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Leatherstocking abrambreakout

NY BOCES PPT Madison Oneida in Vernon NY

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Leatherstocking abrambreakout

  1. 1. Strategies for Curriculum Partnerships: Lessons Learned Stephen Abram, MLS Lighthouse Consulting Inc. Leatherstocking Conference, Vernon NY Nov. 19, 2015
  2. 2. What does a curriculum partnership look like?  Builds over time  Starts easy  Sustainable  Integrated  Relationship-oriented  Focuses on adult, practical learning  Aligns with value systems  Saves time for a minor investment of time
  3. 3. When you’re doing it right you . . .  Have a year long staff partnership curriculum  You start with the ready – those early adopters, innovators, network leaners…  You view resistance as requests for more information in a critical thinking group of well educated and experienced teachers and administrators  You focus on simple but key issues that make a difference and align with their values  You get good at partnerships with other libraries including public, you run PL card programs to extend the resources (like VA), you partner with tech providers like Gale, EBSCO, ProQuest, Apple, Google Education, LEGO Education, LittleBits, etc.
  4. 4. What are the key issues?  Information fluency (21st Century literacies) for teachers and learners (they’re different)  Dealing with reading issues using technology  STEM and STEAM issues (The school library as laboratory for discovery and exploration)  Blended learning  Flipped classroom
  5. 5. What does a curriculum partnership look like?  Teaching partnership training first . . . Positioning the school library as a resource, positioning the school librarians as a partners for learning  A year long (October – May basically) curriculum that builds so that your audience and partners can plan their time investment.
  6. 6. Information Fluency There’s so much on this!
  7. 7. Information Fluency  There’s so much on this!  Separate the teacher needs from the learners  When you work through the classroom teacher and partners effectively with project based activities you magnify your impact  Work with administration to have endorsement of pilots, experiments, and funding  Work with teacher communications in the context of their challenges (projects, needier learners, assignments, etc.)  Start small and build – you can’t build a mountain quickly!
  8. 8. Leatherstocking Searches
  9. 9. STEM and STEAM  Amongst us chickens here . . . Addressing non-PC issues  Girls  Boys  Workforce preparation in the context of thinking and learning readiness  Higher-Ed preparedness
  10. 10. It’s not just Makerspaces  Makerspaces are a great tool and environment to have the real conversations  It all relates to the realities of the world that will exists and the skills that need to build incrementally.  Have a good stump speech on the vision and the building block of why makers are needed – in the arts, the engineering and design spectrum.  Work with administration and other partenrs to build gradually and keep them onside.
  11. 11. Ooohs and Ahhhs  Printing an entire house  Printing skin grafts  Printing bone and skull plates  Printing guns  Printing car parts (Jay Leno)  Printing original art  Printing historic objects  Printing food  Printing jewelry Prototyping and distributed manufacturing with applications in architecture, construction (AEC), industrial design, automotive, aerospace, military, engineering, civil engineering, dental and medical industries, biotech (human tissue replacement), fashion, footwear, jewelry, eyewear, education, geographic information systems, food, and many other fields.
  12. 12. Professional applications (3D)  Rapid prototyping  Rapid manufacturing  Mass customization (solo copies)  Mass production  Domestic and hobbyist uses  Mass distribution
  13. 13. Simple and Easy Scaffolding  LEGO® and duplo® and Mega Bloks®
  14. 14. Scaffolding  Pre-school, Elementary, Middle School, High School  Competitions, Communities, Hackers  Mega Bloks large-size, primary colour – macro-motor skills  Duplo – medium-size – motor skill and manipulation development  LEGO – fine motor skill development, colour awareness, creativity  LEGO Kits – instruction sets, reading, levels of complexity  LEGO Mindstorms (LEGO Robotics) +software  LEGO Software- e.g. LEGO Digital Designer (CAD/CAM),  Mindstorms software (bluetooth), plus non-Lego free software like BlockCAD, LDdraw, LeoCAD …  LEGO Hackers – LegoBOT 3D printing (pictured)
  15. 15. Teaching with LEGO
  16. 16. LEGO Mindstorms®
  17. 17. LEGO® a place to start
  18. 18. 3D Photo Booth http://hiconsumption.com/2012/11/3d-figure-printing-photo-booth-in-japan/
  19. 19. James Bond’s Skyfall Car http://www.slashgear.com/james-bond-skyfall-crew-turned-to-3d-printers- for-aston-martin-db5-stunt-double-12256594/
  20. 20. Filigree Skull http://makezine.com/craft/3d-printed-filigree-skull/
  21. 21. Portrait Sculpture http://blog.ponoko.com/2012/04/19/3d-printing-as-an-art-form/
  22. 22. Prosthetics http://gizmodo.com/5993147/how-3d-printing-gave-this-man-his-life-and-face- back
  23. 23. Clothing
  24. 24. 3D Home Printing in one day http://www.dezeen.com/2013/02/13/protohouse-2-3d-printed-house-by-softkill-
  25. 25. Prototyping
  26. 26. Manufacturing http://www.wired.com/dangerroom/2012/08/3d- weapons/
  27. 27. Play & Learning http://southweb.org/lifewise/fabrication-power-to-the-people- why-no-government-can-stop-the-3d-printing-revolution/
  28. 28. Preservation and Study http://www.geekosystem.com/staples-3d-printing/
  29. 29. Theatre http://www.makerbot.com/blog/2012/04/23/mbtv-s02e08-scenic-
  30. 30. Bio-printing http://on3dprinting.com/2012/07/06/infographic-go-on-print-a-liver-the-evolution- of-bio-3d-printing/
  31. 31. Medical
  32. 32. Making for Libraries  Arduino, Raspberry Pi, Little Bits  LibraryBox  Publishing, Art, Music  Infographics  Video & Podcasts  Crowdfunding (Kickstarter, IndieGoGo, RocketHub, etc.)  Your imagination
  33. 33. What are Books For?
  34. 34. 2010 Eduventures Research on Investments  58% of instructors believe that technology in courses positively impacts student engagement.  71% of instructors that rated student engagement levels as “high” as a result of using technology in courses.  71% of students who are employed full-time and 77% of students who are employed part-time prefer more technology- based tools in the classroom.  79% of instructors and 86 percent of students have seen the average level of engagement improve over the last year as they have increased their use of digital educational tools.  87% of students believe online libraries and databases have had the most significant impact on their overall learning.  62% identify blogs, wikis, and other online authoring tools while 59% identify YouTube and recorded lectures.  E-books and e-textbooks impact overall learning among 50% of students surveyed, while 42% of students identify online portals.  44% of instructors believe that online libraries and databases will have the greatest impact on student engagement.  32% of instructors identify e-textbooks and 30% identify interactive homework solutions as having the potential to improve engagement and learning outcomes. (e-readers was 11%)  49% of students believe that online libraries and databases will have the greatest impact on student engagement.  Students are more optimistic about the potential for technology.
  35. 35. OMG – the Textbook! 36
  36. 36. Until the lion learns to write her own story, the story will always be from the perspective of the hunter not the hunted.
  37. 37. Stephen Abram, MLS, FSLA Lighthouse Consulting Inc. Cel: 416-669-4855 stephen.abram@gmail.com Stephen’s Lighthouse Blog http://stephenslighthouse.com Facebook: Stephen Abram LinkedIn: Stephen Abram Twitter: @sabram SlideShare: StephenAbram1

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