In the Make Cycle #2 during the CLMOOC 2015 we will reflect on how the affordances of different media impact our choices, processes, and meanings. There has been new research in Sweden showing evidence of lectures going quicker with PowerPoint presentations and students don’t get enough time to make their own notes during class. My re-mediate will move from course literature to PowerPoint, from a presentation to Khan-Academy-style digital storytelling in an interactive online lesson with the add-in called OfficeMix.
The change from course literature to PowerPoint reduce the content to central concepts and examples (i.e. bullet points and images). The filter is applied by a qualified teacher and will reveal connections within the content. An interactive online lesson with OfficeMix will change the possibility to access the teacher’s instruction and allow the students to repeat complicated sections.
In this video I compare two Open Badge Infrastructures (OBI) as a badge issuer. Open Badge Factory (https://openbadgefactory.com/) and Badge List (http://www.badgelist.com/).
The main question is to what extent were autonomy, diversity, openness and interactivity present?
Further discussion should involve:
- How to avoid badge inflation / flooding the system / loss of meaning?
- How to avoid fragmentation: having badges trapped in their issuing environments
- How to manage badges – Who can create / issue badges?
- How to evaluate the impact of badges in the community?
During 2015 eduToolkit will offer Microsoft’s training for 21st Century Learning Design (21CLD). The educational resources shared by eduToolkit will model and demonstrate 21st Century Learning Design in education. Teachers Open Online Learning for professional development is based on P2P review, where teachers develop skills from practice and reflection. Digital badges are used as micro-credential during assessment. The workshops held in the collaboration circles will be facilitated by our qualified Microsoft Innovative Educator Trainer Jonas Bäckelin.
Equipping teachers with the capacity to create a learning environment that will enable 21st century skills for students (Angela Shaerer)
Mission statement for 2015:
Based on the Competency Framework for Educators (UNESCO ICT-CFT) our aim is to model and demonstrate 21st Century Learning Design (21 CLD) in education. You will during the first level develop the competencies needed for teaching with technology (TwT) and be eligible for the Microsoft Certified Educator (MCE) certification. The second level consist of a training program for 21st Century Learning Design (21CLD) divided into 8 sessions.
- Session: The foundation
- Session: Collaboration
- Session: Knowledge Construction
- Session: Use of ICT for Learning
- Session: Self-Regulation
- Session: Real-World Problem-Solving and Innovation
- Session: Skilled Communication
- Session: Reflection and Impact
- Analyze and ‘code’ learning activities to see how deeply they integrate 21st century skills
- Collaborate in designing new learning activities that provide deeper 21st century skills development
- Examine the impact of these learning activities on students’ work
- Use ICT as part of the learning process
Find out more on Microsoft Educator Network
This Office Mix presentation will look at assessment and lessonplans in two different LMS. As an “Advanced Networked Teacher” you can use ICT to assess students’ acquisition of knowledge, and to provide students with feedback on their progress using both formative and summative assessment. There is also a requirement to incorporate appropriate ICT activities into lesson plans.
This post aggregated by the the Microsoft Innovative Educators news radar.
In Connectivism, knowing where to find information is more important than what is already known. My Learning Activiy on the Microsoft in Education Network investigates “What does 21st Century Learning look like and where is it happen?” and focus on how to select tools to create PLEs and make them interoperable in learning ecologies.
You probably heard of the tale where group of blind men touch an elephant to learn what it is like. The moral is that while everyone is experiencing at the same thing, they don’t see the context. The knowledge emerge from the connections between learners in Collaborative Open Online Lerning, i.e. a COOL – Course.
The concept is adapted from Stephen Downes six domains of expertise in critical literacies consist:
- syntax – detecting and using forms, rules, operations, patterns and similarities
- semantics – sensing and referencing, interpreting, associating and deciding
- pragmatics – speaking, acting, expressing, declaring, asking, meaning, using
- cognition – description, definition, argument, explanation
- context – theorizing, framing, identifying possibilities, environment, reference space, ontologies and categorization
- change – relation and connection, flow, historicity, directionality, progression, logic, games, scheduling, events and activities,
In education schools create coherence based on ‘Conceptual Orientation’ (i.e. sense making) illustrating how theories and knowledge are related. Following the emerging trend of Distributed Learning Environments used in Networked Learning, teachers also need to include ‘Spatial Orientation’ (i.e. way finding) to answer questions like: Where do I find useful Learning Resources (i.e. salience)? How are these resources interconnected (i.e. pattern recognition)? What is the underlying message (i.e. trajectory)?
