Today is the beginning of the real ISTE 2012 experience for me, even though I have been following the #ISTE12 hashtag on twitter for weeks already, and I've connected with many ISTE attendees already in airports and all around San Diego. This is, by far, the busiest and most beneficial week of the year for me on both a professional and personal level.
Allow me to explain. This morning, I browsed through the conference program (thank goodness for the new iPad app!) and have put 74 different sessions in my planner. I figure I might make six is those sessions, but I will go back and find everything I can about the other sessions online after returning home. This does not include any of the pay or pre-register sessions, as I don't need to pay the extra cash or reserve a spot I may not use when someone else might really want to be in that sesson. I'll find info about them, too.
But, basically, my ISTE plan is as follows:
1. Begin by going through the conference program and highlight all of the sessions I want to attend.
2. Almost totally ignore my conference planner as the conference progresses for all of the following reasons below.
3. Learn something new in the opening keynote that makes me want to further explore that concept.
4. Connect with old friends all throughout the conference, at receptions, at lunches, at dinners, on the conference floor, via twitter, etc.
5. Connect with new friends all throughout the conference, at receptions, at lunches, at dinners, on the conference floor, via twitter, etc.
6. Spend way too much time on the exhibit floor connecting with exhibitors and learning about the new things they are bringing to education and how I can utilize the ideas in my classroom.
7. Have my submitted question answered by Mayim Bialik at her session Monday at 8:30 AM after it was selected by Texas Instruments to be asked.
8. Co-present with Desmos at the Edmodo booth Tuesday at 11 AM on the integration of their online graphing calculator to Edmodo Apps.
9. Participate in a new learning experience that pops up on a whim.
10. (Before and after the conference) Exploree San Diego and all that it has to offer. I have already toured the USS Midway, and I plan on hitting a beach before leaving.
By the end of this week, my non-educator friends will be fed up with my twitter and Facebook feeds being filled with way too much from ISTE, much of which they often state that they have no idea what I'm talking about. On the other hand, my educator friends that could not make it will ask for more. To both groups, I wish I could give you what you want, but you'll have to settle for what I give you.
But here's to another week that goes by way too fast with way too much information. Here's to a week of furthering my craft as a teacher (what's that about summers off?) that will continue the whole way into the school year with preparation and reflection as I try out new things.
And as the week winds down, I'll begin trying to figure out how I can gets to San Antonio for ISTE 2013.
Showing posts with label collaboration. Show all posts
Showing posts with label collaboration. Show all posts
6.24.2012
4.30.2010
Finds of the Week: April 26-30
1. More Etherpad replacements - This was touched on a few weeks ago with Primary Pad and Typewith.me, but more and more Etherpad replacements keep popping up. Here are a few more.
TitanPad - TitanPad has the same interface as you would have seen with Etherpad, which is the same interface as Primary Pad and Typewith.me. You can instantly create a public pad for use and a random URL will be generated. You can invite others to work on the real-time document with you and see their edits as they type. Like the others, it does not save automatically, so make sure to periodically press "Save" so your work does not disappear. You can view old saved revisions and use a slider to see how the document developed over time. Before leaving the pad, make sure to copy the URL so you can return to the document at a later time, or export it in one of many formats (HTML, Word, Text, PDF, etc.).
Sync.in - Sync.in also has the same interface as you would see with the other Etherpad replacements, although it has more of a Web2.0 look and feel to it. There is also a pro account ($2 per user per month) where you have a little more control over who can access the documents, as well as search and filter through them. There are also fewer options for exporting and no importing options as you would see in the other replacements. (Shared via @ozge on twitter.)
As time goes by, there should be even more Etherpad replacements that arise, as the source for Etherpad has become open since (obtain information here) being acquired by Google. You can view a listing of many through etherpad.org.
2. What Should I Read Next? - Many times, teachers really struggle to get students to read for pleasure with all of the other options available to them (TV, internet, video games, etc.), so when you get a student to start reading, you want to keep the momentum going. But what should you suggest for them? What Should I Read Next is a site that will help you (and your students) find more books that fit any reading style. You can search by book title, author, or ISBN. For example, I just finished reading The Lost Symbol by Dan Brown, so I did a search for that book and received this list of books I might enjoy. On the list, I can click on the American flag, and I am taken to Amazon where I can check the summary of the book and purchase it if it catches my fancy. With students, you can use this tool so they can find recommendations for books to sign out of a library. (Shared via Michelle Krill on Diigo.)
3. Astronomy Picture of the Day - NASA posts one picture each day with an explanation as to what it represents. Links are provided to give further explanations as to what specific concepts are. An archive of previous photos is kept, as well.
