Micro-Scholarship, What it is, How can it help me.pdf
New hampshire2.pptx
1. 7/24/13
1
Unforeseen Consequences: Knowledge and
Leadership in the Age of Digital Education
Presented to the Summer Statewide Educator Conference by
Hall Davidson
Senior Director, Global Learning Initiatives
Discovery Education
July 24, 2013
Unforeseen Consequences: Knowledge and
Leadership in the Age of Digital Education
Presented to the Summer Statewide Educator Conference by
Hall Davidson
Senior Director, Global Learning Initiatives
Discovery Education
July 24, 2013
h)p://linkyy.com/HallDavidsonHandouts
h)p://linkyy.com/MDLA
Presentation
!
Twi$er:
HallDavidson
hall_davidson@discovery.com
Common
Core
Machines
&
Materials
Learners
Non-‐cogniGve
skill
builders
2. 7/24/13
2
“Non-‐cogniGve”
factors
“Non-‐cogniGve
factors
profoundly
effect
what
they
learn.4”
17-‐year
old
black
and
LaGno
students
four
years
behind
in
math
and
reading1.
IntervenGon
Control
group
Grade
point
average
increased
flat
Top
quarter
of
class
22%
3%
Bo)om
third
of
class
1/3
½
Class
failure
rate
3%
11%
Math
grades
higher
flat
Middle
school
students
at
risk
of
failure2,3
“The
intervenGon
is
like
turning
on
a
light
switch.
It
seems
miraculous
when
it
goes
on
but
it
depends
on
the
[academic]
infrastructure
already
in
place.”
Geoffrey.
Cohen
1The
Journal
Science,
2011,
Geoffrey
L.
Cohen,
Gregory
M.
Walton
2Gregory
M.
Walton
3Lisa
Blackwell,
Kali
Trzesniewski
(referenced
below)
4David
L.
Kirp,
UC
Berkeley,
“Kids
First:
Five
Big
Ideas
for
Transforming
Children’s
Lives
and
America’s
Future
5David
L.
Kirp,
UC
Berkeley,
Los
Angeles
Times,
4/24/11
Math
Story
h$p://www.schooltube.com/video/d95ff612cc36cadfed7b/The%20Mul_plica_on%20Kid
teacher
Mark
Ellis,
gr.
3
Toontastic
3. 7/24/13
3
www.mediafesGval.org
linkyy.com/StealThisFesGval
case
sensiGve
h)p://slickrockfesGval.org/photo-‐gallery/
“21st-‐Century
Skills”
~
work
success
May
30,
2013
(Gallup)
1,000+
18-‐35
yr
old
• CollaboraGon
• Knowledge
construcGon
• Global
awareness
• Use
of
technology
for
learning
• Skilled
communicaGon
• Real-‐world
problem
solving
“Strongly
agree
they
are
successful
and
valued
in
their
current
jobs”
RelaGvely
high
level
of
exposure
the
last
year
in
school:
200%
Anthony
Rebora
blogs.edweek.org/teachers/teaching_now/2013/05/survey_learning_21st-‐century_skills_linked_to_work_success.html?print=1
h)p://www.gallup.com/poll/162818/21st-‐century-‐skills-‐linked-‐work-‐success.aspx
4. 7/24/13
4
Bloom,
B.
(1984).
"The
2
Sigma
Problem:
The
Search
for
Methods
of
Group
InstrucGon
as
EffecGve
as
One-‐to-‐One
Tutoring"
(h)p://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-‐
two-‐sigma.pdf)
,
EducaGonal
Researcher,
13:6(4-‐16).
Retrieved
from
"h)p://
en.wikipedia.org/w/index.php?
