If you have ever wondered about how the classrooms of the future will look like attend this session by NASSP's National Award Winning Digital Principal Mike King. Mike and Jesse West will take you into the world of the next generation of teaching and learning which Mike calls the New Alexandria. Learn the essential techniques of generating digital content using methods of facilitate, aggregate, curate, and create through project based learning in primordial spaces within the elaborative learning process. In this session you will learn about the new collaboration roles of the curator, and designer, as information is synthesized from, standards, assessment, content, method, and process into newly developed content generated for mobile learning. The end product of these practices will be a digital book for the new "Alexandrian Libraries of the Future." This session is a BYOD with some knowledge of iAuthor, aggregation and curation tools like, twitter, Delicious, Diggo, scoopit, Paper.li and Twitted Times which are all necessary components for your learning, get connected became a curator.
Conferència "Innovation is around the corner: Learning in the digital age" impartida pel Sr. John Seely Brown el dia 21 de desembre de 2007 a la sala Josep Laporte de la UOC
Conferència "Innovation is around the corner: Learning in the digital age" impartida pel Sr. John Seely Brown el dia 21 de desembre de 2007 a la sala Josep Laporte de la UOC
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
Presentation at the Univerisity of Calabria organised by Rocco Servidio 25-06-2012
Are educators conscious of how they are using technology? Is technology used in a way that substitutes a previously taught analog task or is it used to transform a task that would not have been possible without technology?
The emergence of digital media formats, Internet resources and the ability to create digital content through the use of interactive mobile devices like tablets, smart phones and interactive whiteboards have now become a standard feature of every classroom environment. This presentation by Mike King and Jesse West will provide ways to create digital rich interactive lessons. Participants will be provided with various digital tools to construct interactive multimedia rich lessons "From Hyperlinks to Augmented Reality." The simple design method used in the presentation will offer participants an array of ways to access and combine content into a complete seamless direct instructional learning occurrences that focuses on 21st century learning modalities. These modalities of learning are designed for students who need a representational experience, the provision of symbolic figurative occurrences, concrete episodes, abstract developments, and symbolic interactions with their world. Digital tools used in the presentation will include hyperlinks, QR Codes, Videos and Augmented Reality formats such as Aurasma
The components introduced in digital learning design provides opportunities for teachers to construct a concept development framework that is multidisciplinary, student centered, and authentic to 21st Century skills. The digital learning design framework is based on research in both explicit instruction and constructivist learning. Using the digital design framework will help teachers pull together elements of college and career readiness standards, while constructing deep learning opportunities for students to perform.
Digital Learning Design serves as a “hub of innovation” that teachers can use to nurture learning skills, competencies, and habits of mind that provide students essential skills for tackling new and demanding cognitive challenges. Digital Learning Design is about teaching, learning, communicating, collaborating and creating.
Digital Tools for Digital Natives is designed to explore the latest technology tools and solutions available to help schools build 21st century learning environments that motivate and engage today’s students. The presentation will provide multiple examples of media-rich projects, investigate the new world of podcasting, vodcasting, blogs, wiki’s, web 2.0, digital storytelling, and demonstrate ways to integrate these new technology into the classroom.
Integrating technology and unit develop will encourage a curriculum that is both challenging and meaningful for students. This process also will create a coherent, workable framework for teacher instruction. In order to integrate technology into the curriculum, the school must follow six essential steps: selecting content standards, establishing purpose, developing learning tasks, defining methods of assessment, identifying technology tools and applying technology integration. The final step in the process is to submit all technology- based learning units to the steering committee. These units will be made available to teachers in all subject areas once the technology equipment is installed.
#ICOT2013 | Breakout exploring a social network site and teacher professional...Karen Spencer
The rapid shift in learning behaviours towards networked, online and blended models heralds new ways to imagine notions of learning and education. The movement towards increasingly democratized modes of knowledge making and creating is central to the way our ‘future society’ is developing. Recent years have seen a growing expectation that learners can access materials, resources and networks of experts and fellow-learners in ways that suit their contexts, location, time constraints, personal and professional needs and choice of technology.
