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Pedagogy

Getting started with AR and VR: Defining Terms

October 2, 2018

When diving into the world of Virtual Reality and Augmented Reality it’s very important to understand how they are two distinct mediums for learning.

Virtual Reality (VR) is meant to take you somewhere else.  Augmented Reality (AR) is meant to add to where you are. We place these on a mixed reality continuum where we see a Virtual Reality environment on the far right and Augmented Reality leading towards a Real Environment.

Mixed reality continuum showing how VR and AR are different.

Mixed Reality Continuum [1]

More academic definitions:

Virtual Reality (VR) – creates interactive computer-generated worlds, which substitute real-world sensory perceptions with digitally generated ones, producing the sensation of actually being in life-sized new environments. [2]

Augmented Reality (AR) – the most significant advantage of AR is its unique ability to create immersive hybrid learning environments that combine digital and physical objects, thereby facilitating the development of processing skills such as critical thinking, problem-solving, and communicating through interdependent collaborative exercises (Dunleavy, Dede, & Mitchell, 2009). [3]

How do we interact with VR and AR experiences?

Within these definitions, we can come to the conclusion that these are two different mediums for learning. For example, VR can be experienced through head mounted devices like those offered through Google Cardboard, Oculus, HTC, etc. but it can also be experienced on a laptop or tablet screen. Of course, using a head-mounted device that blocks out the real-world would increase your level of immersion in a VR experience.

Likewise, AR experiences come in several forms.

    • Target-Based AR uses your device camera to trigger a response from something like a QR code.AR experiences: Target, location or device based.
    • Location-based AR uses GPS coordinates and other geolocation features sometimes connected to Wi-Fi to launch or trigger an AR experience for the user these are not dependent on a specific Target rather on the location of the device being used.
  • Device-Based AR asks that you download the appropriate application to view in the real world. An example would be filters that you can add to your face when you take a selfie. Using these apps, you augment your face through stickers and effects that that do not require a target nor a geo-location.  They simply require your selfie.

Who’s using VR and AR?

We are starting to see the application of these emergent technologies in many different fields: Industry, Medicine, Corporate, Higher Education and now K12. While the novelty factor of these tools is enticing,  it is important that we start to recognize them as tools that students can use to increase understanding and achieve learning objectives.

I have found the application of emerging technology in my classroom to amplify my instructional practice. The things that I do well seem to be highlighted and the things that I need to work on pedagogically are also highlighted. It’s easy to get wrapped up in the excitement and enthusiasm students have around trying something new, but the most powerful learning experiences are in the conversation that follows the tool use.


Micah Shippee, PhD
Social Studies Teacher
Google Certified Innovator, Trainer, and Teacher
Google Earth Education Expert
www.micahshippee.com

[1] “Milgram’s continuum (Milgram and Kishino, 1994) The specific ….” https://www.researchgate.net/figure/Milgrams-continuum-Milgram-and-Kishino-1994-The-specific-characteristics-of-augmented_fig1_235910711. Accessed 6 Sep. 2018.

[2] “Virtual reality in the assessment, understanding, and treatment … – NCBI.” 22 Mar. 2017, https://www.ncbi.nlm.nih.gov/pubmed/28325167. Accessed 6 Sep. 2018.

[3] “Affordances and Limitations of Immersive Participatory Augmented ….” https://eric.ed.gov/?id=EJ829255. Accessed 6 Sep. 2018.

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Pedagogy, Virtual Reality Leave a Comment

Back to School Learning Space Tips

August 27, 2018

Consider these seven questions as you design your learning space.

Learning spaces include classrooms, hallways, entryways, office spaces, a library, and so many other locations. Each can be designed to support the needs of students. Each section contains some myths around space design and some practical tips for where to begin. For more information about space design, click HERE and to get a PDF version of the Back to School Learning Space Guide, click HERE

1. Do you have a designer’s mindset?

Designers have empathy. They design with students and base all decisions on high levels of intentionality.

Three Myths:

  • Designing is decorating. Actually, decorating can be neat, fancy, and cute, but it rarely impacts learning.
  • Designing requires a specific degree. Not true. The designer’s mindset is something that all educators can grow.
  • Design is about specific rules. There are some rules, but they are more principles that guide our creation.

Three Things to Try:

  • Try noticing your space in a new way. Sit on the floor, stand in the corner. Get a new perspective.
  • Consider all of the decisions in your space that were based in tradition, inertia, and momentum. Make a change.
  • Make a list of all the things that may negatively impact the learners in your space.

