Steve Hargadon's Posts - Classroom 2.02024-03-28T21:01:18ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadonhttps://storage.ning.com/topology/rest/1.0/file/get/1949874169?profile=RESIZE_48X48&width=48&height=48&crop=1%3A1https://www.classroom20.com/profiles/blog/feed?user=SteveHargadon&xn_auth=noThe Divided Stories of Education Reform, Personal Cognitive Revolutions, and New Superheroestag:www.classroom20.com,2010-11-05:649749:BlogPost:5262712010-11-05T19:59:40.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
A few months ago I interviewed <a href="http://www.johntaylorgatto.com/">John Taylor Gatto</a> for my “<a href="http://www.futureofeducation.com/">Future of Education</a>” interview series. From 1989-1991 Mr. Gatto was recognized as the New York City teacher of the year, as well in 1991 as the New York State teacher of the year. In the summer of 1991 he retired abrubptly, and in a very public way: in <a href="http://www.johntaylorgatto.com/underground/prologue2.htm">an op-ed piece</a> published…
A few months ago I interviewed <a href="http://www.johntaylorgatto.com/">John Taylor Gatto</a> for my “<a href="http://www.futureofeducation.com/">Future of Education</a>” interview series. From 1989-1991 Mr. Gatto was recognized as the New York City teacher of the year, as well in 1991 as the New York State teacher of the year. In the summer of 1991 he retired abrubptly, and in a very public way: in <a href="http://www.johntaylorgatto.com/underground/prologue2.htm">an op-ed piece</a> published in the Wall Street Journal where he claimed by being a part of the public school system he was harming students more than helping them. His 1992 book, <i><a href="http://www.amazon.com/Dumbing-Down-Curriculum-Compulsory-Schooling/dp/0865714487?ie=UTF8&tag=technologyr04-20&link_code=btl&camp=213689&creative=392969" target="_blank">Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling</a><img alt="" border="0" height="1" src="http://www.assoc-amazon.com/e/ir?t=technologyr04-20&l=btl&camp=213689&creative=392969&o=1&a=0865714487" style="border: none !important; margin: 0px !important; padding: 0px !important;" width="1"/></i> then became a seminal work of the homeschool movement, but was not widely known in traditional education circles.<br />
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What struck me as I interviewed Mr. Gatto was how much his message—that factory-model schooling was not just ineffective but actually harmful to most students—a message which had been so radical and out of the mainstream twenty years ago, actually sounded very much like the messages of my other guests. <a href="http://www.learncentral.org/event/60493">Sir Ken Robinson</a>, <a href="http://www.stevehargadon.com/2010/04/seth-godin-discusses-his-book-linchpin.html">Seth Godin</a>, <a href="http://www.stevehargadon.com/2010/04/anya-kamenetz-live-and-interactive-on.html">Anya Kamenetz</a>, <a href="http://www.learncentral.org/event/69425/Tim+Magner">Tim Magner</a>—guests both well-known and more obscure—were now singing similar tunes, but the audience of traditional educators now seems much more open to it. In fact, in most of my interviews, I might venture to say that we start from the baseline of the factory-model “story” of education being “broken,” and then work toward understanding where we might go in the future.<br />
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If there's a more general acceptance that the story, or narrative, we've told ourselves about the purpose and value of education for the past 100+ years is now broken, there's also an awareness that we don't have a ready replacement for that story. Stories help us to place our lives and activities in context, and without a new story, we have a crisis of “meaning:” it's not clear how to measure what is important or not, and how to move forward with some relative assurance that we are accomplishing things of worth and value. As the Internet revolution opens the door to dramatic changes in the power and organizational structures within (and between) societies and cultures, many of the other important stories we've relied on are breaking or broken as well, especially and including economics and politics. Finding a new story (or stories) for education becomes imperative because so many other aspects of our lives are dependent on our vision of how teaching and learning take place.<br />
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It's telling that while the Internet has become an unparalleled platform for learning, intitiative, participation, productivity, and creativity, almost all of this happens outside of formal educational institutions. Where we were largely passive media consumers before, we now have a web that encourages and even favors participation. We have online leaning, anytime and anywhere connected devices, <a href="http://www.wikipedia.org/">a crowd-source encyclopedia</a> that has displaced a 200-year old cultural bulwark, free courses from <a href="http://ocw.mit.edu/">MIT</a>, and a content licensing system (<a href="http://www.creativecommons.org/">Creative Commons</a>) for purposefully sharing content. We have Open Source Software, open textbooks, and 2.0 versions of activism, politics and government, and volunteer work. We have an incredible new electronic long-tail of creative and business opportunity, personal expertise being built on blogs and wikis, student portfolios more powerful than any resume, and worldwide network facilitating innovation and collaboration at speeds almost hard to believe. We have <a href="http://www.facebook.com/">a social network</a> whose membership, if it were a country, would make it the third largest in the world. We're unleashing the cognitive and social energies of mankind in what may turn out to be one of the most fundamental shifts in what it means to be human that's ever occurred. And yet, our schools remain almost unchanged, and unable to prepare students for this new world.<br />
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Out of a world being reinvented by these computer capabilities, two somewhat opposing stories about education have been raised to the fore, each vying to replace the old broken factory-model one, each proposing a view or rationale of the roles and aims of educational institutions. The first is very visibly at the heart of the educational policies being pursued by the current administration in the United States, and is characterized by the buzzwords of testing, tracking, and accountability.<br />
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I will not hide my perspective on this: I find this focus not just counter to research into productivity in knowledge-based activities (see Dan Pink's Drive for references), but believe it actually invites into the educational arena the short-cut numerical achievement tactics which have characterized the economic debacles of our day. As the easy successor to the factory-model story, this approach represents continuity of practice more than change, and can be understood as the predictable reaction of an institution facing significant challenges to its relevance. The ironic pathologies of large institutions are that they often invite or perpetuate the very problems that they were created to solve, they engender an internal conceit that they are best suited to address these or any new problems, and they are often unable to change in the critical ways that are actually needed. This approach to reforming education, from the inside and using high-stakes testing and punishment / reward metrics, will not serve our students or our societies well.<br />
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The second story now more actively vying for our consideration (also strengthened by technology) is based on technology as a liberating force: allowing for individualization of education, focusing on flexibility and personal interests, considering engagement to be more important than the particular content area, placing the learner as an active driver of his or her education, and at its core helping through participative communications tools to build a passionate or intentional learning culture. While this story interestingly more closely mirrors the workforce needs and realities of modern businesses, it's justification can also be found in rich pedagogical roots that took a back seat to the factory-model but whose flames were kept alive in alternative or progressive schools and through parts of the homeschooling movement.<br />
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Somewhat diametrically opposed to the testing and accountability story, which depends on centralization and the control of an obedience culture, this alternate story provides rich meaning for all constituencies--especially teachers--who have the responsibility to build local learning cultures together. Rather than using measurement to blame and isolate, this story is highly reminiscent of the Total Quality Movement in business, for it recognizes the need of administrators, teachers, parents, students, and the community to solve problems together--where measurement tools are taught to be used by those on the front line, and not arbitrarily (and often unconscionably) held over them to motivate through fear. It also opens our understanding of educational successes with diverse methods: <a href="http://www.kipp.org/">KIPP</a>, <a href="http://www.hightechhigh.org/">High Tech High</a>, <a href="http://www.bigpicture.org/">Big Picture Schools</a>, and thousands of other successful public, private, chartered, and home schools which don't have identical methods or systems, but which have built learning cultures that drive and inspire achievement.<br />
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These two stories are not new, rather they are profoundly different ways of thinking about education that are just finding new advocates as the power shifts of the Internet are opening the institution of education to scrutiny. However, a new and, to most people, a surprising learning super-hero has been actively championing this second story: the educational technologist. This does make sense. Often early adopters of Web 2.0 tools, educational technologists are usually on the front wave of computer trends, and many of them feel the Internet Revolution as a <i>personal cognitive revolution</i>—a transformation of their own learning and quality of life. This powerful, but often unrecognized, passionate group lives below the surface of traditional educational policy discussion, but its strength is strikingly manifested in self-organized professional-development communities and conferences, like in the nearly 50,000 members of the <a href="http://www.classroom20.com/">Classroom 2.0 educational social network</a>. Now organizing and holding conferences around the world and online, they have stepped into the kind of grass-roots leadership role that is becoming the hallmark of cultural change in our new era of the Internet. Often their own educational experience models individualization, flexibility, and engagement much more than is the case with traditional teachers. They blog, they tweet, they vod- and pod-cast. They push the boundaries, looking at at gaming and virtual worlds for educational models. They model "learning how to learn" and building “personal learning networks” around the world of like-minded individuals, and then they work--not just with students but also with colleagues, staff, administrators, parents--to help reshape the learning environment they are a part of. Unlike the obedience culture of the accountability story, which seeks to mandate the teaching of specific sets of “21st Century Skills” to students, these pioneers recognize that “21st Century Skills” can't be taught or supported by those who aren't in a 21st Century work environment themselves, and they seek to reinvent both the larger and their local educational systems and environments.<br />
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There may be a temptation to want to gloss over the cultural dialog that will have to take place if we want resolve the two stories into the broader cultural understanding, an understanding that we need in order to make sense of and direct educational efforts. We must be careful not to succumb to that temptation, as that dialog will help us to test our theories and ideas against the reality of our cultural and individual needs, and help in the process of refining our understanding. But don't be surprised if the voices of educational technologists begins to take on an increasingly prominent role in this discussion. Their perspective is worth listening to carefully, as they are tapping into and giving new life to a tradition of progressive educational ideas that we will need to fix our broken educational story--at an intriguingly important moment in our collective human history.This Week's Live and Interactive Webinars in Elluminatetag:www.classroom20.com,2010-07-11:649749:BlogPost:4872132010-07-11T04:14:06.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
Below are this week's public, free, and interactive Webinars through <a href="http://learncentral.org/">LearnCentral.org</a>, the social learning network for education that I work on for Elluminate.<br />
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The time of the events below will show up automatically in your own time zone when you are registered in LearnCentral and when you have chosen your time zone in your profile. Event recordings are posted and available after the events if you aren't able to attend them live. If you are looking for an…
Below are this week's public, free, and interactive Webinars through <a href="http://learncentral.org/">LearnCentral.org</a>, the social learning network for education that I work on for Elluminate.<br />
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The time of the events below will show up automatically in your own time zone when you are registered in LearnCentral and when you have chosen your time zone in your profile. Event recordings are posted and available after the events if you aren't able to attend them live. If you are looking for an easy calendar import / RSS feed for these events, you'll find our Google Calendar "hack" at <a href="http://learncentral.tv/">LearnCentral.tv</a> (the developers at LearnCentral are working on a good long-term solution).<br />
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Be on the lookout for Australia-time-friendly events as part of the new <i>Australia Series,</i> Spanish-language Webinars from the <i>Aula 2.0</i> Series, and student-oriented sessions from<i>Students 2.0</i>! We also hope you will consider hosting your own public webinars using the LearnCentral public room--instructions are available by joining the "Host Your Own Webinar" group on the main announcement tab (<a href="http://www.learncentral.org/group/3432/host-your-own-webinars">http://www.learncentral.org/group/3432/host-your-own-webinars</a>).<br />
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<div style="font-weight: normal; margin-bottom: 0in;">Thanks for your attention, and see you online!</div>
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<div style="margin-bottom: 0in;"><span style="color: blue;"><b>Monday, July 12<sup>th</sup></b></span></div>
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<li><span style="color: blue;"><b>10am PDT (US) / 1pm EDT (US) / 5pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=12&year=2010&hour=10&min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;">ELLUMINATE LIVE</span></span> SERIES<span style="color: blue;"><b>
</b></span><span style="color: black;">“</span><span style="color: black;"><b>Project Team Triage,”</b></span> <span style="color: black;"><span style="font-weight: normal;">with</span></span> <span style="color: black;">presenter,</span> <span style="color: black;"><b>Lou Russell.</b></span> <span style="color: black;">I</span>n this presentation, Andrew will explain how he has successively removed teaching & learning activities from the classroom and replaced them with online equivalents that are equally (or more) effective. His journey started in 2006 with a biology podcast (which is now receiving 1000 downloads a day) through which he explains the concepts that were previously only explained in class. Now he teaches biology to a class who does not even have a place in the school timetable! He will share the tools he has used and/or is using, including podcasting, screencasting, instant messaging, various websites/social networks and Elluminate. Some of his students will (hopefully) also attend to give a student perspective.<br />
<span style="color: blue;"><b>LearnCentral Link:</b></span> <span style="color: blue;"><span style="font-weight: normal;"><a href="http://www.learncentral.org/node/85562">http://www.learncentral.org/node/85562</a> (pre-registration required)</span></span></li>
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<li><span style="color: blue;"><b>10:45am PDT (US) / 1:45pm EDT (US) / 5:45pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=12&year=2010&hour=10&min=45&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;">AUSTRALIA SERIES</span></span><span style="color: black;"><b>
“Tech Talk Tuesdays: Teaching and Learning without a Classroom,”</b></span> <span style="color: black;"><span style="font-weight: normal;">with host</span></span> <span style="color: black;"><b>Anne Mirtschin.</b></span> <span style="color: black;"><span style="font-weight: normal;">In this presentation,</span></span> <span style="color: black;"><b>Andrew Douch</b></span> <span style="color: black;"><span style="font-weight: normal;">will explain how he has successively removed teaching & learning activities from the classroom and replaced them with online equivalents that are equally (or more) effective. His journey started in 2006 with a biology podcast (which is now receiving 1000 downloads a day) through which he explains the concepts that were previously only explained in class. Now he teaches biology to a class who does not even have a place in the school timetable! He will share the tools he has used and/or is using, including podcasting, screencasting, instant messaging, various websites/social networks and Elluminate. Some of his students will (hopefully) also attend to give a student perspective.</span></span><span style="color: blue;"><b>LearnCentral Link</b></span><span style="color: black;"><span style="font-weight: normal;">: <a href="http://www.learncentral.org/event/83447">http://www.learncentral.org/event/83447</a></span></span><br />
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<span style="color: blue;"><b>Tuesday, July 13<sup>th</sup></b></span><br />
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<li><span style="color: blue;"><b>6pm PDT (US) / 9pm EDT (US) / 1am GMT/UTC (next day) (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=13&year=2010&hour=18&min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><b>“Collaborative Online Education Project Training for Teachers,”</b></span> <span style="color: black;">with presenter</span> <span style="color: black;"><b>Mayte Esponda.</b></span> <span style="color: black;">"</span>What is a Collaborative Project? Why collaborative Projects Online? Key factors of
Collaborative Projects Teacher training Is it necessary to be trained to build a successful collaborative project?<span style="color: black;"><span style="font-weight: normal;"><br />