In the field of education, e-learning (be it blended or fully online) is increasingly becoming part of both informal, and formal, educational professional learning for teachers. With the growth of social networking, combined with the growing demand for flexible and cost-efficient solutions to professional training, it is vital to understand the limitations and opportunities of the role that social network sites, and their communities, play within educational contexts.
This interpretive, case-based study (scheduled for 2012) will seek to explore the extent to which a New Zealand-based social networking site, the VLN Groups network, can support educators’ professional learning in ways that are meaningful. Findings will aim to identify the affordances and limitations of the VLN Groups social network site in terms of design in the service of learning to make recommendations about how we might improve the design and facilitation to enhance the way the space supports teachers’ professional learning.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
Presentation at the Univerisity of Calabria organised by Rocco Servidio 25-06-2012
Are educators conscious of how they are using technology? Is technology used in a way that substitutes a previously taught analog task or is it used to transform a task that would not have been possible without technology?
The emergence of digital media formats, Internet resources and the ability to create digital content through the use of interactive mobile devices like tablets, smart phones and interactive whiteboards have now become a standard feature of every classroom environment. This presentation by Mike King and Jesse West will provide ways to create digital rich interactive lessons. Participants will be provided with various digital tools to construct interactive multimedia rich lessons "From Hyperlinks to Augmented Reality." The simple design method used in the presentation will offer participants an array of ways to access and combine content into a complete seamless direct instructional learning occurrences that focuses on 21st century learning modalities. These modalities of learning are designed for students who need a representational experience, the provision of symbolic figurative occurrences, concrete episodes, abstract developments, and symbolic interactions with their world. Digital tools used in the presentation will include hyperlinks, QR Codes, Videos and Augmented Reality formats such as Aurasma
The components introduced in digital learning design provides opportunities for teachers to construct a concept development framework that is multidisciplinary, student centered, and authentic to 21st Century skills. The digital learning design framework is based on research in both explicit instruction and constructivist learning. Using the digital design framework will help teachers pull together elements of college and career readiness standards, while constructing deep learning opportunities for students to perform.
Digital Learning Design serves as a “hub of innovation” that teachers can use to nurture learning skills, competencies, and habits of mind that provide students essential skills for tackling new and demanding cognitive challenges. Digital Learning Design is about teaching, learning, communicating, collaborating and creating.
Digital Tools for Digital Natives is designed to explore the latest technology tools and solutions available to help schools build 21st century learning environments that motivate and engage today’s students. The presentation will provide multiple examples of media-rich projects, investigate the new world of podcasting, vodcasting, blogs, wiki’s, web 2.0, digital storytelling, and demonstrate ways to integrate these new technology into the classroom.
Integrating technology and unit develop will encourage a curriculum that is both challenging and meaningful for students. This process also will create a coherent, workable framework for teacher instruction. In order to integrate technology into the curriculum, the school must follow six essential steps: selecting content standards, establishing purpose, developing learning tasks, defining methods of assessment, identifying technology tools and applying technology integration. The final step in the process is to submit all technology- based learning units to the steering committee. These units will be made available to teachers in all subject areas once the technology equipment is installed.
Google Earth is a virtual globe. Once downloaded user can access geographical map information through a built-in search. The program maps the Earth by superimposing satellite imagery, and aerial photography of geographical information. The Google Earth free version provides multiple functions such as capturing 3D building image sketch ups, and surfaces are available. Users can create and save KMZ files for pinning locations on a map. When using Google Earth in Digital Learning Design the KML files (keyhole markup language) can be specified to specific spots on the globe. It’s similar to bookmarking a location and it allows teachers to produce links for points of interest.
Much can be said about why learning goals are important as they are useful as a prism through which we can view the totality of school improvement. This means that goals need to be rightly understood as they are urged to unify the most essential elements of a schools success.
Transparency allows relationships to mature faster, as openness can potentially avoid misunderstandings that can fuel unnecessary tension. In this presentation a review of the Kansas Accreditation rubric will be defined as a process of transparency in developing a district needs assessment. The biggest problem with division is having too much on the plate, too many variables to work with causing people to divide in their choices. What happens in many organizations is the lack of defining quality. Preview each rubric and define the meaning of each statement. Then create an opportunity for input through group dialogue, consensus and value ratings. The presentation promotes the necessary steps to developing a district needs assessment based on building trust and relationships through real time collaboration of data sharing.
