Take a few minutes to watch the video, it is just 3 minutes long. Isn’t it amazing how many issues the student is able to communicate and highlight in just 180 seconds? I like how the student used a green ribbon to indicate when real-life statistics were used as the basis for character dialog:
In this podcast I share 45 minutes worth of brainstorming on the subject, “Given all the resources, administrative and parental support needed, how would you imagineer the ideal K-6 classroom learning environment?” Imagineering is a term I associate with Walt Disney and Disneyland, where creative and capable individuals come together to both imagine and engineer new worlds together. Carol Anne McGuire asked me last week to share some ideas with her along these lines, and prior to our conversation later this week I did some brainstorming and created this podcast tonight to clarify some of my thoughts. In the podcast shownotes you’ll find a link to the eighteen different ideas or suggestions I offer in this recording, as well as Stephanie Sandifer’s excellent wiki for “Designing the 21st Century Global Learning Environment.” As always I welcome your comments and feedback on the ideas of this podcast.
Podcast276: Imagineering the Ideal K-6 Classroom Learning Environment (Part 1) [46:40m]: Play Now | Play in Popup | Download (804)
Ed.VoiceThread (accountable environment for students and teachers to create VoiceThreads for school with individual accounts)
Consider setting up a “Team Curiosity Blog” to which both students and teachers can post using a locally-hosted copy of Wordpress. What are you curious about today? What are you wondering based on things you’ve read, seen, or heard?
WikiMapia is a “wiki meets Google Maps” mash-up intended to be used as a digital geographic encyclopedia reference tool. In its current incarnation, WikiMapia is a little rough around the edges, but keep this site on your list of potential teaching tools.
Here’s how WikiMapia works: Key landmarks, such as Rainbow Arch in Utah, the Leaning Tower of Pisa in Italy, or the Pyramid of the Moon in Mexico, are identified on the map. Each landmark has a Flickr type notation (this is the wiki part) which anyone can edit or contribute information related to that landmark.
Placeopedia is an open source mash-up of Google Maps and Wikipedia. Using this site, students can connect existing Wikipedia articles with their corresponding location on the map, and then make use of the community generated database to “browse, use, or syndicate the whole lot.”
The Association of American Geographers (ARGUS) have compiled a myriad of geography teaching materials along with a text which contains 26 case studies that illustrate major geographic concepts, transparency masters, a teacher’s guide, and an interactive CD.
These are just a few of the many digital resources available on the web that can provide teachers with the building blocks and ideas to integrate geographic literacy and skills into their curriculum.
I’ve been sorting, digitizing, filing and discarding handouts and brochures from conference events I’ve collected the past few months, and ran across a “Talking Points” handout from the National Center for Women and Information Technology (NCWIT) titled, “Why should young women consider a career in Information Technology?” The handout itself is available as a printable PDF file, and their accompanying website includes info from the handout as well as additional links. I found the following suggestions in response to the question “How can a young woman prepare now for a career in IT?” most interesting. NCWIT suggests the following, which are equally applicable for young men as well as young women:
Get creative with computers. Explore computer programming with Scratch or Alice (available for free at scratch.mit.edu or alice.org).
Keep taking math classes. Math skills are important in many jobs. Taking these classes will help her keep her options open.
Take computer science courses. If they are not offered at her school she may find them at a local community college.
Study art, language, science, and music. IT employers look for well-rounded employees.
Join after-school computing or technology clubs. Also look for summer computing camps. They’re fun, and she will learn new things.
In reference to the first recommendation, “get digitally creative,” the NCWIT website also suggests the program SiMPLE to make games, change photographs, produce special effects, and more. The SiMPLE website describes the program as:
a Free beginner-friendly programming language for kids (and adults) who are looking for a new way to have fun with their computers.
To this list, I would also suggesting adding “Begin and continue building an online digital portfolio which communicates projects, skills, and experiences reflecting digital creativity.” Part of managing an online identity, in my view, is proactively and safely creating virtual spaces which accurately reflect what we know and can do. I’m really looking forward to H. Songhai’s presentation for the 2008 K-12 Online Conference titled, “What Did You Do In School…?” I’m expecting he’ll build on some of the ideas he shared in the January 2007 video “Perspectives on classroom blogging video.” I previously just published this video on my own blog, but to share these ideas with a wider audience I’ve gone ahead and published this to blip.tv:
I resonate with all the ideas shared in this video, but particularly those from H. Songhai about our need to help our students create meaningful artifacts from their school careers which reflect what they have done and know, as well as what they CAN do in authentic ways. Bob Sprankle discussed this idea as well in his 2008 BLC presentation “Podcasting with Purpose.” Bob tells the story of finding his 4th grade report card and wanting more information about what his grades actually meant. Bob recommended Frank Smith’s “The Book of Learning and Forgetting” in this context, which I have not read yet. I’ve added it to my own Amazon wish list!
