Transformative Learning Project pitch to staff from Shane Roberts on Vimeo.

I’ve been asked to present this to the executive administration today, after which I will need to select staff to work within the project and begin professional development and specific planning.  Exciting times.

The videos will be posted in my YouTube Channel.  The first – iUse Evernote: Setting up can be found here.

This term I sought the help of my PLN to gather stories from inspirational people who have overcome a physical disability.  I added an exceptional story from a African child soldier.  So my playlist for the lesson was as below;

1. Emmanuel Jal – rescued child soldier
2. Stephen Hawking – amazing intellectual
3. Bethany Hamilton – teenage surfer who lost an arm in a shark attack
4. Aimee Mullins – double amputee pioneering prosthetic development
5. Dick Hoyt – amazing story of a dedicated father who carries disabled son through Hawaii Ironman
6. Clay Dyer – bass fisherman born with no legs, one disformed arm
7. Randy Pausch – famous professor whose last lecture teaches us to live our childhood dreams

During each of the videos I played, there was absolute silence from the students.  At the end of each there was some discussion of the context, with an overriding expression of awe.  Each of these stories taught us a number of things, but most important was – I really don’t have it that bad.

I’d encourage any teacher to take the opportunity to indulge in these opportunities when you can.  The benefit to the relationships within the class is huge.  The learning experiences is immeasurable.

My plan is to teach my students the value of blogging, and commenting on blogs to generate conversation.  There will still be an initial stimulus distributed, students will still need to respond.  But the similarities with the traditional exam essay end there.  The students’ initial response will be a blog post.  During the unit they will be encouraged to develop (monitored) online relationships with existing bloggers.  They will be encouraged to invite specific bloggers to comment on their blog.  To me, this is the ultimate in unseen stimulus.  No one could predict what comments or questions could be offered.

This exam would run for a period of time, at this point I think at least one week.  Students would be required to continue blogging in response to the questions and comments offered.  They will need to support their opinion with evidence, however aligning with the genre hyperlinks will be acceptable.

There is a potential problem if some students do not generate much traffic to their exam blogs.  This becomes a management issue for me.  I’ve got some people who are willing to comment so I know I can draw on those if required.  At worst, I can be the commenter.

The kids seem pretty excited about the idea, and blogging has begun in earnest.

Mapping the information flow within my learning environments, as presented in my previous post, was exceptionally difficult to do.  I created a much simpler concept map that presents the basics, and you can see that in the presentation on slideshare.  The essential concept was that depsite the myriad of ways I and my students provide information, a small number of collection points are used to gather the information.  This is where the power of RSS comes into play.  Whatever I can generate into an RSS feed I will, all my students have RSS catchers established.

The further thinking was facilitated by me attempting to explain the benefits of what I do to students, learning and myself. Referring to Bloom’s taxonomy, the thinking required by the learning tasks I deliver virtually are mostly foundation thinking (knowledge, comprehension, application) allowing me to focus on higher order thinking (analysis, evaluation, design) skills in class, the time I have direct contact with my learners.  This is a significant change from my early years as an educator.  I habitually dealt with knowledge, understanding and application when in class, setting analysis, evaluation and design as homework.  The reverse is now my practice.

Clearly, the skills of analysis, evaluation and design are more complex skills to master and deserve my attention in a more focussed and accountable manner.  Distribution of knowledge and development if understanding can be effectively achieved in times outside of set class times.  If students are required to attend a physical class, my time is best spent developing abilities of those higher order thinking skills.

A further benefit of delivering information virtually, and outside of timetabled class times, is that when in class meaningful and productive conversations can be had.  I don’t spend time re-distributing information.  If students have not accessed that information prior to class, they can access it whilst in class.  They realise however that they miss out on the higher order conversations that extend understanding and achievement.

However there are two outcomes that surpass all other achievements related to engagement with learning.  First and foremost, my students realise they can access information from sources other than me.  In fact, they have realised they can gain relevant information form each other. Secondly, the time in which students are actively learning is extended beyond the identified time allocations of timetables and work programs.  Learning occurring spontaneously, collaboratively and independently.

Initially a conference tag needed to be set, and this can be seen in my previous posts.   I have invested more of my time into consistently tagging my information across various platforms recently, and realise the convenience of setting and using such a tag.  When we explained the tag to the group, my perception was that many did not understand what I was talking about.  If you do not,search in google for #WTDW and you will see the benefits of a common tag for an event. @gayleenjackson set the tag, and we were away.

The collaboration consisted of tagged tweets in Twitter, public notes in Evernote, bookmarks in Delicious, a conference Ning and an etherpad.  These allowed us to post links to resources, import RSS feeds and sort information for our liking.  Through this whole process I see two significant benefits;

1. All the information is stored in the cloud, and is therefore accessible to anyone.
2. Collaborative memory is more extensive than individual memory.