Gtle=Bloom%27s_2_Sigma_Problem&oldid=509122964"
Categories:
EducaGonal
psychology
EducaGon
theory
en.wikipedia.org/wiki/Bloom's_2_Sigma_Problem
1/3
h)p://www.vitals.com/v/upload/photo/Dr_Benjamin_Bloom.jpg
5. 7/24/13
5
The
grail:
Bloom’s
“2
Sigma
Problem”
An
average
student
tutored
one-‐
to-‐one
using
mastery
learning
techniques
performed
two
standard
deviaGons
be)er…
"the
average
…
student
was
above
98%
of
the
students
in
the
control
class”
The
grail:
Bloom’s
“2
Sigma
Problem”
Bloom’s
“Objects
of
change
process”
I. Home/Peer
Group
II. Learner
III. Teacher
IV. InstrucGonal
Material
The
grail:
Bloom’s
“2
Sigma
Problem”
Bloom’s
“objects
of
change
process”
I. Home/Peer
Group
II. Learner
III. InstrucGonal
Material
IV. Teacher
h)p://roadrunneracademy.weebly.com/
6. 7/24/13
6
#MysterySkype
Six
months
later
Their
first
tweet
The
grail:
Bloom’s
“2
Sigma
Problem”
Bloom’s
“Objects
of
change
process”
I. Home/Peer
Group
II. Learner
III. Teacher
IV. InstrucGonal
Material
7. 7/24/13
7
The
grail:
Bloom’s
“2
Sigma
Problem”
Bloom’s
“Objects
of
change
process”
I. Home/Peer
Group
II. Learner
III. Teacher
IV. InstrucGonal
Material
Informa_on
Week
5/20/13
www.informaGonweek.com/educaGon/mobility/students-‐want-‐more-‐mobile-‐devices-‐in-‐cla/240154188?cid=RSSfeed_IWK_All
Harris
InteracGve
Survey
5/20/13
“…92%
of
elementary,
middle
and
high
school
students
believe
mobile
devices
will
change
the
way
students
learn
in
the
future.
A
majority
(69%)
would
like
to
use
mobile
devices
more
in
the
classroom.
“
Eyewire
Yesterdays
Office/Low
Resolu_on/YOF_002L.JPG
Kinder teachers’ blog!
Pre-‐school
in
Calistoga
h$p://napavalleyregister.com/news/local/ipads-‐credited-‐with-‐calistoga-‐reading-‐gains/ar_cle_55718e30-‐b0f6-‐11e0-‐8278-‐001cc4c002e0.html
“During
the
four
weeks
of
instrucGon,
the
reading
comprehension
of
the
Calistoga
preschoolers
increased
from
58.5
percent
to
76.4
percent.”
Eugene
Narciso,
COO
of
Footsteps
2
Brilliance,
Dr.
Pamela
Redmond
Chair
of
Graduate
Studies
College
of
Educa_on
and
Health
Service
Touro
University,
CA
h$p://www.brighteyes.com/Smith.html
8. 7/24/13
8
The
grail:
Bloom’s
“2
Sigma
Problem”
Bloom’s
“Objects
of
change
process”
I. Home/Peer
Group
II. Learner
III. Teacher
IV. InstrucGonal
Material
Bloom,
B.
(1984).
"The
2
Sigma
Problem:
The
Search
for
Methods
of
Group
InstrucGon
as
EffecGve
as
One-‐to-‐One
Tutoring"
(h)p://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-‐
two-‐sigma.pdf)
,
EducaGonal
Researcher,
13:6(4-‐16).
Retrieved
from
"h)p://en.wikipedia.org/w/index.php?
Gtle=Bloom%27s_2_Sigma_Problem&oldid=509122964"
Categories:
EducaGonal
psychology
EducaGon
theory
en.wikipedia.org/wiki/
Bloom's_2_Sigma_Problem
1/3
h)p://www.vitals.com/v/upload/photo/Dr_Benjamin_Bloom.jpg
A
Study
of
Best
PracGces
in
PLATO®
Learning
Online
SoluGons
An
analysis
and
interpreta_on
of
a
Marzano
Research
Labratory
study
March,
2012
The
study
examined
percepGons
of
instrucGonal
pracGces
and
achievement
data
from
1,828
students
and
141
teachers
at
23
sites
in
12
states
(California,
Florida,
Iowa,
Illinois,
Indiana,
Massachuse)s,
Maine,
New
Hampshire,
New
York,
Ohio,
Oklahoma,
and
Pennsylvania),
The
study
found
that
teacher
engagement…was
the
strongest
predictor
of
higher
levels
of
student
achievement.