2. What are your verbs?

This is the central question to space design. If you know that you want students to create, make, and design then you can design instruction and space to meet those goals.

Three Myths:

  • Classroom environments and instruction can be separate. Actually, both are linked and require attention to keep them in sync.
  • Students know the purpose of the space. Not true. We need to be explicit about the learning verbs
  • Great instructional design leads to engagement. This is partially true, but the learning environment plays a central role in engaging students.

Three Things to Try:

  • Post your verbs in the classroom and refer to them often.
  • Make three changes in your space designed to promote your verbs.
  • Co-create the verbs of your learning space with students to make sure that they know what they mean.

3. How much of your space is available to students?

There are many learning spaces where the adults consume a lot of square feet. Let’s attempt to give more space back to learning.

Three Myths:

  • Teacher desks are bad. Nothing is inherently bad. It is all about being intentional with every decision.
  • Students have access to the whole room. There are often informal barriers that keep students from believing that they can use the entire space.
  • Pushing everything to the edge help. Trapped spaces can be worse than limited space based on the design.

Three Things to Try:

  • Move some items away from the whiteboards so students have more access.
  • Be explicit with students that they can be anywhere in the space. Do this often.
  • Consolidate spaces where piles form as this space could be converted into new learning space.

4. Can you add writable space to support learning?

Having students sketch, draw and think on writable space helps to visualize learning and supports collaboration among students.

Three Myths:

  • Whiteboards help with individual learning. They do, but they are a great way to collaborate as well.
  • Adding a writable space is expensive. Actually, there are a ton of new products that can turn any space into a writable space.
  • Adding whiteboards is the only solution. Not true. Many current desks have a writable surface with the right markers and clean up.

Three Things to Try:

  • Consider using a product like Thinkboard as a way to make your desks writable.
  • Use Expo markers on glass and desks that are writable.
  • Make sure that you limit the amount of adult writing on whiteboards to save that space for kids.

5. What are the important things in your space?

Most learning spaces would be optimized with less visual stimulus and clutter. These shifts can lead to more focus and greater engagement.

Three Myths:

  • It is essential to save school supplies and resources. Unfortunately, this mindset can lead to clutter and excess.
  • There is a need to have seats for every student. This isn’t true for all classes. Students just need positions in the room, not seats.
  • Having all of the resources available every day is important. Actually, a good rotation of supplies and resources can keep things fresh.

Three Things to Try:

  • Put ten items in your trunk. If you need them, go get them, but less can be more.
  • Remove a desk or two and observe if it works. This can create fresh space.
  • Consider covering cluttered areas or turning little-used shelves around to decrease visual noise.

6. How frequent is your student feedback loop?

Student voice is essential in keeping your room agile and flexible. Student feedback should be an important element of your learning space design.

Three Myths:

  • We know what works for our students. This answer changes so quickly. It is important to ask often.
  • It is easy to get a feel for what is working in the space. Actually, so much is happening while we orchestrate the learning. We miss a lot.
  • Students are willing to tell us what they need. This isn’t true. Lots of our students are people pleasers, and they tend to not speak up on things like this.

Three Things to Try:

  • Every two weeks ask your student what they like and don’t like about the space.
  • Videotape segments of your class to use as feedback around engagement and movement.
  • Consider having students draw the ideal class and move items to show what they need in their learning space.

7. What is the non-verbal story of your space?

Every element of your space is telling the non-verbal story about your learning priorities. Craft a story that showcases the amazing things that are happening.

Three Myths:

  • Teachers can control the story of their classroom. There are limitations to this as every item in the room plays a part in the story of the learning.
  • Most people miss the details. Even when we don’t see the details, they are felt and impact the space.
  • Work product tells a story. It does, but images of students learning showcase to all the amazing things that are happening.

Three Things to Try:

  • What do you want others to say about the learning space? Make sure the details tell this story.
  • Allow student voice to tell your story as well. Student video and audio about your space is gold.
  • Visit another classroom and use the space to tell a story. This is good practice for your storytelling through space.

 

Dr. Robert Dillon has served as an educational leader throughout the Saint Louis area over the last twenty years as a teacher, principal, and director of innovation. He has a passion to change the educational landscape by building excellent engaging schools for all students. Dr. Dillon has had the opportunity to speak throughout the country at local, state, and national conferences as well as share his thoughts and ideas in a variety of publications. He is the author of four books on best practices in learning including co-authoring The Space: A Guide for Educators.

