Creating the PBL Learning Lesson

My awesome group (Gelastic) and I decided to focus on another combined project using elements from Social Studies and English. We agreed upon a student news broadcast, that required 10th grade students to create a news broadcast geared toward 3rd grade students. The PBL essential question was: How can we engage 3rd grade students in current events?

We created our GoogleDoc in order to allow for easy collaboration between the three of us. We decided that it would be great for students to be able to collaborate and create some sort of cartoon or animation to convey the news information to the 3rd graders. At first we wanted a 3-5 minute animation, written at 3rd grade readability, but later we cut it down to 1 minute to make it more feasible to accomplish in one, 75 minute class period. We then explored options for some sort of creative medium for the animation, looking at both Xtranormal and Blabberize. We settled on Blabberize, because Xtranormal seems to be no longer free.

For the RWLD, we sent our students out to three different online news sources, including npr.org, cnn.com, and kwwl.com. We had the class fill out a current event form. This form was a way for students to organize the events they researched, so they could concisely formulate their 3rd-grade reading level news broadcasts. The students then were to use the 3rd grade readability calculator to measure whether or not their broadcast script would be comprehensible by 3rd graders. They also had to watch the Jing video that Aric created, showing the students how to use Blabberize.

Our presentation went very well last Tuesday. We started out our lesson showing students an article that seemed very jargon-filled, to simulate how a 3rd grader might feel while watching the news as-is. Then we asked them to share their articles in their small groups, and work on adapting them to a 3rd grade readability level. All of the student groups created a Blabberize video, using an image of their choice that was age appropriate and would serve the greater purpose of the broadcast. Look at all of scripts and their great Blabberize videos here! 

We had a great turn out for Blabberize creations, and it seemed like the students had a lot of fun while making them. My greatest lesson from the project is the importance of communicating and collaborating with your group. Gineal, Aric and I have worked very well this semester within Group Gelastic. For this project, we split up tasks (Gineal made the narrative, Aric made the Jing video, I created the rubric), we all came up with the overall project idea and the RWLDs, and chose the medium that students would use to create (Blabberize). I learned how PBL can really motivate a class to do their best work, because if students know that their creations are serving a higher purpose (helping elementary students learn about current events), they will be more inclined to participate and get something out of the experience. I will definitely look for ways to incorporate PBL in my future classroom!

Creating/Using Podcasts in Education

My group (Gelastic) and I created our podcast around "What to Expect When You're Expecting to Attend UNI." We wanted to offer listeners tips on what to expect in your first year attending the University of Northern Iowa. With this idea in hand, we got started.

Got Podcast?

First, we planned our script, using GoogleDocs (my favorite). We designated different categories that we wanted to talk about, which were: time management, finances, dorm life, and getting involved. Then we had detailed points within these categories. We split the categories up evenly, as well as the transitions, so that each of us could have a chance to speak in the podcast. We also determined what intro and outro music we were going to use, as well as the track that would run softly in the background throughout the podcast. Writing the script was fun, as well as educational for the three of us, because we've all had slightly different experiences in our time here at UNI. Once we had our script in tact, we planned where and when we would meet to do the recording. We were able to meet one day before CCA and record all of the introduction, conclusion and transitions, as well as my lines, and Gineal and Aric met after CCA to record their parts (I had a class after CCA). After all of our recordings were done, Aric arranged and edited our sound clips using Audacity, and uploaded the final recording to Podbean.

Listen to our final podcast here! 

Through this project, I learned how to further use collaborative tools effectively, as well as how to create and execute the publishing of a podcast. I had never made a podcast before, or really even listened to many, so this project called for me to get out of my familiar comfort zone and venture into relatively unknown territory. I really enjoyed working with my group members, especially in writing our tips and witty script! In my future teaching career, I can see myself employing this technology and type of project in the classroom. Podcasts required planning and organization, so it would be a great way to also help students practice these skills (adolescents may benefit from the additional practice!). Overall, I had a lot of fun working with my group and creating this podcast. I've also got a new interest in the media, and have already downloaded several from iTunes U onto my i-Phone!

Visting Lincoln Elementary School

When we visited Lincoln Elementary School, I did not know what to expect. I am not an elementary education major, so my focus has never really been on elementary environments. Usually when I think about using technology and collaborative tools in the classroom, I am thinking of a high school classroom; however, the day we visited Lincoln, my attitude immediately changed.

Ms. Nelson showing us the i-Pods

Students on classroom computers

  

3rd graders reading during stations

The children at Lincoln are very privileged to have Colleen Nelson as a teacher-librarian at the school. Ms. Nelson showed us around the building and high-lighted different areas that are using technology to help students learn and communicate. One classroom of students were using I-pods for vocabulary practice, as well as spelling work. Several other students were using desktop computers to work through reading, language and vocabulary. These were 3rd graders, and they would work through "stations" during the day to practice various skills. I thought the 3rd grade classroom was the most interested, because of these stations. The students would be rotating through different activities, using computers, I-pods, and regular, non-technological activities, to practice all kinds of skills. What I really liked about this classroom was that there was a huge emphasis on using various reading strategies, including schema, questioning, visualizing, monitoring and fix-up, and inferring. As a future English and reading teacher (and I will be endorsed 5-12, so I may very well teach elementary), it is SO exciting to see what real students are doing in classrooms today.

The trip to Lincoln changed my thinking about elementary schools and students. Even though these kids are young, they have a lot of potential for creativity and understanding, and using technology and collaborative tools  is helping them to think more deeply about the subjects they're learning about. I'll think twice the next time before I make assumptions about elementary kids!

This video shows other examples of how technology is changing the way elementary kids do school!

Creating the Collaborative Research Project-Curfew Laws

http://www.peoplesfreespace.org/vision.html

I had the fortunate opportunity to form a group with Gineal Schrunk and Aric Folden. Together, we we Group Gelastic! Group Gelastic (which Dr. Z used to continually butcher until he finally looked up the definition; inclined to laughter), is a group that is devoted to promoting technology use in education in an enriching, interesting way. We also love to laugh and make light of situations! So, this was bound to be a fun semester in CCA.

