Jason Ohler Key Idea: Literacy - consuming and producing the media forms of the day, whatever they are.
The shift to media literacy as global communication, pictures speak thru languages.
Attitude is the aptitude (how much you love learning is the determinate your intelligence), therefore teachers can be door openers to the way that students learn best.
Stories lodge into the brain, lists don’t
Karen Melhuish Key Idea: Sharing our learning, PD, etc What can we do better? What would work for each teacher?
Can I network and share beyond the photocopier?
How do we share our good tips, learning, etc? Don’t wait until you are good at something to share it. Be a teacher to all.
To what extent is our PD taking advantage of the technology opportunities that we have been given?
Chrissie Butler Reaching all learners
Why do we reach some learners but not all?
Know your learner – do I know my learners well enough to engage them?
If you design a programme to be inclusive for all the first time instead of adapting to meet individual needs.
Ministry document: ‘Success for all’ website
Khoa-Do Keynote
Focus on what you have, not what you don’t.
Don’t let anyone tell you, you can’t live your dream.
Kevin HoneyCutt Keynote
Be re-windable, record what you do, you don’t have to be great at it. But be accessible and re-windable.
If you teach it – let it matter. How is what you teach relevant to your students? Does it matter to them?
David Kinane 5 e-learning tools to capture student voice in a classroom
Embrace the chaos of multiple devices
Key questions become:
Does it have a Camera?
Does it have a Microphone?
Does it have Internet?
This showcased a variety of ways to capture student voice.
Annie Agnew
Goal Setting consisting of
Laetitia de Vries Newsboard in a junior classroom
This was about empowering 5 year old’s to use video as a way to develop their oral language. Capturing their thoughts and successes in an authentic manner.
Glenn Capelli Keynote
The creative power of collaboration
AIAI assume I am an idiot, teach it back to me, clarification
Tara Fagan and Tania Coutts iPad 101
This was a hands-on learning workshop that explored features of an iPad and a great variety of applications designed to capture student’s imaginations and inspire learning in an engaged, purposeful manner.
Jason Ohler
Key Idea: Literacy - consuming and producing the media forms of the day, whatever they are.
Khoa-Do
A very inspriational speaker, has been able to achieve a lot regardless of many challenges.
Kevin HoneyCutt
Glen Capelli
See more on the U Learn site http://ulearn.core-ed.org/
Breakout/Keynote |
Summary and Next steps/ideas |
Jason Ohler - keynote |
Key points summary - Be a door opener, Mobile / connected / Where’s school? – if you do it right you can make everywhere school, who’s teaching whom? – IMMERSED REALITY, art has practical place to play in literacy, Art the next R, Problem finders as well as solvers, Stories lodge info – lists of information don’t! Refer to main notes for more detail. Turn concerns into goals. Concerns are just negatively stated goals! - remember this myself when dealing with negative input towards new ideas - management skill! Introduce/integrate key ideas to staff
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Paul Meers - iPads in Education pmears@firbank.vic.edu.au |
Key points summary - iPad not a replacement for PCs, Victorian Govt iPads for Learning Website – trial, app reviews etc – worth a look…, 16GB not enough – apps getting bigger etc, parent info sessions – very important – security settings – 21st Century parenting skills and strategies, File Management – biggest issue of iPad – cloud. “School elockers” a file hosting app, Lack of Flash support an issue. Trolley important for school managed devices – charge and sync – get with cabling. They are an individual device, not really shared, Continue to research iPads/other schools use and management etc. Sort admin block wireless connectivity issue for iPhones?! Look into various apps mentioned (notes) |
Kevin Honeycutt |
Key points summary - Show chn a future that they might have, Relationships – treating the scariest kid like he’s the only one you trust, Try new things – don’t wait until you’re good at it or you’ll never do it!, Helping kids manage their devices not their devices managing them, ‘Good teachers plant the seeds of trees they may not sit in the shade of’ Introduce/integrate key ideas to staff
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Lisa Oldham - Library Futures |
Key points summary - Expect your library to be a PROACTIVE facilitator of knowledge, RESOURCING the curriculum, INFO LITERACY, CRITICAL THINKING , DIGITAL CITIZENSHIP, ACCESS, CELEBRATE diversity, INQUIRY, eLearning/Inquiry specialist based in library, CONSTRUCTION of deep knowledge, DIGITAL LITERACY – effective search capability, TRANSLITERACY – reading and writing across all media. . A gym doesn’t make an athlete – a library doesn’t make a learner – not how flash stuff is, it’s what is done in there by whom, Plan for the future – understand what we wish to achieve – what do we EXPECT from library, what role does our library serve – for whom? Is it a centre of literacy? Or just a book exchange?! Bring these concepts to the table when redesigning our ‘Cyber Suite’ area. Drive the change that needs to occur here in our school. Staff meeting on this - include librarian and show modern video clips (notes . Consider staffing options for this area.
