EdTechTalk

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55:46 minutes (38.29 MB)

On this episode of TTT we have a conversation about democratic education and IDEC 2013, the 21st annual International Democratic Education Conference, which will be held in Boulder, Colorado this August 4-8.

Participants in this episode of TTT are:

What is IDEC?
IDEC 2013 will be a unique international gathering of changemakers—practitioners, organizers, academics, youth, and educators—built around how we can transform our communities, schools, and learning to ensure that all young people can engage meaningfully in their education and gain the tools to build a just, sustainable, and democratic world. The experience will include a rich blend of pre-scheduled events and the fluidity needed to host conversations, workshops and strategy sessions using a hybrid of Open Space Technology. Be prepared for a conference experience unlike any other – we’ll be pushing the boundaries of what we mean by learning, sharing, connecting and creating.
http://www.idec2013.org/about/democraticeducation/
http://www.idec2013.org/registration/

What makes IDEC 2013 remarkable?
IDEC 2013 is a place where the world learns together about learning. IDEC, now in its 21st year, is hosted by teams of educators from different countries and continents each year. This is the first time in ten years that it has been held in the United States. From Korea to Israel and Brazil to India, IDEC offers participants the space, prompts, and process to learn about the future and history of learning.

What is democratic education?
In communities around the world, a story is unfolding of young people, educators, networks, and communities generating solutions to the challenges of today’s complex world. That unfolding story is the story of democratic education.

Democratic education is not a type of school or research-based practice. It isn’t one kind of learning program or philosophy. It is a frame. It’s a way of gathering together a vast set of ideas, resources, and visions so that a powerful story can be told that reclaims education for people and communities. There are thousands of people and organizations around the globe engaged in democratic education. Many have similar values but different definitions. IDEC 2013 is for all of them.

Click Read more to see the chat that was happening during this live webcast.

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62:01 minutes (42.59 MB)

On this episode of TTT Monika Hardy and Paul Allison talk with Valerie Burton and Chad Sansing. We are also be joined by Jo Paraiso, whose students in Oakland, CA have been all over Youth Voices recently: http://youthvoices.net/Fremont

What have you been noticing? What dreams are you working to make come true? What connections are you making with people and ideas? What are you doing that's awesome?

Click Read more to see the chat that was happening during this live webcast.

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63:48 minutes (43.81 MB)

Another story of +Connected Learning on this episode of TTT.

We are joined by Ed Martinez, +Fred Mindlin, and Dan Spelce to discuss "Forage IV," a pilot program supported in part by NWP's collaboration with the MacArthur Foundation's Digital Literacy Initiative.

Integrating art with environmental education, we support teachers in linking their existing curriculum to a student-led interest-driven project, collaborating with practicing artists.

The Project web site is http://forage.storyreach.com/

We are also joined by Jennifer Woollven, Joel Malley, Scott Shelhart and Kelsey Shelhart.

This is a story for the National Writing Project's Connected Learning Inquiry Group's Session 6 - Connected Learning is Production Centered http://connect.nwp.org/online-learning-connected-learning/p/16923

This story helps us put learning narratives next to this description of connected learning from The Digital Media & Learning Research Hub http://dmlhub.net/ :

Connected learning environments are designed around production, providing tools and opportunities for learners to produce, circulate, curate, and comment on media. Learning that comes from actively creating, making, producing, experimenting, remixing, decoding, and designing, fosters skills and dispositions for lifelong learning and productive contributions to today’s rapidly changing work and political conditions.

This webcast is one in a series that we've been doing recently where we are asking: Where are the classrooms that are doing this well and how do they ensure that the other principles are in place?

Enjoy!

Forage III hanging in a window of the Ritt in Santa Cruz, CA

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70:29 minutes (48.4 MB)

On this episode of TTT we learn more about connected learning, city as school, using media in justice-based education and more!

Educators from the Detroit Future Schools (DFS) program http://schools.detroitfuture.org share their experiences of attempting to re-invent the practice and purpose of education. They discuss the transformative processes that they use in classrooms along with student-generated media projects. Furthermore, theyshare how the DFS network is growing and refining its vision. 

Enjoy this conversation with +Ammerah Saidi and +ms filipiak from Detroit Future Schools and +Christina Cantrill From the National Writing Project (NWP) in Philadelphia and leave with replicable teaching practices, ideas for school-community interactions, and links to further resources, like this post by Danielle Filipiak on the NWP's Digital Is: "My Homeland:" A Connected Learning Media exchange project between South Korean and Detroit HS Students http://digitalis.nwp.org/resource/3842

In addition we connected with +Fred Haas and +Chris Tsang from the Boston Writing Project, just after the bombing at the Marathon. 

Here's more about Ammerah Saidi and Danielle Filipiak:

Ammerah Saidi graduated from the University of Michigan-Dearborn with a B.A. in English and Psychology certified as a secondary teacher. For four years, Ammerah taught in Detroit, Michigan and for one year in Al Hada, Saudi Arabia at an international school. She graduated from the Harvard Graduate School of Education with a Masters in School Leadership and is a coordinator for the Detroit Future Schools Program.

Danielle Filipiak is currently a doctoral student in English Education at Teachers College-Columbia University. She is interested in the multiple ways that students use literacy to navigate the hybrid and evolving contexts/landscapes around them. She has a decade of teaching experience and have also served in roles such as: teacher organizer, consultant, NWP Urban Sites leadership team member, school board member, co-founder of the Detroit Educator Network, and member of the Detroit Future Media program, a digital justice initiative in Detroit looking to reinvent the practice and purpose of educaiton.

Here are some of the resources Danielle describes on this episode of TTT: 

• http://digitalis.nwp.org/resource/3400 Using Media to Reclaim the Hood: Essential Questions and Powerful English Pedagogy  
• Student work examples are here: http://digitalis.nwp.org/resource/3405
• Video is here: http://digitalis.nwp.org/resource/3842 and http://digitalis.nwp.org/resource/2740 I Love My City: Youth as Problem Solvers and Creators in 21st Century Classrooms  
• Western International High School Walkout http://www.youtube.com/watch?v=_8b311afSYY

 

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Educational Technology and Related Education Conferences

for June to December 2013

Prepared by Clayton R. Wright, crwr77 at gmail.com, May 13, 2013

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67:41 minutes (46.48 MB)

Organizers from IDEA democraticeducation.org and IDEC idec2013.org join us on this episode of TTT. This is the first of a series of ongoing conversations. Join us for Part 2 of Planning for IDEC on Wednesday, May 8 at 9PM ET/6PM PT.

