LiC Podcast: Design with Forever in Mind Archive

Design with Forever in Mind [ 34:58 ] Play Now | Play in Popup | Download (989)

Although I was thrown a whole bunch by not having wifi for the first 45 minutes, I think that the session was worthwhile. Here is the archive of all that we have done. I am also including my planning podcast from my drive up to copper mountain.

Presentation:

Drop Box:

Important Links:

Ben Wilkoff Links:

1. Learning is Change Blog and Podcast>
2. Twitter Page
3. Other Presentation on Thursday (The On Button: Instant and Always-on Collaboration)

Presentation Links:

1. Foreverism
2. Math Casts
3. Web 2.0 Game Over

Exit Plan for Vocaroo:

• Wav files backed up to a hard drive/server

Exit Plan for Drop.io:

• Everyone who downloads the podcast will have a copy.

Exit Plan for JamGlue:

• Mp3 files of mixes

Exit Plan for Screencastle:

• Download Direct Link to File and store on hard drive/server

Exit Plan for Screentoaster:

• Mov Downloads before uploading to screencastle site

Exit Plan for DimDim:

• Download and build own DimDim server and store recordings there.

Exit Plan for Twitter:

• Backup twitter with Tweettake

Exit Plan for Google Docs:

• Google Docs Download GreaseMonkey Script

Ustream Archive:




Twitter Archive:

CosmoCat: @bhwilkoff was great to learn about screencasting and audio recording! Hope you enjoy Audioboo! #forevertie09

Jun 23, 2009 09:46 PM GMT ·
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bhwilkoff: Thanks to everyone for adding value to my session #tie09 #forevertie09

Jun 23, 2009 09:40 PM GMT ·
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forevertie09: http://twitterforteachers.wetpaint.com/ #forevertie09

Jun 23, 2009 09:13 PM GMT ·
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toniobarton: Learning needs real purpose and real audience. #cotie09 #tie09 #forevertie09

Jun 23, 2009 09:08 PM GMT ·
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bhwilkoff: How do you capture learning? Add to the spreadsheet: http://tr.im/pvz2 #tie09 #forevertie09

Jun 23, 2009 09:05 PM GMT ·
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villagegreen: #forevertie09 http://screencastle.com/watch/b0c8a1b0ac6aa37d179f945721ee4400

Jun 23, 2009 08:40 PM GMT ·
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CosmoCat: I’m searching for #forevertie09 live on TweetGrid Search – http://bit.ly/4A1lo3 (expand)

Jun 23, 2009 08:19 PM GMT ·
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care507: I’m searching for #forevertie09 live on TweetGrid Search – http://bit.ly/4A1lo3 (expand)

Jun 23, 2009 08:13 PM GMT ·
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forevertie09: I’m searching for forevertie09 live on TweetGrid Search – http://bit.ly/MVxM0 (expand)
#forevertie09

Jun 23, 2009 08:13 PM GMT ·
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forevertie09: #forevertie09 Devonee – Technology Integration Specialist from Mesa County

Jun 23, 2009 08:12 PM GMT ·
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forevertie09: I’m searching for #forevertie09 live on TweetGrid Search – http://bit.ly/4A1lo3 (expand)

Jun 23, 2009 08:11 PM GMT ·
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villagegreen: #forevertie09 to back channel: I’m Matthew Woolums, Integration Coordinator from DPS. My blog: http://villagegreen.edublogs.org

Jun 23, 2009 08:08 PM GMT ·
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matthewadennis: SpEd in middle school in NW Denver. #forevertie09

Jun 23, 2009 08:08 PM GMT ·
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jcope50: #forevertie09 Hi! Jill – Skyline HS Teacher Librarian- St. Vrain – just moved to CO on Saturday from CA!!!

Jun 23, 2009 08:08 PM GMT ·
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toniobarton: #forevertie09 first year HS Computer Teacher from Manitou Springs High School

Jun 23, 2009 08:08 PM GMT ·
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Sara24lynn: #forevertie09 Hello! I am a library media specialist in a K-5 school in Greeley, Colorado.

