tag:blogger.com,1999:blog-71283901046078396682024-03-13T11:49:29.906-07:00Curat.ivityDifferentiation and personalization, of course...but how?sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.comBlogger14125tag:blogger.com,1999:blog-7128390104607839668.post-18855534608991321272015-10-13T11:59:00.001-07:002015-10-13T11:59:22.839-07:00sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com0tag:blogger.com,1999:blog-7128390104607839668.post-1861319122215161822015-09-01T05:53:00.001-07:002015-09-01T05:53:45.546-07:00Susan as a learnerI am an octopus when it comes to learning.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk7f4OewEUQOYGycas4kJbG4dbGxwUjBU4nKzLdfTVXNVYpnU0xVD__m2AD-XFczux0SyuwUynop9vaa-kjyGhPZ7aCRVJ1n7ZcOSk-Ad3ldYJhSK-BjP0Xq4SjXIfsvOiGD5qK3TeNEo/s1600/Octopus.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="216" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk7f4OewEUQOYGycas4kJbG4dbGxwUjBU4nKzLdfTVXNVYpnU0xVD__m2AD-XFczux0SyuwUynop9vaa-kjyGhPZ7aCRVJ1n7ZcOSk-Ad3ldYJhSK-BjP0Xq4SjXIfsvOiGD5qK3TeNEo/s320/Octopus.jpg" width="320" /></a></div>
<br />sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com0tag:blogger.com,1999:blog-7128390104607839668.post-5905452714732462932015-05-22T06:21:00.002-07:002015-05-22T06:22:39.993-07:00Blended Learning and Teacher Empowerment<br />
When I think about educational technology, it has never for me been divorced from pedagogy. As soon as I encounter a new digital tool, although it might attract me at first based on its novelty, my mind immediately jumps to the connection of how can I use this with my students to __________. I fill in that blank with all manner of things to include: uncover what they've learned, inspire deep thinking, provide a visual prompt or clue, create an engaging hook, etc. So, sometimes I'm taken aback when colleagues suggest teachers who embrace technology "tool hop" without any intentionality or simply like to play with then next new, shiny toy.<br />
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Often, those same colleagues see blended learning, a mix of traditional face-to-face and digital tools for instruction and assessment, as a method that <a href="http://www.eschoolnews.com/2014/02/28/teachers-blended-learning-342/" target="_blank">diminishes a teacher's role </a>and cedes control of the learning to the computer.<br />
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I would direct those who believe so to read this definition of blended learning by <a href="http://www.ccrscenter.org/products-resources/blog/mean-what-you-say-defining-and-integrating-personalized-blended-and" target="_blank">Susan Patrick</a>:<br />
<i>"Blended learning</i> is a delivery system that utilizes the best of online learning tools and resources to shift the instructional model toward student-centered, highly personalized approaches. Blended learning makes it easier for teachers to be empowered with technologies that allow personalization."<br />
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It is this message of empowerment through the use of technology to personalize instruction that I want to convey to all those teachers who remain skeptical about technology in education. <br />
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In <i><a href="http://www.eschoolnews.com/2014/01/21/successful-blended-learning-723/" target="_blank">Five Steps to a Successful Blended Learning Program</a></i>, Sari Factor describes the teacher as the most important factor in determining student success in a blended learning environment and advises that "with data generated from online tools and resources, teachers can pinpoint individual student needs and focus on high-value activities" to include:<br />
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<li>coaching students, </li>
<li>providing intervention for those who need extra help, </li>
<li>and designing challenges for those who grasp concepts quickly</li>
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In addition to using digital tools to generate important formative data, teachers have ready access to resources to be responsive to students' varying needs for intervention and challenge. One way teachers can scaffold and support learning for individual students when formative data shows a need is to create individual playlists using <a href="http://www.goorulearning.org/#home" target="_blank">Gooru</a>. Search their <i>Community Curated Collections</i> by age, topic, or standard. See the curated resources and use the whole collection, remix the resources, or grab the video or web link that provides the perfect intervention or challenge in the moment for the individual or small group need. <br />
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Read more about successes and challenges of blended learning in action in Jordan Moeny's <i>Education Week</i> article <i><a href="http://www.edweek.org/tm/articles/2015/02/18/in-calif-district-blended-learning-approach-turns-teachers.html" target="_blank">In California, Blended-Learning Approach Turns Teachers into Facilitators</a> </i>and continue to feel empowered by the possibilities.<br />
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<br />sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com1tag:blogger.com,1999:blog-7128390104607839668.post-43145243970011884352015-02-16T13:39:00.003-08:002015-02-16T13:41:52.016-08:00Active Video Viewing<br />
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I have been excited lately with the potential of using <a href="http://www.videonot.es/" target="_blank">VideoNot.es</a> in blended classrooms to support active participation in video viewing. VideoNot.es is a web-based tool that allows users to take notes while watching a video. Here is an example of some notes I took while watching Robert Duke's video "<a href="http://youtu.be/ZKs3iE1Huu8" target="_blank">Why Students Don't Learn What We Think We Teach</a>"<br />
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The added value of Videonot.es is the tool syncs
with the user's Google Drive so the notes are automatically saved and can
be shared. The best part though is each typed note is time-stamped so
when viewing your notes (or mine if I share with you), you can
click on the time-stamp and the video is cued up to that very spot. And, the person with whom you share can add to the notes (notice the arrow above pointing to a note added by one of my collaborators).
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Using videos as instructional tools is common. Whole group viewing and discussions are certainly an important way to convey information and make meaning from what is viewed. To that end, the <a href="https://blossoms.mit.edu/about_us/teaching_duet_pedagogy" target="_blank">MIT Blossoms</a> program (Blended Learning Open Source Science or Math Studies) offers access to math and science videos in what they describe as "the lively video presence of a gifted guest teacher." According to <a href="http://www.slate.com/articles/technology/future_tense/2014/07/mit_blossoms_educational_tech_needs_nothing_but_a_tv_and_vcr.html" target="_blank">Putting Teachers at the Center of Education Technology</a> the creators of Blossoms call their program’s "blend of computers and people a “teaching duet"" because in-class teachers facilitate active learning exercises interspersed through the viewing of math and science videos. <br />
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In addition to whole-group engaged viewing, teachers and students benefit from individual and small group second or third active viewing experiences using tools like VideoNot.es or <a href="https://edpuzzle.com/" target="_blank">Edpuzzle</a>. Teachers can prompt students to think and engage with the content and open a window into the learning process when they embed questions in a video via EdPuzzle or assign note-taking with a specific focus through VideoNot.es.<br />
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For more ways to encourage active participation in viewing, take a look at the advice offered in this article by Emily A. Moore in <i>Faculty Focus</i>: <a href="http://www.facultyfocus.com/articles/teaching-with-technology-articles/from-passive-viewing-to-active-learning-simple-techniques-for-applying-active-learning-strategies-to-online-course-videos/" target="_blank">From Passive Viewing to Active Learning: Simple Techniques for Applying Active Learning Strategies to Online Course Videos</a> <br />