On this episode, we share/converse/think aloud about the IDEC conference coming up on August 4-8 at Colorado University, Boulder.

IDEC, now in its 21st year, is hosted by teams of educators from different countries and continents. This is the first time in ten years that it has been held in the U.S. Democratic education is not a type of school or research-based practice.

It isn’t one kind of learning program or philosophy. It is a frame. There are thousands of people and organizations around the globe engaged in democratic education. IDEC 2013 is for all of them.

 

Click Read more to see the chat that was happening during this live webcast.

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66:55 minutes (45.95 MB)

On this episode of TTT we are joined by Peer to Peer University's Vanessa Gennarelli @mozzadrella & Dirk Uys to discuss discuss P2PU's new badges http://badges.p2pu.org.

About a month ago, on the P2PU blog, Vanessa wrote about P2PU's lanch of a New Version of Badges:

As Grantees of the Digital Media and Learning Competition http://dmlcompetition.net/Competition/4/winners.php, Peer 2 Peer University has created a platform for anyone who wants to make and issue Badges. We launched badges.p2pu.org at the DML Conference in Chicago last week to an amazing response. Folks were very receptive to our project-based and feedback-driven approach. Here’s a bit of a walkthrough on what that means, and how you can use it. (Read more: http://goo.gl/bWSER). 

Read more http://goo.gl/bWSER, and enjoy this episode of at Teachers Teaching Teachers. We were also joined by two other heroes of open education and open badges Leah MacVie and Jane Park

 

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Richard West joined Jennifer Maddrell in a live webcast at EdTechTalk.com to discuss his perspective on how to design and support environments for fostering collaborative innovation, including his research on studio learning opportunities. Rick is an Assistant Professor in the Instructional Psychology & Technology department at Brigham Young University.

64:07 minutes (58.7 MB)

Richard West joined Jennifer Maddrell in a live webcast at EdTechTalk.com to discuss his perspective on how to design and support environments for fostering collaborative innovation, including his research on studio learning opportunities. Rick is an Assistant Professor in the Instructional Psychology & Technology department at Brigham Young University. 

• Rick's BYU bio: http://education.byu.edu/directory/view/richard-west
• Rick's personal website: http://richardewest.com/
• Rick's paper we planned to discuss "Learning to design collaboratively: Participation of student designers in a Community of Innovation" -> http://bitly.com/17iENnH
• Rick's other papers: http://www.mendeley.com/profiles/richard-west1/

Contact us on Twitter @jenm (Jennifer) and @richardewest (Richard) 

This webcast is part of the Designers for Learning project. Find out more about the project at http://designersforlearning.org/

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Dr. Trey Martindale joined our live webcast on EdTechTalk.com to discuss the instructional design consultancy established within the Instructional Design and Technology (IDT) program at the University of Memphis ... see http://www.memphis.edu/idt/consulting/ ... From the mission statement of the consultancy, the program equips IDT students for successful careers in e-learning, instructional design, and educational technology through practical experience with real clients. Trey is an Associate Professor in the University of Memphis IDT program.... see http://treymartindale.com/about/

Contact us on Twitter @jenm (Jennifer) and @treymartindale (Trey)

This webcast is part of the Designers for Learning project. Find out more about the project at http://designersforlearning.org/

41:34 minutes (38.06 MB)

Dr. Trey Martindale joined Jennifer Maddrell in a live webcast on EdTechTalk.com to discuss the instructional design consultancy established within the Instructional Design and Technology (IDT) program at the University of Memphis ... see http://www.memphis.edu/idt/consulting/ ... The program equips IDT students for successful careers in e-learning, instructional design, and educational technology through practical experience with real clients. Trey is an Associate Professor in the University of Memphis IDT program.... see http://treymartindale.com/about/

Contact us on Twitter @jenm (Jennifer) and @treymartindale (Trey)

This webcast is part of the Designers for Learning project. Find out more about the project at http://designersforlearning.org/

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Robert Squires joined our live webcast on April 12, 2013 to discuss his perspective on designing learning opportunities for online students. Robert is the Director of Instructional Design and Technical Support at the University of Montana UMOnline - School of Extended and Lifelong Learning.

55:14 minutes (50.57 MB)

Robert Squires joined our live webcast on April 12, 2013 to discuss his perspective on designing learning opportunities for online students. Robert is the Director of Instructional Design and Technical Support at the University of Montana UMOnline - School of Extended and Lifelong Learning. See … http://umonline.umt.edu/administration/default.php

To contact us: Jennifer on Twitter @jenm, and Robert at robert.squires@umontana.edu

This webcast is part of the Designers for Learning project. Find out more about the project at http://designersforlearning.org/

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62:43 minutes (43.06 MB)

On this episode of TTT join Will Richardson @willrich45 to discuss: With teachers and learning everywhere, why do we need schools? This is the third in a series of webcasts done in collaboration with the National Writing Project's Connected Learning Inquiry Group, which is led by Jennifer Woolven @mswollven and Joel Malley @joelmalley.

On this episode of TTT Paul Allison, Monika Hardy, and Chris Sloan are are joined by Jon Barilone, Jennifer Woollven, Will Richardson, Joel Malley, and Kim Douillard.

This is Will Richardson's About page at http://willrichardson.com/about

A parent of two middle school aged children, I’ve been thinking and writing about the intersection of social online learning networks and education for the past 10 years at Weblogg-ed.com, in numerous journals and magazines such as Ed Leadership, Education Week and English Journal, and most recently atwillrichardson.com. I’m an outspoken advocate for change in schools and classrooms in the context of the diverse new learning opportunities that the Web and other technologies now offer.

