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Madeline Campbell's discussion posts

  • Madeline Campbell 26 Aug 2014 4:23pm () in Digital Literacy Progressions

    Kia ora - just thought I'd chip in as my name was mentioned... I came across some resources while participating in a MOOC recently (actually I lurked and gathered resources for later perusal rather than trying to fit another thing into my life at the moment!). The MOOC was about 21st century skills and assessment, and was aligned to the competencies developed by the OECD (from which ours are adapted) and collaborative problem solving - with a nod to collaborative problem solving being tested digitally in the 2015 PISA testing round.

    I've popped some readings / resources related to digital literacy and digital literacy progressions here: http://padlet.com/Madeline/digitalliteracy for those that may be interested.

    Measuring collaborative digital literacy would be the reading to start with... I find myself comparing my own efforts in digital networks with the progressions, and considering where I am at.

    Do we have a New Zealand version of this sort of stuff? I've only been coming across the Australian/international digital literacies work...

     


  • Madeline Campbell 01 Apr 2014 6:09pm () in Hi for 2014

    Make the most of the edeans - have them interview the student to establish why they aren't motivated - whats actually going on for the student. It may be that they need course counselling, and VC learning doesn't meet their needs or fit with their present understanding of what learning can be...

    I haven't taught visual arts via VC, but I teach art history via VC.

    Here's some of what I do to increase engagement and a sense of community in my class (which leads to greater motivation and sense of connection between students and to me as the teacher). I spend a lot of time establishing 'learning culture' and 'sense of community' before getting into class work. Teaching is as personalised as possible, students develop their own inquiry questions to answer etc... I talk about how and why they are learning equally alongside 'what' they are learning...

    Some ideas:

    Each student has an internet enabled laptop / device that they bring to the VC class with them (encourage edeans at their schools to help with this).

    http://padlet.com/

    I use Padlet a lot to get students collaborating during VC class in real time - for example, do an analysis of an image, students write notes on the padlet page analysing, and can see what each other is writing to develop their understanding quickly. You could set up a 'getting to know each other' page where students can share a bit about who they are and they learning goals / hopes for the year etc. Students could set up their own padlet page and upload completed work to it (digital diaries?) and share the link with you and other students in the class? Add notes with suggestions / next steps etc for student to read.

    Google Docs: have students set up a folder and share it with you as an editor - they upload their work (digital diary idea again), you can help them organise their work according to achievement standards with additional folders.

    'Realtime Board' is a google app that could be useful for students to establish their individual propositions then brainstorm ideas - I think they can be collaborative as well, students could add suggestions and ideas for each other.

    Exhibbit http://exhibbit.com/ is an online exhibition creating site - students can have their own gallery and curate exhibitions of their work and share them (it does cost, but is very slick and easy to use). 

     

    Hope these ideas trigger something for you - very 'tech' heavy I know, but collaborative/connective technologies really 'come into their own' when VC teaching. Students really like to get to know each other in VC classes too, if you can facilitate that. I also try and leverage the fact the VC class is flexible, I try to make it easy for students to make this flexibly timetabled course fit around their in school commitments which they appreciate.

  • Madeline Campbell 28 Mar 2014 2:29pm () in Hi for 2014

    Hi Janice,

    Thanks for starting a discussion:

    Pip McKenzie in Dunedin has been teaching VC Photography for some time, is part of this group, and may have some thoughts? (hope you don't mind me putting you 'on the spot' Pip!)

    Here's her VLN page - /profile/nzpmckenzie

    Anyone else? Teaching other senior visual arts subjects via video conference is beginning to grow too...

     

    Madeline

  • Madeline Campbell 02 Dec 2013 9:59pm () in Inquiry Learning in a Secondary School Context

    Here's the presentation, sorry I'm being lazy and not working out how to embed it - let me know if you have trouble viewing it : )

    Knowledge Building and Art History Presentation

  • Madeline Campbell 21 Nov 2013 11:30am () in Spare a thought for the others…

    One of the challenges with this is the way that support staff are paid (usually an hourly rate), and the existing model I've seen in the schools I've worked at is that support staff are welcomed along, but its in their own time, and they don't get paid - if they come along, its out of love and passion for student learning.  Even enabling teacher aides to get release time to attend PLD related to special learning needs, initiatives, etc can be a challenge, but the sense of value and shared connection to a schools learning enterprise gained by them is huge.

    Other school structures are at the beginnings of shifting and moving towards more appropriate, effective and inclusive 21st century models, and I think that its time to address how support staff in school are professionally supported and included. There's stuff I could add that would not be particularly 'politic'! Support staff have a huge range of expertise and cultural understandings that are woefully under-utilised, not valued, and unrecognised, and I think that examination is desperately needed of policies from Ministry to BOT to school admin level, about how support staff are funded and how their professional growth is addressed. 

