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Wednesday, February 22, 2012

#1 - Trends in ICT Education in the USA workshop

On Thursday, Feb 23, I will be presenting a 75-min workshop, Trends in ICT Education in the USA as a follow-up day of workshops for the Conference on Vocational Training in Amman, Jordan. This will be part of an all-day workshop entitled Technology-Empowered Learning.

Here is the SlideShare.net English Version.

Trends in ICT Education in the USA
View more presentations from Leigh Zeitz
Here are the resources mentioned during the workshop:

Monday, February 20, 2012

Technology-Powered Learning

On Monday, Feb 20, I will be presenting a 30-min talk on Technology-Powered Learning at the Conference on Vocational Training in Amman, Jordan. This will be an exciting opportunity to share and discuss ideas for 21st Century Learning and Technology Education with educators from 20 countries.

Here is the SlideShare.net English Version
Technology-Powered Learning
View more presentations from Leigh Zeitz

Here is the SlideShare.net Arabic Version
Resources mentioned in the presentation:
If you have additional resources, please leave them as comments below.

Z

Sunday, February 19, 2012

Dr. Z Presents on New Ideas in Vocational and Technical Training in Amman, Jordan

Believe it or not, I was invited to visit Amman, Jordan this week to give some presentations and workshops at the Conference of Vocational Training: Advanced Models on Training, Business, and Governance for the Vocational Training Corporation. This is a conference that is supported by Jordan's Ministry of Labor as well as the Malaysian UTHM consultants. There should be about 100 attendees from many countries from the Middle East and south-east Asia. The goal of this meeting is to work with Jordan (and other countries) to re-envision their Technical and Vocational Education Training programs in their high schools. 

This will be a two-day conference where we will have keynote speakers and then breakout sessions where 4 panelists will speak for 30 minutes each and then have 60 minutes of Q&A. The tricky part is that English is not the basic language for the conference. Arabic is the language of choice. This means that my presentations will be translated into Arabic and distributed to those who would like them. Only the keynote presenters will have simultaneous translation while the panelists' presentations will not.  This should be interesting to see how many of attendees will understand what I will be saying in English.  The REAL challenge will be to see if my jokes transfer.  Well, people don't understand most of my humor in English anyway so at least this time there will be a reason for them not laughing.   =-)

My presentation which I will give on Monday, Feb 20 is called "Technology-Powered Learning."  I will be talking about creating engaging and enabling learning environments for today's vocational students. This will include a discussion of the Millennial generation and how to best address their learning needs. While most of the research on the Millennial generation has been done in the Western world, it appears (both in the research and in casual observation) that the 12-30 year old generation is quite similar in how they are "plugged into" their environment. I will also be sharing ways that vocational education might be made more relevant to the 21st century workplace by implementing collaborative problem-based learning curriculum.

I will be providing 3 workshops. They involve Trends in ICT in the USA, Creating and Using  Problem-Based Learning in the TVET (Technology and Vocational Education Training) Classroom, and Exploring New Opportunities in Technology-Based Learning,  I will post these in English and Arabic as they come available.

The trip over here and the wonderful assortment of new colleagues from around the world have been quite exciting. I will try to blog the events as they transpire or soon afterwards so that you may enjoy them with me.  I will begin this travelogue in my next post.

I will have to warn you that I tend to be a terrible blogger when traveling because I am usually too involved in the experience to take time to write about it.

I will be Skyping with my Classroom Computer Applications class on Tuesday at 2:00 CST (10 PM Jordan Time).

Keep in touch and leave comments if there are specific things you want to know or see through me.

Z

Tuesday, January 24, 2012

Using BackChannels in Lectures

What? You want students to chat online while I am lecturing? How can they do that? They won't be paying attention to me and then they won't learn everything that there is to know about the topic upon which I am lecturing!!!!! 

This is the problem with technology. You think that it is something that solves everything when it actually just creates more problems and distractions for students.

