NECC+2009


 * [[image:DSCN2538.JPG width="362" height="273"]]

NECC09 Notes & Sessions Attended**

=MONDAY, 6/29/09=

**Malcolm Gladwell**: "What you get is what you put in" explains Fleetwood Mac success. #NECC2009

 * Malcolm Gladwell talking about compensation of lower football draft picks
 * hunger and
 * Malcolm Gladwell - Picasso is a conceptual genius versus Paul Cezanne who is an experimental innovator.
 * talking about Fleetwood Mac/Founded by Peter Green
 * Lesson 1: putting in the time
 * Meaningful learning
 * 10 years and 16 albums to become successful
 * Concept of Mastery
 * Telescoping learning
 * 10,000 hour rule: cognitively complex tasks- someone needs to put in at least 10,000 hours to master the task (10 years at 4 hours a day)
 * Successful learning happens with the approach to the task.
 * Attitude not an ability.
 * Self-defeating philosophy: "I am just good at math."
 * What you get is what you put in. (learning)


 * Lesson 2: Rocky roads and perseverance
 * Build on your failures
 * Capitalization learning style: people build on their strengths
 * Compensation learning style: you compensate on your weaknesses
 * When it succeeds- it is much more powerful
 * Dave Berry: economist on the draft and the quarterbacks. Quarterbacks in positions 1-50 in the draft actually under
 * perform the ones who are numbers 50 and below.
 * Compenstion is a better learning style than capitalization.
 * Respect for difficulty


 * Lesson 3: Constantly Experimenting
 * Learning strategies are not always linear.
 * Experimental innovator: people who find their way to genius through trial and error.
 * FEEDBACK
 * Feedback lies at the core of effective learning.
 * http://www.speedofcreativity.org/2009/06/28/coveritlive-blog-of-malcom-gladwells-opening-necc-keynote/


 * compensation strategy - compensate for your weaknesses - this is harder but when it succeeds it is a big success.

**Collaborative Podcasts with Web 2.0 Tools: Taking Podcasts to the Next Level by Accessing Specialists in the Fields**
Thompson's Mill - Oregon State Park - Service Learning Project - Collaborative Storytelling - Family History Projects - Other ideas? - a model lesson session - virtual tour or podcast tour, a small piece for the local park - Buzzword (a text program) - Gcast.com - $99 a year – ranger called in to a number and used a code and could leave an audio recording for students (allows the content to be left for students on their time) - Collaborative podcasting: service learning, collab storytelling, family history projects, etc. – allows building understanding with experts in the field (for busy people who won’t do videoconferencing) - Thompson’s Mill – an Oregon state park – student podcast sample - Used her dotmac account to post the podcasts (on a website) - Web.mac.com/lmasrd/SD/Thompsons-Mills/Entries/2009/6/21_The_Mill_Over>Tir - Students podcasts can be used by people visiting the parks – next year the students will do versions in Spanish for ELL’s - Buzzword – Adobe’s web2.0 collaborative writing tool, also pictures, to allow viewing and collaboration - Tinyurl.com/Lamarweb20 - Using tiny url to make shorter URL’s for students to go to - Going to the lamar20 page takes you to her activity page – table group pages – students link out to their own page on Buzzword - www.acrobat.com - to set up a buzzword account: 5 free tools: o buzzword, interactive document tool, allows sharing a document by giving them a URL to the document, 3 people can interact in the document editing the document in real time - co-collaboration of a document with an expert, versus just sending them an email to ask questions (eg – music students collab with a composer) //(Thanks Mara!)//