When we were first assigned the Collaborative Research Project, we knew we wanted to connect both of our teaching major emphases: Gineal and Aric's Social Studies major, and my English major. Of course, Dr. Z being Dr. Z, he threw down the gauntlet and challenged us to complete this project without speaking to each other in person. For Aric and I, this challenge seemed very difficult initially, because we both love to talk, and we're pretty boisterous. So, we knew we had to choose a collaborative technology that would allow us to communicate quickly and clearly, so we could effectively plan and carry out our project. How were we going to agree on a topic that related to both Social Studies and English skills, all without TALKING???!

The final agreement fell on an idea that the three of us concocted together. Teenagers like to stay out and have fun, but often there are city, town, or community curfews requiring those under a certain age to be home and inside by a certain time of night. We wanted to pose the question: are you for or against an age-based curfew for your neighborhood? Students would then have to argue for their side, in a debate video. They would receive feedback from us instructors, and their peers, through a YouTube comment thread. All of this encouraged collaboration as well.

http://www.nlondtwp.com/GenInfo/Ordinances/Chp55Curfew.html

The collaborative technologies that we decided to use were GoogleDocs and Skype. We knew that we were all in possession of a laptop with a built-in web cam, and Skype is very easy to use. It also gave us the ability to "conference call" if you will, which came in very handy because then we could talk to each other just like we might in person. If we had just used a text-based chat, it would have been more difficult for the three of us to be in complete synchronous communication. I liked using Skype because we could hear each other's tones as well, so we could know how each of us were feeling about the different ideas and details we were working with.

During our Skype sessions, Gineal, Aric and I would meet on Skype, conference calling, and we would also have a GoogleDoc open. We shared this GoogleDoc so that we could record all of the ideas that we discussed in our Skype call. If you haven't ever used GoogleDocs before, they are THE GREATEST THINGS EVER! Seriously, I think this semester has made me fall in absolute love with GoogleDocs. I feel like I'm being extremely unfaithful to Microsoft Word. Don't tell Bill...

I learned that collaboration is immensely important, and can be very easy to accomplish. My group and I created a clever project using simple methods of communication. Through this project, I became more familiar with GoogleDocs, Skype, and got to know my group members better. For a list of suggestions when considering collaborative tools to use, visit Six Revisions. I hope my readers get out there and explore the great big world of online collaboration! You might just find a new tool, with a use that really surprises you!

Global Learning Experience-Flat Classroom Project

http://www.flatclassroomproject.org/

Last semester when I was taking Emerging Instructional Technologies with Dr. Z, we participated in the Flat Classroom Project. The Flat Classroom Project is a global collaborative project that connects middle and high school students from local and international schools. It is based on the collectivist view of education, the principle of a "multi-modal learning environment that is student centered and a level playing field for teacher to student and student to teacher interaction," (FCP, 2012). Students were to explore the 10 "flatteners" described in Thomas Friedman's book The World is Flat (2005), and create a wiki page devoted to exploring examples of this flattener in different spectrums of our society. These topics included politics, education, science and medicine, and more.

I LOVED my role in FCP. The students I was involved with were in the project to win, or at least connect personally with the project and really put in great effort. Our topic was Web 2.0 and how it has helped to flatten the world, particularly on the social spectrum. I helped to guide my team when they were editing their wiki, through comments and suggestions about information accuracy, organization, and grammar, usage and mechanics. I felt very proud for being an expert advisor to my group, because they really wowed me with how much they knew about how Web 2.0 has played a role in globalization. This was such a validating experience because I got to see how the students responded to my comments, and how they really looked at me as an expert to give them advice and tips on how to make their project even better.

During the judging portion of the experience, I got to judge many final videos (none from my team) and give feedback and comments to the students. This was SO awesome, because the range of approaches that students took in making the videos shows an immense array of creativity. Some groups played it relatively safe with their video approach, simply explaining how the flattener related to the world generally. Other groups used real-life examples of what globalization is accomplishing, like the first place winner here:

First Place  
Title of video: 4.E.3 The Changing Shape of Information: Group Stories 
Emily W Masco, Boxford, MA United States

Judges comments: "You chose an excellent topic on which to construct your video. I was very impressed with the level of editing and organization, as well as the content itself. The focus on the Arab Springs situation was a perfect example of how uploading has become prevalent all over the world today. You really took the global perspective to a higher degree, and did a very good job with your information." and "The student chose to apply her understanding of the importance of uploading to things happening on a global scale. Not only did the student inform the audience of the power of uploading in social media, she informed us of the power that uploading and global connections hold in very dire situations." Alison Leytem

I was a judge for the winning video, and my comment was featured on the FCP 11-3 webpage. You can watch Emily's video, and all the other winning videos from the FCP I participated in here: http://www.flatclassroomproject.net/fcp-11-3-award-winners.html

Flat Classroom Project showed me how enthusiastic students seem to be about the opportunity to collaborate with other students around the world on a collective endeavor. I was so proud of my group, and of all of the students who participated. They showed me how global education is capable of bringing different people together to create a real project, a real movement, and a real change.

Global Learning's Effect on Education

http://borderbuster.blogspot.com

Education has come a long way since the little red school house. In the past, we were limited by our location, our access to hard copies of books providing information, and by much simpler technology.   It is so amazing to think about how far the United States alone has come in terms of breadth of education. Once we could only read about places in books or see them on postcards. Maybe someone's family would take a vacation or trip to somewhere else in the world, but it wasn't very often that people got to see how other parts of the world lived and learned. Today, we have the capability to learn from all different sources and in variety of mediums. Technology has catalyzed our ability to communicate and know about places other than our domestic homes. Globalization may have started in the business world, but I think it is doing the most good in education.

Global learning is connecting us. We are living in a contemporary world, and we live and interact freely within a globalized setting. Instead of being limited to learning about domestic issues in our classrooms, from a single common perspective, global education gives students the opportunity to reflect upon issues within a larger, interconnected society. They can have the chance to understand the relationships of common social, political and economic issues between different areas of the world. To make an analogy, instead of swimming in a kiddie pool, those learning in a global educational environment are swimming in the ocean!

The Maastricht Global Education declaration (2002) defines global education in two ways"

"Global education is education that opens people's eyes and minds to the realities of the globalized world and awakens them to bring about a world of greater justice, equity and Human Rights for all."

"Global education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education being the global dimension of Education for Citizenship."