Working with these photos could be a great warm up for a science class to discuss to science behind the photos. In a language arts class, the photos could be presented to the class with a short writing prompt to open up creativity and a connection between science and language arts.
Photos are archived the whole way back through June of 1995. As you browse the older photos, you will notice a difference in the quality of the photos. This could lead to a discussion of technology and how it has progressed through time.
As time goes by, there should be even more Etherpad replacements that arise, as the source for Etherpad has become open since (obtain information here) being acquired by Google. You can view a listing of many through etherpad.org.
3. Astronomy Picture of the Day - NASA posts one picture each day with an explanation as to what it represents. Links are provided to give further explanations as to what specific concepts are. An archive of previous photos is kept, as well.
Working with these photos could be a great warm up for a science class to discuss to science behind the photos. In a language arts class, the photos could be presented to the class with a short writing prompt to open up creativity and a connection between science and language arts.
Photos are archived the whole way back through June of 1995. As you browse the older photos, you will notice a difference in the quality of the photos. This could lead to a discussion of technology and how it has progressed through time.
4.09.2010
Finds of the Week: April 5-9
It truly was a great Easter Break here in Central PA, as temperatures have been rising and sunshine abundant! And, just like at school, this blog took a break last week, but it's back with some new finds! This week we are focusing on collaborating online and mind maps.
1. Online collaboration documents - In 2008, a service known as Etherpad appeared on the internet. It allowed for a group of people to collaborate on an online document from whereever in the world they might be. Etherpad had been used extensively by many in schools, but recenlty, Etherpad was purchased by Google, and with the creation of Google Wave, Etherpad is being discontinued. Google Wave is still in preview, and it doesn't have the same features that many teachers and students had enjoyed within Etherpad. Luckily, there are tools out there that are just like Etherpad!
Primary Pad - This tool works just like what you saw within Etherpad, and it is set up specifically for school use. To create a new pad, simply click on the "Create public pad" button on the main page. This will create a new site at "primarypad.com/[random_address]" (the "random_address" is generated upon creation). Once you have your URL, you can share it through email, a link, embed, or invitation from your pad so that the collaboration can begin.
As you begin working, you will need to save, as Primary Pad does not save automatically. You will also need to remember to save (or have a collaborating member save) at various points of the collaboration. As members are working, they can enter their name and assign a color for typing so each member knows who is contributing information to the document. Each member can type at the same time and there will be no overlap to the information being entered.
If you have a document that you have already created under a different format (text, HTML, Word, or RTF), then you can import that document and work on it together. When completed, you can export the document to text, HTML, Word, PDF, OpenDocument, or a Bookmark file. There is also a time slider that will play through all of the edits made to a page from time of creation through the end of the most recent save.
One thing to be aware of when working with Primary Pad is that you MUST remember the URL for your pad (or have a saved link) to access it again. As it is a one-click free creation without a username, you need to take action to remember where your document is created.
Typewith.me - For Typewith.me, you will notice that when you create a new document, it looks exactly like what you would see with Primary Pad or Etherpad. That's because all three run the same program. If you are familiar with one, you are familiar with all three. There is also a pad available at edmodo known as "Chalk" that is only available as a beta test upon specific request, but there are plans to bring it about as a feature in the future.
2. Mind Maps - Mind maps are powerful tools for use for both students and teachers. When working with a mind map, either as a class or individuals, it is a great way to take ideas and visually represent connections among them. These are ideas that teachers have used for decades, and finding ways to work with them electronically can allow for better access for all. In our district (as well as many others), Inspiration has been used as an installed application. But if a student wants to work on a mind map at home, they may not have had the access to the application. These sites all allow for access from any internet enabled device.
Exploratree - This site has many templates ready to work with for those that might have trouble organizing their information. For those who are more confident with connecting their own thoughts, a blank template is also available. No sign-in is necessary, though if you want to save and share, you will need to create a free username and password. In all, there are 25 different templates to choose from. If you have an outstanding thinking guide template you would like to have posted, you can even send it to Exploratree.
Mind42 - This is another online mind mapping site. What sets Mind42 apart from others is the collaborative nature of it. Not only can you create an online mind map, but you can work with others without having to be in the same place. To invite collaborators, first create your map. Once created, you will see an icon that looks like two people in the upper left of your map. Click on it, enter email adresses for those you would like to add, and send! A link is sent and you now have a collaborator. The interface is very intuitive to work with, and you can hover your mouse over the different elements to get short directions for what each might do. You can review the revisions, import and export mind maps, and insert all sorts of things into your mind map.