**The Power of Social Interactive Technologies in Teacher Education** (Melda)
Media Literacy - What's missing?

**Professional Development 2.0: Transforming University Pedagogy with 21st Century Tools**
https://sites.google.com/a/asu.edu/SocialNetworking_CTEL/Home Thereas Foulger, ASU Keith Wetzel
 * Arizona University faculty program with Web 2.0 tools
 * Several days of professional dev. and then they worked with faculty with the tools in their classroom
 * Two partners with two groups (one group in May and one in August)
 * 8 hours time slots (1 group did 2 half days, 1 group did one full day)
 * Google Docs, Second Life, Voicethread, blogger and wikis were explored (professors learned features and self-selected)
 * Professors chose a portion that could reformat a collaborative unit integrating technology into that unit.
 * Needed an assessment tool for the use of that tech. unit
 * Facilitators did coaching, brainstorming, and sharing info..
 * Small stipend was given to the faculty (kind of a mini, mini grant - (sponsored by the Dean's office)
 * Reflective piece - How did professor's pedag change with using social networking tools nd their role changed? TPAC (Content, Pedagody and Technology - good teaching)
 * Research: Students could give feedback, more collaborative, discussion between classes)
 * Students were sometimes given
 * Google was popular (Voicethread in poetry unit)
 * change was that there was focus on the content rather than the pedagogy (i.e. Professors)
 * TK 20 - (template building for assessment)
 * 23 partipants/20 surveys
 * Idea: one professor imported videos of school board meetings into Voicethread and students did an assignment
 * Idea: one prof. uploaded readings and students created interview questions that were posted on a Google site about guest speakers and the students and presenters could both collaborate there
 * 42% saw themselves as a facilitator (and more collaborative with their students)
 * Faculty saw themselves also as learners and their feedback was greater from students
 * Student achievement was higher.
 * 1/2 of all faculty signed up for this training
 * One of participants shared a project where they focused on teachers at the center versus students at the center

http://www.puppet.org/
 * Center for Puppetry and Educational Videoconferencing: Arts Infusion through Puppetry and Technology**

[|www.dangerouslyirrelevant.org]

=TUESDAY, 6/29/09=

Debate questions here: [|http://www.istevision.org/i...] [|42 minutes ago] from web Live blogging opening keynote session, featuring ISTE CEO Don Knezek: [] [|about 2 hours ago] from web R. Siegel here NPRs "All Things Considered" to kick off debate: Are bricks & mortar schools detrimental to the future of education? #NECC09 [|about 1 hour ago] from web Brad Jupp here - Senior Advisor US Dept of Education - disagrees wih Michael Horn. [|about 1 hour ago] from Michael Horn educator/author "Disrupting Class" talking: How can brick and mortar schools provide socialization resources needed? #NECC09 [|about 1 hour ago] from web

ISTE Second Life/VSTESL: http://vstesl.wikispaces.com/ - VISTE island (Virgina's presence in SL) - its not a "second life" - its fun, creative, and engaging as a platform for PD - http://vstesl.wikispaces.com/ - VSTE island team - and what they have on their island - Alfredo Bedrosian, Zazmemo Zimminy, Mandie Mimulus, Thunder Insippo - Island has 2 parts - one for PD and one for historical stuff - virtual Jamestown VA - took picks of Jamestown and built prims to recreate Jamestown - ISTE, Tues & Thursd nites - ISTE Tours - every other Sunday night - VSTE Monday nights - DEN - Wednesday nights - VIrtual Pioneers (VP) - Every other Sunday - Teacher Learning Network - scheduled teaching classes - Atlantis Rising - digital storytelling (bernajean porter ) Monday nights - Ligthhouse Learning - Kathy Schrock Library Media Specialists Conference - see the wiki for a powerpoint of that conference to resources VSTE Island PD - classes for noobs on using your avatar - building classes, sim tours, guest speakers - VSTE in SL ning - virtual pioneers ning (post videos for using SL) //(Thanks Mara!)//
 * What to do in SL:**