What global education is doing is knocking down the walls and barriers that used to exist because of distance between countries and areas of the world. By approaching education from a global standpoint, we can create a partnership between different people, cultures, and religions on both the large and small scale. Transformative learning can happen, and students can approach problem solving with more than themselves in mind. They can look at our whole world, rather than their world.

Vicki Davis and Julie Lindsay have done wonders in the area of global education with their Flat Classroom project. You can read more about the Flat Classroom Project here.http://www.flatclassroomproject.org/ Davis and Lindsay have students consider the 10 "flatteners" discusses by Thomas Friedman in his book, The World is Flat. By focusing on how the world is becoming further globalized, students can reflect on their own contributions to the global social, political and economic spectrum.

Global learning is effecting education by posing new expectations from students today. In our contemporary society, new technology is placing us only a few keystrokes and clicks away from connecting with someone completely new, from somewhere far distant from us. It is now even more important to understand cultures other than our own, so that we may all work collectively to promote a better world for future generations. Dr. Merry Merryfield from Outreach World (a website for teaching students about the world) notes that global education stemmed from international studies. We wanted to help young people learn about other cultures, and it has just exploded and now we focus on connecting people and promoting a harmonious mission.

I think that global education has enriched my learning experience. Where do you think global education has taken, or will take you?

AHA! Distortion in the Media, for Women AND Men

Of course I watched Killing Us Softly 3 for our Visual Literacy assignment last week, and I remembered some scenes that Magda had shown us when I took Ed Tech and Design in 2010. My reactions to the video centered around shock and disbelief that there were indeed so many examples of female objectification still in the media today. Maybe I was naive to think that in the 21st century, we would be moving beyond such degradation, but I guess I was wrong. Jean Kilbourn's video contained examples leading up to the new millennium, but I did a little searching and found even more examples of the objectification of women AND men from today's media. Here are some of the most unbelievable and shocking ads:

Ad for XXL Durex brand condoms. Those are band-aids. This is sick.

The "Super Seven Incher"? This ended up BANNED in the US 

This ad was actually banned in South Africa! Wonder why?

The Vampire Diaries is a book target at teens! WHAAA?

And men are being objectified too, and often are even more overlooked than the ads objectifying women. Usually those ads placing men in an objectified position have to do with women being the dominating force in the ad. For example, this:

These boys are whipped...

Clearly, this billboard (advertising "winter hosiery") is telling us that men are dogs, and women are their owners. 

I think the issues that Jean addressed in her video are applicable to both women and men. It is up to us as individuals being targeted by these advertisements to be responsible when assessing their messages. 

CCA: Will You Live Up to My Expectations?

Classroom Computer Applications. CCA. That class you take right after Ed Tech and Design, but before all your other tech classes, if you're smart. A course designed to help us learn about using project-based learning in conjunction with technology to engage and encourage students. Right? Well, I took several other technology classes for my minor BEFORE getting to take this course, and I have to say, I'm very excited for it. I'm more excited for it because I know that I can apply the skills I have gained from my other tech courses to this one, and expand on my knowledge. From what I've seen in the 4 classes we've had so far this semester, we're all in for one heck of a journey full of creative discovery.

My main expectation for CCA is this: I expect to learn about different approaches to designing project-based learning activities that I can apply directly to my English classrooms in the future. Specifically, I want to find some unique methods of integrating real-world types of activities into and English setting, so students can connect their own experiences and prior knowledge to the new things they are learning about. I expect my classmates to come with open minds and the willingness to get creative, and collaborative! I expect my professor (that's you Dr. Z) to provide us with the scaffolding (whoa, pedagogy word! but seriously) we need to see how the tools we're introduced to in class can indeed be applied to our classrooms.

Out of all my courses this semester, I think I really am most excited for this one. And it's because of the nature of the class, the hand-on, collaborative, creative work that we'll be doing, that separates it from my other courses. Hey, isn't that what we're learning about?!?!

Take a Tour of Second Life-A Literary Tour That Is!

The final quest in our 3D Game Lab module (excluding the extra challenges) asked us to create a notecard tour of Second Life. Notecards allow users to compose informational cards about points of interest in SL. Could be an info update for visitors in a new location, an advertisement for attractions in the area, or anything the creator wants it to be. The great thing about Second Life is that everyone has the capabilities to create! Our assignment asked us to choose a topic (I chose literature, and by extension, literature libraries), do a "Places" search in SL for that topic, explore different destinations that adequately represent our topic, find the 10 that we feel suite our topic best, and landmark each of them. We then had to create a notecard labeling our 10 destinations, describing how they tie in with and represent our topic, and provide a landmark link in the notecard so readers could easily navigate to all the locations. My topic search came up with a diverse variety of places I could visit, and I tried to choose areas that represented either specific literary periods, authors, or those that provided me with a lot of links to books out on the web. That is why I decided to do literature and libraries, because my overall emphasis was to show SLers taking my tour how much content is out there for students and teachers to access.


aaalisonnn's Second Life Literature and Libraries Tour


The SL Globe Theatre

Where better to begin our tour of literature and libraries than with the Bard himself?! This is probably the most historically accurate rendition of Shakespeare's Globe theater that is located in SL, and the Internet in general. The Globe provides SL users with a fantastic way to experience Shakespeare's world without needing a time machine. The theatre is actually a working venue, accomodating Live Shakespearean plays, and other dramatic theatrical performances by the Metaverse Shakespeare Company, as well as other artists. Along with this great way of learning about Shakespearean literature first hand (or Second Life!), this destination provides users with an experience of Elizabethan England, including replica's of Queen Elizabeth I's summer home of Hatfield house (which also provides a discussion forum for SL'ers to talk about the thetrics they've witnessed recently. Truly a grand destination to visit, for those interested in literature!
Slurl: http://maps.secondlife.com/secondlife/sLiterary/13/8/24

Pathway to World Literature

This particular destination is a feature of the Cybrary City II's Community Virtual Library, a virtual "cybrary" included in SL for users interested in accessing library privaleges in the SL environment. Inside Cybrary City II, you will find many features that are remeniscent of a college or university campus. Pathway to World Literature provides TONS of different panels including various types of literature from around the world. Just click on the panel, and you're given an option screen to take you to any number of places on the web with links to additional literature resources. Walk around Cybrary City and you might stumble upon the reference desk, a relaxing reading area, or even theCollege of New Rochelle's Mother Irene Gill Library, which includes a walking tour of world art! There are pathways not only to literature here, but also to other literature resources provided by colleges all over the US and Canada.
Slurl:http://maps.secondlife.com/secondlife/Cybrary%20City%20II/139/249/22

