Appropriate, Engaging & Relevant: Helping student be less distracted when using technology

What struck me about reading Are Your Students Distracted by Screens? Here’s A Powerful Antidote (by Tom Daccord) was a feeling that we spend too much time blaming the internet and computers / devices for students not concentrating on their work. We've had this discussion before, but this short article brings it all together nicely, and the obvious is more obvious.

Essentially, our lessons should be appropriate, engaging, and relevant. They should be meaningful.

No doubt teachers can be frustrated with policing what students look at on their screens. The author is against blocking internet sites. I'm torn on this one, because I've experienced a school that blocks, and though students will find something to occupy their 'disengaged moments', fewer options may help. (I stress, may help) I'm against remotely monitoring screens. Daccord notes that some educators have cleverly suggested that pulling up games, apps, and social networking sites when bored is simply doodling of the 21st Century. This leads me to a belief I've had since I started teaching: students will find a way to deal with boredom. Some act out of line, some doodle or write poems, some pass notes, others skip classes, and some might sit and daydream. (I did all of the above)

A point the author makes is one I've made a million times: adults do it, too. How many of us have seen faculty (often ones who complain about student engagement) checking e-mail, prepping lessons, or on Facebook during faculty meetings? Perhaps some faulty meetings need to include more of an emphasis on teaching teachers to develop engaging lessons.

So what is a good lesson, Daccord asks us? One that is challenging and has high expectations. I'll add to this what I wrote above. Lessons also have to be appropriate, engaging, and relevant. Students have to be asked to solve problems, to troubleshoot, to create, reflect, and collaborate. (I could write many a verb here) Lessons (content?) must be as personal as possible. Moreover, which Daccord also notes, students should be told why they are studying or doing something. Doesn't it make sense to be able to explain why? I would think many students (and parents) want to how a teacher arrived at a grade, so it makes sense to me that we should be able to explain the purpose of lessons and assessments, and do it beyond 'it's mandated in the curriculum'.

So, as  a final comment, I'll give my view that we shouldn't be blaming technology. People will seek ways to handle boredom regardless of the level of technology available to their school, so we have to put purpose into what we're doing as educators.

Design Thinking Process - Co Barry TEDx

Check out the diagram before reading further. This is 'Design Thinking' in a nutshell. (source)

I've been trying to learn a little more about design thinking since it was first introduced to me. I have been involved tangible projects that involved this process, I don't recall doing it from the very beginning, with a local community (empathy) in mind, and an actually building something long-lasting. (the feedback) Maybe I'm wrong - I've been involved in many community-oriented projects in and out of school, but not with this process consciously in my head. The TED Talk below gives a nice anecdote of design thinking in action. (my summary and comments following)

Design Thinking: Maximizing Your Students' Creative Talent (Co Barry at TEDxDenverTeachers)

Co Barry begins with a reflection on how she learned - figuring out what the teacher wants and the 'correct answer', but not really learning to deal with complex problems, or take the risks to effectively solve them. She starts with describing a basic part of the process: identify a need and ask questions about it. (and, significantly, Barry points out that after going to the community you may often find that your perceived problem wasn't really the problem at all, but that the problem was deeper)

Empathy - going to the community and learning.

Prototype - looking for the best possible solution. 

She makes several comments, but essentially Co Barry points out that this kind of approach to learning leads to higher levels of engagement and overall achievement. The concept she offers that I will adopt fully is that 'we don't know what (future) we're preparing children for, but we can prepare them to deal with complex change and complex challenges'.

What a great way to put it. There is a deeper understanding to design thinking, but this video is a nice start to getting an idea about what design thinking is.

A couple more diagrams. (source)

And a couple of links (not commented on in this):

Article on Design Thinking by Tim Brown

60 Minutes Episode on Design Thinking

(source)

An Ecosystem Model for Education. "Preparing students for their future, not our past."

Robert Dillon posted comments and a TED video on an "Ecological vs Industrial" model for eduction, ecological being an extension of our so-called 21st Century Learning. (a term that Grant Litchman, in his TED Talk, notes that he dislikes) So what is an ecological model? 

