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I was lucky to have shared my childhood bedroom for a few years with my grandmother, when she had come to live with us after an illness. At bedtime, she would tell me stories of her parents and three brothers and growing up in East Prussia, fleeing to the West after WW2 and the things that occupied her mind. I was hooked on storytelling. The fascination grew when technology became available and opened up possibilities that were just not possible before. I would give anything to have been able to record my grandmother’s stories and have shared them with my own children years later.
Humans are natural storytellers. It has been THE FORM of passing on knowledge from generation to generation. Storytelling existed in some shape or form in all civilizations across time. In the 21st century, which we have the luck to live in, Digital Storytelling, has opened up new horizons, inconceivable without the use of technology. Storytelling is evolving, as humans are adapting, experimenting and innovating with the use of ever changing technology, the growth of human networks and our ability to imagine new paths.
Maybe as part of a natural process, we tend to stick first to the familiar and “substitute” our task (see Ruben Puentedura’s SAMR model). Substitution is not enough to explore and experience the potential of digital storytelling.
Over the years, I have seen in classrooms and created myself many stories, that are:
- merely substitutions to what I could/have done/told in analog ways
- created in isolation, without any connections to a larger concept, idea or community
- created only to be read by a teacher for a grade, without the possibilities of ever reaching a larger audience for feedback or being able to take its place as a puzzle piece of a larger picture/story
It is NOT about the tools… it is about the skills [bctt tweet=”Digital Storytelling is NOT about the Tools, but about the Skills”]
Digital storytelling is not about how to use VoiceThread or iMovie. It is not about the ability to create an MP3 recording and adding it to an XML file, so people can subscribe to our podcast channel. Digital storytelling is about different types of skills we are developing in the process, such as:
- writing, speaking, communication skills
- oral fluency
- information literacy
- visual literacy
- media literacy
- language skills
- auditory skills
- drama Skills
- presentation skills
- listening skills
- publishing skills
It is NOT about creating media… it is about creating meaning [bctt tweet=”Digital Storytelling is NOT about creating media, but about creating meaning”]
Smartphones and other mobile devices have made the ease of filming, recording or taking images easy, available anytime & anywhere as well as relatively economical compared to earlier times. The amount of media that is being created and uploaded per minute is exponentially growing and mind blowing. Although there is value in contributing your perspective to a larger pool, the emphasis of the stories we share through different media is about creating meaning and about making that meaning visible to others, not about the act of creating the media itself.
It is NOT only about telling a story… it is about contributing and collaborating with others [bctt tweet=”Digital Storytelling is NOT only about telling a story, it is about contributing and collaborating with others”]
Digital storytelling is not only about telling the story, but tapping into the potential of being a contributing perspective, example, unique experience to a much larger story. The question grows from “How can I tell my story?” to “How does my story fit in and add value to the stories of others?”. How do we create a much larger story comprised of individual stories?
- Sherlock Holmes and the Internet of Things (Thank you to Alan Levine for the project link)
“Sherlock Holmes & the Internet of Things is an ongoing prototype developed and run by the Columbia University Digital Storytelling Lab that explores new forms and functions of story. Designed to be an open R&D space that experiments with shifts in authorship and ownership of stories, the massive collaboration also uses a detective narrative to examine the policy and ethical issues surrounding the Internet of Things. The goal of Sherlock Holmes & the Internet of Things is to build a massive connected crime scene consisting of smart storytelling objects.”
- Twitter Storytelling
Learning how to create “Snippet Stories”,use simultaneous narrators and fractured storyline, co-telling by using #hashtags, sharing with your network and adding value to other people’s learning
- Collaborative Storybook: Florida Explorers
It is NOT about telling an isolated story… it is about sharing and connecting experiences and perspectives to a community [bctt tweet=”Digital Storytelling is NOT about telling an isolated story… it is about sharing & connecting experiences & perspectives to a community”]
It is a powerful realization that we all have something valuable to share with others. Digital storytelling takes that isolated story, living in our thoughts, potentially shared with people we know or meet face to face and connects it with a much larger community.