Principality of Amalfi-1750

Interested in the literature from the Enlightenment? Mezmorized by baroque music? Fascinated by Italian architecture? The Principality of Amalfi is a community designed to emulate the baroque architecture and culture of 18th century Southern Italy. During this age, not only in Italy but in much of Europe, art, music and literature were highly valued. The Enlightenment period was still affecting major cultural centers, Italy included. There was much experimentation and new ideas were being born. Visit the art museum in the palace, or explore the many magnificent houses. There is even a Catholic chapel on the hill! This destination is important on our tour because it depicts one of the most prolific periods of time in which literature was written.
Slurl:http://maps.secondlife.com/secondlife/Amalfi%20Harbor%20Isles/235/21/21

Alice

The name of this destination might remind you of a familiar Lewis Carroll character, and it should. Alice is a sort of garden of literature! Rather than being filled with scary Red queens and rabbits running late, Alice provides SLers with a great place to read different pieces of literature, from books, to lectures, to poetry. Walk into the enclosed garden grove and look on the walls: you'll see a variety of books, the pages of which you can turn and read right there! And there are all kinds of genres. There are even pieces by other SLers! I might also mention that there is a playground, and a theatre area. This area is meant to bring out the child and reader in all of us, and the literature on display changes from time to time. A very interesting destination if you're a Carroll fan, and if you're looking to learn more about writing and sharing in SL.
Slurl:http://maps.secondlife.com/secondlife/Alice/38/83/60

The Origin of the Wonderful Wizard of Oz

Who doesn't enjoy The Wizard of Oz? Few people know that the novel's author, Frank L. Baum, wrote it sort of as a commentary on capitolism.Yet others have suggested that Baum had religous intention with his novel. This destination focuses on a different interpretation of the novel, which is more philosophically/theologically based. Author Michel Rubatino wrote the book "The Origin of the Wonderful Wizard of Oz" examining Baum's claim that he discovered, rather than originally created, the maps that inspired the land of Oz. A fascinating new way to look at a piece of literature, Rubatino's exploration is provided to SLers, in a fantastically constructed Wizard of Oz inspired landmark. Enter through the passageway to the Emerald City, and view the animated model of "god's Garden of Thought," Perhaps you'll see Oz differently from now on.
Slurl:http://maps.secondlife.com/secondlife/Dreamworld%20Silver/69/147/21

Renaissance Island 

This is a great destination for students to learn about the Renaissance time period, and also about literature that came from that time period. In addition to this, if you click the period character (peasant man) you see when you first teleport here, he will provide you with a list of options for the area. One of these is oportunities for students. Teachers can use these resources to come up with assignments or challenges for their students, some of which may include choosing a piece of literature from the Renaissance and building a story in Second Life. This place is a colorful and fascinating model of the Renaissance, and a great place to start thinking about what it would have been like to live and read in the time period! Also, go over to the map and find the Parish music library, a great place to visit to learn about the music of the time. Music is literature, comprehensible by all, no matter the language!

Slurl:http://maps.secondlife.com/secondlife/Renaissance%20Island/221/227/27

Sci-Fi Expo-Sci-Fi Island Library

Science fiction is a favorite genre of literature for many people. This destination offers a nearly out-of-this-world experience for the sci-fi fan, or anyone interested in learning more about the genre. Click any of the books on the book shelves for links to sci-fi classics, such as works by Jules Verne, H.G. Wells, and others. Included in the library are also many other classics, not necessarily science fiction, so it's a great place to find other book links too. The Sci-Fi Expo also features rooms linking to sci-fi roleplaying locations in SL, as well as a room dislaying all kinds of space ships and time machines. A Trekki's paradise, Sci-Fi Expo celebrates a great genre that is often overlooked in literature studies.
Slurl:http://maps.secondlife.com/secondlife/Overtambo/28/228/31

Cybrary City II Public Library

At the Cybrary City II Public Library, SL visitors will find a wide variety of literature genres and books of  interesting subjects. There are free and purchasable books here. On the walls of the building, the Community Virtual Library (also mentioned when you visited the Pathway to World Literature) provides Internet Subject Guides. You can click and be guided to a page where many links and resources are all gathered together in one place!  If you click the laptop near the reference area, you can get a free Info NoteBook from SquirrelTech, so you may have your very own laptop! Walk directly across the way from Cybrary City II PL and visit the State Library of Kansas virtual branch, featuring just as many free book links, Internet Subject Guides, study tables, lounge areas for reading, and information on literature projects happening in Kansas, such as the Kansas Letters to Literature project. This location includes a double-dip for libraries, and lots of resources for SLers!
Slurl:http://maps.secondlife.com/secondlife/Cybrary%20City%20II/88/161/22

The Librarium

As soon as one arrives in this destination, one may see just what kind of library this is. The Librarium may seem small, but it contains a great depth and breadth of literature, from Old English manuscripts (which are displayed near the front doors) to a History of Gardening in England (1896). This library also allows SLers to volunteer their time and services to help maintain and run the place. All the books on the shelves are free, and available to take as a copy, and attach to your avatar. You could carry around A Midsummer Night's Dream, or Frankenstein, whatever you choose (and the library has), can be held by you! There is a lovely fountain, and a nice reading area too. Prefer to be out among nature while you're reading? There is a lovely orchard, or grove of trees, out back of the library. The Librarium is affiliated with the Alexandrian Free Libraries. You can find out more about free libraries in SL here, by clicking the display in the orchard, next to the side of the library.
Slurl:http://maps.secondlife.com/secondlife/Abitibi/191/14/39

The R.F. Burton Memorial Library

The R.F. Burton Memorial Library of New Babbage is another member of The Alexandrian Free Library. Step inside the green dorrs, past the gargoyles out front, and you'll be met by a blazing fire in the fireplace, a vast pendulum art display,  and shelves upon shelves of books. Click on a book and receive a direct link to that book on the Internet. Walk through to the back corner of the library and read under the giant tree growing indoors! This is a very classic library, and readers can make their bookworm avatars sit in front of the fire and pick up a good read. Across from the library is a lovely botanical garden. This library is a very extensive resource, for readers, or students interested in expanding their reading repertoire!
Slurl:http://maps.secondlife.com/secondlife/Babbage%20Canals/194/63/105