</span></span><span style="color: blue;"><b>LearnCentral Link:</b></span> <a href="http://www.learncentral.org/event/80509"><span style="color: blue;">http://www.learncentral.org/event/80509</span></a><br />
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<hr/><div align="center" style="margin-bottom: 0in;"><span style="color: black;"><b>The 2010 Global Education Conference</b></span></div>
<div align="center" style="margin-bottom: 0in;"><span style="color: black;">A Collaborative Worldwide Conference on Global Education, November 15 - 19</span></div>
<div align="center" style="margin-bottom: 0in;"><span style="color: black;">Multiple Time Zones, Multiple Languages, Multiple Tracks, and Free</span></div>
<div align="center" style="margin-bottom: 0in;"><span style="color: black;">For more information, to volunteer, or to keep informed: <a href="http://www.globaleducationconference.com/">http://www.globaleducationconference.com</a></span></div>
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<span style="color: blue;"><b>Wednesday, July 14th</b></span><br />
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<li><span style="color: blue;"><b>3am PDT (US) / 6pm EDT (US) / 10pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=14&year=2010&hour=3&min=0&sec=0&p1=217">intl times</a>):</b></span> AUSTRALIA SERIES<span style="color: blue;"><b>
</b></span><span style="color: black;">“</span><b>eT@lking: 5 ways to use videoconferencing,</b><span style="color: black;">" with presenter</span> <span style="color: black;"><b>Carol Skyring.</b></span> There are many ways that videoconferencing can enhance the educational experience. In this session Carol will talk about five ways to extend your classroom and show you how you can involve your students in a variety of experiences. She will give you links to a number of websites where you can find videoconference content and exchange ideas with other educators.<br />
<span style="color: blue;"><b>LearnCentral Link:</b></span> <a href="http://www.learncentral.org/event/84383"><span style="color: blue;">http://www.learncentral.org/event/84383</span></a><br />
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<li><span style="color: blue;"><b>9:30am PDT (US) / 12:30pm EDT (US) / 4:30pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=14&year=2010&hour=9&min=30&sec=0&p1=217">intl times</a>):</b></span> ELLUMINATI SERIES<span style="color: blue;"><b>
</b></span><span style="color: black;">“</span><b>Shannon's Bright Ideas Center - Engagement</b>,<span style="color: black;">" with presenter</span> <span style="color: black;"><b>Shannon Autrey Forte.</b></span> The ways to engage and collaborate in Elluminate are vast. We will start with the basic features such as Polling, Emoticons, Whiteboard and Chat. One hour will probably not be enough time, so we may consider adding a Part 2 of this topic for August. You may also notice this is not scheduled on the FIRST Wednesday of the month this time. Well, that is because I will be on vacation that week, but don't want to miss this topic. I apologize in advance to those who will be unable to attend due to the date change, but remember we will post the recording for you, promise!<br />
<span style="color: blue;"><b>LearnCentral Link:</b></span> <a href="http://www.learncentral.org/event/83447"><span style="color: blue;">http://www.learncentral.org/event/83447</span></a><br />
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<li><span style="color: blue;"><b>11am PDT (US) / 2pm EDT (US) / 6pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=14&year=2010&hour=11&min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;">ELLUMINATE LIVE SERIES</span></span><span style="color: blue;"><b>
</b></span><span style="color: black;">“</span><span style="color: black;"><b>Creating A High Performing Workplace With Games, Social Media, And Virtual Worlds,”</b></span> <span style="color: black;"><span style="font-weight: normal;">with</span></span> <span style="color: black;"><span style="font-weight: normal;">presenter</span></span><span style="color: black;"><b>,</b></span> <span style="color: black;"><span style="font-weight: normal;">Anders Gronstedt, Ph.D., president of the Gronstedt Group</span></span><span style="color: black;"><b>.</b></span> <span style="color: black;"><span style="font-weight: normal;">Get ready to step down from the stage, get out of your faculty cloak, and join the new learner-centric revolution. Forget courses and curriculums. The future of learning is about online conversations and communities, podcasting on the go, and shared immersive-3D virtual-worlds experiences. A new breed of learners is entering the workforce with little patience for traditional “Web 1.0” PowerPoint dronathons and e-learning drudgery. They want to be engaged, in control, and part of the storyline. Leading companies are turbocharging workplace performance with learning and communications that focus on doing, simulating, socializing, playing, sharing, and collaborating. In this session, learn how leading companies are betting that the future of learning won’t be built on flat, static webpages but rather in traversable 3-D spaces; think Facebook meets Grand Theft Auto, or a Smurf Village reduction of your classroom.</span></span> <span style="color: blue;"><b><br />
LearnCentral Link:</b></span> <a href="http://www.learncentral.org/node/85568"><span style="color: blue;"><span style="font-weight: normal;">http://www.learncentral.org/node/85568</span></span></a> <span style="color: blue;"><span style="font-weight: normal;">(pre-registration required)<br />
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<li><span style="color: blue;"><b>5pm PDT (US) / 8pm EDT (US) / 12am GMT/UTC (next day) (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=14&year=2010&hour=17&min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;">FUTURE OF EDUCATION SERIES</span></span>
<b>Neeru Khosla</b> <span style="color: black;">discusses,</span> <span style="color: black;"><b>"Open Textbooks and the CK-12 Foundation",</b></span> <span style="color: black;">with</span> <span style="color: black;"><b>Steve Hargadon</b></span> <span style="color: black;">as part of the FutureofEducation.com interview series.</span> <span style="color: blue;"><b><br />
LearnCentral Link:</b></span> <a href="http://www.learncentral.org/event/84915"><span style="color: blue;">http://www.learncentral.org/event/84915</span></a><br />
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<li><span style="color: blue;"><b>6:30pm PDT (US) / 9:30pm EDT (US) / 1:30am GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day14&year=2010&hour=18&min=30&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;">MATH 2.0 WEEKLY SERIES</span></span><span style="color: black;"><b>
“</b></span><b>BLOCK Fest</b><span style="color: black;"><b>.”</b></span> During the event, we will talk about block play, parents as teachers, and BLOCK Fest events of the past and the future.<span style="color: black;"><br />
</span><span style="color: blue;"><b>LearnCentral Link</b></span><span style="color: black;">: <a href="http://www.learncentral.org/event/82614">http://www.learncentral.org/event/82614</a></span></li>
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<span style="color: blue;"><b>Thursday, July 15<sup>th</sup></b></span><br />
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<li><span style="color: blue;"><b>10m PDT (US) / 1pm EDT (US) / 5pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=15&year=2010&hour=10min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;">ELLUMINATE LIVE</span></span> <span style="color: black;"><span style="font-weight: normal;">SERIES</span></span><span style="color: black;"><b>
“Active Contributors In Social Learning: Helping Learners Acquire Motivation And Skills.”</b></span> <span style="color: black;"><span style="font-weight: normal;">The growth and success of social learning and mobile learning are accompanied by a new type of learner - the Contributor. Contributors create and share content and continuously interact with their informal groups.</span></span>The challenge, however, is that learners - whether generation X,Y or silver - require a new set of skills and motivation to become active contributors. In this No-Lecture Webinar, Ray will cover strategies and tactics that have proven effective in developing Contributors. This session will also help trainers, eLearning designers and learning leaders understand new leader skills for implementing social learning and supporting the Contributors.<span style="color: blue;"><b><br />
LearnCentral Link: <a href="http://www.learncentral.org/event/67265"></a></b></span><span style="color: blue;"><span style="font-weight: normal;"><a href="http://www.learncentral.org/node/85570">http://www.learncentral.org/node/85570</a> (pre-registration required)</span></span><br />
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<li><span style="color: blue;"><b>4pm PDT (US) / 7pm EDT (US) / 11pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=15&year=2010&hour=16&min=0&sec=0&p1=217">intl times</a>):</b></span> EDUBLOGS <span style="font-weight: normal;">SERIES</span><b>
“Edublogs Fine Focus (Topic to be advised in advance).”</b> Join us for our forthnightly "Fine Focus" sessions on a wide range of topics from: how to use tools/applications (the "techie stuff"),<br />
edu issues, e-learning tools/strategies and much more. In fact anything "e" that is of interest to educators. PS If you have anything you would like to share we would love you to deliver a session for us.<br />
<span style="color: blue;"><b>LearnCentral Link:</b></span> <span style="color: blue;"><a href="http://www.learncentral.org/event/67265"></a><a href="http://www.learncentral.org/event/67265">http://www.learncentral.org/event/67265</a></span><br />
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</ul>
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<li><span style="color: blue;"><b>5pm PDT (US) / 8pm EDT (US) / 12am GMT/UTC (next day) (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=15&year=2010&hour=17&min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="font-weight: normal;">FUTURE OF EDUCATION SERIES</span><b>
</b><span style="color: black;"><span style="font-weight: normal;">Join</span></span> <span style="color: black;"><b>Steve Hargadon</b></span> <span style="color: black;"><span style="font-weight: normal;">for a live and interactive FutureofEducation.com interview with</span></span> <span style="color: black;"><b>Graham Glass</b></span> <span style="color: black;"><span style="font-weight: normal;">for a discussion about</span></span> <span style="color: black;"><b>Edu 2.0</b></span><span style="color: black;"><span style="font-weight: normal;">.</span></span><span style="font-weight: normal;"><br />
</span><span style="color: blue;"><b>LearnCentral Link:</b></span> <a href="http://www.learncentral.org/event/84917"><span style="color: blue;">http://www.learncentral.org/event/84917</span></a><br />
</li>
</ul>
<span style="color: blue;"><b>Saturday, July 17th</b></span><br />
<ul>
<li><span style="color: blue;"><b>9am PDT (US) / 12pm EDT (US) / 4pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=17&year=2010&hour=9&min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;">CLASSROOM 2.0 LIVE SERIES</span></span><span style="color: blue;"><b>
</b></span><span style="color: black;">“</span><span style="color: black;"><b>Moodle Mayhem,</b></span><span style="color: black;">”</span><span style="color: black;"><span style="font-weight: normal;">with co-hosts Kim Caise, Lorna Costantini and Peggy George.</span></span> <b>Miguel Guhlin and Diana Brenner</b> will lead a discussion about the Moodle resources and <span style="font-weight: normal;">course repository found at "Moodle Mayhem".</span><span style="color: blue;"><span style="font-weight: normal;"><br />
</span></span><span style="color: blue;"><b>LearnCentral Link:</b></span> <a href="http://www.learncentral.org/event/84920/"><span style="color: blue;">http://www.learncentral.org/event/84920/</span></a></li>
</ul>Live and Interactive Events This Weektag:www.classroom20.com,2010-07-06:649749:BlogPost:4848352010-07-06T01:30:00.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
Below are this week's public, free, and interactive Webinars through <a href="http://www.learncentral.org/">LearnCentral.org</a>, the social learning network for education that I work on for Elluminate. This post has the live links for each session (which are left out of the emails in order to avoid spam filters),<br></br>
<br></br>
The time of the events below will show up automatically in your own time zone when you are registered in LearnCentral and when you have chosen your time zone in your…
Below are this week's public, free, and interactive Webinars through <a href="http://www.learncentral.org/">LearnCentral.org</a>, the social learning network for education that I work on for Elluminate. This post has the live links for each session (which are left out of the emails in order to avoid spam filters),<br/>
<br/>
The time of the events below will show up automatically in your own time zone when you are registered in LearnCentral and when you have chosen your time zone in your profile. Event recordings are posted and available after the events if you aren't able to attend them live. If you are looking for an easy calendar import / RSS feed for these events, you'll find my Google Calendar "hack" at <a href="http://www.learncentral.tv./"><span style="font-weight: normal;">LearnCentral.tv</span></a> (the developers at LearnCentral are working on a good long-term solution).<br/>
<br/>
Be on the lookout for Australia-time-friendly events as part of the new <i>Australia Series,</i> Spanish-language Webinars from the <i>Aula 2.0</i> <span style="font-style: normal;">Series, and student-oriented sessions from</span> <i>Students 2.0</i><span style="font-style: normal;">!</span> I also hope you will consider hosting your own public webinars using the LearnCentral public room--instructions are available by joining the "Host Your Own Webinar" group on the main announcement tab (<a href="http://www.learncentral.org/group/3432/host-your-own-webinars"><span style="font-weight: normal;">http://www.learncentral.org/group/3432/host-your-own-webinars</span></a>).<br/>
<br/>
<div style="font-weight: normal; margin-bottom: 0in;">Thanks for your attention, and see you online!</div>
<div style="margin-bottom: 0in;"></div>
<div style="font-weight: normal; margin-bottom: 0in;">Steve<br/><br/></div>
<div style="margin-bottom: 0in;"></div>
<span style="color: blue;"><b>Tuesday, July 6th</b></span><br/>
<ul>
<li><span style="color: blue;"><b>11am PDT (US) / 1pm EDT (US) / 5pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=6&year=2010&hour=11&min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><br/>“</span> <span style="color: black;"><b>Collaborative Online Education Project Training for Teachers,”</b></span> <span style="color: black;"><span style="font-weight: normal;">with</span></span> <span style="color: black;"><b>Mayte Esponda. “</b></span><span style="color: black;"><span style="font-weight: normal;">What is a Collaborative Project?</span></span> Why collaborative Projects Online? Key factors of Collaborative Projects Teacher training Is it necessary to be trained to build a successful collaborative project?”<span style="color: blue;"><b>LearnCentral Link:</b></span> <a href="http://www.learncentral.org/event/80508"><span style="color: black;"><span style="font-weight: normal;">http://www.learncentral.org/event/80508</span></span></a><br/> <br/>
</li>
<li><span style="color: blue;"><b>5pm PDT (US) / 8pm EDT (US) / 12am GMT/UTC (next day) (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=6&year=2010&hour=11&min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;"><br/>FUTURE OF EDUCATION SERIES</span></span><span style="color: black;"><b><br/>Heidi Hayes Jacobs</b></span> <span style="color: black;">discusses her book,</span> <span style="color: black;"><i><b>Curriculum 21: Essential Education for a Changing World</b></i></span><span style="color: black;">, with Steve Hargadon as part of the FutureofEducation.com interview series.</span> <span style="color: blue;"><b><br/> LearnCentral Link:</b></span> <a href="http://www.learncentral.org/node/84531">http://www.learncentral.org/node/84531</a><br/>
<br/>
</li>
<li><span style="color: blue;"><b>6pm PDT (US) / 9pm EDT (US) / 1am GMT/UTC (next day) (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=6&year=2010&hour=18&min=0&sec=0&p1=217">intl times</a>):</b></span> <br/><span style="color: black;"><span style="font-weight: normal;">AULA 2.0 SERIES<br/></span></span><span style="color: black;"><b>“Grupalidad Online.”</b></span> <span style="color: black;">“</span><span style="color: black;"><span style="font-weight: normal;">Que es grupabilidad online? Va ser un taller bastante interactivo.”</span></span> <span style="color: blue;"><b><br/> LearnCentral Link:</b></span> <a href="http://www.learncentral.org/event/84135"><span style="color: black;"><span style="font-weight: normal;">http://www.learncentral.org/event/84135</span></span></a><br/>
</li>
</ul>
<span style="color: blue;"><b>Wednesday, July 7th</b></span><br/>
<ul>
<li><font color="#0000FF"><b>4:00am PDT (US) / 7:00am EDT (US) / 9:00am GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=7&year=2010&hour=4&min=0&sec=0&p1=217">intl
times</a>):</b></font> <font color="#000000"><font style="font-weight: normal;"><br/></font></font> <span style="color: black;"><span style="font-weight: normal;">AUSTRALIA SERIES</span></span><span style="color: black;"><b><br/>“Game of Games: Clarify Your Goals.”</b></span> <span style="color: black;"><span style="font-weight: normal;">Join host</span></span> <span style="color: black;"><b>Coach Carole</b></span> <span style="color: black;"><span style="font-weight: normal;">and</span></span> <span style="color: black;"><b>Angelo John Lewis</b></span> <span style="color: black;"><span style="font-weight: normal;">for a discussion about games. “This is an intro to the Clarify Your Goal game, a virtual game that helps you clarify your goal and commit to your next step. You'll, identify, clarify, and get feedback on your goal, plus help others do the same. This is a mini-version of Clarify, which takes place online over three-to-four days. You'll play, learn about Clarify, the JumpStart game and the Game of Games.”</span></span><span style="color: blue;"><b><br/>
LearnCentral Link</b></span><span style="color: black;"><b>:</b> <a href="http://www.learncentral.org/event/82610/">http://www.learncentral.org/event/82610/</a></span><br/>
<br/>
</li>
<li><span style="color: blue;"><b>6:30pm PDT (US) / 9:30pm EDT (US) / 1:30am GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=7&year=2010&hour=18&min=30&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;"><br/>MATH 2.0 WEEKLY SERIES</span></span><span style="color: black;"><b><br/>“Calculation Nation.”</b></span> <span style="color: black;"><span style="font-weight: normal;"><a href="http://calculationnation.nctm.org/" target="_blank">Calculation Nation</a> uses the power of the Web to let students challenge opponents from anywhere in the world. At the same time, students are able to challenge themselves by investigating significant mathematical content and practicing fundamental skills. The element of competition adds an extra layer of excitement. Calculation Nation is part of the NCTM <a href="http://illuminations.nctm.org/" target="_blank">Illuminations</a> project, which offers Standards-based resources that improve the teaching and learning of mathematics for all students. Join Maria Droujkova and Patrick Vennebush for a discussion on Calculation Nation.</span></span> <span style="color: black;"><br/></span> <span style="color: blue;"><b>LearnCentral Link</b></span><span style="color: black;">: <a href="http://www.learncentral.org/event/67258"></a><a href="http://www.learncentral.org/event/82610/">http://www.learncentral.org/event/82610/</a></span><br/>