A former public school educator for 22 years, I’m a co-founder of Powerful Learning Practice (http://plpnetwork.com), a unique professional development program that has mentored over 5,000 teachers worldwide in the last five years. My first book, Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (Corwin Press, 3rd Edition 2010) has sold over 80,000 copies and has impacted classroom practice around the world. My second book, Personal Learning Networks: Using the Power of Connections to Transform Education, (Solution Tree) was released in May, 2011. And my third book, a collection of blog posts titled Learning on the Blog, was published in August of 2011 by Corwin Press.

Over the past six years, I’ve had the amazing opportunity to speak and work with to tens of thousands of educators in over a dozen countries about the merits of online learning networks for personal and professional growth. I’m proud to ba a national advisory board member of the George Lucas Education Foundation, and a regular columnist for District Administration Magazine.

When I’m not on the road, you can find me in rural New Jersey with my wife Wendy and my children Tess and Tucker

Read Why School? How Education Must Change When Learning and Information Are Everywhere, then enjoy this episode of Teachers Teaching Teachers.

Here's Amazon's Book Description of Why School? http://goo.gl/joIS9September 10, 2012

Traditional educators, classrooms, and brick-and-mortar schools are no longer necessary to access information. Instead, things like blogs and wikis, as well as remote collaborations and an emphasis on 'critical thinking' skills are the coins of the realm in this new kingdom. Yet the national dialogue on education reform focuses on using technology to update the traditional education model, failing to reassess the fundamental design on which it is built.

In 'Why School?,' educator, author, parent and blogger Will Richardson challenges traditional thinking about education — questioning whether it still holds value in its current form. How can schools adjust to this new age? Or students? Or parents? In this provocative read, Richardson provides an in-depth look at how connected educators are beginning to change their classroom practice. Ultimately, 'Why School?' serves as a starting point for the important conversations around real school reforms that must ensue, offering a bold plan for rethinking how we teach our kids, and the consequences if we don't.

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56:48 minutes (52 MB)

This webcast is part of the Designers for Learning project. Find out more about the project at http://designersforlearning.org/

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TTT#341 Spring Meet and Greet with Fred Mindlin, Jo Paraiso, Jerery Hyler, Joel Malley, Jim Nordlinger, and Loren ELF 3.20.13

61:31 minutes (42.24 MB)

Share what's new on this week's episode of Teachers Teaching Teachers (TTT). We have an exciting line-up of topics and guests over the next several weeks, and so on this episode we decided to learn from each other.

TTT started with a group of teachers getting together, just sharing what they are noticing, dreaming of, connecting with and doing that was awesome. On this episode of TTT we continue that tradition.

Paul Allison and Monika Hardy are joined by Fred Mindlin, Jo Paraiso, Jerery Hyler, Joel Malley, Jim Nordlinger, and Loren ELF:

We talk a bit about our recent learning experiences at this year's DML conference, introduce new teachers who have just started using Youth Voices, and just basically catch up with each other.

Using Monika Hardy's notion of Detox, we talk about what we are noticing, dreaming of, connecting to, and doing that's awesome.

Enjoy! There are lots of ideas and plans here that we would love to involve you in as well.

Click Read more to see the chat that was happening during this live webcast.

 

 

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On this episode of TTT we discuss the video series, "A Year at Mission Hill" http://ayearatmissionhill.com.

Ten videos. One year. A public school trying to help children learn and grow. The national conversation we need to be having.

Monika Hardy and Chris Sloan host David Loitz who welcomes director, Amy Valens along with the series narrator and education activist, Sam Chaltain . Mission Hill teacher, Jenerrad Williams and Mission Hill parent, Bob Goodman join the conversation as well. And that's not all. We are also joined by IDEA organizers and educators, Jabreel Chisley and Awo Okaikor Aryee-Price.

Our friends at the Institue for Democratic Education in America http://democraticeducation.org/index.php/features/missionhill/ write:

At IDEA, we're proud to be one of the partners behind "A Year at Mission Hill." The project began when filmmakers Tom and Amy Valens spent a year filming at the school community of Mission Hill, with plans for a full documentary release in fall 2013. The web series came together when Tom and Amy reached out to educator and news commentator Sam Chaltain. Sam brought together http://Ashokaashoka.org, IDEA http://democraticeducation.org/index.php/index/, and the NoVo Foundation http://novofoundation.org around the idea of making a series of short episodes to highlight a year in the life of Mission Hill. Under IDEA's leadership, the concept grew into a larger opportunity to share the story across an eclectic coalition of education organizations, schools, and nonprofits. Currently, more than 40 community partners http://ayearatmissionhill.com/index.php/partners will be sharing the film series and offering their own resources to deepen viewers' learning around each chapter.

Maybe you are like Chris Sloan who says, "I'm hooked on the videos A Year at Mission Hill, looking forward to Part 4!"

Or maybe you're just learning of this effort to reimagine public education.

Either way, we invite you to join this important conversation by listening to this episode of TTT.

Click Read more to see the chat that was happening during this live webcast.

 