- 7Billion Others
In 2003, after The Earth seen from the Sky, Yann Arthus-Bertrand, with Sybille d’Orgeval and Baptiste Rouget-Luchaire, launched the 7 billion Others project. 6,000 interviews were filmed in 84 countries by about twenty directors who went in search of the Others. From a Brazilian fisherman to a Chinese shopkeeper, from a German performer to an Afghan farmer, all answered the same questions about their fears, dreams, ordeals, hopes: What have you learnt from your parents? What do you want to pass on to your children? What difficult circumstances have you been through? What does love mean to you?
- Looking For Stories (Thank you to Alan Levine for the project link)
“Looking for Stories” is an online documentary web serie where Joan Planas (filmmaker) document stories from people and places around the world using video, photography and articles. We don’t judge the stories. We show them respectfully just as they are, trying to gain a better understanding of the world we live in.
- Extend Learning
[bctt tweet=”Digital Storytelling is NOT only about the transfer of knowledge… it is about the amplification of our voices”]
While the transfer of knowledge has always been a primary reason for storytelling, the importance of the amplification, the reach of our voices is what makes digital storytelling transformational
Through social media, our potential connections, collaboration and dissemination paths can reach exponential levels. The reach of our voices is about the amount of people our stories are capable of touching. We have moved from an audience of one or a few in a face to face environment to a global audience through synchronous and asynchronous tools.
Even young children (with the help of parents or teachers) can find their voice and be heard! Traditional limitations of age, physical handicaps, financial limitations preventing traveling or a lack of social network connections in the physical world, don’t have to limit someone’s voice any longer.
- Kristallnacht- Night of the Broken Glass: By taking a story written down by my grandfather:
- translating it into English
- adding a visual dimension with images
- an auditory layer by adding my voice and music
- publishing it to a digital platform and
- strategically sharing it publicly, I was able to amplify my grandfather’s story/experience and voice past his lifetime.
It is NOT about substituting analog stories… it is about transforming stories [bctt tweet=”#DigitalStorytelling is NOT about substituting analog stories… it is about transforming stories “]
Taking an analog story, which is written in text form on a physical piece of paper, told with printed visual material or with a voice to someone sitting in the same room as the storyteller and digitizing it with the help of tech tools does not take advantage of the full potential of digital storytelling. If we are truly looking to transform what stories are and can be in the digital world, we need to look beyond recording a story from a piece of paper or animating our photos from a field trip into a music video. We could dip into the world of transmedia storytelling and look how audience participation, seamless movement between different media can propel a story forward, engage the audience on multiple layers and change the storytelling process altogether.
- Inanimate Alice (Transmedia Storytelling)
Inanimate Alice is an interactive multimodal fiction, a born-digital novel relating the experiences of Alice and her imaginary digital friend, Brad. The series is written and directed by Kate Pullinger and developed by digital artists Chris Joseph and Andrew Campbell from an original idea by series producer Ian Harper. Episode 1 was released in late 2005. There have been five consecutive episodes created to date with a sixth in production, from a planned story arc embracing a total of 10 episodes spanning Alice’s life from age 8 through to her mid-twenties. The viewer experiences a combination of text, sound and imagery and interacts with the story at key points.
Digital storytelling is NOT just a story told/created/published on a digital platform. What are your experiences and examples in creating new forms of storytelling with digital tools?
Cross posted to the Langwitches Blog
There is a difference between Social Media IN schools and Social Media FOR schools.
While social media in schools deals primarily with policies around how to use (or not use) social media in the classroom with students, social media for schools is about storytelling and getting their stakeholders (teachers, students, administrators, parents, community) to spread these stories.
In the best case scenarios, social media IN schools is focused on:
- developing best practices HOW to use social media to support teaching and learning
- connect, communicate and collaborate through social media to an authentic global audience
In worst case scenario, social media IN schools is focused on:
- preventing the use by students
- regulating the use of social media by teachers
- not allow access to prevent network security issues, institutional transparency, cyberbullying, etc.