Jun 23, 2009 08:08 PM GMT ·
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lbreed: #forevertie09 Hi! Lisa from Evergreen Middle School! I am looking forward to learning about authentic assessments.

Jun 23, 2009 08:08 PM GMT ·
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matthewadennis: Name is Matthew (obvi). Work in DPS. #forevertie09

Jun 23, 2009 08:08 PM GMT ·
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Sara24lynn: #forevertie09 Audioboo.fm is an audio tool for iPhone My audioboos http://audioboo.fm/profile

Jun 23, 2009 08:07 PM GMT ·
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matthewadennis: @forevertie09 mind being blown; didn’t realize so many tools out there that I didn’t know about. Not in the know at 25?? #forevertie09

Jun 23, 2009 08:03 PM GMT ·
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bhwilkoff: How do you use audio to capture learning? Call 646-402-5701 x 25286 #tie09 #forevertie09

Jun 23, 2009 08:00 PM GMT ·
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McTeach: #forevertie09

Jun 23, 2009 07:54 PM GMT ·
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McTeach: I’m getting real-time search results at TweetGrid http://tweetgrid.com/ #forevertie09

Jun 23, 2009 07:54 PM GMT ·
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RickTanski: @jenwagner Slide 10 on http://tieconference.wikispaces.com/1117 #cotie09 #tie09 #forevertie09

Jun 23, 2009 07:51 PM GMT ·
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toniobarton: #forevertie09 I like http://www.vocaroo.com/ recording website, easy to use.

Jun 23, 2009 07:50 PM GMT ·
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dlevesque: vocarro does not work on a eeepc #forevertie09

Jun 23, 2009 07:47 PM GMT ·
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erhubbell: @bhwilkoff Hi everyone! Looking forward to great conversations today. #forevertie09

Jun 23, 2009 07:39 PM GMT ·
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matthewadennis: Will the iPhone be forever, Ben? #forevertie09

Jun 23, 2009 07:31 PM GMT ·
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McTeach: @bhwilkoff was giving it rave reviews! RT @courosa: @zemote I see Edmodo on the screen at #forevertie09

Jun 23, 2009 07:29 PM GMT ·
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sroseman: #forevertie09 how do i get rid of the echo

Jun 23, 2009 07:29 PM GMT ·
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zemote: @courosa awesome!!!! thanks for letting me know #forevertie09 , if anyone has questions, forward them on

Jun 23, 2009 07:28 PM GMT ·
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courosa: @zemote I see Edmodo on the screen at #forevertie09

Jun 23, 2009 07:27 PM GMT ·
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courosa: #forevertie09 re: learning that lasts 4ever,think about boyd’s media attributes” persistence,replicability,searchability,invisible audience

Jun 23, 2009 07:25 PM GMT ·
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dlevesque: #forevertie09 why last forever?

Jun 23, 2009 07:23 PM GMT ·
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RickTanski: @bhwilkoff Hello from an office in Colorado Springs #cotie09 #tie09 #forevertie09

Jun 23, 2009 07:22 PM GMT ·
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McTeach: @bhwilkoff Hello from Sunny Northern California! #forevertie09

Jun 23, 2009 07:22 PM GMT ·
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ericolsen: Will the computers ever work?#forevertie09

Jun 23, 2009 07:20 PM GMT ·
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courosa: #forevertie09 Hey Ben, hi from the St. Louis airport, soon to get back to Canada.