March 13, 201320:21Mattie Kannard: Am I in the right spot for the ed tech talk?20:58Mattie Kannard: ?20:59karen (@kfasimpaur): Greetings! This is the place.20:59Mattie Kannard: Great!21:00unnamed: Yes21:01Mattie : Is this the only window we'll use?21:02karen (@kfasimpaur): This is the chat window. Above is the video. And to the left is a note pad where we can post links, etc.21:02Mattie : Okay. Thanks!21:03karen (@kfasimpaur): You should be hearing the pre-webinar banter in the video window.21:03Mattie : Got it now.21:03David Loitz: Yes21:04karen (@kfasimpaur): chat seems good here21:08David Loitz: feel free to chime in21:09karen (@kfasimpaur): never seen that before :)21:10Peggy George: hi everyone! my chat window is weird! one inch wide and have to scroll to read or type. :-(21:11karen (@kfasimpaur): Hi Peggy21:12karen (@kfasimpaur): I was really impressed with the transparency at MH that I saw in the first few video segments21:13carey: Hi all! Agreed, Karen. I like what I've seen on their site.21:14karen (@kfasimpaur): more g+ issues than usual tonight....21:15Peggy George: after a reload, now I can see the full chat window and Titanpan but the video is last week's show. Hmmmm21:15karen (@kfasimpaur): hmmm...video is good here21:16Peggy George: before I could see the video and not the chat window21:17karen (@kfasimpaur): "teachers as a cohort of learners"...powerful21:18karen (@kfasimpaur): If you're in the hangout and here, don't play the video on this page :)21:20Mattie : Relationships. That's important. Relationships value each member. Relationships aren't one-way. So important!21:21karen (@kfasimpaur): IDEA ->http://democraticeducation.org/index.php/index/21:22Mattie : When I watched the episodes, I felt at home. It felt just right.21:22karen (@kfasimpaur): We need to see more models of great schools like this. They are out there. Making movies about them is powerful.21:23rach: They are very important and people forget that which is sad21:25David Loitz: great comment21:26David Loitz: can you all see the video?21:26karen (@kfasimpaur): Not really.21:26Peggy George: giving up! I can see the chat but the only video I can see is last week's recording. So sorry. I'll have to watch the recording.21:26karen (@kfasimpaur): Is there a YouTube link for it? (Or maybe it's not public yet.)21:26karen (@kfasimpaur): Sorry, Peggy. See you next time.21:27Mattie : I can't find it on YouTube, so it must not be public.21:30karen (@kfasimpaur): I'm going to go see if we can get a link... brb21:30Mattie : YouTube video is not showing... got the audio.21:32David Loitz: http://youtu.be/9Efoj38lp2w21:32Mattie : Thanks for the link!21:32karen (@kfasimpaur): Thanks, David!21:32karen (@kfasimpaur): Let's pause and all watch the video for a few minutes.21:32Mattie : I'm going to YouTube to watch. THANKS!21:32karen (@kfasimpaur): Yes! Thanks.21:34David Loitz: Thanks everyone for being flexible21:38Mattie : "academics don't exist in a vacuum" :-)21:38karen (@kfasimpaur): That was so powerful.21:38karen (@kfasimpaur): Thank you.21:39Mattie : AWESOME!21:39karen (@kfasimpaur): If you are back and haven't, you can skip back to the "live" part of broadcast above.21:40karen (@kfasimpaur): I've been at schools where teachers aren't permitted to hug (or otherwise touch) the kids. That makes me sad.21:40Mattie : Kids are people. It's that human factor that is key. We're all together in this, and it's important to invite kids into it as human beings. We all need that empathy piece to thrive, to collaborate, to grow.21:40unnamed: where is the live video of this broadcast?21:41karen (@kfasimpaur): It's at the top of this page. (embedded G+ window) Click play an then click ahead to "live"21:41karen (@kfasimpaur): David, thanks for going between the g+ and our chat here. That's helpful. :)21:42karen (@kfasimpaur): @unnamed, did you get to the live video?21:43carey: I love what she's saying right now. There has to be a pretty safe teaching environment for that kind of collaboration to happen.21:43unnamed: @Karen how do I click ahead to live?21:44karen (@kfasimpaur): bottom left corner (next to volume button)21:45Mattie : "that emotional piece" ... the human piece21:45karen (@kfasimpaur): True...Separation of all these issues is a problem.21:45David Loitz: Your welcome!21:46karen (@kfasimpaur): Being able to articulate understanding + empathy at that age is wonderful.21:46karen (@kfasimpaur): (I know adults who can't do that. :)21:48Mattie : That education is not preparation for life, but that it IS life. Deweyism.21:48karen (@kfasimpaur): Yes, this is progressive education, but some of this could be done in any school21:49Mattie : Hard to create this atmosphere when we're tied to weekly "target skills" that don't place value on emotional growth...21:49karen (@kfasimpaur): I would love to hear folks address the film making process -- how it came about, how it's worked, what the future plans are...21:50karen (@kfasimpaur): Getting the msg out about this to the general public seems incredibly important.21:50Mattie : Challenging, but not impossible. We have to think beyond barriers... and shrug off some of the constraints we feel limit us. They don't have to limit us.21:50karen (@kfasimpaur): I agree, Mattie21:50Mattie : @karen -- just watching these episodes would be so empowering for teachers feeling all of the "can'ts"21:51karen (@kfasimpaur): yes...there are so many barriers and challenges that it's esy to get bogged down in them21:52karen (@kfasimpaur): We don't need "permission" to care about every student21:53Mattie : Word! Is that David? Learning IS messy... and unpredictable... and hard to see the end of ... it's a minute-by-minute experiential thing that has a life of its own.21:53carey: exactly, Maddie (and David) :)21:53Mattie : Embracing that is risky for some. It can be scary.21:53carey: Mattie, sorry - spelling... yeesh :)21:53karen (@kfasimpaur): It is scarey...but less so when it's acknowledged21:54David Loitz: Let me know if you want to aska question21:54Mattie : Right. The culture. The climate. The school leadership and colleagues can embrace and support it or build walls.21:54karen (@kfasimpaur): @David, thx. See above about the film making process itself21:54Mattie : What's so special at Mission Hill is that there's a shared vision.21:55karen (@kfasimpaur): Every school that I've been to that has this kind of special environment says it's an issue of deep culture21:56Mattie : We. We. We. :-)21:56Mattie : Empowered by collective caring.21:57karen (@kfasimpaur): and "we as a community" not just a staff or a school21:57Mattie : Yes, @Karen. Deeper, isn't it?21:58karen (@kfasimpaur): definitely21:58karen (@kfasimpaur): I hear a lot of schools pitting themselves agains the community instead of thinking of themselves as a part of it21:59karen (@kfasimpaur): I loved the video where someone said "Our job is to help raise these kids to be a part of a democratic society."22:00Mattie : What is often missing is that true, genuine valuing. Valuing of the human quotient, the community.22:00David Loitz: please tweet some of theses comments using the #yearatMH22:00karen (@kfasimpaur): Yes, blaming others doesn't fix the problems.22:02Mattie : "Each child as unique" -- so much more layered than "Student as data point"22:02Mattie : instagrammed it ... @David. Not on twitter.22:03karen (@kfasimpaur): Mattie, I'll retweet you :)22:03Mattie : :-)22:04karen (@kfasimpaur): You're indirectly on Twitter now :)22:04David Loitz: I am @dloitz on twitter22:04karen (@kfasimpaur): Farm to Table is a great program for this too.22:04Mattie : :-) thanks, @karen :: I think I have an account... I've just never used it.22:04karen (@kfasimpaur): (I *live* on Twitter.)22:05karen (@kfasimpaur): again, teacher as learner...powerful22:05Mattie : Question: How do you bypass the testing and data trap? Is there pressure and how do you counter it? Do you have support from your district?22:05Mattie : This is honey bee poetry right now. :-)22:08karen (@kfasimpaur): well said22:08Mattie : Hooray! :-) I read that book every year before testing! :-)22:10Mattie : :-) Is there an emoticon for "inspired"? Thanks so much for this.22:10rach: I don't know if you touch on this but how do the teachers grade the students?22:12Mattie : SHIFT! Earthquake! :-)22:12karen (@kfasimpaur):http://augusttojune.com/22:13Mattie : Went right to it, too, @karen! Another way to keep my fire going. :-)22:14karen (@kfasimpaur): Thanks so much to all of you for the great conversation. Inspiring indeed!22:14Mattie : Ongoing conversations, lasting commitment. I'm in. Muchas gracias.22:15karen (@kfasimpaur): Good night, all.22:15Mattie : Love the clap. Goodnight.
41:29 minutes (28.49 MB)