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And I particularly like <a href="http://tips.uark.edu/video-integration-active-learning/" target="_blank">these tips</a> from the University of Arkansas to promote critical thinking and active learning through video viewing: <br />
<h3>
Predict, Observe, Evaluate (POE)</h3>
<ul>
<li><span style="line-height: 13px;">Can be instructor produced, student produced, or existing (10-20 minutes)</span></li>
</ul>
<ol>
<li><span style="line-height: 13px;">Student views first part of video setting up scenario</span></li>
<li>Student predicts what should happen next</li>
<li>Student observes the actual result</li>
<li>Student evaluates the original prediction</li>
</ol>
<h3>
Ten Frame Analysis</h3>
<ul>
<li><span style="line-height: 13px;">Student produces from existing video</span></li>
</ul>
<ol>
<li>Assign video to view.</li>
<li>Students will, individually or in groups, take ten screen shots from the video that they feel describe the issue.</li>
<li>Students will describe why they feel these screen shots effectively describe the issue, as they see it.</li>
<li>Students will submit an assignment with the screen shots and
documentation or present to the class (video presentation in discussion
board or through web conferencing).</li>
</ol>
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Empathy</h3>
<ul>
<li><span style="line-height: 13px;">Appropriate for Affective Domain objectives</span></li>
</ul>
<ol>
<li>Assign video to view.</li>
<li>Students will complete a survey or have a discussion (in discussion
board or web conferencing) to describe how they felt about the topic
before and after viewing the video.</li>
<li>If students’ views changed, ask them what changed their minds.</li>
</ol>
sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com2tag:blogger.com,1999:blog-7128390104607839668.post-8343623639819092792014-12-23T06:49:00.003-08:002014-12-23T06:52:07.547-08:00Reflecting in the Math Classroom<br />
My colleague, Meredith Swallow, recently shared a post about <a href="http://tiie.w3.uvm.edu/blog/on-reflection-as-an-educator/" target="_blank">the importance of reflection</a> in her professional growth, which got me thinking. She points her readers to a post written by Barry Saide and Jasper Fox, Sr<span style="font-size: small;">. <b><span style="font-weight: normal;"><a href="http://www.wholechildeducation.org/blog/reflect-or-refract" target="_blank">Reflect or Refract: Top 3 Tips for the Reflective Educator</a></span></b></span><b> </b>where the authors suggest "reading a wide variety of education blogs regularly exposes educators to
new ideas and concepts. Transformational thinking occurs when
conversations about these posts develop. New ideas that stem from blog
posts provide alternate thoughts to consider. Engaging with the writer
is one of the strongest benefits to blogging."<br />
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I couldn't agree more. Here are a few tech-savvy math bloggers who you might want to engage with over the break to inspire ongoing reflection:<br />
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<span style="font-size: large;"><a href="http://www.mathycathy.com/blog/" target="_blank">MathyCathy </a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyGFXJKa1zfVy4rRzZe9IU7Q9RT1CI5fX2KEbhAZtPpeCJIFXpXOz5DS-qDyJT0tViQ88JI87qtI_6LrdaEhXmT8vSQAF_VAJzuSEiYEUHII4iXGc4laMMKvUsxCupfLAIVQG94QZA_XA/s1600/MathyCathy.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyGFXJKa1zfVy4rRzZe9IU7Q9RT1CI5fX2KEbhAZtPpeCJIFXpXOz5DS-qDyJT0tViQ88JI87qtI_6LrdaEhXmT8vSQAF_VAJzuSEiYEUHII4iXGc4laMMKvUsxCupfLAIVQG94QZA_XA/s1600/MathyCathy.png" height="200" width="194" /></a></div>
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<a href="https://colleenyoung.wordpress.com/" target="_blank"><br /></a>
<span style="font-size: large;"><a href="https://colleenyoung.wordpress.com/" target="_blank"> Mathematics, Learning, and Technology </a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkR3SWjaOHA3AqZJnCYMTiWVtVAnasRiQeZJHckd1QqD8HkgDicajF1hZi6ocBUrGu1PK3c6s8E4pTUcbXoKnaz8LYeteTt8C3p9C0Y-9K50IbB8kZG-mz59afwG7oO_xhzeVHwBZVc_M/s1600/MLT.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkR3SWjaOHA3AqZJnCYMTiWVtVAnasRiQeZJHckd1QqD8HkgDicajF1hZi6ocBUrGu1PK3c6s8E4pTUcbXoKnaz8LYeteTt8C3p9C0Y-9K50IbB8kZG-mz59afwG7oO_xhzeVHwBZVc_M/s1600/MLT.png" height="131" width="400" /></a></div>
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<span style="font-size: large;"><a href="http://www.greatmathsteachingideas.com/" target="_blank">Great Maths Teaching Ideas </a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhget_2So3R9AR6pFWm35KLGfH5wFMaiSOp0-_ci4O_cS9Sp70hT_GI3gYlCYKW0t9A_PVsvT1oRclkWNZRWB2iKKLixhaXjKOVjRmE2t-HQWLHmxEPRHmu_OgpQuTwzMc7c-AsGHrXJcc/s1600/Great+Maths.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhget_2So3R9AR6pFWm35KLGfH5wFMaiSOp0-_ci4O_cS9Sp70hT_GI3gYlCYKW0t9A_PVsvT1oRclkWNZRWB2iKKLixhaXjKOVjRmE2t-HQWLHmxEPRHmu_OgpQuTwzMc7c-AsGHrXJcc/s1600/Great+Maths.png" height="146" width="400" /></a></div>
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<span style="font-size: large;"><a href="http://mathhombre.blogspot.com/" target="_blank">Math Hombre</a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWmPeaPQHmQb1tYwTj64so5x7z-IAA7RBVBndJe1fy2IBdlhBlWVHiOMwp_Nw8_-bEMrB9gLKTz8j_yw_Bc5jI7nnCIrM_DfC4BjJXNw9ejuvF8ZcdgFaCAtDPPEDBydAD-369eRXoUQE/s1600/Math+Hombre.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWmPeaPQHmQb1tYwTj64so5x7z-IAA7RBVBndJe1fy2IBdlhBlWVHiOMwp_Nw8_-bEMrB9gLKTz8j_yw_Bc5jI7nnCIrM_DfC4BjJXNw9ejuvF8ZcdgFaCAtDPPEDBydAD-369eRXoUQE/s1600/Math+Hombre.png" height="63" width="400" /></a></div>
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<span style="font-size: large;"><a href="http://www.intmath.com/blog/" target="_blank">squareCircleZ </a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh78NejWb12DHT8l9zbmk1kASTFQVsiHbGHlpDV1McEYm4GYnwCKAqypJQcPQd4tP-D5Ii_G5iE78NJ9gWAbooHmfd4W7hvlbCpMeCkk0BZ2EN4NFDo_KVhecYpcLG144ykyGaZdj7Dd8Q/s1600/Squarecirclez.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh78NejWb12DHT8l9zbmk1kASTFQVsiHbGHlpDV1McEYm4GYnwCKAqypJQcPQd4tP-D5Ii_G5iE78NJ9gWAbooHmfd4W7hvlbCpMeCkk0BZ2EN4NFDo_KVhecYpcLG144ykyGaZdj7Dd8Q/s1600/Squarecirclez.png" height="112" width="400" /></a></div>
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And finally... <br />
<a href="http://www.edutechintegration.net/p/mathematics-resources.html" target="_blank">The Pursuit of Technology Related Happiness</a>: The name itself makes it worth of a visit in my book. I am linking you to the math resource list published on this blog; while the links on this page have not been updated since 2011, the extensive list is worth a look. For instance, I was pleased to stumble upon <a href="http://www.learnalberta.ca/content/mejhm/index.html?l=0" target="_blank">The Math Interactives </a>site which includes some engaging simulations. Check out the blog posts on the site as well. sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com0tag:blogger.com,1999:blog-7128390104607839668.post-73934575158704454832014-12-08T05:49:00.003-08:002014-12-08T05:49:36.539-08:00Needing Some Common Sense Advice - Digital BytesMy 12-year-old twins are counting the days to their 13th birthday in April, anticipating with much more urgency than past years their special day, all so they can finally triumph over the tyrant of online limitations...the dreaded <i>Under 13 Terms of Service</i> rule.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrQiovF1FGcqcivFvaeZJTCOSq8JOLwgH7ChkaqTUUK-0z0jKfo6eZqyphNm3VqHQI5Jey48bv13MJq8Wp3ZZtEqnGHOdLhg2vXIoqYMKkyLnU-HlRcfdGX1RspflvQZ619id7EECzAic/s1600/Instagram+use+infographic.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrQiovF1FGcqcivFvaeZJTCOSq8JOLwgH7ChkaqTUUK-0z0jKfo6eZqyphNm3VqHQI5Jey48bv13MJq8Wp3ZZtEqnGHOdLhg2vXIoqYMKkyLnU-HlRcfdGX1RspflvQZ619id7EECzAic/s1600/Instagram+use+infographic.png" /></a></div>
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According to the infographic <a href="http://wearesocialmedia.gr/infographic-kids-and-social-media/#!prettyPhoto" target="_blank">Trending Tweens: How Kids Use Social Media</a>, 21% of kids <b>under 13</b> are subscribed to (at least) one social networking site.<br />