In creating this tour, I learned more about Second Life than I ever have before this point. It was essentially similar to a research assignment: I had to choose a topic I was interested in, find sources (in my case, places) that supported the topic, and synthesize a type of report of my findings. My tour card became my piece of writing, because I had to tie each location on the tour into the broad topic I had chosen. I tried to explain to users how each one of the destinations I picked could help people come to understand an aspect of literature more deeply, or give them library resources to further their research. Anyone could navigate through this tour, if they knew the basics of Second Life. I could imagine assigning something like this to my English students, to help them become more familiar with a piece of literature, its setting, or characters. If there is not a credible location in Second Life for students to visit, I could even challenge them to plan their own SL rendition of a novel's setting. If they had the SL skills, and were ambitious enough (and we had enough TIME), they could even work as a class (with my help) to create a virtual version of say, Emily Bronte's Wuthering Heights. The Yorkshire moors could come to life, in Second Life!

The greatest thing I have observed in my experience of Second Life is the unlimited potential for creativity. Creativity is one of the most valuable things that students can access, in and out of the classroom. Placing students in a SL environment, and giving them the opportunity to create their own character, explore new places, and contribute to their surroundings could be very powerful in terms of motivation. Of course, if I were going to design an English unit using Second Life, I would use it as an enrichment tool, or grounds for projects, rather than holding class there all the time, because I do think students need to have real face-to-face instruction in order for them to stay on task. The key is planning and structure, and teachers must work ahead of time to ensure that they have created a safe, direct, and user-friendly environment in which students can participate. I would use a 3D Game Lab quest type of assignment system for my students, in conjunction with Second Life, so students would have a clear objective, time frame, and video instruction/support. Using mixed media, combined with in-class activities, could provide a great experience for students who might not have had a very good experience in English courses before. Second Life is fun, but mostly, it's fascinating. I have had a great experience with the module,and I hope to continue investigating and learning!

Exploring in Second Life

While flitting around in Second Life (and I say this because I flew almost everywhere, so much quicker!), I discovered that I could maneuver very easily if I kept my avatar in the rear-view position. Since I’m used to rear-view gaming POVs, I preferred this option. Since I’ve been in Second Life before, I’m used to all of the controls and different viewing options. I hadn’t really messed with the snapshots before, but I found that the hardest thing to do when taking photos was to get my avatar in the position that I wanted to. Even though the controls are fairly straightforward, sometimes it was hard to get into the perfect pose, so I could get my background and my avatar in the shot. Eventually, I found my signature, interesting photography pose: sitting on top of buildings. There I am in my favorite snapshot, atop the capitol building, with the moon and stars in the sky. Lurvely.

Iowa Island was smaller than I had anticipated, but it was a great place to run around and explore. It was also cool to think about how people from our state, and even school, were the creators. I especially loved the garden, and the lovely gazebo structure, which I “got comfy” and posed in for this picture.

I also met another person tonight while exploring the island. SL user Oliver James was from Canada, and he was exploring SL for a class also, studying social interactions in different platforms. We chatted for a while about school, and became SL friends. We plan to meet again and explore more of SL together!

I definitely feel like the mobility aspect in Second Life is important to get acquainted with. The snapshots also give us a way to document things we see, or memorable places. This could be fun for students who are writing stories based on SL experiences, and want to illustrate them! 

The post for my next quest will follow!

My Second Life

Today I began the 3D Gamelab quests for our Emerging Instructional Technology course. I was a little late on starting (ok, a lot late) because I've been sick for almost all of Thanksgiving break! LAAAAAAAME! But luckily I'm feeling a lot better, and so today I started, and hopefully, I'll finish the quests by tonight (extra badges for me!!).

I've been a member of SecondLife since last year, but when we started our new gaming module in EIT, I created a new account, just so I could try and learn along with the rest of the class. Initially, I liked SecondLife because it is so similar to a video game that I had a lot of incite to use it. In all of my gaming, I enjoy games and simulations that allow a user to explore and discover, rather than to fight or to compete with other players. Don't get me wrong, I do enjoy a little competition now and then, but I would rather be looking for new areas to discover on my map, or collecting every last blinking gem in Spyro the Dragon. Which I have done, in all 4 Playstation 1 & 2 Spyro games....

My favorite thing about SecondLife is that it provides a vast amount of places and people to discovery and interact with. When I first arrived at Welcome Island, I spent most of my time flying or running around, looking for things I could collect or interact with, and of course, things to pimp out my avatar :) Which eventually you find in SecondLife, because there are TONS of users who are eager to share items with you, be it clothes or landmark tags, which is just so nice! Searching for new places and marking them in my landmarks bar is one of my favorite things to do. I have already found the SecondLife Shakespeare Globe Theatre, and I creep around there from time to time, to see what's happening. You could spend literally days and days exploring in SecondLife, because there is SO much to see. Navigation is very important in this virtual environment, and users have to be organized if they want to keep from getting lost. That is something that I had to get used to, but I value my landmarks very highly now.

As far as using SecondLife in my educational future, I can see it being a great platform for my students to practice their creativity and discovery skills. These skills are extremely valuable in an English and Language Arts classroom, and I want my students to have every opportunity to foster their own creativity. I thought I could use SecondLife and the avatars to help students create their own fictional characters, and their experiences in SecondLife, wherever they might choose to go, might provide great inspiration for their writing. I would especially use this to help students generate topics for fiction workshops. I could also see using SecondLife for research, where students could use their avatars to explore and relive the many re-enactments through history (and literary history) that are out there in SL. What could be better than putting students right in a world with Shakespeare?! I have got to learn more about designing worlds in SL, so I could create my own spaces for students to interact and explore. Check out this video from Second Life Shakespeare Company, from King Lear, Act 3, Scene 7: Gloucester's Castle. PRETTY BOMB! Here's their homepage.