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EdTechTeam Press, EduSlam, Flexible Learning, Learning Spaces, Pedagogy Leave a Comment

School-Changers: Six Elements of School Change

August 25, 2018

“More Now”, a new book by Mark Wagner, Ph.D. brings together all the school-changers in a cohesive narrative of an innovation journey. The opening chapter is designed to challenge educators to reimagine infinite possibilities for schools to achieve the impossible. As Wagner states, “School Change is never easy and there is no single right answer to the complex cultural and organizational challenges ahead.”, the book outlines six elements of school change that Wagner learned from his experiences of working together with a team of forward-thinking schools around the globe. These six potential elements reminded me of infinity Stones, six gems that grant their owner great power from Avengers: Infinity War movie. Through sharing comprehensive implementations, practical examples, and relevant case studies, Wagner beautifully combines and slots these six elements of school change into an ‘infinity gauntlet’ to equip the readers with ‘impactful tool’ that could potentially bring limitless possibilities in their school.

 

Six Elements of School Change

Beyond outlining how each element plays a significant role to transform schools, Wagner brings out the real stories of school-changers to inspire educators how they uniquely maximized the power of each ‘infinity element’ to make concrete impacts in schools. Although these school-changers do not battle Thanos (villains from Avengers: Infinity War), I can feel their spirit of ‘Avengers’ as they leave their comfort zone to fight for what’s important for education. The result is a book that feels surprisingly insightful in genuinely heart-wrenching ways.

Message from The School Changers

By bringing future-focused messages from the school-changers, Wagner wants educators to have the courage to overcome their weakness and amplify their strength by connecting with others. As ‘school changers’, educators can’t do this alone and they need to be open with each other as they are greatest when they work together. More Now book successfully delivers an exciting culmination of a school transformational journey that empowers educators of today to begin their journey as an architect of what’s possible.

 

Steven Sutantro
@steven_sutantro
EdTech Coach, Jakarta, Indonesia
Google Certified Innovator & Trainer
Apple Teacher
TED-Ed Innovative Educator  

 

MORE NOW: A Message from the Future for the Educators of Today
By Mark Wagner, PhD
EdTechTeam Press
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EdTechTeam Press, Pedagogy Leave a Comment

A HyperDoc Is Not A WebQuest!

August 14, 2018

TODAY on EduSlam we release the first short video in our two-week series: 

A HyperDoc is NOT a Webquest.

⏯  To watch the video which was released today but will disappear on Sept 4th,

✅ Sign-up HERE

_______________________

Words matter, and in a day and age where information is streaming through our timelines faster than we can keep up, figuring out what words mean can be challenging. In defining new terms, it helps to uunderstand the history and context of the term HyperDocs, in relation to the term WebQuest.

In 2013, many districts in our area began purchasing Chromebooks for the annual state tests. As teachers got excited about using technology, Sarah, Kelly, and I worked hard to share ideas about ways to incorporate a variety of web tools available. We immediately noticed some kinks it threw into many colleagues’ instructional craft. From typing in challenging URLs to trying to get students’ attention for directions, to workflow strategies for collecting and evaluating work, teaching with technology was a challenge. As we entered into coaching roles, we wanted to support our colleagues to rethink the way they were delivering content, and to elevate the way students were experiencing learning.

  • HyperDocs were created based on many research and learning theories including Eric Mazur, and Ramsey Musallam ’s work with Cycles of Learning, inspired by Robert Karplus ’s cycle Explore, Explain, Apply. HyperDocs are a way to package digital lessons in order to create quality inquiry-based learning experiences. Teachers design these lessons and give them to students to explore the content, adjust their understanding through the explanation of the concepts, then apply their knowledge in a meaningful way.

That describes the lesson design. What makes HyperDocs unique is the delivery. Whether it be ‘on tech’ or ‘off-tech’ these blended learning lessons can be designed to meet the needs of each classroom. Some teachers may choose to design them for independent, self-paced learning; while others design them to blend with different instructional strategies varying from 1:1 conferring, small group instruction, to whole group teacher-directed instruction. Teachers are tasked with integrating several best instructional practices to meet the needs of every learner. Whether you are trying to reach a language learner or student with Special Ed needs, want to integrate ISTE standards, increase the level of critical thinking, or design a lesson based on the UDL framework, HyperDocs help educators accomplish this! The key to getting it just right is for teachers to focus on studying their students as they learn, taking time to reflect on lessons, and revising them to meet the needs of specific learning goals.