Mike Schmoker states that "Much can be said about why learning goals are important as they are useful as a prism through which we can view the totality of school improvement." This means that goals need to be rightly understood as they are urged to unify the most essential elements of our school success.
Project 24: Back to School: Diving Into Digital Learning Thursday, August 22, 2013 2:00 p.m. – 3:00 p.m. (EDT) Register and submit questions for the webinar at http://media.all4ed.org/registration-aug-22-2013
Knowing how, when, and where to access information on the Internet will grow to be an increasingly significant factor of digital media literacy. The availability of information resources and search technologies is expanding rapidly increasing the importance of effectively knowing how to access and reduce digital information into reliable forms of content extraction. This requires a new set of skills, strategies that are essential in accessing and successfully screening information.
“The Red Badge of Courage” is a story of a young man who joins the army to fight in the Civil War. His reasons for joining are based on his dreams of adventure, glory, heroism and romantic images of himself in battle. Through the course of the story, the young boy comes to experience war as it really is, brutal and very unromantic. Crane’s story is often referred to as the first anti-war novel ever written.
We have to recognize that over the 150 year ago Horace Mann brought back from Prussia a new educational system. Throughout this history of a Prussian education system the American classrooms have seen very little change from self-contained entities from which they were created.During this time, our society has experienced technological advancements that continues the transition from the Industrial Age, to the Information Age and into the Conceptual Age. Each layer of transformation has set a new stage of thought on how to provide a modernized education for a given society. "How well do you have to understand the technology to use it in your classroom?" To answer the question, it is not about understanding how to use technology, it is about understanding how to access information, and use digital tools to create new forms of connected learning.
The days for public school security have arrived, and we, as educators, must take every precaution to protect the health, security, and wellbeing of every member who enters the school’s environment. Providing a safe and healthy environment for all students and employees begins with an increased awareness of school security, safety, and health issues. All individuals within the school should know that security and health are the school’s main priorities. Additionally, school leaders must communicate to every individual within the school that each school employee also bears a personal responsibility for maintaining a safe and healthy school environment.
Pink has created a reference for us to consider right brain activities. Design, story, symphony, empathy, play and meaning. He says we should be more in tune with understanding Abraham Maslow’s hierarchy of needs (survival, security, belonging, ego, spirit).
According to Pink, “Artists, inventors, designers, storytellers, caregivers, consolers, big-picture thinkers – will reap society’s richest rewards and share its greatest joys”. Pink claims that we are in a “conceptual age."
Drivers’ are defined as policy and strategy levers that have the least and best chance of driving successful reform. A ‘wrong driver’ is a deliberate policy force that has little chance of achieving the desired result, while a ‘right driver’ is one that achieves better measurable results for students. John Hattie found that feedback has more effect on achievement than any other factor.
The emergence of digital media formats, internet resources and the ability to create digital content through the use of interactive mobile devices like tablets and smart phones have now become a standard feature of every classroom environment. Teachers are discovering innovative ways to create digital rich technology based interactive lessons. The methods used in interactive lesson design can offer an array of ways to access and combined content into a complete seamless learning experience. Teachers who use the interactive lesson design features will find that content no longer needs to be segmented and delivered in isolation but has the potential to be combined into interactive presentations that responds to an individual’s touch to access content.
Please note that all graphics represented in this presentation are active through some type of interactive link, including augmentation, bar codes and hyperlinks.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
Slides from a talk by Scott Wilson in the "Web 2.0: Behind The Hype" panel session given at the Institutional Web Management Workshop 2006 on 15 June 2006.
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Digital citizenship is about helping students learn valuable ways to use social networks, how to provide constructive feedback and build groups of people with common interests to enhance appropriately focused behavior. These are the digital citizenship skills the millennial learner will need when they enter the workforce.
Deeper learning is an umbrella term for the skills and knowledge that students must possess to succeed in 21St-century jobs and civic life.In practice, deeper learning prepares students for postsecondary education. They should graduate from high school equipped to be: “College and Career Ready means an individual has the academic preparation, cognitive preparation, technical skills, and employability skills to be successful in postsecondary education, in the attainment of an industry-recognized certification or in the workforce, without the need for remediation.”