From
Oxford,
England
h)p://www.youtube.com/watch?v=dk60sYrU2RU
From
Sugar
Mitra
TED
talk
9. 7/24/13
9
Rural
vs
Urban
India
Young
learner
Young-‐ish
learner
Teacher
Survey
Data
Purchasing
Apps
App
Upgrades
Data
ReporGng
Safety
and
Security
Wireless
Access
Installing
Apps
Data
Transfers
No
Issues
The
grail:
Bloom’s
“2
Sigma
Problem”
Bloom’s
“Objects
of
change
process”
I. Home/Peer
Group
II. Learner
III. Teacher
IV. InstrucGonal
Material
Bloom,
B.
(1984).
"The
2
Sigma
Problem:
The
Search
for
Methods
of
Group
InstrucGon
as
EffecGve
as
One-‐to-‐One
Tutoring"
(h)p://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-‐
two-‐sigma.pdf)
,
EducaGonal
Researcher,
13:6(4-‐16).
Retrieved
from
"h)p://en.wikipedia.org/w/index.php?
Gtle=Bloom%27s_2_Sigma_Problem&oldid=509122964"
Categories:
EducaGonal
psychology
EducaGon
theory
en.wikipedia.org/wiki/
Bloom's_2_Sigma_Problem
1/3
h)p://www.vitals.com/v/upload/photo/Dr_Benjamin_Bloom.jpg
10. 7/24/13
10
Pathophysiology
There is a general chain of events that applies to
infections. For infections to occur a given chain of
events must occur.[5] The chain of events involves
several steps—which include the infectious agent,
reservoir, entering a susceptible host, exit and
transmission to new hosts. Each of the links must be
present in a chronological order for an infection to
develop. Understanding these steps helps health care
workers target the infection and prevent it from
occurring in the first place.[6]
Colonization
Infection begins when an organism successfully
colonizes by entering the body, growing and
multiplying. Most humans are not easily infected.
Those who are weak, sick, malnourished, have
cancer or are diabetic have increased susceptibility to
chronic or persistent infections. Individuals who have
a suppressed immune system are particularly
susceptible to opportunistic infections. Entrance to
the host generally occurs through the mucosa in
orifices like the oral cavity, nose, eyes, genitalia,
anus, or open wounds. While a few organisms can
grow at the initial site of entry, many migrate and
cause systemic infection in different organs. Some
pathogens grow within the host cells (intracellular)
whereas others grow freely in bodily fluids.
Wound colonization
This refers to nonreplicating microorganisms within
the wound, while in infected wounds replicating
organisms exist and tissue is injured. All
multicellular organisms are colonized to some degree
by extrinsic organisms, and the vast majority of these
Pathophysiology
There is a general chain of events that applies to
infections. For infections to occur a given chain of
events must occur.[5] The chain of events involves
several steps—which include the infectious agent,
reservoir, entering a susceptible host, exit and
transmission to new hosts. Each of the links must be
present in a chronological order for an infection to
develop. Understanding these steps helps health care
workers target the infection and prevent it from
occurring in the first place.[6]
Colonization
Infection begins when an organism successfully
colonizes by entering the body, growing and
multiplying. Most humans are not easily infected.
Those who are weak, sick, malnourished, have
cancer or are diabetic have increased susceptibility to
chronic or persistent infections. Individuals who have
a suppressed immune system are particularly
susceptible to opportunistic infections. Entrance to
the host generally occurs through the mucosa in
orifices like the oral cavity, nose, eyes, genitalia,
anus, or open wounds. While a few organisms can
grow at the initial site of entry, many migrate and
cause systemic infection in different organs. Some
pathogens grow within the host cells (intracellular)
whereas others grow freely in bodily fluids.
Wound colonization
This refers to nonreplicating microorganisms within
the wound, while in infected wounds replicating
organisms exist and tissue is injured. All
multicellular organisms are colonized to some degree
by extrinsic organisms, and the vast majority of these
BFADJNC
JS
HAPD
h)p://www.exploratorium.edu/
BFADJNC
JS
HAPD
h)p://www.exploratorium.edu/brain_explorer/jumping.html
h)p://www.exploratorium.edu/
11. 7/24/13
11
SCIENCE
MATH
h)p://www.exploratorium.edu/brain_explorer/jumping.html
h)p://www.exploratorium.edu/
h)p://www.exploratorium.edu/brain_explorer/jumping.html
h)p://www.exploratorium.edu/
SCIENCE
MATH
h)p://www.lexile.com/about-‐lexile/grade-‐equivalent/grade-‐equivalent-‐chart/
Lexile
point
gain
equivalent
with
self-‐reading
text.
