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  • 1. who decides?
  • 2. What our failures produced this year 2010-2011:
    The Lab vision (Lab site – request from parents, updates/etc )
    CONNECTed – district vision
    Options– empowering choice
    a bold dream – history & floorplan
    We gained a clearer vision:
    nothing is for everyone. choice empowers. your school/life design it.
    facilitation per 1-1 mentors. alongside, and beyond
    be you. share back: ie wikipedia, expositories, portfolio  (behance), video log
    We hope to gain further progress with these:
    • tag Youtube (& video response) for video logging
    • 3. work on Junto-ish space to talk
    • 4. Jim and Sasha - working on virtual reality in Drupal. ie: collegeincolorado - but instead of
    reading - they would become ie: a chiropractor, scientist, etc.
    We got asked to post 10 times over the next year on dmlcentral
    (Mimi Ito, danah boyd, Ethan Zuckerman, Howard Rheingold, Cathy Davidson, Jeff Brazil, …)
    They have plans for 30 more youmedia ‘s at least 1 more quest2 learn2 page paper from 2008 (50 mill project) digital youth project
  • 5. A free form curriculum..
    click to learn more
  • 6. A community of choice..
    click to go to doc
  • 7. 3
    A collection of options..
    Students are making career based decisions on too little information.
    –Anya Kamenetz
    share/find/create more options…
  • 8. 4
    a bold dream.
  • 9. TSD
    Nothing is for everyone.
    Let’s facilitate that.
    Dennis Littky, the city is our floorplan.
  • 10. Thinking on space (physical, emotional, mental) ..
    The making of a dream.
    A bit of history – if you’re so inclined:
    Our first week in the Lab, August 2010, the kids were skyping with James Bach.
    They were already deep into the issue of homelessness and wanted to know his insight on how to solve it.
    His answer set the stage for the rest of the year.
    James ‘ reply was that you can’t solve it by thinking you can manage people.
    Sustainable change begs choice.
  • 11. He said the best you can do is provide the resources they would need to help themselves, let them know you care, and then rather than try to manage them, be available to them, along side them.
    James suggested the city with resource buildings rather than schools…. would move a community toward a healthier means to learning/living.
    *Our brilliant friend Adam Burk has helped clarify verbiage with his great insight in this matter.
    Community as school could change the systems that are persistently producing conditions for poverty to thrive.
    Which we thought sounded great.
    And started to imagine how that could play out.
    How we could call that school..
    While listening to the convo – Sugata Mitra kept ringing in my ears. His success – he provided the resources and left for 3 months at a time.
  • 12. Thinking on space (physical, emotional, mental) ..
    The making of a dream.
    A bit of history – (cont)
    The conversation gyrated back and forth, as did almost every other conversation throughout the year,
    between a specific situation (this time homelessness)
    and redefining school.
    After noticing the similarities of a literal
    homeless person and a figurative
    homeless student in a classroom,
    they jumped to how we could then
    help (provide resources, get out of
    the way, be available) to make the
    time we spend together during the day
    facilitate more self-directed, rich, passion
    led learning through an interdependent status.
    While listening to the convo – Sugata Mitra kept ringing in my ears. His success – he provided the resources and left for 3 months at a time.
    play Aimee explaining NY’s interdependent status for teens
  • 13. In finding hunger, in unleashing people, we found it best to deliberately not teach.
    Thinking on space (physical, emotional, mental) ..
    A bit of history – (cont)
    Girls self-directing themselves in Spanish, after experiencing the pilot (self-directed) math the previous year, came to the conclusion that they felt more empowered in a space where the adult had no specific expertise to what they were trying to learn.
    They found,
    this wasn’t about no structure,
    but rather about self-structure.
    click to playif snipsnip fails, 3:40-4:18
    click to play:09-:32
  • 14. 1-to-1
    One of the biggest mistakes we made the last two years was in thinking the primary 1-1 relationship could be virtual. We made me-videos in order to search for expert individual tutors. We got some amazing volunteers. While a few did connect, we didn’t see any substantial mentorships developing. (Albeit, none were really based on passion, so not a fair analysis.)
    We thought that would be resolved this year, when passion was the driver of the learner. However, the virtual pairing still wasn’t happening as we envisioned. (Due to scheduling time zones, and district system blocks – specifically skype on a mac.)
