Celebrate Australia Day!

Each year, when school returns we are immediately plunged into Australia Day celebrations – and at such a busy time of the year!

Below are some terrific resources that require little preparation, so you can grab and go and impress your new class with exciting and informative lessons.

The ABC has a terrific page full of news and information about Australia Day, suitable for high school students, with a special focus on our Australian of the Year. Find out how Australia Day is celebrated, read about what the day means to others, and explore what it is like to be a young Aussie living in a regional area.

2014-01-24_1458Explore with students how they each celebrate Australia Day, and then use the Australia Day website to explore how people across the nation celebrated. This site also features Australian history, teaching resources and digital learning objects for students to complete.

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Celebrate by sharing some wonderful Australian literature; this Pinterest board links to a number of titles, for younger and older readers, which would be great to share, as we reflect on our heritage and celebrate all that it is to be Australian. Many of these titles are available to borrow from the ResourceLink library for those who work in Brisbane Catholic Education, or to download from our BCE Digital Library.

Simple printable activities for early years’ students are available for download here. Rather than simply colouring the images in, why not have the students find photos of the flora or fauna online, and try to replicate their colours as closely as they can, or colour, cut out and create simple jigsaw puzzles to test their friends?

Why not search Trove for a fantastic range of photos, articles and digitised resources that show students how Australians have celebrated this day throughout history? A classic example is this photo reported to have been taken on the ‘first Australia Day’ in 1901:

  1. A.N.A. Day 1901. The first Australia Day  Colquhoun, James, fl. 1896-1915, (photographer.)

    A.N.A. Day 1901. The first Australia Day
    Colquhoun, James, fl. 1896-1915, (photographer.)

     

There are so many ways to explore and celebrate Australia Day – why not share your ideas and experiences in the comments?

Postscript:

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A wonderful colleague has alerted me to the fantastic wealth of resources available on the TES Australia website; with links for Primary and Secondary learning activities, video clips such as the one below and links to other resources, it is definitely one to check out.

Running a Maker Faire: Good Hard Fun at St Joachim’s

After being inspired by our fantastic day working with Gary Stager and Sylvia Martinez at the Invent to Learn day hosted by Brisbane Catholic Education (which you can read about in the earlier post, Resourcing the Maker Movement, my colleagues and I decided to run a Maker Faire at one of our schools. Being based at ResourceLink, I began creating kits of resources and equipment that we could use to run the Maker Faire, and which could then be borrowed by schools who wish to investigate using this style of hands on learning.

Running the Maker Faire

The plan was to run the Maker Faire at St Joachim’s, Holland Park West, where we could work with the Teacher Librarian who had also attended the Invent to Learn day, to introduce the Year 5,6 & 7 students to a range of hands on activities based on the ideas in Invent to Learn.

We organised the students into groups of 8, and timetabled them to spend about one hour on each of the activities, which they would rotate through throughout the day. cardboard alley

One space, ‘Cardboard Alley’ was open for the students to visit at any stage during the day, and offered the students the opportunity to use Makedo and Rolobox equipment with a huge assortment of cardboard boxes of all shapes and sizes. This was an important option, as it provided students a place to go and recharge if they completed an activity early, or if they just needed a ‘brain break’ from the more challenging activities.

During the Maker Faire, the students had fun with:

Lego WeDo – an introduction to Lego engineering and robotics, Lego WeDo allows students from Year 3 and up to build and program simple models such as cranes, cars and ferris wheels. Using either the Lego WeDo software, or the free programming app Scratch, students can experiment and develop skills in  language and literacy, math and technology, as well as enhance their creativity, communication and design skills.

lego

Arduino – Arduino is an open-source electronics  platform based on flexible, easy-to-use hardware and software. Using Arduino, students can write simple programs using  Arduino open source software to create projects using motors, gearboxes, speakers, LEDs, switches, cases and many other electronic parts.Projects can be as simple or as complex as you wish, suiting users from Year 5 and up.

arduino

Makey Makey – allows students to turn everyday objects into touchpads and combine them with the internet. Simply use the supplied wires or alligator clips to connect any type of everyday item (such as fruit, plants, coins, play dough etc) to the Makey Makey board, and then plug the board into the computer, and you are able to interact with the computer by way of the attached objects. Students love playing computer games using fruit as the controllers!

makey

Squishy Circuits- by combining conductive and non-conductive dough with a battery pack, leds, small motors and buzzers, students are able to create innovative simple circuits of any shape. A fascinating way to learn about circuitry and basic electronics.

squishy

Interactive Cardcraft- students were able to make light up greeting cards by using conductive paint and copper tape along with led lights and small batteries to create simple circuits on the cards. The challenge was to apply their understanding of circuits and switches to the real-life application of the greeting card.

paper

Interactive Wearables – Using ideas from this wonderful soft circuits booklet, students created brooches and arm-bands that lit up by sewing circuits using conductive thread, copper tape, batteries and led lights. While the sewing was challenging, so too was the application of their understanding of simple circuits to another practical challenge.