While researching for my final paper on gaming in education (in Professor Gao's course), I came across a series of articles talking about using SecondLife in different areas of education. Hsiao-Gheng Han's article "Second Life, a 3-D Animated Virtual World: An Alternative Platform for (Art) Education." suggests using Second Life to show students galleries of famous and historical art, techniques, and also allows them to see how they too may create and display their own art via SL. The Second Life in Education Wiki is an AMAZING resource, with all kinds of links to resources highlighting the uses of SL in classroom education, as well as ways for teachers and instructors to more greatly understand the medium so they can use it with their students. I have bookmarked the heck out of this wiki....

I must say, I have too much fun in Second Life, gaming for homework, than I should. But it's awesome. And thinking about the potential SL has for inciting motivation in my students to learn things that might otherwise bore them to near death, I get pretty excited. If you'll excuse me, I have some XP to be collecting...

A Fresh Start in a New World with Flat Classroom

Earlier, I watched the keynote of the first Flat Classroom Project installment of 2010, by Judy O'Connell from St. Joseph's College in Hunter's Hill, Australia. In her video, Judy mentioned the popular film, "Avatar" and how it can be seen as a kind of metaphor for the Flat Classroom Project. In the film, Jake Sulley is given the opportunity for "a fresh start," on "a new world." "You'll be making a difference," he is told, and these words are his invitation to travel to Pandora on his mission. All Jake must do is say yes, and accept his mission. As we come to see in the film, it is not an easy one, but Jake comes to learn about, participate in, and eventually understand a different culture and group of people different from himself. He learns, however, that he and the people of Pandora, are not so different after all.

Like Jake Sulley, participants in the Flat Classroom Project are given an opportunity to participate in a new world. "The Flat Classroom Project is your Pandora, a fresh start in global learning, it's your opportunity to be world-class students, develop your world-view, demonstrate to all of use the importance of good scholarship and good digital learning." O'Connell is spot on in her analogy, in that the power of the Flat Classroom lies in students' opportunities to expand their perspectives in our world, and see beyond the walls of their physical classroom. Instead of limited interaction with students within our physical community, Flat Classroom makes meeting, communicating, and collaborating with students across the globe, a reality. Children are highly adept at using online applications, Web 2.0 tools such as social media, search engines, as well as other tools supporting creativity. Therefore, they have the perfect set of provisions to support their learning in an online, global environment.

The Internet provides an optimal platform for global education to occur because it "levels the playing field" for individuals anywhere. Using multiple means of creativity and sharing, from text, audio, video, hypertext, and other multimedia, we can show our thoughts and ideas, and give feedback to others, with just the click of a mouse. And because our students today are so used to (and good at) this high level of media creation and manipulation, it is becoming more prominent in classrooms, both traditional and online. Check out this video created by Michael Wesch (in collaboration with 200 students at Kansas State University!) about how today's students feel about changing the face of learning and the traditional "classroom."



The Flat Classroom Project supports both digital literacy skills and learning, as well as global collaboration between classrooms across the planet. In the Flat Classroom, cultural understanding becomes personal, for each student, because he or she is interacting with students from cultures outside their own. What better way to learn about another culture than to speak and work with individuals from diverse backgrounds? The result is that students become less ethnocentric, and more globally aware. By learning about other areas of the globe, we also learn about ourselves. They also work on their skills with Web 2.0 tools, as well as tools essential or online learning and communication. There may come a day where our classrooms, however we define them now, may look a lot different, in that there may be no more "classrooms" but students will host their own learning networks, through online collaboration and communication.

I am starting to look at my own classroom experiences differently. I am starting to think "I wonder what it would be like if everyone in my classes, including myself, became more globally aware?" Would we see each other differently? Would we see what we read about, write about, and learn about in the same way? Will my future students have a better sense of global relevancy, and how will this affect the lessons I teach and the literature I choose to share? As a future English teacher, I am focused on how my students will read and write in the classroom, sure. But now I'm starting to think, how will my students read, write, and SHARE? And where will this lead them?

Better Tell Columbus He Was Wrong, Because the World is FLAT

Brandy Agerbeck's Graphic Facilitation of
 Thomas Friedman's The World is Flat

I originally became interested in the ideas contained within Tom Friedman's The World is Flat  because my dad (principal at Prairie Point Middle School and 9th grade Academy) had been talking about it. Being an administrator, he likes to keep up with changes related to education, and one of the biggest so far in this millennium is the fact that schools are starting to globalize. I remember him throwing me a copy of the book, saying "Ali, you had better read this and prepare yourself, because teaching is not ever going to look the same again." That was in 2007.

And until I came to college, and began my teaching program, I didn't really understand what he meant. But after seeing how much more there is to learning than just sitting in a classroom for 6 or 7 hours a day, seeing myself communicate and collaborate effectively online with my peers, creating my own, original work and sharing it with others, and being able to stay in contact with my friends when they went back to China, I knew something had changed. Something was different, and my own idea of what I was to become as a teacher was starting to change too. Our world, our communication, our ability to see ourselves as part of this vast networks of people and knowledge, no matter our location, was losing its rigidity. The walls had come down, like they did in Berlin almost 22 years ago, and that was only the beginning.

Now, we know that according to our understanding of astronomy and physical geography, the world (our Earth), is not actually flat. But our "world" in the relative sense is indeed been leveled. At every stage and opportunity for different groups to interact, we are shrinking. We are no longer limited by our geographical location, as Columbus proved with Globalization 1.0, when he set sail and opened trade between the New World and the Old. Nor are we limited by our ability to innovate and make changes in markets and labor, exemplified by multinational company expansion, breakthroughs in hardware, and a heightened sense of relevancy in commerce, which were the dynamic forces behind Globalization 2.0. Today, we are at stage 3 in the globalization process, and it is shrinking the world even further than the previous .0s. Globalization 3.0 is unique because it focuses on the "newfound power for individuals to collaborate and compete globally," (Friedman, 10). Not only will the 3rd era of globalization be powered by the increased involvement of individuals, but its participants will be more diverse. Today, anyone with an internet connection has the potential to communicate, collaborate, and compete globally. That is why we are asking ourselves as educators, "How can I fit into the global scale, and how can I help my students come to understand, participate in, and appreciate the ability to go global?"