Dillon starts with his views that schools in his community are doing a better job now with looking ahead 5 years in the future, rather than week by week, day by day, etc, and notes the push for emotionally and physically healthy students. The key to his comments that are connected to Litchman's TED presentation is the need for a more "personalized learning environment"; learning in areas that individuals are passionate about. What I also appreciate is that he emphasizes that we also need to specify areas for individual growth. Creating Innovators, by Tony Wagner, echoes this. Both urge schools to provide opportunities for kids to create and innovate. Dillion notes how more and more people are turning their passions (their hobbies) into businesses. Project-based, experimental, integrated (disciplines) learning models. 

Here is the blog post, A Principal Speaking / Principally Speaking, that was passed on to us at my school. Definitely worth a short read. Definitely watch the TED Talk video. (I've summarized below the embedded video)

Grant Lichtman TED Talk

Lichtman begins by explaining how we need to have our students ask more questions than give answers; have more systems rather than academic departments and institutional compartments; and we need to find problems rather than simply solve them. He set off on a tour of 64 schools.

He notes that "the bad" saw schools were large and bureaucratic, had competing interests, and lacked a culture of risk-taking. (moreover, a lack of taking on change due to a fear of taking risks) There was good as well. Model schools were solving problems and recognized that change is hard and uncomfortable for institutions.

Life outside of the 'box of industrial education' means a permeable education, includes being online, off campus, in the community, and global. Subject boundaries are crossed; reflection is done and empathy grows. Litchman lists "Natural Ecosystem Drivers": creative, adaptive, permeable, dynamic, systemic, self-correcting. He adds a new "~sphere" to the world: the "cognitosphere", which he defines as a system of knowledge creation and management. The ecosystem he refers to is global in nature. Considering that education is a knowledge-based industry, we have to get over three things in order to  move forward:

1. Get rid of "anchors": the egotistical approach - my classroom, my subject, my (teaching) time. *I interpret this as teacher-centered learning, which is still the norm. (my thoughts)

2. Get rid of "dams": have to shift from college admissions systems and college boards who label kids by content, rather than context. *How may bright kids are turned away from post-secondary education simply because our mass education model didn't fit them? (my thoughts)

3. Breaking down "silos": classrooms, departments, divisions, schools, are all segregating people who otherwise could work together at creating and innovating. *This is tough to shift in terms of the modern world, but remember that even just decades ago we still had one-room schools in which everyone learned together, but not necessarily the same thing at the same time. This would be an interesting comparison. 

Finally, Lichtman introduces his term "evolving self-learners". This is his answer to '21st Century Skills', an expression he dislikes simply because he feels the skills are timeless. (tough to argue with that one). In this same sense we need to be self-evolving organizations as well, unafraid to embrace constant change.

So what are my other thoughts? 
"Preparing students for their future, not our past." I love it.

I'd like to see more of how Lichtman approached the research he did. (wouldn't it be cool to do something similar here in Japan, or bum around SE Asia with some planned research) The 'cognitoshpere' is a clever concept and the term 'ecosystem' really resonates. Teaching and learning should include the organic and personalized. It'll be a challenge to (continue to?) develop the concept of 'evolving self-learners' in our schools but it's already being done. This shift isn't necessarily tech-centered either. (though no doubt tech helps)

Digital Storytelling Workshop Reflections

*The extended version of this, which includes reflections, comments, and summaries from Jason Ohler's book (below), is in the PAGES section of this blog, linked to the right.

In November 2012 I attended a professional development workshop on Digital Storytelling, conducted by Jason Ohler. These are some reflections on that workshop, as well as revisions/ additions made as I read through his book Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning and Creativity. For those interested have a read for more detailed study. I'll start with copyright, one of the burning issues.

FROM THE WORKSHOP

A key idea in this workshop that I appreciated was the emphasis on the story and the process, not the technology. I’ve seen in the past how students often get hung up on the technology rather than concentrating on the content and the task itself. This of course may be due to poor planning on the part of the teacher (yours truly) and not scaffolding the process well enough. Key idea: the technology supports or highlights everything else and shouldn’t necessarily be the focal point. This whole idea help limit the habit of students being given high grades because the technology looks good, regardless of the quality of the content. Story telling can be anything. It can be a description of how to conduct a science experiment, a photo documentary, a local news event, or a fictional story about the monsters under your bed. Think of anything that can be told!

