BP16_Fair Use

Final project about Fair Use, Copyright, and the Teach Act

Wiki Post 2009_12_18

I am glad we had the opportunity to share many tools available on the web. Hopefully, we have all found new applications we can use every day and in our classrooms. I liked the idea of sharing these with each other and wish we could have shared our discussions as well. It has been frustrating to me that we have all not been able to share with each other throughout the program so far. I am glad we have had this opportunity to share as a whole group. I agree that many of these applications are not available in school and my District is no exception. We block many sites, as I know many of my classmates have experienced as well. If we continue to educate our educators, we will open doors as we proceed. I hope to see all of you on the other side as we go forward.

Happy Holidays from us

Happy Holidays

BP15_OneMinuteMessage2 (Noodle Tools)

See our post below for more information and resources used in this production.

BP14_20091203_PeerReviewAyala

SUNDAY, DECEMBER 6, 2009

BP11_2009122_One Minute Message 1

BP13_20091203_PeerReviewCoast

SUNDAY, DECEMBER 6, 2009

BP11_2009121_ReflectiveMediaAssets

I just love Spanish Pod! Here is my video to prove it!

I was super nervous to make a video commercial. There is a lot of pressure to really sell the product. This is a great tool and I hope to be able to use it in my classroom. If you are interested in using Spanish Pod for your classroom here is the link to it. Have fun and above all else "¡Hazlo todo en español!"

BP12_20091203_Tool#6 (Gaggle)

"Gaggle.net is more than just another Web 2.0 tool. It is a software suite for elementary and middle school students that is totally protected from potentially harmful images, suggestive text, and can be monitored by school staff for bullying and other inappropriate behavior. As Gaggle’s slogan states, “Putting student safety before everything else”.

So what makes gaggle.net so great? The software suite includes student email accounts that can be monitored, safe blogs, safe chat rooms, safe profile pages, safe message boards, and safe digital lockers. These make school to home and home to school possible without forgetting your thumb drive. It makes student collaboration and communications easier." (Gaggle, 2009)

“Gaggle’s new Velocity interface is based on the AJAX (Adobe) framework, giving the appearance similar to Microsoft Outlook, but it is inside a web page. Bother teachers and students can use Gaggle’s web-based interface and get the same productivity they would find in regular POP3 email clients. With Velocity, messages and folders load almost instantly, with significantly faster response time than traditional web based email.” (Gaggle, 2009)

"The Gaggle digital lockers allow students to save documents online for use at home and at school. The locker feature allows teachers to share files with students. The locker allows students to collaborate with fellow students and facilitates group projects much like the ones online courses require at higher levels of education. Bottom line, the digital locker prevents viruses, and other malware, from ever having a chance to enter a school system because each document is scanned online before it leaves the digital locker. In addition, Gaggle is CIPA compliant." (Gaggle, 2009)

"The message boards allow for careful and effective differentiated instruction and can also motivate students who do not like to write with pen and paper. The message boards promote collaboration because they are teacher monitored.

Finally, the biggest feature to sell this website to a community is Parent Accounts. Parents can read their children’s email, help facilitate parent-teacher communication and aid in the restrictions established by the school and district.

Each student is allowed 100 megabytes of storage so even large presentation files can be accessed at school and home without purchasing external drives. Gaggle uses a Web 2.0 interface, has attachment filtering and can translate to other languages." (Gaggle, 2009)

I am recommending this to school districts that require higher levels of student security while allowing each student to learn about Web 2.0 and utilize the educational value and productivity.

BP12_20091203_Tool#5 (Read the Words)

Read the Words

A useful Web 2.0 is one that speaks text from the written word. Both Macs and PC's have internal voices that get old after a short while. Read the Words offers 15 different voices in English, Spanish, and French, to read text from just about any document. This is very useful for students who struggle reading, students who need to learn new vocabulary, students learning a foreign language, and anyone looking for voice dubbing or ducking for videos or other presentations. The creation of a downloadable mp3 file is great because the user can then embed the file in PowerPoints, Keynotes, iMovies, GarageBand files, and host of other applications. If the user does not profit, he/she can also embed the mp3 in a web page, similar to the visual message below.

It sort of makes Fred and Alex jealous (they are standard voices on an Apple Macintosh). Please listen to our new friend, Elizabeth, as she briefly describes this Web 2.0 tool.

Read the Words is located at:

http://www.readthewords.com

BP12_20091203_Tool#4 (Noodle Tools)

Noodle Tools

If you don't like citing your sources, then this message is for you. APA Style is the required format for citing sources at Full Sail University. Noodle Tools is being used by educators, students and others to create bibliographies and resource pages. Many middle school, high school and college students use this Web 2.0 tool every day. Some schools have subscription accounts so all students enrolled can utilize the formatting required for documents. A brief history of Noodle Tools follows along with short biographies of the co-founders of this great Web 2.0 tool. Our 1-minute visual media message follows. We have attempted to make a clear and concise video using a number of Web 2.0 tools we have discovered along the way to here. We hope you find it educational, entertaining, and enjoyable.