As more blog entries are posted, more resources are being listed. If you ever want to see just a list of resources that have been shared in this blog, visit this Google Spreadsheet.
1. Online collaboration documents - In 2008, a service known as Etherpad appeared on the internet. It allowed for a group of people to collaborate on an online document from whereever in the world they might be. Etherpad had been used extensively by many in schools, but recenlty, Etherpad was purchased by Google, and with the creation of Google Wave, Etherpad is being discontinued. Google Wave is still in preview, and it doesn't have the same features that many teachers and students had enjoyed within Etherpad. Luckily, there are tools out there that are just like Etherpad!
As you begin working, you will need to save, as Primary Pad does not save automatically. You will also need to remember to save (or have a collaborating member save) at various points of the collaboration. As members are working, they can enter their name and assign a color for typing so each member knows who is contributing information to the document. Each member can type at the same time and there will be no overlap to the information being entered.
If you have a document that you have already created under a different format (text, HTML, Word, or RTF), then you can import that document and work on it together. When completed, you can export the document to text, HTML, Word, PDF, OpenDocument, or a Bookmark file. There is also a time slider that will play through all of the edits made to a page from time of creation through the end of the most recent save.
One thing to be aware of when working with Primary Pad is that you MUST remember the URL for your pad (or have a saved link) to access it again. As it is a one-click free creation without a username, you need to take action to remember where your document is created.
2. Mind Maps - Mind maps are powerful tools for use for both students and teachers. When working with a mind map, either as a class or individuals, it is a great way to take ideas and visually represent connections among them. These are ideas that teachers have used for decades, and finding ways to work with them electronically can allow for better access for all. In our district (as well as many others), Inspiration has been used as an installed application. But if a student wants to work on a mind map at home, they may not have had the access to the application. These sites all allow for access from any internet enabled device.
As more blog entries are posted, more resources are being listed. If you ever want to see just a list of resources that have been shared in this blog, visit this Google Spreadsheet.
6.29.2008
NECC 2008: Keynote
I'm sitting in the lobby of Ballroom C with Chris Smith, as we were waiting for Laurie Vitale and Pat Galuska to make it in from the airport. Currently, James Surowiecki is speaking on groups and making decisions. There has been much research done on how groups tend to make better decisions than individuals, but there are characteristics that the group needs, such as a diverse group and a group that has independence.
Listening to James led Chris and I to talk about the Central PA CFF Collaboration Days. We were talking about how not only do groups do well at making decisions, but they also will almost always rise to the occasion to offer the best that the group can offer. You often see this with students, as well. They don't drop to the lowest denominator in the group. They will excel to their best, often leaving the stragglers behind.
This makes me wonder about our large edtech group. Not just in our IU's or our states or our country. But everyone who is represented here in this conference. We're the leaders. We're the facilitators. We're the ones doing the collaborating. Those that aren't with us are often left behind. Think about it. There have to be teachers in your district that have just said no to technology in their classrooms. Have you tried hard to change their mind, or are you focusing on those that want to change? I know that I have focused more on those that are willing. I don't give up on those that aren't fully willing, but I don't make myself go crazy trying to get them to change, either.
So how do we advance all of education? Force the change? That won't work. There are so many diverse opinions out there that it is hard to make a solitary change. We still need to give people the choice.
With the independence part, it is important to have a group of people who are willing to do something different. But with groups, there need to be those that are going to move beyond imitation and actually creating new knowledge and new thoughts.
Going back to the Collaboration Days, I feel that our group has done that. When we all starting our collaboration, we did it on our own. We were a small group within a much larger group of CFF coaches and mentors, but we felt independent enough to start out meeting as a coach group to support each other. We all had strengths and weaknesses, and we knew it. And knowing that allowed us to grow and learn from each other. And our collaboration days grew into full teacher collaboration days that have turned out to be spectacular professional development days that have led to collaboration between teachers and classrooms and, ultimately, getting our students to collaborate with not only students in the same school, but with students in other school districts across the state of Pennsylvania.
There are things to look out for, such as talkative people. These people don't just talk a lot, but they often tend to shape the direction of the group. "This would be great if talkative people were smarter." This is James again saying that a group has better wisdom than the individual. We all know who these talkative people are. They are in every group. They will get their name out there. They will add information and talk louder. Yet, often we notice that those that speak less have better information to share. Neither of these statements is always true, but they are helpful. So make sure to spread out where you get your information from. Have a wide network of people with varying levels of experience.