In the previous module we used web tools for creating, delivering and managing Learning Resources [#CNT12]. During this course you will create, deliver and manage an educational event that aggregates the latest work from participants within the cohort into one location. This allows Peer-to-Peer (P2P) learning and keep the work they do in their own Personal Learning Environment (PLE). The experience from this course will turn into a multi-levelled badges program awarded from peer to peer evaluation.
First assignment, let’s remix the How To format!
a) Make a How to Be! connected to something that introduces who you are, your hobby or your community.
This is my Selfie about How to Behave Like a Swede (A selfie is a self-portrait photograph, typically taken with a hand-held digital camera or camera phone – Wikipedia).
The text on the T-shirt reads:
- Capital: Stockholm
- Population: 9 million
- Currency: Krona
- Food: Herring
- Dress: All natural
- Music: Abba
- Pastivities: Sauna’s
b) Share your favorite examples (and non-examples!) of good How To guides:
The co-facilitators weekly newsletter introduced us to wikiHow and I found How to Get Six Pack Abs, but you can also take the shortcut How To Get “Ripped” Without Exercising.
In the CLMOOC Make Bank I submitted the assignment Create an Animated Avatar.
I then decided to add my tutorial and made this post the URL. On the About Voki page you can read:
The Voki characters can be customized to look like historical figures, cartoons, animals, and even yourself! Give your Voki a voice by recording with a microphone, using our dial-in number, or uploading an audio file. Voki characters can be emailed, shared on social media, and embedded on websites!
After creating an accont I made the following selections:
- Head: Toons-Male-Teen Ryan
- Hair: Spiky
- Mouths: Narrow
- Face Hair: None
Today Making Learning Connected (#CLMOOC) begins. The Educator Innovator has set up a micro-investment fund for online meet-ups enabeling educators to move their practice toward connected learning and community engagement. The course is organized into weekly Make Cycles, with open-ended invitations to make, play, learn and connect. In this introductury post I will formulate my learning outcome, since my experience is that after the 7 week period (June 13–August 1) this will support my own reflection. During the first Make Cycle we focus our thinking and reflection around the ways in which “How To guides” can be used to share who we are and the things we are good at.
Make Cycle Week 01:
a) Make a How to Be! connected to something that introduces who you are, your hobby or your community.
b) Share your favorite examples (and non-examples!) of good How To guides.
In this introductury post I will formulate my learning outcome, since my experience is that after the ten week period this will support reflection.
To be continued…
This is some information about our preparation for the badge ‘Certified Networked Teacher’ at P2PU
Url of the challenge associated with this badge
Badge Name: Certified Networked Teacher
Badge Short Description: The use of web tools in networked learning has become an important 21st century skills for teachers. This challenge will give you the ability to envision a new future based on web tools in a networked learning scenario.
You will engage with instructional tools for creating, delivering and managing your learning resources in an innovative way. The first task is finished when you have posted a link to your learning resource in the CNT challenge and at least one peer participant has posted a comment with approval. The requirements is that the learning resource specifies the target audience and has the function to model, demonstrate, help us practice or help us reflect. The final task will be to create a Screencast Tutorial that demonstrate your skills as a Networked Teacher. After this badge you will be ready to take on syndicated education in distributed learning environments as an ‘Advanced Networked Teacher’. On expert level you will be a central node in networked learning and change how we understand education in the future. The experience from this course will turn into a multi-levelled badges program awarded from peer to peer evaluation (i.e Certified Networked Teacher, Advanced Networked Teacher and Expert Networked Teacher).
Badge Logic: Skill Badge that requires submissions:
Rubrics: A few sentences starting with ‘How well was this peer able to: ‘ that reviewers will use to evaluate the submissions:
How well was this peer able to reuse existing learning resources to create his/her own?
How well was this peer able to adapt his/her learning resource to deliver it to the target audience?
How well was this peer able to organize the material in order to share the learning resource?