Jun 23, 2009 07:20 PM GMT ·
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villagegreen: Sitting in on design with forever in mind at tie #forevertie09

Jun 23, 2009 07:20 PM GMT ·
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bhwilkoff: Say hello to all of the folks at #forevertie09

Jun 23, 2009 07:19 PM GMT ·
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RickTanski: @bhwilkoff 3 hour session! I’m going to kill some bandwidth bits for sure. #cotie09 #tie09 #forevertie09

Jun 23, 2009 07:10 PM GMT ·
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mjmontagne: tuning in to a bit of @bhwilkoff ‘s workshop #forevertie09

Jun 23, 2009 07:09 PM GMT ·
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debh2u: RT @bhwilkoff: Session wiki page http://tieconference.wikispaces.com/1117 #tie09 #forevertie09

Jun 23, 2009 10:53 AM GMT ·
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bhwilkoff: Session wiki page http://tieconference.wikispaces.com/1117 #tie09 #forevertie09

Jun 23, 2009 05:55 AM GMT ·
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bhwilkoff: Creating a hashtag for my session tomorrow at #tie09. Come and Join in the session with #forevertie09

Jun 23, 2009 05:54 AM GMT ·
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Communal living

I never realized just how important community was to me until my wife
and I asked our best family friends to come and live with us while
they are saving up to buy a house.
 
For many years I have written about online communities as being an
essential part of authentic learning. Yet, I have never lived in such
close quarters to another family, and thus did not know how much is
learning by being a part of a close-knit real-life community.
 
Daily I learn what actions by my children and theirs “really mean”. I
now know why personal space has so much value. I know what to expect
from our community and what my community expects of me.
 
The reason for this post is that it has gotten me thinking about our
need for a nurtured real-life community that supports everything we
attempt to change in education. While I would like to think that the
twittersphere is all that I need for support and community, I need the
people that I can look straight in the eye and brainstorm the greatest
learning activity with.
 
I guess I will just state this idea as a challenge to myself: if I am
not cultivating my real community as hard as I am doing so for my
online community, I will never be able to accomplish all of the things
I would like.
 
Or, to put it another way:
 
The number of people you can touch with your work depends upon how you
work with the people you can literally touch. (Although, that sounds a
little creepier than I wanted.)

Posted via email from olco5′s posterous

You say you want a revolution…

I really enjoyed reading Clarence Fisher’s recent post on why no one he knows has been fired over advocating connected learning (http://remoteaccess.typepad.com/remote_access/2009/01/the-death-of-bi.html). He makes some wonderful points about whether or not we are as revolutionary as we claim to be (as Edupunks or otherwise). His most interesting point though is the idea that there are no new ideas that are really sparking debate or lighting fires under people so that they really buck the system.
 
Well, I would say that he is right in many respects. Blogs just aren’t as hot button of an issue that they used to be. And, to a certain extent, educational technology has been coopted by many districts in order to show that they are moving in the right direction. I still wouldn’t go as far as saying that there are not (or have not been in the recent past) any revolutionary ideas in the edublogosphere.
 
The revolution is in the details now. It is in making things actually work for people. It may not be a single big idea, but in the articulation and execution. I can’t believe just how many new pieces I am putting together for the first time and how many barriers to learning I am breaking down for myself and others.
 
For example: Although I have blogged for nearly six years now, I am just now starting to leverage blogs for others in ways that actually make sense to them. Although I have been video conferencing since high school, it is just now possible to get people to meet without having to set up a place to hold us. And although I have tagged over 2500 bookmarks, I didn’t really understand how powerful tags can be for putting information at other’s fingertips.
 
In short, the big idea that is left is in bringing the power of learning networks to everyone. If he or anyone else has figured that one out, I will forever hold my blog.
 
And as for the big idea in the classroom, the one that will get you fired for sure:
 
Open everything. Grade nothing.
 
If anyone is willing to try and have all student projects be open and assign no grades whatsoever (in the hopes of actually providing an authentic learning experience), I wish them luck. I think the only reason why people aren’t getting fired more is that they know theirs schools are better places because of them and their kids are better off with them as their teachers. They won’t go after total openness because, to a certain extent, they can create more change if they create more and revolt less.
Sent from my Verizon Wireless BlackBerry

Posted via email from olco5′s posterous

Feeds in a workflow.

For as useful as they are for aggregating information, rss feeds are not all that easy to put into one’s workflow. You have to make a point of going to a special page and maintaining your reading list. Google reader (http://reader.google.com) makes it pretty easy to do this, but you still have to make a habit of going there.
 
