Humor as a high form of seriousness: Playing with possibility. "Serious things cannot be understood without laughable things" - Plato’s Laws Books VII (10th paragraph from bottom) Each of our classrooms harbor near infinite versions of the future. As we build relationships with and guide our students, that future takes on a more and more concrete tangibility. Every effort we make, one way or another, affects our students’ abilities to hone their skill set so they can change the world that we’re ALL inching toward.  The more our students explore/play with meaning, the more they adopt and adapt skills they carry forward.  It’s a fair assumption that the more "out of the box" thinkers we help develop today the better our collective tomorrow will be. Permanent questions like "What is Justice?", "Who am I and what is my purpose?", and "What are morals/ethics and which should I follow?" (and so many more) are the toughest, but most important questions to find answers to.  They do not, however, have readily available answers.  Since our kids will be walking into a future full of doubt and shifting sands of Truth…we need to prepare them for this future as completely as possible.  But, how do you prepare for a task that has no answers? Such a serious topic…I know.  Questions without answers that will challenge our kids and our culture like no other time in history. There is a saving grace hidden in all this seriousness, though!  Questions without readily available answers, under the right circumstances, allow for the observer to "play with meaning" as Plato once alluded to in his writings.  When a child who has grown up with dogs sees a horse for the first time, they might label the horse a "Big Dog".  Our minds try to make sense out of seemingly random/discrepant facts or sensory inputs.  When confronted with something new we try to put it into a previously existing mental category.  This requires "play" since there is no correct or immediate answer. I’m not suggesting that humor become the only vehicle for your classroom.  What I am suggesting, though, is that "high humor" can be an enjoyable way for your students to challenge themselves.  There is a process and a product to humor…and that’s what we’re going to explore. There are mental and physical health benefit as well! A humorous environment helps build people’s emotional intelligence, advertising cognitive and physical ability (makes you likeable or attractive), promotes social bonding, may help boost your health, and allows you to sharpen your wits in a fun way. How humor can be intellectually challenging Humor can be powerful because it acts as a virtual shortcut to the Truth of the matter.  Being a short cut, it must also be an abstraction.  So comedy is Truth in its evaporated form.  We can still see how it participates with Truth, but see that it isn’t the complete Truth.   As Plato and Aristotle stated a couple thousand years ago, both comedy and tragedy (the humorous and the serious) utilize two or more competing frames of reference.  Those two frames of reference  or paradigms refuse to give in to each other.  As we try to reconcile them our mind stresses and we have to make sense of a fluid situation.  This forces our mind to align things that may not mix very well.  Think of a mental version of trying to put together two strong magnet’s positive poles.  We get close to victory, but never fully win. When there are two elements within a context, as stated above, we try to reconcile them.  Look at the image below: There are two competing frames of reference: the "health drink" and the mom playing with her kids (advertising NyQuil).  Put them together and you get comedy because neither frame of reference gives in to the other.  The most obvious possibility (that mom is evacuating into a glass for you to drink) is the most solid conclusion we come to based on sensory input…but, upon reflection, is also the answer that’s furthest from the likely truth!  When we unite our senses we get one answer, but when we divide what we’re seeing into its components we know the senses are wrong.  The mind necessarily swings between possibilities. So there are now three elements, the two serious ads and the mind’s attempt to create a unity out of two things that resist that unity. Tragedy/seriousness also participate in this movements, so to speak, using two frames of references in an attempt to create a unity.   The difference between a tragic scenario and a humorous one is….a threat!  Tragic circumstances add a perceived threat to this equation as seen below. We all know dinosaurs are extinct.  None of us expects to be chased by an impossibility.  In the video above, a tragic/serious response was elicited.  The two frames of references were 1) a normal day 2) an absurd situation.   The "victims" participated in a tragic reaction because they consolidated the two frames of reference with the adhesive of a threat.  We laughed because we consolidated the two frames of reference as a complete non threat. "High humor", as I’m calling it, requires students to understand the serious aspect of a topic (ancient Roman history) and twist that seriousness into a funny version of itself (a meme for example). The meme to the left is funny because, again, the two competing frames of reference refuse to give in to each other.  Julius Caesar WAS stabbed in the back by his friend (tragic…in a sense).  He’s also listening to you complain about your friend "stabbing" you in the back at work or in a relationship.  Both interpretations exist at the exact same time which keeps the mind from settling on one interpretation.  We move from one definition of "stabbing in the back" and then back to the other and back again, like a comedy pendulum that never stops.  Add the fact that, at least for us, this is within a non threatening context…and voila…high humor. If we have a fresh "wound" where a friend has betrayed us recently, then this stops being funny because we settle on Caesar’s serious paradigm. Further, a modicum of knowledge of history and maybe Shakespearean drama are needed to really "get" this High Humor joke.  In other words, an educated mind appreciates this more than an uneducated mind.  If the observer has no idea about Julius Caesar then this image not only becomes "not funny", but absurd (ie. does not have meaning). The Classroom Humor Checklist (for my friends that like checklists): Competing frame of reference #1 (your classroom unit, topic, learning objective) Competing frame of reference #2 (the paradigm that extends or challenges #1) Nonthreatening situation to the audience (it’s ok if characters are threatened within the meme/video/essay as long as that threat does not extend to the audience…more on this in a second) Obviously, this is not an exhaustive definition/system of humor since the topic can be highly subjective, but it is thorough enough and fairly formulaic that it can be adapted into most classroom situations. In The Classroom Combining nearly any tech tool, your "serious" content area, a humorous "twist" on the topic in a nonthreatening manner can elicit excitement in your students as they learn.  When I refer to the "twist" this can be a funny twist or another serious twist that is irreconcilable with the first frame of reference.  Remember, the humor comes in when two points of views are valid and refuse to give in to each other as your mind moves between them (and there is no perceived threat). Here are a few ideas: Not creative?  Here’s a random activity generator.  Even if you don’t like the options you can adapt it to for your classroom needs.  The formula is "Do x as y."  Example, explain a chemical equation as a love story.  So, you could type & print several activities and place them in a container and then type & print several topics pertinent to your current unit.  Have students randomly pick one topic and one activity or have them offer their own!  I’ve done it with high school seniors and they LOVED it!     Science - Periodic Table of Elements Dating Site Using Padlet         Social Studies - History Tweets Texas History - Texas Revolution Party Invitation To Kill Sam Houston Using Smore       English ELA - Memes Galore! From Mrs. Orman’s Classroom Blog           Math Memes - Lots of Math & Science Memes and Puns Here       Any Class Play "reductio ad absurdum" - Reduce a given topic to its most fundamental element (The HR diagram is a chart that plots characteristics of stars based on size and brightness)…so stars are some degree of hot and bright.  Then (and this is my addition) add a twist.  Anthropomorphize the stars (give them human characteristics based on the reduction).  So have stars tell "yo momma jokes" that remain true to the HR diagram.  Have planets "house shopping" for home stars based on the HR diagram.  Etc. Fake iPhone Texts Fake Tweets "You think, I do" multiple examples (think of using this with complex characters, historical figures, community leaders, math misconceptions).  Imagine a "You think, I do" with Native Americans or Presidents or (switch it up) what foreigners thought about the U.S. during the civil war!  Here’s the website to use and more examples. "Thinks he means, he actually means" is another possible way to convey comedy in the classroom.  The formula here is a statement and then, again, two frames of reference.  Replace the quote above with Hitler saying "Of course I won’t invade Poland" and then a "What the Allies think he means" and "What he actually means". Some e-cards - Make funny captions to fake e-cards (careful with this one…leans towards adult)   Caution First, humor being poked at someone or some group in particular can be horribly damaging.  Because humor, in this sense, becomes a weapon it is a threat to the subject.  While I disagreed with my college professors that sarcasm shouldn’t be used in the classroom, I can see what they feared. Subjectifying a student or group dehumanizes them and strips them of their "value".  Further, they are treated in the same manner you might treat an inanimate object or animal.  We take what is the highest in us (our humanity) and we subtract it from a person or group.  Comedy used in this manner becomes tragedy because of the threat component I mentioned above. Second, you need courage for comedy.  When you are placing two competing frames of reference close together they must resist each other to force the mind to struggle.  If your two frames are too related…there is no contrast and, thus, no comedy (a bear in the woods is what we expect, whereas a bear riding a laser Lincoln is not expected).                              Bear                                                Bear Riding Lincoln                                 Chainsaw Polar Bear                                                                                                                                                             Fighting Lincoln       Place the frames of reference too far apart that they don’t relate to each other and there is no comedy because the context is lost as in the example below… * I will continue to add resources to this blog as time permits…Filed under: In The Classroom