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Our family rule on social media and app use is to follow the legal restrictions posted on each site's "Terms of Service" page, much to my daughters' dismay. <br />
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The work around in the past has been for me to create an account and then share that username and password with them; it's worked well with apps, but when it comes to social media, they
balk and put up a mighty stink, liberally peppered with tween girl drama.<br />
Apparently, asking friends to follow<i> HennesseyGirlsMom</i> on Instagram would be social suicide.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBp-HPBXEFYvsX9N6bSsCsG4Eanz56lB45GDBISz-HG94yJ00r02OcTVGAKnbm4Wg52n5kXrSizBLjQuPNQCpH1XyoSFA2hj3f9LH4dkoyY1xNIo3yyDaUNaztopSH51cp0jVR7afUlFk/s1600/Terms+of+service.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBp-HPBXEFYvsX9N6bSsCsG4Eanz56lB45GDBISz-HG94yJ00r02OcTVGAKnbm4Wg52n5kXrSizBLjQuPNQCpH1XyoSFA2hj3f9LH4dkoyY1xNIo3yyDaUNaztopSH51cp0jVR7afUlFk/s1600/Terms+of+service.png" height="60" width="320" /></a></div>
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I was on a mission to find resources explaining why the under 13 rule exists that would resonate for them, and not rely solely on the simple answer of the importance of being a law-abiding
citizen. The gist for me, getting them to truly understand the data
tracking and gathering that is at the core of most business models.<br />
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I
appreciated finding this post from <i>Alpha Mom</i> <a href="http://alphamom.com/parenting/big-kid/kids-using-instagram/" target="_blank"><i>Lessons Learned: Kids and Instagram</i></a> because it mirrored my experience and provided this good advice: <br />
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<i> I’ll also utilize some of the tools the <a href="http://kids.getnetwise.org/tools/" target="_blank">website GetNetWise.org</a> has for parents as well as their </i><br />
<i><a href="http://kids.getnetwise.org/tools/toolscontracts" target="_blank">online use contract for kids to sign</a>. <span style="color: black;"><span style="color: black;">Sure,
a contract may seem a little silly, but that plus a social media
discussion will reinforce to the kids the seriousness of the situation. </span></span></i><br />
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Then, I found a pretty impressive new "choose-your-own-adventure" type resource from <i>Common Sense Media</i> called <a href="http://digitalbytes.commonsensemedia.org/" target="_blank">Digital Bytes</a> that provided exactly the information I was looking for to start that social media discussion: <br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/w4wm16e7ydg?feature=player_embedded' frameborder='0'></iframe></div>
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The Online Tracking module, which I selected, provided a short context-setting video that got my girls' attention. Then, Ted Kovac's Ted <i>Talk Tracking Our Online Trackers</i> provided just the right amount of provocative information to prompt a a real discussion, effectively moving us away from a "because I said so" conversation into one where they genuinely wanted answers. <br />
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If you want to know more about data tracking, check out Dan Tynan's good post <a href="https://www.yahoo.com/tech/explained-heres-how-advertising-tracks-you-across-the-102726211689.html?soc_src=mags&soc_trk=tw" target="_blank">Explained: Here's How Advertising Tracks you Across the Web </a>sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com2tag:blogger.com,1999:blog-7128390104607839668.post-58294328440920391972014-11-20T11:05:00.001-08:002014-12-22T08:12:17.505-08:00Multiple Pathways via MOOCS<br />
I've been on the search for examples of teachers creating multiple learning pathways in middle level classrooms. This<i> Future of Learning</i> infographic helps define a "diverse learning ecosystem" but I need concrete examples of what one might look like to wrap my head around this change agenda.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeC8CspoJnL5B-3SsLDa0DpLOx8tA6vHhipxu5lLtR1QjQMGdzeS079H5VKgZFoJG-crVSeOmvGtT-v2gaprcGDX-R53cZilH8ljkmzz5DwQUpBuXRB4jqCisQTnbpvW_W_ezjCcP4_z0/s1600/Future+of+Learning+Infographic.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeC8CspoJnL5B-3SsLDa0DpLOx8tA6vHhipxu5lLtR1QjQMGdzeS079H5VKgZFoJG-crVSeOmvGtT-v2gaprcGDX-R53cZilH8ljkmzz5DwQUpBuXRB4jqCisQTnbpvW_W_ezjCcP4_z0/s1600/Future+of+Learning+Infographic.png" height="305" width="320" /></a></div>
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Notice they suggest "a wide variety of digital networks, platforms, and
content resources will help learners and learning agents connect and
learn."<br />
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What might this look like in a middle school classroom? One recent experiment involving 6th grade teachers at Edmunds Middle School in Burlington VT is worth a look. Laura Botte and Ian Bleakney, both math teachers and both committed to establishing a growth mindset in their classrooms, took on the role of "learning agents" as they joined thousands of other students around the world in participating in the Stanford MOOC (Massive Open Online Course) EDUC115-S<a href="https://class.stanford.edu/courses/Education/EDUC115-S/Spring2014/about" target="_blank"> How to Learn Math - For Students</a><br />
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Link to<a href="http://www.knowledgeworks.org/sites/default/files/A-Glimpse-into-the-Future-of-Learning-Infographic_0.pdf" target="_blank"> full infographic</a> from Future of Learning<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl55vEIMs-Za0rVxeyydDQw8zTr_wwCY8fKZMR8a7PZxt-GmbTD1O-F_jLaAuRLZmby_Y2uWP4FdTO2ISY6jYa7Ub2uDZbW36B7W4OaEv1c7scpc-vD2Z16K51CEZKiR33HSZliaL4iME/s1600/NIA+MOOC.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl55vEIMs-Za0rVxeyydDQw8zTr_wwCY8fKZMR8a7PZxt-GmbTD1O-F_jLaAuRLZmby_Y2uWP4FdTO2ISY6jYa7Ub2uDZbW36B7W4OaEv1c7scpc-vD2Z16K51CEZKiR33HSZliaL4iME/s1600/NIA+MOOC.png" height="202" width="320" /></a></div>
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When we think about students choosing online courses as one of their multiple pathways for learning, we often imagine the isolated single student, headphones on, hunched over a keyboard in a kiosk, engaging with digital learning materials divorced from important human interactions. While this is one scenario of introducing blended learning into schools, an alternative is to create opportunities for online learning that are participatory, collaborative, and connected via a MOOC.<br />
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Take 4 minutes to watch the following video if the term MOOC is new to you: <br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/eW3gMGqcZQc?feature=player_embedded' frameborder='0'></iframe></div>
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I'll be sharing feedback from the teachers and students who participated in the Stanford Math MOOC soon.<br />
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Another example of opening multiple pathways of learning via MOOCs comes from edX, one of many MOOC providers, who recently announced it had <a href="https://www.edx.org/high-school-initiative" target="_blank">created courses for high school students</a> to help them prepare for college level work. The CEO of edX, Anant Agarwal, declared meeting the needs of the over <a href="http://www.eschoolnews.com/2014/10/06/high-school-moocs-839/2/" target="_blank">150,000 high school students</a> who participate in MOOCs as a high priority for the company. Students participating will be able to track their progress online but will not earn credit for participation. edX provides a variety of ways to show evidence of participation:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuGEMtkLF5YObkFf16MivIIXHIY1rlYJa0NWaTBnqs3yQEc3G0plTYRyWz9s4sC8-tn36e1BN0l3MS_xWtOCsvbPw2RA9jKgXn2X67Ukc37YJEgGCP8m1igJ46n9lkInkE6kzM33mfGoQ/s1600/Honor+Code+Certificate+EdX.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuGEMtkLF5YObkFf16MivIIXHIY1rlYJa0NWaTBnqs3yQEc3G0plTYRyWz9s4sC8-tn36e1BN0l3MS_xWtOCsvbPw2RA9jKgXn2X67Ukc37YJEgGCP8m1igJ46n9lkInkE6kzM33mfGoQ/s1600/Honor+Code+Certificate+EdX.png" height="147" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXlfo1U-LIT_58jnQi5g54hSwvhSylN6jnkQTutIpr8PUKputi4XIZ3Zej-t7cCavweetqHLYkTt9vch8e3m-C4l_tyOz9qAU6SMEhRW_9i0qe8-ZMDWM7aUWaVQClt4e_t5Cj8-2tIhM/s1600/Certificates+EdX.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXlfo1U-LIT_58jnQi5g54hSwvhSylN6jnkQTutIpr8PUKputi4XIZ3Zej-t7cCavweetqHLYkTt9vch8e3m-C4l_tyOz9qAU6SMEhRW_9i0qe8-ZMDWM7aUWaVQClt4e_t5Cj8-2tIhM/s1600/Certificates+EdX.png" height="320" width="314" /></a></div>