"NoodleTools, Inc., a California company incorporated in 2002, was co-founded in 1999 by mother and son team Debbie and Damon Abilock. NoodleTools' flagship product, NoodleBib, has emerged as the leading bibliography software on the Internet, transforming bibliographic instruction methodologies in thousands of subscribing schools and libraries. The NoodleTools team offers expert help and unparalleled customer support to the students and professionals who depend on NoodleBib and other award-winning tools in the NoodleTools research suite." (Abilock, 2009)

"Co-founder, President, Director of Technology. Damon worked with several software and biotechnology companies in the San Francisco Bay Area after graduating with a B.S. in computer science from Duke University in 1996 and an M.S. from UCLA in 1997. Damon is responsible for the original design and implementation of the NoodleTools Web site and now oversees new product development at NoodleTools.

Co-founder, VP, Content and Products. An Internet pioneer in developing online educational applications of technology, Debbie is widely known for innovative curriculum design and Web projects that teach habits of mind and critical thinking. She authored NoodleTeach within the NoodleTools suite to provide resources and services to educators who are implementing inquiry-based curricula teaching the new literacies. Editor of Knowledge Quest, the journal of the American Association of School Librarians, Debbie has over 25 years experience in education as a teacher-librarian, director of a unified Library, Technology and Curriculum Department, curriculum coordinator and school administrator. She consults, writes and speaks on curriculum design, integration of technology, and the teaching of 21st century literacies." (Abilock, 2009)

Resources

McCurdy, M. (2009). TRP Sep 09 soundtrack #2-Joan (audio) [Digital]. Retrieved December 10, 2009, from personal collection.

NoodleTools, Inc. (2009). Smart Tools, Smart Research. Retrieved December 9, 2009, from http://www.noodletools.com

Week 3 - Discussion Board - Virtual Worlds

Virtual Worlds Discussion

What is Second Life?


Second Life (or SL) is an on-line community for social networking. Unlike on-line games such as World of Warcraft, there are no monsters to fight or princesses to rescue. SL is designed to help people meet other people. SL is a world, an environment in which you can engage in role-playing games, commerce, artistic pursuits or just about any other activity. You can set your own goals or just wander around. SL was designed to be open source so it is possible for people to build things such as businesses or buildings within the environment.



Is it safe?


As safe as anything is on the Internet. Take your usual precautions – don’t give out your real name or any other personal information. Say no to anything anyone offers you if you’re not sure or if you don’t know him or her. Move away from anyone who’s giving you a bad time.



Traveling


There are three modes of travel: walk, fly or teleport. To walk, just use the arrow keys on your keyboard. It can be awkward at first but in a short time, you’ll adapt and move around with ease. To fly, click on the Fly button on the bottom tool bar. To stop, click the same button again (it now says Stop Flying). Teleporting allows you to jump to a whole new place.



Etiquette in SL


• Speak to people who speak to you, even if it’s just to say, “no thanks.”


• Check the area before removing clothes. It’s rude to undress except in changing rooms or a few other paces that allow nudity.


• Watch your language in PG areas.


• Say hello/goodbye if you enter/leave a gathering spot.

• Don’t ask people about their RL (real life) unless they bring it up.


The above information was retrieved from the SecondLife web site on December 8, 2009.

Let’s review my first – hand experience with SL. My real life does not need a cat-5 cable or wifi; SL requires a reliable Internet connection. SL requires learning a whole new way of living, I am struggling with my first life right now and really don’t need the hassle of #2. Even though the minimum age is 13, anyone can login to inappropriate scenes as I did many times in September. Many SL educational sites have warnings about no weapons, no sex, no caging, no orbiting, and of course, no littering. SL is not free, in fact, to produce anything worthwhile; it becomes quite expensive very quickly. The Adult Content Policy is now in effect. I logged in and this announcement popped up even though I logged in as a 13 year old. While roaming around as a 13 year old, I was approached by many avatars with inappropriate names (and no way to tell how old they were). Depending upon your Internet connection, teleporting may be disabled. Avatars show up in strange places with next to nothing, or nothing on, and most have inappropriate names. Somebody named Red Spy Vixix Core even shot me on September 22, 2009. There are many things to keep track of like animations, body parts, calling cards, clothing, gestures, landmarks, objects, sounds, textures, and more. There are lots of SL rules that apparently not many people read. Finally, if all that was not enough, I got email solicitations from the partying hipsters in NYC, a Thai beach and an alpine forest.



