Thinking about ray nashar's leading innovation clip
CONNECT - "It's not coming up with the ideas, it's spreading them" is the point that resonated with me. I have so many ideas about how eLearning could be used to enhance learning and teaching, reporting, the delivery of curriculum, the process' we use in schools and the list goes on. And what is a priority for some staff is varied from another - how do we enable all staff to grow in their eLearning at the point they are ready to? How to get others on board with this is always an important question, so it's not just powerful, connected eLearning for some but for all students.
EXTEND - The notion of occasionally dipping into the top carriage made me realise this can be done using ICT - why not set up a learni.st board for those top users to tap into when they need inspiration? What about a PD twitter feed for those keen to find out more? What about a monthly Techie Breaky aimed at top users and advancing their skills - or even better supporting them to present their ideas as well? This would work especially well at multi-campus colleges. CHALLENGE - The next challenge that springs to mind is once you have people moving into those first few carriages how to you ensure you continue to challenge and grow their capacity - essentially rearranging the carriages again? The dynamic, behaviour and norms will have shifted but how to sustain that is interesting and exciting. Another challenge is how do you celebrate the courageous first middle car movers to encourage and "..influence but not directly" without alienating the other 2 carriages? It highlights the importance and value of peer sharing and peer modelling aside from having just the eLearning leader as the expert.
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Using the golden circle method to understand why we do things before the how and what
creating curiosity and problem solving skills using augmented reality in the classroomIn early 2015 I attended a PD focussing on Middle Years readers run by Kate Barletta. I left with so many new ideas and notes I did not want to loose focus of over the course of the year as I empowered readers. Coupled with Kate's PD was my reading of Chris Tovani's I read it but don't get it - a quick read for Middle years teachers about her journey teaching reluctant, disengaged readers.
About half this stuff worked! I realised a lot about how I learn through completing this task - a task which I still see as being in progress. To start with I made Keynote slides with each topic on it. The Keynote slides I made were too clean, you need complexity to activate the auras! So then I created the infographic version you see above to give the imagery more complexity. Partway through I discovered you could make auras using the laptop version of the App found here www.studio.aurasma.com To be honest I found this much easier. Not only did I have greater ability to match images, I also could add greater levels of interactivity such as adding links and actions once tapped or once loaded. I had to turn off auto enlarge as if you scan an image that you don't want to view you had to close the App to get back to the scanner view. I also discovered the images need to be very high res to be read. To get around this I made the images enlarge if you tapped them. That way even if the App picked up multiple auras on it's scan, students could pick which information set to view. You can only access these settings in the laptop version. I am still working on exporting high res images for all the links. Linking to Prezi is tricky - but not impossible! For now I have placed another Popplet in the pace of the Prezi. It is possible to link to Prezi using the Aurasma Studio actions button and adding an action which links the overlap to a URL when double tapped etc. There was hours of trial and error learning that took place with this, but I found this highly engaging and interesting as it was a great way to discover what can be done with AR. One thing that took me such a long time to work out was why when scanned my stimulus using the App it would not work! To view Auras (even those that are public) you need to follow the creator! Simple yet so frustrating when you don't know this! To avoid this happening to my peers I designed a quick 1 page summary of how to get Aurasma-ing in my classroom! What next? I'm looking for new ideas to create interactive wall displays with, with a focus on essential skills and knowledge and providing the capacity for self-directed learning. I am also keen to look at linking not just images to trigger points, but videos, interviews that students have created. We could also explore the school as a self guided Aurasma tour using pop up videos and files etc relevant to areas visited in the school. 
I have this urge to share with educators rad things they can learn about and use to improve their own learning and teaching. We celebrate when learning opportunities become personalised and at point of need for students, we get excited when they get to move beyond their classrooms and into others. Yet as teachers we sometimes forget that we can grow and learn in a similar way. So this prompted me to start thinking about how I could deliver PD to my colleagues so that it suited them - when they wanted to know it and across a variety of platforms. And the best thing about it? Hearing the conversations staff were having not only about what they were learning, but also about how they were learning it and why they could apply the ideas to their classes - epic PD! Curating cybersafety resources using Learni.st - After our first parent information session it became apparent we needed to look at making cyber safety a focus in our teaching as many parents had justifiable concerns surrounding this from Years 3 - 6. The challenge based learning moment for me was how to share ideas and resources with our staff without dictating what they should do, yet still supporting them to address cyber safety in the classroom. So I created free learni.st account - you can too here - and generated a board of resources, mapped to all students and then specific Year levels for staff to tap into. When staff are ready and in a headspace to explore these resources are ready for them. This worked well for resources I had not created - there is so much out there already for Australian Primary aged students so why not curate it for my staff to explore? Check out the board here Walk & Gawk then grow - I was discussing with a colleague the concept of Learning Walks recently. In my experience when I had participated in Learning Walks previously and I was that teacher who meticulously planned my lessons, structured them so the class looked awesome and generally had little to fear. Then I moved to a primary school context where I had little idea what I was doing. The thought of someone being in my classroom was terrifying. I was not so cocky anymore! Not only did I feel I did not know enough to show anyone else what was going on, I felt like I should have known better after the number of years I had been teaching in a secondary context. Give me a class of 25 teenagers and I've got it sorted. 24 little people is a whole new ball game. OMG ball games with 10 year olds, that's a whole new skill set... My colleague suggested why not use this trepidation and reluctance as my starting data - get someone to come in and have a look and to see what I was doing well and what I could grow in. That way I could identify things I am already doing and find ways to do them differently. Then I had a lightbulb moment. This is what it feels like for many teachers when it comes to ICT and eLearning. So I developed a framework around the shared purpose of an eWalk & Gawk as shown below. TO BE CONTINUED I really liked this model as it meant I could work with staff starting at the level they were starting at - be it beginner through to high end user and through empowering them with 2 - 3 new skills they could then use these and model them for their peers - thus having wider impact and a longer impression. Rather than me just showcasing how my classroom works using eLearning I was empowering others to become eLearning mini experts in fields they wanted to explore starting at a place they knew with high relevance.
I like public transport. I am that person that sits quite contentedly, swinging my feet as the tram rumbles along the tracks through suburban Melbourne. I like the people on trams. I like the occasional odd one who tries to sell you the half-fried wall heater they got "from a friend" or the loud one who really wants everyone to know "That she is, like, such a mole..." You see I like the ramblings you hear when travelling around Melbourne. And I like to call them Tramblings. But then I had a thought, why not capture some of the lines I overhear and publish them for others? The odd, isolated and sometimes intriguing comments could be used as seeds for writing and thinking with students - and adults! They could also be a great writing exercise in prediction, creative thinking and contextual connectedness. So enjoy! |
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March 2017
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