My brain has been running since thinking how can I incorporate this in my teaching.  Currently I use tags, and searches of tags, to provide feeds of information from my work to students.  I could definitely use public evernotes to proide links to my notes.  Currently I export Zotero notebooks to students who use Zotero.  The same could be done for students using evernote.  We do collaboratively research and store this in a wiki within BlackBoard, but this is generally typed, copied or links.  I could expand this by educating students on RSS feeds and tags.  However one main difference remains.  In this collaborative experience, we each contributed how we were comfortable and then shared with each other.  Some conference members were only comfortable sharing within the Ning blogs.  What is important is the sharing, the collaboration.  The location is simply a function of familiarity and choice.  The colleagues I worked with on this day are more comfortable with the tools mentioned, and this is where I regularly interact with them.  My students however collaborate in entirely different forums and environments.  It is unreasonable for me to expect them to move to my way of thinking (as I have with Zotero) without similar adaptation in reversed roles.  I should be learning about their environments more concentratedly, and exploring options to utilise that for productive communication, collaboration and learning.

The power of networked learning outperforms that of any individual.  It was great to experience real collaboration (common goal and unrestricted sharing) and I’ve no doubtmy learning has benefitted.

The TPACK framework has inspired me to work within my own school to build and implement an eLearning framework – something which has been sadly lacking.  I’m excited to work with @skhill_03, a senior English teacher who is our nominated Digital Pedagogy Leader (a regional program conducted by @djone91) and the Deputy Principals responsible for IT and Pedagogy.  We will base the framework on Bloom’s Taxonomy of the Cognitive Domain as it is already instilled as a framework for our academic excellence program.  We intend to develop a community approach to sharing productive digital pedagogy which ties in with the staff review and performance plans that will be implemented later this semester.  As this project progresses I will undoubtedly report on it here.

However, in thinking about how I progress through a unit of work and how it can be related to the TPACK diagram, I come to the conclusion that I tend to act like a circling shark.  I don’t begin at the central point of the TPACK framework, but rather aim to end up there.  I see that focal point as the point at which the students are experiencing a range of learning experiences within which they negotiate the pathway.  If the three arms of the framework have been implemented effectively, learners may not see the distinction between the separate knowledge types.  I am aware there are times where I focus specifically on development of content knowledge.  I am also aware that simply because Content Knowledge is the focus at that specific time, I am not ignoring Pedagogical or Technological knowledge.

Within the discussion on the Classroom 2.0 site where TPACK is presented, Punya Mishra (one of the professors credited with development of the TPACK framework) states that the framework is a continuum, in reference to teacher development.  I am beginning to think that it may also be a continuum in reference to point in time learning management.  I envisage myself as a single point roaming through the diagram, progressively getting closer to the central focus.

The reflection above does take the point of view of the TPACK framework as a working / implementation framework.  If I consider it as a planning framework then I recognise a very different approach.  I’m not quite sure how this might look in application.  The point Punya Mishra makes on the Classroom 2.0 discussion is important though – The important goal is that opportunities to develop TPACK, whether for a beginner or an expert, deal with all three of these components together, not independent of each other.

As I write this, it becomes clear to me that the three types of knowledge are well known.  Whilst at university I took many courses built on Content Knowledge and a few built on Pedagogical Knowledge.  Since teaching I have had many opportunities to experience Professional Development built on Technological Knowledge.  Rarely have I experienced them in partnership though.  So this will be a real challenge for me.  Especially as I (possibly) use it to develop my ability to build capacity of teachers.  Currently within my school I am working in a range of paths represented by this framework.  For some teachers I am definitely focused on pure Technological Knowledge.  I don’t believe that individually I can target the convergence of the three knowledge types.

Consider that I am trained within a specific subject discipline, and therefore have specialist knowledge.  This would suggest as an individual I could only build the TPACK capability of teachers within the same subject discipline.  As an individual I could address the convergence of Technological and Pedagogical Knowledge within teachers not teaching within my subject discipline.  And this in itself highlights a very important factor in the continual development of teachers – an individual approach cannot be completely effective.  Any person responsible for the Professional Development of teachers needs to engage in a team setting, and I suggest this is most effectively done with the specific clientele who have elected to attend your seminar, workshop or session.

My brain is exceptionally jumbled with the thinking around this framework (could you tell?) at the moment, hoping for some clarity on Tuesday.

Firstly, I set my students up with portable FireFox on their USB memory stick or in a folder on their network storage.  Portable FireFox allows me to install two essential addons for research; Zotero and FoxIt Toolbar.  I have blogged about Zotero previously, and have recorded podcasts on both of these tools also.

I will gather a range of resources for research.  Using the FoxIt toolbar in FireFox, I can annotate and highlight PDF files.  If I then choose to “Save As”, all markups will be maintained.  I use this to add in bookmarks and highlights for important information.  When students open the file, they can quickly navigate to what I consider important information within the document.

As an extension to this concept, when students are working on group projects, they can markup their research individually or collaboratively.  If it is a web page they wish to markup, they simply print using PDF Creator and save the page as a PDF file.  Then they open the file in FireFox and markup.