How were any of these experiences educational? They taught me to avoid SL. There are too many other educational Web 2.0 tools out there to waste time in SL. I do not recommend this for any educational purpose. If I need to exist in a virtual world, I will be MobileMe Man in Winamac with my friend, Little Tommy.

Part 2

By the way, Shakespeare didn’t like it. The very first chunk of video (Kaneva) presented by Gary Hayes in his video “2008 Metaverse Tour – The Social Virtual World’s a Stage” has a scantily clad rather developed female dancing on a stage with wings on her back and 4 other female forms dressed inappropriately as well standing near the winged dancer. Next our staff “hero” encounters a female in blue jeans and an open top as she “struts her stuff” so to speak.



Unless this is a class on how to get propositioned, I find no social or educational value to this.



After a short visit to YoVille, a quote is beamed to us that states, “We all live every day in virtual environments, defined by our ideas.” (Crichton, n.d.). Next we watch a guy approach a girl in RocketOn as they walk across a screen in iGoogle. Another quote follows, “We’re going to be spending a lot more of our time in virtual reality environments.” (Kurzwell, n.d.). Quickly, some guy in a suit waves and then we see a guy with wings crossing a street in Prototerra. We then follow the suit as he walks down a street laden with shops.



Then we go to Gala Online which looks like a girl place. It’s an irl thing. Another quote follows, “Invisible threads are the strongest ties.” (Nietzsche, n.d.) then some guy is walking toward a beach and then starts flying in Hipihi. He checks out a girl and then still another quote, “Personality is more important than beauty, but imagination is more important than both of them.” (Taylor, 1887-1946).



Next we are in a run-down kind of place in Google Lively and we see a girl crying at a desk while some guy makes his way off the floor. Naturally, another quote, “There are more than 300 million registered participants in non-game Social Virtual Worlds.” (KZero.co.uk, n.d.). The Habbo Hotel follows. By the way, this is only the first minute and forty-five seconds of the video. Should I continue? I don’t think I have to at this point.



If virtual environments are dreams, creativity, invention, and communication, then I truly hope all of us spend more time in virtual environments. If personality is more important than beauty, then why aren't there ugly avitars? The virtual world is a stage for all these people to strut around like they would never do in real life. If invisible threads are the strongest ties, then why don't I feel connected? Shakespeare also said, "To be, or not to be, that is the question." I choose to be.

BP11_20091202_OneMinuteMessage1 (MobileMe)

MobileMe Gallery

MobileMe is a service from Apple Computer that pushes new email, contacts, and calendar events over the air to all your devices. So your iPhone, Mac, and PC stay in perfect sync. No docking required. And that’s just one of many ways MobileMe simplifies your life. At work, at the library, or at a friend’s house. You always have easy access to everything you need — email, contacts, calendars, photos, and files — all in one place. MobileMe web apps look and feel so much like the desktop applications you already use, you might forget you’re using a browser.

Faster than a speeding terabyte. More powerful than an external hard drive. Able to leap websites in a single click. Look! Up in the web browser! It’s a wiki. It’s a blog. It’s MobileMe Man!

Yes, it’s MobileMe Man – strange visitor from another virtual world who came to earth with powers and abilities far below those of mortal men. MobileMe Man – who can change the course of mighty mouse cursors, bend USB cords in his bare hands, and who, disguised as Mr. K, mild mannered technology teacher for a great metropolitan school district, fights a never ending battle for truth, media literacy, and the American way.

Introductory Release

Episode 1

Little Tommy Cannot Share

Episode 2

The Dark Cloud

Episode 3

What Day Is It?

Episode 4

Can't See The Trees

Episode 5

Big Files Don't Cry

Episode 6

eMail, iMail, meMail, myMail

Resources

Apple. (2009). MobileMe. [Image]. Retrieved November 30, 2009, from http://www.apple.com/mobileme

The Beatles. (1965). Yesterday. Retrieved December 6, 2009, from personal collection.

Easy Beats. (1964). I’ve got friday on my mind. Retrieved December 6, 2009, from personal collection.

Elton John. (1977). Saturday’s all right for fighting. Retrieved December 6, 2009, from personal collection.

Four Seasons. (1964). Big Girls Don't Cry. Retrieved December 26, 2009, from personal collection.

Kastner, E. (2009). Spell with flickr. Retrieved December 6, 2009, from http://metaatem.net/words/

Klatskin, L. (1951). Adventures of superman. Retrieved December 3, 2009, from personal collection

The Mamas and Papas. (1966). Monday, monday. Retrieved December 6, 2009, from personal collection.

Moody Blues. (1967). Tuesday afternoon. Retrieved December 6, 2009, from personal collection.

Rolling Stones. (1966). Ruby tuesday. Retrieved December 6, 2009, from personal collection.

Scott, W. & Blackwell, O. (1962). Return to sender. Retrieved December 28, 2009, from personal collection.