The emergence of digital media formats, Internet resources and the ability to create digital content through the use of interactive mobile devices like tablets, smart phones, and interactive whiteboards have now become a standard feature of every learning environment. This presentation by Mike King will provide ways to create digital rich publications. Participants will be provided with various digital tools to construct interactive multimedia-rich publications from text to flipbooks
Under the new Kansas Quality Performance Assessment regulations school districts are to create a framework for data transparency when developing long range plans using the 5R model. In this presentation participants will learn how to develop a long range district plan using the 5R's assessment rubric. Included in the presentation are ways to define the 5R framework and how to use technology to create a transparent data dashboard.
If the observation is an essential part of the evaluation system, then the interpretation and analysis of the observation data are at the heart of the feedback process. There are two essential functions that the evaluator should take into account when helping teachers interpret observation data. First, the evaluator plans a strategy for the management of the post-conference; the strategy dictates what issues to treat, which data to cite, what goals to aim for, how to begin, where to end, and who should do what. Analysis and strategy exist for the sake of understanding present events in order to exercise greater control over future events. In other words, the interpretation of today's teaching data is primarily for the sake of gaining a high probability of success in tomorrow's teaching. Second, the data must be analyzed; during the feedback conference, the evaluator attempts to support a teacher reflective process to make sense out of the observation data in order to make them intelligible and manageable.
If the observation is an essential part of the evaluation system, then the interpretation and analysis of the observation data are at the heart of the feedback process. There are two essential functions that the evaluator should take into account when helping teachers interpret observation data. First, the evaluator plans a strategy for the management of the post-conference; the strategy dictates what issues to treat, which data to cite, what goals to aim for, how to begin, where to end, and who should do what. Analysis and strategy exist for the sake of understanding present events in order to exercise greater control over future events. In other words, the interpretation of today's teaching data is primarily for the sake of gaining a high probability of success in tomorrow's teaching. Second, the data must be analyzed; during the feedback conference, the evaluator attempts to support a teacher reflective process to make sense out of the observation data in order to make them intelligible and manageable.
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
Orientation activities are designed to acquaint students and their parents with a new school environment. These activities will be held toward the end of the school year to help the students and their parents make a satisfactory transition into a new school campus. During these transitions, parents and students will have an opportunity to hear firsthand how the school is organized, to meet the principal and faculty, to tour the facility and learn about the programs the school offers. Pre-enrollment information will also be provided as part of the orientation.
A website has been developed to support first time setup of a student iPad along with important information on iPad use and daily distribution. The website will be updated with additional content throughout the school year to help students and teachers become familiar with the use of various iPad applications. Each teacher should become familiar with the website prior to distributing iPads to your advisory. The website is designed to provide a step by step tutorial for setting up an iPad by individual grade level and offer ongoing professional development ideas for both teacher and students. http://dcmsitsupport.weebly.com/
Wanting to know you matter to someone is more than just a request for recognition; it is a desire and quest for significance. We don’t want to know we matter; we need to know.
Participants will explore the use of social media as a way to engage students in a participatory culture. These participatory cultures are relatively known as Affinity Spaces. The presenter will demonstrate ways to create a virtual jigsaw as a method to analyze and summarize narrative materials. The focus for this mini session is to learn how to use a back channel as a method to deep read large amounts of materials in less time with greater participant comprehension and involvement. At the end of the session participants will have learned how to setup a simulated social network using "Today's Meet" and "Google Forms"
to make long term changes on a large-scale we must be a part of a systematic change where all parts of the planning process is focused on the whole instead of in fragmentation.
Project 24 will build upon the succes of Digital Learning Day to create and share meaningful, relevant materials and resources. Project 24 is an ongoing activity aligned directly with the current activities of Digital Learning Day. Project 24 will not be just another planning tool – the Alliance is identifying nationally recognized experts to participate on teams representing teachers, principals, CTOs, and district administrators. The Alliance, working with national membership organizations and these subject-matter experts, will develop a series of materials targeted to specific audiences throughout Project 24 including:
How well do you have to understand the technology to use it in your classroom?" To answer the question, it is not about understanding how to use a computer, it is about understanding how to access information, and use digital tools to create new forms of connected learning. In our opening session we will take a two minute glace of how technology has influenced our lives both from an educational prospective. Secondly we will look at the counterbalance of what really happened to education while growing professionally on the edge of the technology evolution..
