COETAIL @ BKK

9:30 – 10:00:
Welcome to Course 4
Course Expectations:

• 5 Blog posts; 1 for each week
• 5 Comments
• 1 Blog post with idea for course 5 implementation
• Due Date: March 3rd

10:00 – 10:45:
Preparing for the End

10:45 – 11:00:
Split into divisional levels and discuss the NETs and how they apply to what you teach.

11:00 – 11:15:
Split into cross divisional groups and discuss the NETs and how/if they are supported in  your school’s curriculum K-12.

11:15 – 12:00:
In cross divisional groups have a look at the NET Student Profiles and discuss:

• Do these make sense for your school?
• Are these currently being met at your school?
• Do you find these Student Profiles useful? Why or Why Not
• How do these apply/how will you use them in planning lessons in your classroom?

12:00 – 12:45
Lunch

http://www.youtube.com/watch?v=BlvKWEvKSi8 (Dan Meyer)

http://www.youtube.com/watch?v=6FEMCyHYTyQ (Chris Lehmann)

http://www.youtube.com/watch?v=XsUgj9_ltN8 (Heidi Hayes Jacobs)

http://www.youtube.com/watch?v=Ni75vIE4vdk (Will Richardson)

 12:45 – 1:15
Update Blogs and new blogging system
Google+
Twitter
Your PLN

1:15 – 2:15
Defining Technology Integration (Week 2)
Small group work/discussion

• Is the Clark/Kozma debate still relevant? (Google+)
• How does/can the use of tech improve literacy? (Twitter)
• “The essence of tech is not at all anything technological, says Heidegger.” What does he mean? (LinkedIn)
• What’s the big idea behind technology integration vs technology pull out classes? (Me)

2:15 – 3:00
Flipped/Reverse Instruction (Week 3)
Small Group Work/Discussion (Snowball Discussion)

• Partner up with one other person and talk about the readings/links in the Week 3 Google Doc. You’ll have 15 minutes to gather information and discuss the theory.
• Then you’ll join another pair (4 total) and discuss your thoughts on the flipped/reverse theories how and how they complement or contradict each other.
• Then you’ll join another group 8 total and repeat the process until we end in a whole group discussion.

Virtual Session Link: Join us if you can.

9:00 – 11:00
Simple: Create a video using a video camera and software available to you

Questions and reflections:
What is difficult?
What would students struggle with?
How much time does it take?
Is the learning worth the time?

11:45:
Share Videos
You need to have something to share from your two hours video creation this morning. Doesn’t need to be finished but needs to be a video of some sort.

12:00
Lunch

1:00 – 2:30
Simple: Create an infographic
What program will you use?
How much time does it take?
Why an infographic?
Why are they so popular?

Infographics

Good Infographics

Cool Infographics

Inforgraphic Resume

Grade 7 Infographics

http://visual.ly/

10 Free Tools to help you build infographics

Programs for making infographic resumes
http://re.vu/

http://cvgram.me/ 

http://vizualize.me/

16 Cool Infographic Resumes

2:30
Upload your infographic to your blog and reflect on the process of making it.

3:00
Share final projects for course 3

These are some resources that we will be using this morning. As you will find out, the morning session is divided into three parts.

Part 1

All about Flickr – let’s dive in: http://www.flickr.com/

Part 2

Make cool stuff:

http://compfight.com/

http://search.creativecommons.org/

http://www.zoo-m.com/flickr-storm/

By fotologic @ Flickr

Part 3

All about the classroom. Use this link here to sign up.

By Bo47 @ Flickr

Welcome to Course 3. Where course 2 was about the blah, blah, blah this course is all about the tools. Your goal this course is to try a tool you’ve never tried before. Do something you’ve always wanted to do but never had the time. Your final project for this course is a project taking one of the ideas that we start in class and finishing it and using it in your classroom with kids.

9:00 – 9:30
What have you been reading?
Course Outline

9:30 – 12:00
Jago on Presentation Zen, Creative Commons images, and putting it all together.

12:00 – 12:45
Lunch

12:45 – 1:30
Trista on taking photos

Here are some links (most courtesy of the NIST photo course).

