Tuesday, March 31, 2009
Monday, March 23, 2009
Having re-read some of John Hattie's research about the teacher having the greatest effect on learning. It seems to be reinforced as I watch the teachers in the xbox colab project working with learners and running their classes. I recorded the video below with Jo Wilson asking questions of Geoff Booth. I see how this is reinforced. The use of xbox 360s is succeeding because of:
- clear instructional design
- collaborative design
- student voice
- pursuit of key competencies
- emotional engagement
By the way the video was taken using my mobile phone a nokia n95 I am quite happy with the quality.
Sunday, March 15, 2009
We are always looking for technologies that enable learning and engage learners. We have this year initiated a 1 to 1 netbook programme for year seven students. I have never been happier in my beliefs that connected students will learn better. A bold statement I know but the students learning is evident both in the classroom and out. We have had to extend access to our social networking site elgg with over 100 concurrent connections to the database. This is becoming the hub of literacy development (see Below) as the community kicks in. Here I see Metcalfe's law showing true in education only with a few subtle differences. Metcalfe's law states that "the value of a telecommunications network is proportional to the square of the number of connected users of the system" Well the same can be said for learning value as more people connect the more we can learn from each other. The students are also empowered by knowing the other people they see on their network. I will ask some of them questions about this next week but first need to get a list of network beliefs off my Chest. Please add to this via comments.
Network value and function depends on:
- Number of people connected
- A feeling of ownership
- A feeling of engagement
- Network having multiple links student-teacher, Teacher-teacher, student-student, student-parent etc
- The ability of the network to support multiple concurrent connections which requires:
- High density Wireless provision
- High Speed internet provision
- Access to appropriate learning and social networks
- Anytime anywhere anyhow
Ownership and personalisation
The personalisation of the device comes from its size, connectivity and obviously belonging to the user. The photos I have taken around the school as I came across students and netbooks. All after class out of school.
Here We can see weekend engagement of students in the social network at Southwell School.
Thursday, March 5, 2009
I have been using Shozu with my n95. It think it is pretty good sofar. Following is a movie of how to and a sample I have recorded with Divneet.
Just shows why so many people are marking mobile use a key tech trend.
Sunday, March 1, 2009
Cheryl Doig workshop at 1@s 2009
What I thought after workshop.
- Student feedback is important for improving practice
- Co-constructed classrooms will be more co-operative
- Norms establishment is critical to class establishment
- This high level of student voice requires community support and awareness
- Difficult students require management strategies beyond student voice eg community and school voice
- If we ask for student voice we must acknowledge it and act react so that students are sure this has been heard
- We are entitled not to agree with student voice.
Notes from Workshop
Looking at engagement and examples of it. Cheryl has as many ?s as answers. Students can feel different and isolated at school because they are away from technology.
Students working together create a living breathing work. Combining Skype and Google docs for example. My belief is that literacy and communications skills will thrive in this environment
We discussed "Is full student engagement needed for learning." Four of us thought no we can multi-task. There are assume potions on beliefs we have about oar students experience. These do not always play out look at Sally Boyd's research at NZCER. United Kingdom group has placed student involvement into sitting, crawling, walking and Running. National College of School Leadership http://www.thinkbeyond.co.nz/assets/documents/Doig_SelfMan.pdf
Kelly Hines has asked students to keep feeding back to her. showing the students you will follow up on things is important.
Use student feedback to find out positives and areas for change.
Build driving forces reduce inhibiting forces.
Cheryl's wet-paint wiki oncommunity engagement.