Andrew managed to keep us engaged and busy for four hours as we made our way through the mirad of information surrounding [...]]]> Andrew Churches’s Project Based Learning Institute session was informative and overloading and full of gems!

• newsmap
• What happened in my Birth Year?
• Amateur – Lasse Gjertsen,
• A great way to people up and talking to one another

Andrew managed to keep us engaged and busy for four hours as we made our way through the mirad of information surrounding his own classroom teaching, Bloom’s Digital Taxonomy and how it all fits with Project Based Learning.

Rather than try to recall all of the information Andrew passed our way – here’s a list of links to his wiki Educational Origami that stood out for me:

Bloom’s Digital Taxonomy – loved the activity we had to do – match the task to the Bloom’s level! Very informative – and sparked really deep conversations about the complexities of tasks

Bloom’s and ICT Tools – check out the really clear diagram!

The following are quick resources for Bloom’s Digital Taxonomy. Each sheet has keywords, activities and technologies that correspond to each taxonomic level.The activities that are represented at each level are not an indication that the student is creating or evaluating, rather tools that can lead to this. As always its the quality of the work rather than the tool or technique that is key.
1 – Remembering.pdf
2 – Understanding.pdf
3 – Applying.pdf
4 – Analysing.pdf
5 – Evaluating.pdf
6 – Creating.pdf

4D’s project based learning presentation the 4 D’s.pdf – this was really helpful!
Activity Mapping Tool A3.pdf – this tool is useful in the planning of project based learning and maps the Bloom’s taxonomic level against a modified Daggett’s application model

But don’t stop there – bookmark this wiki and be prepared to loose a couple of hours or five as you navigate your way around the resources!!

Out of the pilot 1:1 phase. First 1:1 iniative over 20 years ago.

It’s exciting to be an educator at this time.

Here to today, not because it’s technology, not because it’s a cool thing to do but becasue in 1989 5 Grade 5 & 6 teachers in a pioneering [...]]]> Bruce Dixon & Susan Einhorn (Anywhere Anytime Learning Foundation)

Out of the pilot 1:1 phase. First 1:1 iniative over 20 years ago.

It’s exciting to be an educator at this time.

Here to today, not because it’s technology, not because it’s a cool thing to do but becasue in 1989 5 Grade 5 & 6 teachers in a pioneering school in Melbourne thought it would be good for learning to put a laptop in the hands of students.

No Limits – the freedom to learn.  Freedom to learn that made it possible for the learning medium to show the world what school should and could be.  Bruce Dixon looks for those examples that shows what young people can do.

K-12 – well over 5 million will have access 24/7 to learning – not occassional access, not occassional learning – natural learning 24/7.  Enthusiasm and good intent is not enough – laptops in the schools but not assigned to students – Innovators realise that is not the way to use technology with students.

One of the biggest problems around personal computers, reconceptualising what schools should and could be. We can no longer get away with the laptops screwed to the table – just because you put computers in the hands of children does not mean that learning will happen.

Challenges :  Infrastructure, Pedagogy, (content-based learning vrs inquiry-based learning) Pre-conceived ideas,

What challenges do you see in building and sustaining a tehnology -rich learning environment?

It’s not about money – it’s about innovation.  Don’t start off with a lump of cash.  Have to have a sense of sustainability.

Are we ready for this? Video   Bow Drill -

What should ubiquitious technology access make possible for schools, teachers and learners?
collaborating, allows us completely rethink how students & teachers are organised, differentiation,

Nice to hear Bruce Dixon say that learning keyboarding skills is ridiculous – wordprocessors allow everybody to express themselves equitably – keyboarding does not make 1:1 possible.

21 steps to learning (see aal.org site)

Imperatives driving New Visions for Education

There is a difference in how Generation Y are wired.  They can grasp technology more quickly and are able to effectively multi-task.  HOGWASH – FALICY

Henry Jenkins – sharing creations with others

Taking It Global
Kiva

“In too many of our schools ….. the technology emperor has had no clothes”
Technology-friven ideals, ill defined expectations, trivialising teacher competences, acces is a major issure 5:1 4:1 are just slightly better versions of the same thing, 59% = 59 minutes

We need to build a better understanding of the “Art of the Possible”

Identifying the Key Drivers for 1 to 1 (see photo taken)

Student attenance increases and student are more motivated and more engaged – Russell, 2004, New Brunswick 2004-06)

Students write more, more often and better (Silvermail?)

Vicki Davis and Julie Lindsay, along with Bernajean Porter, Anne Mirtschin, Steve Madsen, Sara Patterson and other amazing Flat Classroom participants and educators encouraged students to envision the future of education. As an action-based conference format student teams, (and [...]]]> The Flat Classroom Workshop and mini-Conference was held during the ASB Unplugged 2010 Conference in Mumbai.

Vicki Davis and Julie Lindsay, along with Bernajean Porter, Anne Mirtschin, Steve Madsen, Sara Patterson and other amazing Flat Classroom participants and educators encouraged students to envision the future of education. As an action-based conference format student teams, (and educator teams too) designed a futuristic global project or idea that could most likely be implemented.

I had the absolute privilege of attending a session in which the student teams (and a couple of adult teams put together on the day) pitched their ideas/presentation at a table with 2-3 guest educators.  When the allotted time was up, the student teams were given feedback from the adults, then given time to “huddle and improve” their pitch from the feedback they’d received, before moving onto the next table.  I have to say that this session was the highlight of the conference for me.  The room was full of energy, enthusiasm and had a positive buzz.  As an educator, I was blown away by the honesty and openness to feedback and constructive criticism these students took on board.  The students were also able to give us feedback on our feedback, thereby empowering themselves with a voice that mattered.  We were all stakeholders in the pitch because of that one extra step.  A step that we so often forget about in the “rush” of our school day.  I got to experience the value of TIME.  TIME for our students to put together their ideas, TIME for our students to received feedback and TIME for our students to reflect on the feedback, tweek their ideas, and TIME to present their ideas again – and perhaps even TIME to complete the cycle again.

However, it really wasn’t until the three finalists presented their digital stories at the closing ceremony of the whole conference that it truly dawned on me what a powerful process the Flat Classroom Project entails.  I was delighted to see that one of my most favourite groups that I’d been part of the feedback process for, had made it into the finals.  It was incredibly humbling to see their final project, how much they’d tweeked it, how much they’d taken on board our advice to them in the early stages of their ideas pitch. Congratulations to ALL of the student participants, Vicki, Julie, Anne, Steve, Sara, Bernajean and everyone else involved in way, shape or form in the Flat Classroom Conference, Mumbai, India. You were amazing!  Voting is still open so please, go on over to the wiki, watch the videos and cast your vote!

Only much later did I discover that this group IMPACT had lost their entire presentation the night before and had worked fevourishly through the night to put their digital story back together again for the finalist presentation. That just makes me even more amazed at the capacity of our students to succeed (amidst failure) when they have a personal stake in a project and are given the tools, the encouragement and the TIME!