OHLER’S DAOW of LITERACY & APPROACH

• So how can we approach storytelling? DAOW: Digital, Art, Oral and Written Literacies 
• Concentrate on the narrative, not the media.
• Incidental music – make the audience feel what you want – relative to the theme, topic
• 30 seconds plus a soundtrack forcing the atmosphere
• Remind students to be aware of visual noise; the background that is distracting or irrelevant
• Be careful of images used – even on blankets, green screen background images
• Story vs Lists – tell a story, rather than listing “facts”, and you get greater student retention
• Flow of the story is important: Beginning, Conflict-Transformation, End (table below can be a god start
• ing point)

COPYRIGHT

Essentially, anything you produce and put online or in public is automatically copyrighted. You can pay for formal copyright, but it’s slow and can be expensive. (before I put my own original music in the public sphere I email it to myself and make a CD, and mail that to myself for the date and official “stamp”) See Chapter 15 of Jason Ohler’s book.

The United States’ TEACH Act:

For music, video, and animated you can use up to 30 seconds or 10%, whichever is shortest

For words, you can use up to 1,000 words, or 10%, whichever is shortest

For illustrations, photos, graphics you can use up to 5 images from one artist; you can use 15 works from a collection, or 10%, whichever is smaller

• In terms of using copyrighted material for education:
• Cite the source and creator(s) of the material used
• Seek permission but be prepared to be turned down
• Pay for it, if you’re willing

I think Ohler makes a very important point in his book: create your own material. GarageBand makes it easy and free (for Mac users), at least. Create your own images and scan them. Ohler suggests also using friends’ materials, as it’s easy to get permission. Use free-use web sites. Use pay-for-use web sites. Use Creative Commons. He does note, using the “rules of respect” noted above if you use other material.  

Check the Copyright Clearance Center. (remember, this can be based on country, as well)

ASSESSMENT CONSIDERATIONS

• Set clear goals
• Assess the story without being overwhelmed or overly impressed with the media
• Assess everything the student uses in order to achieve the final result, for instance, the story map, the audio narration, the video, etc, (the build-up, not just the final piece of work)
• Assess the student’s planning process
• Assess the student’s understanding of what Ohler calls “media grammar” – a simple example being an audio narration that doesn’t have inappropriate background noise 
• Assess the student’s understanding of the content presented
• Assess the use of resources
• Assess the performance of the student (ie) the ability to act, how well rehearsed a part is, etc
• Have students self-assess

SOME SUGGESTIONS (will be updated)

The following are not necessarily only for digital storytelling.

TOOLS

Stop Animation (such as I Can Animate)

Audio programs (Reaper, Audacity, GarageBand)

Photo Story / Photo Story 3

Green screens ("How To" Guide)

Keynote / PowerPoint / Prezi ("How To" Guides)

iMovie / Movie Maker ("How To" Guides)

Online mind mapping (Mindomo, Mind 42, Mind Meister and more...)

Video Cameras

Flip Cameras

Smart Phones

IDEAS FOR A SOCIAL STUDIES CONTEXT (will be updated)

Social Studies is my field of expertise, so I thought I'd add to the post. These ideas can be used jointly (ie) record the audio and layer it with images. 

*Be sure all images, outsourced audio, and documents quoted are sourced AND historically accurate.

*Be certain that whole photos are used, and not altered.

Image-Only

• Myths
• Journal reading from the "author" with supporting images
• Historical Documentaries
• A biography of an historical figure
• Narrative of an opinion on an historical document (or anything else)
• Narrative assessing images in history and describing them and why they were painted, photographed, etc. 
• Letter writing. Students can pretend to be a person in the photograph, outside the range of the photo, or the photographer him or herself. They can write a letter to a friend, a wife, a commanding officer, or even make a diary entry about the event. Source
• Have students create a diagram, such as a table or mind map, and have them explain it through an audio narrative
• Describe changes to a region in geography (ie) the division of the "Middle East", with several maps to go along with a narrative
• Make a children's story based in history
• Draw, scan and produce a storyboard for a period in history

Video

• Reenact a scene in history (write an original dialogue; write a dialogue based on modern language and social mores)
• film a puppet show (even a simple drawing on a stick puppet, sock puppet, or paper bag); draw a backdrop to scan and use with a green screen
• A newscast based on an event in history
• A political speech by someone in history
• Reading an original poem written about something in history (and use a green screen with an original image or historical image as the backdrop)
• Have students create a diagram, such as a table or mind map, and have them explain it with the diagram as the backdrop
• Interview a community resident about local history
• Film a rant about an historical figure as if they were a roommate

Podcasting
Have a look for some ideas on teaching podcasting here or here. Here is a good podcasting pdf file that goes beyond this discussion.