Have you ever been involved in a back channel while listening to a lecturer? A back channel is a teacher-sanctioned chat room that enables students to discuss what is happening in class.  This provides an opportunity for them to share ideas and even develop new ones with the flood of information being provided by the presenter.

We teach a class entitled Educational Technology and Design. It is the Technology Intro course that virtually every teacher education student must take. Our team is an exceptional group of educators who are always exploring new ideas about how to use technology to support learning in new and effective methods.

A couple of years ago we introduced Back Channeling.  It was an idea that Robin Galloway championed to provide an online conversation option for students.  We use CoverItLive and we typically have 1 or 2 professors moderating it to ensure that things are on-track as the presentation progresses.

I should mention that we are not passive about back channeling with the 120 students in our lectures. Not only do we urge our students to bring their laptops (about 95% of them own laptops) AND we provide 20 netbooks for students to use. Some of them were using their smart phones to get online. While there are typically some problems with everyone connecting with the wifi, we had about 60 students linked into the back channel today.

Our back channeling has been successful throughout the years. There are some sessions that have had exceptionally good interaction while some that have been quite wanting. Today's back channel was quite successful.  I was lecturing about Web 2.0 and Digital Natives/Millennials

One of the most important things that I was trying to achieve was to create a learning environment that was "different" than what our students had previously experienced in a lecture hall.  We began with asking them all to "pull out your phones."  This shocked many of them but I wanted them to use their phones as clickers to provide feedback using Poll Everywhere.  It worked quite well.

I also made a big thing about using the back channel. We used it for interaction and you will find some interesting responses throughout the discussion by clicking on the image to the right.

The students were tweeting as well to share what they were learning and experiencing. Check out what they included using the #unietd hashtag.

Based upon what the students were saying, this was a game-changing experience for many of them.  We hope that they will take this experience and use it to "think different" about their teaching and learning experiences in other classrooms.

What do you think?  What do you do to give your students a voice?

Saturday, January 07, 2012

Creating a Culture of Innovation

(CC) Hampton Roads Partnership
What does it take to make innovation part of the culture?  Can innovation thrive in a school?  Can we create a culture that rewards innovation in our students?  What about the teachers - can they be rewarded for innovation?

Steve Tobak recently wrote an article for CBS News entitled How to Create a Culture of Innovation. In this article he listed 5 ways to nurture innovation.  Here is a quote from the article:

Identify them. First, you need to have a process for identifying these young up-and-coming stars. Train your line managers and recruiters on what to look for, and make that an integral part of the management and organizational review process so a short list of names is visible at all management levels. That's the first step.
Listen to them. If you actually have a dialog with these folks, you'll learn that they usually have tremendous distaste for the status quo and standard procedures. They probably think the usual rules don't apply to them. They'll want to work long hours, but where and when they want. They'll have a long list of things that "waste their time," like boring group meetings, having to report their every move, and company events. They'll want freedom from what they consider to be arbitrary constraints. It's important to listen, because they need to feel "heard."
Mentor them. Just because you listened, doesn't mean you give in. Be flexible if you can, but don't go too far. You see, they need discipline to realize their potential, but they need to be shown how it will benefit them and the company in the long run. You can't just say, "This is for your own good" and expect them to comply. They're higher maintenance than that. You've got to show them the big picture, the great things the company intends to accomplish, and connect them to those big goals by giving them as much responsibility as they can handle.
Bet on them. This is really where the rubber meets the road. People who are entrepreneurial and innovative by nature need to take risks, and to do that inside a corporate environment means management has to take risks by betting on them. That doesn't mean betting the farm without any "adult supervision" or management oversight, but if you can live with a little less communication on what's going on day to day and keep upper management off their backs, all the better.
Maintain balance. For this kind of culture to work, you can't have unbridled flexibility and hands-off management. You've got to have balance. Imagine a company as a human body. The brain manages everything and organs and cells are specialized to perform unique functions. Everything works in harmony but the endocrine system -- hormones -- keeps everything regulated and in balance. Otherwise, the system would fail. As the metaphor goes, you've got to monitor and regulate the health of the organization so things don't spiral out of control before you're even aware that anything's wrong. To accomplish that, keep a razor-like focus on what's critical and stay flexible on what isn't. 