This has me thinking of my twitter and plurk networks (I am misterlamb on both). I communicate with people from all over the country, and many of them I haven't met. Yet I know some things about each of these people, from where they live to who their favorite sports teams are and what they teach. I also know some of their strengths and weaknesses, and that we have helped each other with ideas without even knowing it. And I think that is the strength of groups. Not that we necessarily decide to set out and help in one particular thing, but that we help each other out without often knowing it.
Listening to James led Chris and I to talk about the Central PA CFF Collaboration Days. We were talking about how not only do groups do well at making decisions, but they also will almost always rise to the occasion to offer the best that the group can offer. You often see this with students, as well. They don't drop to the lowest denominator in the group. They will excel to their best, often leaving the stragglers behind.
This makes me wonder about our large edtech group. Not just in our IU's or our states or our country. But everyone who is represented here in this conference. We're the leaders. We're the facilitators. We're the ones doing the collaborating. Those that aren't with us are often left behind. Think about it. There have to be teachers in your district that have just said no to technology in their classrooms. Have you tried hard to change their mind, or are you focusing on those that want to change? I know that I have focused more on those that are willing. I don't give up on those that aren't fully willing, but I don't make myself go crazy trying to get them to change, either.
So how do we advance all of education? Force the change? That won't work. There are so many diverse opinions out there that it is hard to make a solitary change. We still need to give people the choice.
With the independence part, it is important to have a group of people who are willing to do something different. But with groups, there need to be those that are going to move beyond imitation and actually creating new knowledge and new thoughts.
Going back to the Collaboration Days, I feel that our group has done that. When we all starting our collaboration, we did it on our own. We were a small group within a much larger group of CFF coaches and mentors, but we felt independent enough to start out meeting as a coach group to support each other. We all had strengths and weaknesses, and we knew it. And knowing that allowed us to grow and learn from each other. And our collaboration days grew into full teacher collaboration days that have turned out to be spectacular professional development days that have led to collaboration between teachers and classrooms and, ultimately, getting our students to collaborate with not only students in the same school, but with students in other school districts across the state of Pennsylvania.
There are things to look out for, such as talkative people. These people don't just talk a lot, but they often tend to shape the direction of the group. "This would be great if talkative people were smarter." This is James again saying that a group has better wisdom than the individual. We all know who these talkative people are. They are in every group. They will get their name out there. They will add information and talk louder. Yet, often we notice that those that speak less have better information to share. Neither of these statements is always true, but they are helpful. So make sure to spread out where you get your information from. Have a wide network of people with varying levels of experience.
This has me thinking of my twitter and plurk networks (I am misterlamb on both). I communicate with people from all over the country, and many of them I haven't met. Yet I know some things about each of these people, from where they live to who their favorite sports teams are and what they teach. I also know some of their strengths and weaknesses, and that we have helped each other with ideas without even knowing it. And I think that is the strength of groups. Not that we necessarily decide to set out and help in one particular thing, but that we help each other out without often knowing it.
4.10.2008
Collaboration Day
I had the opportunity to speak at a math collaboration day at Gettysburg High School yesterday for teachers and CFF coaches in IU12. At first, I was just being asked to be there as a "veteran" CFF math teacher, being in the second year of the CFF grant. I say "veteran" due to the fact that I am still only in my fifth year as a teacher, and I still think that I have way too much growth to do to be called an expert.
Tuesday afternoon, I get an email asking if I could do a second presentation to the entire group. Sure, why not? I find it too hard to say no when I get a chance to speak about something I feel strongly about. So I stay up till who knows when working on finishing links, etc. for my presentation wiki and also on the Keynote for the group presentation.
It was amazing to be able to have an impact on the teachers that were there. After I spoke, a few came up to me with questions and ideas. I offered encouragement for the ideas, and had to still work on trying to convince those with questions about why we should make the switch.
The big thing to remember is that it won't happen immediately, and it's not something that should be toiled over. Take risks with your lessons and let the students start discovering. You might be amazed with what they can come up with. Isn't that how math was originally discovered?
Tuesday afternoon, I get an email asking if I could do a second presentation to the entire group. Sure, why not? I find it too hard to say no when I get a chance to speak about something I feel strongly about. So I stay up till who knows when working on finishing links, etc. for my presentation wiki and also on the Keynote for the group presentation.
It was amazing to be able to have an impact on the teachers that were there. After I spoke, a few came up to me with questions and ideas. I offered encouragement for the ideas, and had to still work on trying to convince those with questions about why we should make the switch.
The big thing to remember is that it won't happen immediately, and it's not something that should be toiled over. Take risks with your lessons and let the students start discovering. You might be amazed with what they can come up with. Isn't that how math was originally discovered?