• A radio news broadcast of an event that happened yesterday
• A radio interview with a person in history
• An audio journal giving an opinion or theory
• A political speech by someone in history
• A (telephone) conversation between two historical figures
• A narrative describing a dinner party in history
• A biography of an historical figure
• Describe how a device in history looks and works (success can be judged by students ability to figure out what it is)
• A radio advertisement for a product of the past
• Write an historical rap or song
• Write an editorial or an editorial letter outlining concerns of the "consequences" of a present situation (in history) 

Keynote/ PowerPoint Presentations (developed by students)

• Choose Your Own Adventure story
• Jeopardy review game
• 20 Questions review

Global Online Academy: Online Courses for High Schools?

I read an article on the WSJ about the Global Online Academy, which my school has now become a member of. The article doesn’t debunk a trend in which researchers claim that elite private schools are resisting online learning (meaning the delivery of online courses), but it does make a valid point that online coursework amoung private schools is growing and GOA is an example.

GOA is non-profit, though there is a fee to take courses. The fees pay for basic administration, and for teachers to develop and deliver curriculum.

A little about GOA.

Students can work at their own pace, but there are deadlines that must be met. The structure is collaborative in nature, with students interacting with the teacher and each other. One teacher notes that there is still “human interaction” but that it is mediated differently. For myself, I enjoy online coursework, but I do prefer being in a room with people discussing ideas, problems and solutions. I think the online programs that require students to do on site training (such as during summers) the best of both worlds is met. In the case of teaching this is possible due to longer breaks.

What I like about the online world is meeting people living in all parts of the world. This point is made as a benefit of the program, along with other “pros”, such as an expanded choice of courses and the fact that classes are limited to 18 students. (so there can be meaningful interaction, if all participants engage each other and build a relationship) Drawbacks can be a lack of intimacy and spontaneity. (you’ll never have the situation in which you’re in class and jazzed about the topic and choose to carry over in the pub) I think the most important point, which can be said for any learning environment, is that it doesn’t work for everyone. Some kids need the four-wall structure and a teacher in the room. Online learning also benefits kids who are sick in the hospital, home as a teenage parent, or one who needs an extra course to finish school on time or early.

The article poses the question: Can it be avoided? I personally doubt it. I’m not convinced that online learning is going to replace traditional schools any time soon. There have been arguments that kids will learn at home, and schools will be places for community building activities and socialization, like fine arts and sporting activities. It’s possible, but not soon.

The article also points out the opportunities to break down cultural barriers. Yes, this is possible, but with any other form of media, it can be used for cultural conflict as well. People have access to publicize delinquent, and deliberately antagonizing material.

But all of that can be said for any kind of online learning platform. I like the potential benefits that GOA provides for students and teachers. For example, teachers who have to (or choose to) stay at home can earn money through online teaching. Students can pick up extra coursework, and possibly courses that are more attractive to their interests.

Perhaps I'm growing older, but didn't we have distance learning by paper just a decade and a half ago? 

Source Article:  Online Holdouts No More

Further reading: Elite Private Schools Unite to Offer Full-Credit Online Courses

Response to "Creating Innovators" by Tony Wagner

CREATING INNOVATORS (by Tony Wagner)

Over the summer (2012) I had the opportunity to read Creating Innovators, by Tony Wagner. I recommend his book. Although Wagner is a Harvard professor he writes in such a way that the reader is engaged and wants to learn more about his subjects through their stories.

Essentially, Wagner presents several individuals from a variety of socio-economic backgrounds who have “succeeded” through innovative ideas. He provides the common themes, such as allowing time to play, along with supportive parents and school leaders. With regards to playing I especially appreciate his position that children need time for creative play, learning to solve the “boredom” problem without television and video games. (he isn’t against video games, but that creative play opportunity allows the creative part of he mind to develop) Below is from p.42.