On this episode of TTT we discuss the video series, "A Year at Mission Hill" http://ayearatmissionhill.com.

Ten videos. One year. A public school trying to help children learn and grow. The national conversation we need to be having.

Monika Hardy and Chris Sloan host David Loitz who welcomes director, Amy Valens along with the series narrator and education activist, Sam Chaltain . Mission Hill teacher, Jenerrad Williams and Mission Hill parent, Bob Goodman join the conversation as well. And that's not all. We are also joined by IDEA organizers and educators, Jabreel Chisley and Awo Okaikor Aryee-Price.

Our friends at the Institue for Democratic Education in America http://democraticeducation.org/index.php/features/missionhill/ write:

At IDEA, we're proud to be one of the partners behind "A Year at Mission Hill." The project began when filmmakers Tom and Amy Valens spent a year filming at the school community of Mission Hill, with plans for a full documentary release in fall 2013. The web series came together when Tom and Amy reached out to educator and news commentator Sam Chaltain. Sam brought together http://Ashokaashoka.org, IDEA http://democraticeducation.org/index.php/index/, and the NoVo Foundation http://novofoundation.org around the idea of making a series of short episodes to highlight a year in the life of Mission Hill. Under IDEA's leadership, the concept grew into a larger opportunity to share the story across an eclectic coalition of education organizations, schools, and nonprofits. Currently, more than 40 community partners http://ayearatmissionhill.com/index.php/partners will be sharing the film series and offering their own resources to deepen viewers' learning around each chapter.

Maybe you are like Chris Sloan who says, "I'm hooked on the videos A Year at Mission Hill, looking forward to Part 4!"

Or maybe you're just learning of this effort to reimagine public education.

Either way, we invite you to join this important conversation by listening to this episode of TTT.

Click Read more to see the chat that was happening during this live webcast.

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This Designers for Learning On Air Event was held on Monday, March 25, 2013. Dr. Molly Duggan joined our live event to discuss her perspective on designing applied learning opportunities for students studying online. Dr. Duggan is an Assistant Professor of Community College Administration at Lenoir-Rhyne University's Center for Graduate Studies in Asheville, North Carolina.  See Dr. Duggun's bio at http://asheville.lr.edu/molly-duggan

61:26 minutes (56.24 MB)

This Designers for Learning On Air Event was held on Monday, March 25, 2013. Dr. Molly Duggan joined our live event to discuss her perspective on designing applied learning opportunities for students studying online. Dr. Duggan is an Assistant Professor of Community College Administration at Lenoir-Rhyne University's Center for Graduate Studies in Asheville, North Carolina. See Dr. Duggun's bio at http://asheville.lr.edu/molly-duggan

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66:01 minutes (45.33 MB)

Teachers +Beth Sanders @MsSandersTHSand +Daniel Whitt  @WhittMister join us on this episode of TTT to talk about Youth Converts Culture youthconvertsculture.com along with their Alabama colleague, Al Elliott @ellication.

Youth Converts Culture (YCC) is an Alabama-based initiative combining technology with empathy to push education forward.  YCC believes that empathy, student voice, and social awareness should drive instruction in the 21st Century.  The YCC panel (brought to you in partnership with IDEA—the Institute for Democratic Education in America) will focus on constructing new, responsible, and engaging learning strategies designed to empower our youth to grow, communicate, and learn in a way that is congruent to who they are at their root: global citizens connected to the world as pioneering digital natives. 

Daniel Whitt is a teacher, a digital media specialist, a filmmaker, and a social activist living in Madison, Alabama.  He is Co-Founder/Co-Director of Youth Converts Culture.

Beth Sanders is a teacher, a technology consultant, and a social activist living in Birmingham, Alabama.  She is Co-Founder/Co-Director of Youth Converts Culture.

Enjoy!

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70:41 minutes (48.53 MB)

Joel Malley @joelmalley and Stephen Ritz join us on this episode of TTT, the second of a series of episodes this Spring where we are discussing Connected Learning and our OLE (Online Learning Experience) sponsored by the National Writing Project http://connect.nwp.org/online-learning-connected-learning. (Anybody can join the OLE. Just email Joel.)

We're in the middle of the third session, and this webcast looks back to the first session where many of us were introduced to a wonderful example of a connected teacher, Stephen Ritz.