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Here is a summary of breakouts I attended at ULearn 2012:
Collaboratation and Creativity in Year 6-8 Literacy Programme
The literacy programme was based around a shared text (Hunger Games, Boy in the Striped Pyjamas). The programme moved from shared reading to the focus of writing programme with the final outcome as a spin-off novel or book trailer. After each chapter there were comprehension questions to check children's understanding of the text, particularly around the key themes of power and contraol, humanity and identity. For the Hunger Games children used google docs to create a chapter book spin off from Gale's point of view. Thee had to have a good understanding of the original book to ensure consistency between the chapters and authenticity of student voice; they had to keep revisiting the original text to check details. The use of google docs allowed the children access to others work, which they needed to use to ensure the text flowed, and it allowed peers and the teacher to give constant feedback and feed forward using the comment facility.
Tools to Capture Student Voice
A lot of good learning is missed in the classroom as it happens in conversation when children feed off each other. Teachers conference and have a good understanding of what children knw, but there is a disconnect when children have to write their unedrstanding down (e.g. for assessment purposes). Devices to capture student voice make it easier to do this and harness these conversations.
There is a wide variety of devices out there, so the key questions to ask when deciding on the suitability of a device are:
Does it have a camera?
Microphone?
Internet Connectivity?
There are then a plethora of web 2.0 tools and apps that can be used to harness the voice. A summary of the pros and cons of a variety of these can be found on this presentation: http://dakinane.com/blog/2012/10/15/ulearn-12-breakout-3/.
ePortfolios and eLearners
When introducing ePortfolios you need to consider whether they will complement or replace current reporting structures. Other considerations that need to be considered are time, resources, personnel and parental access. It is also important to consider what an artefact/evidence in the ePortfolio should be like, but this will depend on the purpose of the ePortfolio. It also needs to be considered whether the ePortfolio will be regularly updated and used for reflection or only at certain times.
Microsoft OneNote
A collaborative programme that has vast capabilities. It can be used as a digital portfolio and scrapbook that supports the rest of the Office suite (which can be embedded into OneNote). Mulltiple users can add notes and it records who wrote what. Audio can be recorded straight into OneNote and notes made at certain times are linked to that place on the recording. It automatically references pages from the web or PowerPoints you have used when making notes. Can be accessed through the 'Cloud'.
In Term 2, all Cluster schools ran staff professional development around Creative Commons. This was planned by the Cluster co-cordinators and then ran by lead teachers. The main rationale for this PD was:
Users of blog sites and other social media sites frequently copy and paste content from copyright sources without permission in order to illustrate their posts. Before reusing digital content ourselves we need to check copyright restrictions and acknowledge the creator because:
Over the last two terms, the co-ordinators have visited each Cluster School to work with individual teachers on their personal areas for development. Lead teachers wil reflect on the impact of these visits in the comments section of this post.
Yellow Hat
Green Hat
This session focused on cyber-bullying, with the children having to apply their information literacy skills to develop their knowledge on this area. Children used a range of websites, but are unable to alter searches effectively to speed up the process triangulation. They also worked in pairs or individually, they did'nt choose to work collaboratively to speed up the process. Prehaps next time we could set up a google doc for children to record collaboratively on to promote this. Children were skilled using the web 2.0 and embedding them, they have really become confident in doing this. This is an improvement from the beginning of the year.
It has been effective this year to switch sessions between giving children choice and focusing on one "flashy" skill, so that children have choice but also develop high quality skills. It is really important to have time to scaffold how to use tools effectively.