Looking Under the Hood: Tim's Bajarin's Argument for Coding in School Curriculum

I just read a great article, written very cogently, on why coding should be a required part of the school curriculum. Tim Bajarin takes us decades back, reminding me of the old IBM computers I didn't learn to use until I was a university student, to those typing classes we had in high school. A clear point is that we use that same keyboard on all of our devices.

Bajarin takes it a step further, however, noting that learning some basic code will help us get more out of our devices we use today. "Looking under the hood" will help us make our smart phones and iPads the powerful computers they are designed to be. (admittedly, I've only started to sync my Google calendars with my phone, and started receiving reminders - when I get back to school next year I won't be forgetting important deadlines, which embarrassingly happens once or twice a year)

There's something more important in his commentary. Understanding basic code helps develop logical thinking. I'll add, critical thinking and trouble shooting skills. (or confidence to "try" new things without fear that the device will explode) Moreover, as Bajarin says, coding helps us understand how software is developed - important knowledge for the workplace of today and the future. He points to the work of Codeacademy in developing an greater appreciation for coding in schools. (check out their free programs) He quotes author Hank Pellissier, saying it's time we "begin treating computer code the way we do the alphabet or arithmetic." (read the article on greatschools.org) The rising demand for skilled tech workers will not fade, but grow, and with more people crawling out of poverty worldwide, I would argue the demand for technically skilled workers will grow in incredible numbers.

I'll add one more comment related to code. We need the use of technology to be integrated in schools. This isn't to say that a device should be used for every task, or even should be used more as children grow older. Pen and paper, cardboard projects, and everything else has a place in learning. But coding and understanding how devices / technology play a role in our lives is critical. (I'm hoping eventually to my school offer an IB class called Information Technology for a Global Society - ITGS)

Essentially, I'm saying every grade level and program needs to also offer some kind of technology integration, giving students more tools for their toolkit. (sorry for the overused cliche, but it's a good one)

Flipped Learning
Based on a workshop with Aaron Sams, co-author of Flip Your Classroom.

I recently attended a flipped classroom workshop held at Seisen International School in May 2014, conducted by Aaron Sams, co-author of Flip Your Classroom. Though we may think we know a lot about an area of education, I always pick up a few new practical ideas when I attend professional development workshops. 

With a lot of the buzz around flipped learning in the last 5+ years, I’m surprised nobody wrote a book on the concept earlier. As much hype as flipped learning has, I think teachers have been doing it for decades. Though not as deliberate, nor with the same breadth as today, I do recall those nights where we had to go home and watch something on television, or do something with the purpose of discussion in class where the teacher facilitates collaboration and cooperative activities: lecture and homework are reversed; learning is active, not passive. This is flipped learning. 

Of course, with digital technology, YouTube, and a plethora of apps, you could argue it’s a more accessible model today. Something I appreciated about Mr. Sams’ workshop was that he acknowledged that a flipped classroom isn’t simply viewing a video at home, but rather doing the “easy stuff” at home, while classroom time is for facilitating learning by clarifying the “difficult stuff”. The flipped model, however, does tend to be regarded as viewing a video or listening to a podcast at home, preparing for class discussion or project work. Ultimately, it’s about getting away from the “teacher presentation station”. “The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities.” -source

Sams suggested teachers create and curate. (create and host on YouTube, for example) Students tend to be more engaged with teacher-made material, being more personal. Aside from videos and podcasts, online quizzes and activities can also be developed for homework, helping students to identify what they don’t understand, again allowing for the teacher to act as an advisor or facilitator. (in class, students would work in groups to work through the difficult material) Class time is devoted more to understanding concepts than listening to a lecture. 

A flipped model, or even simply producing some flipped lessons, takes time. Videos, podcasts, or activities for home take time to prepare. Preparation also requires a careful consideration of how it will tie into the classroom activities. 