This post does not focus on any of these issues, but on the potential of using social media FOR schools. Telling the story of schools serves several purposes:
- curation (find, filter, organize, connect and present) information for their stakeholders
- adding value to a conversation, topic, theme, initiative with quality content
- sharing of best practices in teaching and learning
- making quality content visible to and shareable with others
- creating connections and a network of schools to advance education
- documenting institutional memory
Column Five states in the video, The Value of Visualization,
Your message is only as good as your ability to share it
The quote above begs the question, how schools are leveraging the power of sharing their message via social media and grow their ability to develop shareable content to contribute to a global educational community?
Let’s consider the why, who, what and characteristics of developing shareable content.
According to The New York Times Customer Insight Group, there are 5 reasons why people share. How do these reasons relate to the reasons why schools might be sharing?
- Feel connected
Share school and team spirit and belonging through different venues. How are stakeholders connected to teaching and learning at the school? Who is involved in initiatives and projects? Who is part of the school community?
- Define themselves
What do we, as a school, stand for, support, believe in? How do we fit in the community? What is our mission? What are our goals as a school community? What are we accepting as demonstration of our core values?
Schools share images, videos and other media to provide enjoyment and give an insight to school life, capture teaching and learning as well as share products of student and teacher creativity.
- Support a Cause
Schools spread initiatives and calls to action, encouraging support for variety of causes.
- Build & Cement relationships
Schools are building, growing and cementing relationships with community members, local and global businesses, current and past students, families, faculty, experts, consultants and global educators.
- own learning
Students document their learning journey through the use of digital portfolios that are visible and accessible to an authentic global audience.
- own learning
Teachers experience reflective, metacognitive, connected learning through the use of their own professional learning portfolio
- professional development
Teachers collaborate and contribute to a school’s professional development blog to document and share their professional development experiences ( conferences attended, online learning, professional readings, etc.)
- student learning
Teachers capture evidence of learning (and its process) to inform further teaching. Teachers also share student work and learning to connect globally with experts and peers to amplify learning.
- own learning
Administrators are models of life long learners for their faculty and students. Through curation of resources and reflection of their own learning in progress, they make their commitment visible to others.
- teacher learning
Administrators share bright spots of teaching, learning and innovation at their schools with a global audience
- school initiatives
What are the goals of moving a school initiative forward? How will you achieve buy-in from stakeholders? How will you share information about background, supportive resources, progress, successes, etc.?
- lead storyteller
Administrators should be the lead storytellers of their school. Lead storytellers do not leave what is being said about the school to others. They choose, what and how the story of their school community is told.
- school experiences
The best marketing tool for any brand is when others share their (positive) experiences with their own network. This type of endorsement is worth more than if it were coming from the brand itself.
taking advantage of multiple “points of view” and documenters , gives the audience an amplified perspective and “coverage” of any event.
The content created should exhibit the following characteristics:
- Title: must be capturing
We only have a split second to catch the attention of our audience in the age of information overload. The title should capture the potential viewer’s interest and encourage to share with their own network (word of mouth or/and online network) Think… “5 Ways to Avoid the Back to School Blues” or “Hurrah, The School is on Fire”
- Content: relevant, timely, useful
The content must by relevant to the potential audience. Is it relevant to tweet out the school’s lunch menu? (Depends on the audience… students, faculty, parent community… possibly… a global audience… most likely not). Think… Looking to make global connections for your students to participate in a project about the 2016 Olympics? Make sure the content does not get disseminated a few days before the start of the games, but allow time to form these connections. Disseminate content, useful to others, to teach and learn about the Olympics the months before the upcoming games.
- Accompanying Images and Videos (and other visual content)
Our brain processes visual content at a much faster rate than text alone. Statistics support that your audience will be more likely to click on a post if it contains a visual versus text alone.
Think… infographics, Memes, short video clips, how-to-guides, high quality photography
- Added Value
Shareable content usually provides some sort of added value to potential audiences to encourage re-sharing. Simple copying or repackaging of material created by others (might also infringe on copyright) does not support building of a creative, innovative school brand. Find ways to add value for others by curating and filtering information, adding perspectives to issues, make connections to thoughts, ideas and concepts visible to others. Think…” Carol Dweck’s Growth versus Fixed Mindset is sweeping the educational arena around the world, we are sharing with you how our faculty is applying her work in the classroom….”