Photography Mad- Top 10 Rules
Life Magazine – Taking Great Pictures: Composition
Photo Focus – 25 Composition Tips
Digital Photography School – Composition Tips

and, for fun- if people are curious about camera settings
Camera Sim – SLR Camera Simulator

and, if we have time – ranking photos
The Good, The Bad, and the Ugh-ly

1:30 – 2:30
Photo Walk

2:30 – 3:00
Wrap-Up and where we go from here.

Assignments:
4 Blog Posts
4 Comments
1 Project (counts as one blog post)

9:00 – 9:30:
Coffee and Conversation
Final Blog Post and Projects due Oct. 1

9:30 – 10:30:
What’s on your mind?
What have you been reading?
Hearing from others.

10:30 – 11:30:
Sharing of projects

11:30 – 12:00 
Reflecting on RSS Reader and Twitter

Fall Cleaning of feeds, blogs, and Twitter catch up

Edublog Awards

12:00 – 12:45 Lunch

12:45 – 1:45

Case Study #1

1. Is Project Look Sharp’s use of the Newsweek covers a transformative use? Does it add value and repurpose the images? Why or why not?

2. Why do you think Newsweek told Project Look Sharp to get permission from the photographers and the subjects of the photos?

3. Does it make a difference whether or not Project Look Sharp makes money from selling their curriculum materials? Why or why not?

4. In this video, the copyrighted images were used for purposes of critique and analysis. Would it make a difference to you if the images were used for purposes of illustration? Why or why not?

5. Which of the five principles of the Code of Best Practices for Fair Use in Media Literacy Education are relevant in this case? What evidence supports your answer?
Case Study #2

1. Do you agree that the use of images and music in these PSAs was a transformative use? Does it add value and repurpose? Why or why not?

2. Why do you think these students chose to use copyrighted works in their videos? Why didn’t they use royalty-free music? Why do you think they chose a picture of a Cadillac instead of a generic car image with no logo?

3. Do you think the students should have given credit to the original creators of the images they used in their videos? The students used Google Images — how would they find out who the original creator is?

4. Which of the five principles are relevant in this case? What evidence supports your answer?
Case Study #3

1. If you were the photographer who posted these Flickr images, how would you feel about students using them in the Virtual Zoo?

2. Why do you think the educators in this case study felt it was important to post these images online instead of sharing them just within their class? Do you think they should have posted it to a password-protected site instead? Why or why not?

3. In this video, the teachers instructed students to do a Creative Commons search within Flickr. Why do you think they included this step? Why didn’t they encourage students to use Google Images to find images? When would it be OK to use Google images to search for materials?

4. Which of the five principles are relevant in this case? What evidence supports your answer?

1:45 – 2:15

Now comes the tough part…..teaching privacy, cyber safety, and copyright

• How are we going to make sure this gets taught?
• What are YOU going to do different in your classroom?
• Is this a big deal? Should we care?
• Where does our responsibility end?

2:15 – 3:00

Mass Collaboration Tools for Education

• Curriki (Curriki is an online environment created to support the development and free distribution of world-class educational materials to anyone who needs them)
• Free Reading (open-source instructional program that helps educators teach early literacy to grades K-3)
• Wikibooks (community for creating a free library of educational textbooks that anyone can edit)
• Kids Open Dictionary (a free, open simple dictionary for students to use)
• Wikipedia Selection for Schools (Selection of Wikipedia articles chosen specifically for schools, checked for accuracy and appropriate content.
• The Spoken Alexandria Project (Creating a library of spoken word recordings, consisting of classics in the public domain and modern works (with permission)
• MIT OpenCourseWare (Not a Mass Collaboration Tool but still cool: a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity.
• Polymath Project (Approach to solving complex mathematical problems through online collaboration)

Mass Collaboration Professional Development Sites (Feel free to add others)

• Classroom 2.0
• Art Education 2.0
• Interactive White Boards Revolution
• SmartBoard Revolution
• Primary Teachers Network
• Math Literacy
• Search Ning for your network
• World UN Digital Library

Course 3 What’s next!