200
?
14. 7/24/13
14
You
can’t
do
this
with
lesson
plans
You
can’t
do
this
with
lesson
plans
15. 7/24/13
15
RecommendaGons
for
Improving
Training
for
First
Time
Teachers
– Ongoing
training
in
how
to
use
the
iPad
– How
to
search
for/load
apps
– Time
to
adapt
apps
for
curriculum
and
student
needs
– Online
resources
for
community
development
and
learning
how
to
use
social
media
to
link
with
other
teachers
and
learn
about
uses
– Opportunity
to
network
between
sites/teachers
Teacher
Survey
What
page
What
does
that
project
look
like?
Track
the
assessments
16. 7/24/13
16
The
nose
knows.
Finally:
How
personalized
can
resources
be?
The
nose
knows.
Finally:
How
personalized
can
resources
be?
Screen
Shot
Google
Elementary
self-‐personalizaGon
17. 7/24/13
17
The
book
is
the
new
backpack
AR
QR
VR
Augmented
reality
Quick
response
Virtual
reality
Unexpected
benefits
with
the
shiz
to
digital
QR
Quick
Response
18. 7/24/13
18
Put
book
trailer
video
in
book
Publisher
(or
kids)
make
trailer
Make
QR
code
Put
QR
code
in
book
Hint
from
ICE
2013
h)p://mms.ucps.k12.nc.us/
Monroe
middle
school
h$p://vielmek.typepad.com/vacuum/200709071406.jpg
h)p://1.bp.blogspot.com/-‐8b53KeDeJ-‐g/TzrrOADQcCI/AAAAAAAAKN8/b6ac2pJ7xKM/s1600/Paper4a.jpg
h)p://www.slimekids.com/book-‐trailers/ten-‐fourteen/eleven/the-‐pull-‐of-‐gravity.html
h)p://www.us.penguingroup.com/staGc/pages/mulGmedia/index.html#vmix_media_id=162734291
h)p://1.bp.blogspot.com/-‐8b53KeDeJ-‐g/TzrrOADQcCI/AAAAAAAAKN8/b6ac2pJ7xKM/s1600/Paper4a.jpg
h)p://www.slimekids.com/book-‐trailers/ten-‐fourteen/eleven/the-‐pull-‐of-‐gravity.html
19. 7/24/13
19
The
Future
part
I
h)p://www.npr.org/blogs/thesalt/2013/05/31/187327856/michigan-‐tracks-‐ca)le-‐from-‐birth-‐to-‐plate
h)p://www.deseretnews.com/arGcle/700149196/Wheres-‐the-‐beef-‐Michigan-‐State-‐aims-‐to-‐find-‐out.html
Made
of
rice
paper,
edible
QR
codes
help
diners
learn
about
the
fish
they
eat
at
San
Diego’s
Harney
Sushi.
Photograph
courtesy
of
Harney
Sushi
Guests
at
the
upscale
Harney
Sushi
in
San
Diego
now
get
a
li)le
something
extra
with
their
fresh
tuna
and
crab
rolls:
edible
QR
(quick
response)
codes.
When
scanned
with
a
smart
phone
or
tablet,
the
codes
take
users
to
the
NOAA
(NaGonal
Oceanic
and
Atmospheric
AdministraGon)
FishWatch
website,
where
they
can
learn
about
the
sustainability
of
the
seafood
they
are
consuming.
Like
288
25
ShaMreore
»
437
newswatch.naGonalgeographic.com/
2013/05/22/edible-‐qr-‐codes-‐make-‐sustainable-‐sushi-‐fun-‐and-‐convenient/
The
Future
part
I
h)p://www.npr.org/blogs/thesalt/2013/05/31/187327856/michigan-‐tracks-‐ca)le-‐from-‐birth-‐to-‐plate
h)p://www.deseretnews.com/arGcle/700149196/Wheres-‐the-‐beef-‐Michigan-‐State-‐aims-‐to-‐find-‐out.html
The
DENSI
Challenge
to
Shelburne
Farms
22. 7/24/13
22
ç
ç
Your
Code!