    We still believe this idea of virtual mentors/connections is key to a paradigm shift.
    But we were missing a key element for making this successful to a person. For now, especially in k-12, we’re thinking, at least one connection needs to be face to face.
  • 15. Thinking on space (physical, emotional, mental) ..
    A bit of history – (cont)
    can keep
    us from
    from owning the learning.
    (click to play)
  • 16. Doing what has been considered standard
    doesn’t equate with success anymore.
    We need to be freeing kids up to
    be themselves. Giving them space
    to fail. Showing them we trust
    learning. That it is that fascinating
    and alluring.
    Lucas with a CSU student talking about space and permission to be.
  • 17. In trying to facilitate passion within expected curriculum, (actually anything already offered in the district), we found compromise in that inner drive.
    For example:
    Thinking on space (physical, emotional, mental) ..
    A bit of history – (cont)
    We tried to get Gabe to like math, through his connection with skateboarding. Even though we had the most incredible tutor, working with him. The design of the board didn’t work. The physics of the movement didn’t work.
    We need to let kids like Gabe work from the inside out. This could take time. We could look lazy.
    We need time and trust if we want this to last, to matter. If we want to find hunger.
    Gabe is gifted and talented. We just haven’t unleashed him yet.
    Gabe is not alone.
  • 18. Community as a school:
    What we found, in order for this to work, self-directed,
    self-owned learning, school needs to be life, period.
    Kids need to be working on health, budget,
    environmental issues, etc, … per their passion,
    rather than us trying to fit any project/inquiry
    into the tidy and safe box we call standards or curriculum.
    We need to trust that what matters will show up.
    From Edutopia: For college ready use PBL
    school as life
    ..three factors that support the success of a young person:
    A solid relationship with an adult mentor, such as a parent, priest, teacher, or coach;
    A sense of mastery that develops
    An internal sense of meaning and purpose
    Perhaps better to say:For life ready use 1-1, PBL as we know it, …on steroids.
    and beyond
  • 19. A new paradigm shift.
    The future ….is sharing.
    The Mesh, Lisa Gansky
    Getting to the heart of the matter begs a …
    to deck for culture of trust
  • 20. Thinking on space (physical, emotional, mental) ..
    The making of a dream.
    A bit of history – (cont)
    Like we were learning/understanding about homeless people,
    and would later learn from student experience in the Lab,
    you really can do anything you want,
    but you have to want it.
    So we were beginning to see how a plan to redefine school really could change the world. We were beginning to see that if we could facilitate each person’s passion by providing resources and a sense of belonging through a culture of trust, with at the least a 1-1, face to face mentor, and permission and space to follow your fancy… guided, if need be, through detox…
    …well, we were beginning to see that this really could happen.
    Little could be huge. Amateur could be pro. Poor could be rich.
  • 21. click to play
    Kids hard at work that matters. It may take time. It may look ridiculous for a while.
    But it’s legit. It will change the room.
  • 22. Thinking on space (physical, emotional, mental) ..
    The making of a dream.
    A bit of history – (cont)
    The crazy notion that each kid could essentially have their own self-made plan, allowed us to envision the entire community as one school.
    Visions from the previous year of the library being the hubof the school ….
    … morphed into the idea of the
    highschool buildings becoming
    the hubs, or the resource centers,
    for the entire town. The town as
    one big school. Like a uni campus.
    lectures halls,
    science labs,
    art hall,
    engineering hall,
    everything/everyone is available – per choice.
    click to hear original Lab description
  • 23. Thinking on space (physical, emotional, mental) ..
    A bit of history – (cont)
    Throughout the year, we dreamed of such spaces, ones that would capture the fluidity of the web: 24/7, ubiquitous, something for everyone, malleable, continually morphing to suit the needs of whoever is in it.
    Our first glimpse of this morphism was Palomar 5 (in 3 weeks).
    Their white walled castle with the freedom to build and change and create, tickled our fancy. As did the passion driven adventures that resulted from their 6 month stay. Kosta Grammatis and @ahumanright.org in particular.
    Now at the end of they year, we’re certain morph and malleable are key adjectives.
    Austin on private space
    Lucas sketching space
    Clay on balance in space
  • 24. Thinking on space (physical, emotional, mental) ..