</li>
</ul>
<span style="color: blue;"><b>Thursday, July 8th</b></span><br/>
<ul>
<li><span style="color: blue;"><b>10am PDT (US) / 1pm EDT (US) / 5pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=8&year=2010&hour=10&min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;"><br/>ELLUMINATE LIVE EVENT SERIES</span></span><span style="color: black;">“</span><span style="color: black;"><b><br/>The 6 Deadly Knots Of Persuasion: Common Mistakes Presenters Must Avoid If They Want To Move An Audi,</b></span><span style="color: black;">”</span><span style="color: black;"><span style="font-weight: normal;">with presenter,</span></span> <span style="color: black;"><b>Judie J. Knoerle.</b></span> <span style="color: black;">“</span><span style="color: black;"><span style="font-weight: normal;">Any presenter‘s goal is to influence the actions or thoughts of the audience. A strong presentation creates interest in the topic, uncovers pain points, changes a mind or motivates someone to action. A poor presentation does K</span></span><b><span style="color: black;"><span style="font-weight: normal;">NOT</span></span></b><span style="color: black;"><span style="font-weight: normal;">. There are six main reasons audiences are K</span></span><b><span style="color: black;"><span style="font-weight: normal;">NOT</span></span></b> <span style="color: black;"><span style="font-weight: normal;">persuaded by a presenter or the presentation itself. I call these the 6 Deadly Knots of Persuasion. The goal of the webinar is to examine these 6 Deadly Knots and provide simple tips and tricks to untie each of them and pave the way for effective persuasion.”</span></span><span style="color: blue;"><span style="font-weight: normal;"><br/></span></span> <span style="color: blue;"><b>LearnCentral Link:</b></span> <span style="color: blue;"><span style="font-weight: normal;"><a href="http://www.learncentral.org/event/78739">http://www.learncentral.org/event/78739</a> (pre-registration required)</span></span><br/>
<br/>
</li>
<li><span style="color: blue;"><b>4pm PDT (US) / 7pm EDT (US) / 11pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=8&year=2010&hour=16&min=0&sec=0&p1=217">intl times</a>):</b></span> <br/>EDUBLOGS <span style="font-weight: normal;">SERIES</span><b><br/>“Edublogs - Serendipity (PD out of a blue sky).”</b> Join <b>Jo Hart</b> <span style="color: black;">a forthnightly unconference session. Bring along the burning issues and hot topics YOU would like to discuss. Topic is chosen by poll at the start of the session.</span><br/> <span style="color: blue;"><b>LearnCentral Link:</b></span> <a href="http://www.learncentral.org/event/67263/"><span style="font-weight: normal;">http://www.learncentral.org/event/67263/</span></a><br/>
<br/>
</li>
<li><span style="color: blue;"><b>5pm PDT (US) / 8pm EDT (US) / 12am GMT/UTC (next day) (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=8&year=2010&hour=17&min=0&sec=0&p1=217">intl times</a>):</b></span> <br/><span style="font-weight: normal;">FUTURE OF EDUCATION SERIES</span><span style="color: black;"><span style="font-weight: normal;"><br/>Join Steve Hargadon for a live and interactive FutureofEducation.com interview with</span></span> <span style="color: black;"><b>Ted Kolderie</b></span><span style="color: black;"><span style="font-weight: normal;">, founding partner of Education|Evolving, about education reform, open enrollment and school choice, charter schools, and teachers as owners of professional partnerships that are responsible and accountable for managing schools.</span></span><span style="font-weight: normal;"><br/></span> <span style="color: blue;"><b>LearnCentral Link:</b></span> <a href="http://www.learncentral.org/event/84546"><span style="font-weight: normal;">http://www.learncentral.org/event/84546</span></a><br/>
</li>
</ul>
<span style="color: blue;"><b>Saturday, July 10th</b></span><br/>
<ul>
<li><span style="color: blue;"><b>9am PDT (US) / 12pm EDT (US) / 4pm GMT/UTC (<a href="http://timeanddate.com/worldclock/fixedtime.html?month=7&day=10&year=2010&hour=9&min=0&sec=0&p1=217">intl times</a>):</b></span> <span style="color: black;"><span style="font-weight: normal;"><br/>CLASSROOM 2.0 LIVE SERIES</span></span><span style="color: black;"><br/>“</span><span style="color: black;"><span style="font-weight: normal;">Classroom 2.0 LIVE</span></span><span style="color: black;"><b>,</b></span><span style="color: black;">”</span><span style="color: black;"><span style="font-weight: normal;">with co-hosts Kim Caise, Lorna Costantini and Peggy George. Steve Hargadon will join the CR 20 LIVE ladies for a discussion about highlights from ISTE, ISTE Unplugged, Edubloggercon and the Bloggers Cafe. If you were unable to attend ISTE10 in person, your feedback on virtual events from ISTE10 and future conferences is wanted for future conference preparations.</span></span><span style="color: blue;"><span style="font-weight: normal;"><br/></span></span> <span style="color: blue;"><b>LearnCentral Link:</b></span> <span style="color: blue;"><span style="font-weight: normal;"><a href="http://www.learncentral.org/event/84275">http://www.learncentral.org/event/84275</a></span></span></li>
</ul>New Ning Plans: The Good, The Bad, and the Unknowntag:www.classroom20.com,2010-05-04:649749:BlogPost:4690312010-05-04T21:16:08.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
As they had promised, today <a href="http://www.ning.com/">Ning</a> announced a new strategy for their host-your-own social networking service. The following notes are from my reading of the <a href="http://blog.ning.com/2010/05/introducing-ning-pro-ning-plus-and-ning-mini.html">blog announcement</a>, the similar <a href="http://about.ning.com/announcement/">announcement page</a>, and the new <a href="http://about.ning.com/announcement/faqs.php">FAQ</a>. They are not definitive and are subject…
As they had promised, today <a href="http://www.ning.com/">Ning</a> announced a new strategy for their host-your-own social networking service. The following notes are from my reading of the <a href="http://blog.ning.com/2010/05/introducing-ning-pro-ning-plus-and-ning-mini.html">blog announcement</a>, the similar <a href="http://about.ning.com/announcement/">announcement page</a>, and the new <a href="http://about.ning.com/announcement/faqs.php">FAQ</a>. They are not definitive and are subject to possible misreadings; however, I did have a full discussion today with <a href="http://about.ning.com/management/index.php">John McDonald</a> from Ning during which he clarified several questions I had about the new plans, and I believe my notes here to be accurate. Please feel free to comment with clarifications or corrections.<br />
<div>
</div>
<div>Because I've been at the <a href="http://www.usdla.org/2010_national_conference/home.html">USDLA conference</a> today and have limited time, I'm not going to give a complete overview of the new plans. Please refer to the links above for that detail. I'm going to focus on what the impact of these new plans will be, particularly, for educators and the educational community.</div>
<div>
</div>
<div><b>The Good:</b></div>
<div><ul>
<li>$2.95 per month for Ning Mini networks is a really good price point. While it does not allow for Clay Shirky's "failure is free" kind of experimentation, it should make it relatively easy on the pocket to try a network out. And because there's an easy upgrade path if a network is successful or needs more features, it seems like a really good price point if you have to charge some amount.</li>
<li>Annual payment plans will help. While still only credit card and PayPal, but with the promise of future alternatives, just having the ability to pay for a year at a time should allow educators to more easily budget for the expense of a network and submit for reimbursement.</li>
<li>A simple export feature will provide some peace of mind, both for backing up a network and/or for transferring data to other services. It will be interesting to see if there are other services which will be able to do the full data import from a Ning network, but if they can it does provide options and a sense of security.</li>
<li>Single sign-on / alternative authentication has been a highly desired feature from Ning in the past, and will potentially allow institutions and organizations with existing membership bases to incorporate access to Ning into their existing services. It seems like there will be a couple of other somewhat intriguing options here as well, including logging in using Facebook or Twitter authentication. What's not entirely clear in the material--or, according to John, to Ning yet--is if these features will be included as part of the Pro service or an extra fee.</li>
<li>API access to networks will be a plus to organizations really wanting to research the value and use of educational social networking. Several graduate students have looked closely at my <a href="http://www.classroom20.com/">Classroom 2.0 network</a> and this kind of access will make deeper scholarship possible.</li>
<li>$19.95 for full branding control. The marketing message that you will now have more control at a cheaper price with the Plus network fee is, in my case, pretty true. We'll talk below about videos and bandwidth, but for me I'll be paying less and getting more for most of my networks.</li>
</ul>
<div><b>The Bad:</b></div>
</div>
<div><ul>
<li>No fully-free networks will reduce experimentation, at least on the Ning platform. The ability to start a network (or many) for free has been, I believe, a big factor in the adoption of Ning and the lack of a completely free option does change things. What's not stated blatantly here, but which I believe John said at one point and which seems to be true, is that Ning themselves will no longer be doing any ad-serving; this, of course, means that even the base-level network has to have a fee.</li>
<li>If you don't pay even the minimal amount, currently your network and all its content will disappear 30 days after the July shift. While Ning will likely provide some capability to get a network back within some limited period of time, the idea that created content is not "grandfathered in" and retained even in some format <i>feels</i> bad. I'm not sure how bad it actually is, but I'm hoping they reconsider this in some way and while not allowing those networks be functional, it would be nice to have the content statically available for posterity. I'm also thinking about all the networks that will be created in the future--the idea that if for some reason you stop paying Ning all of the contributions "disappear forever" will be a mental and real roadblock to using the service.</li>
<li>Not having groups in the Mini offering is too bad. A lot of the vibrancy of networks comes from the ability of network members to be proactive, and creating a group is one of the great ways to encourage that.</li>
</ul>
<div><b>The Unknown:</b></div>
<ul>
<li>The "major educational company" that has no name could be good or bad. I'm assured it will be good, but I can imagine more than one large educational company whose providing Ning Mini networks for free would be looked upon with suspicion. What's also not spelled out is what kind of control that company will have, their ability to market or message to the creators and members of the networks, and if there will be any advertising by that company on the networks. Again, I've been assure that this will be handled well, but until that time this is an unknown. And for those who's networks depend on functions that are not included in the Mini package, this won't help.</li>
<li>The wording in this same paragraph about the free Mini networks is ambiguous. It could be read, and in fact seems to read, that networks can be created by educators for student networks in primary and secondary education. <b>UPDATE</b>: <i>This is official, straight from John McDonald. The sponsored Mini networks can be used for professional development networks for primary and secondary educators, and can be used for teacher-led student/classroom networks for students 13+ in secondary (high school) institutions. Ning's terms of service will continue to require that anyone signing up for a Ning network be 13 years of age or older.</i></li>
<li>It's not clear to me what the impact of no chat, pages, apps, and events in Mini networks will be. I personally won't miss them much.</li>
<li>No video uploading for Mini and Plus networks. This isn't explained as well as it might be, and it actually makes sense to me. Embedding videos doesn't cost Ning bandwidth, as they get served by the actual originating service, but network-specific videos likely represent a real cost to Ning. If you are running a student or educator network that depends on the capability of uploading unique video or audio content, you have to go up to the Pro account, and for some of those folks that may really represent to steep a jump. The jury is out for me on my networks.</li>
<li>The extra costs for alternate authentication and bandwidth, which are not spelled out, and which would be in addition to the Pro fees, are an unknown. John assured me that when there are plans for bandwidth charging, there will be features in place which show your current bandwidth usage and give network creators some controls to manage bandwidth.</li>
<li>The ability to charge network members for being a member. Not sure I would ever do this in my networks. I'm interested if anyone has an educational network where that would make sense.</li>
</ul>
<div>I hope this summary from my perspective is helpful. Please let me know if I've missed anythings.</div>
</div>Web 2.0 Is the Future of Educationtag:www.classroom20.com,2008-03-05:649749:BlogPost:1158542008-03-05T15:00:00.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
A moment of extreme clarity became an obsession for me last week. A session that I had prepared for the <a href="http://www.iceberg.org/page.php?pid=10">IL-TCE conference</a> went from "Web 2.0 Tools for the Classroom" to "Why Web 2.0 Is Important to the Future of Education." Then, as PowerPoint fever gripped me (OpenOffice.org Impress, actually), moving slides around as though they were puzzle pieces finally coming together correctly, I found my thoughts coalescing toward a bold conclusion and…
A moment of extreme clarity became an obsession for me last week. A session that I had prepared for the <a href="http://www.iceberg.org/page.php?pid=10">IL-TCE conference</a> went from "Web 2.0 Tools for the Classroom" to "Why Web 2.0 Is Important to the Future of Education." Then, as PowerPoint fever gripped me (OpenOffice.org Impress, actually), moving slides around as though they were puzzle pieces finally coming together correctly, I found my thoughts coalescing toward a bold conclusion and a final title change: "Web 2.0 Is the Future of Education."<br />
<br />
It was not, I know, what I was supposed to talk about. But it felt so important, as though the idea needed me to say it out loud. And it was magnified by the impression I was having that we're about to have the biggest discussion about education and learning in decades, maybe longer.<br />
<br />
I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press. I believe that we cannot even begin to imagine the changes that are going to take place as the two-way nature of the Internet begins to flower, and that even those of us who have spent time imagining this future will be astounded by what happens. I'm going to identify ten trends in this regard that I think have particular importance for education and learning, and then discuss seven steps I think educators can take to make a difference during this time. I have been heavily influenced by an article by <a href="http://www.johnseelybrown.com/">John Seely Brown</a> (JSB) in <a href="http://www.educause.edu/ir/library/pdf/ERM0811.pdf">Educause Magazine, called "Minds on Fire: Open Education, the Long Tail, and Learning 2.0"</a> and listening at least twice to <a href="http://ocw.mit.edu/OcwWeb/web/about/milestone/index.htm">a talk he'd given at MIT</a> on the same topic. I've tried to attribute his thoughts here, but there is a fair amount of "remix" taking place in my bold assertion, and while the conclusion is my own, his work has significantly informed it.<br />
<strong><br />
Trend #1: A New Publishing Revolution.</strong> The Internet is becoming a platform for unparalleled creativity, and we are creating the new content of the Web. The Web that we've known for some years now has really been a one-way medium, where we read and received as passive participants, and that required a large financial investment to create content. The new Web, or Web 2.0, is a two-way medium, based on contribution, creation, and collaboration--often requiring only access to the Web and a browser. Blogs, wikis, podcasting, video/photo-sharing, social networking, and any of the hundreds (thousands?) of software services preceded by the words "social" or "collaborative" are changing how and why content is created.<br />
<br />
<strong>Trend #2: A Tidal Wave of Information.</strong> The publishing revolution will have an impact on the sheer volume of content available to us that is hard to even comprehend. If fewer than 1% of the users of <a href="http://www.wikipedia.org/">Wikipedia</a> actually contribute to it, what will happen when 10% do? Or 20%? There are over 100,000 blogs created daily, and MySpace alone has something over 375,000 new users (content creators) every day. I remember how much work I had to go to in my childhood to just find information. Now, we must figure out what information to give our time and attention to when we are engulfed by it. Web 2.0 is the cause of what can only be called a flood of content--and while we don't know what the solutions will be to the information dilemma, we can be pretty sure they will be brought forth from the collaborative web itself.<br />
<br />
I will also say that on a personal level, when people ask me the answer to content overload, I tell them (counter-intuitively) that it is to produce more content. Because it is in the act of our becoming a creator that our relationship with content changes, and we become more engaged and more capable at the same time. In a world of overwhelming content, we must swim with the current or tide (enough with water analogies!).<br />
<br />
<strong>Trend #3: Everything Is Becoming Participative.</strong> <a href="http://www.amazon.com/">Amazon.com</a> is for me the great example of how participation has become integral to an industry, and in a delicious irony, the book industry itself. The reviews by other readers are the most significant factor in my decision to purchase (and sometimes even read!) a book now. Not only that, but Amazon takes the information of its users and by tracking their behavior provides data from them that they are most often not even aware that they are helping to create: of all the customers who looked at a certain book, here is what they actually ended up buying. This feature often leads me to other books I might otherwise not have heard of. Amazon's <a href="http://www.amazon.com/Kindle-Amazons-Wireless-Reading-Device/dp/B000FI73MA">Kindle</a>, I keep saying, is a hair's breadth away from ROCKING our reading world. Imagine an electronic book that allows you to comment on a sentence, paragraph, or section of the book, and see the comments from other readers... to then actually be in an electronic dialog with those other readers. It's coming.<br />