The Who. (1968). Christmas. Retrieved December 6, 2009, from personal collection.

Williams, J. (1980). Empire strikes back imperial march. Retrieved December 6, 2009, from personal collection.

BP10_20091202_PeerReviewCaruso

My replies to posts from classmates:

http://melissacaruso.blogspot.com/2009/12/bp0620091201antiteaching.html#comments

BP06_20091201_AntiTeaching

I agree with the students that participated in the survey for the “Vision of Today’s Students” that most reading assignments I was given in my bachelor’s program did not seem meaningful or relevant, thus not making me motivated or engaged. Classes in which the material was relevant to my degree or career provided a more significant purpose for reading, reflecting, and completing an activity or project. Because I knew it was important for me to know and understand the material for my future for my own benefit, I was more apt to put my best effort into it.

I don’t think that PLE with CMS are the end all, be all, for fixing the relevance and significance issue. But I think using technology seems to increase motivation and participation in a lot of cases, so it would be a start to hooking the learner and possibly keeping them engaged. Using web 2.0 tools would assist interpersonal learners with collaboration abilities, social interactions, and building on group members’ ideas. They also may work well for linguistic learners who can use their words to express their learning, but kinesthetic and intrapersonal learners’ needs may not be met with these tools. Using a virtual environment would allow for social interactions, building on ideas, and collaboration that may not be present in a real classroom. Teachers could use the discussion approach or even the direct approach with a guided practice on a web 2.0 tool to integrate virtual environments to increase participation and motivation.

Editors for eSchool News state “Skills such as global literacy, computer literacy, problem solving, critical thinking, creativity, and innovation have become critical in today’s increasingly interconnected workforce and society--and technology is the catalyst for bringing these changes into the classroom.” I strongly agree that technology is the catalyst to encourage growth and change, and adding virtual environments, web 2.0 collaborations, and personal learning environments would create a toolbox for students to increase the above-mentioned skills. I think key components for a new school in the 21st century would be flexibility, access, equipment, and support.

1. Flexibility for teachers is important so teachers can take advantage of teachable moments, facilitate questioning, guide research and discovery, and chose their method of data collection and multimedia implementation.

2. Access is important because schools block a lot of sites and online tools that would be very meaningful and beneficial for students in fear of inappropriate sites, postings, and lawsuits. Students and parents given access would need to be held to a higher degree of trust that Internet activity remains appropriate and a plan of action for violations would need to be created and strictly enforces in order for blocks to be removed. For teachers to encourage global literacy, communication, and computer literacy, access is needed for students to communicate, share, and contact with peers and experts around the globe. Restricting access prohibits growth and learning.

3. Equipment is important, as well. Technology changes quickly and the equipment used in schools today that is between 3 and 7 years of age are not always capable of the actions desired or operate the most recent systems available. For us to create innovative, critical thinkers, students need equipment that is new or only a year or two old.

4. Support for teachers is also important and necessary in order for teachers to be supportive for students. Integrating a higher degree of technology use allows for extreme differentiation to take place for students, scaffolding on each individual’s prior knowledge and not stifling personal growth due to a learning curve. But differentiation requires planning time and also staff development. Administrators providing this support for their staff are sure to see the most impact to the students in the long run.

Now that I've been in the trenches and see the needs that teachers have, I think I would make a great administrator :).

Week 2-Media Literacy-Discussion Board 2

My 3 basic rules for my students are simple: no lying, no cheating, no stealing. As I tell them, if you follow these 3 rules you will probably be following all other rules known to man, or woman.

While I have never played drums for the Rolling Stones, I am pictured with them at the 2006 SuperBowl. While I have never had the Beatles as close friends, I appear on three album covers with them. While I have never met any president, I stand with the 5 living presidents in the Oval Office at the White House. Forest Gump is a great example of how you don’t have to be anywhere to do anything to anyone at any time. There is no longer who, what, where, when, why and how. Only the how exists in everything as in, “How did they do that?” Is it cheating? Is it Lying? Is it stealing?

Media has changed the way we do everything. “Advertising: It's Everywhere. No, it's not your imagination. The amount of advertising and marketing North Americans are exposed to daily has exploded over the past decade; studies show, that on average we see 3,000 ads per day. At the gas pumps, in the movie theatre, in a washroom stall, during sporting events—advertising is impossible to avoid.” (Media Awareness Network, 2005)

“The new media environment is rich with potential for excellence. But it is equally open to error, honest or otherwise, and persuasion morphs into manipulation more readily than ever.” (Gillmor, 2009)

“Despite the manner of consumption, it seems that visual information is no different than print in the matter of literacy. It is a requirement that everyone be exposed to education so they can learn to not only read, but to understand different styles of writing, and interpret the personal biases, misinformation, propaganda, or other forms of attempted manipulation that can exist in print. Why should visual and electronic information be different? Without an adequate understanding of the content being consumed, masses have been swallowed themselves into a spectacle focusing on idealized wealth, youth, and sex that do not exist in reality the same way they do on the screen.” (Montifort, 2009)

So what is my point? Trust no one. It is all a conspiracy. The end is coming. Technology is evil. Maybe all of these and may none of these or maybe take each with a grain of salt.