How you choose to utilize student blogs is up to you. Nevertheless, choosing to integrate blogging into your classroom to support existing curriculum is fundamental to a new millenium approach to education.   Learn more: - http://gustmees.wordpress.com/2013/06/01/what-you-should-know-about-blogging/ - http://gustmees.wordpress.com/2013/10/14/practice-using-blogs-for-home-work-to-get-ict-skills-and-creativity/ - https://globaleducationandsocialmedia.wordpress.com/2014/07/02/put-your-title-in-here/ Source: gettingsmart.com See on Scoop.it - InformationCommunication (ICT)

Now that I’ve returned to writing this blog with some regularity, I’ve begun to have a sense of the directions I hope to take it—or it to take me. My present thoughts are to write more regularly. I have just finished rereading Janet Majure’s wonderful Teach Yourself Visually WordPress, and have benefited much from studying online WordPress instructional resources.   Consequently, I feel I now have an ability to master and manage this WordPress.com blogging software. Once the semester ends I’ll have a summer free to think, read, write, and reflect before my teaching obligations of year # 36 at Carroll resume. I’m thinking that one distinct thread of writing I want to explore will deal with technology applications to higher education. Another will have the theme of "David in Carroll Land" (perhaps co-authored with invited students, alumni, or other members of the Carroll family). A third will deal with whatever comes to mind (as has been in the past). Some of my most creative bursts of ideas are engendered after a long summer’s day of manual labor cutting grass, chain-sawing, and being engaged in other outdoor physical or recreational activity. A fourth focus will deal with contemporary or local issues, and a fifth will just be intended to provoke thinking. I welcome any reader feedback about these new directions. Am I being too ambitious? Will I have any readers? Is this a positive direction to go—or is it, in fact, directionless? Blogs post topics  that I’ve been considering writing about in the near future include: How can students best be served by academic advising? My last lecture (things I would finally say) Thank you, Diederik Stapel, for the lessons you taught me by your dishonesty. Global Education My most (in)formative learning experiences Lessons learned from Robin the Newf (Oh) Dear Carroll Alumni On Immortality Time How technology can distance/enable/empower/enslave us Reaching out, reaching within The man who loves dogs students dogs Loss of innocence Labyrinths The psychology of … (curiosity, religion) Why I don’t give a Twit Where do writing ideas come from? What I wanna be when I grow up? Distinguishing Science from Pseudo Science Language—Leaving no Rosetta stone unturned Which of these would readers like to see and, hopefully, discuss? I welcome your input, encouragement, or evidence that i have a readership. Filed under: Blogging, Carroll Reflections, Curious David Tagged: blogging, Research Seminar, Top 100 Learning Tools

Thrasymachus:Great resource! Wish I had this available for my government. Originally posted on Engage Their Minds - Great Minds DON'T Think Alike!: There aren’t a lot of opportunities in a standard curriculum for students to think philosophically.  Hopefully, teachers still find ways to give them time for such discussions.  In the past, I’ve written about the Kids Philosophy Slam and Teaching Children Philosophy as resources for integrating philosophy into the classroom.  Both of those offer ways for students for K-12 to become philosophers. 8-Bit Philosophy would be better for older students - middle school and above.  The topics are a little "heady" for elementary.  However, I think tweens and teens would really enjoy the fun graphics in these short videos, and they would definitely spark some interesting conversations.  There are currently 7 episodes available.  Each one is between 2-4 minutes long.  The subjects range from, "Do humans operate like computers?" to "Can we be certain of anything?"  (After watching the latter, I’m only certain that we can’t!) As always, preview any videos before showing them… View original 25 more wordsFiled under: In The Classroom