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A quick look at the high school focused offerings suggests most are AP prep courses or are focused on increasing computer programming skills, but with course titles like <i>The Beauty and Joy of Computing</i>, the catalog is worth exploring.<br />
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If you are interested in exploring the world of MOOCs for your own benefit, or to introduce a MOOC into your classrooms, here is a list of <a href="https://www.mooc-list.com/" target="_blank">MOOC providers</a>. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhg4sTf1XHDh8GkTbCYmJsvBseHXSkjo411Zak4yADuBz-ZJS7sp7IMmhfnD6m2jVceceFmDoxiN6fTfiMyGaS01x3ORjSmz7XauCmaPHMzgf2OE9nF107r_Cmu_J6DB9trx_6u5GNdutE/s1600/MOOC+providers.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhg4sTf1XHDh8GkTbCYmJsvBseHXSkjo411Zak4yADuBz-ZJS7sp7IMmhfnD6m2jVceceFmDoxiN6fTfiMyGaS01x3ORjSmz7XauCmaPHMzgf2OE9nF107r_Cmu_J6DB9trx_6u5GNdutE/s1600/MOOC+providers.png" height="412" width="640" /></a></div>
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Check out these two infographics on MOOCs to get a better sense of who participates and who is behind-the-scenes:<br />
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<a href="http://elearninginfographics.com/the-rising-power-of-moocs-infographic/" title="The Rising Power of MOOCs Infographic"><img alt="The-Rising-Power-of-MOOCs-Infographic" class="attachment-progression-single-uncropped wp-post-image" src="http://elearninginfographics.com/wp-content/uploads/The-Rising-Power-of-MOOCs-Infographic.jpg" height="4096" width="900" /></a><br />
<small>Find more <a href="http://elearninginfographics.com/" title="The No.1 Source for the Best Education Infographics">education infographics</a> on e-Learning Infographics</small><br />
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<a href="http://elearninginfographics.com/exploring-the-mooc-universe-infographic/" title="Exploring the MOOC Universe Infographic"><img alt="Exploring-the-MOOC-Universe-Infographic" class="attachment-progression-single-uncropped wp-post-image" src="http://elearninginfographics.com/wp-content/uploads/Exploring-the-MOOC-Universe-Infographic.png" height="846" width="957" /></a><br />
<small>Find more <a href="http://elearninginfographics.com/" title="The No.1 Source for the Best Education Infographics">education infographics</a> on e-Learning Infographics</small> sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com0tag:blogger.com,1999:blog-7128390104607839668.post-54206425047037115942014-07-24T12:01:00.003-07:002014-07-24T12:01:56.052-07:00Community Building with Shadow Puppet<div class="separator" style="clear: both; text-align: center;">
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I love it when I find an app that is both intuitive and oh-so versatile. Enter <a href="http://get-puppet.co/" target="_blank">Shadow Puppet</a>. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwwFjHkzo0eR9HKjoxov9ke4bRuLkvHbRVjR7oIj_s5yhFnBFVLtB6SkITphUiGI6DlyDKSqhhwWSknUzaggMDcXbu2uPB2qjITnTUqNnYNml3HwLzrxGAYY4x18Upmrug0iYSa03h8fU/s1600/Hello.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwwFjHkzo0eR9HKjoxov9ke4bRuLkvHbRVjR7oIj_s5yhFnBFVLtB6SkITphUiGI6DlyDKSqhhwWSknUzaggMDcXbu2uPB2qjITnTUqNnYNml3HwLzrxGAYY4x18Upmrug0iYSa03h8fU/s1600/Hello.png" height="226" width="320" /></a></div>
As summer days wane and thoughts start to drift toward those first few important days of school where you have an opportunity to build community and set norms, you might want to take a few minutes out of your summer break to explore Shadow Puppet EDU. It's a perfect app for student-created introduction slideshows to share as a get-to-know-you activity.<br />
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<span style="font-size: x-small;"> Image credit: Flickr user</span><br />
<b>Benefits: </b> <span style="font-size: x-small;"><a href="https://www.flickr.com/photos/toddle_email_newsletters/5582403746/in/photolist-9vih9s-dr17iB-bdcGPa-Cbhdi-deSc8r-gnktH-dZXQpb-9ErNHa-jdkKmE-djZasm-dr17pi-6eWvkG-4Dg6ne-4o8ZLi-avS64-dC3ULH-6SFo6D-8SkkT6-djZad9-e1517F-dC3WF2-dC9n5o-72H194-dC9nM9-5t7Dhs-kH5dJW-byNYZ3-aJaicx-eXXU3b-bDLM7F-37VRSJ-mMh8Dj-9oumsd-bFz9Fg-bVzg4k-2aPU2-e52Gcs-6N9LJP-7NGJ8q-fx8RK8-GRT1y-dZSycp-nAhmZr-dLwnvF-6tZ5TP-nYp2at-4zRFfs-acg94t-fd133Q-dr1gK1" target="_blank">Justin O'Rourke</a>, CC 2.0</span><span style="font-size: x-small;"></span><br />
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<li>image-rich reflections of each student to share and revisit</li>
<li>voice-overs and images provide context and tell a story <span style="font-size: x-small;"> </span></li>
<li>easy way to introduce camera functions on the iPad <span style="font-size: x-small;"> </span></li>
<li>Digital Citizenship concepts of image sharing explored in an authentic activity</li>
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Check out this quick screencast tutorial I made demonstrating how to use Shadow Puppet EDU to structure this activity:<br />
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<br />sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com0tag:blogger.com,1999:blog-7128390104607839668.post-64139454144755265672014-07-21T09:12:00.003-07:002014-07-21T09:19:22.545-07:00Testing Unbound<br />
Wonder what words, when using free association, are conjured from folks when they hear the word <i>test</i>? Pulled quickly from my psyche are: <i>anxiety, study, judgment, memorize, prep, control</i>. My guess is these are some common possibilities, but the word <i>learn</i>, probably wouldn't make most peoples' list. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTxQs6FlB42I0UcLW_GLAARBFeNBIArwettcL-FmcbYzSteIfTr4T3G_gr8iwK-c7BDgomSe9AYnverXghM8Ub9-ksMcbl-y-eF5c_YnlvEc7wPM_fSmAQx8jqTJdqA2shosDd2BXJjgA/s1600/Testing.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTxQs6FlB42I0UcLW_GLAARBFeNBIArwettcL-FmcbYzSteIfTr4T3G_gr8iwK-c7BDgomSe9AYnverXghM8Ub9-ksMcbl-y-eF5c_YnlvEc7wPM_fSmAQx8jqTJdqA2shosDd2BXJjgA/s1600/Testing.jpg" height="180" width="320" /></a></div>
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<a href="http://psych.wustl.edu/memory/roediger.html">Henry L. Roediger III</a> , in his article <a href="http://www.nytimes.com/2014/07/20/opinion/sunday/how-tests-make-us-smarter.html?action=click&pgtype=Homepage&region=CColumn&module=MostEmailed&version=Full&src=me&WT.nav=MostEmailed&_r=0" target="_blank">How Tests Make us Smarter </a> argues tests, when formative in nature, can be used to both measure and promote learning. The gist: when learners are forced to retrieve and use knowledge through testing, that knowledge is embedded more securely in our memories. He calls finding ways to stem forgetting a central challenge to learning, a challenge that routine, informal testing can address.<br />
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"One insight that we and other researchers have uncovered is that tests
serve students best when they’re integrated into the regular business of
learning and the stakes are not make-or-break, as in standardized
testing. That means, among other things, testing new learning within the
context of regular classes and study routines."<br />
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In my work with educational technologies, I emphasize the promise technology holds for teachers both to differentiate learning and to adjust instruction to meet the changing and diverse needs of all of their students. Frequent, formative assessments are one avenue to meeting this goal, so I find myself demonstrating often how digital tools can support teachers to efficiently and routinely assess students' current understandings and be responsive to those changing needs.<br />
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What Roediger's article did for me was to see how frequent, informal, and formative testing could also benefit students directly as a means to stem forgetting and embed in memory the learning.<br />