- Appeal to Emotions (joy, fear, surprise, self-esteem effection, trust, hope, pleasure, uncertainty, amusement)
Nothing can be stronger than provoking emotions in your audience to encourage them to share your content with others. What matters most to your audience: their children, their teaching job and career? their education? Career readiness? Safety? Create content that appeal to any of these emotions) Think… fostering loyalty and driving school advocacy. How about about holding a contest for alumni to contribute photos of their years spent at your school or create an infographic about your school’s alumni college success or a video following a recent graduate to a feeder school?
- Easily shareable
Make it as easy as possible for your content to be shared, streamline the process as much as possible for your audience. Make your content available on different platforms to encourage the users of these platforms to share with their network. Think… Have social media share buttons embedded in your posts (Tweet this, Pin This, Like Us on Facebook, etc.). Best if you can make one-click sharing available.
- Defines people
We share with others the things that define us? Take a deep look at what defines your school and its community? Is it academics? Is it Sports? A combination? Is your school known for innovation? Show your audience a version of themselves, a way they define themselves or as they want to be seen by others and they’ll be more likely to pass it along to their network. Think… content that demonstrates leadership in innovation among competitor schools. Content that supports the vision of the school employing top educators of the region.
- Illustrates thought leadership
We live in a moment in history, where change happens at lightning speed. Traditional pedagogy, tried and proven to be effective for decades, suddenly is proving to not prepare students with the necessary skills and literacies for their future. Every school, every administrator and every teacher is presented with opportunities for action research in any area of educational interest. By choosing to explore these opportunities further, we all are becoming pioneers redefining and transforming teaching and learning. Think… Capture and document the learning process your school is undertaking as you implement digital portfolios.
- Adapt, Remix and Improve
Stand on the shoulders of your network. Learn from others, adapt, remix and improve on their work. Become part of an ecosystem to collaborate and improve education. The different puzzle pieces making up the ecosystem feel first hand how contributing makes each component function better. Take a closer look at Creative Commons work from other educators and schools and create content to add value, share examples or perspective. Think…sharing means amplification
- Insight to real world stakeholders live in
Share content with your audience that demonstrates to them, you have an insight into their real world. Do you want students/parents/teachers to help tell the story of your school, create content that gives them insight into their own world and they will help you spread the word. Think…content that illustrates how to survive pre-teen and teenage years. Create content that guides your students through the selection of high school courses. Illustrate how to manage homework load.
Cross posted to the Langwitches Blog
As a reader of my blog, you have followed my journey into exploring Sketchnoting since April 2014. I have come a long way by studying and learning from other sketchnoters: their techniques, their tools, their thinking process, their signature people, objects and metaphors.
If have gone from asking myself WHAT can you Sketchnote? to Sketchnoting as a Form of…
I am experimenting with a variety of goals, as I am sketchnoting, wanting to be aware of how I react to each form in terms of my thinking process and learning involved.
- Reflection : “We don’t learn from experiences, we learn from reflecting on the experience” John Dewey
- Note Taking: How can we summarize main ideas visually?
- Visual Thinking: How can we make thinking visual and visible to others?
- Content Creation: How can we take concepts and content, in order to be able to share visually to appeal to a larger audience
- Memory Aid: Doodling triggers memory after the event has passed. Visuals beat text when it comes to remembering
- Process Ideation: Documenting the formation of concepts and ideas
- Storytelling: Conveying of events through images and text
- Mind Mapping: Brainstorming and organizing of ideas, thoughts and connections
I am specifically intrigued by sketchnoting as a FORM OF REFLECTION. As Visible Thinking Routines (by Project Zero) have proven to be very helpful in making thinking visible, I prepared an easy to follow routine to reflect when sketchnoting. Disclaimer: this is not meant to be a one- size- fits- all reflection routine, just one of many ways one can take advantage of sketchnoting to support a reflection process.
- What do I know?
- What have I learned?
- How can I apply what I learned?
- How do I summarize in a Headline what I learned?
- Brainstorm keywords about the topic
- Objects & People
- How can I make my thinking visible?