   Esta tarde voy a dar una charla en español, aquí es mi transcripción. Mis dispositivas estan aquí. Slide 1 Gracias por la invitación . Voy a tratar dar esta charla en español, pero algunos pueden estar en Inglés .  Slide 2 Soy irlandés , pero vivo en Inglaterra. Tengo un doctorado en Química y comencé a trabajar en e-learning hace más de veinte años . Tengo dos hijas , tienen quince y diecinueve años. Soy un catedrática de aprender la innovación en la universidad de Leicester . Tres cosas sobre mí que no están en la red . Odio las alturas , me encanta la país Irán y no me gusta viajar. Slide 3 Los temas de mi charla son:   Tecnologías o pedagogías disruptivas?  Educación 2020  Un línea de tiempo e-learning  Tecnologías emergentes  Pedagogías  La promesa y la realidad  Diseño de aprendizaje Slide 4 Así es que las tecnologías disruptivas o pedagogías ? Creo que es los dos . John Naughton en su libro enumera nueve características de Internet . Una es que disruptiva es una característica no una falla. Me gusta esta cita de Einstein . Tenemos que ir más allá de recordar el conocimiento , para permitir a los estudiantes a ser creativos , capaces de resolver problemas . Enlace de lista es un gran video corto por Ken Robinson , argumenta sistema educativo actual no está actualizado y tiene que ser cambiado radicalmente . Slide 5 Este corto video es un ejemplo de tecnología disruptiva . Es un vídeo de Pearson. Esta sobre el futuro de educación. Slide 6 Esta figura muestra una línea de tiempo de las intervenciones tecnológicas importantes de los últimos treinta años. Se inicia en los años ochenta con la aparición de herramientas para crear ricas , multimedia interactiva . La red surgió en el 93 , increíble pensar que es sólo 21 años de edad! No podríamos haber imaginado el impacto increíble la red tendría en nuestras vidas y nuestros hijos no pueden imaginar un mundo sin ella . Entonces el concepto de objetos de aprendizaje surgió la idea de crear un recurso y el intercambio y la reutilización . Sistemas de Gestión de Aprendizaje fueron importantes por dos razones . Las primeras instituciones tecnologías realizadas ya no eran innovaciones periféricas sino una parte fundamental del servicio que se ofrece a los estudiantes. En segundo lugar nos dieron un lugar seguro para los profesores para crear recursos y apoyar el aprendizaje en línea . La primera generación de dispositivos móviles era muy diferente de la pequeña y teléfonos inteligentes y las tablas de hoy . La investigación sobre Learning Design surgió a finales de los años noventa , la exploración de nuevos enfoques para apoyar a los maestros en su práctica de diseño . Tecnologías de juego llegaron después. Seguido por el concepto de los recursos educativos abiertos , promovido por organizaciones como la Fundación Hewlett y la UNESCO . Los medios sociales fue el siguiente, en la actualidad hay una variedad de maneras en las que los alumnos pueden comunicarse y colaborar con los demás. Los mundos virtuales eran populares a mediados de los años noventa , pero no son muy evidentes ahora . La segunda generación de dispositivos móviles eran más compacto y más elegante , e incluyó los libros electrónicos . Cursos en Línea Abiertas masivas son ahora una importante tecnología disruptiva , desafiando a los modelos de negocio educativos existentes . Por último , el más reciente tema de interés es ‘ Analytics ‘ de aprendizaje , la capacidad de utilizar los datos de los Sistemas de Gestión de Aprendizaje para entender mejor el aprendizaje del estudiante . Slide 7 En cuanto a las tecnologías emergentes , los informes anuales Horizon el New Media Consortium son útiles en términos de lo que indica las tecnologías que pueden ser importantes para uno, tres y cinco años. En el plazo de un año enmarcar las listas de informe actual.   En línea , híbrido y el aprendizaje colaborativo  El uso de los medios sociales en el aprendizaje.  En tres años    La sociedad creadora , por ejemplo 3D -printing  Los datos que apoyan el aprendizaje y es decir la evaluación analítica de aprendizaje  En cinco años   Enfoques más ágiles para cambiar Maneras de ayudar a hacer el aprendizaje en línea más natural y sin fisuras Slide 8 and 9 La Universidad Abierta del Reino Unido tiene un informe anual denominado innovando pedagogía. En él se enumeran los diez cosas siguientes como importante    MOOCs aprendizaje social  Diseño de aprendizaje informado por analíticas  El aula invertida  Traiga sus propios dispositivos  Aprender a aprender  Evaluación dinámica  Aprendizaje basado en eventos  Aprendizaje a través de la narración de cuentos  Conceptos de umbral  ‘Bricolage’ - aprender haciendo Slide 10 A pesar del enorme potencial de las tecnologías para el aprendizaje , hay una serie de barreras . Por ejemplo :   Los maestros no tienen las alfabetizaciones digitales necesarias No hay recompensas para la enseñanza No es competencia de otros proveedores La dificultad de la innovación de escala ¿Cómo asegurar la inclusión social?  Slide 11 Esta diapositiva muestra cuatro enfoques pedagógicos.   pedagogías asociativas dónde atención se centra en el individuo a través de la asociación y el refuerzo , los ejemplos incluyen e- formación y ejercicios y prácticas  pedagogías constructivistas , donde la atención se centra en la construcción de los conocimientos previos , los ejemplos incluyen el aprendizaje basado en la indagación  pedagogías situacional donde la atención se centra en el aprendizaje en un contexto ya través del diálogo , los ejemplos incluyen juegos de rol y el aprendizaje a través de juegos  pedagogías conectivistas , donde la atención se centra en el aprendizaje en un contexto distribuido con otros , los ejemplos incluyen el aprendizaje reflexivo y dialógica .   Slide 12 Es evidente que existe un enorme potencial para las tecnologías de apoyo al aprendizaje . Las redes sociales ofrecen una variedad de formas en las que los alumnos pueden comunicarse y colaborar . Hay muchos recursos gratuitos y cursos . Sin embargo las tecnologías no están siendo plenamente explotados y hay un montón de ejemplos de mala pedagogía. Los maestros dicen que no tienen tiempo y no tienen las habilidades de alfabetización digital necesarias .  Slide 13 Un grupo de nosotros hemos estado trabajando en una nueva área de investigación , diseño de aprendizaje , que tiene como objetivo hacer frente a esto y ayudar a los maestros a tomar decisiones de diseño más informadas basadas pedagógicamente y hacer un uso adecuado de las tecnologías . Recientemente hemos publicado el documento La ‘ Declaración de Larnaca en Learning Design, que describe nuestro enfoque .  Slide 14 - 16 ¿Qué es diseño para el aprendizaje? Hay tres aspectos. En primer lugar se trata de ofrecer a los maestros con la orientación para el diseño. En segundo lugar se trata de visualizar el proceso de diseño. Finalmente se trata de compartir el diseño con los demás y discutirlo. Slide 17 Entonces, diseño de aprendizaje es sobre pasar de enfoques implícitos basados en la creencia de diseño basado en enfoques explícitos. Y también Alienta la reflexión, las prácticas académicas y promueve el intercambio y la discusión. Slide 18 He desarrollado los 7Cs de marco Learning Design , que tiene una serie de recursos y actividades para apoyar el diseño . Se inicia con la Conceptualizar C , se trata de crear una visión para el curso . El siguiente es el C C Crear que se trata de articular lo que se crearán recursos (como texto , audio y vídeo) y los recursos libres se utilizará . Los dos siguientes son Cs sobre el fomento de la comunicación y la colaboración . El Considere C se trata de promover la reflexión y ayudar a los alumnos demuestran cómo se han alcanzado los resultados de aprendizaje , es decir, es el elemento de evaluación. El Combine C mira todo el diseño desde diferentes perspectivas , por ejemplo, mirando cómo los estudiantes de tiempo mucho más están gastando en diferentes tipos de actividades . Por último , la Consolidar C se trata de poner el diseño en un contexto de aprendizaje de la vida real y evaluar su eficacia .  Slide 19 Un ejemplo de un recurso asociado con la Conceptualizar C es la actividad Características del curso . Este consiste en un paquete de cartas , que describen los siguientes aspectos del curso :  Los tipos de enfoques pedagógicos Los principios de alto nivel Las formas de orientación y apoyo La naturaleza de los contenidos y actividades que los alumnos harán Los tipos de reflexión y demostración ¿Y cómo se facilita la comunicación y la colaboración.  Slide 20 Esto muestra el perfil actividad que es un recurso bajo el Combine C. Los tipos de actividades que el estudiante lo hacen son :  De asimilación : leer, escuchar o ver El manejo de la información, tales como la manipulación de datos en una hoja de cálculo La comunicación , por ejemplo en un foro Producción , por ejemplo la creación de un compuesto químico o un modelo arquitectónico. Puesta en práctica, por ejemplo, ejercicios y prácticas o trabajos basados? Adaptación , por ejemplo, el modelado o simulación Evaluación  La herramienta puede ser utilizada para indicar la cantidad de tiempo que los estudiantes pasan en cada uno de estos. También puede ser utilizado por los alumnos . Aprendí español hace unos cinco años en línea , los cursos fueron excelentes , buenos recursos - libros y DVDs , pero no había suficiente en la práctica de hablar, y hablar es mi habilidad más débil . Así que hay una relación directa entre las actividades que hacen los estudiantes y su aprendizaje .   Slide 21 La etapa final es el guión gráfico . Esto muestra las listas de las semanas y los temas a continuación, la parte superior . A la izquierda se muestran los resultados del aprendizaje. En el medio están las actividades de los estudiantes lo hacen. Por encima de estos son los recursos que se dedican a . Por ejemplo, en la semana uno que ven un video y leer un documento. A continuación se enumeran las cosas que crean. Así que en la semana uno , escriben un ensayo. En la segunda semana , escriben un blog , en las últimas semanas que hacen una presentación en grupo y escribir un diario de reflexión sobre su aprendizaje . Bajo esta es la evaluación . En la semana uno del profesor proporciona retroalimentación formativa en el ensayo. En la semana dos, compañeros proporcionan comentarios sobre la entrada en el blog . Por último, el profesor proporciona retroalimentación sumativa en la presentación del grupo y el diario reflexivo . La parte final es asegurarse de que se cumplen todos los resultados de aprendizaje .  Esta es una foto de un guión gráfico producido durante un taller . Slide 22 Esta es una foto de un guión gráfico de un taller Slide 23 En resumen, el siete Cs es un marco conceptual para el diseño. Implica una serie de representaciones conceptuales de un curso. Evaluación de el siete Cs es muy positiva, comentarios de los profesores incluyen:    Nueva forma de pensar  Hace diseño explícito  Hablando de diseños con los demás  Centrarse en las actividades no contenido Slide 24 Quiero mencionar tres herramientas para el diseño.    El METIS proyecto ILDE  LAMS  The Learning Designer (LDSE) Slide 25 En el METIS proyecto financiado por la UE , hemos creado una herramienta de diseño de aprendizaje en línea llamado ILDE (Learning Design Marco Integrado ) que se puede utilizar para crear un diseño e implementarlo en un Sistema de Gestión del Aprendizaje . Este es un breve vídeo sobre ILDE en español .  Slide 26 Una herramienta de diseño de aprendizaje temprano era LAMS (Learning Activity Management System). Las características clave incluyen:    Entorno de edición visual para crear secuencias de actividades de aprendizaje  Diagrama de actividades de aprendizaje fluya  Entorno de tiempo real Slide 27 Finalmente, Diana Laurillard y colegas han creado ‘The Learning Designer’ o El diseñador de aprendizaje (LDSE).  Puede ser utilizado para rediseñar los cursos por las instituciones, los equipos de los cursos y los maestros individuales Slide 28 Entonces, ¿cuál es el futuro de la educación? MOOCs son sin duda un ejemplo de una tecnología de punta, que está desafiando a las instituciones educativas tradicionales y sus modelos de negocio. Necesitamos nuevos enfoques pedagógicos a utilizar realmente los beneficios de las tecnologías. Finalmente creo que estamos viendo una desagregación de la educación. En el aprendiz futuro no pueden hacerlo grados completos, pero puede pagar por:   Los recursos de alta calidad Itinerarios de aprendizaje guiadas Alguna forma de apoyo Acreditación Slide 29 Estas son algunas de las referencias más relevantes de la charla. Slide 30 Gracias por su atención, espero que haya encontrado esto útil. Si usted está interesado en esto y quiere saber más Tengo un libro sobre diseño del aprendizaje y actualmente estoy escribiendo un segundo, lo que tendrá un montón de ejemplos prácticos de diseños para apoyar diferentes enfoques pedagógicos. Más información también está disponible en SlideShare, y mi blog.