<strong><br />
Trend #4: The New Pro-sumers.</strong> The word "pro-sumer" is a combination of the words "producer" and "consumer." More and more companies are engaging their customers in the creation of the product they sell them. From avid off-road bikers who created the original mountain bikes that now dominate the market, to substantial companies eliciting R&D work from a broader public. (And don't get me started on American Idol, which is a fairly brilliant way to create a superstar.) The nature not just of how knowledge is acquired, but how it is produced, is changing.<br />
<strong><br />
Trend #5: The Age of the Collaborator.</strong> We are most definitely in a new age, and it matters. If I'd been born 150 years ago, I might have been taken out into the wilderness and left to die--I can't digest milk, have a skin disorder that keeps me mostly out of the sun, and a nerve problem in a foot that without the right shoe insert incapacitates me. There is no question that historical eras favor certain personalities and types, and the age of the collaborator is here or coming, depending on where you sit. The era of trusted authority (Time magazine, for instance, when I was young) is giving way to an era of transparent and collaborative scholarship (Wikipedia). The expert is giving way to the collaborator, since 1 + 1 truly equals 3 in this realm.<br />
<br />
<strong>Trend #6: An Explosion of Innovation.</strong> I'm pretty proud of my brother (<a href="http://www.andrewhargadon.com/">Andrew Hargadon</a>), who wrote the book <a href="http://www.techlearning.com/blog/2008/03/www.amazon.com/How-Breakthroughs-Happen-Surprising-Companies/dp/1578519047">How Breakthroughs Happen</a>. In explaining the misconception of the lone inventor, he shows how innovation results from the application of knowledge from one field to another--including the important role that consultants can play in this process. Now, imagine all of us as creators, bringing our own particular experiences and insight to increasingly diverse and specific areas of knowledge. The combination of 1) an increased ability to work on specialized topics by gathering teams from around the globe, and 2) the diversity of those collaborators, should bring with it an incredible amount of innovation.<br />
<br />
<strong>Trend #7: The World Gets Even Flatter and Faster.</strong> Yes, and even if that "flat" world is "spiky" or "wrinkled," it's still getting pretty darn flat. That anyone, anywhere in the world, can study using over the material from over 1800 open courses at MIT is astounding, and it's only the start.<br />
<strong><br />
Trend #8: Social Learning Moves Toward Center Stage.</strong> This is really JSB territory, and best addressed by him (see www.johnseelybrown.com), but I'll recommend him to you while still mentioning that the distinction between the "lecture" room and the "hallway" is diminishing--since it's in the hallway discussions after the lecture where JSB mentions that learning actually takes place. Just witness the amazing early uses of social media for educational technology conferences (see www.conference20.com). In the aforementioned Educause article, JSB discusses a study that showed that one of the strongest determinants of success in higher education is the ability to form or participate in study groups. In the video of his lecture he makes the point that study groups using electronic methods have almost the exact same results as physical study groups. The conclusion is somewhat stunning--electronic collaborative study technologies = success? Maybe not that simple, but the real-life conclusions here may dramatically alter how we view the structure of our educational institutions. JSB says that we move from thinking of knowledge as a "substance" that we transfer from student to teacher, to a social view of learning. Not "I think, therefore I am," but "We participate, therefore we are." From "access to information" to "access to people" (I find this stunning). From "learning about" to "learning to be." His discussions of the "apprenticeship" model of learning and how it's naturally being manifested on the front lines of the Internet (Open Source Software) are not to be missed.<br />
<br />
It's the model of students as contributors that really grabs me, and leads to the next trend.<br />
<br />
<strong>Trend #9: The Long Tail.</strong> When Amazon.com sells more items that aren't carried in retail stores than are, it's pretty apparent that an era of specialized production is made possible by the Internet. <a href="http://www.wired.com/wired/archive/12.10/tail_pr.html">Chris Anderson's Wired Magazine article</a>, and then <a href="http://www.techlearning.com/blog/2008/03/www.amazon.com/Long-Tail-Future-Business-Selling/dp/1401302378">his book</a>, should capture the attention of the educational world as the technologies of the Web make "differentiated instruction" a reality that both parents and students will demand. I can go online and watch heart-surgery take place live. I can find a tutor in almost any subject who can work with me via video-conference and shared desktop. If a student cares about something--if they have a passion for something--they can learn about it and they can actually produce work in the field and become a contributing part of that community.<br />
<br />
<strong>Trend #10: Social Networking Really (Opens Up the Party.</strong> Web 2.0 was amazing when blogs and wikis led the way to user-created content, but as the statistics I've quoted above show, the party really began when sites that combined several Web 2.0 tools together created the phenomenon of "social networking." (Lets face it, blogging is just not that easy to start doing... and wikis can intimidate even the bravest of souls.) If MySpace were a country, it would be the third most populous in the world. I think what <a href="http://www.ning.com/">Ning</a> is doing by allowing users to create their own social networks is amazing--and apart from the keynote session I attended at IL-TCE, every other session presenter I heard mentioned Ning in some way. The potential for education is astounding. (Full disclosure: I consult for Ning by representing Ning to educators and educators to Ning.)<br />
<br />
OK, so if you're still with me, before I discuss the seven things that educators can do, I want to do a little ode to JSB that shows the shifts and where I think we're going in a larger context. I also want to suggest that their implications for education and learning are paradigm-shattering, as they in fact are all really about education and learning.<br />
<br />
* From consuming to producing<br />
* From authority to transparency<br />
* From the expert to the facilitator<br />
* From the lecture to the hallway<br />
* From "access to information" to "access to people"<br />
* From "learning about" to "learning to be"<br />
* From passive to passionate learning<br />
* From presentation to participation<br />
* From publication to conversation<br />
* From formal schooling to lifelong learning<br />
* From supply-push to demand-pull<<br />
<br />
I wonder if you will agree with me, now, that Web 2.0 is the future of education. If not, I sure hope you'll sound off! In the meantime, here are some things I think educators can do if there is truth to what I have suggested.<br />
<br />
* <strong>Learn About Web 2.0.</strong> It's not going to go away, and it is pretty amazing. I know it may seem overwhelming, but it's worth taking the time to jump in somewhere and start the process. Classroom 2.0 (<a href="http://www.classroom20.com/">www.Classroom20.com</a>) is not a bad place to start, since it's a social network for educators who are interested in learning about Web 2.0, as it turns out... :) Those of you with suggestions of other resources, please post comments linking to them. I do like social networking as an easy way to enter the world of Web 2.0, and a good list of educational social networks can be found at http://socialnetworksined.wikispaces.com.<br />
<br />
* <strong>Lurk.</strong> There is nothing wrong with "lurking," and a lot to recommend it. If you go to Classroom 2.0 or some other site, that doesn't mean you have to become a contributor right away. If you've spent years evaluating students on their writing, it can be a little scary to put up something you have written for the whole world to see--especially if you don't have hours and hours to refine it. So wait and watch a little.<br />
<br />
* <strong>Participate</strong>. After some purposeful lurking, consider becoming personally engaged. Be brave. Post a comment, or reply to a thought. It can be short! While Web 2.0 may seem short on grammar, spelling, and punctuation, your skills in those areas will help you to communicate well, and you will discover that contributing and creating take on significant meaning when you are participating in a worthwhile discussion.<br />
<br />
* <strong>Digest This Thought:</strong> The Answer to Information Overload Is to Produce More Information.<br />
<br />
* <strong>Teach Content Production.</strong> When you have understood the previous suggestion, you'll realize the importance of starting to teach content production to your students (and your friends, family, and anyone who will listen!). This is important on many levels, not the least of which is teaching how to make decisions about sharing what you produce (copyright issues, and be sure to learn about <a href="http://www.creativecommons.org/">Creative Commons licensing</a>)--so that your students can appreciate the importance of respecting the licensing rights of others.<br />
<br />
* <strong>Make Education a Public Discussion</strong>. I had a friend who use to tell me that when he said he was a teacher, all dinner conversation would stop. Maybe the general public hasn't spent much time discussing or debating education and learning lately, but it's about time for that to change.<br />
<br />
* <strong>Help Build the New Playbook</strong>. You may think that you don't have anything to teach the generation of students who seem so tech-savvy, but they really, really need you. For centuries we have had to teach students how to seek out information – now we have to teach them how to sort from an overabundance of information. We've spent the last ten years teaching students how to protect themselves from inappropriate content – now we have to teach them to create appropriate content. They may be "digital natives," but their knowledge is surface level, and they desperately need training in real thinking skills. More than any other generation, they live lives that are largely separated from the adults around them, talking and texting on cell phones, and connecting online. We may be afraid to enter that world, but enter it we must, for they often swim in uncharted waters without the benefit of adult guidance. To do so we may need to change our conceptions of teaching, and better now than later.<br />
<br />
I'm particularly appreciative of all who devote their lives to education, and I hope this post has given you some food for thought. May I invite you to respond? :)Report on the Classroom 2.0 LIVE Workshop in San Franciscotag:www.classroom20.com,2008-02-08:649749:BlogPost:1072112008-02-08T01:53:08.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
This past Friday and Saturday we held the first ever "Classroom 2.0<br />
LIVE" workshop in San Francisco, California. I've been trying to make<br />
as many notes as I can about this event because I think the format of a<br />
collaboratively-built workshop around the topic of Web 2.0 in education<br />
has such potential, and I am anxious to do more of these and to keep<br />
improving them. I apologize in advance for the length of the post--for<br />
those of you who are interested, the detail may be worth it, but what<br />
it…
This past Friday and Saturday we held the first ever "Classroom 2.0<br />
LIVE" workshop in San Francisco, California. I've been trying to make<br />
as many notes as I can about this event because I think the format of a<br />
collaboratively-built workshop around the topic of Web 2.0 in education<br />
has such potential, and I am anxious to do more of these and to keep<br />
improving them. I apologize in advance for the length of the post--for<br />
those of you who are interested, the detail may be worth it, but what<br />
it really does is to give me the chance to record and process the event<br />
in a way that will help to improve what we did. I've got eleven<br />
potential dates and/or venues for holding a similar workshop in<br />
different locations around the US in 2008, which you can see (or add<br />
to) at <a href="http://www.classroom20wiki.com/Local+Workshops">http://www.classroom20wiki.com/Local+Workshops.<br/></a><br/>Whether you were at the workshop or not, I hope you will contribute to this discussion!<br/><br/>What Went Well:<br/><ul>
<li>I think the workshop did a good job of<a href="http://flickr.com/search/?q=CR20LIVESF08&w=all" title="Discussion on Social Networks"><img style="margin: 10px 10px 0pt 0pt; float: left;" title="" alt="Discussion on Social Networks" src="http://farm3.static.flickr.com/2034/2238609927_3f16f7ddaa_m.jpg" border="0" height="132" width="175"/></a> <font style="font-style: italic; font-weight: bold;">mirroring the collaborative nature of Web 2.0</font>. We used a wiki to organize the topics and discussions, and involved the participants as much as we could in giving the sessions. I think
that's significant as well since so many who might come to this kind of<br />
workshop will have limited experience and might feel intimidated to<br />
participate--so hopefully we were <font style="font-style: italic;">inviting</font> without<br />
requiring participation. As you can see from this photo by Derrall<br />
Garrison, the more natural seating arrangement for collaborative<br />
sessions ended up being a circle. I really like the idea of<br />
"unconferences," where your conference sessions actually get created at<br />
the start of the conference, but I think that would be hard to sell to<br />
both prospective participants and vendor sponsors alike. And<br />
since I ran group tours for some years after college, I also believe<br />
it's important to have some structure so that you can relax <font style="font-style: italic;">within</font> that<br />
structure. So I've been calling what we did a "collaborative<br />
conference," which I think is a good name for an event where<br />
participants play an active role in developing the conference in<br />
advance, and then are active participants during the event. A really<br />
great example of how this worked was the XO (One Laptop Per Child)<br />
demonstration by the amazing <a href="http://reinventingpbl.blogspot.com/">Jane Krauss</a> and a member of the local XO user group in SF (who heard about what we were doing and offered to come and help!).</li>
<li><font style="font-style: italic; font-weight: bold;">Keeping the workshop inexpensive.</font> By having vendor sponsors, and keeping everything on the cheap, we were able to hold a workshop that didn't cost participants to attend. (Of
course, while the actual workshop was no-charge, taking the time<a href="http://flickr.com/search/?q=CR20LIVESF08&w=all" title="Jane Krause XO Demo"><img style="margin: 10px 10px 0pt 0pt; float: left;" title="" alt="Jane Krause XO Demo" src="http://farm3.static.flickr.com/2343/2238612989_99cd15e744_m.jpg" border="0" height="132" width="175"/></a> off<br />
and getting to SF had a "cost" to everyone, but we wanted our part to<br />
be free.) It really, really helped to have <a href="http://www.wikispaces.com/">Wikispaces</a><br />
make the arrangements for the venue, since their discovery of the Hotel<br />
Whitcomb really made this possible. Imagine--a beautiful hotel with an<br />
amazing history (was used as San Francisco's City Hall for a period of<br />
time), located centrally on Market Street, with free high-speed<br />
wireless Internet, and that didn't care if we brought in our own food.<br />
I'm really at a loss to explain this hotel--I mean, it wasn't a 5-star<br />
facility by any means, but the rooms were clean and neat, and for<br />
downtown San Francisco, were an absolute bargain at $89/night. It was<br />
interesting to me that almost all of the other guests in the hotel that<br />
I met appeared to be college-aged (from other countries?). The only<br />
thing I would change is that I think sharing the grand ballroom between<br />
two groups for most sessions made it very hard to hear sometimes.<br/></li>
<li>I also think that we succeeded in the delicate balance of <font style="font-weight: bold; font-style: italic;">involving vendors as collaborative participants</font>. We sought sponsorship specifically from companies that were willing to come and participate as community members, not to "hawk" their
products. In fact, I kept feeling in my communications that I would<br />
end up talking organizations out of sponsoring, but to their credit,<br />
most seemed to understand and appreciate the model. I had developed it<br />
while running the Open Source Pavilions at the CUE and NECC shows,<br />
where it was important the vendors agree that promoting Open Source<br />
Software was more important than just talking about their own products,<br />
and I wanted the same to be true here with regard to Web 2.0. So,<br />
while vendors were welcome to sign up to present, and there wasn't even<br />
any direct connection between presenting and sponsoring (some presented<br />
without sponsoring), I think we had an amazingly gracious <a href="http://www.classroom20wiki.com/San+Francisco+2008">team of sponsors</a> who were able to fund and be at an event that cost very little to put on.</li>
<li>We did a good job of building in <font style="font-style: italic; font-weight: bold;">free time for collaboration</font> and individual connecting. This idea came from something I read about the TED Conference, and I first implemented in <a href="http://www.edubloggercon.com/">EduBloggerCon</a> Atlanta last year: make sure you have time for conversations in between sessions, and they may be the most important part of the
conference. I know for myself that jumping from session to session<br />
over two or three days at a conference leaves me too wound up and<br />
fatigued--and not likely to really process or remember the things of<br />
significance that I might want to try. Kind of a "less is more"<br />
philosophy, and recognizing that it's the discussions in the hallways,<br />
usually, that are more significant learning opportunities than the<br />
lecture has been. Now, in the "improvement" section you'll see that<br />
while we built the time for this, I wasn't good about keeping it free...<br/></li>