Watch
the
video
about
managing
codes!
To
Read
a
QR
code
(on
phone,
iPad,
etc.)
My
current
favorite:
Scan
by
QR
code
city
i-‐nigma
QRazer
23. 7/24/13
23
AR
Augmented
Reality
Aurasma
The
Fantas_c
Flying
Books
of
Morris
Lessmore
Imag.N.O.Tron
App!
Book!
Jenna
Linskens
Assistant
Professor
School
of
EducaMon
Marian
University
Independent
educator
specializing
in
helping
people
use
technologies
in
wise
and
powerful
ways.
Senior
Director
Global
Learning
IniMaMves
Discovery
EducaMon
FETC Close
App Shoot Out!
Thank you for attending FETC
Drawings will follow!
Share
25. 7/24/13
25
Aurasma
Jenna
Linskens
Assistant
Professor
School
of
EducaMon
Marian
University
Independent
educator
specializing
in
helping
people
use
technologies
in
wise
and
powerful
ways.
Senior
Director
Global
Learning
IniMaMves
Discovery
EducaMon
FETC Close
App Shoot Out!
Thank you for attending FETC
Drawings will follow!
Share
Unforeseen Consequences: Knowledge and
Leadership in the Age of Digital Education
Presented to the Summer Statewide Educator Conference by
Hall Davidson
Senior Director, Global Learning Initiatives
Discovery Education
July 24, 2013
h)p://linkyy.com/HallDavidsonHandouts
h)p://linkyy.com/MDLA
Presentation
!
Twi$er:
HallDavidson
hall_davidson@discovery.com
The
Fantas_c
Flying
Books
of
Morris
Lessmore
Imag.N.O.Tron
App!
Book!
26. 7/24/13
26
Why
you
are
so
important.
Unforeseen Consequences: Knowledge and
Leadership in the Age of Digital Education
Presented to the Summer Statewide Educator Conference by
Hall Davidson
Senior Director, Global Learning Initiatives
Discovery Education
July 24, 2013
h)p://linkyy.com/HallDavidsonHandouts
h)p://linkyy.com/MDLA
Presentation
!
Twi$er:
HallDavidson
hall_davidson@discovery.com
More
if
there
were
Gme…
27. 7/24/13
27
1.
Demonstrate
how
technology
posiGvely
affects
learning
and
classroom
pracGce
Your
strategy
as
leader
must:
2.
Show
how
technology
impacts
the
role
as
superintendent.
28. 7/24/13
28
1. Model
the
use
of
new
technologies
when
communicaGng
2. Ensure
that
technology
becomes
integral
to
teaching
21st-‐century
skills
3. Boost
[technology]
applicaGons
for
student
learning
4. Offer
professional
development
in
these
technologies
and
help
teachers
create
learning
communiGes
5. Require
be)er
balanced
assessments
of
student
work
—and
be)er
use
of
data
from
the
assessments
to
help
students
improve
their
performance.
Five
ImperaGves
for
Superintendents
Reasons
to
move
forward
with
technology
and
digital
media
The
students
benefit
The
teachers
benefit
The
community
benefits
The
grail:
Bloom’s
“2
Sigma
Problem”
Bloom’s
“Objects
of
change
process”
I. Home/Peer
Group
II. Learner
III. Teacher
IV. InstrucGonal
Material
Informa_on
Week
5/20/13
www.informaGonweek.com/educaGon/mobility/students-‐want-‐more-‐mobile-‐devices-‐in-‐cla/240154188?cid=RSSfeed_IWK_All
Harris
InteracGve
Survey
5/20/13
“…92%
of
elementary,
middle
and
high
school
students
believe
mobile
devices
will
change
the
way
students
learn
in
the
future.
A
majority
(69%)
would
like
to
use
mobile
devices
more
in
the
classroom.
“
Eyewire
Yesterdays
Office/Low
Resolu_on/YOF_002L.JPG