http://stager.org/articles.html http://cadres.pepperdine.edu/ar/mjdewind/index.html Students take online courses for different reasons "Can I See Your Class?" http://cadres.pepperdine.edu/ar/mjdewind/index.html **Be open to emerging technology:** **Simplify the user experience** **I don't need to manage a class** Learning Adventures Key Ingredients //Student project doesn't matter// Be flexible
 * Principles of OMAET**
 * 1)  Knowledge is a consequence of experience
 * 2)  What do students do?
 * 3)  Collaborative projects, knowledge sharing and socratic discussion
 * 4)  Knowledge wants to be public
 * 5)  Work lives on the Web
 * 6)  Learning occurs best in a community of practice
 * 7)  expertise if distributed
 * 8)  a blend of synchronous and asynch communication is required.
 * Simulating intimacy**
 * via volume and velocity
 * including free, low-cost and decentralized tools
 * avoid fake complexity
 * multiple places to save or submit work
 * complicated tools
 * Don't count clicks**
 * //The cocktail party metaphor - learning environment//
 * voice & plagiarism
 * Learning and Tech**
 * at same as formal learning theory course
 * Can you go through an entire educational technology degree problem without computing?
 * Goals:**
 * model constructivism and project-based learning online
 * Coercion-free (intrinsic motivation)
 * encourage risk-taking and collaboration
 * feature an element of surprise
 * teacher's focus is on process
 * supports reflective practicve
 * use a range of technologies in rich ways
 * does not create winners or losers
 * Element of surprise "Learning adventure" to discover something
 * M-ath
 * Adequate time
 * Supportive culture
 * "Open everything"
 * Space for sharing personal reflection
 * Multiple synchronous sessions
 * you cook a turkey until it is done (about deadlines and being flexible)

Were the Chicago Seven martyrs? (Inquiry quest)

stager.org/whoshouldivotefor


 * A good prompt is worth 1,000 words**
 * good problem, challenge, problem or motivation
 * appropriate materals
 * sufficient time
 * supportive culture (including expertise)

community (don't necessary connect us - we don't necessarily know them)
 * Community and community of practice**


 * Comm of practive (COP)**
 * there are elders, experts and newbies
 * shared history, mythology, heroes and self-importance
 * Common commitment to progress practice!
 * Entry into the community is based on a willingnes to imitate the behaviors of the masters (it's about look at me, look at me, look at me!)
 * The Critical Role of Expertise**
 * Carl Allen at Juliard - "Boy did he tear me a new one."
 * How do we demonstrate expertise? "Get the F out of the room." Why do people stay after someone berades them? demonstrated expertise
 * Association of Jazz Educators 4 day conference - make music nothing else
 * NEA gave lifetime awards for jazz masters
 * //"If you step on the bandstand, you have to play."// Don't ask what key is this in when you are on the stage or look to those that are playing (like little boy playing with master)
 * Lifelong learning -
 * Technology Matters**
 * Make Memories (greater breadth of information and memories with technology that would otherwise not be possible)


 * //"This instrument can teach, it can illunminate; yes, and it can even inspire. But it can do so only to the extent that human are determined to use it to those ends. Otherwise it is merely wiresa on lights in a box."

- Edward R. Murrow//**

David Thornburg Presentation - Duct Tape and Constructionism

 * Why is it warmer in the sum than win?
 * Trees grow from small seeds. Where does all the stuff that make wood come from?
 * Can you light a flashlight bulb using a battery and one piece of wire?
 * Can you draw a diagram showing the shape of the planetary orbits?
 * Powerful models
 * Cognitive Construct - Piaget
 * Social Constructivism - Vitgosky
 * Constructionism - Papert
 * Inquiry
 * Project Based Learning
 * Technology has a powerful role to play in those models
 * Constructivism
 * constructions in your head
 * Constructionism
 * taking what you know and sharing it with others.
 * Roger Wagner - Hyper Studio