<li>There were three very late "idea" additions to the program that ended up working very well. The first was the idea of holding <font style="font-weight: bold; font-style: italic;">5-minute "lightning" round presentations</font>, given by <a href="http://flickr.com/search/?q=CR20LIVESF08&page=2" title="0201081314.jpg"><img style="margin: 10px 10px 0pt 0pt; float: left;" title="" alt="0201081314.jpg" src="http://farm3.static.flickr.com/2244/2236136939_db4825f3f1_m.jpg" border="0" height="138" width="184"/></a>participants to showcase a tool they use or an idea for teaching, or by vendors to showcase their products. The idea for these came from the <a href="http://www.teachmeet.org.uk/">TeachMeet</a> unconferences
held in the UK that have seven-minute "micropresentations" and<br />
two-minute "nano-presentations." I'm not even sure if we followed<br />
their format very closely, but it was just the idea of short<br />
presentations that appealed to me: they don't require so much<br />
preparation as to put people off, they allow for bite-sized good ideas<br />
to be presented, and they aren't so long as to feel badly if you watch<br />
one that doesn't 't grab you. I think the participants in San<br />
Francisco felt the same way, and my reading was that they really liked<br />
the "speed" or "lightning" round sessions, and I plan to do a lot more<br />
of them in the future. They have the added benefit of involving more<br />
people (very Web 2.0-ish!). I think for them to be helpful, you really<br />
have to have time afterwards for individual tutoring and questions, and<br />
to try new tools or ideas out. So again, free time is so important.<br/></li>
<li>The second late addition to the program I called "<font style="font-style: italic; font-weight: bold;">What's In Your Bag</font>?" At EduBloggerCon Atlanta I did an "introductions" activity where each person interviewed someone they didn't know and then wrote up some
information about that person for the wiki, and also told the group<br />
about them in an introductory session. For some reason I didn't want<br />
to do that in the CR 2.0 LIVE workshop, but by the beginning of the<br />
second day it became apparent that I should have done something. I<br />
didn't want to take the time for the interview process, but I wanted<br />
some fun and easy way for people to introduce themselves, so I invented<br />
"What's in Your Bag?" In this game, and I went first, you had to give<br />
your name and then tell us some thing(s) in your bag that you depend<br />
on. I showed my tattered and as-of-yet-still-unread copy of Daniel<br />
Pink's <font style="font-style: italic;">A Whole New Mind</font>, my<br />
great Olympus voice recorder for podcasting, and my inexpensive MP3<br />
player that has a direct USB connection for pulling over podcast files<br />
directly from the computer. It was really fun to see what other people<br />
came up with--including a few with traditional paper notebooks for<br />
journaling. <br/></li>
<li>The third late addition to the workshop was to use Skype to do <font style="font-weight: bold; font-style: italic;">two-way video-conferencing</font>. I'm going to end up apologizing for this several times, I'm sure, but t<a href="http://flickr.com/search/?q=CR20LIVESF08&w=all" title="IMG_2307.JPG"><img style="margin: 10px 10px 0pt 0pt; float: left;" title="" alt="IMG_2307.JPG" src="http://farm3.static.flickr.com/2399/2234840775_1f03290c21_m.jpg" border="0" height="139" width="185"/></a>he only way to squeeze these in was to do them during what was supposed to be "free" and lunch time, and I'd make them a more formal part of the
conference in the future. I wasn't sure the technology would work<br />
well, and that was also part of my excuse for not formalizing them in<br />
case they didn't! But I think the technology worked <font style="font-style: italic;">quite</font> well.<br />
Using my regular PC and Skype, I hooked up my family's iPod "boombox,"<br />
my personal digital video camera, the projector we were using for the<br />
sessions, and an inexpensive remote microphone I bought for this<br />
purpose from Radio Shack... and presto: instant group video<br />
conferencing. I emailed some edubloggers a couple of days before and<br />
asked if they would come on and talk with the group, and we had some<br />
great conversations: <a href="http://www.blogger.com/genyes.com/about/bios">Sylvia Martinez</a>, <a href="http://www.blogger.com/drapestakes.blogspot.com">Darren Draper</a>, <a href="http://www.blogger.com/www.classroom20.com/profile/lizbdavis">Elizabeth Davis</a>, <a href="http://www.blogger.com/myfla.ws">Arthus</a>, <a href="http://www.blogger.com/yongesonne.edublogs.org">Ben Wilkoff</a>, and <a href="http://ideasandthoughts.org/">Dean Shareski</a>. But the tour-de-force for me was the kids in <a href="http://westwood.wikispaces.com/Classroom+2.0+Presentation">Vicki Davis's classroom</a>,<br />
talking about their experiences with the Flat Classroom project and<br />
their collaboration with kids in the Middle East. It was so fun to<br />
hear from such articulate students about such ground-breaking<br />
educational work. (<a href="http://www.blogger.com/coolcatteacher.blogspot.com">Vicki</a><br />
is, in a word, amazing.) Combined with Twitter, you could do something<br />
really fun with these interviews. You could even have smaller groups<br />
interview different people, then report back to the main group what<br />
they had learned (always thinking <font style="font-style: italic;">participatory</font>!).<br/></li>
<li>I had us <font style="font-style: italic; font-weight: bold;">finish</font> <font style="font-style: italic; font-weight: bold;">each day at 3:30pm</font>, so people could go do some things in San Francisco, or get home at a reasonable hour. Of course, this reduced how much we could cover each
day, but I kind of think it's another case of "less is more." At the<br />
end of each day we had a <font style="font-weight: bold; font-style: italic;">"best things learned today" session</font> that was very helpful to me.</li>
<li>As kind of a summary statement, the most amazing aspect to me of the workshop was <font style="font-weight: bold; font-style: italic;">the</font> <a style="font-weight: bold; font-style: italic;" href="http://flickr.com/search/?q=CR20LIVESF08&page=2" title="Darren Draper skype conference and ustream"><img style="margin: 10px 10px 0pt 0pt; float: left;" title="" alt="Darren Draper skype conference and ustream" src="http://farm3.static.flickr.com/2006/2234840615_d780337788_m.jpg" border="0" height="170" width="127"/></a><font style="font-weight: bold; font-style: italic;">incredible and</font> <font style="font-weight: bold; font-style: italic;">tangible degree to which the success of the two days was a reflection of</font> <font style="font-weight: bold; font-style: italic;">th</font><font style="font-weight: bold; font-style: italic;">ose who came and participated</font>. At one point while looking at the attendees, I was struck by the idea that in a year, I expect that many of them will be part of the new
generation of pioneers in the use of Web 2.0 in education, and some of<br />
them will be as well-known as the ones we talked with in our Skype<br />
interviews. I wanted to do some UStream.tv video streaming, but could<br />
not do that and everything else--but guess what? Derrall Garrison just<br />
started doing it and Twittered out and even had an audience. (Look at<br />
this photo of Derrall's computer Ustreaming the live Skype<br />
interviews--talk about a bandwidth hogging activity!) I would have<br />
loved to have been more active in taking notes on the wiki, but it was<br />
Gail Desler and Alice Mercer who did the heavy lifting there. We<br />
needed someone to present on Google tools, and Melinda Holt<br />
volunteered. I can't wait to see what Margaret Campbell does with her<br />
"Team 2.0" idea. She even helped with wrapping up the power cords each<br />
day. What <font style="font-weight: bold; font-style: italic;">great</font> people!</li>
</ul>
<br/>OK, now on to the "need to improve" list. (Hey, without this list, we'd never get better, right?)<br/><ul>
<li>As hard as this is for me, I think the workshops should be <font style="font-weight: bold; font-style: italic;">one-day events</font>. I<a href="http://flickr.com/search/?q=CR20LIVESF08&page=2" title="0201081314a.jpg"><img style="margin: 10px 10px 0pt 0pt; float: left;" title="" alt="0201081314a.jpg" src="http://farm3.static.flickr.com/2382/2236138887_d22614564c_m.jpg" border="0" height="112" width="150"/></a> can't even imagine how we would cover all of the amazing resources available, but I think it's really hard for people to take two days out. Maybe one way to make this feasible
will be to record sessions from other events, so that there is a good<br />
library of material available to look at for those who want to delve<br />
further into different programs. Or holding some live on-line<br />
equivalents of what we did. There is something magical about<br />
physically getting together, though--after a long phone conversation<br />
with one of the participants before the conference, she said to me,<br />
"Sorry, this hasn't been very Web 2.0 of me to call and talk to you on<br />
the phone." I told her: this is exactly what Web 2.0 is about--having<br />
conversations. <br/></li>
<li>I would really like to have had <font style="font-weight: bold; font-style: italic;">a better method for "back-channel" chatting</font> so that there is a way for folks to make notes to each other or communicate during the workshop and during actual sessions. I had set
up some forums at PIBB.com, but you have to establish a log-in to use<br />
the service, and I didn't do a good job of letting people know that in<br />
advance, or modeling the use of the forum channels myself. In<br />
retrospect, I think I would set up only one channel--one way to do it<br />
would be to create a Skypecast or Skype conference. I would really<br />
appreciate suggestions in this area.</li>
</ul>
<ul>
<li>I'm really mad at myself for <font style="font-weight: bold; font-style: italic;">not taking advantage of an amazing Web 2.0</font><a href="http://images.travelnow.com/hotelimages/s/025000/025020A.jpg" title="025020A.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right;" title="" alt="025020A.jpg" src="http://images.travelnow.com/hotelimages/s/025000/025020A.jpg" border="0" height="171" width="128"/></a> <font style="font-weight: bold; font-style: italic;">o</font><font style="font-weight: bold; font-style: italic;">pportunity</font> by being at the Hotel Whitcomb. The hotel has an amazing history, including having the city jail in its basement for some years, and from
what I can tell there is no Wikipedia entry for the hotel. Wouldn't<br />
that have been a fun project to have initiated with the group? If we<br />
hold another workshop there (and it would be a great place), I really<br />
want to remember to do that. <br/></li>
<li>I really <font style="font-style: italic; font-weight: bold;">blew it on the photo side</font> of things. I know how helpful it is to have photos of everyone who has been to a workshop, especially for remembering and connecting later
on. I asked participants to add their photo to the wiki, but that's<br />
not necessarily a beginner task, and I didn't want to walk the group<br />
through doing it since it would have meant everyone editing one page at<br />
the same time--and you know how that can be! What I should have done<br />
was to ask someone to take a picture of each person and put the<br />
pictures in the wiki for them. Darn! I'm really mad at myself about<br />
this one, too. And we never did a group photo, which would have been<br />
fun as well.</li>
<li>We need to figure out <font style="font-weight: bold; font-style: italic;">the attendance issue</font>. Originally, I had said that we were going to charge a small amount to attend the workshop because I was worried that people would sign up and
then not feel any obligation, making it hard to plan on a set number of<br />
folks. But then when our vendor sponsorships started coming through, I<br />
determined that I really wanted the workshop to be free. We had some<br />
77 people signed up by the workshop dates, but maybe only 50 or so<br />
actually showed up. And worse than that, some presenters didn't show<br />
up. Now, "flexibility" was the name of the game, and everything turned<br />
out OK, but we definitely would benefit from some more formal sign-up<br />
process and commitment level. On the other hand, I really like giving<br />
people the chance to use a wiki for signing up, and I think it starts<br />
things on a good Web 2.0 / collaborative foot...</li>
<li>I broke my own rules about <font style="font-weight: bold;">free time</font>. I got so excited by the Skype interviews that the only place to put them was during what was supposed to be free time for connecting and
collaborating. In retrospect, I think I might have done less of them<br />
in order to make sure the group had more time together... :(<br/></li>
<li>We had a number of Web 2.0 programs that people were seeing for the first time, and just signing up to get <font style="font-weight: bold; font-style: italic;">accounts</font> for those programs takes time. If we gave people a list of websites to get signed up on before they came, I wonder if that would help or just be
intimidating? We could give a list of links on the wiki, and people<br />
could do it during the conference when they were bored... :) Any ideas?</li>
<li>I think it might have made sense to do a wiki session early on, and then ask a greater number of people <font style="font-weight: bold;">to contribute notes</font> to the wiki. <br/></li>
</ul>
OK, now is your turn to let me know what you think went well or could have<br />
been improved. Maybe you were actually there and have some thoughts.<br />
Or maybe (which would be amazing) you weren't and actually read through<br />
this post and have some ideas! Either way, I hope you'll comment or<br />
email me.<br/><br/>(Most photos courtesy of <a href="http://flickr.com/search/?q=CR20LIVESF08">Derrall Garrison</a>, some by me. :)Guide to Standardized Tagging for Forum Poststag:www.classroom20.com,2007-09-24:649749:BlogPost:309122007-09-24T13:03:53.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
This post has moved to <a href="http://www.classroom20.com/page/page/show?id=649749%3APage%3A52065">http://www.classroom20.com/page/page/show?id=649749%3APage%3A52065</a><br/>
This post has moved to <a href="http://www.classroom20.com/page/page/show?id=649749%3APage%3A52065">http://www.classroom20.com/page/page/show?id=649749%3APage%3A52065</a><br/>Anastasia Goodstein on Totally Wired Teenstag:www.classroom20.com,2007-08-02:649749:BlogPost:388292007-08-02T02:27:21.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
<a href="http://www.edtechlive.com/audio/Anastasia.mp3" title="external link"><br></br>
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<div class="post-body"><div><a href="http://bp1.blogger.com/_8cj6Gu0irhU/RrE8QVt1uDI/AAAAAAAAAFU/LjaccfoSNTk/s1600-h/meandcash.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5093918904937723954" name="BLOGGER_PHOTO_ID_5093918904937723954" src="http://bp1.blogger.com/_8cj6Gu0irhU/RrE8QVt1uDI/AAAAAAAAAFU/LjaccfoSNTk/s200/meandcash.jpg" style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;"></img></a> <a href="http://ypulse.com/about.php">Anastasia Goodstein</a>, the author of…</div>
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<a href="http://www.edtechlive.com/audio/Anastasia.mp3" title="external link"><br/>
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<div class="post-body"><div><a href="http://bp1.blogger.com/_8cj6Gu0irhU/RrE8QVt1uDI/AAAAAAAAAFU/LjaccfoSNTk/s1600-h/meandcash.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="http://bp1.blogger.com/_8cj6Gu0irhU/RrE8QVt1uDI/AAAAAAAAAFU/LjaccfoSNTk/s200/meandcash.jpg" alt="" id="BLOGGER_PHOTO_ID_5093918904937723954" border="0" name="BLOGGER_PHOTO_ID_5093918904937723954"/></a><a href="http://ypulse.com/about.php">Anastasia Goodstein</a>, the author of <a href="http://www.amazon.com/Totally-Wired-Tweens-Really-Online/dp/0312360126/ref=pd_bbs_sr_1/103-5832093-3734224?ie=UTF8&s=books&amp;amp;amp;amp;qid=1186019500&sr=8-1">Totally Wired: What Teens and Tweens Are Really Doing Online</a>, was my guest on <a href="http://edtechlive.wikispaces.com/">EdTechLive</a> today.<br/><br/>Anastasia blogs for for teen/youth media and marketing professionals at <a href="http://www.ypulse.com/">Ypulse.com</a>, about Teen and Tween online life at <a href="http://totallywired.ypulse.com/">Totally Wired</a>. We met virtually when she, Jim Daly (the editor-in-chief of <a href="http://www.edutopia.org/">Edutopia</a>), and the <a href="http://teachers.yahoo.com/home">Yahoo! for Teachers</a> team selected <a href="http://yongesonne.edublogs.org/">Ben Wilkoff</a> as the <a href="http://totallywired.ypulse.com/archives/2007/06/meet_ben_wilkoff_the_2007_tota_1.php">Totally Wired Teacher of the</a><a href="http://bp0.blogger.com/_8cj6Gu0irhU/RrE8XFt1uEI/AAAAAAAAAFc/wnY8Yff48tk/s1600-h/cover.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer;" src="http://bp0.blogger.com/_8cj6Gu0irhU/RrE8XFt1uEI/AAAAAAAAAFc/wnY8Yff48tk/s200/cover.jpg" alt="" id="BLOGGER_PHOTO_ID_5093919020901840962" border="0" name="BLOGGER_PHOTO_ID_5093919020901840962"/></a> <a href="http://totallywired.ypulse.com/archives/2007/06/meet_ben_wilkoff_the_2007_tota_1.php">Year</a>.<br/><br/>I
stayed up until the wee hours of this morning reading her book, which I<br />
had intended only to skim but which kept me totally engaged, and which<br />
I recommend as a very insightful look at the online life of youth<br />
today. There's even a chapter on technology in schools called "Teaching<br />
the Teachers," which I thought did a really good job of portraying the<br />
current state of computing in education.<br/><br/><p><a href="http://www.edtechlive.com/audio/Anastasia.mp3" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/mp3-podcast.gif"/>Listen to the the Interview in MP3 format</a><br/> <a href="http://www.edtechlive.com/audio/Anastasia.ogg" target="_blank"></a><a href="http://www.edtechlive.com/audio/Anastasia.ogg" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/ogg-podcast.png"/></a><a href="http://www.edtechlive.com/audio/Anastasia.ogg" target="_blank">Listen to the Interview in Vorbis OGG format</a></p>
<p><b>Subscribe to this AudioCast:<a href="http://feeds.feedburner.com/K12opensourcesmp3"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/rssmp3.png" border="0"/></a> <a href="http://feeds.feedburner.com/K12opensourcesogg"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/rssogg.png" border="0"/></a></b><a href="http://feeds.feedburner.com/K12opensourcesmp3?format=pcast"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/itunes.gif" border="0"/></a></p>
</div>
</div>The P.E. Geek: Boys, Sports, and ... Wikis?tag:www.classroom20.com,2007-07-31:649749:BlogPost:383792007-07-31T17:58:28.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
<a href="http://www.infinitethinking.org/uploaded_images/784898-719372.png"><img alt="" border="0" src="http://www.infinitethinking.org/uploaded_images/784898-719370.png" style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;"></img></a> <a href="http://www.classroom20.com/profile/kristianstill">Kristian Still</a> teaches 16 - 19 year old young men in a sports course at <a href="http://www.tauntons.ac.uk/index.asp">Tauton's College</a><br />
in the UK, which is designed to encourage male learners to go on to<br />
higher or extended education. The course uses their interest in sports<br />
to help them stay engaged and pursue additional academic…