How am I employing the flipped model?
I am developing flipped lessons. Going back into the History classroom this year, my intention is to start with using the textbook and some general research skills. These are things that can be done on a video, so class time will be devoted to practicing. I’ll move forward with this to more content-based video lectures and podcasts. I'm going to have students create their own videos, as well. They’ll be basic, concentrating on the student proving they understand the content, but with little “production”. (I find students tend to get bogged down on the production side of slide presentations and videos, and spend less time on research, analysis and synthesis) The flipped version of my class will aim to have student-led collaboration. 

Purchase 'Flip Your Classroom' from ASCD

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Things you should know about flipped classrooms.

A take on flipped learning from the University of Queensland. 

Cycles of Learning

educreations (app)

Things That Highly Creative People Do

Where do we get our inspiration? How do learn to think creatively? (or can we?) A colleague shared an interesting article with me months ago. Being a musician, and hopefully a creative problem-solver, I thought I'd comment on it.

For myself, creativity isn't limited to what I think we often attach to the fine arts. "She's a very creative artist." "His songwriting is so creative." These are simple examples, but creative thinking is similar to design thinking, in that we seek a need or identify a problem and attempt to deal with it effectively. It involves a great deal of patience, reflection, and revision. (like the fine arts) Creative thinking also happens in Math classes, Science classes, etc. I'm not reading Dana Boyd's "It's Complicated", and she quotes Ezster Hargittai who suggests teenagers are more likely to be "digital naives" rather than "digital Natives". The idea may also imply that creative thinking and problem solving amoung youths isn't happening to the degree that adults may think.

So what is it that creative thinkers do? Here is a summary, which in the article (I think) is intended to reflect more of an arts approach, but I'd like to think there are broader applications. (ie) "I've got to figure out how to use this application" or "This is a tough problem, so what formula will work?"

• Daydream - apparently similar brain processes to imagination / creativity
• Observe / people watch
• See possibility in a wide range of situations
• Work their own hours - ever been to a Google office? (I'd also suggest that they work at their own pace - tough to do in time-restrained schools and workplaces)
• Take time to be alone
• Try new things
• Turn hardship into opportunity
• Persevere - failing is learning (my favourite Japanese proverb is 七転び八起き- Fall down seven times, stand up eight; I even wrote a song with this as the title)
• Take risks
• Seek opportunities for self-expression
• Follow their passions, not someone else's
• They focus

Some End of Year Inspiration

I viewed these videos from the Google Certified Teachers Google Group. There are so many videos of inspiration out there, some attached to companies or organizations. Regardless, the messages are worth considering.

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The first is from Educating The Heart organization. It expresses the need to help children grow to become compassionate and tolerant.

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The second is from a company (I think) based in Zurich. It addresses our notions of what the perfect body is. This is a unique project. 

Quicktime for Teaching & Student Assignments, Stop Motion on iPhones & iPads - Japan ASCD Try-It-On-Monday Tech Workshop

WELCOME TO THE WORKSHOP!
(this post will be updated)

Two areas were chosen for this workshop with the intent of being "over prepared" rather than "under prepared". The first area we'll tackle is Quicktime - a tool I find is simple and useful, but under utilized. The second, stop motion animation, has no doubt been used time and again, but doesn't get used so much due to what I think may be due to few chances to use the tools. Thus, for the stop motion portion I've deliberately incorporated iPhones and iPads.

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QUICKTIME
Quicktime Player has three functions we'll look at today: New Movie Recording, New Audio Recording, and New Screen Recording. The audio and movie functions are similar to any audio and video recording functions. In Quicktime layer, the movie and screen recording functions can be used by teachers and students in many creative ways. In some instances, green screens are a lot of fun.

1. (screen) A students can be given a diagram, image, series of images to explain. (maps, diagrams, rules in sports)

2. (screen) A student can demonstrate how something is done within the computer. (ie) How to set up a Google Site.

3. (movie) The student draws a diagram / image as they explain something.