wearables

During the day, the students had so much fun. Their smiles, their engagement and the question ‘is this really school work?’ was evidence that the Maker Faire was a big success. However, not only did the students have fun; they also learnt so much about circuitry, programming, robotics and simple electronics, as well as developing their creativity, their problem-solving strategies and their ability to collaborate and work together. We encouraged the students to ask each other for help, and to share their successes and failures throughout the day. Listen to the conversations the students are having during this short video:

Constructing the Invent to Learn kits: advice for libraries wishing to resource Maker Spaces

When creating the kits for the Maker Faire, I purchased equipment from a range of different outlets. As a library, ResourceLink cannot supply the consumable equipment required for these kits, and so I created detailed lists of what was included and what the user needed to supply in order to run the activity successfully. This information is included in each kit on a laminated card (copies of which you can download below). I also included where possible printable information and instruction cards, which you can download also from the links below. Being based in Brisbane Australia, please note that some of the suppliers are locally based, however some of the online retailers ship all over the world.

Cardboard Construction:

Click on the image to download a printable pdf version.

Click on the image to download a printable pdf version.

Click on the image to download a printable pdf version.

Click on the image to download a printable pdf version.

Squishy Circuits:

Click on the image to download a printable pdf version.

Click on the image to download a printable pdf version.

Makey Makey:

Click on the image to download a printable pdf version.

Click on the image to download a printable pdf version.

Arduino:2013-10-30_1217_001Lego Engineering:2013-10-30_1217_002Interactive Papercraft:2013-10-30_1217_003

Links to all of the resources you could possibly need to learn more about Maker Faires and creating maker spaces in a library are available on the ResourceLink Pinterest Board, Makerspaces and STEAM in Libraries or Anywhere, and also curated on this Pearltrees site.

For those who want to try running their own Maker Faire, I can only say: Go for it! The learning, the enjoyment and engagement is well worth the organisation, and the equipment is really not as costly as you would imagine. Start small, and build up. You may be surprised at what your school already owns, once you start investigating! For those in Brisbane Catholic Education, borrow these pre-made kits as a ‘try before you buy’ – contact ResourceLink find out how you can borrow these new resources today!

Resourcing the Maker Movement – ResourceLink ventures into the Makerspace!

This title is available to BCE staff to borrow through ResourceLink, or to purchase online through Amazon.

This title is available to BCE staff to borrow through ResourceLink, or to purchase online through Amazon.

This is the first of two posts on the Maker Movement – inspired by a recent visit to Brisbane Catholic Education by two educational leaders, Gary Stager and Sylvia Martinez.

Their ‘Invent to Learn ‘ day inspired the twenty or so fortunate educators who were participating in their workshop, including myself, to take up the challenge and bring hands on tinkering and making to learning.  Gary and Sylvia gave a fantastic overview of why the ‘maker movement’ is such a powerful way to bring learning to life in the classroom, before setting we teachers loose at a range of learning stations, where we could see for ourselves the enjoyment and reward of ‘making’, as well as the clear connections this hands on learning has for Maths, Science, Technology, The Arts, English and more.

Inspired by this day, we decided to plan a ‘Maker Faire’ for students at one of our schools, and how we did this and what happened will form the second ‘maker movement’ blog post. This post focuses on some of the many wonderful resources already available for teachers who wish to learn more about how to bring about this learning in their classrooms, and why it is so powerful.

The books mentioned in this blog post are all available for sale online, but are also available to borrow from the ResourceLink library for staff of Brisbane Catholic Education.

The seminal text in this area is of course Stager & Martinez’s recently published ‘Invent To Learn‘. Accompanied by a fantastic website, the book begins with ‘an insanely brief and incomplete history of making’, which brings readers up to date with the work of Jean Piaget and Seymour Papert, exploring the Reggio Emilia Approach and highlighting how hands on learning has featured in classrooms during many periods of history, but has never been as accessible as it is now:

‘Today we have the capability to give every child the tools, materials and context to achieve their potential…thanks to the personal fabrication and physical computing revolution… unencumbered by the limited imaginations of today’s education policy makers.’

Stager and Martinez provide not only theory and sound arguments for why kids learn better by making – they also provide strategies, advice and resources for teachers who want to bring making into their classrooms.

The maker movement is all about hands on – and so the first titles that were added to our library’s collection are ones that inspire exciting, innovative and ‘dangerous’ projects – just the thing for those looking for something to make or do.

Unbored is available to BCE staff for loan from ResourceLink and available for sale online.

Unbored is available to BCE staff for loan from ResourceLink and available for sale online.

Unbored is a huge resource. According to the introduction by Mark Frauenfelder, co-founder of Boing Boing,

‘it is the first kids’ book to truly encourage a hands on approach to creating a personally meaningful life –  a powerful antidote to those forces that constantly try to shape us into passive consumers of pre-made reality.’

With Chapters devoted to you, home, society and adventure there are over 350 different activities, games, challenges, story excerpts, comics and more to keep kids and adults entertained for months.

Visit unbored.net for a sample of activities and ideas from each of the book’s chapters, which are complete with exhaustive resource lists with further reading and websites.

 

50 Dangerous Things is available for loan to BCE staff through ResourceLink, and available to purchase online.

50 Dangerous Things is available for loan to BCE staff through ResourceLink, and available to purchase online.

Another terrific title we have added to our collection is 50 Dangerous Things (you should let your children do) by Gever Tulley and Julie Spiegler. Tulley is best known for his school, Brightworks which is a non-profit private school, currently catering for 30 students. The students learn through a hands-on pedagogical approach where students investigate their own ‘arcs’ – projects of their choosing which have three different phases: exploration, expression, and exposition.