<a href="http://www.infinitethinking.org/uploaded_images/784898-719372.png"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="http://www.infinitethinking.org/uploaded_images/784898-719370.png" alt="" border="0"/></a><a href="http://www.classroom20.com/profile/kristianstill">Kristian Still</a> teaches 16 - 19 year old young men in a sports course at <a href="http://www.tauntons.ac.uk/index.asp">Tauton's College</a><br />
in the UK, which is designed to encourage male learners to go on to<br />
higher or extended education. The course uses their interest in sports<br />
to help them stay engaged and pursue additional academic achievements.<br/><br/>Kristian
uses the tools of Web 2.0 as an essential way to do this. He is the<br />
"P.E. Geek"--a fellow who is able to keep his students as interested in<br />
being in the classroom as out on the sporting field.<br/><br/>Kristian's
work is a fascinating example of harnessing the creative potential of<br />
the read/write web to provide an environment of engaged learning.<br />
Mainly using the <a href="http://btecnationalsinsport.wikispaces.com/">wiki</a><br />
platform as a base, Kristian includes rss feeds, photo and video<br />
sharing, online slide presentations, mind-maps, shared spreadsheets,<br />
quizzes, games, podcasting, and other Web 2.0 tools to teach respect,<br />
attitude, and preparation.<br/><br/>In the audio interview with Kristian
that is linked below, he takes us through his websites and shows<br />
examples of all of these technologies, and you can <span style="font-style: italic;">actually</span> <span style="font-style: italic;"><span>follow along</span></span> <span style="font-style: italic;">on the web</span> through the technology of <a href="http://www.stevehargadon.com/Trailfire.com">Trailfire</a>.<br />
Trailfire lets you build or follow a visible trail of websites and<br />
comments. Kristian's "trail," which includes 17 web pages and is marked<br />
with comments by him about each "stop," is accessed here: <a target="_top" href="http://trailfire.com/Kristianstill/trailview/38344?q=kristianstill"><span><span style="padding: 0px; background-color: rgb(255, 255, 187);">Kristianstill</span>'s Web 2.0 experience</span></a> (http://trailfire.com/Kristianstill/trailview/38344). ( You can also <a href="http://trailfire.com/pages/download.php">download an add-on to Firefox</a> which allows you to easily create "trails" and follow others' trails.)<br/><br/>Kristian's not like any P.E. teacher I ever had. I think you're really going to like to get to know this inspiring educator!<br/><p><a href="http://www.edtechlive.com/audio/Kristian.mp3" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/mp3-podcast.gif"/>Listen to the the Interview in MP3 format</a><br/> <a href="http://www.edtechlive.com/audio/Kristian.ogg" target="_blank"></a><a href="http://www.edtechlive.com/audio/Kristian.ogg" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/ogg-podcast.png"/></a><a href="http://www.edtechlive.com/audio/Kristian.ogg" target="_blank">Listen to the Interview in Vorbis OGG format</a></p>
<span style="font-style: italic;">Post Script Notes</span>: Since the interview, <a href="http://www.wikispaces.com/">Wikispaces</a> now allows "automatic merging"--that is, when people try to edit the same<br />
page at the same time, Wikispaces merges the changes so that people<br />
don't have to worry about overwriting each other's work. And <a href="http://www.voicethread.com/">VoiceThread</a> now allows embedding their "voicethreads" into other websites.<br/><br/>(Cross-posted from <a href="http://www.infinitethinking.org/2007/07/pe-geek-boys-sports-and-wikis.html">The Infinite Thinking Machin</a><a href="http://www.infinitethinking.org/2007/07/pe-geek-boys-sports-and-wikis.html">e</a>)Feed for All Forum Discussions and Repliestag:www.classroom20.com,2007-07-08:649749:BlogPost:255632007-07-08T15:11:27.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
If you want to track every forum discussion and all the comments that are posted on Classroom 2.0, you can use this URL:<br></br><br></br>http://classroom20.ning.com/forum/topic/list?feed=yes&sort=mostRecent&xn_auth=no<br></br><br></br><a href="http://classroom20.ning.com/forum/topic/list?feed=yes&sort=mostRecent&xn_auth=no">link</a><br></br><br></br>If you need help understanding how to use a feed reader, you can watch…
If you want to track every forum discussion and all the comments that are posted on Classroom 2.0, you can use this URL:<br/><br/>http://classroom20.ning.com/forum/topic/list?feed=yes&sort=mostRecent&xn_auth=no<br/><br/><a href="http://classroom20.ning.com/forum/topic/list?feed=yes&sort=mostRecent&xn_auth=no">link</a><br/><br/>If you need help understanding how to use a feed reader, you can watch <a href="http://classroom20.ning.com/video/video/show?id=649749%3AVideo%3A7785">this video</a>.<br/><br/>(I'm still trying to figure out how to do the same thing for all the comments on blog posts.)<br/>Helping to Understand Social Networking: Danah Boydtag:www.classroom20.com,2007-07-03:649749:BlogPost:314822007-07-03T21:02:07.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
<h3 class="post-title"><br></br></h3>
<br />
<br />
<br />
<br />
<a href="http://en.wikipedia.org/wiki/Danah_Boyd"><img alt="" border="0" src="http://upload.wikimedia.org/wikipedia/commons/thumb/1/1d/Danah_boyd%2C_Web_2.0_Conference.jpg/250px-Danah_boyd%2C_Web_2.0_Conference.jpg" style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px;"></img></a> As<br />
more and more we are seeing social networking for the huge phenomenon<br />
that it is, and as educators are beginning to see the value of social<br />
networking in education (for both student and teachers--especially<br />
professional development), it is worth getting to know <a href="http://www.danah.org/">Danah Boyd.</a> Danah is a PhD candidate at the <a href="http://www.sims.berkeley.edu/">School of…</a>
<h3 class="post-title"><br/></h3>
<br />
<br />
<br />
<br />
<a href="http://en.wikipedia.org/wiki/Danah_Boyd"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px;" src="http://upload.wikimedia.org/wikipedia/commons/thumb/1/1d/Danah_boyd%2C_Web_2.0_Conference.jpg/250px-Danah_boyd%2C_Web_2.0_Conference.jpg" alt="" border="0"/></a>As<br />
more and more we are seeing social networking for the huge phenomenon<br />
that it is, and as educators are beginning to see the value of social<br />
networking in education (for both student and teachers--especially<br />
professional development), it is worth getting to know <a href="http://www.danah.org/">Danah Boyd.</a> Danah is a PhD candidate at the <a href="http://www.sims.berkeley.edu/">School of Information (iSchool)</a> at the University of California - Berkeley and a Fellow at the <a href="http://www.annenberg.edu/">University of Southern California Annenberg Center for Communications</a>. From her website:<br/><blockquote>"My research focuses on how people negotiate a presentation of self to unknown audiences in mediated contexts. In particular, my dissertation
is looking at how youth engage with networked publics like MySpace,<br />
Facebook, LiveJournal, Xanga and YouTube. I am interested in how the<br />
architectural differences between unmediated and mediated publics<br />
affect sociality, identity and culture. My dissertation research is<br />
being funded as a part of the <a href="http://www.macfound.org/">MacArthur Foundation's</a> Initiative on New Media and Learning"</blockquote>
Danah helps to pull the covers back a little on the what is going on between<br />
people at social networking sites. She's fascinating to listen to, and<br />
while she studies youth and their involvement with these tools, many of<br />
the same dynamics take place in adult use of social networking (after<br />
lots of discussion about the "friend" features of social networking<br />
that we've had in Classroom 2.0, I have been particularly interested in<br />
Danah's discussions about "friends").<br/><br/>Danah blogs at: <a href="http://www.zephoria.org/thoughts">http://www.zephoria.org/thoughts</a>/<br/>Danah's website: <a href="http://www.danah.org/">http://www.danah.org</a>/ (has background info, papers, etc.)<br/>Wikipedia entry: <a href="http://en.wikipedia.org/wiki/Danah_Boyd">http://en.wikipedia.org/wiki/Danah_Boyd</a><br/><br/>Some media:<br/><a href="http://kt.flexiblelearning.net.au/tkt2007/wp-content/uploads/2007/05/boyd.mp3">http://kt.flexiblelearning.net.au/tkt2007/wp-content/uploads/2007/05/boyd.mp3</a><br/> <a href="http://media-cyber.law.harvard.edu/AudioBerkman/danah_boyd_2007-06-19.mp3">http://media-cyber.law.harvard.edu/AudioBerkman/danah_boyd_2007-06-19.mp3</a><br/><a href="http://www.youtube.com/watch?v=0Nfyw2KYHWw">http://www.youtube.com/watch?v=0Nfyw2KYHWw</a> (Bill O'Reilly interview--Dana being very patient, I think)<br/><a href="http://www.ibiblio.org/speakers/index.cgi/2006/9/14#boyd06">http://www.ibiblio.org/speakers/index.cgi/2006/9/14#boyd06</a><br/><br/>I'd
love to get Danah on for an interview, but she's been far too busy. No<br />
surprise! She's expressed concerns that educators need to understand<br />
what's taking place on social networks, and I agree. I think the<br />
positive opportunities to use customizable social neworks (like <a href="http://www.ning.com/">Ning</a>)<br />
are two-fold: both to build learning management systems for classes and<br />
teacher professional development communities. Be sure to check out <a href="http://www.classroom20.com/">Classroom 2.0</a> (built on Ning) if you haven't already.Ben Wilkoff 's Academy of Discovery (School 2.0, Part 11)tag:www.classroom20.com,2007-07-03:649749:BlogPost:314812007-07-03T19:38:39.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
For months, I've been listening to this guy who records himself talking in the car (and no, it's not <a href="http://www.kevinhoneycutt.org/">Kevin Honeycutt!</a>). He calls his recording series and <a href="http://yongesonne.edublogs.org/">blog</a> "Discourses<br />
about Discourse," and most of them are discussions with himself about<br />
his attempts to implement "School 2.0:" his use of the tools of the web<br />
in his classroom, how his students are responding, what feedback he is<br />
getting from the…
For months, I've been listening to this guy who records himself talking in the car (and no, it's not <a href="http://www.kevinhoneycutt.org/">Kevin Honeycutt!</a>). He calls his recording series and <a href="http://yongesonne.edublogs.org/">blog</a> "Discourses<br />
about Discourse," and most of them are discussions with himself about<br />
his attempts to implement "School 2.0:" his use of the tools of the web<br />
in his classroom, how his students are responding, what feedback he is<br />
getting from the parents, and his concerns about how his students will<br />
do next year when they don't have t<a href="http://static.flickr.com/103/304402077_77357e2ba5.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px;" src="http://static.flickr.com/103/304402077_77357e2ba5.jpg" alt="" border="0"/></a>he same ability to use the web.<br />
These soliloquies are surprisingly engaging, and they belong to <a href="http://schools.dcsdk12.org/education/staff/staff.php?sectionid=2912">Ben Wilkoff</a>, a 7th and 8th grade language arts teacher at Cresthill Middle School in Highlands Ranch, Colorado.<br/><br/>Ben
is only 24, but it's a wise voice that comes to me through my mp3<br />
player (by the way, Ben--and others--remember that many of us have to<br />
convert your mp4 files every time we download them!) I invited Ben to<br />
describe his "<a href="http://academyofdiscovery.wikispaces.com/">Academy of Discovery</a>"<br />
in this recorded interview, and I was impressed enough that I nominated<br />
Ben for the Edutopia/Yahoo! for Teachers Totally Wired Teacher<br />
Award--largely based on his stories of <a href="http://bhwilkoff.podomatic.com/entry/2007-02-13T20_58_10-08_00">how he has had to work with the parents of his students</a><br />
to help them understand what he is teaching. Now, I may not have been<br />
the only one to nominate Ben, but I will take some credit for the fact<br />
the <a href="http://ypulse.com/archives/2007/06/meet_ben_wilkof_1.php">HE WON</a> and will be flying to San Francisco later this month to accept this award. Turns out Ben was also and early <a href="http://www.blogger.com/blog.ning.com/2006/09/a_chat_with_benjamin_wilkoff_s.html">Ning</a> user...<br/><br/>In
the crush to get ready for three conferences in June, poor Ben's<br />
interview has been delayed about a month getting posted. It's not the<br />
only one--I've got some other zingers still in the hopper!<br/><p><a href="http://www.edtechlive.com/audio/Wilkoff.mp3" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/mp3-podcast.gif"/>Listen to the the Interview in MP3 format</a><br/> <a href="http://www.edtechlive.com/audio/Wilkoff.ogg" target="_blank"></a><a href="http://www.edtechlive.com/audio/Wilkoff.ogg" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/ogg-podcast.png"/></a><a href="http://www.edtechlive.com/audio/Wilkoff.ogg" target="_blank">Listen to the Interview in Vorbis OGG format</a></p>
<p><b>Subscribe to this AudioCast:<a href="http://feeds.feedburner.com/K12opensourcesmp3"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/rssmp3.png" border="0"/></a> <a href="http://feeds.feedburner.com/K12opensourcesogg"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/rssogg.png" border="0"/></a></b><a href="http://feeds.feedburner.com/K12opensourcesmp3?format=pcast"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/itunes.gif" border="0"/></a></p>Feedback to US Secretary of Education on Technology in Educationtag:www.classroom20.com,2007-06-08:649749:BlogPost:260352007-06-08T22:07:04.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
<img alt="" src="http://storage.ning.com/topology/rest/1.0/file/get/1974044840?profile=original=?width=100" style="float: left;"></img> For those in the U.S., Secretary of Education Margaret Spellings has asked for ideas on the integration of technology in education. There is a form on the ed.gov site, but no ability to dialog or even leave your contact information if you fill it out. Therefore, I have created a forum thread for each of Secretary Spellings' questions, and propose that we discuss them here and invite her office to view the dialog on this website and even participate.<br></br><br></br>This is a terrific…
<img src="http://storage.ning.com/topology/rest/1.0/file/get/1974044840?profile=original=?width=100" alt="" style="float: left;"/> For those in the U.S., Secretary of Education Margaret Spellings has asked for ideas on the integration of technology in education. There is a form on the ed.gov site, but no ability to dialog or even leave your contact information if you fill it out. Therefore, I have created a forum thread for each of Secretary Spellings' questions, and propose that we discuss them here and invite her office to view the dialog on this website and even participate.<br/><br/>This is a terrific opportunity to not only respond but to also show the benefit of Web 2.0 technology in addressing this kind of issue.<br/><br/>Here are the questions, each linked to their own forum thread:<br/><a><br/></a><a href="http://classroom20.ning.com/forum/topic/show?id=649749%3ATopic%3A23180">1. In what ways has technology improved the effectiveness of your classroom, school or district?</a><br/><a><br/></a><a href="http://classroom20.ning.com/forum/topic/show?id=649749%3ATopic%3A23181">2. Based on your role (administrator, parent, teacher, student, entrepreneur, business leader), how have you used educational data to make better decisions or be more successful?</a><br/><br/><a href="http://classroom20.ning.com/forum/topic/show?id=649749%3ATopic%3A23182">3. In what ways can technology help us prepare our children for global competition and reach our goals of eliminating achievement gaps and having all students read and do math on grade level by 2014?</a><br/><br/><a href="http://classroom20.ning.com/forum/topic/show?id=649749%3ATopic%3A23183">4. What should be the federal government's role in supporting the use of technology in our educational system?</a><br/>How to Upload TeacherTube Video to Classroom 2.0tag:www.classroom20.com,2007-05-30:649749:BlogPost:232282007-05-30T02:30:00.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
Adapted from Phil McCluskey at Ning:<br></br><br></br>Go to the video that you want to use on TeacherTube. Then look at the "page source" information for the page (in Firefox, View --> Page Source). <br></br><br></br><div style="direction: ltr;">When you view the source of the page you get a lot a lot of gobbledy-gook. Look for some code like this:<br></br><br></br><br></br> <embed src="…</div>
Adapted from Phil McCluskey at Ning:<br/><br/>Go to the video that you want to use on TeacherTube. Then look at the "page source" information for the page (in Firefox, View --> Page Source). <br/><br/><div style="direction: ltr;">When you view the source of the page you get a lot a lot of gobbledy-gook. Look for some code like this:<br/><br/><br/> <embed src="<a href="http://www.teachertube.com/flvplayer.swf" target="_blank">http://www.teachertube.com/flvplayer.swf</a>"<br/>FlashVars="config=<a href="http://www.teachertube.com/flvplayer.php" target="_blank">http://www.teachertube.com/flvplayer.php</a>?<br/>viewkey=c7b54800246348c7fa4a&vimg=<a href="http://www.teachertube.com/thumb/" target="_blank">http://www.teachertube.com/thumb/</a><br/>1_2039.jpg" quality="high" bgcolor="#000000" wmode="transparent"<br/>width="100%" height="100%" name="flvplayer"<br/>allowScriptAccess="sameDomain" type="application/x-shockwave-flash"<br/>pluginspage="<a href="http://www.macromedia.com/go/getflashplayer" target="_blank">http://www.macromedia.com/go/getflashplayer</a>"> </embed><br/><br/><br/>When you go to add video, choose "from YouTube or Google." Then use the code (like above) and past it into the "embed" box. It won't show a still frame from the video (shows a camera icon), but it will work when clicked on.<br/><br/>Comment below if any trouble!<br/></div>
<br/>Tim O'Reilly on Web 2.0 and Educationtag:www.classroom20.com,2007-05-01:649749:BlogPost:100512007-05-01T16:58:45.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
<a href="http://bp3.blogger.com/_8cj6Gu0irhU/RjdkApF4PvI/AAAAAAAAAB8/BUMZWtGOjrQ/s1600-h/Tim_O%27Reilly_Feb2007.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5059622668567330546" name="BLOGGER_PHOTO_ID_5059622668567330546" src="http://bp3.blogger.com/_8cj6Gu0irhU/RjdkApF4PvI/AAAAAAAAAB8/BUMZWtGOjrQ/s200/Tim_O%27Reilly_Feb2007.jpg" style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;"></img></a> <span style="font-style: italic;"><br></br>(Cross posted from www.SteveHargadon.com)<br></br><br></br>"I
think we're in--in a lot of ways--a period of the most profound<br />
reinvention of ...education and how people need to learn since the<br />
invention of literacy."<br></br></span><br></br> <a href="http://en.wikipedia.org/wiki/Tim_O%27Reilly">Tim O'Reilly</a> is the founder of…
<a href="http://bp3.blogger.com/_8cj6Gu0irhU/RjdkApF4PvI/AAAAAAAAAB8/BUMZWtGOjrQ/s1600-h/Tim_O%27Reilly_Feb2007.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="http://bp3.blogger.com/_8cj6Gu0irhU/RjdkApF4PvI/AAAAAAAAAB8/BUMZWtGOjrQ/s200/Tim_O%27Reilly_Feb2007.jpg" alt="" id="BLOGGER_PHOTO_ID_5059622668567330546" border="0" name="BLOGGER_PHOTO_ID_5059622668567330546"/></a> <span style="font-style: italic;"><br/>(Cross posted from www.SteveHargadon.com)<br/><br/>"I