- How can I represent an idea?
- How does what I learned connect to what I (or others) already knew or will do
- What conclusions will I draw?
- What are my goals?
- What did I do, hear, watch, learn?
- What was important about it?
- Where could I use this again?
- Do I see any patterns?
- How well did I do?
- What should I do next?
This past week, I had the opportunity to facilitate a session about Sketchnoting for Reflection at the end of the 3 day ASCD Camp Connect21 conference in Washington, DC. It was the perfect moment to help participants become aware of their thinking and learning process as they reflected via sketchnotes of their learning experience at the conference. Next stop? How do we bring Sketchnoting for Reflection to our students as yet another tool in their toolbox.
Below find a few samples of the reflection results:
“Leadership is action, not a position” by Donald McGannon
A leader in the classroom models the type of behavior and learning they want to see and encourage in their students. They are transparent in their own learning process, they do not hide mistakes or failures, their make their thinking, learning and process visible for others to reconstruct and follow. Leaders model by example not by ” Do as I say”.
A leader in the classroom gives students the opportunities to experience the learning. Leaders in the classroom don’t skip steps because it is easier, less time consuming and possibly more convenient. By the same token, leaders are ready to experience and embrace new situations, new skills, new learning opportunities alongside their students. Leaders put themselves in the position of learners and don’t continue to only draw on experiences from another lifetime (when they were young or from a pre-technology world). Leaders encourage, value, support and celebrate “sticking your neck out” in order to experience new paths.
A leader celebrates, highlights and shares their classroom learning community’s accomplishments. The leader takes on the responsibility of documenting and strategically amplifying through a variety of venues. This can range from face to face in-school sharing opportunities to district, national or international conferences as well as online social network platforms (Ex. blogs, Twitter, Pinterest, Diigo)
A leader in the classroom is always working on establishing and strengthening trust as an integral component of that leadership flow. Trust is the component that “lubricates” the movement of the flow. Leaders always seek and take advantage of opportunities to gain trust but also learn to trust their students.
by Silvia Rosenthal Tolisano
cross posted to the Langwitches Blog
In 2011, I wrote a blog post, titled Upgrade your KWL Chart to the 21st Century. It described how I learned about a new version of the traditional KWL (What do I Know, What do I Want to know and what have I Learned) via Chic Foote as it snuck in an “H“(How will I find out). That “H” seemed to make the increased importance of the information literacy visible. I ended up on Maggie Hos-McGrane’s blog, which, according to John Barell’s book Why are School Buses always Yellow?, added yet two other abbreviations (“A“- What action will I take and “Q“-What further Questions do I have?) to make up a KWHLAQ acronym.
The blog post included the visual chart below, which seemed to have made it the most popular blog post searched for and shared on Langwitches of all times. That seemed to demand an update to the visual after 4 years. I have used the chart consistently over the last few years as a framework to upgrade FOR the 21st century in lesson planning, professional development workshops, coaching and working directly with students and teachers. An essential component of sharing, as a teacher, is the knowledge that one’s work has an impact on other teachers and students, who most likely one will never meet. It is even more gratifying reading of the excellent work others have done:
- Simple question: What Action will you take? by Denise Krebs
- Step-by-Step Directions for Creating Passion Projects in Our Classroom by Paul Solarz
I have also used the KWHLAQ chart as one framework to promote Reflection as Part of the Learning Process, Not as an Add-on. In the following visual below I share ideas of how to embed the KWHLAQ framework in analog and digital activities.
I am continuing to be intrigued by John Barell’s original inquiry strategy, how to use to bring awareness and experience opportunities for modern learning skills and literacies. Since Project Zero’s Visible Thinking Routines have been playing an integral part of my continuous work of Documenting4Learning, is was an easy connection to bring in the routines as a strategy in the KWHLAQ flow.