In 50 Dangerous Things, Tulley and Spiegler give explicit instructions (with note paper provided to jot down observations, improvements and new ideas) for 50 wild and crazy things – things that some kids have never even considered trying.

These projects range from mastering the perfect somersault to constructing your own flying machine, and reflect the truly sheltered nature of some childhoods compared to those of 20 or 30 years ago. While some projects are challenging and do require adult supervision (such as changing a tyre or experimenting with fire), others, such as climbing a tree or walk home from school encourage kids to take back the childhood experiences many adults took for granted.

This is available to for BCE staff to borrow from ResourceLink or to buy online.

This is available to for BCE staff to borrow from ResourceLink or to buy online.

For indoor making adventures, we purchased Super Scratch Programming Adventure! – a colourful, graphic based book which gives students step by step instructions for creating different games using the free to download Scratch program, which will run on most basic computers and enables kids to experiment with graphical programming. Scratch was developed and is maintained by the MIT Media Lab, and is a simple tool allows kids to program their own interactive stories, games, and animations — and share these creations if they so choose with others in the Scratch online community.

This video is a great way to learn more about Scratch, directly from one of its creators:

The Super Scratch Programming adventure gives kids a starting point for making different games – and once they have begun coding in Scratch, they are free to iterate, improve and develop the games in complexity and quality. It’s the hands-on ‘getting inside’ of the computer game that empowers kids to explore and take an active role rather than passively consuming pre-created games; it also gives kids a huge kick when others play or interact with one of their own creations!

cc licensed ( BY ) flickr photo by Morten Diesen: http://flickr.com/photos/mortendiesen/8091682612/

cc licensed ( BY ) flickr photo by Morten Diesen: http://flickr.com/photos/mortendiesen/8091682612/

Each of these hands on ideas books are open exciting avenues for teachers – but will your principal let you take this path?

Thankfully, ResourceLink has also added to its collection books that give you the theory and the research that shows that operating in the makerspace is a credible and worthwhile investment.

Two of these books available for loan to BCE staff (and available for sale online) are World Class Learners by Yong Zhao and Creating Innovators by Tony Wagner.

Both of these titles are available to BCE staff to loan or to purchase online.

Both of these titles are available to BCE staff to loan or to purchase online.

Zhao argues that students leaving school today will be entering positions which increasingly require creativity and entrepreneurial skills – and that current educational systems which focus on standards and high stakes testing are not necessarily the best methods for developing these:

…existing evidence suggests at least that tightly controlled standardised curriculum, a uniformly executed teaching approach, narrowly prescribed and carefully planned learning activities, and rigorously watched and frequently administered high-stakes testing do not produce creative and entrepreneurial talents, although they may lead to higher test scores. Zhao, p17.

Zhao concludes that students who have autonomy to follow their interests and passions, who are given the opportunity to produce and create and who are not limited to working solely within the limits of the classroom will have a greater chance of developing the skills and qualities required by a 21st century workforce.

In Creating Innovators, Wagner echoes these findings, identifying schools, colleges and workplaces where cultures of innovation are nurtured through collaboration, interdisciplinary problem-solving and intrinsic motivation. Below is just one of the 60 videos created to support the text. 

The maker movement is innovative, exciting and has so much potential for learners – stay tuned for our next post about how we bring it to life in one of our schools.

Cybersafety – With Great Power Comes Great Responsibility!

Teaching about cybersafety is the responsibility of every teacher. Here in Australia, we are fortunate to be able to access the fantastic services of the Australian Communications and Media Authority, the government authority which has responsibility for the regulation of broadcasting, the internet, radio communications and telecommunications.

Part of ACMA’s role is providing cybersafety education through the Cybersmart Program, which  is designed to support and encourage participation online by providing information and education which empowers children to be safe online. It does this by providing information and resources for children, teens, parents, schools and libraries, as well as running seminars and workshops free of charge for all of these groups.

This is just one example of the terrific high quality video resources available on the Cybersmart Facebook Page.

I was fortunate to participate in a day long professional development opportunity run by Cybersmart, which focused on the modules of Booting Up (getting to know students and their digital behavior), Ethical Online Behaviours (promoting positive relationships and exploring how to deal with various cybersafety issues), The Bottom Line (the roles and responsibilities of teachers when dealing with cybersafety) and Plugging in to the Curriculum (ways to connect cybersafety education to the Australian Curriculum). You can read more about this workshop here.

This blog post will share the information that I gathered during the Cybersmart professional development day, with links to where you can find more information and ideas.

One of the key changes in a contemporary approach to teaching cybersafety is a movement from ‘protecting students’ to students learning to ‘self manage’. This approach acknowledges that prohibition, in the form of blocking sites and banning devices doesn’t work, as students will always get around blocks and filters if they want to. Simply blocking or banning access removes responsible adults from the conversation – it is only when students are using and interacting with technology that opportunities for discussion around ethical and sensible use  arise. It is when students are forced to ‘go underground’ with their technology use, that issues have more potential to escalate.