4. (movie) The student demonstrates how to do something in PE, Dance or Music classes. (ie) A (bad) example of a G-D-C chord progression on guitar, with three different "C chord" derivatives.

How would you use these two visuals?

Here is a list of ideas for screen casting. (source)

-Explain/Interpret... just about anything.

-Math processes & problem-solving

-Science concepts, events, digital microscope capture, browser-based activity,...

-Weather Forecasts (using weather map images and other online data)

-Map Skills (directions, scale, coordinates, ... Try it with GoogleMaps or Google Earth)

-Response to literature (book reviews, plot, theme, characterization, authors...)

-Reflecting on writing pieces or learning portfolio

-Vocabulary

-Daily Oral Language editing

-Writing conventions

-Reading stories, ebooks,...

-Historical events

-How to use software, tools, websites...

-Capture/narrate student online creations (cartoons, stories,...)

-Reflect on field trips (verging on digital storytelling)

-Capture & narrate a web-based projects and tools like Google Sketchup, Google Earth,...

-Use screencasts in conjunction with the augmented reality app, Aurasma (ideas here). Create overlays
that play published screencast video when viewed with mobile device.

-Create a "Summer Learning" series that consists of short, fun, learning bytes

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STOP MOTION ANIMATION

Stop motion is a lot of fun; finding the right learning goal is most likely the greater challenge. The key is to find a program that takes no time to film, so that students don't waste too much time on technology and spend more time focusing on the specific learning goal. (unless of course, the goal is learning to use the technology) Regardless, stop motion allows students to be creative, to collaborate, and demonstrate learning. Again, green screens are a lot of fun as well. 

Here are two good articles on stop motion - one with a still camera - and a good article on stop motion in the classroom. (more will be added or synthesized)

Look at Jellycam. (Mac) It's free and easy to use. You may have to install Adobe Air also free and with a direct link on the site. Here is a YouTube demonstration. 

For iPhone and iPad I like Stop Motion Studio - a free app that allows for embedding music and easy sharing. The "extras" cost, but you can simply edit in another editor if you so desire. Here is a demo:

There are several free tools, but almost all are trial-based. I have used I Can Animate*, which is simple. Take the shots, export the video, and edit in another editor (such as YouTube - easy and no copyright worries - the video below is a simple green screen effort). I Can Animate for Mac. I Can Animate for PC.

*There is a trial period for I Can Animate, and when it expires you cannot export. I deal with this by screen casting the video with Quicktime and cropping. 

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I'm gathering a list of resources, but not ready to publish.

https://sites.google.com/a/seisen.com/seisen-tech/

eduClipper

Stop Motion Clay Animation

Stop motion animation (in this case clay, but you can use lego, action figures, photos, your own drawings, human beings - the sky is the limit) is an enjoyable assignment that allows students to collaborate, create through storytelling, collaborate through art, and simply have fun using technology. (digital publishing) My students came up with this in about an hour an a half. They used clay, iMovie, YouTube, their brains, a sense of humour, and a willingness to collaborate. Note how everything is simple, but effective. Humous is used appropriately. The soundtrack "makes" the video. 

"The Warrior and the Snake"

*Credit using full names is withheld due to privacy.

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)

Google Apps for Education - Tokyo Summit - Workshop Links

Thank you for attending the Blogger and Google Sites workshops at the Google Apps for Education Tokyo Summit. Please keep in touch. Our brainstorming session ideas are in the mind map below. (powered by Bubbl.us) Click to enlarge the image. I'm still updating my Google Sites (from the Tokyo Apps Summit) web site with new challenges. I hope it's of some use to people.

Find me on Twitter.

These are links to my workshops on Google Sites and Google Blogger for the Google Apps for Education - Tokyo Summit, February 9th - 10th. (these following workshops are on Sunday, february 10th)

Professional Learning Blogs with Google Blogger 
1:30 to 2:30 pm
Room 218-220

Building Google Sites to Enhance Your Students' Learning
3:00 to 4:00
Room 218-220

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