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This begs the question how then can technology support these in-context routines and seamlessly wed instruction with assessment? Clearly too much testing requiring rote memorization is not the answer.<br />
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Benjamin Harold's recent article <a href="http://www.edweek.org/ew/articles/2014/03/13/25personalized.h33.html?intc=EW-TC14-TOC" target="_blank">Testing Digital Tools to Inform Assessment </a><br />
provides us with two examples of teachers in Oregon using technology to inform instruction. I was particularly intrigued by one teacher profiled who mixed and matched apps in his mathematics classroom to uncover common misunderstandings and get a quick read on the class needs for just-in-time adjustments. Here is an excerpt: <br />
<a href="http://www.edweek.org/ew/articles/2014/03/13/25personalized.h33.html?intc=EW-TC14-TOC" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"></a><br />
"First, Mr. Thompson had the class download problems from <a href="https://www.apple.com/apps/itunes-u/">iTunesU</a>, a course-management tool from Apple Inc., and begin solving them in <a href="http://www.gingerlabs.com/">Notability</a>, a digital note-taking app. Shortly after the students began, Mr. Thompson asked them to use
the <a href="http://socrative.com/" target="_blank">Socrative</a> app to submit their solutions directly from their iPads to
his. As he walked around the room, Mr. Thompson scrolled through a
single screen that contained each student's name and response. One
student appeared way off base; the teacher stopped by to work with him
directly. Overall, the snapshot revealed that most students got the
overall gist, although many made rounding mistakes and failed to
properly notate the unit of analysis."<br />
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Mr. Thompson completed the lesson by selecting a number of student examples of both creative problem-solving and work illustrating common misunderstandings to project for the whole class to unpack. Once Mr. Thompson concluded all learners were now ready, his next
challenge was a more difficult one, one requiring students use this new
knowledge to "develop an original formula that would allow them to solve
for the area of any non-right triangle."<br />
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This example of technology use makes thinking visible. Mr. Thompson could have also used Socrative to test for understanding, before moving to the application step, not only to clarify that all students now had the knowledge they needed to apply the concept, but to help students retrieve and use knowledge, an active engagement that takes an additional step toward stemming forgetting, before diving deeper into application. <br />
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Roediger concludes "we need to change the way we think about testing. It shouldn’t be a
white-knuckle finale to a semester’s work, but the means by which
students progress from the start of a semester to its finish, locking in
learning along the way and redirecting their effort to areas of
weakness where more work is needed to achieve proficiency." Apps like <a href="http://www.nearpod.com/" target="_blank">Nearpod</a> and <a href="https://edpuzzle.com/" target="_blank">EdPuzzle</a> can weave assessment directly into instructional routines, providing both learners and teachers with important and timely feedback.<br />
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<div class="SideNotePara">
Chappuis & Stiggins (2008), in their article <i><span class="small" id="SourceCitation"><span class="citation IAC Gale"><span class="citation Generated">Enhancing Student Learning: Create Profound Achievement Gains Through Formative Assessments </span></span></span></i><span class="small" id="SourceCitation"><span class="citation IAC Gale"><span class="citation Generated">contend </span></span></span>"while formative assessment as traditionally
defined can contribute to effective instruction, it is the practice of
assessment for learning that wields the proven power to help a whole new
generation of students take responsibility for their own learning, become
lifelong learners, and achieve at much higher levels."<i> </i>Technology, used wisely, can help teachers and students to partner together to turn formative testing into a learning opportunity for all. <br />
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sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com0tag:blogger.com,1999:blog-7128390104607839668.post-55198164502723588422014-05-05T06:34:00.003-07:002014-05-05T06:36:19.394-07:00Information Searching Simplified<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">A teacher with whom I work asked his 7th grade students recently for feedback:</span><br />
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<i><span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">"We did this in order to garner information on how to improve the independent learning project that we are currently creating. The big ideas that came out of that survey included the following:</span></i></div>
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<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">They want…</span></div>
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<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">More time </span></div>
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<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">More consecutive work days (too many disruptions)</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">More support for finding information"</span></li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrJ__AAy7w4UnDC4a40wRn_CpZir1viCg7q4G9LK4qNexuMrbGSf0cZF0g5x4daBjeFl2TlvDQpehQkNG7Hy92QPM-jigmrdusOyhL6j10cL75k7vpbc0h9m4YnWUeX0Xyka7s-nBPLKI/s1600/search.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrJ__AAy7w4UnDC4a40wRn_CpZir1viCg7q4G9LK4qNexuMrbGSf0cZF0g5x4daBjeFl2TlvDQpehQkNG7Hy92QPM-jigmrdusOyhL6j10cL75k7vpbc0h9m4YnWUeX0Xyka7s-nBPLKI/s1600/search.jpg" height="170" width="200" /></a></div>
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<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">While there were more "wants" on this list, I'm stopping at #3 for this blog post and sharing some tips & tricks that might help support their efforts at information searching. </span><br />
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<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I'll focus at this<span style="font-family: inherit;"> point on search engines. One resource worth exploring with students as they begin the information gathering stage of their research pro</span>ject is <a href="http://www.instagrok.com/" target="_blank">Instagrok</a> </span><br />
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Results of users searchers appear as facts, <span style="font-family: inherit;">websites</span>, images, videos, etc. all in a visually appealing mindmap layout that can be adapted both by selecting a "difficulty" level and by pinning chosen resources to the mindmap.<br />
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Here's how it works using the search phrase <i>civil war:</i><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj41MCCNEvZo_qKn5AA4XJEIMgajk0r3TShp4EI_k3C2kUXVCYNaj2q92usfzTqUsndQdTkwVXfiIA90acbw91L2HsGKaUCSu4G0jGzLW6LkCy4JNHleNmwFdJX5B8uzzR_FSQ8SSXrsE8/s1600/Instagrok1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj41MCCNEvZo_qKn5AA4XJEIMgajk0r3TShp4EI_k3C2kUXVCYNaj2q92usfzTqUsndQdTkwVXfiIA90acbw91L2HsGKaUCSu4G0jGzLW6LkCy4JNHleNmwFdJX5B8uzzR_FSQ8SSXrsE8/s1600/Instagrok1.png" height="201" width="400" /></a></div>
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Let's follow what happens when a researcher searches for websites:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQd3JdqDUX8dmLA53rng9mjRPEkep97uQjo5M8S1WAQMsv2BxdWfKZiUSU_uPCfSngclVPpASI3hqYzsaLxt3UoX-GSx9y4Uh4Eu02GVhpLSZIHSQRJDliS2EosCZjMyyCziYhC01Eg8g/s1600/Instagrok2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQd3JdqDUX8dmLA53rng9mjRPEkep97uQjo5M8S1WAQMsv2BxdWfKZiUSU_uPCfSngclVPpASI3hqYzsaLxt3UoX-GSx9y4Uh4Eu02GVhpLSZIHSQRJDliS2EosCZjMyyCziYhC01Eg8g/s1600/Instagrok2.png" height="242" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCqv4PluS-nPjX43s7J-yw51onNP2Wn49CYM7Nd7lZk3De5msuUaNmnynh4DhyvL1qwsMyCzUJGX5xgInufWnp0pqmj1HoLE6uU6yxgf3LslTpveQOM7iO12qUE9Fv5Yfh2Cb03YuAqTM/s1600/Instagrok3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCqv4PluS-nPjX43s7J-yw51onNP2Wn49CYM7Nd7lZk3De5msuUaNmnynh4DhyvL1qwsMyCzUJGX5xgInufWnp0pqmj1HoLE6uU6yxgf3LslTpveQOM7iO12qUE9Fv5Yfh2Cb03YuAqTM/s1600/Instagrok3.png" height="222" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMccedEc5iD2WLkBeQq2qSDU0GxgPkw6HLhPzIiLamTdKDvRVXhlC5lcxi8_xbEYz-l5V3igxbjy20PtiCP9W_rZNVqPG1SICo53Om4B4MOTIg_0nKXwPXH__X4ar5GaKvW4eMDlgivco/s1600/Instagrok4.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMccedEc5iD2WLkBeQq2qSDU0GxgPkw6HLhPzIiLamTdKDvRVXhlC5lcxi8_xbEYz-l5V3igxbjy20PtiCP9W_rZNVqPG1SICo53Om4B4MOTIg_0nKXwPXH__X4ar5GaKvW4eMDlgivco/s1600/Instagrok4.png" height="227" width="400" /></a></div>