    A bit of history – (cont)
    whiteboard walls
    deep practice
    via Daniel Coyle
    dreaming boldly of spaces that already exist –Lisa Gansky
    sound proof rooms, space/tools to skype
    separate detox room
    visualizing detox
    We walked Old Towne with Kevin. We walked 4th Street. We talked about Lisa Gansky’s Mesh mentality, how we could do more with less. How we could create new purpose for old spaces.
  • 25. Thinking on space (physical, emotional, mental) ..
    We talked to the Mayor about what we could do. He gave us hard work. Work he can’t do alone.
    Working on this dream: tunnel jam
    And this one to share stories : street art
    A bit of history – (cont)
    We talked to community members,
    as potential mentors.
    Would they be willing?
    Would they be interested?
    (Barry video)
    We talked to city people, about planning together, legalizing street art, occupying space, sharing stories, bringing people together.
    (Felicia and/or Marcie video)
    Aimee & Noah on teen shelter & homelessness.
    See Michelle’s human trafficking event -slide 100.
    Aimee sharing their current thinking for a teen shelter.
  • 26. The beauty of becoming yourself, making yourself, noticing more and being more mindful, is that it empowers you to let go of yourself.
    You start working for that something bigger than…
    … that something beyond.
    You start needing others.
    You start knowing others.
    You find yourself dreaming.
    Dreaming boldly.
    So now, in sketching such spaces of collaboration, we’re using YOUmedia as an existing visual.
    Dream boldly with us.
    Let’s start today.
    What’s next…
    is now.
  • 27. A visual of physical space …
    A project of dmlcentral.com
    YOUmedia – click to play
    Do take a quick peek at this video. The visual will help you follow the thinking in the next several slides. As we share this idea of a floor plan.
  • 28. key
    Over the next year…
    the Lab:
    Imagination & Play
    Pre K-5: vast exposure through games, logic, programming, … dabbling with mentors other than parents
    6-8 focus: ongoing exposure, solidifying mentors, working on small personal network
    i&p , be you web, and Patchwork
    9-12 – quasi college –
    the Met, detox, and your school
    design it, , Yaacov Hecht,
    Education Cities
    12+ - quasi career
    Cathy Davidson, John Hope Franklin
    Humanities Institute at Duke, Yaacov Hecht, The Educational-Social Entrepreneuring Incubator
    Teachers– google 20% as learners, Teacherpreneurs, Yaacov’s incubator, & Your pd design it
    Create a space to house our best resources for the arts.
    Create a space to house our best resources for engineering.
    Currently imagining the Lab could roam around the city in diff spaces creating mesh. Rented to them at low cost or free of charge. In return, their time in it is spent designing the space for creativity/allure, one that is alive, a future investment for the owner(s).
  • 29. over the next year.
    This is a rough sketch of the buildings in our town, the colored ones part of our vision...
  • 30. What we envision next year:
    Fine tuning a means to monitor growth:
    Expository, portfolio, wikipedia edit
    Over 500 videos – tagging/sharing this summer, documentary
    More focus on logging (video as well), writing locally & for dmlcentral
    Community involvement:
    Best asset right now – word of mouth trumps money
    Community gatherings – films at feed and grain this summer [I am, Schooling the World]
    Artspace & ACE
    (robotics - dog as open source for programming, Rushkoff – program or be programmed,
    legal street art, JR – maybe of 1-1’s)
    1-1 mentors (and beyond)
    Inform the community on ed options – nothing is for everyone
    Log/share/map activity/thinking in the Lab
    Online as open source
    Visit: Met – BIF 7 - Gansky, boyd, Pink, Littky, Haque, Hagel, Visit: Patchwork,
    TED: Collins June 29?
    click for Adam’s 1st video log
  • 31. Space –
    Downtown spaces – June about Artspace – Grace church? – ACE – robotics
    School during the day – united way after
    Bus routes city and school
    City – bike program
    Looking into United Way, local support, major companies with like vision, businesses offering 10% time to employees to mentor, savings from paperless, less policy, etc, donation,
    What we currently are using: Macbooks, flips, furniture from warehouse
    Future: access to warehouse, access to recycleds
  • 32. Over the next 3 years…
    Resource spaces, similar to Patchwork, with meeting times, etc
    To facilitate space for your school design it
    Resource spaces, similar to YOUmedia, with meeting spaces, etc
    To facilitate space for your school design it
  • 33. Existing buildings morph into resource centers, meeting spaces, with specialty buildings shared by the community..
    over the next 3 years.