"To succinctly understand the development, alignment and delivery of curriculum it is important to first have a deeper perception of how we learn, especially when we are articulating high stakes standards and formulating future assessment strategies."1
Historically, we have valued creative writing or art classes because they help to identify and train future writers and artists, but also because the creative process is valuable on its own; every child deserves the chance to express him- or herself through words, sounds, and images, even if most will never write, perform, or draw professionally. Having these experiences, we believe, changes the way youth think about themselves and alters the way they look at work created by others. In this session Mike King will present the art of digital storytelling as it applies to project based learning and authentic assessment. Participants will learn how to create digital mash-ups in a storyboard through the use of avatars, creative common picture searches, record written narratives in audacity, royalty free music and how to develop a digital story in MovieMaker, and or Photostory3.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
8. Activity One: Facilitated Learning Spaces
Activity Two: Co-Creating with Lego's
Activity Three: Aggregation with Twitter
Activity Four: Digital Curation with li.Paper
Activity Five: Bookmarklet with dotePub
Activity Six: Creating and iBook with iAuthor
9. PART ONE:
LEARNING SPACES
Facilitation of Learning Spaces
“In an elaborative learning environment “classroom
spaces,” are created in ways that students are at the
center of knowledge obtainment. These learning spaces are
linked to the process of engaged activities as students are
asked to perform authentic task.”
10. Facilitated Learning Spaces
Each of you will be given a number 1 to 4.
Number One = The Campfire
Number Two = The Watering Hole
Number Three = The Cave
Number Four = Life & Application
Read the article that corresponds with your
number.
Using the back Channel you have 3 minutes
to respond to your reading assignment
question.
12. Campfire The Campfire is
characterized by
communication flowing
from one to many,
requiring a space that
can accommodate a
certain number of
people in a group
situation, where
everybody can focus on
the person talking or
Sharing presenting.
13. The watering hole is a place
Watering Hole where people come and go.
A learning environment
where you can gather in
groups of different sizes.
It is a place of exchanging
communication, flowing
back and forth.
Areas are typically placed
where you naturally would
go, and where you maybe
bump into somebody or
Remembering something.
14. The cave is a place of
Caves reflection. A place to
go after learning
occurs, a place a
student can call their
own.
It gives the student a
time to eternalize
knowledge that
learners need on
occasion, to isolate
themselves from
Reflection others in order to gain
special insights.
15. Laboratories are places
Applying where the students can
acquire hands-on
experiences, working
physically and practically
with projects in a societal
and experimental
context.
Laboratories inspire
students & teachers alike,
enlarging the learning
Real Life experience and inspiring
Laboratories teachers to use different
tactile approaches.
20. The term collaboration has
changed from working well
Collaboration with others to the mixing of
ideas for the recreation of
deeper meanings of a
discipline.
New workforces are now
being recognized for their
co-creating ideas, workers
that generate the remixing
of multiple concepts on a
Co- Creating large collaborative scale,
creating new mashup
Ideas products.
21. Lego Activity
Mashing it Up
Will Content Look
the Same?
Or will it take on a
new form?
22. Collaboration Spaces
Ning
Wiki
Face Book
Blog
The Knowledge Reservoir
Using Networking Tools
24. Web Found Knowledge
Every hour thousands of
new videos are uploaded
online.
Blog posts are written and
published.
Millions of tweets and other
short messages are shared.
By some estimates in just
a few years we will reach a
point where all the
information on the Internet
will double every 72 hours.
25. Aggregate Aggregation is the process
of collecting content from
multiple social network
services.
Pulling together information
into a single location,
Consolidate multiple social
networking profiles into one
profile.
Aggregation networking
tools allowing users to
consolidate messages,
combine bookmarks,
search across multiple
Collecting Content social networking sites.
27. Digital Curation
Digital curation is the
process of establishing
and developing long
term repositories of
digital assets for current
and future reference by
researchers, scientists,
historians, and scholars.
Enterprises are starting
to utilize digital curation
to improve the quality of
information and data
within their operational
and strategic processes.