. . Learning To Become a GOOD Digital Citizen | Digital CitizenShip | How To? Well, there is a lot of different views! WE will explore WHAT could be THE BEST way to teach and to learn about Digital… Source: gustmees.wordpress.com Global Collaboration on Digital Citizenship!! It’s an honor to be part of this community of educators & bloggers!  See on Scoop.it - FootprintDigital

Five years ago I was quite hesitant to use Twitter. My student assistants found little value in using  it. They failed to see differences between it and, say,  the "update function" of Facebook. I read two books about it, consulted several Carroll alumni who DO use it (thanks Chris G,  Lori S, and Fred K.), and studiedt fellow academics’ twittering experiences documented in publications which I closely read and value.  I objected to the Procrustean process of having  my thoughts, ideas, and communications reduced to 140 characters or less ("thought bytes"). Also, I was petrified at my inability to decrease or at least slow down my communication and information acquisition activities. I very much need and treasure having time to reflect, to read, to assimilate, and to create. Since then, however, I have reconsidered Twitter as a learning tool. "To Twit or not to Twit?" for me is no longer the appropriate way to frame the issue. Rather, the questions for me are: Under what circumstances might Twitter be enable my  capabilities for more successful teaching?  How can I use Twitter to improve my ability to find answers to questions I am investigating? How can I minimize the costs to me (time away from other things; wheat to chaff ratio) of my using Twitter? How can I best manage the tool? Today Twitter is an invaluable personal learning and communication resource that I have fine-tuned for my particular needs. Currently I choose to follow 78 "thought leaders" whom I very much admire.   I am in the process of comparing  several  Twitter-management apps (e.g. Tweetdeck; Tweetbot) which show promise to help me optimize the efficiency of my use of the tool.  Now I need to consider implementing these Advanced Twitter Tips I encountered tonight! @professorDavidS              Filed under: Curious David Tagged: Education, Technology Learning Tools, Top 100 Learning Tools, Twitter

After a wonderful 10 year relationship with the Northwest Independent School District, I have decided to move on and enter into a new and excited role with ESC Region 11 (now known in my head, at least, as "The Reeg"). In many ways, this new role will be a reinvention or revamping of Instructional Technology (Digital Leadership) at the region level.  It’s a huge task, but with our devil-may-care team and fearless leader showing the way, I think it’ll be a challenging, yet fun adventure that will positively affect many thousands of students.  This new incarnation of the Digital Learning Team is just off-center enough to think we can complete the task and enjoy ourselves as we do it (see video above). It’s been 16 years since I’ve entered into this most important and urgent of industries and I can honestly say I’ve seen the good, the bad and the ugly. The past decade with Northwest ISD has been an education in itself.  NISD is, by far, the best district I’ve worked for because it has the best people I’ve work with and under.  Certainly, we all have our warts and we all have our Sisyphean challenges.  Few things in this world are perfect.  But the people I’ve worked closely with at Northwest were always concerned with what is best for students.  They were passionate about that charge and took action to deliver a kind of education that remained true to that goal. I’ve grown as an educator and person under the tutelage (whether they knew it or not) of so many great people at NISD.  Credit should be given where it is due and I would not be who I am as an educational leader with the patience and help of so many other educational leaders. My non-exhaustive & semi-cryptic list of NISD rockstars that I am indebted to: Mr. H - as complete an educator as one can hope for.  He walks the walk. Mrs. Cr - an expert in her field and always asking "How does this help my class?" Mr. G - always asking "How can we do it better?" Mrs. V - always asking "What do your students need and I’ll get it for you?" Mr. Palermo - always suggesting "Do what is right by your students, not what’s in the textbooks or rulebooks." Mrs. C - willing to serve her campuses in any capacity that is true the 21st century learner model and not giving herself enough credit as a tremendous leader Mrs. C - a dedicated educator who will take on Herculean tasks for her campuses without complaint and without seeking recognition.  A powerhouse of intelligence and dedication. Mr. P - never underestimate this guy-a versatile and passionate leader that gets in the trenches with you and loves every second of it Mrs. H - stable presence no matter the situation and quick study of everything The entire English department at BNHS - genius teaching to create other geniuses Mr. M - a great leader who makes every attempt to trust his people and let them do what they do best Mrs. B - teaching to her student’s souls, not just their minds. Mrs. H - pushing her students to be outstanding in every way Mr. R - pouring his soul into his work and then playing it for everyone to see Thanks to you all. I’m really pumped about the transition into this new role that will allow me to serve even more students in the creative and slightly off center way that I do.  I’m pumped to be part of a dedicated and talented team that has been nothing but welcoming.  Finally, I’m pumped about serving visionary school districts that are ready to lead their students into a future that students already own (we’re just taking care of it for them till they get there).  I can’t wait to see the culture of exceptionalism that we all create together.Filed under: In The Classroom

I am currently in Barcelona, where I have been attended the final face-to-face METIS project meeting. The project finishes at the end of February. We had the project officer with us, Anila Troshani, it was nice to meet her and she had lots of useful, practical advice for us. The meeting provided us with a chance to reflect on achievements to date, it was very impressive seeing all the outputs produced and the number of people we reached through project activities. It has been a great consortium to be part of, consisting of leading learning design researchers from across Europe and ably led by Yannis Dimitriadis from the University of Valladolid. Thanks for the local organisation and in particular the nice restaurants go to Davinia Hernández-Leo. The main activities and achievements of the project centre around two aspects: the creation of an Integrated Learning Design Environment (ILDE), building on tools created by members of the consortium, and a series of Learning Design workshops, enabling participants to use the ILDE. The target groups were Higher Education (UK), Adult Education (Spain) and in-service teacher trainers (Greece). The project website states the following:  The METIS project aims at promoting the benefits of learning design and related tools for Information and Communication Technology - ICT (ICT), to adopt innovative teaching in daily teaching practices in vocational training, higher education and adult education. The project goes one step ahead of this formal training for professional development by completing professional development workshops with a set of "closed-cycle workshops", which aimed at teachers who will introduce authentic learning situations, applying innovative teaching (e.g. and through collaborative project work learning and evaluation), using learning design tools in an Integrated Learning Environment Design (ILDE). ILDE and the associated documentation are available online. It has been great working on the project and I hope to have the opportunity to collaborate with these people in the future. 