Here's the plan for the next couple of months:

• Session 1 - Connected Learning Core Values, Feb 6-Feb 20
• Session 2 - Why School?, Feb 21-March 6
• Session 3 - Connected Learning is Interest-Powered, March 7-March 20
• Session 4 - Connected Learning is Peer Supported, March 21-April 3
• Session 5 - Connected Learning is Academically Oriented, April 3-April 17
• Session 6 - Connected Learning is Production Centered, April 18-May 1
• Session 7 - Connected Learning is Openly Networked, May 2-May 15
• Session 8 - Connected Learning has Shared Purpose, May 16-29

We invite you to join these conversations at the Connected Learning Inquiry Group and here on Teachers Teaching Teachers over the next several weeks.

On this episode of TTT, we are joined by:

Paul Allison, Stephen Ritz, Joel Malley, Chris Sloan, Nadjib Aktouf, Scott Shelhart, Nikhil Goyal, Valerie Burton and Monika Hardy

After listening to this first episode in this series on Connected Learning (TTT #336), we hope you are inspired to join our special guest, Stephen Ritz on this episode of TTT.

Check him out here, listen to or watch our webcast -- further below, and leave your coments.

And stay tuned! We are live every Wednesday at Teachers Teaching Teachers.

After we read and discuss Will Richardson's Book Why School? on the Connected Learning Inquiry Group site, Richardson will be joining us on TTT on March 27 at 9PM ET/6PM PT/World Times: http://goo.gl/TLFP7 at http://edtechtalk.com/ttt .

Enjoy this episode of TTT, and plan to connect with us all Spring!

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72:01 minutes (49.45 MB)

On this episode of TTT a group of educators discuss "A Bill of Rights and Principles for Learning in the Digital Age" http://goo.gl/9pIiq Here's who joins the conversation:

Paul Allison, Timothy Burke, Jack West, Chris Slon, Anya Kamenetz, Bonnie Stewart, Monika Hardy, Karen Fasimpaur, Jesse Stommel, and Nikhil Goyal

Here's the version of the document we are discussing that was published at Hybrid Pedagogy (Jan. 22, 2013):

On December 14, 2012, a group of 12 assembled in Palo Alto for a raucous discussion of online education. Hybrid Pedagogy contributors Sean Michael Morris and Jesse Stommel gathered together with folks from a diverse array of disciplines and backgrounds, representing STEM fields, the humanities, schools of education, corporations, non-profits, ivies, community colleges, and small liberal arts colleges. Among us were adjuncts, CEOs, a graduate student, several digital humanists, and two outspoken educational technology journalists. As a group, we’d chaired online programs, designed MOOCs, dropped out of MOOCs, and the term "MOOC" was even coined in one of our living rooms. The goal of the summit was to open a broader conversation about online learning and the future of higher education. See the story in The Chronicle. This co-authored document, which calls for hacking and open discussion, was the result.

A Bill of Rights and Principles for Learning in the Digital AgePreamble

Work on this Bill of Rights & Principles began in Palo Alto, California, on December 14, 2012. We convened a group of people passionate about learning, about serving today's students, and about using every tool we could imagine to respond better to the needs of students in a global, interactive, digitally connected world.

The Internet has made it possible for anyone on the planet to be a student, a teacher, and a creative collaborator at virtually no cost. Novel technologies that can catalyze learning are bubbling up in less time than it takes to read this sentence. Some have emerged from universities, some from the private sector, some from individuals and digital communities. In the past year, Massive Online Open Courseware, or MOOCs, have become the darling of the moment--lauded by the media, embraced by millions--so new, so promising in possibility, and yet so ripe for exploitation.

We believe that online learning represents a powerful and potentially awe-inspiring opportunity to make new forms of learning available to all students worldwide, whether young or old, learning for credit, self-improvement, employment, or just pleasure. We believe that online courses can create "meaningful" as well as “massive" learning opportunities.

We are aware of how much we don't know: that we have yet to explore the full pedagogical potential of learning online, of how it can change the ways we teach, the ways we learn, and the ways we connect.

And we worry that this moment is fragile, that history frequently and painfully repeats itself. Think of television in the 1950s or even correspondence courses in the 1920s. As we begin to experiment with how novel technologies might change learning and teaching, powerful forces threaten to neuter or constrain technology, propping up outdated educational practices rather than unfolding transformative ones.

All too often, during such wrenching transitions, the voice of the learner gets muffled.

For that reason, we feel compelled to articulate the opportunities for students in this brave electronic world, to assert their needs and--we dare say--rights.

We also recognize some broader hopes and aspirations for the best online learning. We include those principles as an integral addendum to the Bill of Rights below.

Our broad goal is to inspire an open, learner-centered dialogue around the rights, responsibilities, and possibilities for education in the globally-connected world of the present and beyond.I. Bill of Rights

We believe that our culture is increasingly one in which learning, unlearning and relearning are as fundamental to our survival and prosperity as breathing. To that end, we believe that all students have inalienable rights which transfer to new and emerging digital environments. They include:

The right to access
Everyone should have the right to learn: traditional students, non-traditional students, adults, children, and teachers, independent of age, gender, race, social status, sexual orientation, economic status, national origin, bodily ability, and environment anywhere and everywhere in the world. To ensure the right to access, learning should be affordable and available, offered in myriad formats, to students located in a specific place and students working remotely, adapting itself to people’s different lifestyles, mobility needs, and schedules. Online learning has the potential to ensure that this right is a reality for a greater percentage of the world’s population than has ever been realizable before.

The right to privacy
Student privacy is an inalienable right regardless of whether learning takes place in a brick-and-mortar institution or online. Students have a right to know how data collected about their participation in the online system will be used by the organization and made available to others. The provider should offer clear explanations of the privacy implications of students' choices.

The right to create public knowledge
Learners within a global, digital commons have the right to work, network, and contribute to knowledge in public; to share their ideas and their learning in visible and connected ways if they so choose. Courses should encourage open participation and meaningful engagement with real audiences where possible, including peers and the broader public.

The right to own one’s personal data and intellectual property
Students also have the right to create and own intellectual property and data associated with their participation in online courses. Online programs should encourage openness and sharing, while working to educate students about the various ways they can protect and license their data and creative work. Any changes in terms of service should be clearly communicated by the provider, and they should never erode the original terms of privacy or the intellectual property rights to which the student agreed.