The potential to connect, share, create and partake of a world of information is at student’s fingertips. How to use this power responsibly is a skill and understanding that today’s students require, and the message ‘just because you can doesn’t mean you should’ is one that they should hear loud and clear from educators.

Through providing students with the opportunity to experiment and take ‘strategic risks’ by using a variety of online tools and devices, students vulnerability to exploitation is reduced – as always, education is the best strategy, enabling students to develop confidence and competence so that if they become involved in an inappropriate or dangerous situation, they are more likely to report to trusted adults and will have more skills to manage the situation.

Even with this proviso, kids will be kids, and it is important for adults to be aware of the types of tools they are using and the positive opportunities and potential risks they present.

According to our ACMA Cybersafety workshop, the current apps and sites are ‘trending’ among young users. Please note these change frequently!

The following have the age limit of 13 in their terms and conditions, but are used frequently by students of year 5 and upward:

InstagramInstagram

What they say: “Capture and Share the World’s Moments. Instagram is a fast, beautiful and fun way to share your life with friends and family.”

What it is:  a huge photo sharing social media site, with over 100 million users – like a visual Facebook.

snapchatSnapchat  -

What they say: “Snapchat is the fastest way to share a moment on iPhone – up to 10x faster than MMS. Control how long you want your friends to view your messages”

What it is:  Send a photo which will ‘self destruct’ after a given time limit to a friend – this is sometimes used to send inappropriate images, as the user believes the image only has a short life on the receiver’s device – however these images may be recorded using screen captures, and then shared with others.

tumblrTumblr

What they say: “Post anything (from anywhere!), customize everything, and find and follow what you love.”

What it is: a photo and multimedia blogging site, where users can share images and videos with others and comment on posts – some students are using this as an alternative to Facebook, which is more likely to be monitored by parents.

keekKeek

What they say: “Create fast, short videos and share them with the world.”

What it is: a social media site where you can create and share videos up to 36 seconds in length, comment on others’ videos and chat with friends.

qoohmeQooh.me

What they say: “Qooh.me is a social site that allows people who find you interesting to ask you anonymous questions so they can know you better.”

What it is:  a site where users can ask each other questions which are completely anonymous.

askfmAsk.fm

What they say : “Ask and answer. Find out what people want to know about you!”

What it is: Similar to Qooh.me, students sometimes share their Ask.fm address  on other social media sites such as Instagram to encourage questions from others.

One site some upper primary and secondary students use which has a 17 plus requirement in the terms and conditions:

kik

KIK messenger

What they say:  “Kik is the fast, simple, and personal smartphone messenger that connects you to everyone you love to talk to”.

What it is: an app that allows users to contact anyone at no cost. Users must know the username in order to initiate a chat with another, however some advertise this information on other social network sites and therefore have many people they do not know contacting them.

In many cases, the default settings on these apps generally are open unless the user purposefully goes in and changes the settings, so if students are using these, it is important for them to know about how to maintain their privacy settings; on each and every app.

What can schools do to develop cybersmart students?

Planning, open communication and positive relationships are all key in managing this area. Even though schools hope they will never have to deal with complex ‘worst case scenarios’ such as students engaging in cyberbullying, sexting or meeting with adult strangers that they have met online, it is important that all staff are aware of the types of behaviours kids can engage,  so that staff are prepared to handle the issues if they ever do arise.

Two key areas teachers must be familiar with are cyberbullying and sexting.

It is important that teachers are aware of the difference between cyberbullying and cyberagression. A lot of behavior is labeled bullying inappropriately, however to deal with these issues effectively, they need to clearly identified, so that appropriate actions can be taken.  Donna Cross has done extensive work in this area, and finds that the differentiating features between cyber bullying and cyber aggression are in the intent to harm, whether the act is repeated and how severe the harm is.

Cyberbullying vs Cyberagression

In cases of cyber bullying, the response of the teacher to a student reporting this issue is key. Most students will report to a parent or teacher, but an additional safety net is to put a link on the school website/learning management system to a web counselor from a site such as kids help line. http://www.kidshelp.com.au/teens/get-help/web-counselling/

Sexting is sending another person an inappropriate sexual image, usually of oneself. It is developmentally normal for students to experiment and push boundaries in this area, but the increase in the act of sexting is due to exposure to our highly sexualized media and in response to peer pressure. It can also be a test of power or trust in a relationship, or may be a sign of a teen displaying at risk behavior (a sign that they are looking for help).

Most common scenarios are between romantic partners (or those they hope to be romantically involved with) and exchange between partners that are then shared beyond the couple.
It is important for teachers and parents to respond in a way that doesn’t demonise technology, and to explore underlying issues, but it is vital that students understand the implications of these actions, especially as they currently carry the possibility of criminal convictions. You can read more here.

Teaching about Cybersafety

The Cybersmart program provides a wide range of resources for students, teachers, parents and libraries. These include interactive online activities, videos, workshops, physical resources and more. Teaching about being cybersafe also fits well into many of the General Capabilities outlined in the Australian Curriculum, particularly Information and Communication Technologies, Critical and Creative Thinking, Ethical Behavior, Personal and Social Competence and Intercultural Understanding.