Two soon-to-be graduates Phoumany and Ryan I’m going to miss these two student friends/students/best teachers/fellow conspirators when they depart campus on May 11 as graduates. Thanks, Phoumany and Ryan for all the laughter and learning and for making my Carroll experiences more joyful. Things we’ve done in Dr. Simpson’s Office Over the Past Few Years: (red items added by DumbleDave) Catalogued over 1,000 books (Dr. Simpson most likely has read them all!) Decorated the office for his birthday. Decorated every other holiday. Played Temple Run. We wrote a book! Played nose-goes when the phone rang. Learned how to use fountain pens. Created and Conducted Rogers Hospital Climate Survey. Almost got killed… multiple times. Utilized all furniture in the office. Became PC savy and MAC savy. Played with random trinkets. Conducted "Power of Ten" study.  Researched Purple People Eater 15. Helped Evaluate Carroll University’s Alumni  National Day of Service Food Drive 16. Wrote a winning grant to received IPads to develop a Virtual European Immersion course. 17. Tooled around with most of Jane Hart’s technology learning tools. 18. Made sure that Dr. Simpson ate his lunch. 19. Laughed; cried; cheered; booed. 20. Complained.  Filed under: App Generation, Carroll Reflections, Carroll University USA, Curious David, Jane Hart's Top 100 Learning Tools, technology tools, Uncategorized Tagged: Best Teachers, Carroll University USA, Commencement, Jane Hart, Technology Learning Tools, Virtual Cultural Immersion

This is an archived story of previous 8th ICT collaborate blog responses. [View the story "Mr. Kirsch's Archived Student Blogging." on Storify]

The Impetus Instruction technology coaches who care about their audiences are always looking for ways to spice up the mostly boring "sit and get" sessions that have become the norm. A few weeks ago as my family and I were driving through the wondrous mountains of Colorado avoiding bears (for real…I saw a big brown one!) I was lucky enough to be sliding through twitter and came across Mr. Brazeau’s (@Braz74) #sstlap chat.  In an effort, I think, to get his chat participants to get to know each other he had the chat center around "speed dating". Participants were asked questions in quick succession which made the chat super fast paced.  I thought the chat might become too chaotic, but, to my surprise, everyone was exchanging back stories, lol’ing each other, and having what seemed to be a good time (I even met another teacher from my motherland, Costa Rica…a rarity!). The Experiment The great Tracie Cain (@TracieGCain) and I had the opportunity to implement speed dating in person, during a Ponder ISD PD session. Parameters: Staff or students will be spending 3 minutes maximum exchanging ideas.  This can be anything from a review for a test, to favorite ed apps, to simply a "how do you do" social exchange.  Once the time is up, it’s time to move.  The build up of anticipation to exchange further is what will make the final session so awesome. Here’s the How To: 1) To Begin: The entire point of speed dating is to quickly sift sensory input to make a decision on what you do or don’t like within a super fast context.  This forces participants to think and speak concisely and listen with intent. Let’s assume a positive presupposition: people will like something they hear.  Running with this assumption, it will be useful for participants to make contact cards with their a) names b) twitter handles c) email addresses d) blog sites and so on.  Participants can then exchange these cards quickly as they move on to the next person.  They should also have name tags of course, but the contact card named above might be a more lasting artifact. If you do a name tag try to make these can be fun as well.  They can be serious or funny… I think next time I’ll use the "gangsta name" machine  (or the more PG one here) to produce massive quantums of street cred for my peeps (mine is Big Tricky). 2) Instructions: Announce to your group what speed dating is, why you’re doing it, and to respect the clock. If you like what you hear a more in depth discussion can be had after the rounds during the "smack down".  Whatever topic you’re covering, keep in mind that your staff or students will be spending approximately 3 minutes per person during the "speed dating" exchange.  Overly obtuse topics may need to be avoided. Speed dating is a setup meant to facilitate a quick exchange of information in order to sift what you like and what you don’t like.  If some information is exchange that piques your curiosity, then students or staff should exchange twitter handles or email addresses or somehow identify each other.  It might be useful to set up a Padlet to allow those who are interested in similar topics or exchanges to post experiences or reflections in groupings (much like the beginning part of an edcamp).  Each person can post contact information or reflections in every group or category if they wish. However, detailed reflections should be saved for the "smack down" at the end of the session. This builds anticipation & keeps the momentum moving forward all the way through the entire process. 3) Check list: Each person will have a check list with either a) each person’s twitter handle, name or I.D. #.  As they rotate through the group, they will write notes to help them remember what was discussed and where their interest level was.  This will be useful, again, later during the "smack down". 4) Setting up the rotations: Split the team in half.  One half will be sitting down, while the other half will be rotating from one person to the next in 3 minute intervals.  Each person, once the "dating" begins has 90 second to talk about their topic.  When time is up, the other person does the same.  There are NO exceptions.  After the 3 minutes is up people must move along. You can move in a normal rotation (move to your left each time) or you can trick it up by asking participants to randomly move (move to your right 3 spaces then move to your left 5 spaces).  Make sure that someone who knows how to do math is in the room if you do the latter. 5) Smack Down: Once your rotations are done, gather as a group and have an edcamp type "smack down".  Share, share, share via verbal commentary, on the spot blogging, tweeting, instagraming… Let the current of energy move the conversation out into the interwebs! Note to self…This may be a super useful activity after lunch. Twitter Aside This is why I love Twitter so much!  Speed dating was used in a chat session by @Braz74 weeks ago and @TracieGCain and I facilitated its use during a technology PD session.  None of us could have made this work without the others.  Incredible!Filed under: In The Classroom, Technology Tagged: active learning, active students, classroom activities, Classroom Activity, fun activities, fun lessons, fun PD, Gueri11aEd, GuerillaEd, meetings, PD, PD activities, professional development, speed dating, speedating, speeddating, sstlap, teacher PD, thrasymachus, thrasymakos

  I am currently in Madrid at an EMMA project meeting. It has been a useful meeting and timely, given we have now run the first round of MOOCs. Five providers delivered seven MOOCs in the Autumn. Leicester ran two MOOCs; one on Technology-Enhanced Learning (TEL) and one on Learning Design. We each summarised our reflections on the MOOCs. Paul Rudman and I summarised the Leceister experience. Each MOOC was 8 weeks long, consisting of three hours of learning each week. Each week was structured in the following way: Activate, Demonstrate and Reflect. The materials consisted of text, images and video, and participants were encourage to contribute to discussions forums and blogs. Each week began with a short summary video from me, outlining the focus for that weeks and associated activities. The MOOCs were adapted from existing materials associated with two Masters level, 30 credit modules. The timing associated with activities were clearly labeled and they were divided into core and extension activities. The TEL MOOC gave an overview of technologies and their implications for education. Participant were encouraged to reflect on the relevance for their own practice. The Learning Design module was based around the 7Cs of Learning Design framework. We were disappointed by the number of people who participated, but put this down to the late advertising of the MOOCs. In addition, the EMMA platform was still in development, so perhaps the low numbers were not such a bad thing. Nonetheless we had around 70 participants start each MOOC. As a result of our experience on this first round of MOOCs and a detailed usability test the platform is much improved. We aim to re-run them later in the year. Other courses run included Climate Change, Search on the Internet and Excel 2010, and e-learning (in Dutch). A second wave of MOOCs will be launched in the New Year, in March and May. Including an exciting one from France on wine! New functionality is planned for the platform, including peer assessment and a dashboard of social media plug-ins. One of the courses offered will be from the METIS project; a Learning Design MOOC based on the ILDE Learning Design tool, this will be lead by Yishay Mor. The MOOC will be 5 - 6 weeks long, consisting of between 3 - 10 hours of learning each week. The main target of the MOOC will be people interesting in designing MOOC, so it is a valuable addition to the EMMA portfolio of MOOCs. This will be the first MOOC offered by a third-party MOOC provider. We have already had a number of institutions/projects approaches us to see if they can use the EMMA platform and as a result we are currently drafting a set of criteria to assess MOOCs offered by third party providers (Table 1).  Table 1 Criteria Description Alignment with the EMMA principles The following are core principles for the EMMA project: focus on European member states, multicultural, open practices, accessible and ethically sound. The quality of the content and activities. The MOOC should be based on sound pedagogical principles, including: clear learning outcomes/objectives, a clear learning pathway, an indication of activity timings, effective use of text, audio and video, and clear assessment elements (if included). Further guidance on creating good quality content and activities can be found in the EMMA good practice guide in the design of MOOCs. Experience of the MOOC providers The MOOC provider should be a subject expert in terms of the focus of the MOOC, and also have experience of designing and/or delivery online learning.   The MOOC should be delivered in one of the EMMA supported languages EMMA currently supports languages in: English, Spanish, Italian, Dutch and Portuguese. Other European languages may be included in the future, including French and Estonian. The MOOC provider must be an EU member state The MOOC provider should be one of the 28 EU countries. Attendance at the EMMA Summer School Priority will be given to MOOC providers who are willing to attend the EMMA Summer School. Resources The MOOC provider should provide evidence that they have sufficient human resources to design and deliver the MOOC. It addition they should be prepared to adhere to the EMMA approach, and work within the constraints in terms of timescales, for example time to complete transcription and translation. They should be prepared to adapt their MOOC to fit the EMMA platform. Fits within one of the EMMA cluster subject areas   The MOOC should fit within one of EMMA’s cluster subject areas, which are: Intercultural issues, e-learning and pedagogies, food and the environment, and digital technologies. New cluster subject areas may be added over time.  

