Here is the link to the feedback form that the audience will use to give you feedback on your final presentation.
9:30 – 10:00:
Welcome to Course 4
Course Expectations:
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:
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
2:15 – 3:00
Flipped/Reverse Instruction (Week 3)
Small Group Work/Discussion (Snowball 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?
10 Free Tools to help you build infographics
Programs for making infographic resumes
http://re.vu/
2:30
Upload your infographic to your blog and reflect on the process of making it.
3:00
Share final projects for course 3
Outline for Wednesday’s face to face session:
For those unable to attend, click on the link to the (upper) left to join us virtually via Big Marker. Link is here as well.
5:30 – 6:00 – Debrief about people’s experience with on-line vs. e-learning during the Flood situation. How did people stay informed? How did they inform others? What skills do kids need in a crisis like this to stay up to date and relevant?
6:00 – 8:15 – Rotation between three groups as follows:
Add your name to this list to sign-up for the sessions.
45 minutes – Prezi with Jago
45 minutes – Voicethread with Ivan – link to VT Instructions
45 minutes – Screencasting with Jeff
8:15 – 8:30 – Wrap-up and review of requirements for this course.
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://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
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
2:15 – 3:00
Mass Collaboration Tools for Education
Mass Collaboration Professional Development Sites (Feel free to add others)
Course 3 What’s next!
What are we getting? Teachers, students and administrators interviewed for this report said laptops are giving several kinds of return on that money. * Laptops make learning and schoolwork more interesting, students and teachers said. “When kids are engaged, you can teach them anything,” said Jeff Mao, who oversees instructional technology for the Maine Department of Education. * Writing test scores have improved. Angus King is quick to point out, “I never promised higher test scores,” but a study indicates laptops have improved writing statewide. A 2009 study by David Silvernail of the Maine Education Policy Research Institute at the University of Southern Maine showed that laptops helped students become better writers, boosting writing test scores statewide. Silvernail is working on a comprehensive report about laptops. He’s scheduled to give that assessment to state lawmakers in mid-April. * Freeport math skills have jumped. The number of Freeport students who need remedial math in the ninth grade has been cut in half. Educators credit the method of teaching math in middle school: laptops, no textbooks. In 2001-02, Freeport Middle School’s eighth grade passing rate on basic math tests was about 50 percent. In 2009-10, it was 91 percent, math teacher Alex Briasco-Brin said. Briasco-Brin’s way of teaching math with technology will soon be shared with other math teachers, Mao said. Laptop critics, including some parents, complain that they can be a distraction from learning: Students spend too much time on social-networking sites, including Facebook and Skype. Overall, educators say the laptops have done what King promised: level the playing field of access to technology and help students become technology-literate.
Colorado schools are beginning to write off cursive handwriting – The Denver Post:
“If they’re not using it when they’re older, why are we demanding it now?” Workman says. “The kids don’t like to write cursive, and it’s always an argument every year. I decided it’s a battle I don’t want to fight anymore. Now, I’m
First-grade teacher Susie Richardson helps students “shake it out” before beginning their next letter in cursive class at James Irwin Charter Elementary School in Colorado Springs, where students are introduced to the flowing script starting in kindergarten.(Joe Amon, The Denver Post )starting to think it really is becoming obsolete.”
Read more:Colorado schools are beginning to write off cursive handwriting – The Denver Posthttp://www.denverpost.com/news/ci_17710389?source=mng_fulltext#ixzz1HsLKY9zc
Read The Denver Post’s Terms of Use of its content: http://www.denverpost.com/termsofuse
80% of college now looking at students social presences. :
According to a Kaplan survey of college admissions officers, more than 80% said they consider social media presence when recruiting students. While they may not completely base an acceptance or rejection off of social media content, it has definitely become a factor in an applicant’s reputation. “A first impression is no longer a handshake; it’s a Google search, it’s a search on Facebook,” says Dan Schawbel, author of Me 2.0: Build a Powerful Brand to Achieve Career Success and founder of Millenial Branding. “Because all of this information is online, it makes it easier for employers and admissions officers to find out information on candidates. Read more: http://www.foxbusiness.com/personal-finance/2011/03/23/attention-college-applicants-admissions-facebook-page/#ixzz1HwKpqVxF
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