No, we have to educate today’s students to be media literate, not just book literate. If our students cannot distinguish between fact and fiction, how can they live in the real world? Media literacy is no small objective. With information piling up 24/7 and really no one to edit it, who is the final judge of truth or consequences? Who is to say what is fact, part truth, a little white lie, or a complete fabrication?

Beatles. (1964). Beatles for sale. [Image]. Retrieved from private collection.

CBS Studios. (2009). Barack Obama joins former presidents for historic lunch. [Frame]. Retrieved January 7, 2009, from http://www.etonline.com/news/2009/01/69451

Gillmor, D., (2009). New Media Literacy: Core Principles, Best Practices, Strategy And Ethics For The Independent Web Publisher - Part 1. Retrieved December 2, 2009, from http://www.masternewmedia.org/new-media-literacy-core-principles-best-practices-strategy-and-ethics-Part-1/

Media Awareness Network. (2009). Advertising: it’s everywhere. Retrieved June 27, 2005, from http://www.media-awareness.ca/english/parents/marketing/advertising_everywhere.cfm?RenderForPrint=1

Montifort, D., (2009). The Importance of Media Literacy. Retrieved Decemeber 2, 2009, from http://www.ifc.com/makemediamatter

BP09_20091202_FlickrLesson

SMILE (Solving Media Illiteracy Literally Everywhere)

My current plans for the Flickr are to use it to post spelling and vocabulary words for 1^st graders in another location. My 7^th and 8^th grade students will create original projects each using one of the spelling words to pronounce, spell, and use original artwork to instruct the 1^st graders. The projects will then be made into podcasts, movies, or presentations to deliver to others via the Flickr website.

My students will learn to use GarageBand, iMovie, Keynote, Photoshop Elements, and other software to create their original works. They will then learn how to upload the final projects to the Flickr website for viewing by the 1^st graders and their parents and classmates. If this is successful, we will offer the online dictionary to other schools as well.

The ultimate goal for this project is to create a multi-lingual source for students and other learners around the world to learn their language as well as learn additional languages.

Flickr now allows users to upload both images and videos. We will make some projects private and others public, depending upon school district requirements. “There are two types of public groups: anyone can join and invitation only. Group administrators can choose to show or hide the group photo pool and discussion topics at any time. Private groups are not listed anywhere on the Flickr site. You can join them only by invitation.” (Flickr, 2009)

“With a free account, you can upload photos up to 10MB in size. If you have a Pro account, you can upload photos up to 20MB. Video sizes are limited to 150MB.” (Flickr, 2009)

“On a free account, Flickr limits the number of photos displayed. If you have fewer than 200 photos, we display them all. If you have more than 200 photos, only the most recent 200 are displayed.” (Flickr, 2009). In addition, you are limited to 2 video uploads a month with a free account.

Because of the free limits, we will try to establish different user names for each library set.

My Full Sail set is at:

http://www.flickr.com/photos/tkfullsail/sets/72157622776531031/

Yahoo. (2009). http://www.flickr.com

BP08_20091202_Tool#3 (Discovery Puzzlemaker)

The second Web 2.0 tool is Puzzlemaker from Discovery Education. "Puzzlemaker is a puzzle generation tool for teachers, students and parents. Create and print customized word search, criss-cross, math puzzles, and more—using your own word lists." (Discovery, 2009)

"Make a puzzle now! It’s free!

Choose a type of puzzle from the list below and make your own puzzle online for classroom or home use. Click a link below to try making your own. I plan to use these for student creations for all classes across the curriculum.

Word Search

Criss-Cross

Double Puzzles

Fallen Phrases

Math Squares

Mazes

Letter Tiles

Cryptograms

Number Blocks

Hidden Message

Licensing & Copyright

All website design, text, graphics and the selection and arrangement thereof ©1999, 2007 Discovery Communications, LLC. Puzzles ©1998 Network Solution Developers, Inc. ALL RIGHTS RESERVED.

Permission to Use Puzzles

Permission is granted to print unlimited copies of puzzles if used for classroom use only."