think we're in--in a lot of ways--a period of the most profound<br />
reinvention of ...education and how people need to learn since the<br />
invention of literacy."<br/></span><br/> <a href="http://en.wikipedia.org/wiki/Tim_O%27Reilly">Tim O'Reilly</a> is the founder of <a href="http://en.wikipedia.org/wiki/O%27Reilly_Media">O'Reilly Media</a>, and one of the originators of the phrase "<a href="http://en.wikipedia.org/wiki/Web_2.0">Web 2.0</a>." His <a href="http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html">essay on Web 2.0</a> certainly is considered the seminal description.<br/><br/>Tim
and I talked about Web 2.0, education, and what the future holds for<br />
networked computing. I haven't put this in my "School 2.0" series<br />
because, as you'll hear, Tim's take on education isn't nearly as<br />
technology-focused as one might expect.<br/><br/>Topics that Tim covers in the interview:<br/><ul>
<li>Being self-taught</li>
<li>Having a mental model of how the world works to let you figure out what's important</li>
<li>A new "digital divide" today between those who know how to think about
search and those who don't; those who know where the current hot<br />
information is being shared, and those who don't.</li>
<li>Tim's skepticism of formal education, coming from the computer industry and
seeing creativity from those with very different backgrounds, with<br />
their formal education almost alway not in the area where they have<br />
made an impact (himself included).</li>
<li>Self-learning.</li>
<li>How most periods of a creative renaissance start with inspired amateurs.</li>
<li>The importance of "doing things," "tinkering,", and "exploratory learning."</li>
<li>That "engagement" is not new to Web 2.0, but the opportunity is being democratized by the technology.</li>
<li>That it is important not to generalize too much about where the technology is headed from the initial formative period.</li>
<li>How he believes that spending on educational technology is a bad idea
(smile!), and that smaller class sizes would make the most difference<br />
in education, period, by giving more interaction with passionate adults<br />
who have time and ability to focus on kids. (See if you feel<br />
comfortable with how I respond to this point.)</li>
<li>How we need to get rid of unionized seniority to get fresh blood, so the best can rise
to the top instead of the most senior. (Again, I'm interested in your<br />
responses to this and your take on how I responded.)</li>
<li>Open Source software, and how Web 2.0 is actually antithetical to open source software.</li>
<li>Clayton Christiansen's "law of conservation of attractive profits," where value
in Web applications moving toward the harnessing and collecting of data<br />
and intelligence.</li>
<li>How it's not free software that we need but free data.</li>
<li>The inevitability of large companies absorbing the web 2.0 technologies by leveraging their data collection capabilities.</li>
<li>The biggest change he sees on horizon: collective intelligence based on our
being "sensory enabled." "Live Software" that learns from that data.</li>
<li>What Web 2.0 technologies that he likes</li>
<li>His final words for educators: "have fun." Share your own enthusiasm, excitement, and passion.</li>
</ul>
<br/><p><a href="http://www.edtechlive.com/audio/OReilly.mp3" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/mp3-podcast.gif"/>Listen to the the Interview in MP3 format</a><br/> <a href="http://www.edtechlive.com/audio/OReilly.ogg" target="_blank"></a><a href="http://www.edtechlive.com/audio/OReilly.ogg" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/ogg-podcast.png"/>Listen to the Interview in Vorbis OGG format</a></p>
<p><b>Subscribe to this AudioCast:<a href="http://feeds.feedburner.com/K12opensourcesmp3"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/rssmp3.png" border="0"/></a> <a href="http://feeds.feedburner.com/K12opensourcesogg"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/rssogg.png" border="0"/></a></b><a href="http://feeds.feedburner.com/K12opensourcesmp3?format=pcast"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/itunes.gif" border="0"/></a></p>The Web 2.0 and School 2.0 Connectiontag:www.classroom20.com,2007-04-25:649749:BlogPost:78612007-04-25T07:02:54.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
<a href="http://bp3.blogger.com/_8cj6Gu0irhU/Ri76D5F4PsI/AAAAAAAAABk/0P3W67iAh28/s1600-h/WebSchool10.jpg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5057254376355675842" name="BLOGGER_PHOTO_ID_5057254376355675842" src="http://bp3.blogger.com/_8cj6Gu0irhU/Ri76D5F4PsI/AAAAAAAAABk/0P3W67iAh28/s320/WebSchool10.jpg" style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;"></img></a> I gave the keynote address to the <a href="http://www.cvcue.org/">CVCUE</a> meeting<br />
in Fresno this past Saturday, and prepared a presentation on why Web<br />
2.0 is going to be so important to education. When I was driving home I<br />
made a connection that I hadn't fully made before: that the transition<br />
between Web 1.0 and Web 2.0 is very similar, if not almost identical<br />
to, the change…
<a href="http://bp3.blogger.com/_8cj6Gu0irhU/Ri76D5F4PsI/AAAAAAAAABk/0P3W67iAh28/s1600-h/WebSchool10.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="http://bp3.blogger.com/_8cj6Gu0irhU/Ri76D5F4PsI/AAAAAAAAABk/0P3W67iAh28/s320/WebSchool10.jpg" alt="" id="BLOGGER_PHOTO_ID_5057254376355675842" border="0" name="BLOGGER_PHOTO_ID_5057254376355675842"/></a>I gave the keynote address to the <a href="http://www.cvcue.org/">CVCUE</a> meeting<br />
in Fresno this past Saturday, and prepared a presentation on why Web<br />
2.0 is going to be so important to education. When I was driving home I<br />
made a connection that I hadn't fully made before: that the transition<br />
between Web 1.0 and Web 2.0 is very similar, if not almost identical<br />
to, the change between School 1.0 and School 2.0.<br/><br/>Now, in
retrospect, it seems obvious that the technology that is most<br />
significantly reshaping our culture and business (Web 2.0) would also<br />
have the potential to dramatically change how we view education, but I<br />
hadn't really defined the parallels in my own mind. These two simple<br />
graphics describe what I'm seeing.<br/><br/>Web 1.0 came out of our
existing mindsets of how information is transferred, and very much<br />
reflected the 100+ year history of industrialism, with<br />
experts/businesses dispensing identical knowledge/products to mass<br />
consumers.<br/><a href="http://bp3.blogger.com/_8cj6Gu0irhU/Ri77o5F4PtI/AAAAAAAAABs/LZ-cvsP8aQ4/s1600-h/WebSchool20.jpg"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer;" src="http://bp3.blogger.com/_8cj6Gu0irhU/Ri77o5F4PtI/AAAAAAAAABs/LZ-cvsP8aQ4/s320/WebSchool20.jpg" alt="" id="BLOGGER_PHOTO_ID_5057256111522463442" border="0" name="BLOGGER_PHOTO_ID_5057256111522463442"/></a><br/>Web
2.0 has really been the flowering of new relationships between<br />
individuals and businesses, and reflects new ways of thinking that the<br />
technology has facilitated or created. It's about engaged conversations<br />
that take place directly, and don't rely on top-down management, but<br />
peer feedback and mentoring. It's an incredibly effective restructuring<br />
of how learning takes place, and somehow we have to figure out how to<br />
bring this experience into our learning institutions--or they will<br />
become obsolete. <br/><br/>----<br/><br/>Cross-posted from www.SteveHargadon.com. OK, Classroom 2.0 folks, is this on the mark? What do you think?<br/>Web 2.0: A Personal Learning Renaissancetag:www.classroom20.com,2007-04-17:649749:BlogPost:58642007-04-17T17:15:24.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
(Cross-posted on <a href="http://www.SteveHargadon.com">www.SteveHargadon.com</a>)<br></br><br></br>Yesterday, on the <a href="../../../../../../../">Classroom 2.0</a> social network, <a href="../../../../../../../profile/lizbdavis">Elizabeth Davis</a> <a href="../../../../../../../profiles/blog/show?id=649749%3ABlogPost%3A5522">posted</a>:<br></br><br></br><span style="font-style: italic;">"Following
and reading blogs, participating in ning, contributing to wikis,<br />
writing in my blog, I haven't thought this…</span>
(Cross-posted on <a href="http://www.SteveHargadon.com">www.SteveHargadon.com</a>)<br/><br/>Yesterday, on the <a href="../../../../../../../">Classroom 2.0</a> social network, <a href="../../../../../../../profile/lizbdavis">Elizabeth Davis</a> <a href="../../../../../../../profiles/blog/show?id=649749%3ABlogPost%3A5522">posted</a>:<br/><br/><span style="font-style: italic;">"Following
and reading blogs, participating in ning, contributing to wikis, <br />
writing in my blog, I haven't thought this much in years. It truly is <br />
an amazing phenomenon. I feel so intellectually alive. I'm inspired and <br />
challenged constantly. The blogs I read lead me to question and explore <br />
new tools and Websites. I haven't written this much since I was in <br />
school. It is all so exciting and energizing. For me, classroom 2.0 <br />
could just be about my own growth and learning and that would be <br />
enough."<br/><br/></span>"Teacher K" then commented:<span style="font-style: italic;"><span style="font-style: italic;"><span style="font-style: italic;"><br/><br/><span style="font-style: italic;">"</span></span></span>I
agree! I am reading and thinking and writing far more now than I have <br />
in years. All of this content is helping me to do new things in my <br />
classroom, and helping me to see new possibilities for my colleagues as <br />
well."</span><br/><br/>I would echo by saying that Web 2.0 has meant a <span style="font-weight: bold; font-style: italic;">personal learning renaissance</span>
for me as well. Starting to blog kindled in me something that led me to <br />
be an active learner again, something that had been missing from my <br />
life for some number of years in the midst of other good things: <br />
raising kids, serving in my church, and working. Now I am feeling <br />
engaged in learning again. <a href="http://www.techlearning.com/shared/printableArticle.php?articleID=171203059">Will Richardson</a> <br />
captured this, I think, when he said: "I've learned more in my <br />
four-plus years as a blogger than I have in all my years of formal <br />
education."<br/><br/>I think it is our new personal learning experiences
with Web 2.0 that are driving many of us to look for ways to bring this <br />
feeling of engagement into the school and the classroom. <span style="font-weight: bold; font-style: italic;">It's not the tools, necessarily, but the level of engagement we want to share.</span> This <br />
is also why I sense a growing consensus among the educational bloggers <br />
that the best way to bring change to the classroom is to help the <br />
teachers feel it themselves. As Elizabeth says in the same post:<br/><br/><span style="font-style: italic;">"I
hope I can help my colleagues to see the potential I see and feel the <br />
buzz that I feel. This is the first step to bringing it to the kids. I <br />
think teachers have to feel it for themselves first. I hope I can bring <br />
that to them. I think, with the help of this community, I probably can!"</span>Educational Blogger Conference on June 23rd in Atlantatag:www.classroom20.com,2007-04-13:649749:BlogPost:49812007-04-13T18:14:49.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
<a href="http://edubloggercon.wikispaces.com/"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5052962541174410578" name="BLOGGER_PHOTO_ID_5052962541174410578" src="http://bp3.blogger.com/_8cj6Gu0irhU/Rh-6qNIOTVI/AAAAAAAAABc/2jZOedsIYy4/s200/edubloggerconbig.bmp" style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;"></img></a> Edubloggercon2007<br />
– This first-ever, international, all-day “meetup” of educational<br />
bloggers will take place on Saturday, June 23rd, at the Georgia World<br />
Conference Center in Atlanta just before the start of NECC.<p>All are invited–whether you yourself blog, are just an educational blog reader,
or even just want to hang out with an interesting group of people. The<br />
event is free, and you can indicate that you are coming (and see…</p>
<a href="http://edubloggercon.wikispaces.com/"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="http://bp3.blogger.com/_8cj6Gu0irhU/Rh-6qNIOTVI/AAAAAAAAABc/2jZOedsIYy4/s200/edubloggerconbig.bmp" alt="" id="BLOGGER_PHOTO_ID_5052962541174410578" border="0" name="BLOGGER_PHOTO_ID_5052962541174410578"/></a>Edubloggercon2007 <br />
– This first-ever, international, all-day “meetup” of educational <br />
bloggers will take place on Saturday, June 23rd, at the Georgia World <br />
Conference Center in Atlanta just before the start of NECC.<p>All are
invited–whether you yourself blog, are just an educational blog reader, <br />
or even just want to hang out with an interesting group of people. The <br />
event is free, and you can indicate that you are coming (and see who <br />
else will be there) at the <a href="http://rs6.net/tn.jsp?t=d6f8u5bab.0.fp7gv5bab.slqgl4aab.17815&ts=S0239&p=http%3A%2F%2Fedubloggercon.wikispaces.com%2F">Edubloggercon wiki</a>. <br />
This event will be unique in that it is going to be organized by the <br />
participants in real time at the wiki. We have access all that day to <br />
the large Open Source Pavilion room at the Conference Center and there <br />
will be free wi-fi: beyond that is up to you. So come join the <br />
discussion and help us plan a fun and stimulating experience.</p>Interview with Gina Bianchini from Ningtag:www.classroom20.com,2007-04-13:649749:BlogPost:49652007-04-13T16:29:00.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
<a href="http://www.ning.com/about/about-us.html"><img alt="" border="0" src="http://api.ning.com/icons/profile/gina?width=104&height=104&default=7100" style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 99px; height: 99px;"></img></a> (Cross-post from www.SteveHargadon.com)<br></br><br></br><a href="http://www.ning.com/about/about-us.html">Gina Bianchini</a> is the co-founder and CEO of <a href="http://www.ning.com/">Ning</a>,
the "do-it-yourself" social networking site. Gina is no ivory-tower<br />
entrepreneur--she is an active participant herself in several Ning<br />
networks, and she demonstrates her passion (and her hands-on style) in<br />
this fun interview. We talk about the…
<a href="http://www.ning.com/about/about-us.html"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 99px; height: 99px;" src="http://api.ning.com/icons/profile/gina?width=104&height=104&default=7100" alt="" border="0"/></a>(Cross-post from www.SteveHargadon.com)<br/><br/><a href="http://www.ning.com/about/about-us.html">Gina Bianchini</a> is the co-founder and CEO of <a href="http://www.ning.com/">Ning</a>,
the "do-it-yourself" social networking site. Gina is no ivory-tower <br />
entrepreneur--she is an active participant herself in several Ning <br />
networks, and she demonstrates her passion (and her hands-on style) in <br />
this fun interview. We talk about the original vision for Ning, some of <br />
the ways that Ning is being used by different groups, and what features <br />
are coming down the road. It's the future features Gina describes that <br />
will get current Ning users excited.<br/><br/>The power and scope of Ning
is truly amazing. Let's just say that I got off the call and <br />
immediately created a group for my kids drama troupe, and thought of <br />
several others.<br/><br/><p><a href="http://www.edtechlive.com/audio/Gina.mp3" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/mp3-podcast.gif"/>Listen to the the Interview in MP3 format</a><br/><a href="http://www.edtechlive.com/audio/Gina.ogg" target="_blank"></a><a href="http://www.edtechlive.com/audio/Gina.ogg" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/ogg-podcast.png"/>Listen to the Interview in Vorbis OGG format</a></p><p><b>Subscribe to this AudioCast:<a href="http://feeds.feedburner.com/K12opensourcesmp3"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/rssmp3.png" border="0"/></a> <a href="http://feeds.feedburner.com/K12opensourcesogg"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/rssogg.png" border="0"/></a></b><a href="http://feeds.feedburner.com/K12opensourcesmp3?format=pcast"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/itunes.gif" border="0"/></a></p><br/><div style="text-align: right;"><br/></div>Amazing, Amazing Use of an Old Computertag:www.classroom20.com,2007-04-13:649749:BlogPost:48452007-04-13T06:34:00.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
(Cross-post from www.SteveHargadon.com)<br></br><br></br><h3 class="post-title">
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<br />
<br />
<div class="post-body"><div><a href="http://farm1.static.flickr.com/171/457336850_b5b5bf7dd1.jpg?v=0"><img alt="" border="0" src="http://farm1.static.flickr.com/171/457336850_b5b5bf7dd1.jpg?v=0" style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px;"></img></a> I'm
having an incredible brainstorm about used computers and homeless<br />
shelters, emergency shelters, low-income housing units, schools, etc.<br></br><br></br>This
is our kitchen computer. Actually, it's just the monitor and our small<br />
stereo. The computer is below, and pictured below. The computer is…</div>
</div>
(Cross-post from www.SteveHargadon.com)<br/><br/><h3 class="post-title">
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</h3>
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<div class="post-body">
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<a href="http://farm1.static.flickr.com/171/457336850_b5b5bf7dd1.jpg?v=0"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 200px;" src="http://farm1.static.flickr.com/171/457336850_b5b5bf7dd1.jpg?v=0" alt="" border="0"/></a>I'm <br />
having an incredible brainstorm about used computers and homeless <br />
shelters, emergency shelters, low-income housing units, schools, etc.<br/><br/>This
is our kitchen computer. Actually, it's just the monitor and our small <br />
stereo. The computer is below, and pictured below. The computer is an <br />
old Dell GX240, rather beaten up, with a 4GB (that's right, only 4GB, <br />
not the original) drive, 256MB of memory, CD drive, but no floppy or <br />
usable Windows license. Probably worth well under $100; I'm imagining <br />
this would work easily on pretty much on most P3s.<br/><a href="http://farm1.static.flickr.com/249/457338348_03ff763162.jpg?v=1176442119"><img style="margin: 0pt 0pt 10px 10px; float: right; cursor: pointer; width: 87px; height: 115px;" src="http://farm1.static.flickr.com/249/457338348_03ff763162.jpg?v=1176442119" alt="" border="0"/></a><br/>I'm running <a href="http://www.puppyos.org/">Puppy Linux</a>
on it, a Linux operating system which runs from the CD-Rom drive, and <br />
weighs in at around 50MB. You read that right. I downloaded a version <br />
of <a href="http://www.getfirefox.com/">Firefox</a> 2.0-something, Flash 9 for Linux, and then <a href="http://www.skype.com/">Skype</a> and <a href="http://www.gizmoproject.com/">Gizmo</a>. <br />
Now the operating system and programs are still less than 150MB. Puppy <br />
then saves the configuration and data files on the small hard drive. If <br />
I were more of an expert in Puppy, I could do away with the CD-Rom and <br />
have it boot from the hard drive.<br/><br/>This is our main family computer. Here's what it can now do:<br/><br/>1.