=Wednesday, 7/1/09=

Student as Contributor: The Digital Learning Farm
Alan November


 * What do students do when they don't understand? (audience said "nothing" and students actually said "get together in peer groups and research."
 * Every teacher should have a screencasting tool in their toolbox
 * Alan showed a student who used screencasting to present on showing a mathematical problem. Students can present tutorials for other students
 * Create folders of student tutorials
 * A different voice explaining the same content can have a different impact (a different girl explaining prime factoring to another girl can be effective)
 * What if teachers designed tutorials across the curriculum? on any channel
 * Screenrecorder - Jing.project.com
 * every kid will be a tutorial designer eventually
 * Bob Sprankle podcast
 * Podcasts can show evidence of student learning (because they are presenting what they learned)
 * We have underestimated what little kids can do. If students can put together podcasts during a snack, they can do a lot more.
 * Children can tell rich media stories. (in art ed. we call this "co-creators of culture."
 * Curriculum review
 * **Search the Google custom search engines** to find filtered children's resources for learning: http://www.google.com/coop/cse/ Great idea for teachers and parents!
 * Regular Google doesn't work for kids because calculus comes up and other items that are relevant.
 * **Teachers can create search engines** - This should be a requirement of elementary school teacher working together to share resources.
 * Great idea for parents!
 * One student is the researcher. In class one student is contributing content to the custom search engine. They will answer all of the in class questions.
 * Up to 100 people can be on design team for a particular Google search engine.
 * You can see who is designing and building the content.
 * Children are learning research!
 * GOOGLE DOCS - collaborative notes (look at revision history)
 * **Google Docs Methodology on collaborative notetaking**
 * Teacher sets up the headings and specific students take notes - these are PERFECT NOTES!
 * Ask "what are we missing?" Students add to those notes.
 * Some students can't learn when they are taking notes.
 * Some students learn by taking notes.
 * BRAIN RESEARCHER - OMG moment - If children are home and they get something wrong on the homework, they have to wait two or three days to get back incorrect homework. Mistakes children make at home are actually maximized because time isn't fast enough. It reinforces errors.
 * Homework should be done at school and schoolwork should be done at home.
 * Children should watch tutorials at home. Homework moves to schoolwork with instant feedback with no delay.
 * Incorrect responses are not reinforced if homework is at school.
 * PreCal 40-S Blog (he has a scribe taking notes everyday).
 * Students should be using ipods to record their professors.
 * Students who take notes from a podcast (such as a professor's lecture) perform better than children that take notes in a live setting.
 * KIVA website: http://www.kiva.org/ (loans in third world countries is better than giving them the money) and then their stories are there.
 * Social responsibility should be happening this way all the way around the world.
 * kiva education group (wiki kivapedia.org - colleges that have invested)
 * Some people who suggest Wikipedia is not appropriate to schools and some block. This has to do with contributing to the world.
 * Teacher asked 3rd grade students who would like to go on a field trip and publish information on the largest internet info. provider on the internet (Wikipedia). They were very engaged.
 * Students started a model and now others are adding to it. Very powerful.
 * Younger children should be publishing their knowledge/research on Wikipedia and learning how people are adding to their content (this is an important responsibility in teaching and contributing to the world). 12th grade they learn how others have collaborated with the info. they started.
 * Children should be curriculum researchers and doing research on how other children are using books and other things on the web.
 * Children could then bring the information to the teacher where the teacher can make decisions on adding new content in teaching.
 * Alan: Children need to be looking at what children are doing all over the world. American children are at a deficit in knowing what children are doing in work as compared other children are doing even being in a room with internet as compared with other children in the world. (Freedman)
 * American children are at a deficit in know what other children are doing around the world even with internet access in the room.

Classroom 2.0: What is Web 2.0's Role in Schools
Panel discussion: Emerging Technologies Chair

Raising the Bar Differentiated Learning
Stacy Bodin, Vermilion Parish stacybodin@aol.com www.vrml.k12.la.us http:www.vrml.k12.la.us/smbodin
 * use individual learning centers
 * skill centers
 * technology centers



**Closing Keynote - Erin Gruewell**
Freedomwriters http://en.wikipedia.org/wiki/Freedom_Writers Freedom Writers Foundation

ISTE Conference Next Year
ISTE Colorado Conference Center - Denver, CO June 27 - 30, 2010