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Notice that the site prompts researchers to explicitly decide if the source is credible. The <i>Evaluate the Source for Credibility</i> form pictured above is from EasyBib. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG5vZ465XQ8_Or3aVJGKYhzLKML7IY3WqHEKkkcNyWxcdXkihpBLIHyK-dEXvKhbE0S8G0WJ9cb1SWbcAvsFNUN3N_iX8ZSLf74qvwmJfDdbdzQehXevFgk2f1vrI9PHT9YCqBIojc-Ho/s1600/Instagrok5.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG5vZ465XQ8_Or3aVJGKYhzLKML7IY3WqHEKkkcNyWxcdXkihpBLIHyK-dEXvKhbE0S8G0WJ9cb1SWbcAvsFNUN3N_iX8ZSLf74qvwmJfDdbdzQehXevFgk2f1vrI9PHT9YCqBIojc-Ho/s1600/Instagrok5.png" height="212" width="400" /></a></div>
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Researchers and their teachers will like that the website search is saved along with any sticky notes generated to the main mind map:<br />
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And the map can be shared via a link, embedded in a blog or website, or shared via these other outlets.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM-yHM2nqOKksn4rzKuxej3fG9FMGZkRSCSuHD4Jwo3NpgQuR4C4JyV4SuihZRfzHZ5VyMrAN9_hnDyIEAoP6C3CxLan7ZAlBfSzGAKj9IVbIULjC9h4ZKKlJhv6yQmPneSxE6SIsd-_w/s1600/Instagrok6.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM-yHM2nqOKksn4rzKuxej3fG9FMGZkRSCSuHD4Jwo3NpgQuR4C4JyV4SuihZRfzHZ5VyMrAN9_hnDyIEAoP6C3CxLan7ZAlBfSzGAKj9IVbIULjC9h4ZKKlJhv6yQmPneSxE6SIsd-_w/s1600/Instagrok6.png" height="210" width="400" /></a></div>
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<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">From their "terms of service" page:</span><br />
<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">"</span><span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">You do not need to register to use instaGrok: you may research topics by
making Groks on the subjects that interest you. Additional features,
such as history and journal functionality, may require registering for
an account. There is no charge for using the base features, but further
functionality, such as the educator dashboard, may require payment." </span><br />
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<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> For a quick look at what Instagrok looks like on an iPad, take a minute to watch this tutorial:</span><br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/pLlVY4xr3gU?feature=player_embedded' frameborder='0'></iframe></div>
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<span style="background-color: transparent; color: black; font-family: Cambria; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Still curious? Read more - Review from Edudmic: <a href="http://www.edudemic.com/instagrok-the-search-engine-made-just-for-education/" target="_blank"><i>Instagrok, the search engine made just for education.</i></a></span><br />
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sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com0tag:blogger.com,1999:blog-7128390104607839668.post-55132940481051588842014-04-19T05:51:00.004-07:002014-04-19T05:51:56.087-07:00Make, Invent, Play & EarnIn the spirit of the maker movement and VitaLearn's Dynamic Landscape Conference theme <b>Do, Make, & Create</b>, we thought we might build a little experiment involving collaborative, online fun!<br />
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Linda McSweeney, VSLA president elect, and school librarian in Stowe, created a Goodreads group around the reading of <i><a href="http://www.amazon.com/Invent-Learn-Tinkering-Engineering-Classroom/dp/0989151107/ref=sr_1_1?ie=UTF8&qid=1397820595&sr=8-1&keywords=invent+to+learn" target="_blank">Invent to Learn</a>,</i> Gary Stager's book. Gary Stager (@garystager)<br />
and Joyce Valenza (@joycevalenza)<span class="screen-name"> </span>are keynoting <a href="http://www.vita-learn.org/" target="_blank">Dynamic Landscapes</a> this year.<br />
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Check it out: <a href="https://sites.google.com/site/vermontschoolibraries/" target="_blank">https://sites.google.com/site/<wbr></wbr>vermontschoolibraries/</a> (description located under announcement for DL)<br />
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<img class="" height="299.3936324167873" src="https://mail.google.com/mail/u/0/?ui=2&ik=e4137b38bf&view=att&th=145746a77e6eaa30&attid=0.3&disp=emb&realattid=ii_hu5bxe131_145745d05f52a668&zw&atsh=1" width="443" /><br />
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When we got wind of this, Audrey and I at TIIE thought it would be an
interesting experiment to see if anyone participating in this book group
might actually want to Make/Do/Create based on the content and themes of the
book, in addition to the online discussion<i>.</i> If so, participants in the book club could not only discuss the book on Goodreads, they could use apps and digital tools to build artifacts and share their learning in multi-modal ways. And to support and encourage this creative endeavor, why not recognize the learning and collaborating with a digital badge?<br />
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We contacted Linda, who was willing to play, so we created a quick DL Reader 2014 badge, to be earned by participating
in the: <br />
<span style="font-size: large;"><b><br />Dynamic Landscapes Book Club</b></span> - <a href="http://tiie.w3.uvm.edu/bookclub/" target="_blank">http://tiie.w3.uvm.edu/<wbr></wbr>bookclub/</a><br />
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<img height="244.51788756388416" src="https://mail.google.com/mail/u/0/?ui=2&ik=e4137b38bf&view=att&th=145746a77e6eaa30&attid=0.2&disp=emb&realattid=ii_hu5c1o3q2_14574601009f0a8c&zw&atsh=1" width="443" /><br />
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We built it using WordPress and the <a href="http://badgeos.org/download/get/" target="_blank">BadgeOS plugins</a>.
The goal was to align with the Goodreads book club, and to build in some
interactive, social, and gamified elements to see if we could engage with our colleagues prior to attending Dynamic Landscapes. <br />
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Here is the announcement for the badge option in the Goodreads group which currently has 13 members:</div>
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<img height="297.3110119047619" src="https://mail.google.com/mail/u/0/?ui=2&ik=e4137b38bf&view=att&th=145746a77e6eaa30&attid=0.1&disp=emb&realattid=ii_hu5buthx0_145745b30f580876&zw&atsh=1" width="443" /><br />
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In the spirit of taking on Chicago (<a href="http://openbadges.tumblr.com/post/82508317692/mayor-emanuel-announces-expanded-citywide-summer-of" target="_blank">http://openbadges.tumblr.com/<wbr></wbr>post/82508317692/mayor-<wbr></wbr>emanuel-announces-expanded-<wbr></wbr>citywide-summer-of</a>) and offering a new entry in our own Vermont-grown expanded informal learning options, credentialed via badges, we thought we'd give this a try and see what happens. The badge, which when earned is portable via <a href="https://credly.com/" target="_blank">Credly</a>, will
live on earners' web presence of choice as a "badge" of honor. I plan to present the results of this experiment on Friday at Dynamic Landscapes during the <a href="http://dynamiclandscapes2014.sched.org/" target="_blank">No Spectators Allowed!</a> session.</div>
sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com0tag:blogger.com,1999:blog-7128390104607839668.post-33303102816064784842014-02-07T09:03:00.003-08:002014-02-07T09:03:53.474-08:00Seamless Weaving of Instruction and AssessmentOne way I know for sure an app has potential to transform classroom practice is when, with minimal introduction and little prep time, a whole team of teachers adopts it and launches its use. After a short demonstration of the <a href="http://nearpod.com/" target="_blank">Nearpod</a> app, all teachers on the <a href="http://paml6.weebly.com/" target="_blank">6th Grade Team</a> at Peoples Academy in Morrisville gave it a whirl in each of the content areas, then shared the experience at a faculty meeting; from introduction to application and sharing, all in the span of a few short weeks.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKzwOlilPyHZRD8os6-1so7_6LdDUkUHX6nSgHKUAg2LagKxr2EEfge36jANe4sXEzj7YlC9fXfhmc52yu88VQ1-Kh7GIugXxDAPWU68SqwiWhzDWODogdzmQDYUe0Q3e9AAZ9RoNkFFQ/s1600/nearpod+intro.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKzwOlilPyHZRD8os6-1so7_6LdDUkUHX6nSgHKUAg2LagKxr2EEfge36jANe4sXEzj7YlC9fXfhmc52yu88VQ1-Kh7GIugXxDAPWU68SqwiWhzDWODogdzmQDYUe0Q3e9AAZ9RoNkFFQ/s1600/nearpod+intro.JPG" height="240" width="320" /></a></div>
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Nearpod allows teachers to shoot out presentations - think Powerpoints made interactive - to their students' iPads. Content slides can be interspersed with embedded polls, quizzes, and drawing tools for in-the-moment formative assessment. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy_hfITICJ6Z8G0VR-Z7nC6Ozw-yLpmeL6CGTbcaG_TToqZtI4FWYOya45PHo-s3wnS7zX1jxcWxEDRQYrnEdspv5gGkrj4gtJJW1boS8GWPzTXGrMWWypZNufOH9M6l5dONwPlh9JTVk/s1600/nearpod+ios+devices.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy_hfITICJ6Z8G0VR-Z7nC6Ozw-yLpmeL6CGTbcaG_TToqZtI4FWYOya45PHo-s3wnS7zX1jxcWxEDRQYrnEdspv5gGkrj4gtJJW1boS8GWPzTXGrMWWypZNufOH9M6l5dONwPlh9JTVk/s1600/nearpod+ios+devices.JPG" height="240" width="320" /></a></div>
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Yes, Nearpod turns a stand-and-deliver presentation into an interactive experience, with feedback tools embedded right in the middle of the presentation, viewed and responded to by each student via his or her iPad. <br />
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Teachers see the results in real-time, both in list form and graphically.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN80SfgcyNHZinEuZA3BAd1BzhrZcciKHbasiXN2UmunNaKsedLpPXhQ8eOnx95j_QVIns3XH7_Cvuja6cYyTetSgcEiLDsz-z6Jf_f5Vq39P3TDmSOyQGTn6mm-ePsb2KT91HbNZ07Hc/s1600/nearpod+poll+results+shared.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN80SfgcyNHZinEuZA3BAd1BzhrZcciKHbasiXN2UmunNaKsedLpPXhQ8eOnx95j_QVIns3XH7_Cvuja6cYyTetSgcEiLDsz-z6Jf_f5Vq39P3TDmSOyQGTn6mm-ePsb2KT91HbNZ07Hc/s1600/nearpod+poll+results+shared.JPG" height="240" width="320" /></a></div>
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The kicker for me is the ability for poll or quiz results or sketches to be shared back to the students in real-time to encourage discussion, clarify misconceptions or elaborate upon a point of interest. (See <a href="http://cft.vanderbilt.edu/2013/04/using-peer-instruction-to-flip-your-classroom-highlights-from-eric-mazurs-recent-visit/" target="_blank">Eric Mazur's work</a> at Harvard on student response systems, turn & talk, and peer teaching)<br />
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As these teachers quickly realized, Nearpod allows for embedded formative feedback seamlessly woven into instruction. Students interact. Teachers make thinking visible and adjust instruction based on immediate feedback!sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com2tag:blogger.com,1999:blog-7128390104607839668.post-36775410814255462512014-01-28T05:05:00.003-08:002014-01-28T05:05:39.665-08:00Informational text and current events customized to readers' needs<br />
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One-size-fits-all has no place in our classrooms, given the ready access we have to digital tools that support differentiation, which is why we welcome any resource built to allow its users control of content based on individual needs and preferences. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUH8T4HtOfmWezeFlZtEXlYeqD3L64eSEOPApHkxn9f_v6JmRYE7hBP5TFlnAi8J5jCrhRXxxgmFCzhDd8Y1vWhf3CVXGJXw0cIK0pUgndcT4tHHdcO3L9x8OHc-SwJY3BX8XcBvJGrtU/s1600/newsela1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUH8T4HtOfmWezeFlZtEXlYeqD3L64eSEOPApHkxn9f_v6JmRYE7hBP5TFlnAi8J5jCrhRXxxgmFCzhDd8Y1vWhf3CVXGJXw0cIK0pUgndcT4tHHdcO3L9x8OHc-SwJY3BX8XcBvJGrtU/s1600/newsela1.png" height="193" width="200" /></a></div>
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<a href="http://www.newsela.com/" target="_blank">Newsela</a> provides its users with current news articles, each of which is written on multiple levels of text complexity. <b><i>Readers select the level</i></b> best suited to their reading abilities; teachers have access to the article content written on a range of lexile scores to help them differentiate content delivery and instruction. Newsela declares, "Give your students a new way to climb the staircase of nonfiction
reading comprehension, from fourth grade to college-ready."<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUy2647D_1pJ-q9hZFVGQJGNCqTkerf1F-2E0EmqQzHISzjaKsgiegm_od3H1IZ3PDR-SSrVjHhz3nWiyL5WwDXvd0rzCNN25swrE2DIcd9FDMuLQGWoNcPltz7nNX_2Gp6j0ycj4VjNk/s1600/instagrok1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUy2647D_1pJ-q9hZFVGQJGNCqTkerf1F-2E0EmqQzHISzjaKsgiegm_od3H1IZ3PDR-SSrVjHhz3nWiyL5WwDXvd0rzCNN25swrE2DIcd9FDMuLQGWoNcPltz7nNX_2Gp6j0ycj4VjNk/s1600/instagrok1.png" height="147" width="200" /></a></div>
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<a href="http://www.instagrok.com/" target="_blank">InstaGrok</a> is a research tool with search results displayed as a mind map where the "difficulty" level of returned hits is <i><b>adjustable by the user</b></i>. The search results mindmaps of multimedia and text-based resources are customizable and can be shared. Check out <a href="http://www.instagrok.com/blog/2013/05/case-study-the-ipad-instagrok-and-exploring-complicated-ideas/" target="_blank">this example</a> of InstaGrok being used in an English classroom.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqQxgYoth5tBfEy8glKVSSd3GZwV2f0za4MfFA-3IOxiXhAl3x7fW9di4NWDn1edetBuLaorANnxaRSgiS1u_r8eA1o8nI666gTZ9TyBLbOsFcfKy-WBmAEof4ABYj3FGzJt3kMpg_nSA/s1600/instagraok2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqQxgYoth5tBfEy8glKVSSd3GZwV2f0za4MfFA-3IOxiXhAl3x7fW9di4NWDn1edetBuLaorANnxaRSgiS1u_r8eA1o8nI666gTZ9TyBLbOsFcfKy-WBmAEof4ABYj3FGzJt3kMpg_nSA/s1600/instagraok2.png" /></a></div>
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Finally, remember you can drive a Google Search to return hits based on <b><i>a range of reading levels</i></b>. Really!<br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/ozx5zaV1D6Y?feature=player_embedded' frameborder='0'></iframe></div>
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Want to find more current news resources? Check out this post from the <i>Learning Never Stops</i> blog, <a href="http://seekoutlearning.blogspot.com/2013/12/9-sources-of-news-for-kids-that-you-may.html#.UuJTZfYo4y7" target="_blank">9 Sources of News for Kids That You May Not Know About</a><br />
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And, as an added bonus for making it this far, a way to extend the news into international waters:<br />
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<a href="http://newspapermap.com/" target="_blank">Newspapermap</a><br />
Click on a colored pin to find a link to an online newspaper in that location. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIi91ZFB7vbV9cIdpB1pkRvw3BPbNFMXT6gDgqWWKfxbW6ipmm8_CXnxwmLaRPjQCqLlbh7Zi5muvr9xKBFR5StELPjgt9qfAjJw2DgHMajlw_Zgp4Uzik8j8A310QeKn4Ps5hbMPhfC4/s1600/newspapermap.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIi91ZFB7vbV9cIdpB1pkRvw3BPbNFMXT6gDgqWWKfxbW6ipmm8_CXnxwmLaRPjQCqLlbh7Zi5muvr9xKBFR5StELPjgt9qfAjJw2DgHMajlw_Zgp4Uzik8j8A310QeKn4Ps5hbMPhfC4/s1600/newspapermap.png" height="160" width="320" /></a></div>
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Written in a different language? No problem. Simply select English (or any other language listed) for a Google Translated page.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS9hT-j9TCjZXg30CheuvMUM-zjMhNlmHQU2gKp3w8zhbXibeCJVaUyQOuCnLhI_AuKJ8uaOc-AQzyS-YLnAri84iTfiGx6v97HRG6oMCUcZyW-4DWNAd4R4BWMWME8JY27pYT9lQQ-fA/s1600/newspapermap1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS9hT-j9TCjZXg30CheuvMUM-zjMhNlmHQU2gKp3w8zhbXibeCJVaUyQOuCnLhI_AuKJ8uaOc-AQzyS-YLnAri84iTfiGx6v97HRG6oMCUcZyW-4DWNAd4R4BWMWME8JY27pYT9lQQ-fA/s1600/newspapermap1.png" height="214" width="320" /></a></div>