(Discovery, 2009)

Discovery. (2009). http://puzzlemaker.discoveryeducation.com/

BP07_20091202_Tool#2 (MobileMe Gallery)

Discovering Web 2.0 Tools

The first web 2.0 tool I am going to use is MobileMe Gallery. MobileMe has a number of tools and Gallery is just one of them. "When your friends and family visit your MobileMe Gallery, they’re in for a show. Just upload photos from your computer or iPhone to your Gallery, and invite people to visit, download their favorites, and even contribute their own. With beautiful animated views, everyone will see your photos come to life." (Apple, 2009)

"Just a few of the features of Gallery include:

• Creating a Gallery album using the Gallery application
• Creating a Gallery album using iLife or Aperture
• Adding photos from your desktop to your Gallery
• Adding photos via email or mobile phone to your Gallery
• Adding photos directly from your iPhone to your Gallery
• If you can't add photos to your Gallery
• Changing Gallery album, photo, or movie titles
• Rearranging items in your Gallery
• Changing the name of your Gallery
• Allowing or preventing downloads from your Gallery
• Allowing or preventing contributions to your Gallery
• Synchronizing your Gallery
• Removing items from your Gallery" (Apple, 2009)

My current plans for the Gallery are to use it to post spelling and vocabulary words for 1^st graders in Tampa, Florida. My 7^th and 8^th grade students will create original projects each using one of the spelling words to pronounce, spell, and use original artwork to instruct the 1^st graders. The projects will then be made into podcasts, movies, or presentations to deliver to Tampa via the MobileMe Gallery. My students will learn to use GarageBand, iMovie, Keynote, Photoshop Elements, and other software to create their original works. They will then learn how to upload the final projects for viewing by the 1^st graders and their parents and classmates. If this is successful, we will offer the online dictionary to other schools as well.

http://www.apple.com/mobileme

The following videos will provide guidance in the use of MobileMe Gallery.

+_+_+_+_+_+_+_+_+_+_+_+_+_+_+_+_+_+_+_+_+_+

Apple.(2009). http://www.apple.com/mobileme

BP06_20091201_AntiTeaching / CBL / PLE

So what might be anti-teaching? What could be personal learning environments?

“If you want to see the significance problem first hand, visit a classroom and pay attention to the types of questions asked by students. Good questions are the driving force of critical and creative thinking and therefore one of the best indicators of significant learning. Good questions are those that force students to challenge their taken-for-granted assumptions and see their own underlying biases.

Oftentimes the answer to a good question is irrelevant – the question is an insight in itself. The only answer to the best questions is another good question. And so the best questions send students on rich and meaningful lifelong quests, question after question after question.” (Wesch, 2008)

“A personal learning environment (PLE) describes the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals. A PLE is frequently contrasted with a learning management system in that an LMS tends to be course-centric, whereas a PLE is learner-centric. At the same time, a PLE may or may not intersect with an institutional LMS, and individuals might integrate components of an LMS into the educational envi­ronments that they construct for themselves. A typical PLE, for ex­ample, might incorporate blogs where students comment on what they are learning, and their posts may reflect information drawn from across the web—on sites like YouTube or in RSS feeds from news agencies. While most discussions of PLEs focus on online environments, the term encompasses the entire set of resources that a learner uses to answer questions, provide context, and il­lustrate processes.” (Educause, 2009)

"As most of us know from our own experience, the best learning almost always occurs in the absence of a teacher, for it is then that learners are free to pursue with great passion the questions that are meaningful and relevant to their own lives. Focusing on the quality of learning, rather than the quality of teaching transforms the entire educational agenda." (Wesch, 2008)

I don’t mean to keep speaking about Challenge Based Learning (CBL), however, the quotes from the “Anti-Teaching: Confronting the Crisis of Significance” by Michael Wesch, and the quotes from "7 Things You Should Know About...Personal Learning Environments" by Educause, describe CBL to some extent.

“Legislative efforts, then, have not only failed to improve performance, but are also failing to keep kids in school. The evidence shows that one of the main reasons students are leaving is because they are disengaging from school.” (Hernandez Jozefowicz-Simbeni (2008); Neild et al. (2008)).

“While some factors leading to disengagement are related to their home life and family issues, it is becoming clear that an important factor is that students feel very strongly that what they are learning in school is not relevant to their lives.” (United States General Accounting Office (2002)).

“Surveys of students who have left school have revealed that a lack of perceived connection between the curriculum and their everyday life or future work was a key factor, and many former students felt that more could have been done to keep them engaged through the type of schoolwork they were asked to do.” (See Bridgeland, et al. (2006), in which 71% of respondents reported losing interest in their freshman or sophomore year; 47% reported that they left school because the class work was uninteresting).

“Through the years, similar approaches including project based learning and contextual teaching and learning have been attempted, evaluated, and enjoyed by teachers and students alike; student learning in problem-based courses has been documented; yet the norm continues to be lecture-based instruction focused on what will be on the test.” (See, for instance, Pearlman (2006); Saye and Brush (2004); Ward and Lee (2004); Maxwell et al. (2001); and Berns and Ericson (2001)).