The right to financial transparency
Students have a right to know how their participation supports the financial health of the online system in which they are participating. They have a right to fairness, honesty, and transparent financial accounting. This is also true of courses that are "free." The provider should offer clear explanations of the financial implications of students' choices.

The right to pedagogical transparency
Students have the right to understand the intended outcomes--educational, vocational, even philosophical--of an online program or initiative. If a credential or badge or certification is promised by the provider, its authenticity, meaning, and intended or historical recognition by others (such as employers or academic institutions) should be clearly established and explained.

The right to quality and care
Students have the right to care, diligence, commitment, honesty and innovation. They are not being sold a product--nor are they the product being sold. They are not just consumers. Education is also about trust. Learning--not corporate profit--is the principal purpose of all education.

The right to have great teachers
All students need thoughtful teachers, facilitators, mentors and partners in learning, and learning environments that are attentive to their specific learning goals and needs. While some of us favor peer learning communities, all of us recognize that, in formal educational settings, students should expect--indeed demand--that the people arranging, mentoring and facilitating their learning online be financially, intellectually and pedagogically valued and supported by institutions of higher learning and by society. Teachers’ know-how and working conditions are students’ learning conditions.

The right to be teachers
In an online environment, teachers no longer need to be sole authority figures but instead should share responsibility with learners at almost every turn. Students can participate and shape one another’s learning through peer interaction, new content, enhancement of learning materials and by forming virtual and real-world networks. Students have the right to engaged participation in the construction of their own learning. Students are makers, doers, thinkers, contributors, not just passive recipients of someone else’s lecture notes or methods. They are critical contributors to their disciplines, fields, and to the larger enterprise of education.

II. Principles

The following are principles to which the best online learning should aspire. We believe the merit of specific courses, programs, or initiatives can be judged on the strength of their adherence to these principles and encourage students and professors to seek out and create digital learning environments that follow and embody them.

Global contribution
Online learning should originate from everywhere on the globe, not just from the U.S. and other technologically advantaged countries. The best courses will be global in design and contribution, offering multiple and multinational perspectives. They should maximize opportunities for students from different countries to collaborate with one another, to contribute local knowledge and histories and to learn one another’s methods, assumptions, values, knowledge and points of view.

Value
The function of learning is to allow students to equip themselves to address the challenges and requirements of life and work. Online learning can serve as a vehicle for skills development, retraining, marketable expertise. It can also support self-improvement, community engagement, intellectual challenge, or play. All of these functions are valid. The best programs and initiatives should clearly state the potential contexts in which they offer value.

Flexibility
Students should have many options for online learning, not simply a digitized replication of the majors, minors, requirements, courses, schedules and institutional arrangements of conventional universities. The best online learning programs will not simply mirror existing forms of university teaching but offer students a range of flexible learning opportunities that take advantage of new digital tools and pedagogies to widen these traditional horizons, thereby better addressing 21st-century learner interests, styles and lifelong learning needs. Ideally, they will also suggest and support new forms of interdisciplinary and cross-disciplinary inquiry that are independent of old gatekeepers such as academic institutions or disciplines, certification agencies, time-to-degree measurements, etc.

Hybrid learning
Freed from time and place, online learning should nonetheless be connected back to multiple locations around the world and not tethered exclusively to the digital realm. This can happen by building in apprenticeships, internships and real-world applications of online problem sets. Problem sets might be rooted in real-world dilemmas or comparative historical and cultural perspectives. (Examples might include: “Organizing Disaster Response and Relief for Hurricane Sandy” or “Women’s Rights, Rape, and Culture” or “Designing and Implementing Gun Control: A Global Perspective.”)

Persistence
Learning is emergent, a lifelong pursuit, not relegated to the brick walls of an institution or to a narrow window of time during life; it has no specific end point. The artificial divisions of work, play and education cease to be relevant in the 21st century. Learning begins on a playground and continues perpetually in other playgrounds, individual and shared workspaces, communities and more. Learning can be assessed but doesn’t aim itself exclusively toward assessment.

Innovation
Both technical and pedagogical innovation should be hallmarks of the best learning environments. A wide variety of pedagogical approaches, learning tools, methods and practices should support students' diverse learning modes. Online learning should be flexible, dynamic, and individualized rather than canned or standardized. One size or approach does not fit all.

Formative assessment
Students should have the opportunity to revise and relearn until they achieve the level of mastery they desire in a subject or a skill. Online learning programs or initiatives should strive to transform assessment into a rich, learner-oriented feedback system where students are constantly receiving information aimed at guiding their learning paths. In pedagogical terms, this means emphasizing individualized and timely (formative) rather than end-of-learning (summative) assessment. Similarly, instructors should use such feedback to improve their teaching practices. Assessment is only useful insofar as it helps to foster a culture of success and enjoyment in learning.




Experimentation
Experimentation should be an acknowledged affordance and benefit of online learning. Students should be able to try a course and drop it without incurring derogatory labels such as failure (for either the student or the institution offering the course). Through open discussion of the strengths and weaknesses of programs, the industry should develop crowd-sourced evaluative guides to help learners choose the online learning that best fits their needs.

Civility
Courses should encourage interaction and collaboration between students wherever it enhances the learning experience. Such programs should encourage student contributions of content, perspectives, methods, reflecting their own cultural and individual perspectives. Online learning programs or initiatives have a responsibility to share those contributions in an atmosphere of integrity and respect. Students have the right and responsibility to promote and participate in generous, kind, constructive communication within their learning environment.

Play
Open online education should inspire the unexpected, experimentation, and questioning--in other words, encourage play. Play allows us to make new things familiar, to perfect new skills, to experiment with moves and crucially to embrace change--a key disposition for succeeding in the 21st century. We must cultivate the imagination and the dispositions of questing, tinkering and connecting. We must remember that the best learning, above all, imparts the gift of curiosity, the wonder of accomplishment, and the passion to know and learn even more.