This past weekend as our family trekked across part of I-40 returning from the XIT Rodeo and Reunion in Dalhart, Texas, we faced again the “consume or create” challenge which digital screens present in our schools, in our homes, and even in our cars thanks to portable digital devices. My eight year old daughter primarily uses our laptops and iPhone/iTouch computers to watch movies and listen to music. Although I’ve introduced her to Scratch and digital art programs like TuxPaint briefly, she almost always self-selects a consumptive or interactive computing program rather than a creative one. (She does love PhotoBooth, but she and her sister reach a creative ceiling fairly quickly with that program.) This is something we are going to keep working on… I need to spend more time in all of these programs myself to get more familiar with them as well as model how they can be used in fun and creative ways. She doesn’t have a peer group outside our family currently to support and encourage her in using these types of programs in creative ways. Our experiences with stopmotion filmmaking this summer at a fine arts camp were great, but that learning community was short-lived. I hope we find other ways to follow the good suggestions from NCWIT in the months and years ahead.
These are my text notes from Amelia May and Paige Mayhew’s presentation “Multiple Intelligences” at the 1 August 2008 Oklahoma A+ Schools conference. MY THOUGHTS ARE IN ALL CAPS.
Howard Gardner spoke at the AP conference recently
- AP is pushing a collegiate model, Howard apparently ticked a lot of people with AP off with the message he shared
Paige: I naturally teach with these multiple intelligences approaches
- it can be more challenging to bring these ideas in at the secondary level
Your own definition of intelligence
- Howard Gardner in his first book “Frames of Mind” defines intelligence as “one’s ability to solve problems and create products valued in one or more cultural settings” (1983)
more recent book in 1998
- “a bio-psychological potential to process information that can be activated in a cultural setting”
- he and we firmly state that all people have all eight of these intelligences
- we will do an inventory today that will help each of us get more in touch with our intelligences
we are being provided with a large white piece of paper, eight different colors of construction paper, scissors and glue sticks
Questions to ask
- is this me, how I look at the world?
Spatial (picture smart)
- thinks in images and pictures
- clear visual images and representations
- knows the location of everything
- fascination with machines and contraptions
Interpersonal
- thinks and processes by relating, co-operating and communicating with others
- leader among peers
- uncanny ability to sense feelings and intentions of others
- understands people, mediates conflict
- organizer, communicator, at times manipulative
- has many friends
Logical-Mathematical
- thinks conceptually
- skilled in reasoning, logic and problem solving
- explores patterns, categories and relationships
- manipulates the environment to experiment in a controlled way
- questions and wonders about natural events
AT THIS POINT I STOPPED TAKING NOTES BECAUSE WE GOT BUSY CREATING A COLLAGE WITH OUR MATERIALS
Other intelligences:
Nature / Naturalist
Word / Linguistic
Musical
Self/Intrapersonal
Body / Kinethstetic
THE PRESENTERS SHARED A PHENOMENAL MULTI-PAGES GUIDE BY INCENTIVE PUBLICATIONS INC. (2003 NASHVILLE) CALLED “CURRICULUM AND PROJECT PLANNER FOR INTEGRATING LEARNING STYLES, THINKING SKILLS, AND AUTHENTIC INSTRUCTION” BY IMOGENE FORTE AND SANDRA SCHURR
- THIS IS AN AMAZING RESOURCE, I WANT TO GET A COPY OF THIS! IT IS SUPPOSEDLY OUT OF PRINT, BUT “BEST OF BOOKS” IN EDMOND IS SUPPOSED TO STILL HAVE SOME. THIS IS AN EXAMPLE OF A GREAT RESOURCE THAT I WISH WAS AVAILABLE DIGITALLY AND FOR FREE. EVERY TEACHER SHOULD HAVE THIS.
Websites referenced and recommended by the presenters:
Learning Styles take your test.
Information about learning styles and Multiple Intelligence (MI) is helpful for everyone especially for people with learning disabilities and Attention Deficit Disorder. Knowing your learning style will help you develop coping strategies to compensate for your weaknesses and capitalize on your strengths.