Quality Information
28. New Role of the Curator
The future of the social web
will be driven by these
Content Curators, who take it
upon themselves to collect
and share the best content
online for others to consume
and take on the role of
student editors, publishing
highly valuable compilations
of content created by others.
These curators will bring more
utility and order to the web
found knowledge.
29. Digital Tools
CURATION
Twitted
Paper.li Twitted Times
LiveBinders Scoop.it
30. Web
Reflecting Found
Applying Knowledge Aggregate
Sharing Curate
Remembering Create
Learning Elaborative
Spaces Learning
Knowledge
Reservoirs
Blogs Co-
Wikis Creative
Nings
Elaborative Learning
Model
31. PART THREE:
CREATION
ePub Generation
“If students are to make knowledge their own, they must struggle
with the details, wrestle with the facts, and rework raw information
& dimly understood concepts into language they can communicate
to someone else. In short, if students are to learn, they must
write.”
Steve Graham & Michael Hebert Vanderbilt University
32. Creative thinking is a process
of coming up with a new idea
by merging additional ideas
together.
Creative thinking usually
occurs through a co-
collaborative process either
as a group or through the
curation of ideas.
To be considered as creative
thinking it must be ongoing,
questioning has to occur and
it must be practiced.
33. The New Alexandrian
Today a new kind of
Alexandrian library
is being formed.
This is the library of
the future.
A future generation
of social publishers
who will have their
content merged,
remixed into a new
conceptual
awareness.
34. The ePub Generation
"The New Alexandrian Libraries
" We are moving
away from a world in
which some produce
and many consume
media, toward one
in which everyone
has a more active
stake in the culture
that is produced."
44. Video Demonstrating Synchronization
The downloadable open source software application allows users to
store and share files and folders with others across the Internet
using file synchronization.
45. Box.net Perfect for Audio Casting
Box.net features online storage services,
Stop including remote access through a web
interface, access to files on mobile devices
and file sharing capabilities. Box.net is ideal
for sharing audio files of lessons or podcast.
46. PART FOUR: DESIGN
Elaborative Learning Model
Web Aggregate
Found
Knowledge
Curate
Reflecting
Applying
Sharing
Remembering Learning Elaborative Project
Spaces Learning Based
Co-
Creative
47. Associations between Knowledge &
Application
The facilitator of
content must
provided a truer
form of elaborative
rehearsal within the
learning
environment
To better assist
learning,
associations
must be made
between
knowledge and
application
49. Elaborative Learning Model
Through
elaboration the
learner can
express ideas
more openly using
multiple skill sets
to compare new
concepts with
known concepts
that hooks the
unfamiliar with
something
familiar.
51. Elaborative Learning
Model
Web
Reflecting Found
Applying Knowledge
Sharing Aggregate
Remembering Curate
Learning Elaborative Project
Spaces Learning Based
Knowledge Standards
Reservoirs Assessments
Blogs Content
Co-
Wikis Creative Method
Nings Process
Tools
Project Timeline
52. Learning in the Conceptual Age
This is the conceptual age, an age where
the New Alexandrians will create, publish
and formulate new meanings and
understandings of the worlds in which
they live, virtually or semantically.
This was also the focus of this workshop.
A focus on ideas that will provide new
meanings to future web found learning
and how to access, create and publish
information at the gateway of the
conceptual age.
If you have ever wondered about how the classrooms of the future will look like attend this session by NASSP's National Award Winning Digital Principal Mike King. Mike and Jesse West will take you into the world of the next generation of teaching and learning which Mike calls the New Alexandria. Learn the essential techniques of generating digital content using methods of facilitate, aggregate, curate, and create through project based learning in primordial spaces within the elaborative learning process. In this session you will learn about the new collaboration roles of the curator, and designer, as information is synthesized from, standards, assessment, content, method, and process into newly developed content generated for mobile learning. The end product of these practices will be a digital book for the new "Alexandrian Libraries of the Future." This session is a BYOD with some knowledge of iAuthor, aggregation and curation tools like, twitter, Delicious, Diggo, scoopit, Paper.li and Twitted Times which are all necessary components for your learning, get connected became a curator.
