I attended some great workshops today and I have been plenty inspired, however, I think that I have months worth of stuff to ponder. For now, I will write in my notes that I took, in their raw format and I will continue to come back to them for further reflection in the weeks to come.
THE VIRAL VIDEO EFFECT (click for presentation)
- Some of the lamest videos are the ones that go viral, E.g. Nyan cat
- What makes videos a viral sensation? What makes students want to put everything that they do on YouTube? What makes students want to be professional YouTubers?
- So many YouTube videos demonstrate students success, so that we can celebrate with them. Why do we not celebrate these more at school, in the community, with parents?
- Video storytelling is so effective when it takes a simple content area, analyses it and reproduces it in a fun and creative way. E.g. The dating game with rocks.
- Build tension, but make people laugh as well
- Science experiment videos with final outcome at the beginning hook the viewing audience, very effective
- Science video with ear and sound frequencies, interactive video, gets audience participation. Use rhetorical questions in videos to make it interactive. Use the videos interactive with the editing tools, overlays etc in YouTube.
- Scratch can be used for robotics and game design as well as video storytelling.
- Vine is a great video tool for creating stop motion videos and ally creative videos, look up vineoriginals, limit of 6 seconds
Example videos shared include:
I AM AN iLIBRARIAN AND iLEAD
- First level support and curriculum support
- Digital citizenship in schools by Mike Ribble, third edition out in August
- Important book… The principals guide to a powerful library media program
- Develop an elevator speech about what the library is about, what it offers.
- Build bridges and unify visions
– change perceptions
– embrace change,look to the future
– get to know your IT folks
– learn the lingo
– seize opportunities: daily opportunities for data backups and curriculum discussions, what could I offer in free periods? “I want to help you, because I know it helps others.”
– right tools for the right job
- The benefits of team-ups
– IT and information specialists
– empowering others
– streamlining access for resources (Worldbook, discovery Ed, IDM)
– voice for the user
– collaborative benefits
– stewards for digital citizenship
- Work towards the future
– librarians as tech leaders
– librarians as learning centres
– be an innovator, a model, and SHARE
– build relationships
– be a myth buster: failure is always an option
21st CENTURY STORYTELLING
- Teachers won’t be replaced by technology, they’ll be reached by teachers who use technology.
- If we can Google the answer, we need to change the assessment.
- Curation and narration are missing in the 21st century skills
- The ability to find good information, and understand it, makes you care about it
- Ngram viewer – scans books and tells you how many times a book is seen within that book
DITCH THAT TEXTBOOK
- High school Spanish teacher, quit using textbooks to relinquish control and restraints
- Students need to learn the skills to engage with others online
- Need to encourage creative and productive use of devices
- Kids use Twitter to get feedback from strangers worldwide using the hashtag #comments4kids
- Check out some of the back channel activity that formed the majority of this session, click below
Its been awhile since I last wrote a blog post as so much has been changing I guess and time gets away from oneself. I have been working on my own business Kristina Hollis Ed Tech Consulting, and enjoying a great variety of jobs and experiences. I have also started working back within the NSW DEC at a Hunter Valley school. Whilst I am still settling into a new school and working out the ‘lay of the land’ so to speak, I have been excited to find that the NSW DEC has finally released Google Apps and provided access for all staff and students to this essential suite of tools. I have been a Moodle advocate and trainer for 5-6 years now and still firmly believe it to be the best LMS out there, however, Google Apps is definitely a suite of tools, when used the right way, that could rival any LMS.
Benefits of Google Apps
My own personal and professional beliefs about the benefits of Google Apps are:
- SSO (single sign on) for students to a large number of apps in one browser is simplifying navigation and creating a user-friendly learning experience.
- Collaboration is easier than ever and revision history plus comments make it possible for teachers and other group members to track work and changes more successfully.
- Cloud storage is the best way for students to store and manage their work, no longer needing to rely on a USB they will probably lose or potentially corrupt.
- Extensions bring even more potential to the already ‘brimming-with-possibilities’ suite of apps, assisting individual schools and educators to customise their experiences.
- Google Classroom is a fantastic way to get students to submit work as it will go into automatically created Google Drive folders, making it easy for teachers to find the work later, download in a ZIP folder and mark.
- The integration of apps for the purpose of productivity and organisation will assist students to become owners of their learning experiences and more accountable for them in the long-run.
- Making your own website has never been easier than it is in Google Sites.
There are many other benefits but these are my top ones and I’m looking forward to helping colleagues learn these for themselves and discover the potential Google Apps give them in their own teaching and learning.
Check out the Google for Education website for more information.
My previous post reflected on this book and a lesson I designed that implemented the book but I have continued to ponder it further and the other day created these two infographics to outline the basic content and stages of The Rule of 6.
Adapted from the work of Jim Norwood in The Rule of 6: How to Teach with an iPad.
You might be wondering why, if you have been following my series on the A to Z of learning Ls, I skipped out on D for Design-based learning (DBL) and G for Games-based learning. I didn’t really skip either though because on the blog post The complete (almost) A to Z of Learning Ls you will find the list links to Moodling by Design – Design by Moodling as well as Gamification – hype on the rise, which are posts I did on DBL on GBL previously. I’m not sure where it was that I came across the notion of habituated learning but it did provoke some thought into how we learn when we do things out of habit.
I’ve struggled to write this entry a little and the draft has sat here for several weeks but habituation is the notion that repeated exposure to the same stimuli eventually leads to decreased response to that stimuli (Read these explanations: Wikipedia, Cognitive Science, and PSY 376 Wiki). It’s a very hard concept to grasp in terms of learning but what it might be is the decrease in response to classroom distractions and other disruptive stimuli in the learning process. When we are continuously exposed to something we become used to it and I think this is what habituation is. What might make us struggle to learn, for example, distractions and the unfamiliarity of a learning experience/activity but the more that these are part of our learning experiences the more it becomes a habit and routine and it won’t negatively effect the learning.
This is a very hard concept for me to get my head around so I may leave this post with this and update later.