The new visual below is intended to give teachers and students more choices of make their thinking and learning visible using the following platforms, activities, tools, Visible Thinking Routines as an option or starting off point. The suggestions include tools and platforms that are specifically suited to connect, collaborate, communicate and create, 21st century style, one’s process and make it easier to amplify and to document4learning. The framework is based on
- REFLECTION being an integral part of the learning process
- the understanding that through technology tools our access to INFORMATION has exponentially expanded as well
- our ability to take ACTION beyond affecting people we are able to reach face to face
- that technology tools allow us to express and communicate in OTHER FORMS of media beyond words and text
What do you think? What other platforms, tools and activities would you include and organize according to the KWHLAQ chart? Let’s crowdsource more resources for the use of KWHLAQ for the 21st Century!
I am fascinated how the social media platform Snapchat is bringing global awareness to its users! I noticed specific cities appearing for 24 hours on the app:
- In small tidbits
- in a collaborative manner (users at a specific geographic location are invited to submit a few seconds of their “perception” of what life in their city looks like)
- raising interest to immediately watch it by making it available for a limited time (reminded me of the Beanie Baby craze of introducing and retiring certain animals to make people run for the stores and increasing value)
Since then I have seen on Twitter
and on blogs,
people gearing up to showcase their city. What types of tidbits should be included? How to best shine the light on their favorite:
- food traditions
- how to get around their city
- landmarks and famous sites
- language and colloquialism
- wild life
- leisure time
- street music
The city to be showcased becomes an event on a certain day and allows people who have their geolocation enabled to submit their snapchats for inclusion in the city’s life story (For details: How to Post to Our Stories)
So far the cities, like Manchester, UK, Barcelona, Spain, Nairobi, Kenya, Buenos Aires, Argentina, Los Angeles, USA among others have been officially “snapchatted” and curated. For a complete list of cities and events that have been showcased, take a look at What is on Snapchat Stories Today?
Today on June 5th, Brisbane, Australia was featured:
Below are some reactions to the Brisbane Snapchat story of today (and a couple of other twitter reactions to Snapchat Life Event Stories ) in terms of global awareness. Also, remember that over 70% of their users are under the age of 25)
The idea of using the social media platform, where the under 25 crowd already hangs out (their turf) and finding a way to “feed them tidbits” of global awareness (“hey there is life outside your backyard” or thinking and discussing critically what stereotypes, misconceptions about a city/country are) is note worthy. I am wondering how to bring this into the classroom. With older students you could directly go into Snapchat to look and react to the City Life Event. For youunger students, I am thinking of the possibilities of using an app like 1 Second Everyday to capture short video clips to tell a story of awareness, learning and sharing.
I would love for Snapchat to give their users to create their OWN events and invite collaborators to contribute to these event stories. Think about the possibilities for field trips, exchange programs, collaborative units of inquiry (transportation, immigration, how do living things adapt to survive?, etc.). Can you imagine the global collaboration possibilities and the critical thinking and “NOW” literacies involved to make decisions of what, how and where to capture in order to tell and share “the story”?
How do you imagine using the concept of event/story feature on Snapchat with your students?
More interesting articles about Snapchat:
- Snapchat, Twitter and Instagram posts show a different side to life in Saudi Arabia
- Snapchat’s ‘Our Story’ Events Are a Captivating Experiment
by Silvia Rosenthal Tolisano
cross-posted to the Langwitches Blog
Social Media has given educators the opportunity for self-directed, collaborative and connected learning. Network literacy , according to Eric Hellweg, requires a basic understanding of network technology, intelligence, capabilities and the ability of crafting one’s own network identity.
So, how do you bring the benefits of social media to a conference without making the conference ABOUT social media or technology? How do you share the basics of connecting and learning collaboratively with attendees who are newbies?
The question is how do you bring social media to a conference (?) where:
- most attendees and presenters might have heard of social media like Twitter, Facebook, Instagram and Pinterest
- maybe 30 % have an account in one of the platforms
- at best less than 5% or conference participants are active and fluent on these platforms
The BIG idea behind bringing social media to a(ny) conference is to bring awareness to social networking for (and as) professional development, opportunities to practice these skills & literacies and create a culture of sharing best practices and collaboration! How do we make it visible to newbies that it is NOT about technology, but about learning, sharing and connecting that learning?