I have often heard HyperDocs being called the new WebQuests. While HyperDocs and WebQuests have some characteristics in common, most revolving around effective learning theories, they are quite different. While I have long admired the work of Bernie Dodge and his creation of WebQuests, HyperDocs were not created with them in mind.

I appreciate Bernie Dodge’s own explanation around the confusion when defining WebQuests,

A WebQuest is centered around a challenging, doable and (ideally) authentic task. Examples of WebQuest tasks might include: writing a letter to the mayor taking a stand on whether a new landfill should be opened; writing a diary as if you were living in 1491; designing a travel itinerary for geologists visiting Italy; or creating a commemorative mural celebrating space exploration. A WebQuest is never about answering a series of questions. Even though a scavenger hunt might require some analysis or problem solving, it’s not of the same intensity of higher-level thinking that a good WebQuest entails. Obviously, there’s a place for both WebQuests and scavenger hunts, but they are different places with very different goals.”  From Larry Ferlazzo’s blog

WebQuests follow a structure by starting with a quest or task. Students, working in groups, divide up the tasks to be completed, and conclude with an application of knowledge gained from the activity. I have seen WebQuests as centered around strong instructional methods such as inquiry, critical thinking, and problem-solving, yet the similarities they share do not make a HyperDoc an actual WebQuest.

So how is a HyperDoc different from a WebQuest? Well-designed HyperDocs are more than a doc with links, or digital worksheet. They include a mindset for effective pedagogy as well, something that is not always visible upfront. They offer a solution to packaging digital content to inspire thinking, exploration, and curiosity. There is never one right way to design a HyperDoc, as long as they include a strong cycle of learning. Due to the flexible nature of Google Apps, they can be easily shared, revised, and edited to become a lesson that you would judge as of quality based on your classroom needs.

Aside from the actual digital lessons that are being created, HyperDocs are bringing together a community of teachers who value discussions around lesson design and collaboration who have previously felt alone in their classrooms. I am constantly getting feedback from educators who state that they feel creative again, excited to deliver their content in a different way, they are feeling successful in accomplishing the many instructional strategies they are tasked to integrate. A HyperDoc is not a program, it’s not a curriculum you adopt, it’s a way of connecting the lesson designing process, to tech integration, to effective pedagogy. It’s about taking time and thought into the lessons we deliver

Essentially, HyperDocs are what you make of them; from the initial construction to the delivery, to the reflection of the learning experience. They are one way, among many proven methods, to shift learning in the classroom.

To learn more visit:

hyperdocs.co  | @TsGiveTs | Facebook group |View a lesson in action

Lisa Highfill
Co-Creator & Author
The HyperDoc Handbook
PUSD Instruct Tech Coach
@lhighfill

 

 

 

 

 

 

 

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HyperDocs, Pedagogy, Press Tagged: #HyperDocs, eduslam, How to use hyperdocs, Lisa highfill Leave a Comment

TED-Ed Clubs: Student Voice and Presentation Skills

August 3, 2018

“What would you say if the world was listening?” TED-Ed is much more than the great videos we see on YouTube.

Through the TED-Ed Clubs initiative, the TED organization has emerged as a champion of student voice and of learning public speaking. Do you love TED Talks? Do you emphasize public speaking skills in your classroom? Do you want to initiate or revamp a club that amplifies student voice? This is for you!

How would a TED-ED Club benefit your students? (not to mention you, the teacher!)

TED-Ed is a thoughtfully planned program for club leaders and advisors, which runs on a “club cycle”, in over 100 countries worldwide. Once accepted as a club, you receive access to a series of 13 “Explorations” that serve as a framework for lessons to be completed in a single club cycle (up to 12 months). TED-Ed understands that cookie-cutter curriculum doesn’t work for all schools or students. The curriculum is available as a guide to assist club members in developing their “idea worth spreading.” Along with the guide,  you are provided access to a Leader Resources database.

The provided explorations take students through the process of developing a TED-Ed Talk by identifying their passions, thinking deeply about what makes them passionate about the topic, and identifying ways to engage the audience. The student is empowered through the process as the topics can be anything under the sun. As students fine-tune their talk, they learn to use images and props to get their ideas across to an audience. Towards the end of the process, they learn the finer points of producing a TED-Ed event, including lights, sound, and scheduling. *Note: expect to have a video conference check-in with a TED-Ed rep to see how you are doing at some point during the process.

After your club has hosted an event and your TED-Ed Talks have been recorded, your videos are uploaded to the TED-Ed database for review for the TED-Ed YouTube Channel giving your students the ultimate opportunity to reach a truly wide and authentic audience. 