Anything Firefox. Great YouTube/Google/etc. video playback, perfectly <br />
synchronized (not sure I feel confident about Puppy's use of the <br />
codecs, but still have to research that). Puppy has good word <br />
processing, spreadsheet, and other programs, but truth be told, I now <br />
live almost entirely on the web. To have Firefox 2.0+ on an old <br />
computer, where the operating system takes almost no overhead, is like <br />
working on a P4.<br/><br/>2. Skype and Gizmo phone calls. I plugged in a
headset/mic combo tonight and made phone calls. OMIGOSH. OK, can we <br />
talk about emergency relief efforts? Deploying old computers in <br />
disaster shelters where people will instantly have access to both the <br />
web and calling?<br/><br/>3. I've tested Puppy on my recently-purchased
Toshiba laptop, and the wireless drivers work great, so it can do <br />
wireless. Municipal free wi-fi efforts, here you go. Get computers and <br />
Internet access into the hands of those who need them the most.<br/><br/>4. We've even uploaded our family CD-music collection to <a href="http://www2.blogger.com/www.mp3tunes.com">MP3Tunes</a>, and we now listen to them, or to <a href="http://www.pandora.com/">Pandora</a>,
directly out of our stereo thanks to a cable from the computer to the <br />
stereo auxiliary jacks. OK, that's a luxury, but it's pretty amazing to <br />
have all of our music (thousands of songs) stored on the web for free <br />
and to have an old computer acting as the control-panel from a web page.<br/><br/>Here's
the deal. Over 100,000 computers are discarded in this country every <br />
day. Estimates are that less than 5% get re-used. The major <br />
manufacturers have recycling programs, but you have to know that <br />
recycling is not re-use, and recycling a computer gets very, very <br />
little back in terms of raw materials. Re-use is SIGNIFICANTLY better <br />
for the environment. Recycling is just politics. Here are the stats <br />
from <a href="http://www.compumentor.org/about/staff/development_team.html">Jim Lynch</a> today announcing an <a href="http://www.federalelectronicschallenge.net/resources/bencalc.htm">EPA calculator for computer reuse</a>:<br/><br/>====<br/><br/>Reusing just <span style="font-weight: bold;">one computer with a CRT monitor</span> saves:<br/><br/>30 lbs of hazardous waste<br/>77 lbs of solid waste<br/>77 lbs of materials<br/>147 lbs (17.5 gallons) of water from being polluted<br/>32 tons of air from being polluted<br/>1,333 lbs of CO2 from being emitted<br/>7,719 kilowatts of energy<br/><br/>This
is equivalent to taking ½ of a car off the road, saving 68% of one US <br />
household's allotment of electricity for a year, and a net cost savings <br />
of $670.<br/><br/>====<br/><br/>If that's not incredibly compelling, I
don't know what is. We don't re-use computers 1) because the marketing <br />
tells us we need to upgrade, 2) we can't legally re-use Microsoft <br />
Windows without the original CD and manual, 3) maintaining old versions <br />
of Windows is not viable or cost-effective, and 4) computers keep <br />
costing less and less. If Firefox is really the new platform of <br />
computing (and in many ways it is), and if a Linux distribution like <br />
Puppy can run the newest version, and if the use of the Internet is <br />
significant to the ability of individuals to communicate and <br />
participate in society, then we have a really compelling model for <br />
making a huge difference to those in our society who are least likely <br />
to have had access to computing before.<br/><br/>And think about schools. Just think about it. Hmmm... basic, stable computing at under $100 per computer. Maybe way under.<br/><br/>So
what is it going to take to make this a reality? Well, it won't be the <br />
commercial market, because there is no money in it. It's going to take <br />
committed individuals and some kind of sponsorship. But it can be done.</div></div><br/>Where Is the Technology Revolution in Education? (School 2.0, Part 10)tag:www.classroom20.com,2007-04-10:649749:BlogPost:41792007-04-10T22:45:12.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
<a href="http://www.edtechlive.com/audio/Russell.mp3">http://www.edtechlive.com/audio/Russell.mp3</a><br></br><a href="http://www.edtechlive.com/audio/Russell.ogg">http://www.edtechlive.com/audio/Russell.ogg</a><br></br>School 2.0 Interview series: <a href="http://www.edtechlive.com/recordings+list">http://www.edtechlive.com/recordings+list<br></br></a><br></br><img alt=""></img> Yesterday I recorded this audio interview with <a href="http://www.bc.edu/schools/lsoe/facultystaff/faculty/russell.html">Michael Russell…</a>
<a href="http://www.edtechlive.com/audio/Russell.mp3">http://www.edtechlive.com/audio/Russell.mp3</a><br/><a href="http://www.edtechlive.com/audio/Russell.ogg">http://www.edtechlive.com/audio/Russell.ogg</a><br/>School 2.0 Interview series: <a href="http://www.edtechlive.com/recordings+list">http://www.edtechlive.com/recordings+list<br/></a><br/><img src="file:///C:/DOCUME%7E1/Steve/LOCALS%7E1/Temp/moz-screenshot-5.jpg" alt=""/>Yesterday I recorded this audio interview with <a href="http://www.bc.edu/schools/lsoe/facultystaff/faculty/russell.html">Michael Russell</a> of Boston College, whom I had recently heard speak at the <a href="http://www.cosn.org/">COSN's</a> <a href="http://www2.blogger.com/12th%20Annual%20K-12%20School%20Networking%20Conference">12th Annual K-12 School Networking Conference</a> on the topic of "Where Is the Technology Revolution in Education?"<br/><br/>I
was captivated by his talk, and quickly arranged an interview with him. <br />
You'll notice that I organized the interview in slightly different <br />
order than his presentation (a .<a href="http://edtechlive.wikispaces.com/space/showimage/Michael+Russell+COSN+Tech+Revolution+Reduced.pdf">pdf version of which is available here</a>)--while <br />
Michael started his presentation by talking about the ways in which <br />
technology has transformed business, I wanted to jump right into the <br />
discussion of educational technology and the history of education, then <br />
to look at the business examples. Even though I think Michael has some <br />
very interesting things to say about trends in business technology that <br />
are likely to be played out in education, I prefer to downplay that <br />
concept a little because I'm not sure that business examples are always <br />
the best ones to trot out for education (although, to Michaels great <br />
credit, I think he's largely on the mark).<br/><br/>Here is Michael's COSN conference description of his original presentation (my notes on our interview follow):<br/><br/>----<br/><strong>Where is the Technology Revolution in Education?</strong> <em>Essential Skills: Leadership and Vision, Education and Training</em><p>Computer-based
technologies have revolutionized business, politics, and entertainment. <br />
They have allowed businesses such as Amazon.com and Netflix to <br />
dramatically expand the range of products from which they generate <br />
profits by creating large niche markets. Political candidates employ <br />
tactics that profile and target customized messages to potential <br />
voters. Children and young adults are no longer dependent on broadcast <br />
networks and movie houses for entertainment, but instead instantly <br />
access media and games that spark their current interests. Yet, despite <br />
dramatic increases in the presence of computers in our schools and <br />
repeated efforts to increase use of technology by students and <br />
teachers, education has been largely unaffected by computer-based <br />
technologies. Students rarely use computers in schools and they have <br />
little choice in what and when they learn. Most teachers still stand <br />
and deliver a curriculum that is imposed from above. And the <br />
predominant model of education is nearly identical to that introduced <br />
over a century ago. Why is this? This presentation explores the many <br />
impediments that have limited the use of technology in today’s schools. <br />
We see how access, leadership, support, and test-based accountability <br />
impact the ways in which technology is used by teachers and students. <br />
Learning from lessons in business, politics and the entertainment <br />
industry, we also explore how computer-based technologies might support <br />
dramatic changes in how education occurs if we are willing to move away <br />
from the paradigm of schooling adopted a century ago. These changes <br />
include targeting learning so that it is aligned with the interests and <br />
needs of students, creating networks of learners instead of classrooms <br />
of students, and integrating what is currently separate fields of <br />
studies.</p><p>----</p>I used the outline below to organized the topics
in my own way to prepare for the interview. Of course, I didn't hit all <br />
of the points, but Michael does a great job of exploring the concepts <br />
that we did touch on.<br/><br/>Introduction:<br/><ul><li>U.S. Dept. of Education <a href="http://ies.ed.gov/ncee/pubs/20074005/">study on impact educational software</a>.</li><li><a href="http://www.eschoolnews.com/news/showstoryts.cfm?Articleid=6600">Cisco study</a>: ed tech has over-promised and under-delivered.</li></ul>I. What Is the Problem?<br/><ul><li>We've
spent a lot of money on computers, the ratio of computer to students is <br />
higher than it's ever been, schools are more connected to the Internet <br />
than ever before. Why is there a problem?</li><li style="list-style: none"><ul><li>Where Is "Engaged Learning" actually taking place?<br/></li><li style="list-style: none"><ul><li>Are kids learning more outside of school than in school?</li></ul><ul><li>Are their learning environments more compelling outside of school?</li><li>Has school changed, or just what we are comparing it to?<br/></li></ul></li><li>What are computers actually used for in schools?</li><li style="list-style: none"><ul><li>Are they just "expensive pencils?"</li></ul><ul><li>Are they not integrated enough?<br/></li><li>What about 1:1 programs?</li><li>How ubiquitous do computers need to be for transformation to take place?<br/></li></ul></li><li>Is the cost of computing in schools too high?</li><li style="list-style: none"><ul><li>If we've spent so much money, why aren't we seeing results?</li><li style="list-style: none"><ul><li>Have we actually spent that much money?<br/></li><li style="list-style: none"><ul><li>What percent of school budgets actually goes to technology? (Is 3% correct?)</li></ul><ul><li>Is education at the <a href="https://www.esa.doc.gov/2003.cfm">Bottom of 55 industries</a> in technology integration?</li></ul></li><li>Spending money doesn't necessarily equate to student time on computers (Indiana)<br/></li><li>Is there too much of a separation of purchasing/maintaining roles from teachers and classroom?</li></ul></li><li>Are
we just waiting for the "lag-time effect?" (infrastructure built out, <br />
then some years later innovation takes place--computers, data examples)</li><li>There are inexpensive alternatives for computing. Why aren't we using them? (Linux and Open Source Software)<br/></li></ul></li><li>What can we expect of teachers?</li><li style="list-style: none"><ul><li>Younger teachers were supposed to bring the technology with them</li><li style="list-style: none"><ul><li>They use these tools even less in the classroom than their older peers?</li></ul></li><li>How do we help teachers understand the potential</li><li style="list-style: none"><ul><li>Help them to learn to use the tools themselves?</li><li>Recognize the need for time<br/></li><li>Recognize the need for training<br/></li></ul></li></ul></li></ul></li></ul>II. Why Is the History of Education Important to This Discussion?<br/><ul><li>What are the paradigms of schooling that have been adopted in this country?</li><li style="list-style: none"><ul><li>Charity Schools, Common Schools, and Cubberley on schools as factories.</li><li style="list-style: none"><ul><li>Schools
as “factories in which the raw materials (children) are to be shaped <br />
and fashioned into products to meet the various demands of life”</li></ul></li></ul><ul><li>If we could all afford private tutors, would we sit at desks in rows, have bells, and learn the same things at the same time?</li><li>Is there any truth to John Taylor Gatto's themes of social control?<br/></li></ul></li><li>How could computer-based technologies open the door to changes?</li><li style="list-style: none"><ul><li>What kind of resistance will there be?</li><li>Where is change taking place?<br/></li></ul></li></ul>III. How have computers revolutionized business?<br/><ul><li>Can we look to any of the business changes for a model of possible ways they will affect education?</li><li>Can
education respond as the business world does, or is education too much <br />
of a "machine" that "chews up and spits out innovation?"<br/></li><li>What examples are there now of "transformed education?" (Gibson quote: the future is here, it's just not widely distributed.)</li></ul>IV. What are the potentials for the use of Web 2.0 in the classroom?<br/><br/><br/><p><a href="http://www.edtechlive.com/audio/Russell.mp3" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/mp3-podcast.gif"/>Listen to the the Interview in MP3 format</a><br/><a href="http://www.edtechlive.com/audio/Russell.ogg" target="_blank"></a><a href="http://www.edtechlive.com/audio/Russell.ogg" target="_blank"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/ogg-podcast.png"/>Listen to the Interview in Vorbis OGG format</a></p><p><b>Subscribe to this AudioCast:<a href="http://feeds.feedburner.com/K12opensourcesmp3"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/rssmp3.png" border="0"/></a> <a href="http://feeds.feedburner.com/K12opensourcesogg"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/rssogg.png" border="0"/></a></b><a href="http://feeds.feedburner.com/K12opensourcesmp3?format=pcast"><img src="http://educationbridges.net/k12opensource/wp-content/uploads/itunes.gif" border="0"/></a></p><p class="blogger-labels">Labels: <a rel="tag" href="http://www.stevehargadon.com/search/label/classroom2.0%20edtechlive">classroom2.0 edtechlive</a>, <a rel="tag" href="http://www.stevehargadon.com/search/label/school2.0">school2.0</a></p>SlideShare Presentationtag:www.classroom20.com,2007-03-27:649749:BlogPost:5852007-03-27T16:19:39.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
I'm testing to see if I can post a SlideShare presentation here, since it didn't work in the video section.<br/><br/><br/><object type="application/x-shockwave-flash" data="https://s3.amazonaws.com:443/slideshare/ssplayer.swf?id=3903&doc=zbdigitaaltest-599" width="425" height="348"><param name="movie" value="https://s3.amazonaws.com:443/slideshare/ssplayer.swf?id=3903&doc=zbdigitaaltest-599"></param><param name="allowscriptaccess" value="never"></param></object>
I'm testing to see if I can post a SlideShare presentation here, since it didn't work in the video section.<br/><br/><br/><object type="application/x-shockwave-flash" data="https://s3.amazonaws.com:443/slideshare/ssplayer.swf?id=3903&doc=zbdigitaaltest-599" width="425" height="348"><param name="movie" value="https://s3.amazonaws.com:443/slideshare/ssplayer.swf?id=3903&doc=zbdigitaaltest-599"></param><param name="allowscriptaccess" value="never"></param></object>Classroom 2.0 Blogtag:www.classroom20.com,2007-03-23:649749:BlogPost:222007-03-23T18:12:49.000ZSteve Hargadonhttps://www.classroom20.com/profile/SteveHargadon
Anyone can add a blog post here--and you can keep track of them using your RSS reader!<br/>
Anyone can add a blog post here--and you can keep track of them using your RSS reader!<br/>