I SAW THE TED TALK “MARTIN SELIGMAN ON POSITIVE PSYCHOLOGY” THIS WEEK ON MY IPHONE, AND REALLY LIKED WHAT HE SAID ABOUT HAPPINESS AS WELL AS POSITIVE PSYCHOLOGY. SELIGMAN SAYS RESEARCH INDICATES THERE ARE THREE TYPES OF HAPPINESS: EMOTIONAL, FLOW/ENGAGEMENT, AND MEANINGFULNESS. THIS HAS TIES TO MULTIPLE INTELLIGENCES CLEARLY. THE EXTENT TO WHICH WE ARE ABLE TO EXERCISE, DEVELOP, AND DEEPEN OUR USES OF THE INTELLIGENCES WHICH WE ENJOY HAD POSSESS MOST SIGNIFICANTLY IS SURELY A BIG CONTRIBUTOR TO OVERALL HAPPINESS.
These are my notes from Dr. John Feaver’s opening remarks at the Oklahoma A+ Schools Conference on August 1, 2008: Getting to the Heart of Creativity. Dr. Feaver is the President of the University of Science and Arts of Oklahoma, and the chairman of the education committee of The Oklahoma Creativity Project. I recorded this session, Dr Feaver gave me permission to share his remarks, and I share that later as a podcast. These are quick, unedited notes, MY REFLECTIONS ARE IN ALL CAPS.
We are managers of learning
We need to provide competent and comprehensive educational opportunities for our students
what requires us to think creativity?
how do we inculcate creativity in our students?
Don’t ask me. I’ve spent my life in the academy and I have not arrived at a formula.
I THINK THERE IS A GOOD ANSWER TO THIS QUESTION. A+ SCHOOLS. THE A+ SCHOOLS INSTRUCTIONAL PHILOSOPHY AND WHOLE-SCHOOL REFORM APPROACH TO ARTS-INTEGRATION ACROSS THE CURRICULUM IS A SPECIFIC, RESEARCH-SUPPORTED METHOD TO ENCOURAGE AND SUPPORT CREATIVITY WITH STUDENTS.
A number of conditions must be present. (I won’t go into those today.)
It must take in the processes of the mind, how the mind works. Those range between extremes, absolutes, polar opposites: order and disorder, engagement and disengagement, control and freedom, security and adventure. We range between those extremes
In between those you arrive at a point of balance where creativity is encouraged
- you arrive here through a process of wandering
- reject the worship at the altar of any of those extremes
- wandering with a joyful enthusiasm
wandering between clumps of data, information and knowledge in the effort to try and find relationships between those clumps
- connecting, disconnecting those clumps
- deconstructing and reconstructing them
- reconfiguring
- wandering
I LIKE THIS METAPHOR OF LEARNERS AS WANDERERS
A+ Schools has provided you with lots of “clumps today”
- I invite you to wander today among all these clumps of data, information and knowledge
- as you wander, you must have this as a frame of reference: You will share and inculcate it within your students
I DON’T PARTICULARLY LIKE THE WORD “INCULCATE.” I MET DR. FEAVER AFTER THIS SESSION AND WILL BE DELIGHTED TO HAVE AN OPPORTUNITY TO FOLLOW UP WITH HIM WITH REFERENCE TO THE OKLAHOMA CREATIVITY PROJECT AND SPECIFICALLY THE ADVOCACY POSSIBILITIES FOR EDUCATION COMMITTEE OF THE PROJECT.
This podcast is an interview with Lars of Lego Education on the vendor floor at NECC 2008 in San Antonio, Texas, discussing the recently announced “WeDo Robotics” product designed for elementary students ages 7-11. According to the official Lego Education press release, WeDo Robotics “redefines classroom robotics, making it possible for primary school students 7-11 years of age to build and program their own solutions. Bridging the physical world, represented by LEGO models, and the virtual world, represented by computers and programming software, LEGO Education WeDo Robotics provides a hands-on, minds-on learning experience that actively involves young students in their own learning process and promotes children’s creative thinking, teamwork, and problem-solving skills – skills that are essential in the workplace of the 21st century.” Unlike the Lego NXT robotics kits, WeDo robot models remain tethered to the laptop computer running the iconic software program which controls the robot. WeDo is being released in North America in January 2009, and its software program runs on Macintosh OS X, Windows, and the XO Laptop’s “skinny Linux” operating system.