“PLE’s represent a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize. In this context, the PLE functions as an extension of the historical model of individual research. Be­cause they emphasize relationships, PLEs can promote authentic learning by incorporating expert feedback into learning activities and resources. A PLE also puts students in charge of their own learning processes, challenging them to reflect on the tools and resources that help them learn best. By design, a PLE is created from self-direction, and therefore the responsibility for organiza­tion—and thereby for learning—rests with the learner.” (Educause, 2009)

“Instead, what is needed is a new teaching model that incorporates the best aspects of problem based learning, project-based learning, and contextual teaching and learning while focusing on real problems faced in the real world. This model must engage students’ curiosity and desire to learn. It must make the solving of real problems the center of the curriculum, give students access to 21^st century tools, and require them to work collaboratively and manage their own time. It must allow students to direct the course of their learning and engage teachers in a supportive, very necessary role as guides. Challenge-based learning is such a model.” (The New Media Consortium, 2009)

“Challenge-based learning builds on the successes of problem-based learning models where students engage in self-directed work scenarios (or “problems”) based in real life. In challenge-based learning, as in problem-based learning, the teacher’s primary role shifts from dispensing information to guiding the construction of knowledge by his or her students around an initially ill-defined problem. Students refine the problem, develop research questions, and investigate the topic using a wide variety of primary source material, and work out a variety of possible solutions before identifying the most reasonable one. Documentation of the process and a high-quality production of findings further serve to give the process relevance to the world of actual work.” (The New Media Consortium, 2009)

“A unique feature of challenge-based learning is that problems are tied to an idea of global importance (war, say, or the sustainability of water). Students are able to research the area of the challenge in terms of events taking place in the world around them, strengthening the connection between what they learn in school and what they perceive outside it. They then work in teams of co-learners, further increasing their interest in the process and giving them valuable experience in team dynamics and collaborative work. Teachers act as coaches to the student-centered communities of practice, addressing individual questions and concerns and stepping in to help the students retain their focus if the problem seems too large.” (The New Media Consortium, 2009)

Because challenge-based learning takes its ideas from real-world issues that students then must translate into solutions of local applicability, a very wide range of curricular areas can be addressed. When integrated as a regular part of the curriculum, challenge-based learning practices naturally lead to discovery of relevant subject matter in many areas. Because problems do not need to be invented — the challenges are real — students connect what they are learning with their own experiences.” (The New Media Consortium, 2009)

“When students recognize their own importance in helping to shape the future of this increasingly global, interconnected society, the significance problem fades away. But simply telling them this narrative is not enough. The narrative must become pervasive in the learning environment. There are many ways to do this.” (Wesch, 2008)

“Personal Learning Environment is an evolving term, one without a single, widely accepted definition. Even as defined here, the con­cept remains somewhat amorphous, made up of disparate re­sources—including people—often beyond the boundaries of the institution or the user that can come and go, creating a lack of continuity. For academics, a simple reference to sources may not be enough in such an environment, as data can easily disappear. As a learning platform that is by definition always evolving, a PLE requires students to engage in ongoing decision making to main­tain, organize, and grow their learning environments. The process of self-directed learning requires a degree of self-awareness, and it must be given time to mature. Some students, however, may have never taken the time to think about their own meta-cogni­tion or to reflect on how they learn best. These less experienced students may not be ready for the responsibility that comes with building and managing a PLE. Furthermore, despite their ability to quickly learn new online tools and computer applications, many students lack the information fluency necessary to recognize when a writer speaks from authority, for example, or when a nar­rative is opinion. While the PLE offers the opportunity to sharpen these skills, instructors may find it useful to discuss the hallmarks of a well-thought-out argument and to underscore caution in ac­cepting “facts” presented by peers and anonymous posters.” (Educause, 2009)

“Access to technology, an integral part of challenge-based learning, can help teachers overcome some of the other constraints of problem-based learning. Ubiquitous Internet access in a one-to-one setting opens the door for students to use online tools for collaboration and communication, often the same tools that are used in the modern workplace. Students have access to a wider range of resources, including current news articles, research, and even experts around the world.