  • 34. Facilitated per 1-1 mentors and rateyourprofessors.com type matching.
    Our vision last year for world school – beyond face to face
    Pre-k through 8th – exposure - design via i&p , be you web, and Patchwork
    9-12 – quasi college – design via the Met, your school design it
    12+ - quasi career - design via John Hope Franklin Humanities Institute at Duke
    Over the next 3 years…
  • 35. Pre-k through 8th – exposure - design via i&p , be you web, and Patchwork
    9-12 – quasi college – design via the Met, your school design it
    12+ - quasi career - design via John Hope Franklin Humanities Institute at Duke
    By our 4th year… 2010-2011 having been year one…
  • 36. Not so far off. Not so ridiculous.
    What we found, so many are already doing cool things… let’s just start calling it all school.
    Let’s use the 650 bill for that, not have to wait for the weekend, or after 3 or the summer..
    We can’t even keep up with all the innovations/learnings/etc:
    Luma and the Independent Project and … and …
    We just need to make sure we don’t pigeon-hole. Which we all want to do once we find something cool. [How do you think the curriculum was founded?] We need to focus on: nothing is for everyone.
    We’re thinking the glue is:
    Some process for learning how to learn, such as detox.
    So that everyone is left hungry for more, and knowing how to feed that hunger in the future. The process of knowing what to do when you don’t know what to do, being usefully ignorant, as second nature.
    Some means to facilitate the craziness of differentiating to infinity.
    Declaration of interdependence with 1-1 mentors and beyond. School/prof/project per choice with a type of rateyourprof local match ups.
  • 37. via The Lab in Loveland, CO
    because of the space, permission and trust given to us by
    Thompson School District
    to experiment on the edge.Connected adjacency
    with the district.
    docboard for this slideshare
    ideas from year
  • 38.
  • 39. Some more of what we learned/did this year:
    Everett & Chase on browsers
    slideshare on the lab
    Monday nights, importance of community
    You can see more here. We’re figuring out a tagging system.
    Our site.
    what we learned about ourselves
    Our detox video
  • 40. Parent on google
    Teachers in the classroom catching the allure.
    The goal of the lab is to see what happens in a free space in order to encourage others (teachers/students/admin) to bring more of that freedom into their already existent spaces. Tom is one in particular, fully embracing Erica McWilliams: be usefully ignorant.
    Parents making connections, strewing more curiosity, as they follow their kids’ fancy.
    Amazing what this open environment has produced. A 10 year old that I need a dictionary to talk to. I’m currently borrowing his 2 inch thick html code book, he read 2 years ago.
    A 6 year old that just the other day had 140 views on her latest dog story.
    1-1 provides every kid with this.
    Per danah boyd, the best filter is a human one.
    It’s a family affair. When matters to them, it matters to me.
    Sharing talents because we’re connected.
    Suggestion for Lab
  • 41. Working on easier ways to credential work outside the course book.
    Dear Admin,
    Realizing your hands are tied on many things..
    We (the Lab) can work both in and out of the system.
    Let us do/support/facilitate things you can’t.
    literacy standards
    who mandates this?
    math state standards to courses
    and this?
    Gus w/our superintendent
    Austin & Jenny Luca, speaking at Edubloggercon
    Sam w/board member
  • 42. previously slides are one story deck of the narrative deck:
    The entire narrative deck can be accessed here..
    Or you can go to the next slide to access another story deck…
  • 43. as story
    4-39: mindset - the skinny
    40-79: redefining success: school as a business … community as a school
    43-49: the dandelion effect
    50-53: is respect for every voice a part of your soul
    54-63: we don’t need more resources, we just need to be more resourceful
    : on health & wealth
    64-72: Joi Ito as an exemplar – nothing is for everyone
    73-79: declaration of interdependence - as glue
    80-89: findings in failings
    : history (deliberately not teaching, homeless analogy)
    : detox (process/what, unpacking/why, doing/how)
    90-95: vision/floorplan
    96-97: connected adjacency
    98: suggested book reads
    99: faq
    100-111: mindset
    Suggestion per parents, if you were only going to look at 2 things:
    slide 14 and detox.
    just out:
    awakening indispensable people via videos
    warning – poor quality – ieslidedeck with voice