Zotero allows them to create collections of resources, which can include webpages and PDF files.  This ensures wherever they are using Portable FireFox they can access their research.

If I build a collection in Zotero, I can export it as a file with attachments, and then distribute that to my students.  They simply import the collection into their Zotero and they have my collection ready to go.  This is also useful when they share research with each other.  Simply export the collection and share.

Zotero can also publish a bibliography.  Users need to ensure the information is recorded in the Zotero reference section, but this function enables accurate bibliographies.

And best of all, these tools are free.

Enable student research, and you can enable student achievement.

If you would rather watch this as a screencast, please refer to my wiki.

The first involved my two sons.  Son #1 is 8 (Grade 3), son #2 is 5 (Prep).  Now in order to drive approximately 1500 km, activities need to be organised.  Leaving two young boys to their own thoughts and actions couped up in the back of the station wagon can only (and eventually) mean trouble.  Activity books and mind games like I spy can only hold their attention for so long.

Recently I purchased a Playstation Portable and Nintendo DSi for work purposes.  Due to the arrangement of funding that purchased these, the devices are mine to use as I see fit although technically owned by the school.  So this provided me the opportunity to use them as activities for the boys on this trip.  When it came a suitable time to use them, we simply passed the devices to them and let them explore.  Now to be honest, I had expected a constant torrent of questions about how to use them, but the opposite was the scenario.  In fact, not a single question came from either of them.  They quite happily explored menus, tried things, swapped ideas and learnt independently.  I was astounded.

How often have I just let my students explore?  Could this be a useful activity within my learning environments?  How would such an activity be structured?  The one answer I do know is that it would work.  They have both taught me functions on the devices, and I can easily vision pedagogical application.  Collaboration at work.

The second lesson came from the 6 year old daughter of a close friend.  We were talking about her friend who has a severe Speech Language impairment.  The impairment is so severe that most people cannot understand what she is saying.  The young girl spoke about how she would take the time to listen, ask questions and show patience until communication was successful.  The impact was powerful when she said “Its not her fault.  She can understand us, we are the ones who can’t understand her.”

This from a six year old, and me thinking that in essence this is my core business – seeking to understand my learners.  They shouldn’t be required to work to understand me.

Thanks to children for at times showing us how it should be.

The twilight series began with a keynote from our Regional Director highlighting the importance of quality pedagogy, followed by an informative presentation on the integrated smart classrooms strategy from the Director or the eLearning Branch.  These keynotes outlined the strategic direction of both our region and eLearning across the state.

These keynotes were followed by presentations from teachers about their journey through the Smart Classrooms Professional Development framework.  I never fail to be inspired by these teachers and the work they have done.  They show true commitment and dedication to teaching.  The first presentation was from Belinda Johnstone who has achieved incredible things in an underpriviliged community.  This was followed by 2 teachers who continuously amaze me.  Natalie Pearce and Tanya Wilson are young in their teaching experience, yet leaders within our region for digital pedagogy.  Within their schools they are both mentoring other teachers through relevant exploration and professional development.

We were then treated to presentations from two teachers who were Smart Classroom awards winners in 2008.  David Green and Rosalie Everest show dedication to their students.  David in particular, as he worked with special needs students and relates how he explores a range of communication mehtods for his students to express themselves.  The time committment this would take is considerable, and the fact that he continues to do so is impressive.

Following the award winners, I had the opportunity to represent the journey from the point of view of someone who has achieved the ICT Pedagogical License Advanced.  I can only hope I did them justice.  In short, an inspirational night.

The conference today began with a bang, an engaging and amusing keynote from Adrian Greig (Project Officer – Thinking Digitally) and Emma Heffernan (Manager of Discovery Programs) that demonstrated a range of technologies and their potential use.  Their method of presentation, as a conversation, was quite simply outstanding.

For the first optional session I chose to go to a presentation on developing and implementing a whole school eLearning strategy.  This was refreshing to see how one school had established and implemented a clear strategy to build an eLearning culture.  I took the main idea as reflection and feedback for staff, with clear support and acknowledgement from administration.  I’m fortunate that one of my Deputy Principals is very keen to build such a ciulture at my school, so hopefully this will provide him with some plans.

Over the next 2 sessions, I conducted a session I entitled “I’m mobile, and in the cloud.”  Fun to be had by all.  You can see the pics here.

For the final session, I was torn by which of my fellow Regional Facilitators I should support.  Dawn Clark was conducting a Games in Learning session, whilst Fiona Banjer was conducting a session on managing personal professional development.  As I would not be accessing gaming equipment anytime soon I decided to go with the personal professional development.  Fiona leads an amazing online life, engaging in a range of networks and communication opportunities.  Having her advice on making connections is priceless, and I came away with quite a few leads to enact on.

All in all a great day.  As said initially the greatest excitement I got was seeing the smiling faces (= enjoyment) and hearing the networking which included offers of collaboration and assistance (= engagement).  Simply inspirational.