NECC09: Winning Strategies to Conquer Information Overload

Winning Strategies to Conquer Information Overload
Kathy http://kathyschrock.net/score/

netbook
very smart phonnes
youtube.com/watch?v=wZRuF-H172s
Peek-email device
chumby device for email facebook
Kindle-text surfing; kindle app for iphone
Low-tech -- take photos of board, flipchart, slideshow

Onlinetools
faxage: fax with pdf attachment
etherpad--new url on the fly up to 8 users, no account no password
glidedigital.com glidemobile.com glide OS 3.0

getdropbox.com, ripway.com, box.net, drop.io

thinkature
need to learn to extract the signal from the noise

Measure the quality: make list of sources; percent of last 10 posts useful; elim botto 50

data can be like clutter--dont't be packrat

will it mean anything in a year

NECC09: Google Spatial Technologies: Maps Building Better Problem-Solving Skills

Google Spatial Technologies: Maps Building Better Problem-Solving Skills

http://www.isat.jmu.edu/stem

Recent Nationa acadey report
cocepts, tools of represenctaiotn , and processes fo reasoning

visualize vs analyze; must move beyond visualize and get kids to analyze

Google Earth: visualize not analyze
streetview
visualize the pattern of earthquakes, but need to analyze
can visualize past maps--not about maps, about making decisions
can get kml for more earthquakes at earthqueake website

AEJEE
Mac & PC Gis tool free
GIS-maps meet databases

ArcGIS row 3500
all about analysis
more detail work
PC only

MyWorld Mac at pasco booth

NECC09: Global Connections through Natural Disasters: A Project-Based Learning Lesson

Global Connections through Natural Disasters: A Project-Based Learning Lesson
https://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43653305

handout
Rowland_LessonPlanNaturalDisastersNECC09final.pdf 178 KB
(Global Connections PBL Lesson Plan)

Available at http://naturaldisasterspbl.wikispaces.com

forces of nature website with tornado


Title IId initiative
21cs, hots, nets
Research based
Wednesday 8:30 159

Collaborated with tsunami students, greensburg kansas, had a tornado and manhattan ks


essential question: how do natrual disasters affect people?

necc09: Sunday Keynote

Malcolm Gladwell
http://center.uoregon.edu/ISTE/NECC2009/program/keynotes.php

Get ready for Fleetwood Mac references

Growth of the Fleetwood Mac is a beautiful case study of "learning"

Rumors not an early album- it is their 16th album;
the band goes through a long tortured history before they move to LA; 16 different band members; 10 years;

When we come to people who master something, we telescope the learning took place--we underestimate the time and energy

hard to find people who make it to the top in less than 10 years.

Mozart first true masterpiece at age 23; beatles played 8 hours sets 7 days a week in germany
played 1200 times live before usa

most important implication behind learning there has to be an approach for effort, not talent

Math is an attitude to work and get through something that may appear to be difficult and impossible at the beginning
If u believe math is god-given talent, that is a terrible attitude toward learning.
when it comes to learning it is a simple funcition of what you put in.

fm does not succed from success, but build on failures

Learning style
Capitalization--people build on their strengths; until you reach some kind of optimal state.
Compensation strategy you compensate for weaknesses. harder strategy, more powerful learning strategy

NFL quarterback study -- how can those who have every advantage underperform the ones chose 50-150
lower qbacks compensate via hunger and effort

compensation a more important learning strategy than capitalization strategy
trying harder is a much more impotant strategy for being good than being blessed with extraordinary talent

dyslexia need leadership to deveop a team; learn to designate, problem solve, oral communication skills-- learn to talk and be persuasive

the lesson here is to have a respect for difficulty
overcomeing obstacles is a crucial part of an effective learning environment

FM going through process of trial and error, figuring out what kind fo music therir talends were best suited for.
assumption that learning strategies are linear

we tend to thinki of genius like picasso--more important genius, the experimental innovation--find genius via long circuitous path of trial and error

value and treasure timely and targeted feedbackas an aid to effective learning

overconfidence in field; as knowledge grows, confidence grows faster;
least overconfidence--bridge players make decision and instant feedback
Learning does not take place all at once in burst of genius

no record lable would let group have 16 albums to get it right.

get a picture of meaningful learning, approach wiht joy, hope, excitement. Note where the learning takes place but how the learning takes place.