For those within Brisbane Catholic Education, a range of Cybersmart resources will soon be available for loan through the ResourceLink library. All schools throughout Australia may order these resources for free from the Cybersmart website here.

Please take the time to check out the excellent Cybersmart Website, and think seriously about developing a cybersafety curriculum for your school – the possibilities of technology are wonderful, but as Spiderman says, with great power comes great responsibility!

e
spiderfront / CC BY 2.0

Book Review: Educating Gen Wi-Fi by Greg Whitby

Educating Gen WiFi Book Cover To many in Catholic Education, Greg Whitby is better known as the Executive Director of the Parramatta, however his passion for 21st century learning, and for changing schools to meet the needs of today’s students is known to any who read his blog, Bluyonder, or follow him on Twitter (@gregwhitby). He has crystallised his thoughts on this in his recent publication, Educating Gen Wi-Fi, which extensively describes the challenges for schools who still operate in the ‘factory model’ of the 19th century, and some ways in which some schools have answered this challenge. With extensive case studies and chapters addressing who today’s learners are, learning spaces, assessment and parents as partners in learning, it is an easy to read book for anyone interested in education, but specifically for those who are keen to make a change to their ways of operating in the school arena.

The book begins with  a whirlwind tour of the development of education from Ancient Greece to present day. Whitby challenges readers with the fact that ‘we cannot continue to deliver an ‘analogue’ 20th century curriculum when the world is ‘digital’, exploding with information that can be accessed by increasingly smaller and more powerful mobile devices’ (p.50).

Heppell quote

cc licensed ( BY ) flickr photo by _Fidelio_: http://flickr.com/photos/photogaby/4418959970/ edited using Instaquote

Whitby speaks about the use of digital tools to share learning to a real and worldwide audience, and the ability to harness this sharing of learning through the development of Personal Learning Networks via platforms such as Twitter. He explores how students today need to be critical thinkers and be able to analyse, evaluate and remix information in order to solve problems. As technology has flattened our world, there is an increasing the need for global literacy, as we work and play with others across the world.
The increased use of technology brings about challenges for schools, one of which is the need to develop a sense of digital citizenship within students and staff. The common solution for many schools faced with issues of cyberbullying and distraction by social media is to ban access to sites and tools such as mobile phones. Whitby argues that this is forcing an old model onto new learners – and that the connected learners of today should be encouraged and indeed able to use the tools that are most natural to them in their learning. He argues it is up to teachers to develop their skills and comfort levels with technology, and to harness these powerful tools that students use so naturally in their everyday lives.

The diversity of learners in schools today is one issue that is handled very well with technology. It allows teachers to collaboratively construct curricula that meets the needs of learners at a variety of levels, and indeed Whitby even suggests that the learners themselves should have input into what and how they learn – something leading educators such as Ewan McIntosh, and his work with Design Thinking echo.

It’s not just a room full of computers and tablets that makes for 21st century learning. Whitby makes it clear that it is the relationships between teacher and student, and the strength of the pedagogy that truly makes the difference. He bases these claims on the work of John Hattie, as well as his personal experience of over 30 years in education. Teachers should embrace new technologies as just another resource in their arsenal – and let student learning drive the focus rather than technology.

Learners

cc licensed ( BY ) flickr photo by zoonabar: http://flickr.com/photos/zoonabar/3371660691/ edited with Instaquote

When it comes to assessment, Whitby is a great proponent of learning portfolios, and questions the place of external exams such as Naplan. Rather than focusing on teaching to the test, he believes that students who are encouraged to develop their critical thinking and creative skills through broad and engaging pedagogy will enable students to achieve in all manner of assessment. He is also quite critical of how the media and public relations generally focus purely on academic results, ignoring the many other terrific achievements that occur in schools, as well as the achievements and contributions made by those students who do not follow the academic path, but choose a vocational route. Emphasis on traditional areas of education such as numeracy and literacy narrows the focus and denies the outside world a true view of the many areas schools support.

Another area addressed by Whitby and one that is mentioned frequently in the research around contemporary learning is the influence of open and flexible learning spaces, which allow teachers and students to work collaboratively and in many different ways. A number of case studies illustrate how schools can be redesigned physically to allow students and teachers to escape the four walls of the traditional classroom. He writes also about the positive impact of close collaboration with parents, and how new tools including social media can be used to communicate and inform parents.

Whitby closes the book by reviewing the commonly held myths about the type of change in educational landscape he is suggesting. Responses commonly heard in the media and in carpark gossip including ‘it’s been done before’ and ‘the curriculum won’t allow it’ are addressed comprehensively. He suggests that hard questions need to be asked, and that for schooling to change, we must once and for all move beyond the information transmission model, a model that is clearly outdated in the age of Google.

Questions

cc licensed ( BY SA ) flickr photo by alexanderdrachmann: http://flickr.com/photos/drachmann/327122302/ edited with Instaquote.

This book is an excellent overview and introduction to the challenges facing schools today. While some educators who remain informed about changing technology and who are actively implementing new ways of teaching and learning in their schools will find nothing new, for those who are just beginning the journey, or who want to find the words to express the impact of these changes to others, it is certainly a worthwhile read. The evidence he provides through the many case studies demonstrates the amazing things that can be achieved with creativity and vision, and hopefully schools will continue to take on this challenge and provide engaging, relevant and rigorous learning for this connected generation of students.