I have been wrestling with the issue “It is NOT about technology“/ It IS about Technology for a while ( Never Was About Technology?– Time to Focus on Learning?, Take the Technology out of the Equation) and of course, it is not about the technology (it is about learning), but I am observing more and more educators , who are not comfortable with nor technology literate, are being left out of/ behind LEARNING opportunities.
How do we bring these learning opportunities to more educators?
I have reflected about the use of social media at conferences frequently:
- Unpacking a Twitter Conference Feed
- Student Voices: Using Social Media to Share Your Passion and Affect Change in the World
How can conference organizers prepare for a conference and to be able to give attendees the opportunity to PARTICIPATE and EXPERIENCE the power of collaborative learning. For crowdsourcing, collaborative note taking and documentation from a variety of perspectives and locations, you NEED, well, a variety of people to contribute. It is imperative to not turn the conference into a conference about technology and social media, but make sure that the focus and emphasis stays on learning as we are using technology as an amplification and redefinition tool.
I have brainstormed steps in order to facilitate a “Watch- Do- Learn” approach.
Pre-Conference: Bring awareness to social media as a learning tool, introduce conference attendees to social media and networking and make further resources to learn more about social media available
- Organized Twitter Chat or webinar
- Creation of a Twitter account upon conference registration
- Social Media resources available
- Presenters and keynote speakers briefed and prepared to embed Social Media reminders into sessions
During the Conference: Give attendees hands-on experience, reflection and sharing time
- Help Desk
- Breakout Session
- Tidbit sessions
- Built-in reflection time
- Mixed Cohort/ Social Media Team (Students/Teachers)
- Presenters embed Social Media awareness and practice time
- Backchannel Display: Strategic Location
Post-Conference: Reflective, connected, collaborative and networked
- Reflective blog posts contributed to a central blog hub
- Debriefing organized via Twitter chat or conference hashtag
- Local coaching to connect and amplify learning when conference participants return to their home schools
So…what is Connect 21 Camp?
It is NOT about the technology. It is NOT about the hardware. It IS ABOUT the expansion of each educator’s command of the new literacies coupled with the design of deliberate curriculum integration possibilities for your setting.
Our focus: INTEGRATING Digital Learning Directly into Curriculum and Teaching
Our focus: CREATING a genuinely personalized three day learning pathway full of creative excitement and practical take-backs.
Bridge the gap between the hardware- the tablets, laptops, and smartboards AND teaching and learning!
- Connect with our children and young people who are clearly residents of the 21st century hungry for relevant and motivating projects and investigations!
- Integrate the digital literacy and media savvy productions directly into your lesson plans!
- Bring the world into your classroom and school through global partnerships and networks.
- Develop a connected plan to engage your faculty in a long term plan to support a dynamic approach to the integration of the new literacies tailored to your setting.
- Engage in a range of options from media production labs to digital workshops to film study to coaching sessions.
CHECK OUT the program and our experienced team in detail: http://www.connect.curriculum21.com
I have never been more enthused about a professional learning experience as ASCD’s upcoming Camp Connect 21 scheduled for August 6-8, 2015, at National Harbor, MD.
JOIN US and CONNECT.
Join the Curriculum21 team at ASCD Connect 21 Summer Camp:
August 6-8, 2015
The first ASCD Connect 21 Summer Camp
Becoming a 21st Century Teacher, Leader and School
August 6-8, 2015 at the Gaylord Conference Center -greater DC area
TAKE A LOOK: http://connect.curriculum21.com
Let us peruse a list of words featured on the recent sixth grade New York state exam:
Perhaps each of us should commit to using these words today in our communications. Surely one result would likely be alienation from our recepients. ( “Hey, how’s your aerogel?“)
Arguably there is universal admiration for a command of vocabulary, but the thought of eleven and twelve year olds wrestling with these words in a timed pressure cooker suggests an “ominous situation“. What were these test makers thinking? Perhaps they yearn to design those SAT exams for seniors. The sobering fact that the results will have a direct impact on how a teacher is evaluated points to a profound disconnect. However, there is one phrase used in one of the test items that is telling: “transitory moment of presence in a distinct location”. Let us hope this is a transitory aberration.