I’m in the process of revisiting several resources that have influenced my choice of online teaching tools. This post focuses on the book by Steve Johnson (2011)—a thoughtful and concise compendium of his thinking about today’s "tech-savvy" (high school age) learners and how to prepare them for their digital future. He systematically  evaluates over 30 "etools" he judges to be useful for engendering collaboration, creation, and publication across the curriculum, and offers concrete suggestions for how to get started (and how to keep up) as an instructor. Among the many tools that he recommends that I have personally found especially useful for my teaching at the college/university level are the following: I have grown to like Animoto as a vehicle for creating and sharing video-like productions, despite its constraints of needing to use Adobe Flash and accepting only MP3 formatted music files. I have elected to have an educational account with them. Here is an example of how I have used it. WordPress is now my blogging tool of choice and the blogging tool that I teach to students. I myself move back and forth between WordPress.com ("David in Carroll Land") and WordPres.org  ("Curious David in Carroll Land"). The latter gives me far more creative freedom (e.g. the use of plugins) but at an additional cost (both financial and time I need to devote to its higher learning-curve). Here is an example of a WordPress.com blog piece in which my student research assistants shared  "sand box" activities while they explored for me the value of some beta version software which showed promise to me of eventually being useful in the classroom.  Here, on the other hand, is a recent blog piece co-written with my students using the WordPress.org blogging software (which I still am at an early stage of mastering). Without doubt, my best etool  evaluators are my highly trained student assistants. Google Docs is becoming an increasingly important tool for me. Indeed, I would love to devote the time to create a Google Apps course for our students.  Richard Bryne, an educator thought leader whom I follow on Twitter and whose contributions I benefit from, has created a wonderful comprehensive guide to this tool. Presently my students are more facile with this learning tool than I!.  We regularly use it as a means of collaborating and sharing documents —photos, videos, journal articles, rough drafts, spreadsheets. Just today one of my senior research seminar students shared with me, on Google Drive, a wonderful video she had made of her interviewing her twelve-year-old son about his experiences with a form of Asperger syndrome. Keri and I shortly shall be incorporating this video and her insights about parenting such a special child into a blog piece as a first step in assisting her in writing a book to share her knowledge.  Filed under: App Generation, Blogging, book-writing, Carroll University USA, Curious David, Jane Hart's Top 100 Learning Tools, LucidPress, technology tools Tagged: blogging, Carroll University USA, Education, Higher Education, Research Seminar, Technology Learning Tools, Top 100 Learning Tools

Source: docs.google.com Great resource to keep track of weekly educational twitter chat hashtags. See on Scoop.it - InformationCommunication (ICT)

Etymologically speaking, I’d rather be an educator :) Nourushing, rearing and training sounds a lot better than showing, pointing and training. Dogs get trained…kids shouldn’t. Filed under: Government/Civics, In The Classroom Tagged: blog, classroom, educator, etymological, etymology, gamification, good teaching, google, inspiration, inspirational, instructor, iPad, iPhone, teach blog, teacher, teaching

My thoughts may be even fuzzier this Saturday morning as I sit here in my office—a little over 24 hours before your Commencement Day. I have just returned from a three hour meeting in my role of Faculty Observer at a Board of Trustees Meeting, and I was most impressed by the poise, courage, compassion, and intelligence of the remarks made by your Student Senate President. Now is a good time to gather together some last thoughts about and for you. Tomorrow will be a joyful and tearful day as relationships change. Because of my age seniority good looks  length of time at Carroll and rank of Full Professor, I march at the front of the line both at Baccalaurete (behind Dean Byler) and Commencement (following Faculty Marshall Pamela Pinahs-Schultz). That gives me an ideal seating position for seeing and hearing those of you in choir, but forces me to be on my best behavior (awake, disconnected from my Ipad, resisting wearing my Brewers’ or Carroll College hats). For those of you I have met, I have done my best to teach you well but I am only human. Every student I teach is different, special, and teaches me.  You have enriched my life and I welcome the opportunity as you become alumni to continue and perhaps to even expand upon our relationships. Thanks for the lessons. Many people (family, staff, faculty, administrators, and trustees)  have worked very hard, in addition to you, to try and provide you with the best education that Carroll can provide both within and outside of the classroom. I often think that we ought to set aside a time for recognizing those unsung "guardian angels" who have done their best to make Carroll a caring community and a better place.  As time and circumstances allow join them in giving back (without expectation of receiving "conovocation points") your time, wisdom, networking resources, prospective student recommendations, and examples of skills or values developed here at Carroll that serve you well.  Give Carroll its due credit when it has earned it, but also offer constructive criticism when the institution has failed to meet your expectations for it. Seek out opportunities to do "a" right thing. Use your mind to think carefully and critically but don’t forget that there are indeed many times when it is appropriate to follow one’s heart. I envy your youth and the many opportunities that lie ahead to share your talents and to make the world a better place. Stay in touch. Oh, yes… Here is a final exam. With many fond memories, David Simpson, Professor of Psychology Filed under: Carroll Reflections, Carroll University USA, Commencement, Curious David, Graduation, Higher Education, Humor Tagged: Commencement, Higher Education

What if Andy Warhol had it wrong, and instead of being famous for 15 minutes, we’re only anonymous for that long? In this short talk, Juan Enriquez looks at the surprisingly permanent effects of digital sharing on our personal privacy. Source: www.ted.com See on Scoop.it - FootprintDigital

I was looking over some old lessons from my high school government class and came across some "stuff".  I’ll be posting this "stuff" today and tomorrow. To begin the parade is this list of resources that I used to get my students to create 3 minute video tutorials as their final summative grade for the semester.  Students were to choose any topic, whether we covered it or not, related to government.  If that topic (federalism, for example) had 3 good videos already created then the topic was off limits. My intention was to create a library of video tutorials that students could rate, publish and access for ever and ever. I left the classroom two years later :( to enter the world of instructional technology so that monolithic library of videos never got to grow. The instruction and rubric 3_Minute_Government_Tutorial_Video Instructions 3_Minute_Video_Presentation_Rubric This high school assignment was modified over a couple years.  I now use it as the final test grade for my college level Texas Government class. 3_Minute_TXGovernment_Tutorial_Video Resources Sound Effects Screen Cast O Matic Raw Short - Presentations Moovly - Create Animated Videos Go Animate - Animated Videos Microsoft Paint - Create stop motion videos Show Me App Educreations App Explain Everything App TouchCast App Blabberize makes pictures talk Addendum I got the idea from an awesome teacher (Matt Easley @MattEasley on Twitter) from this… Some of my kids ended up doing something a little different.  It was a court case… but less of a tutorial.  They put so much work into it that I let them just run with it.  We ended up entering this video into a contest with a school in New Jersey. Filed under: Government/Civics, In The Classroom, Technology Tagged: #sschat, classroom activities, Classroom Activity, classroom tech, classroom technology, government lesson, government lesson plan, government lesson plans, government lessons, high school government, high school lesson, lesson plans, sstlap, student activities, student centered, student centered activities, teacher tech, teacher tools, thrasymachus, thrasymakos