Podcast267: A Discussion about Lego WeDo Robotics at NECC 2008 (Coming in January 2009 to North America) [20:00m]: Play Now | Play in Popup | Download (930)
Today was day 2 of our July Celebrate Oklahoma Voices workshop for educators, and this afternoon’s agenda involved three hours of (almost) uninterrupted work time for teachers, administrators, and librarians participating in the workshop. In the first day and a half of our workshop, educators learned:
In addition to helping teachers with their questions, I took this opportunity to explore and utilize JumpCut to create my first-ever online edited digital story titled “Jim Thorpe: An American Athletic Legend.”
I do love iMovie and am fairly enthusiastic about PhotoStory3 (as enthusiastic as I probably can get about a free Windows-based application) but I’ve been yearning for a web-based video editing solution for digital storytelling that will function the same on Windows, Macintosh, and Linux computers. I heard about Jumpcut several years ago and have had it listed as one of several web-based video editing solutions on my main digital storytelling workshop curriculum wiki, but until today I’d never actually taken the time to create a full digital story with it.
Overall, I am VERY pleased and impressed with JumpCut. It does not appear filmmakers have the ability to customize the Ken Burns effect in JumpCut videos like you can do with PhotoStory3 and iMovie, which is a big shortcoming, but in general the functionality is excellent for projects like ours in Celebrate Oklahoma Voices. We use Audacity to create the entire background audio track for the digital story and then sequence/time still photos to accompany that audio track. JumpCut works great for this type of workflow.
I’m eager to experiment more with JumpCut. I’m not sure if we’ll ever entirely abandon client-side video/photo and digital storytelling software programs like PhotoStory3 and iMovie, but it is certainly powerful to find a free, web-based tool like JumpCut which “just works” to do the things we need from a basic filmmaking perspective. The fact that Yahoo owns JumpCut is hopefully a good sign that the site will be around for awhile. I wonder if we’ll see Google create or buy a web-based digital storytelling tool/site like this at some point? Our COV advisory committee has been discussing the possibility of offering several one-day workshops starting next spring around our state which would focus on using free web-based tools like GabCast and JumpCut along with existing technology tools like phones and cell phone cameras to create digital stories. Currently our COV project participants pay $150 and receive approximately $500 in technology equipment in what we term “a digital backpack.” It certainly IS exciting and beneficial to have “new technology toys” to use and learn about, but from a scalability standpoint it will be good to look at less costly (and even free) approaches to digital storytelling which can be shared with even larger audiences. Of all the equipment in our current digital backpacks, I think the Olympus digital audio recorder is the most valuable. I just wish it recorded directly into mp3 format instead of windows media audio! (That way we could ditch Switch software and the need to convert that audio before using it in Audacity.)
I’m quite enthused with JumpCut. Other web-based digital storytelling tools I’ve heard of but not used extensively include EyeSpot, Viddler, and Motionbox. I’m not sure if these three sites offer functionality similar to JumpCut or not. (I need to read and study Alan Levine’s Storytools more closely!) He lists JumpCut under the category “Video Tools” which “allow upload, editing, and remixing of video to create new content, playable through a web page.” He also includes SplashCast and JayCut, neither of which I’ve tried yet. For our project, tools like VoiceThread, DigitalStoryteller, and BubbleShare won’t work because they are limited to audio narration tied to a specific image. We need the functionality (which JumpCut supports) to import an entire audio file as background, and then sequence/time those photos as desired while adding some effects like Ken Burns.
Tomorrow our project participants in both our workshop locations (the Oklahoma Heritage Association and the Oklahoma City Public Schools administration building) will be uploading their completed videos to our Ning learning community site. It will be “showtime!” My 4 minute digital story about Jim Thorpe isn’t earth shattering or amazing content-wise, but it certainly is a big leap forward for me personally since it was edited entirely online!
To learn more about Jim Thorpe, who truly was one of the greatest athletes who ever lived, read the current WikiPedia article for him. I used paragraphs from that article in my digital story, and indicated these were read at the conclusion of the story. The story of Jim’s life is both inspiring and tragic. How sad that his Olympic medals were not restored to him until 30 years after his death.
In addition to creating this digital story this afternoon, I also created several resource lists for our project participants which you are also welcome to use. These address Music and Audio Resources for digital stories as well as Copyright and Fair Use issues. I created these as “list pages” on our project’s Google site, and I REALLY like the functionality of this page type.