3.07.2008
Don't Study in Ways That Help You!
Wow. I read this link, and it has me quite furious! Here is another link to a CBC article on the same issue.
Basically, Ryerson University is saying that studying with someone else is cheating. Their intent, I believe, is to make sure that students don't abuse the internet and networking, and they are truly concerned over making sure that their students learn the content.
However, how many times have you gone into a study hall in a high school or at a university in any number of areas, and seen a group of students studying together? Isn't that the same? It's just a different forum. It's online as opposed to face-to-face.
Now, I think that this is a GREAT way to use social networking in education. As a CFF Coach, I use my network ALL THE TIME. I don't get accused of cheating. I get thanked for being able to access the knowledge to learn and share with others. Let's face it. Learning IS social. That's why we go to schools instead of learning just by reading on our own. In the 21st Century it's not about knowing facts anymore. It's about being able to find the facts, analyze them, and apply them, and being able to work with others.
Now, there is also the fact that some homework answers were posted online. Now we're in the part where we get to trouble. There is a difference between studying together and just posting and taking answers from someone else. I imagine that is the issue, and that is wrong. But, since there is one small part that is bad, the university is attempting to take away to good with the bad.
The way I see it, this university has two options: The first is to expel the young man that was the moderator of the group, even though he did not post any answers. This will lead to a large resistance by the student body, as they will see this as going against everything they have been learning and how they have been learning. The second option is to work on assessing the problem. All sides need to look at what the pros and cons are of new technologies. Both sides need to work together to reach a compromise. Accountability needs to lay on both the students and the university staff. The students need to make sure that if someone is misusing the technology, they point it out. The staff needs to make sure to lay out the guidelines as to how they expect to see this used. And don't restrict it, promote it. Model it. The more the staff takes the lead in these situations, the better these situations will end.
Basically, Ryerson University is saying that studying with someone else is cheating. Their intent, I believe, is to make sure that students don't abuse the internet and networking, and they are truly concerned over making sure that their students learn the content.
However, how many times have you gone into a study hall in a high school or at a university in any number of areas, and seen a group of students studying together? Isn't that the same? It's just a different forum. It's online as opposed to face-to-face.
Now, I think that this is a GREAT way to use social networking in education. As a CFF Coach, I use my network ALL THE TIME. I don't get accused of cheating. I get thanked for being able to access the knowledge to learn and share with others. Let's face it. Learning IS social. That's why we go to schools instead of learning just by reading on our own. In the 21st Century it's not about knowing facts anymore. It's about being able to find the facts, analyze them, and apply them, and being able to work with others.
Now, there is also the fact that some homework answers were posted online. Now we're in the part where we get to trouble. There is a difference between studying together and just posting and taking answers from someone else. I imagine that is the issue, and that is wrong. But, since there is one small part that is bad, the university is attempting to take away to good with the bad.
The way I see it, this university has two options: The first is to expel the young man that was the moderator of the group, even though he did not post any answers. This will lead to a large resistance by the student body, as they will see this as going against everything they have been learning and how they have been learning. The second option is to work on assessing the problem. All sides need to look at what the pros and cons are of new technologies. Both sides need to work together to reach a compromise. Accountability needs to lay on both the students and the university staff. The students need to make sure that if someone is misusing the technology, they point it out. The staff needs to make sure to lay out the guidelines as to how they expect to see this used. And don't restrict it, promote it. Model it. The more the staff takes the lead in these situations, the better these situations will end.
2.07.2008
What a great new tool!
EdTech:
Google does it again! Yesterday, they announced the creation of forms on Google Docs to allow for quick, easy input of data into a spreadsheet. You can create a form for what info you want and share the form. The form can be sent out as an email, but we have found there are still some kinks with filling it out in the email. However, using the link, you can have people enter their data and it will automatically fill in on your Google Spreadsheet for all to see!
This could be a great tool for in the classroom. Imagine being able to use the data from an experiment run earlier in the day? You can get a better sample space to work with to analyze data. My science and math teachers will love this! Check it out and play around.
Google does it again! Yesterday, they announced the creation of forms on Google Docs to allow for quick, easy input of data into a spreadsheet. You can create a form for what info you want and share the form. The form can be sent out as an email, but we have found there are still some kinks with filling it out in the email. However, using the link, you can have people enter their data and it will automatically fill in on your Google Spreadsheet for all to see!
This could be a great tool for in the classroom. Imagine being able to use the data from an experiment run earlier in the day? You can get a better sample space to work with to analyze data. My science and math teachers will love this! Check it out and play around.
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