A key feature of challenge-based learning is that it appropriates the networking tools and media production techniques already being used in daily life by many 21st century learners. In preparing the final products of their research — presentations of their chosen solutions — students draw upon photography, videography, audio recording, and writing skills that they may already be using as web content producers. If they are not already doing those things, challenge-based learning provides an engaging opportunity for them to hone these kinds of high-level communication skills.” (The New Media Consortium, 2009)

“Challenge-based learning motivates students to come to class and do well. It leverages technology tools to put the daily experiences of students in the service of their education. It focuses learning on real-world issues, gives students a chance to work on important problems, gets their voices heard, and empowers them to influence their community for the better. Challenge-based learning has real potential to reverse the slipping trend of poor retention, low scores, and disengagement, turning learning into an exciting, meaningful experience — as it is meant to be.” (The New Media Consortium, 2009)

“Challenge-based learning is a collaborative learning experience in which teachers and students work together to learn about compelling issues, propose solutions to real problems, and take action. The approach asks students to reflect on their learning and the impact of their actions, and publish their solutions to a worldwide audience.” (Apple, 2008)

In addition, Mr. Wesch sounds like he is proposing digital storytelling as a means for a final outcome. He states, “The ultimate goal of the course is relatively simple: figure out how the world works . . . My job becomes less about teaching, and more about encouraging students to join me on the quest. Students record the simulation on twenty digital video cameras and we collectively edit the material into one final “world history” video using clips from real history to illustrate the correspondences. We watch the video together during the last week of class as we contemplate our world. By then it seems as if we have the whole world right before our eyes in one single classroom – profound cultural differences, profound economic differences, profound challenges for the future…and one-humanity.”

So, what am I saying? One of my favorite quotes probably says it best, “I have vision, and the rest of the world wears bifocals.” (Cassidy, 1968)

Simply, put, no matter what the label (anti-teaching, CBL, problem based learning), students need to feel a part of their learning environment they can touch. The students need to see how they can make a difference; they need to sense progress in their own lives. To paraphrase Shakespeare, “To be (a part of the solution), or not to be (a member of society), that is the (essential) question.”

So the essential questions are: Are virtual learning environments with course management systems the answer? What about PLEs and Web 2.0 tools? Is technology itself enough? What are the key components you would include in new schools?

Answering these questions is easy. Each of us learns new things all the time (at work, home, on way to and from, hearing, seeing, tasting, smelling, dreaming, touching, and even thinking). We all learn differently. Some call this differentiated instruction; some say it is a learning style, or PLE. It doesn’t matter if it is one-intelligence or multiple, it doesn’t matter if it is right brained or left, and it doesn’t matter if it is brained-based at all. What does matter is IF I learn it and can apply it to my own life and share it with others.

Without communication, nothing is possible. Whether students learn in a virtual world, a classroom, online, a combination of these, or some other way is not relevant. If a student learns something and can apply it to his/her own life and can share it with others, we have succeeded in educating the student. We teach to each student’s PLE and should be using all tools, not just Web 2.0 tools. My new school is the world, and everything in it.

“The challenge for me has always been engaging students with technology to create a variety of disciplined communications. Classroom innovation comes from educating each student with challenge-based learning so each can successfully use his or her imagination to transform ideas into real world solutions through a vast array of multimedia. I facilitate the expansion of student experimentation while making every attempt to follow both state and national technology goals. My name is Tom Kowalewski and I am an Apple Distinguished Educator.” (Kowalewski, 2009)

References

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Berns, R. and Erickson, P. (2001). Contextual Teaching and Learning: Preparing Students for the New Economy. The Highlight Zone: Research @ Work No. 5.

Educause. (2009). 7 things you should know about... Personal Learning Environments. This work is licensed under a Creative CommonsAttribution-NonCommercial-NoDerivs 3.0 License. http://creativecommons.org/licenses/by-nc-nd/3.0/

Hernandez Jozefowicz-Simbeni, D.M. (January 2008). An Ecological and Developmental Perspective on Dropout Risk Factors in Early Adolescence: Role of School Social Workers in Dropout Prevention Efforts. Children & Schools, 30(1), 49-62.

Johnson, Laurence F.; Smith, Rachel S.; Smythe, J. Troy; Varon, Rachel K. (2009). Challenge-Based Learning: An Approach for Our Time. Austin, Texas: The New Media Consortium.

Maxwell, N., Bellisimo, Y., Mergendoller, J. (March/April 2001). Problem-Based Learning: Modifying the Medical School Model for Teaching High School Economics. The Social Studies, 92(2), 73-78.

Pearlman, B. (2006). Twenty-first century learning in schools: A case study of New Technology High School in Napa, California. New Directions for Youth Development, 110. Wiley Periodicals, Inc. Published online in Wiley InterScience www.interscience.wiley.com

Saye, J. and Brush, T. (Summer 2004). Scaffolding Problem-Based Teaching in a Traditional Social Studies Classroom. Theory and Research in Social Education, 32(3), 349-378.

United States General Accounting Office. (2002). School Dropouts: Education Could Play a Stronger Role in Identifying and Disseminating Promising Prevention Strategies. GAO-02-240.

Ward, J. D. and Lee, C. L. (2004). Teaching Strategies for FCS: Student Achievement in Problem-Based Learning Versus Lecture-Based Instruction. Journal of Family and Consumer Sciences, 96(1), 73-76.

Wesch, M. (2008). Anti-teaching: confronting the crisis of significance. Education Canada, Canadian Education Association.