    I know that for me, the Smart Libraries webinar was fantastic : )

  • Madeline Campbell 07 Nov 2013 1:21pm () in Inquiry Learning in a Secondary School Context

    Hi Tessa, at the end of November I'll be giving a presentation alongside other teachers from around NZ about research into Knowledge Building, at the second Knowledge Building symposium at Otago University. I'll include the presentation I give for that here, once its written! This will include quotes and examples of work from students. The classroom for this class is basically a space that is virtual and digital - evidence was collected via written means, hopefully next year I can figure out how to capture some video evidence. It would be great to somehow put together something like Sam has done for his curriculum integration project at Fraser High. I'll have to hunt up some appropriate recording equipment and a person to help me : ) 

  • Madeline Campbell 06 Nov 2013 12:59pm () in Inquiry Learning in a Secondary School Context

    Hi Kathy, for the last 2 years I've been investigating and integrating 'Knowledge Building Community' principles in my secondary teaching practice, and using an online collaborative learning environment called 'Knowledge Forum' that has been designed to support teachers and students to bring 'Knowledge Building' to life. I've been working with a Level 3 Art History class, which is a distance / video conference class. Authentic inquiry that has students and their ideas at the centre of the knowledge building process is what this type of intensive inquiry approach to learning is all about. I think its stunning and it has completely changed the way I think about teaching and learning - roles have changed, how learning happens has changed, and assessment has changed for me, with this 'high stakes' NCEA level 3 class. The teacher becomes a thinking coach, students become 'co-curators' or 'art historians'. Students are in charge of content and their learning, I develop rich questions as a starting point (in response to the art history prescription), and students use digital technologies to collaborate as they improve their ideas and understanding of content.

    I think 'Knowledge Buidling Communities' activates a true 21st century learning environment, combining socio-cognitive and technological dynamics that transform what learning can be.

  • Madeline Campbell 30 Aug 2013 10:39am () in NCEA and e-learning | Designing for success

    Thanks so much Tim and Steve. After listening to you both, I've come away with practical things I want to try out, and a reduced sense of 'isolation' as I experiment and trial different ways of being a 'teacher'.

    Being a visual arts trained teacher, I connected straight away with 'things guerilla' - the 'Guerilla Girls' are a feminist artist collaborative who use popular imagery with bold 'headline' statements, as well as performance works, to challenge and confront thinking in public settings and spaces http://www.guerrillagirls.com/ - I could see from your photos Steve that your students were not just challenging themselves to think creatively and critically about environmental / social geographic issues, they were challenging viewers of their work to do the same. I taught junior social studies for a number of years, and have recently been thinking about how to run more integrated courses - you've helped me reconnect with the social sciences curriculum to help me think about structuring authentic learning, and how I might tap into different achievement standards to do this.

    ...which has just now triggered me to question subject endorsement - I suspect I'll need to do some research to see whether credits are linked to courses or to subject fields...

    I teach art history via distance / video conferencing, and this year I've used google docs to try and 'glean' info about students from other schools from edeans for the first time - the info we can easily find in our own school is a bit harder to come by when you are an 'outsider' teacher. Special learning needs, dyslexia, talents, health challenges, etc - all that stuff that helps me formulate how to best motivate and coach individual students. Tim, I now have a few better ideas about how to make this less messy and more workable. I'm also inspired that you've kept what keeps your students motivated and connected to school (team sports, rep sports trips etc) at the heart of your teaching practice, and come up with ways to integrate what many teachers view as a 'distraction' (grr!). Making learning 'stretch and flex' around students lives helps them to keep connected to learning - I've seen that over and over. From a senior student who couldn't always attend class due to 'fashion modelling contracts', through to visual arts students off at tournament week and competing at national and international events - through technology, these students needn't miss out on anything.

    As for sharing a story about whats possible, what I'm up to in the back-waters of Hokitika, and the challenges and opportunities I'm experincing:

    When I first started teaching on 'the Coast' in 2008, (my 10th year teaching), I suddenly realised just how massive and pervasive professional isolation could be. Oddly enough, today, I now have more professional learning opportunties and a greater professional network than ever, after having a bit of a 'personal teaching crisis - I can't do this anymore' moment in 2009. This is primarily and fundamentally due to e-learning, for both myself, and my students. I started teaching via video conference in 2011, and it blew my mind - I knew I needed to teach differently, I needed to know more about the pedagogies of online teaching. This journey has been totally transformational - and reminds me of the saying "be careful what you ask for, you just might get it!".