Today is Mother’s Day  in the United States—my first since the passing on of my Mother on April 18 of this year. Some variant of this important Day of Recognition is of course celebrated throughout the world. Please pass on these three simple thoughts to your Mom—as I do to mine.   Ek is lief vir jou, Mamma! Dankie, Mamma. Ek is jammer, Ma! Të dua, mami! Ju faleminderit, mami. Më vjen keq, mami! أنا أحبك يا أمي! شكرا لك يا أمي. أنا آسف يا أمي! Mən səni sevirəm, ana! , Ana təşəkkür edirəm. Mən Ana üzgünüm! Maite zaitut, ama! Eskerrik asko, ama. Sentitzen dut, ama! আমি তোমায় ভালোবাসি, মা! , মা আপনাকে ধন্যবাদ. আমি মাকে দুঃখিত! Я люблю цябе, мама! Дзякуй, мама. Мне вельмі шкада, мама! Volim te, mama! Hvala ti, mama. Žao mi je, mama! Обичам те, мамо! Благодаря ти, мамо. Съжалявам, мамо! 我爱你，妈妈！谢谢你，妈妈。对不起，妈妈！ Volim te, mama! Hvala ti, mama. Žao mi je, mama! Mám tě ráda, mami! Děkuji, mami. Je mi líto, mami! Jeg elsker dig, mor! Tak, mor. Jeg er ked af det, mor! Ik hou van je, mam! Dank je, mam. Het spijt me, mam! I love you, Mom! Thank you, Mom. I’m sorry, Mom! Mi amas vin, panjo! Dankon, panjo. Mi bedaŭras, Panjo! Ma armastan sind, ema! Aitäh, ema. Vabandust, ema! Rakastan sinua, äiti! Kiitos, äiti. Olen pahoillani, äiti! Je t’aime, maman! Merci, maman. Je suis désolé, maman! მე შენ მიყვარხარ, Mom! მადლობა, Mom. მე ვწუხვარ, Mom! Ich liebe dich, Mama! Danke, Mama. Es tut mir leid, Mama! Σ ‘αγαπώ, μαμά! Σας ευχαριστώ, μαμά. Λυπάμαι, μαμά! मैं तुमसे प्यार करता हूँ, माँ! , माँ धन्यवाद. मैं, माँ माफ कर दो! Szeretlek, anya! Köszönöm, anya. Sajnálom, anya! Ég elska þig, mamma! Þakka þér, mamma. Fyrirgefðu, mamma! Aku mencintaimu, Bu! Terima kasih, Bu. Maafkan aku, Bu! Is breá liom tú, Mam! Go raibh maith agat, Mam. Tá brón orm, Mam! Ti voglio bene, mamma! Grazie, mamma. Mi dispiace, mamma! 私はあなたを愛して、ママ！ 、お母さん、ありがとうございました。私は、お母さんごめんなさい！ Aku seneng kowe, angel! Matur nuwun, angel. Kula nyuwun pangapunten, angel! ខ្ញុំ​ស្រឡាញ់​អ្នក​ម៉ាក់​! សូម​អរគុណ​កូន​ម៉ាក់​។ ខ្ញុំ​ពិត​ជា​សោក​ស្តា​យ​កូន​ម៉ាក់​! 나는 당신을 사랑 해요, 엄마! 엄마, 감사합니다. 미안 해요, 엄마! ຂ້າ​ພະ​ເຈົ້າ​ຮັກ​ທ່ານ​, ບ້ານ​ມອມ​! ຂໍ​ຂອບ​ໃຈ​ທ່ານ​, ບ້ານ​ມອມ​. ຂ້າ​ພະ​ເຈົ້າ​ຂໍ​ອະ​ໄພ​, ບ້ານ​ມອມ​! Es mīlu tevi, mamma! Paldies, māmiņ. Piedod, māt! Aš tave myliu, mama! Ačiū, mama. Aš atsiprašau, mama! Те сакам, мамо! Ви благодарам, мамо. Жал ми е, мамо! I love you, mama! Terima kasih, mama. Saya minta maaf, mama! Jeg elsker deg, mamma! Takk, mamma. Jeg beklager, mamma! میں آپ سے محبت، ماں! شکریہ، ماں. میں، ماں معافی چاہتا ہوں Kocham cię, mamo! Dziękuję, mamo. Przykro mi, mamo! Eu te amo, mamãe! Obrigado, mãe. Sinto muito, mãe! Te iubesc, mamă! Mulțumesc, mamă. Îmi pare rău, mamă! Я люблю тебя, мама! Спасибо, мама. Мне очень жаль, мама! Волим те, мама! Хвала, мама. Жао ми је, мама! Mám ťa rada, mami! Ďakujem, mami. Je mi ľúto, mami! Te amo, mamá! Gracias, mamá. Lo siento, mamá! Tôi yêu mẹ! Cảm ơn mẹ. Tôi xin lỗi, mẹ ơi! Seni seviyorum, anne! Teşekkür ederim anne. Ben, anne üzgünüm! Jag älskar dig, mamma! Tack, mamma. Jag är ledsen, mamma! ฉันรักคุณแม่! ขอบคุณแม่ ฉันขอโทษแม่!    Filed under: Carroll Reflections, Cultural Universals, Curious David, Global Education, International, language

I am currently in Dubai running a three-day workshop for CLICKS. Today’s focus was on the 7Cs of Learning Design. Good evaluation overall. Good evaluation of the design workshop today: Three words: Active, creative and focused Interesting, interactive and though-provoking Interesting, innovative and full! Interactive (activity-based), enlightening (even in my own space), tiring Informative, networking and yumm Invigorating, inspiring and innovative Interesting, informative and interactive Contextual, interactive and timely Structured, resource-rich and stimulating   Things I liked: Evaluation 7Cs framework Online tools to help storyboard and plan Group work, discussions, sorting and thinking about course features Resource audit Design workshop, course map, course features Resources Cards activity for course features, activity profile Course features Printed material Lots of materials to refer back to, different tools people are using - wikis, blogs, google docs Lots of references, informative, applicable Activity profile is a very good tool, resource audit was an eye opener Room for improvement: It would help to email participants in advance and ask them for their expectations so that the workshop could be more aligned to expectations A look at how design can impact corporate training programmes, especially in an international market List contacts for participants More time to practice, include recaping Some works in manual need definitions A few more quick and easy apps and templates Use of techy devices such as ipods, iphones in classroom sessions Action plan: Create resource audit Design simplified format for course design Online workshop for course design Review slides and visit websites, share new ideas with team, try to apply 2 - 3 new ideas to next course design Use online discussion forums, social media Incorporate tools in course plans and present back to other staff, look at blogs and reference materials Look at how learning design may impact actual programme development at my workplace Invite Grainne to be a friend on fb! Recaping, more time to practice Need to relook at few of our courses with a fresh pair of glasses (course features, activity profile, resource audit) Go back to online resource and go through them (think about how to use them), go through my notes in the book, check links 

Student #infographic examples during our Internet Safety Unit… Mattie H. Jake O. Ben V. Jett O. Logan M. Cooper H. Ally D. Zaki L. Breanna L. Gage Sigl’s Infographic:   Courtney Nosbush: Katie Jensen: Cody Jennings: Cody Jennings   &nbsp Ajahnah L. Jude. V Jayden Meyerink: Chasity Morris: Kareem cisse Isis Johnson: Isaac Wieseler Preston S.