This presentation is about the realization of the importance of the promotion of creating digital content as it applies to both the creative and formative writing process. In the workshop I will hopefully define the process of "facilitating, collaborating, aggregating, curating and creating" as the bases to which digital media is used as a tool to publish eBooks within the classroom. In this workshop an emphasis will be placed on the creative techniques of how digital mashups of computer-based images, text, recorded audio narration, video clips and/or music is used to develop digital content. The creation of content can range from personal tales recounting historical events, to exploring life in one's own community or the search for life in other corners of the universe, and literally, everything in between. In short, digital content is a reference to the conceptual age and the creation of stories that have no exact definition for it is in one's own expressed creative imagination. This potential to release creative expressions through digital tools will be the focus of what I see is important to the development of 21st Century learners.
Web 2.0 is an expansion of the original applications of Web 1.0 which is most commonly referred to as read only web. Read only Web 1.0 allows users to explore the network for information seeking. Web 2.0 is a new set of tools that allows users to collaborate ideas through new mediums of expression. These mediums of Web 2.0 expressions technology allow non-web designers to create, remix, and mash together their own content online. Web 2.0 content creation tools occurs through the design of multi-user interfaces such as wiki’s, podcasting, vodcasting, and blogs.
For students to gain an edge on employability, schools will need to model, design and simulate co-creative learning environments. These are the learning environments that promote web found knowledge that use information as a source to skill development. These are the future networks in "Creating the Classrooms without Walls," where students participate in a universal learning experience, utilizing mobile tools to continually access and create multidimensional patterns of explanations of the world around them.
“In an elaborative learning environment “classroom spaces,” are created in ways that students are at the center of knowledge obtainment. These learning spaces are linked to the process of engaged activities as students are asked to perform authentic task.”
Co-Creating may become one of the most powerful engines of change and innovations that the education world will experience. Co-Creating with other educators across the nation is like tapping a knowledge pool of similar interest, a reservoir of creativity that may emerge through an enthusiastic wealth of talent producing warehouses of digital curriculum. It will not be an easy change and many tough challenges lie ahead to offset the standardized models of the existing rigors of traditional education. There is nothing wrong with mass co-creating, yet some see it as moving away from traditional practices of “drill and be drilled” forms of learning.
Is it possible that the real world is moving everyday closer to global collaboration and the self contained classrooms of today are shifting in another direction? A direction of isolation, building the Great Wall of China and containing all knowledge, rigorous curriculum to specified outcomes, measured and assessed to a world where these measurements may no longer be important in determining success in the workforce. Has the term collaboration changed from working well with others to the mixing of ideas for the recreation of deeper meanings of the disciplines?
In this new of world of the net generation who will monitor exactness? Who will control the truest forms of knowledge for others to repeat the same paths of learning? Who will be the valedictorians of their class as individuals climb the latter to earn their rights to prestigious degrees of higher learning?
All of these questions will be pondered as the world becomes flat. In fact the gap between the development and use of technology is like crossing the grate digital divide of leaving all children behind. Are we now standing on the other side of the great digital divide looking for ways to bridge the gap? And is it to late to cross over?
A wiki is a great place for students to collaborate on projects and is the foundation for creating and sharing digital content. The wiki serves as a reservoir for projects, assignments, links, resources and collaboration between the instructional facilitator and learner. Teachers can also create a page where students post their writing and responses or provide teacher notes on topics currently being discussed in the classroom. Another idea is to create a class picture book showing students actively engaged in creating and learning on their collaborative projects.
As first light shines on the 21st Century, Americans are once again experiencing a profound and rapid shift–from the Industrial Age to the Information Age and into the Conceptual Age. " We are moving away from a world in which some produce and many consume media, toward one in which everyone has a more active stake in the culture that is produced." From the Internet’s inception its creators envisioned a universal substrate linking all mankind and its artifacts in a seamless, interconnected web of knowledge. This is the World Wide Web’s great promise: an Alexandrian library of all past and present information and a platform for collaboration to unite communities of all cultures in any conceivable act of creative enterprise. It is with these thoughts that education will experience what historians will call the Third Revolution, a transition to a knowledge-base of conceptual linking of the internet to co-collaborative read and write websites of the creation of the Alexandrian libraries of the future.