    I invited myself to be part of the VPLD (a bit cheeky!), got myself involved with Knowledge Buidling Communities TLRI project through Otago University and OtagoNet (2 years of practitioner-research co-constructing the design of the research), then was accepted into the VPLD mentorship programme to support this work - and everything took off professionally! The VPLD provides the best PLD I've ever had, and has been critical for my on-going involvement with the research project, as I quickly discovered that effective teaching embedding e-learning and technologies transforms you as a teacher, and its a bumpy ride! I was a pretty good teacher before, but the way I worked was unsustainable. Through learning about Knowledge Building Communities, I'm now working using a set of adapted principles to guide me into a different way of teaching, and my students still feel supported as I 'step back' - technology acts to bridge students to the content of their learning, rather than to me (whew!).

    Last year a visual arts student left it till the night before the deadline to get finished her folio - through our class facebook group, we messaged about how to lay out her folio in the most effective way - she photographed her work and did a 'digital layout', then i was able to do some re-arranging to show her different layout possibilities, then once we'd hit on the best solution, I went to bed and she was up at home doing the sticking down.

    In a recent survey, my distance art history class indicated that they 'strongly' experienced a sense of community in my class (despite students being spread across seven different schools from Warkworth of Hokitika). This was really exciting for me, as it was one of things I wanted to work on back at the end of 2011. The main reason for this is that students share their ideas in response to 'propositions/learning problems about content' that I pose to them on collaborative online environments (Knowledge Forum mainly, but we also use Padlet for short term idea sharing). This allows them to know and value each other's ideas (part of the ethos of the Knowledge Building principles) and to build and improve their ideas and understanding of content together.

    Using technologies has enabled me to personalise the learning to a greater degree - students select from 2 content areas this year, so i have 2 groups working simultaneously on different content. You can teach art history in the traditional way to do this - I put students entirely in charge of content, and positioned myself as the 'thinking coach'. Scary, especially with reasonably 'prescribed' course content and NCEA exam structures. So far, so good, internal results are really strong (the class includes 2 dyslexic students and a couple of lower ability students, as well as the usual very able students drawn to this subject). I'm looking forward to seeing the external results.

    This is a monster waffle sorry - I'll stop, though I have a range of examples about integrating technology and e-learning that continue to transform me as a teacher, and connect and empower students in their learning. I'm an e-convert.

  • Madeline Campbell 25 Aug 2013 10:09am () in Professional learning in the digital age | Opportunities and challenges

    The VPLD group has been pivotal to my own professional growth, and, I believe, is a super successful model for professional learning for teachers (I'm in my second year this year). In support of Vicki, I too find myself thinking how to use the VPLD model to rethink professional development connected to different initiatives I'm involved with or on the fringe of. I often wonder - as we move towards (hopefully) authentic learning experiences and environments for student, as we move to transformational rather than transactional teaching models to engage learners, as we prioritise knowledge building and working creatively and critically with knowledge in our learning spaces, then surely, it follows that teachers too might be more engaged, inspired and motivated to grow professionally, when learning this way too. I find myself 'ruined' for anything that involves a single person lecturing at me as I sit amongst my colleagues, on a topic that has been chosen for me! 

  • Madeline Campbell 23 Aug 2013 10:39pm () in Relevant, smart libraries of the future

    I found myself seeing clear intersecting parallels between best teaching practice and best 'library' practices to empower and support 21st century learners. There was a clarity and conciseness in the presentation that really helped me to 'better order' my own forming ideas about these things (thanks!!).

    These thoughts were triggered for me, they might seem a bit 'off topic', but for me, they are 'hand in hand'. I was teaching in South Auckland when Botany Downs College was being built, and my teaching friends and I duly rushed along to the Saturday morning open meeting for teachers, I remember it distinctly. Now I have fresh ideas about those communal, central learning spaces that seem unique to these new secondary schools, compared to the old schools. Why build a separate library at all? Would the library function within this shared space? I can clearly see now how teachers might 'inhabit' this shared area regularly, alongside an information coach - the teacher in the role as a complementary 'thinking coach'.

    Personally, I've been trying to think how I might be able to pilot a senior class that learns through an 'authentic' project within an integrated curriculum structure. I couldn't get my head around how to manage the 'learning/teaching' space for this hypothetical class, which would be working within an inquiry / knowledge building community model... after hearing this presentation, I would locate the teacher in the 'library', the students could work in the library or go to specialist rooms, as they need. Problem solved, no need for a purposely managed teaching space for a class like this? BYOD would support this idea too. This would be a way of activating transformational change within a traditional school that is organised around resources rather than students...