NECC09: Best Practices in Fair Use for 21st-Century Educators

Best Practices in Fair Use for 21st-Century Educators

http://www.mediaeducationlab.com
Renee Hobbs, Temple University, Media Education Lab with Katie Donnelly, Kristin Hokanson, Michael RobbGrieco and Joyce Valenza

Site for session: http://copyrightconfusion.wikispaces.com/NECC09+Workshop

Slideshow intro
Media literacy: communicaton skills plus critical analysis
purpose of copyright: not to protect owners to make money
rather to promote creativity, innovation, and the spread of knowledge Article 1 section 8 us constitution; promote the progress of science and useful arts

where did our misunderstandings of copyright come from?
section 1 10 1976 copyright law you can use legally obtained material for classroom instruction

interviews show 3 attitudes:
see no evil
close the door
hyper-comply--sometimes more rigid with students than themselves

One souce of confusion: Educational Use Guidelines are confusing
These are not law, rather negotiated agreements between media and education groups; crafted out between lawyers; were trying to make it easier for educators, made it way more difficult

Kenneth Crews, "the illusiont of the fair use guidelines" 2001 The documents created by the negotiated agreements give them "the appearance...

Dotrine of fair use Section 107 copyright act of 1976
the right to use copyrighted materials freely with ou t payment or permissions for purposes...

Handout: Code of best practices Page 10
Educators can:
1. make copies of newspaper articles, tv shows, and other cr works and use them and keep them for educatial use
2. create curr materials an dwcholarship with cr materials embedded
share, sell and distrigubte curr materials with cr materials embedded
Learners can :
4. use cr works in creatinv new materil
5. distrubute their wirks digitally i fthey meet the transformativeness standard

You are exempt from lawsuit if apply reasonable standard

bill graham archives vs dorling kinderslyey 2006
tried to negotiate but could not agree; used the 11 images anyway; sued and lost;
purpose of original: to gereate publicity for a concer
purpose of the new wor: to document and isslustrate the concert events in historical contex

Is your use of copyrighted materaials a fair use?
1. did the unlicensed use transform the material taken fromt eh coprighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intenet and value as th original?
2. was the material taken appropriate in a kind an damnout considering the nature of the coprightee work and of the use?

user has to determine via context and claim fair use

code of best practices is to educate educators

Mike RobbGrieco, doctoral studnet
Media Remix
to use or quote a wide range of texts to produce something new
remisxded media may quote sound over...

celbratory remix
critical remix--eg beyonce single backward step to feminism; mix with andy griffith scenes

Remix in education
Potential benefits & challenging concerns

use transformativeness to have students critically address original ideas

Use fair use concepts to spark inquirey

• benefit to socity vs cost to cr holder
• tranformativeness: is purpose transformed? is context transformed? add value, repurpose?
  
• what is the effect on potential markets
• is the mount of source...

library congress copyright office granted option for film professors to decrypt movies so can use under fair use; request for all educators are in operation right now

effects on potential markets not if transformative

Groups with scenarios

necc09 Cell Phones for Classrooms, Calendars, and Life Management

http://center.uoregon.edu/ISTE/NECC2009/program/search_results_details.php?sessionid=43689875&selection_id=48010549&rownumber=3&max=6&gopage=

http://celled.wikispaces.com/

create a backchannel chat:
http://www.chatzy.com/492808953110

edutopia.org video

Rules for cell phone: if it is out, must be used for class, if not, then shut off; if leave for bathroom, then must put phone on teacher desk

Survey: How many have cell phone that will:
make calls; send text messages, take pictures, take videos, send picture messages, send video messages, access the internet

How much does it cost you to:

• make call (monthly access rate for airtime + cost for minutes you went over/ number of airtime minutes)
• send text message (monthly access rate for messages+cost for messages you went over/ number of messages)
• send video message
• Access Internet

make sure unlimited text is mobile-to-mobile as most are not web-to-mobile

Consider freebies:

• audio recording on cell phone that doesn't require phone call
• take pictures not sent as message
• record video not sent as a message

Get a hold of old cell phones to get 100% availability

determine cost per assignment and percent availability

share phones, can students really see it? truly two, so if 50% or less availability then teacher truly can't use it ; if cost per assignment over 0.99, zone of cost prohibition without permission

graph percent of students availability and cost per assignment; if 100% and zero cost;
cell phone using voice recorder, photography, video all offline (with deactivated cell phone available)

Must get permission to use student phones even if low cost

must survey to know the costs to know what capabilities you can use in classroom; survey and calculate your zone of optimal use

book Lisa guerin smart policies for workplace technology
60% teens drive while texting

4:30 monday session talking about this issue with scott mcleaod

Picture policie-- eg bathrooms, locker rooms, etc.--are important

Qik

QR codes; Barcode hardlinking; snap picture of barcode to text you info or take you to webinfo;

Wed 12:00

21st Century Schooling Just Isn't Good Enough--I Think Not

Don't get me wrong, I really did enjoy Alfie Kohn's

When 21st-Century Schooling Just Isn't Good Enough. His whimsical treatment of the Friedman "The World is Flat" mentality is dead on:

First, it signifies an emphasis on competitiveness. Even those who talk about 21st-century schools invariably follow that phrase with a reference to “the need to compete in a global economy.” The goal isn’t excellence, in other words; it’s victory. Education is first and foremost about being first and foremost...Whatever the criterion, our challenge is to make sure that people who don’t live in the United States will always be inferior to us.

How many times have we been told we should be alarmed at the number of honor students and graduates from China and India? Most of us recognize the need to change our collective perspective of our role in the world, but fear-mongering is the wrong message. Why should we as educators--the very people whose core belief is that education is the absolutely crucial ingredient for bettering society--fear other countries who are dramatically increasing the education level of their own populace? Don't we have more to fear of a country that does little to change the fate of their illiterate population?

My concern is Kohn's criticism of 21st Century Skills (21cs)--it should be attributed to "Friedman think." I would argue that 21cs embraces collaboration, adaptability, real-world problem solving--not preoccupation with competition based on fear.

Kohn continues his tongue-in-cheek conversation:

In addition to competitiveness, those who specify an entire century to frame their objectives tend not to be distracted by all the fretting about what’s good for children. Instead, they ask, “What do our corporations need?” and work backwards from there. We must never forget the primary reason that children attend school – namely, to be trained in the skills that will maximize the profits earned by their future employers. Indeed, we have already made great strides in shifting the conversation about education to what will prove useful in workplaces rather than wasting time discussing what might support “democracy” (an 18th-century notion, isn’t it?) or what might promote self development as an intrinsic good (a concept that goes back thousands of years and is therefore antiquated by definition).

While this may cynically apply to traditional business models, it doesn't apply as  well to the newer business models necessary for survival today. For example, Haque in his The Smart Growth Manifesto describes one of his pillars for smart growth:

Smart growth isn't driven by pushing product, but by the skill, dedication, and creativity of people. What's the difference? Everything. Globalization driven by McJobs deskilling the world, versus globalization driven by entrepreneurship, venture economies, and radical ovation.

The successful business strategy of today is less about volume of product and more about creativity and evolving services/product. These characteristics of smart growth align much more closely with 21cs that traditional business models. That's why we need students who can embrace the challenges that other people fear; why we need students who view the changes of India and China as opportunity, not competitive disadvantage; why we need educators who can look beyond traditional content standards to develop process for students to utilize higher order thinking skills, collaboration, and self-directed challenges.

21cs are often touted as important for the wrong reasons--it is less about competing to win and more about students adapting to challenges, either collaboratively or competitively depending on the situation. So while I fully appreciated Alfie's article, I really don't attribute his cynicism to 21cs--rather to "old" ideas about how 21cs would be applied inappropriately to out-of-date business thinking.