* * *

DATE: January 23, 2013

SIGNATURES:

John Seely Brown, University of Southern California and Deloitte Center for the Edge
Betsy Corcoran, Co-founder, CEO, EdSurge (edsurge.com)
Cathy N. Davidson, Distinguished Professor of English and Interdisciplinary Studies, Co-Director PhD Lab in Digital Knowledge, Duke University, and cofounder Humanities, Arts, Science, and Technology Advanced Collaboratory (hastac.org)
Petra Dierkes-Thrun, Lecturer in Comparative Literature, Stanford University; blogs about literature and digital pedagogy at literatureilluminations.org
Todd Edebohls, CEO of careers and education service Inside Jobs (insidejobs.com)
Mark J. Gierl, Professor of Educational Psychology, Canada Research Chair in Educational Measurement, and Director, Centre for Research in Applied Measurement and Evaluation, University of Alberta, Canada
Sean Michael Morris, Educational Outreach for Hybrid Pedagogy (hybridpedagogy.com) and Part-time Faculty in the English and Digital Humanities Program at Marylhurst University in Portland, OR
(Jan) Philipp Schmidt, Peer 2 Peer University (P2PU, p2pu.org) and MIT Media Lab Director’s Fellow
Bonnie Stewart, Ph.D candidate and Sessional Lecturer, Faculty of Education, University of Prince Edward Island, Canada
Jesse Stommel, Director of Hybrid Pedagogy (hybridpedagogy.com) and Director of English and Digital Humanities at Marylhurst University in Portland, OR
Sebastian Thrun, CEO of Udacity (udacity.com), Google Fellow and Research Professor in Computer Science, Stanford University
Audrey Watters, Writer, Hack Education (hackeducation.com)

* * *

INVITATION:
To join the discussion, visit one of the many platforms where this Bill of Rights and Principles is being published and blogged about (each of us, and each of the platforms, will likely create a different sort of engagement). We invite further discussion, hacking, and forking of this document. On Twitter, please use the hashtag #learnersrights when you share your versions and responses. Finally, and most importantly, this document can’t be complete (can never be complete) without continuous and dynamic contributions and revising by students. We invite students everywhere to read this beginning, to talk about it, to add to it.

Additional resources: We have not included reading resources here but invite you to add the ones most meaningful to you in the public, crowd-sourced version on GitHub. (There’s also a Google Doc hack under way.) Collective contribution is the principle we espouse in this document. We look forward to your participation. - See more at: http://www.hybridpedagogy.com/Journal/files/Online_Learning_Bill_of_Righ...

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62:59 minutes (43.25 MB)

Joel Malley @joelmalley and Jennifer Woollven @mswoollven join us on this episode of TTT, the first of a series of episodes this Spring where we'll be discussing Connected Learning and our OLE (Online Learning Experience) sponsored by the National Writing Project http://connect.nwp.org/online-learning-connected-learning. (Anybody can join the OLE. Just email Joel.)

Here's how Joel and Jennifer welcome us on the Connected Learning Inquiry Group site:

Welcome to the Connected Learning Study Group!

We are gathered here to explore the framework of connected learning. We will explore the connected learning framework, seek real world examples of the principles in action and ultimately explore how we might transform our own classrooms to make student learning increasingly connected in a way that best fits our own curriculum and student needs. 

And here's the plan:

Our Schedule

• Session 1 - Connected Learning Core Values, Feb 6-Feb 20
• Session 2 - Why School?, Feb 21-March 6
• Session 3 - Connected Learning is Interest-Powered, March 7-March 20
• Session 4 - Connected Learning is Peer Supported, March 21-April 3
• Session 5 - Connected Learning is Academically Oriented, April 3-April 17
• Session 6 - Connected Learning is Production Centered, April 18-May 1
• Session 7 - Connected Learning is Openly Networked, May 2-May 15
• Session 8 - Connected Learning has Shared Purpose, May 16-29

We invite you to join these conversations at the Connected Learning Inquiry Group and here on Teachers Teaching Teachers over the next several weeks.

On this episode of TTT, we are joined by:

Lacy Manship, Jon Barilone, Leah Jensen, Joel Malley, Evonne Heyning, Anna Smith, Jennifer Woollven

After listening to this first episode in this series on Connected Learning, we hope you will be inspired to join our special guest, Stephen Ritz on TTT#338, this Wednesday, February 27th at 9PM ET/6PM PT/World Times: http://goo.gl/Xwhg0

Check him out here, and join our conversation with this connected teacher from the South Bronx on Wednesday!

And stay tuned! We are live every Wednesday at Teachers Teaching Teachers.

After we read and discuss Will Richardson's Book Why School? on the Connected Learning Inquiry Group site, Richardson will be joining us on TTT on March 27 at 9PM ET/6PM PT/World Times: http://goo.gl/TLFP7 at http://edtechtalk.com/ttt .

Enjoy this episode of TTT, and plan to connect with us all Spring!

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61:28 minutes (42.2 MB)

On this episode of TTT, we finish Digital Learning Day http://www.digitallearningday.org/ with a conversation about open badges.

Paul Allison takes some time to reflect on a the use of badges in his high school English class, and look who joins him:

+Anthony Flores http://youthvoices.net/users/anthonyf- One of the first students to earn 15 badges and earn a credit in English: http://youthvoices.net/play

+Emily Goligoski, Open Badges Design & Community Lead at the Mozilla foundation who can help us think about Mozilla's Open Badge Infrastructure and Badge Backpacks. http://openbadges.org/en-US/

+Paul Oh, Senior Program Associate at National Writing Project, involved in many technology projects.

+Christina Cantrill who works with the National Writing Project and directs the Digital Is project http://digitalis.nwp.org

+Karen Fasimpaur who currently runs a small educational technology company that works with mobile technology integration in schools.http://www.k12handhelds.com/ She also runs the K12 Open Ed web sitehttp://www.k12opened.com/blog/and more!

+monika hardy, and +Paul Allison are on this episode as hosts, although Paul asked Karen if she would facilitate this episode of TTT because he wanted to talk about his experiments with badges, using P2PU, Open Badge Backpacks, and Youth Voices.

Enjoy listening to us trying figure out what we've been up to!

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