This podcast features a recording of David Thornburg’s NECC 2008 presentation “Open Minds, Open Education, and a View of Open Culture.” The official conference program description and purpose / objectives for this session were: This talk explores how open education and culture are supported by 1:1 computing facilitated with open source tools, worldwide. True universal access, worldwide, requires innovation in hardware and software. Linux and open source software play a critical role here. In addition, a shift toward a more education-friendly copyright scheme (such as creative commons) is essential in opening up the educational process for all. As liberty, equality, fraternity becomes rip. mix and burn, the remixing of educational content by teachers and students alike is quite powerful. Most importantly, the cultural elements of education around the world can finally be addressed in ways that build true understanding and appreciation for the disparate peoples of the world.
Podcast266: Open Minds, Open Education, and a View of Open Culture by David Thornburg (NECC 2008) [61:30m]: Play Now | Play in Popup | Download (888)
Warning: This is an Internet-released film and as such does not have a “rating.” As Miguel Guhlin points out in his comment, the sexual reference for “the hammer” is both surprising and out-of-place to an extent– It certainly earns this film a “not appropriate for young kids” rating, I think. Full disclosure: I had watched just Act I before posting this to my blog. Mistake. Should have watched the entire thing first. Live and learn… I’m still learning. So, be warned… This is NOT appropriate for a student audience. This is the NPR article/episodeDoug Johnson referenced in his comment. I came VERY close to deleting this entry, but… probably better to leave it and offer this as a learning moment for everyone, myself included. This IS IPTV. No Motion Picture rating system. While one aspect of this is positive and empowering, another is anarchic and rather dark. Now, on to my original post…..
Amazing creative work is one result among many of the recent Hollywood writer’s strike. Case in point: Dr. Horrible’s Sing-Along Blog. Think “corny but very witty musical distributed FREE via the web.” Featuring a love triangle including Dr. Horrible, Captain Hammer, and the cute girl from the laundromat, this is an epic short-film you won’t want to miss.
Once upon a time, all the writers in the forest got very mad with the Forest Kings and declared a work-stoppage. The forest creatures were all sad; the mushrooms did not dance, the elderberries gave no juice for the festival wines, and the Teamsters were kinda pissed. (They were very polite about it, though.) During this work-stoppage, many writers tried to form partnerships for outside funding to create new work that circumvented the Forest King system.Frustrated with the lack of movement on that front, I finally decided to do something very ambitious, very exciting, very mid-life-crisisy. Aided only by everyone I had worked with, was related to or had ever met, I single-handedly created this unique little epic. A supervillain musical, of which, as we all know, there are far too few.The idea was to make it on the fly, on the cheap – but to make it. To turn out a really thrilling, professionalish piece of entertainment specifically for the internet. To show how much could be done with very little. To show the world there is another way. To give the public (and in particular you guys) something for all your support and patience. And to make a lot of silly jokes. Actually, that sentence probably should have come first.
Act 1 was released Tuesday, July 15th. Act 2 was released yesterday, Thursday, July 17th. Act 3 will be published Saturday, July 19th. All three acts will remain online until midnight Sunday, July 20th. Then? It will still be available for sale on iTunes ($1.99 per episode) and in DVD format with extended features.The publish-at-will era is here, even for (and perhaps especially for) creative writers and actors who may be (at least for a time) out of work. Entroute to the 2007 EduComm conference I heard from someone with EventDV Magazine that we’re just five to ten years away from most teenagers watching more basement or garage-created IPTV shows than primetime television shows. As telecommunications media convergence continues, the opportunities for creative individuals like the writers, actors and producers of “Dr. Horrible” to publish inexpensively for a global audience will continue to multiply. This online musical is a case in point.It’s amazing what can be created when innovative folks get together and have some time on their hands. Check out the musical! Run time for Act 1 is 13 min, 48 sec. Act 2 is 13 min, 7 sec. It’s free through July 20th! :-)Thanks to Josh for the heads up on this! (I’d link to Josh’s blog or other website, but amazingly he doesn’t have one yet! Time to start managing your online identity, Josh…..)