Making Inquiry Mobile – Apps for Inquiry Learning

Inspired by the work happening at St Oliver Plunkett Cannon Hill  (which you can read about here), I decided to undertake further exploration into how iPads might support inquiry learning. A followup post will take this one step further, focusing on using the inquiry learning process to frame workflows to stimulate deep and authentic learning.

The model of inquiry I chose to use was the LADDER model, which I developed several years ago in an attempt to create a model which had an easy to understand language that both students and teachers could understand.

What is LADDER?

The LADDER model takes it name from the stages of the process, which are not linear, but iterative, as learners work through the process of creating responses to the inquiry question. The stages are:Launch, Access, Develop, Demonstrate, Evaluate and Reflect.

Ladder

Linking apps to the inquiry process

Let’s examine each stage of the model more closely, and identify apps which might be useful during this phase.

L = Launch

The launch is a time when an area for inquiry is established. Initiated either by curriculum demands or student interest, a topic or issue is introduced and students are immersed in the content and context of this. Students’ prior knowledge of the topic is elicited, and ideas and planning for how the inquiry will take shape occur with varying levels of teacher support. During the launch phase, apps that provide immersive material such as images and videos, as well as brainstorming and mindmapping apps come to the fore. Great apps for this stage include:

Ted app The terrific TED Talks, inspiring and informative, terrific for inspiring questions and stimulating class discussion.
Lino it A collaborative pinboard where ideas, images and more can be added – use as a ‘wonder wall’ or for brainstorming.
popplet (Copy) Create beautiful looking flowcharts and mind maps to dig deeper into inquiry questions.
wikinodes (Copy) Browse Wikipedia though a visual interface which makes breaking open concepts even easier.

A = Access

When the inquiry has been generated, students need to access content knowledge and sources of additional information to meet the demands of the inquiry and to further clarify their thinking. Formal teaching of concepts and content may occur during this time also, so that students have the skills necessary to make links between the new content knowledge they are gaining and their prior experiences and understandings. If the students are being required to present their learnings in a genre or format which is unfamiliar to them, explicit teaching of this may also begin at this stage. Accessing and sharing information begins at this time, and so some of the apps useful during this phase include:

Google Earth  Use the Google Earth app to access geographical and natural science information.
Skype  The Skype app allows students to interview others from all over the world, for exceptional primary source information.
Merrium Webster Dictionary  Accessing information includes understanding all of the terms used throughout the investigation – this dictionary app makes it easy.
QR Reader  Product and company information is often accessible through QR codes on packaging. Alternatively, engage students in their search by creating a QR Code scavenger hunt.

D = Develop

When the information has been gathered, students can begin to develop their responses to the inquiry, and organise the information into the form required for presentation. At this stage students would be researching, designing and constructing their responses to their chosen inquiry. The role of the teacher is as guide, assisting students in developing a plan so that their approach to the inquiry is divided into manageable steps, and continuing to teach skills as they are required as part of the process.

Skitch  Skitch allows annotations over images, documents, maps and more. Great for developing plans and designing innovations.
Evernote  Evernote is an exercise book on steroids. Use it to keep notes, record lectures, add photos and to share information with others.
Comic Book!  Plan out a storyboard using the terrific comic creator app. This could form part of the inquiry response.
GarageBand  Create new music to be added to movies, to play behind presentations or to express understandings of concepts and ideas in song.

D= Demonstrate

By this stage, the students should have created some kind of response to the inquiry, and will be readying themselves to present their findings, research or constructions to the intended audience. This part of the inquiry process involves students communicating, sharing and presenting their new knowledge and understandings. The mode of presentation depends upon the inquiry. This stage may not form the major assessment piece – depending upon the ways of working that the curriculum is focusing on, other parts of the inquiry may form part of the assessment.

Videolicious  Use the Videolicious app to create short videos to capture demonstrations of learning.
Creative Book Builder  Creative Book Builder makes it easy for students to create their own ebooks to present their inquiry through.
Aurasma  Embed a video into a poster, book cover, painting or more, using Aurasma, the augmented reality app.
PicPlayPost  Pic Play Post combines photos and video – students can photograph their work, make a short video of themselves explaining or performing it, and combine the two to post online on a learning management system or webpage.

E= Evaluate

The evaluation stage is a vital and often overlooked part of the process. It is where students participate in self and/or peer evaluations and where what has been learnt is discussed. Students need to honestly evaluate their actions and take time to consider the strategies chosen and how effective they were.

Dropbox Using Dropbox is an effective way of exporting student work into a shared space for easy evaluation by teachers and peers.
Goodreader  Goodreader is a powerful tool to collate student work and to annotate pdfs, allowing teachers and peers to add feedback and improvements to student documents digitally.
Eclicker  E-Clicker is an interactive polling tool, where one user may send out questions to multiple other users who can respond in real time. Excellent for checking understanding of concepts and for gathering students’ honest evaluations of their learning and their thoughts about the learning process.
Evernote Evernote could be used at almost every stage of the inquiry process. Used as a digital portfolio, it makes collating student work for evaluation easy and efficient.