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sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com0tag:blogger.com,1999:blog-7128390104607839668.post-71133027316939067472013-09-19T12:14:00.002-07:002013-09-20T05:52:14.468-07:00<div style="text-align: center;">
<span style="font-size: large;"><b>Augmented Reality </b></span>- Really? </div>
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Attempting to answer the perennial "bang for the buck" question.</div>
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<b><span style="font-size: small;">What is it? A Google Image search's response:</span></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLqYPlI472KAIqoYgzk_4GgSJqe6vlcwHRn1G79yeWIfO3qHDZZRYMfpDfnl7qhQ23K8XU7lhtBdYX0xbDo1UDxMn6z94c94fNFK2RT2huSahy3NqSIJyrS-A02VUiSjX1k0RQD0B9WQM/s1600/AR+google+image.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLqYPlI472KAIqoYgzk_4GgSJqe6vlcwHRn1G79yeWIfO3qHDZZRYMfpDfnl7qhQ23K8XU7lhtBdYX0xbDo1UDxMn6z94c94fNFK2RT2huSahy3NqSIJyrS-A02VUiSjX1k0RQD0B9WQM/s1600/AR+google+image.png" height="320" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgG2i56biGSxXe9-72VMJ50et6ltDDUoocnQ5hDVG2wdTJEph0WLp-my5nHuzHkVJwRmXCdsR2qluHC4WAGtSBBtJyiEDC7cSgafpXaTc8p_GG9ZCyv7g3zVkFacLQFNwk5RDouTpbpgE/s1600/augment.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgG2i56biGSxXe9-72VMJ50et6ltDDUoocnQ5hDVG2wdTJEph0WLp-my5nHuzHkVJwRmXCdsR2qluHC4WAGtSBBtJyiEDC7cSgafpXaTc8p_GG9ZCyv7g3zVkFacLQFNwk5RDouTpbpgE/s1600/augment.png" height="160" width="320" /></a></div>
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<span style="font-family: "Trebuchet MS",sans-serif;">The <a href="http://www.nmc.org/pdf/2013-horizon-k12-shortlist.pdf" target="_blank"><i>Horizon Report</i></a> (not to be confused with the <i>Minority Report</i>)</span> <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXhsNaqAfbSfOVeITNROE_IP3PJfJKPoZRJA8tfrg1fcdNd58LQf6D4BXYTwvRD6PmQK-SMm8t_u6JQU4169Qd3hn0HUhIHktH9dgfpm05pscTWYQFQWrYh9JUXhyphenhyphen3r-kC-CSOy4X1hU8/s1600/minority+report.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXhsNaqAfbSfOVeITNROE_IP3PJfJKPoZRJA8tfrg1fcdNd58LQf6D4BXYTwvRD6PmQK-SMm8t_u6JQU4169Qd3hn0HUhIHktH9dgfpm05pscTWYQFQWrYh9JUXhyphenhyphen3r-kC-CSOy4X1hU8/s1600/minority+report.png" height="200" width="151" /><span style="font-size: xx-small;"></span></a><span style="font-size: xx-small;"><a href="http://www.davidicke.com/wordpress/wp-content/uploads/legacy_images/stories/August20131/6a00d8341bf7f753ef00e55087cd6f8833-800wi.jpg" target="_blank">image source</a></span></div>
<span style="font-family: "Trebuchet MS",sans-serif;">describes Augmented Reality as the layering of information over a 3D space and speaks to its potential as a learning tool based on its "ability to
respond to user input, which confers significant potential for
learning and assessment; with it, learners can construct new
understanding based on interactions with virtual objects that bring
underlying data to life."</span><br />
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and declares...<br />
<b><span style="font-size: small;">It has gone from a to...</span></b><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">Gimmick </span></div>
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<img height="145px;" src="https://lh4.googleusercontent.com/PWLcOYvBVoRQE7ZhxfwBVLs14V8Yrcdl_j3KRWNk3uQWUds7uCgAMxKR5Aqg1WWrQzd3jzMS2PGH-sb7ocz_qCyNmKsW3JJ0dmxxynOsO-AEX4pDejEpKPwxew" width="193px;" /></td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><br />
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<span style="font-size: small;"><span style="background-color: transparent; color: black; font-family: Arial; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">“</span><span style="background-color: transparent; color: black; font-family: Arial; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">a tool with tremendous potential</span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;">”</span> </span></div>
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<img height="147px;" src="https://lh3.googleusercontent.com/htulNIwcdMNpa-CifhZfm9I52zVtcB4f2-vkS_jFZx25adVguLP23DN4ZQE0hmhU5x5hQjkKBgcoknpeJbxqdog695Rv6qIRPTIOiTv3KkDMoNfUQrupHr8L2A" width="230px;" /></td></tr>
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<span style="font-family: "Trebuchet MS",sans-serif; font-size: large;">So, how do students construct new understandings in the classroom with augmented reality? </span><br />
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<span style="font-family: "Trebuchet MS",sans-serif; font-size: large;">Ashlie Smith @smithsciencegms blogs about how she used augmented reality <a href="http://smithsciencegms.wordpress.com/2013/09/10/augmented-reality-in-the-science-classroom/" target="_blank">to introduce laboratory safety features and equipment</a>. Erin Klein provides examples of augmenting math homework, supporting literacy instruction, and augmenting Open House bulletin boards in her post <a href="http://www.kleinspiration.com/2013/05/using-augmented-reality-via-aurasma-in.html" target="_blank">Tons of Classroom Examples Using Augmented Reality with @Aurasma: A Complete How-to Guide.</a> And Mary Howard at <i>Smarticles</i> describes a number of applications to include a <a href="http://www.yoursmarticles.blogspot.com.au/2013/05/putting-some-aurasma-tazz-into-classroom.html#.Ujss4bx_cn1" target="_blank">Famous Persons Scavenger Hunt</a> activity augmented by video speech bubbles providing clues. The glue that ties all of these integrated classroom experiences together? Engagement.</span><br />
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<span style="font-family: "Trebuchet MS",sans-serif; font-size: large;">While
the Horizon Report sees full adoption of augmented reality not
happening for another 4 to 5 years, these intrepid teachers are making
the magic happen in the classrooms today. From the report's section titled <i>Relevance for Teaching and Learning:</i> "Augmented reality has strong potential to provide powerful contextual, <i>in situ</i>
learning experiences and serendipitous exploration as well as the
discovery of the connected nature of information in the real world." </span></div>
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<span style="font-family: "Trebuchet MS",sans-serif; font-size: large;">Seeing these examples of AR in the classroom, I couldn't help but be intrigued by how these students are experiencing worlds within worlds, the subtexts lurking in the most ordinary places. Even better, they can be the authors of these multiple layers of meaning. And, frankly its novelty factor simply can't be beat. </span></div>
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<span style="font-family: "Trebuchet MS",sans-serif; font-size: large;">If you are interested in further exploration, I suggest you carve out some time to visit:</span></div>
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<li><span style="font-family: "Trebuchet MS",sans-serif; font-size: large;"> <a href="http://www.teachthought.com/technology/32-augmented-reality-apps-for-the-classroom-from-edshelf/" target="_blank">32 Augmented Reality Apps for the Classroom from edshelf</a></span></li>
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<li><span style="font-family: "Trebuchet MS",sans-serif; font-size: large;"><a href="http://www.twoguysandsomeipads.com/p/aurasma-tutorials.html" target="_blank">AR Tutorials from Two Guys and Some iPads </a> and their <a href="http://www.scoop.it/t/augmented-reality-by-drew-minock" target="_blank">Scoop.it Page</a></span></li>
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<span style="font-family: "Trebuchet MS",sans-serif;"><a href="http://www.teachthought.com/technology/32-augmented-reality-apps-for-the-classroom-from-edshelf/" target="_blank"><br /></a></span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;"><a href="http://www.yoursmarticles.blogspot.com.au/2013/05/putting-some-aurasma-tazz-into-classroom.html#.Ujss4bx_cn1" target="_blank"><br /></a></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span>sthenneshttp://www.blogger.com/profile/16314221086115901088noreply@blogger.com0