At one point (not that long ago), I had over 2000 unread posts in my aggregator. It seemed unlikely that I would ever be able to sift through it all and pull off any kind of conclusions. I was under the infamous guilt of falling behind. More than that, I felt like my PLN was leaving me behind.
 
Well, no longer. I have found a way to make my rss feeds more immediate, a way for my feeds to literally alert me to their presence. Enter http://snackr.net/. This Air application (good on any platform) is the only way I have figured out to put feeds onto my screen in the way that Tweetdeck or Twhirl has done for my twitter account. I no longer go to google reader for anything other than maintenance because it syncs directly with Reader. If you have enough room on your screen for one more way to connect, I would recommend Snackr highly. If only for the ability to show others that Rss is not abstract. It is real, and it is a powerful way of exploring connected and authentic learning.
 
Reflective aside: What would anyone think of a collaboratively maintained educational Google Reader account that could be used by Snackr apps in schools? Which feeds should be included and why? Is it just one more thing or would this kind of workflow influence allow for real change?
Sent from my Verizon Wireless BlackBerry

Posted via email from olco5′s posterous

Online Learning and Web 2.0: OL Teach 2008 (Secondary)

Online Learning and Web 2.0: OL Teach 2008 (Elementary)

The Ripe Environment for Authentic Learning: TIE 2008

The process of creating a Ripe Environment for Authentic Learning is one that must be experienced rather than explained, so it is my most sincere hope that you experience The Ripe Environment today and that you take ownership enough of it to take it with you when you leave today.

Let’s start with the basics, though: defining our terms.

Authentic Learning: Learning for a Real Purpose and with a Real Audience.

| View | Upload your own

6. It’s the Content, Stupid.

• That is why we use blogs to communicate, not because they are easy, not
  because they are more collaborative, it is simply because they let the
  content speak for itself. Without content you are nothing. Without
  great ideas there is no hope for the future. It is the content that
  matters, not the format. That is why we do blogs, to pull content up
  through the rss straw, roll it around in our mouth-like readers,
  tasting each smooth milkshake post and swallow it down, totally
  satisfying our desire to fill our bellies with content.

7. The Marks of Collaboration

• The Digital Literacy Toolbox (521 revisions at last count)

8. Independent and Interdependent Questioners

• Ask a question here.
• Create something new here:

9. Change Cannot be Institutionalized

• Edupunk heroes

10. The Most Powerful Learning

• The typewriter vs. the fully connected blog post.

The Ripe Environment: Change cannot be Institutionalized

Well, when I first started blogging about The Ripe Environment, I didn’t know that I was being edupunk, but now that I have read the powerful thinking behind the theory (Students 2.0, Stephen Downes, Bavatuesdays, D’Arcy Norman) and I believe I was. I don’t know that I really want all of the baggage that goes along with labeling myself, but I truly believe in the idea that change is about people not processes.

It takes a person to create change because vision isn’t enough. It is great to create documents and blog posts and do research projects on creating change, but unless a teacher in the classroom does something differetly or a student asks for more in the classroom, there is no way that things will shift one iota.

I happen to love the nitty gritty.

I like talking about working through significant roadblocks to change. I like convincing others that change is worth their time, that it is important.

And not just any change, we need to be moving toward Authentic Learning with such passion and ferocity that it cannot be boiled down a powerpoint presentation. Passion doesn’t come from such things. Passion only comes from a place of specific experiences, not a generic goal of creating change.

The Ripe Environment should not be about creating a hope among people that there is a movement afoot, that technology is the silver bullet or that golden jargon will save us all. The Ripe Environment is about personally expressing a need to do things better and focusing on what better really is.

I have to constantly tell myself that learning is sacred. I do it for myself. I do not share because I know what is best. I share because I know beyond a shadow of a doubt that it is only through this act of rebellion that change will occur within others.

(I may be abstract in talking about this concept from time to time, but I really do want to talk about the personal stories and experiences that create change. Share yours in any way you know how.)