R=Reflect

The inquiry process is a cycle where each inquiry builds upon the skills developed in the previous one. Therefore at the end of each inquiry, students and teachers should take time to reflect upon the understandings and skills gained, and plan for future inquiries. Students may reflect upon processes and procedures that they would change if they were asked to complete a similar task in the future, and teachers could reflect upon the success of the inquiry and changes that might the process an even more effective learning strategy in the future.

Camera  Simply using the camera app that comes native to iPads and iPhones is a powerful way of creating a reflection of learning. If a student takes photos at each stage, they will have a great record of their learning to reflect on and to base changes for next time upon.
Twitter  Invite students to tweet their reflections using a shared hashtag. These can be collated using a tool such as Storify, to gather a whole class picture of the successes and failures, and how the process may be improved next time.
VoiceThread  The VoiceThread app allows students to create a narrated slideshow. Multiple students can add their narration to a single image, allowing for reflections to be compiled and shared with others.
KidBlog  Blogging throughout the learning process is a terrific way to build reflective strategies throughout the inquiry. Kidblog is terrific for younger students, as teachers manage the accounts and there is minimal personal data required.

But wait, there’s more!

Of course there are many other apps that would be fantastic to use throughout the inquiry process.

This poster may be a useful one to stimulate discussion and to introduce you to some apps that you may not have considered before.

Click on the image to download an A3 version. For links to all of these apps, go to http://pinterest.com/kayo287/inquiry-learning/

App in Inquiry

Click on the image to download an A3 PDF version of this poster.

apps poster

Creating Quality Presentations Part Two: Nuts and Bolts

 

nuts and bolts

cc licensed ( BY ) flickr photo by Pot Noodle: http://flickr.com/photos/maggiew/6121970836/

Now the previous post has given you  an overview of the basics for creating a great presentation, the following information will focus on ‘how to’ actually produce it.

Choose your Tool

Your first decision when creating a presentation is deciding which tool best suits the purpose. The main players for presentations are PowerPoint (Windows), Keynote (Mac) and Prezi (Online).

PowerPoint, Keynote or Prezi

There are also mobile apps that create presentations, which are useful if you are on the move.

PowerPoint is the best known application in this area. Superb presentations can be created using PowerPoint – Nancy Duarte has created an amazing example of just how far PowerPoint can be pushed, which can be viewed here. PowerPoint is easy to use, although it can sometimes be a little unreliable when embedding video, (more on this later) and many of its pre-designed themes and templates are less than appealing.

Keynote is only available to those operating on the Mac platform. It performs the same role as PowerPoint, however some argue its design is sleeker and it is known to be able to handle video and music files more capably than PowerPoint.

What is Prezi

Click the image to go to a Prezi presentation explaining Prezi in further detail.

Prezi is a relative newcomer, but it is growing in popularity. Prezi is online, and stores your presentations ‘in the cloud’, although for a modest subscription you can download a desktop editor, which allows you to work in an offline mode.

Prezi is not based on linear slides, but has an unlimited canvas, onto which you place your content. As you design your Prezi, you create a ‘path’ which directs the order in which this content is presented. Being a canvas, Prezi is terrific for creating non-linear presentations, as you can zoom in and out to view the big picture or focus on smaller details, and the design is not limited by slide size. A tutorial on getting started with Prezi  can be downloaded here. Click the image to view a brief Prezi on what Prezi is all about.

A beautiful mobile device presentation app is Haiku Deck. The focus of Haiku Deck is to create image based slides, with minimal text. Built into the app is a search of Creative Commons licenced images, and it automatically places the attribution onto the image, which is a huge time saver. If you have access to an iPad, it is worth exploring. Below is an example of a Haiku Deck slide.Haiku deck slide example

Start Creating

    • Slide Layout

Avoid using the standard templates, if at all possible. There are a number of reasons for this. Firstly, they are not original or memorable. As PowerPoint is used so commonly, the layouts will make your slides seem just like everyone else’s. Secondly, the templates provided encourage the creation of slideuments – encouraging headings and subheadings, dot points and even two columns of information on the one slide.

    • Colour Matters
Ishihara colour perception test

Example of an Ishihara color test plate. The numeral “74″ should be clearly visible to viewers with normal color vision.

What looks amazing on the computer may not display as well when projected on a screen. The size and brightness of the room and strength of the projector can impact upon the colours, rendering some colour combinations unreadable. Another consideration is that approximately 8% of men suffer from colour-blindness (Victorian Department of Health and Safety,2013). Therefore the choice of background colour, text colour and the use of contrast are all important.

    • Finding Quality Images

The vast majority of images found through Google Images are copyrighted. When presenting to an audience, replicating images you do not have permission to use breaches copyright. Fortunately, there are a number of sources of images you can use, and these sources are growing.Creative Commons licenced images are an alternative to copyrighted images. Whereas copyright works on an all rights reserved model, Creative Commons licences allow the creator of the work to state which rights they choose to reserve (e.g. non-commercial indicates the creator reserves the right to prohibit commercial use of their creation). Images can also be labelled Public Domain, which means anyone is free to use them. These images are usually commonly used symbols, or images that have passed out of copyright.