Coming to terms with the world being flat may take getting used to, especially because for some, it is hard to understand what you have never experienced before. But for students we will teach today, they have already been participating in a global platform by their activity online, and I think with support in the classroom, students can come to understand just how amazing this type of communication is. Flattening the classroom is just like flattening the world, removing geographical and communicative limitations to make room for growth. Students in the Flat Classroom Project meet other students from different areas of the world, and get to work with them towards a common goal. This allows them to not only learn about the material of the project they are doing, but it enables them to learn about other kids, their own age, from different backgrounds and areas. It helps them realize that, though we might speak different languages at home, or dress differently, or do other things in different ways, we all have the common ability to think about and share ideas. We all have a voice, and now it can be shared so that everyone can hear, no matter where we are. And that is AMAZING.

I think the biggest benefit that flattening has brought to our world, and will bring to our classrooms, is an expanded sense of relativity to students. Though we may be just one person, we are not limited in our ability to reach out and communicate with others. "It's a Small World After All" has never been more true, and yet so contradictory. Our world seems so immense in size, but when you really look at it today, we are all a lot more connected than we ever have been before. I want to help my students understand that they are individuals, yet are able to contribute their own voices, experiences, and knowledge to a much "bigger picture," with an audience that is limitless. Through flattening, ethnocentricity begins to fade, and I think this allows students to see themselves as part of a group of high-potential future innovators. Who knows what will happen next, with the playing field as level as it stands today.

So I called up my dad, after watching Friedman's lecture again, and told him this:

Dad? You were right. Teaching won't ever be the same again. You'd better tell your history teachers to adjust their lectures, because the world isn't round. It's flat."

And he knew exactly what I meant.

Immersed in the Blogosphere

I have spent the past few weeks "surfing the blogosphere" as some may call it, reading blog posting by different writers, professional educators, and my own EIT colleagues. I haven't really gotten too deeply into the swing of posting yet, mostly because I am so busy this semester, but the blogs I've been reading have certainly gotten me more interested in the process.

Tonight in our EIT web conference on Adobe Connect, we were sharing our reactions about using social networking tools. Almost everyone has heard of or has used Facebook, and that social network was not featured in our class discussion, but we did compare the functions of Twitter and Blogger. Both of these Web 2.0 applications are used for social networking and communication, in that users can share information, thoughts and opinions with others who may be interested in the same topics. In our conversation about using both Twitter and Blogger over the past few weeks (and I came out favoring Twitter), I started to think about how these applications and their design/sharing style might appeal to some more than others.

I remember when I first joined Twitter. Nobody followed me for the first month, except for a few pity "follows" because I started following them. I didn't really understand the function of Twitter until I started talking to a couple of my friends about it. I have a good friend, Mr. Derek Grote (Twitter handle @mrgeduventures) who explained that he used Twitter to make connections in areas of professional development. He explained hashtags to me, and I thought "okay, I'm an aspiring English teacher, I'll search things like 'writing' 'education' 'technology' 'schools'" and started to make some connections there. By the time I got to EIT this fall, I was pretty familiar with the uses of Twitter. Or so I thought.

Twitter is a timeline, a record of thoughts, conversations, utterances, and shares that is always moving. Keeping posts under 140 characters, though some may grumble about it, actually makes the sharing easier. I prefer using Twitter to share links, thoughts and ideas because I am spontaneous, and I like to get my thoughts out quickly, before they jump away from me. With a single Tweet, I can share ideas with my followers, and with hashtags, I can share them with others too. Because Twitter moves so quickly, I have been introduced to TONS of new information, all rather concise and to the point (those 140 characters'll getcha). I prefer viewing my Twitterfeed on Tweetdeck rather than searching the net for blogs.

Don't get me wrong, obviously I appreciate and support the unique web application that is blogging, and I love my little Bloggy (though I neglect her sometimes). Blogger gives the opportunity to share thoughts and opinions about anything with anyone, and that's pretty cool. I mean, I don't necessarily know if anyone reads my blog regularly, but it's nice to know that I can blog regardless of whether I have 10 followers or 10,000. Blogging takes time though, because one is writing for a public post, and I am more likely to take time to organize my thoughts, and turn into a super-perfectionist, and that often slows me down. A favorite English professor of mine once told me to turn down the brightness on my computer monitor to black so I couldn't see what I wrote. "That way, you'll write the truth." I think he meant what's actually inside my head, instead of a neatly tied bundle of ideas. So sometimes I find Blogger harder to express myself on, because I feel less candid and more inclined to edit, edit, edit. Which is good, and you should edit anything you're placing in the public domain. But that doesn't really help me express myself on the go.

I think it would be interesting to offer use of either (or both) of these social networking applications to students in my classes, with the assumption that they would be approved by the administration and parents of course. Some teachers are using Twitter to engage students and keep them accountable, as in the case of these high schoolers at Roosevelt High School in Minneapolis, MN. 

Other teachers are using blogs, wikis, and other platforms to allow students to share ideas and thoughts, as well as comment and question, on topics being discussed within the classroom. My sister's AP English class did this last year, using Googlesites to talk about different pieces of classic literature. Nate Pruett, an English teacher at Cedar Rapids Prairie High School, uses the Google Blogger to share updates with his AP class, as well as receive questions, comments, and other feedback. Check out Mr. Pruett's AP Blog

So I wonder which students would prefer? Sharing thoughts via Twitter, or Blogger? Would some students prefer the spontaneity of Twitter, being about to Tweet a thought or question now and then, with hashtags to alert the teacher and the rest of the class? Or would some rather use Blogger, and organize their thoughts into a longer, more detailed blog post? Would a lot of little Tweets equate to one  complete blog post? I hope the district I get hired in will allow students access to both of these tools, because I am anxious to see how my students would react.

As far as being active in the blogosphere, as well as the Twitter feed, these past few weeks, I have got to say that, although I felt overwhelmed at first (there are SO many things I could click and read!), I've gotten my PLN on iGoogle established and am breezing through the blogs. I think blogging can also be a very reflective tool, because I have come to understand myself better as a writer and an educator through doing my posts.

I'd love to continue waxing on the joys of social networking tools, but it is 9:30pm, and I've got a tutoring lesson left to perfect, some audio to clip, and 5 chapters of Class Warfare: Besieged Schools, Bewildered Parents, Betrayed Kids, and the Attack on Excellence by J. Martin Rochester left to read tonight. So I'll be going now, but please, share your thoughts on Twitter vs. Blogger. Who will be victorious?