What are some of the special features of TED-Ed Clubs?

  • Connect Weeks. You can contact other clubs from around the world and set up your own ‘club connect’, but TED-Ed also has Connect Weeks that bring like-minded clubs together to share ideas.
  • TED-Ed Weekend. Your students could be chosen to attend the annual TED-Ed Weekend at TED Headquarters in New York City to meet students from clubs around the world and present on the official TED stage.
  • TED-Ed Newsletter & Blog. You will receive a regular e-newsletter highlighting what’s new in TED-Ed, featured TED-Ed animations and lessons, student Talks, and other ways to grow your club and connect with others.
  • TED-Ed Facebook Access. Yes, TED-Ed is on Facebook. And it’s a brilliant resource for connecting with club leaders to share ideas, receive advice, and celebrate your club’s successes!

So, how do you get your own TED-Ed Club off the ground?

It’s not difficult. But there are some steps to get there. Before you get started, you should read through the TED-Ed Clubs website and information packet to get an idea of how the program works. Then…

  • Apply and receive an email with ‘next steps’. This includes further familiarizing yourself with the program and participating in a Video Conference Orientation with a TED-Ed rep. Expect other club leaders to join. This is done with every new cycle. *Tip: Start the process early! There may not be a meeting directly after you submit your application.
  • Recruit club members and get parent consent forms signed and uploaded within a month of acceptance as a club.  *Note: Videos of students under the age of 13 will NOT be uploaded to the TED-Ed YouTube Channel.
  • Begin your cycle but create a timeline. Try to get through the explorations and modify as you see fit. Keep in mind that you’ll be expected to record your club’s Talks, whether through an official school TED-Ed Club event or a simple recording.
  • Practice, practice, practice the Talks! (and perhaps, practice a little more)
  • Hold an event and record the videos. The production doesn’t have to be high quality like an official TED-Ed production.
  • Get the videos uploaded and go through the end-of-cycle checklist provided by TED-Ed.
  • Reflect, celebrate, make plans to grow your club!

How did my students and I fare through our first cycle?

I’m quite certain that our club is the first for an international school in Japan, with only one other Japan-based club leader to ask advice. This made the online communities important to get ideas and support. We had students in Grade 5 as well as Grades 9-11, so we had to split the groups and have two separate clubs, with a final event together.

Another challenge we faced was the school schedule. International schools have a LOT going on, and a LOT of unexpected interruptions to the schedule, leaving us sometimes not meeting for a few weeks at a time. This required extending our planned cycle length, Luckily, this was as easy as an email to TED-Ed.

Seeking authentic feedback was a hurdle easily overcome by app smashing. We took practice videos, uploaded them to Flipgrid with no names (i.e.) Grade 9 Student 1, linked to a Google Form (for feedback). The Flipgrid link was sent out on Twitter to my Flipgrid community and other communities of educators asking them and their students to view the Talks and give feedback.  We also sought feedback from other TED-Ed clubs. 

From a teacher-advisor perspective, the challenge was helping students develop their ideas in a much deeper and more focused way, something most have not had the opportunity to do. Think about it. How often can a student prepare a presentation entirely on anything they want to share with time dedicated to perfecting it? Guiding students through this process without getting your own ideas into their Talks is a challenge. Students experienced moments of ‘writer’s block,’ but part of the process is developing strategies to deal with frustration as they stretch their thinking. There was also the inevitable procrastination and some necessary prodding to get better research completed, though having club meetings suddenly canceled for prolonged periods of time contributed to this.

Overall, I’m proud of our first club cycle and I am thrilled that students want to return to the club. A few are already planning their next Talk and how they can mentor new members.

Have a look at a few of our TED-Ed Talks hosted on the TED-Ed Clubs YouTube Channel.

Regaining our creative confidence

Hope and dreams in conflict zones

I’ll go for the career I want (and I’m a girl!)

Useful Links

TED-Ed Clubs online: https://ed.ted.com/clubs

TED-Ed Clubs information packet: https://goo.gl/ajtCtA

TED-Ed Blog: https://blog.ed.ted.com/

TED-ED Clubs on YouTube: https://goo.gl/iVtwPN

TED-Ed Clubs on Facebook: https://goo.gl/TQ6355

 

 

Nate Gildart
[email protected]
MYP I&S / DP History Teacher
Nagoya International School
Google for Education Certified Trainer / Innovator/ Educator
Nagoya, Japan

Pedagogy, student voice Leave a Comment

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