They’re all going to laugh at you! The day my students embarrassed me is also the day I became a better educator (and friend, and father, and husband… and I’m not kidding). Bear with me and my ego for just a moment (the free lesson is linked at the bottom)… My names is Charles Cooper.  I have a Master’s Degree in American Studies from the University of Dallas.  Classes I took included the 14th amendment, the federalist papers, the American Presidency, Platonic political thought, classical models of American political thought, and modern models of American political thought. I thought this would be enough to "shock and awe" high school seniors.  I thought bringing a depth of knowledge to the classroom would inspire my nascent adults to take up the flag of freedom and charge into adulthood as responsible citizens of this unique and singular nation. I was wrong. The Exchange Early in the government phase of my teaching career I would look at a class dotted with bored faces.  Kids who loved to engage me in conversation during lunch or in the hallways had lost that spark in my classroom.  Something happened during certain lessons that sucked the life out of my students. One day (and I did this a couple times before it really sunk into my thick skull), in a fairly frustrated manner I stopped my lecture, power point or otherwise "engaging lesson" on the Constitutional Convention and asked them what was wrong.  Usually they said "nothing" or made up excuses because they liked me and I liked them.  They saw that I was trying and didn’t want to hurt my feelings by revealing that I sucked as a teacher on certain days. I asked the same set of questions throughout that day with no honest responses.  I was starting to understand that MY depth of knowledge didn’t matter because I was boring. Fast forward to 8th block… Oh GOD!  (gritting my teeth) 8th block.  That group was always ready to leave.  They were checked out because it was the end of the day.  8th block also had some interested characters that tended to "spice" up my mind as I planned lessons. I wasn’t going to ask 8th block for feedback because, quite frankly, I didn’t respect their opinion.  I didn’t want to hear their feedback because I knew what it would be.  They were tired, usually getting into trouble, and distracted by their cell phones as they planned to meet this friend or that in the parking lot. This particular day, 15 minutes into class student #1, the smart alec loud mouth, speaks… 1 says, "Do we get to rip you apart today? " Me: You mean give me feedback?  No, we’re behind the other classes.  We’ll do that later. 1: Why?  You let the other classes.  I can tell you what’s wrong.  My friends have been talking about this today. Me: Write it down and I’ll get to it. 1: You’re boring. Me: Awesome… Please shut your face. Student #2: Mr. Cooper, some of this stuff sucks.  It really is boring.  You’re cool, but on the things you really like… you get boring.  Remember those games we played at the beginning of the semester?  THAT was cool! Class discusses the "cool" games without my approval. Me: Ok, then be prepared to get super bored… cause I LOVE the Constitutional Convention.  Sorry, some of this stuff is boring. Student 3-12: slams face on desk. Me: Sorry guys, life is about dealing with poop some times.  When you guys come to appreciate what this country is about you’ll understand how miraculous the Constitutional Convention was!  I’m not thrilled to come to school every day and I shouldn’t expect to be.  Some important things aren’t fun. Student 2 (also a knucked head and a hot head and he looked like he was in his mid 20s): I could do it.  I could make this stuff not boring.  (He then laughs as if to say "I’m better than you.") The exchange went on for a few more minutes and finally I went over to the whiteboard and wrote down the outline of a blank lesson plan template. I looked at the class and said,  "Then you do it.  You write the best lesson ever and me and my master’s degree will sit over here and wait for you.  You get this class period and only this class period.  Instead of the discussion my other classes had, you get to show me a better lesson than what I have prepared for you." I wanted to show then how difficult it was to write an exciting lesson that would allow for Higher order thinking, Engagement, Authenticity, and meaningful uses of Technology. I had the relationship part if teaching down…they could do the rest. Well… they did beat me at my own game. Their lessons were better and I was dumbfounded.  I was humbled.  I was also a little pissed.  But I recognized that they had bested me & I had asked for it. And then it hit me… For the first time in a while the entire structure of what it meant to be a teacher changed in my mind and my reaction??? At first I panicked and was a little upset. My role had been taken over by snotty teens. And then…like the sun rising in the east… It was a RUSH!  It was adrenaline!  I was "baby birding" these students when they needed to be set free.  I was an idiot. My lesson on the Constitutional Convention consisted of notes, videos, conversations, and a combination of multiple choice quizzes and a multiple choice test.  They went beyond my vision because I didn’t give them (my knuckle headed 8th block class) enough credit! In retrospect, this is what happened: 1) They had a common goal (make a lesson concerning a particular topic) 2) They had a common purpose (or you’ll suffer through my bad lesson) 3) The power or the stage was shared (I would use their lesson if it included certain resources) 4) They were respected (in the end I did…promise…by valuing their input in my class) 5) Their learning happened as they created something (the lesson was the lesson) 6) They felt supported (after they started asking clarifying questions and after I saw them working and smiling together… I knew we had hit on something by accident… so I GUIDED them in their learning as they blazed the path) 7) They had a new audience (the best of their lessons would be used on other classes and other students…even the ones that weren’t served as lessons they created for themselves…ie. they learned as they created). 8) They changed me (the very next day we debriefed and shared the experience.  I heard the excitement in my voice and I think they were, in turn, excited that a teacher listened to them) My lesson, as stated above, was a series of videos, powerpoints, quizzes, etc. Keep in mind that this was a few years ago before Google Forms and all that.  If I were to do this today I would certainly update it…however, this lesson in its "Word" version represents a shift in my soul.  Even though the tech has changed, I prefer to show this version, the original version, of the lesson as a testament to the day my students embarrassed me which was also the same day I became a better educator. Finally, I had students share and present their lessons to take place of my lectures.  Any gaps that were left untouched we covered together. I consolidated their ideas and this is the lesson they came up with: The Constitutional Convention Infomercial.  Obviously, I kept many of their lessons and showed them as exemplars the next semester. Constitutional Convention Infomercial Activity Some of the infomercial videos I used Filed under: Government/Civics, In The Classroom Tagged: #sschat, civics, civics lesson, classroom activities, classroom games, games, gamification, government, government activities, government games, government lesson, lesson plan, lesson plans, social studies, social studies games, ss games, sstlap, thrasymachus, thrasymakos

I have long had a fascination with languages. In high school I studied Latin for two years and followed that with two years of Spanish. When I graduated from Oberlin College in 1971 with an A.B. in Psychology I also had studied the equivalent of a Spanish major (including credits earned at the University of Guanajuato, Mexico). While a graduate student at Ohio State University I marveled at the language fluency of foreign fellow graduate students (I spent 6 months doing research at the University of Bergen, Norway and was humbled by the challenges of learning Norwegian and by how much more about the United States Norwegians knew compared to me!). A critical component of these language learning experiences was having opportunities to be exposed to the literature, theater, art, history, and cultural contexts of these languages. It will be interesting to discover what added value such tools as Rosetta Stone software contribute to efforts to internationalize this campus. I have yet to see convincing empirical evidence that the software lives up to its heavily advertised promises. I think something like teletandem may be a more practical way to provide language immersion. I greatly admire a number of thought leaders who write well and think deeply about authentically internationalizing education. Reading two books recently, Richard E. Nisbett‘s The Geography of Thought: How Asians and Westerners Think Differently… and Why and Malcolm Gladwell’s Outlier’s: The Story of Success, has revitalized my interest in relationships between language, culture, thought, and behavior. Richard Nisbett, whom Gladwell acknowledges as a major influence on his thinking that resulted in this book, was an invited speaker at Carroll University on March 24, 2009. Books such as these shaped motivated my tracking much more regularly global issues in higher education.    Filed under: Carroll Reflections, Cultural Universals, Curious David, Global Education, International, language, technology tools, Virtual European Cultural Immersion Project