 How does this fit into the classroom? What educational strategies encompass these ideas?

21st Century Skills
It appears to me that this is exactly what we are talking about when we discuss 21st Century Skills.  We talk about student-centric learning environments. This doesn't mean that the students "run the place."  It means that the students are placed in situations where they are responsible for making things happen. They are posed problems and they need to find the information and develop the skills to solve those problems.  In essence, we are building entrepreneurs who learn to identify and solve problems.

The same thing holds true with teacher and administrators.  Vicki Davis calls this sort of educator a Teacherpreneur.  Vicki was the only one I had ever heard use the term but upon Googling the term, I found that Kristoffer Kohl talks about them and Barnett Berry talks taks about it in his book, Teaching 2030 and their 4-minute video.

So what do you think?  How can we/should we/do we create a culture of innovation for our students, teachers and administrators?  Does your school have a system in place that will support this work?

Tell us about it.flickr

Sunday, December 04, 2011

Gaming to Learn by Learning to Game

Gaming to Learn by Learning to Game opening page
Gaming isn't about merely playing games. It's about learning through creative problem solving, social interaction, diplomacy, collaboration, and critical thinking.

On Friday, December 9 at 1:00 PM GMT (7:00 AM Central Standard Time) the K-12 Online Conference will release a 20-minute presentation that I created on Gaming. (If you haven't seen it yet, you might want to read my previous post that explains how the K-12 Online Conference works.)

You can get to the video at Gaming to Learn by Learning to Game.

 This slideshow can be found at SlideShare.com at Gaming to Learn


Here are the resources I used in the presentation:

Bottle Bank Arcade image gaming
The Fun Theory is an international project sponsored by Volkswagen to explore how play can be used to change behavior and induce learning in a positive manner.




Jane McGonigal on stage. Gaming Games Learning
Jane McGonigal - A game designer who is researching how gaming can make a difference in the world.  She has a number of presentations that she has collected on her personal page.








  World Without Oil screen gaming
World Without Oil is an alternate reality game that was held in 2007.  The Video is quite informative about how they did it and what the results turned out to be.






Partnership for 21st Century   skills
Partnership for 21st Century Skills and Iowa Core Curriculum are two resources for identifying and promoting 21st Century skill development for our schools.







3D Game Lab  Gaming Quests
The 3D GameLab of Boise State University is the brainchild of Lisa Dawley and Chris Haskell.  This is a system that they are developing which will provide educators with an interactive system for creating learning in a gaming environment.

K-12 Online Conference - Purposeful Play



Have you heard of the K12 Online Conference?  It is a wonderful idea!

Once a year, educators submit 20-minute videos along a specific educational topic and then they release these videos throughout a 3-week virtual conference.

The website describes it as a "FREE online conference open to ANYONE organized by educators for educators around the world interested in integrating emerging technologies into classroom practice.  The goal of the conference  is to help educators make sense of and meet the needs of a continually changing learning landscape."

This year's conference topic is Purposeful Play.  It has 4 strands including:
Sandbox Play, Level Up, Story Time and Team Captains.

Each of the presentations is "released" on a blog at a specified time based upon the 2011 Presentation Schedule. They do this so that the presentations aren't released in one huge on-slaught but rather in sequence over the 3-week period (Nov 21 - Dec 13). You participate by downloading or streaming the presentations and then viewing the presentations. After (or while) you watch the presentation, you can post feedback and comments on the blog.

At the end is a culminating live event to celebrate the Afterglow on 2:00 AM GMT on Tuesday, Dec 13.

I have submitted a presentation entitled Gaming to Learn by Learning to Game. It will be released at 1:00 PM GMT (7:00 AM Central Standard Time) on Friday, December 9.

The resources that I used in the presentation will be available in my next posting on this blog, Dr. Z Reflects.