What is 21st Century Education?

What is a 21^st century classroom? To understand, we must first understand what characterizes the 21^st century. We must also look at what new skills are being emphasized in schools and society today. In an ever-changing world, such as the one we currently inhabit, there is the constant need to be prepared for whatever happens. Therefore, students today must adopt and apply these new skills in the classroom and in their every day lives. 21^st century education embraces 21^st century skills in combination with new forms of technology, and today’s media-centered digital learners. The goal of 21^st century education is to prepare our children to become global citizens, capable of interacting and innovating to preserve our free institutions for a better tomorrow.

According to 21stcenturyschools.com, 21^st century skills include the following:

Critical Thinking and Problem Solving

Collaboration across Networks and Leading by Influence

Agility and Adaptability

Initiative and Entrepreneurialism

Effective Oral and Written Communication

Accessing and Analyzing Information

Curiosity and Imagination

These skills help develop the “whole child” in their learning, instead of simply focusing on lower-order thinking skills like identification and recall. What’s more, these skills encourage the pursuit of a global citizenship, preparing individuals for interaction, communication, collaboration, and innovation with others across the world. In addition to these skills, the use of technology and its accompanying tools will assist in further connecting our children with their futures.

The 21^st century classroom looks very different than the 20^th century or “traditional” classroom. Take a look at these two classes:

What differences do you see? Aside, of course, from the nun at the front of the classroom, and the black and white grain of the first photo, you might note some stark contrasts. First of all, notice the way that students are arranged in the first photo (circa. 1950s, a Catholic school classroom). Where is the instructor standing, and what are they doing? This a “classic” classroom, where teachers lectured to students, and everyone sat in their own little desk, with their own little textbooks, taking notes and staring straight ahead. Rigidity, along with memorization of facts and passive communication between teacher and student were the norm.

Now look at the second classroom. Note that instead of neat rows of desks, there are circle tables with multiple students seated. The instructor isn’t standing at the front of the classroom, as a “sage on the stage,” demanding the students’ complete attention for an endless lecture. In fact, I can’t even discern where the teacher stands in the second class. So many students are gathered together, seemingly collaborating, working with computers and programs and immersed in their work. Active learning and outcome based assessment are present in this classroom.

The second classroom is an example of 21^st century education at Clemson University. The Holtzendorff Teaching with Technology Experimental Classroom at Clemson, also known as the “sandbox classroom” was converted from an indoor swimming pool, and is now home to some pioneering technology and pedagogical practices. Originally dedicated on December 18, 2007, the classroom features a new philosophy of teaching and learning, very characteristic of 21^st century education. “The classroom is called a sandbox because instructors and their students are exploring the use of technology in teaching and learning with an adventurous and curious spirit similar to that of children who explore and learn about their world in a sandbox. Interactivity, spontaneity, and collaboration are encouraged in this sandbox,” (Polowczuk). This reminded me very much of the research being done by Mitch Resnick and the Lifelong Kindergarten Group at the MIT Media Lab.

He suggests that learning must be drafted to mimic that of kindergarten discovery, because it is the best form of learning. New technology supports this type of learning, which is why it is becoming more prominent in the classroom.

To give a comparison of 20th and 21st century education, I present a video by 21stEducator:

The biggest differences between 20th century and 21st century classrooms also appear in the inclusion of technology and multimedia in classrooms to enrich and provide a platform for learning. Although many of our "digital natives" have been used to using the Internet, electronic media, digital images and other devices strictly for entertainment, these tools can be utilized to promote media literacy in the classroom as well! Web 2.0 and the increasing popularity and functionality of social media are coming together to create massive potential for use in the classroom. Dr. Michael Wesch attests to how Web 2.0 applications and their respective medias are breaking ground for bringing media literacy into the classroom, and supporting 21st century skills and education in general. View his presentation An Anthropological Introduction to YouTube, where he discusses the importance of such social communication tools as Twitter, Jott, Diigo, YouTube, TeacherTube, and more.

You might ask now, will all of our classrooms end up looking like the "sandbox" at Clemson? There is all this talk of classrooms going 1:1, will every school truly benefit from the 21st century philosophy? The important thing to remember is that there cannot be a strict "department store model" for the 21st century classroom. Of course classrooms will need to incorporate technology. Globalization is one of the most prominent characteristics of the technologically-enriched classroom. The world is no longer a round, spinning place (ok, it still is, physically speaking) but communication and collaboration-wise, the world is now flat. Hey, there's a great book you can read to learn more about that concept (The World is Flat by Thomas L. Friedman)! Now our classrooms are becoming flat too, and with our new capabilities, students here in the U.S. can communicate and share ideas with students from China, India, Australia, really anywhere they have an Internet link and access to some type of social media or collaboration tool (like Skype, Adobe Connect, or Wetoku). Students and teachers can use epals to communicate and chat with other students and teachers from anywhere in the world! The global potential inside 21st century classrooms is powerful, and will be a key element in building connections for the future of the next generation.

So the differences between 20th century and 21st century learning are numerous. You might even say that they are so extremely different that we can't possibly be moving in the right direction, because everything is going so fast! But if you really look at our world today, with the way things are changing, in climate, political issues, social and welfare concerns, global communications, international relations, and more. 21st century education is "bold, it breaks the mold. It is flexible, creative, challenging, and complex. It addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities" (21stcenturyschools.com). And I think that we are on exactly the right track. In changing the face and function of our classrooms, if we go about implementing technology the correct way, with support and real reasons for including it, instead of using it as a "quick fix," we will be preparing students for the continually changing future.

What will 22nd century classrooms look like then? It seems like our schools are changing every day, or at least reform is being demanded and planned. But what does this mean for students? I think the digital natives will thrive in the 21st century classroom, because it has been designed for them. In the words of Ian Jukes, an educator and Futurist "We need to prepare our children for THEIR future, not OUR past." I couldn't agree more Mr. Jukes. Readers, what do YOU think?

Photo credits:

http://resources.teachnet.ie/dhorgan/1950-60.html

http://www.clemson.edu/newsroom/articles/top-stories/sandboxclassroom.php5