Childhood Play

ê

Childhood Passion

ê

Adult Purpose

Motivating learners of all ages demands empowering them. (p.52) Giving people the freedom to explore and make errors will ultimately lead to a culture of innovation, teamwork, and interdisciplinary problem solving. (p.57) This last idea strikes a chord with me. It requires that we as educators give learners the opportunity to apply knowledge in a variety of real world contexts. We need to guide them through solving problems on their own, in contexts outside of the classroom and textbook. I’m envisioning a simulation activity I gave to Grade 9 East Asia Studies students. We turned our school’s main field into a Silk Road map. They worked in pairs to trade along the route. There was a set of rules they had to play by, but by trading along the route while still protecting your home-base business, they acquired new knowledge about the nature of the Silk Route – by actually trading! This was a game, and the information I could elicit from students was rich and thoughtful.

Collaboration is another theme. Providing opportunities to collaborate with peers, adults in the school, and people in the community. Project-based collaboration gives students a goal to achieve together and requires discussion, debate, compromise, and skills such as active listening. Working together to identify problems (p.105) and challenges helps us flesh out solutions and develop new ideas. The yearbook class I lead is a great example. (I say “lead” because the students make the truly important decisions) One of the challenges is to compromise on content, style/ layout, and even on what roles each person takes. My approach to this is to allow students to explore new ideas. Wagner notes how some students fell they “need permission to try new ideas”. (p.110) I think this is more common in schools than we think. Another problem I see isn’t really with lessons that lack creativity, but learners not intrinsically motivated – learners who don’t want to innovate, but rather want to study and regurgitate facts and methods in order to “get an A”. (and into university) Thus our challenge as educators is to have students develop a desire to create and innovate.

Another interesting idea from Wagner suggests that rather than develop lessons plans, we “design learning experiences”. (p.162-163) This makes me think of the flipped classroom, a more recent approach to teaching and learning. How recent I’m not really certain – many of us were challenging students to do the digging and ask the questions before the catch phrase “flipped classroom” caught on. Social networking and online collaboration being so easy, as well as access to information (in the “have” countries and schools), has paved the way for the “flipped classroom” to spear it’s reach.

I should probably study some of what the experts say on the FC.

I do find I’m using some of Wagner’s vocabulary. One phrases is learners “developing competencies”, not simply skills. (p.175) The idea is that we may have basic computer skills, but are we competent using a computer in a variety of contexts. (let alone troubleshooting)

One thing I had trouble with Creating Innovators was the limited dialogue on how to assist teachers in this task of “creating innovator”. Wagner does acknowledge the problem with universities and colleges changing at glacial speed, as well as the problem of resource limitations. Educators need more professional development time, guidance, and have to be taken to task to innovate and develop as professionals. We also need more free-flowing time with students; not constrained by time and external examinations.

I think when it comes to creativity, student and teacher, demands perseverance. Giving up early on in the process can’t be a factor, and we should appreciate finding out why we failed and how we can improve. 

Innovation

This is a theme you'll see in education more an more. Here's a video presented by my school's curriculum coordinator on innovation in education. The speaker Mickey McManus is president and CEO of MAYA Design, Inc.

Essentially, he points out that the rate of technological change is exponential, but we're not capable of humans to keep up. CEOs of companies want "creative thinkers", but there are not enough out there because our education systems are so out of date that we're not educating our youth for the 21st century. Common phrases in education these days, of course, are "transformational learning" or "21st century learning", with student-driven learning and inquiry - the "flipped classroom" where students seek the answers and work collaboratively. (seems so natural to me, what were we thinking before???) I like the idea that "design" is not considered a literacy in schools, pointing out that it's all about "critical thinking". I agree. Basic problem solving skills are so necessary. (were they ever not?) I'll add to this: problem identification. Where is the problem or the need? Figure it out first, and then move on through the process of solving it. 

Human Centered Design is a concept McManus mentions in the video, explaining how he feels this is actually a new literacy. Another is SEL, Social Emotional Learning, that serves the purpose of people learning to collaborate better. (I say "people" rather than "students" because we all need this) 

One final idea presented in the video is the fun part - real world application. You see groups of young people who have been to a "boot camp" through LUMA, in which the get to "make stuff". The "stuff" they make is aimed to address real problems in their communities/ contemporary life. (sorry, can't find a link to LUMA)

Twenty minutes well spent: