to answer these ones?

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A question

This is a really interesting question.

First, if you are looking for engaging videos to show for professional development, I would look here:
http://www.speedofcreativity.org/resources/videos-for-pd/

As for introducing the subject of engaging students with technology, I think that you would really have to find a good itch that you think all of the teachers want to scratch. What is the one thing that they can do with technology and students that they couldn't do before? Why should they care about technology?

Places like http://classroom20.com, or http://supportblogging.com, or even something as specific as http://voicethread4education.wikispaces.com/ would work well to figure out just how deep the topic goes with your teachers.

As for an article, I like http://blog.futurestreetconsulting.com/?p=94, many of the posts from http://weblogg-ed.com, or any of the presentations at slideshare about educational technology.

If you are really interested in starting this conversation, I would recommend that you start up a discussion group over at Google Groups or set up a wiki for this purpose. Or, simply get an e-mail group going if that is where your teachers are at. Creating an avenue for this kind of conversation is the only way to make it last. Let me know where you want to go from here. Creating change is not an easy business.

I am in need of your expertise:


I am preparing a session for teachers within my school district on engaging students with technology.  My emphasis is on 'ENGAGING' not on putting a child in front of a computer with headphones.  Some of our staff has forgotten that instruction still needs to take place even if your are using technology.

My question is…. How would introduce this subject… I would like to show a video to break the ice… Something like MR. BEAN or SEINFELD that would a lead into the subject.

Do you have any suggestions?

Also, I am looking for a professional article to share with teachers along the same subject.  

I would appreciate any help that you could give.  Thanks so much for inspiring me with your articles and presentations.


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Bigger than pedagogy

The last two posts that I have written have talked about ideas vs. Tools. I didn’t realize it until after I had written them that I had not used the word pedagogy once. I was speaking of ideas in education, concepts, schemas for how learning works now.
 
At some point I would like to figure out a new word, though, for what I would like to see happen in schools. Pedagogy is too small and idea is too large. Pedagogy is all about the art and science of teaching. It is about best-practices and research in the classroom. And ideas are simply the supporting structures that allow us to carry on a conversation.
 
What I would like is a word that describes an understanding of connected learning, a word that explains the use of a tool for all stakeholder’s learning, not just the student’s. I want a word that keeps a network in focus at all times to show that learning is not an isolated act.
 
Well, I will be thinking about this for a bit, but what I would love to know what your word for what you would like to see within people in education. Do you want them to know the pedagogy? Do you want them to have a schema? Do you want them to just get a clue?
 
I’m interested in moving this conversation along.
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The power of opening your eyes.

When I look out onto the learning landscape, I see people who are heavily invested. In making sure that students know what they need to, invested in the future, invested in the past, invested in keeping kids in schools, invested in unschooling children. We are invested in so many things, and that is why the landscape is so beautiful.
 
I don’t ever want to live in a place where we only want one thing in education. It would be easier, but so much less fulfilling.
 
Let’s never try to kill the landscape of learning with saying it only has to happen one way. We are all invested. Let’s find a way to make a huge return on all of our investments.
 
(Although I would like to find a way to make it less cliche.)
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Create something every day.

One of the big revelations for me at educon was that creating things is the only way to sustain change. You cannot influence things to change. You have to create what you would like to see and make the change real for people.
 
Concretely, I mean that every student, every teacher and every administrator should not be allowed to leave their buildings with being able to truthfully say that they created something new that day. The following things do not count as creations:
 
1. Grades
2. Worksheets or any answers to lower level thinking questions
3. Meetings or notes from meetings
4. Email (unless it is cross-posted somewhere else)
 
Another reason why I believe that everyone should create something every day is because no one will be removed from learning if this happens. If you have to go through the process of creating something new, you have to also go through the process of demonstrating learning or of even learning something new. We would no longer have teachers who are out of touch with students or administrators that are out of touch with teachers. If we are all engaged in the act of creation, we are all speaking the same language.
 
We must, therefore, create an economy of creation as well. We must require creation as a requirement for participation in society. If we all now have the ability to publish quickly and create regularly, why are we so timid about requiring it of others. (That being said, anyone feel like poking holes?)
 
 
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The educon 2.1 opening panel.

Idea one: The purpose of school is not to churn out a finished product. Innovation doesn’t come from a place of completion.
 
Idea two: If we mean 99 percent of the places that we call school, I would say there is no purpose.
 
The purpose should be to be THE place to go and create, learn, and build real things.
 
Idea three: The purpose changes. Does the purpose take into consideration of all cultures and ideas. It can’t just be the transmission of values, other than inquiry.
 
Idea four: The purpose of school is to create community.
 
The best thing you might be able to do in a day is getting the students to talk to one another.
 
Idea five: The purpose of school is to learn how to communicate.
 
You have to be able to present arguments and convince people that you know what you are talking about.
 
Calibrate what students know as important, difficult, and original.
 
Idea six: The purpose of school is to expose kids to people who are actually doing what is possible.
 
Perhaps it is in finding out how things really work. Perhaps it is in not knowing everything. Perhaps it is in knowing exactly what you want to do with your life.
 
Idea seven: The purpose of school is to be the great equalizer. But the system can’t keep up.
 
We need to fix it so that schools are what they should be.
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