This podcast is a recording of a session I shared on July 9, 2008, at the Missouri Distance Learning Association’s Annual Conference in Osage Beach, Missouri, titled “Digital Learning Objects on the Open Web.” The ideas shared in this session were strongly influenced by Karen Fasimpaur’s February 2008 presentation at NCCE titled “Free Content + Open Tools + Massive Collaboration = Learning for All.” The official conference program description for this session was: The Internet’s world-wide web offers unprecedented access, publication, and collaboration opportunities for connected digital learners. In this session we will explore the dynamic world of digital learning objects, paying particular attention to the ways learning objects can be effectively integrated into existing course curriculum and student assignments for both K-12 and higher education learners. We will also explore the educational ethic of publishing content on the open web, which contrasts sharply with traditional notions of limiting access to content and ideas by sharing on a closed web via login-restricted learning management systems like BlackBoard, WebCT, or Moodle. Creative Commons licensing is playing an important role in the continued evolution of the digital learning object landscape, and a case will be presented for encouraging learners at all levels to both utilize as well as contribute to learning object collections shared under permissive Creative Commons licenses.
This podcast features a recording of Dr. Mitchel Resnick’s NECC 2008 presentation “Grassroots Creativity: Helping Everyone Become a Creative Thinker.” This session was shared on July 2, 2008 in San Antonio, Texas. Dr. Resnick is a professor at MIT and works at the MIT Media Lab with some of the most innovative and creative thinkers in the world focused on learning and education. The official conference description of this session was: In today’s fast-changing society, everyone needs to think creatively. I will discuss new technologies from MIT Media Lab that help students develop as creative thinkers. When people think about creativity, they often think about people like Mozart, Picasso, Curie, and Einstein, people who transformed their fields with radically new ideas and creations. But creativity is not only for the select few. In today’s fast-changing society, everyone needs the ability to come up with creative solutions to unexpected everyday problems. Our research group at the MIT Media Lab has been developing a family of educational technologies, including Scratch (scratch.mit.edu) and Crickets (www.picocricket.com), with the explicit goal of helping students develop as creative thinkers. In this presentation, I will discuss the ideas and strategies underlying these new technologies, and I will present case studies of how students are using these technologies to create, invent, experiment, explore – and become more creative thinkers.
Podcast264: Grassroots Creativity: Helping Everyone Become a Creative Thinker by Dr. Mitchel Resnick [55:50m]: Play Now | Play in Popup | Download (973)
In mid 2006 new resident DanCoyote Antonelli envisioned a completely new art form in Second Life, the Hyperformalist live peformance.
Based on this vision he created the ZeroG SkyDancers and recruited other residents interested in bringing performance to the next level in Second Life.
By combining choreographed dancers, cutting edge attachments and original music DanCoyote set the standard for live performances.
The routines include dancers moving in practiced patterns while wearing attachements which create synchronized visual effects. Typically performed in darkened venues, the sky dancers remain generally invisible throughout their performances.
The resultant effect of combining audio, visual and movement effects has been universally acclaimed by audiences throughout Second Life.
Act 1: The birth and development of consciousness
During the performance the perspective of us as an audience was continually changing and moving, as the skydancers moved around the stage.
The stage was like a theater in the round, reminded me of Star Wars and the performance in Episode III which is Palpatine watching when Anakin comes to talk with him. Very ehterial, fluid, at times disorienting, magical.
The combination of music with the movement of the avatars was at time reminiscent of Native American dances I have seen.
Like some artistic dance performances I’ve seen and experienced in the past, this has a very etherial feel to it. Because the dancers are able to fly and move in ways that are impossible in real life, however, there is a real mystical and magical quality to this…
I think we have reached the finale, but I don’t think think the F2F audience here in Missouri realizes that we are supposed to be clapping!
This is really not an event or experience that I think I can adequately communicate about with text and static images
Now DanCoyote is going to introduce each of the skydancers individually…
- some are 2nd and 3rd generation skydancers. I’m not sure what that means…
- some of the skydancers are also members of the Second Life Ballet
Wow. This was an amazing conclusion to the conference. Certainly unlike any other conference closing keynote I’ve seen or experienced!
Anyone willing to record these lyrics to Nickelback’s music and post it online? (Sadly I don’t think this would qualify as fair use. Maybe the recorder could obtain their official permission for an Internet-published remix?) Any songwriting educators want to take up this challenge? Kevin Honeycutt?
Several months ago, during an iChat text exchange with Marco Torres he suggested I record a short video outlining the 21st century literacy skills I believe our students need to have as they enter the workforce. This afternoon (at long last) I recorded a 14 minute video and posted it to Google Video on this subject. The keys, in my view, are helping learners of all ages regularly create, communicate, and collaborate with digital technologies as they further develop their higher order thinking skills.
Wesley Fryer is the author of Moving at the Speed of Creativity. DISCLAIMER: The opinions expressed herein are my own and not necessarily those of my employer. I am wfryer on Diigo.
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