The Ripe Environment: Interdependent vs. Independent Questioners

The Ripe Environment: Independent Questioners [ 10:30 ] Play Now | Play in Popup | Download (326)

For as long back as I can remember we have squashed the questions that only help out the individual and focusing only upon the questions that benefit the most students. The tangential question is not allowed because it is a distraction to the learning, rather than an enhancement. The student who thinks divergently is allowed to do so only if she doesn’t speak. An environment such as this is not ripe for learning. In fact, I would make the case that it is rotten.

The students that are dependent upon one another to guide their learning may learn in an environment where only one voice is heard at a time. But it takes so much longer to get to true point of significance because each of the learners can only move as fast as the question or the answer. The backchannel allows many students to ask questions, but the learning doesn’t happen until those questions are answered. Backchannels inherently are also not very searchable or friendly to going back through and pulling out the most important elements. Rather, they are representations of the thinking going on in the background of a session or class period.

Rather, the Interdependent students need a place for an organic question and answer that they can all edit and work within. They need a collaborative document or wiki that is a constantly reworked FAQ for the content. Each student is able to learn from one another and save that learning. They are dependent upon one another for their learning, and that is the way that they wanted to be.

However, it is something so much more amazing to allow the independent questioner to come into the mainstream of the classroom or session. The Ripe Environment allows for this type of learner to engage in the experience without feeling like an outsider.

Traditionally, independent questions are a challenge to authority… and they should be. They should challenge what is truly the most important content being presented. But, rather than having students distracting everyone with a question, they will be creating learning for everyone by proposing a solution. The independent questioners most times do not really want an answer from the presenter, teacher, or workshop facilitator. They would much rather answer the questions themselves; they just need the okay to go and research it themselves and the opportunity to present what they find.

So, my proposal is this: Let learners get engaged by a divergent question. Let them find out what they can on the answer. Let them have time at the end (or middle, or beginning) of a session to present their findings. Let them be authentic. Let them create something new.

Maybe this isn’t revolutionary. Maybe this is simply building and letting the learners come. Regardless, we aren’t doing it enough, and for that I am regretful.

The Ripe Environment: The Most Powerful Learning

The Ripe Environment: Most Powerful Learning Podcast [ 12:28 ] Play Now | Play in Popup | Download (174)

Although the podcast (which was somehow not recorded because I had the device set for line-in rather than mic… I am quite mad about it actually) for this post explains this prerequisite for The Ripe Environment pretty well, I would like to further outline it for those of you who don’t have 15 minutes to listen (or who can’t imagine all of the things I would have said, had the microphone actually worked).

I would like to start by saying that I do not actually have any problems with conferences, meetings, or workshops. In fact, they are one of the premier places that The Ripe Environment can exist. However, my contention is that The Ripe Environment cannot simply stay in that space. It has to transfer over into the times when no one else is around. It has to transfer into the individual mind, so that your own mind is a Ripe Environment for Authentic Learning. I know that probably sounds a little hokey, but I believe that there are many ways of thinking things through, some of which are more productive than others.

On the podcast (which, once again, is only in your imagination at this point) I use the metaphor of class time and conferences being a typewriter. Conferences exist in one particular place and time, as does the typewritten words on a page. They cannot be copied and disseminated in the ways that a blog post or wiki edit can be. There is something quite beautiful about words existing in only one place and an experience only being a singular event. Even in the capture of the backchannel, live-blogging or streaming of an experience, the experience held in one time. However, the true learning happens when one reflects upon the process, upon the environment.

The Ripe Environment does not end when the session is over. It never ends. The learning extends over the boundaries when it is made personal. When the singular experience is built upon with an eye toward a personal set of circumstances. Learning occurs when a resource is appropriated for your classroom. Learning occurs when a link is made (hyperlink or a synaptic link) to a website or person. Learning is occurs when an e-mail is sent off requesting a follow up or an invite to a google document is sent out.

These moments are not held in time. They are ongoing. They make sure that the Environment stays ripe rather than withers.