A comprehensive explanation of Creative Commons, Public Domain and Copyright is available on the Copyright and Copyleft wiki.

If you have a budget for the presentation, you can purchase images from one of the many stock photo companies online. We have found iStockphoto to have an excellent range, and reasonably priced.

If you have no funds, don’t despair! There are many other excellent sources of creative commons licenced and free images and quality clipart.

Flickr Creative Commons – a huge range of photos all licenced to be used under various CC Licences.

Wikimedia Commons – a database of over 16 million freely usable media files to which anyone can contribute.

Clker  royalty free public domain clip art in vector format and in image PNG format. It also allows you to make simple edits to these images.

    • Inserting Video

Insert video optionsInserting video in PowerPoint can be problematic. PowerPoint offers three options for inserting video.

Inserting a video from file is essentially the same as inserting an image. You browse to where the file is located, and click insert. There are a number of caveats on this simple process.

a)   Keep the video file and the PowerPoint file in the same folder. The video is not embedded into the PowerPoint, it ‘links’ to it, so if you move the PowerPoint (say onto a data key to transport to the presentation location) and you don’t move the video file as well, the video will fail to load. Moving the entire folder with all linked files goes some way to resolving this (although it is good to test at the presentation location, as sometimes videos need to be ‘reinserted’).

b)  If you have a video stored as a file on your hard drive, you should either own this video or have permission to store it. Downloading YouTube videos without the permission of the creator is a breach of copyright.

Inserting a video from a website
can be problematic. There are multiple requests for assistance online from PowerPoint users for whom this process just simply doesn’t work. The process seems simple:

Step 1: Copy the embed code from the video you wish to include. Note you must choose the ‘old embed code’ option.
embedding YouTube: finding the embed code
Step 2: Paste into PowerPoint in the appropriate field under Insert Video from Website.

paste into powerpoint

This process has never worked successfully for us, on a range of different computers. The video appears as a black box that will not play, or there is an error which requires Adobe Flash to be updated (even when the latest version is installed).
Fortunately, there are two alternatives:

a) Hyperlink to the video

b) Use a third party plug-in such as AuthorStream

Hyperlinking to the video means you temporarily leave the presentation, and go to where the video is situated to view. This can be disruptive during a presentation, however it does mean you can link to any video on any website (YouTube, Vimeo, TeacherTube etc). You can also link to a video edited on SafeShare TV, so that all of the annoying ads are removed. A tutorial on how to hyperlink to Safeshare TV can be downloaded here.

A third party plug-in such as AuthorStream allows you to embed YouTube or Vimeo videos directly into the slideshow so that they can be seamlessly displayed as part of the presentation.

Download Authorstream and follow the directions to install. Once it is installed, in PowerPoint a new tab will appear on the ribbon at the top of the screen.

Embedding the video is simply a matter of pasting the video hyperlink (not the embed code) into the window, as below.

embedding video using AuthorStream

Please note that embedded videos require an internet connection to operate.

Embedding video from clipart is quite straight forward, however the limited range of videos available from clipart means this option is rarely chosen.        The videos available are generally classified as animations, and add little to formal presentations.

If you have many videos to embed, it may be easier to choose Prezi as your presentation tool. To embed video into Prezi, simply paste the link where you want the video to appear, and as long as you have an internet connection, the process is complete.

  • Fonts are important

Choice of font is essential if you wish to have readable slides. If at all possible, choose no more than two fonts; a headline font and a text font. Make use of bold and italic options if you need further differentiation.

Nancy Duarte explains font choice very well in her book, Slideology. Essentially, there are two types of fonts; serif and sans serif.
Serifs are the small strokes at the end of letters that aid readability – you can see them

example of serif font

Serif fonts are good for long chunks of text. San Serif fonts don’t have the serifs, and are

sans serif font example

Once you have selected the font, don’t make the mistake of keeping it too small. Even though it may be readable on the computer screen, once projected this may change. As a general rule, stick to 24pt and above, larger if you are presenting in a large room and some audience members may be seated far from the screen.

Choice of font does not have to be limited to those available in the application. There are several websites where you can download free fonts for maximum impact. Two excellent sites are

DaFont logofont squirrel logo

(click on the logos to go to the sites).

One thing to note if you are using downloaded fonts – they will only work on the computer where the fonts are installed. This is vital to know, as many presentations are created on one computer and transferred for presentation onto a different computer. If you know the presentation is going to be moved, it is best to stick to one of the pre-installed fonts, or save the presentation in PDF format, which will prevent the fonts from changing no matter what computer is being used.

Avoid the overuse of bullet points!

Slide19

Want to know more?

These two posts on creating presentations that work have drawn on the work of several experts in this area; Nancy Duarte, Garr Reynolds and Seth Godin. A full bibliography of references used is below for further reading and information.

5 Ways to Make PowerPoint Sing! (And Dance!). (n.d.). Duarte Blog. Retrieved April 12, 2013, from http://blog.duarte.com/2010/01/5-ways-to-make-powerpoint-sing-and-dance/

Department of Human Services, Victoria. (n.d.). Colour blindness. Better Health Channel. Retrieved April 12, 2013, from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Colour_blindness

Duarte, N. (2008). slide:ology: The Art and Science of Creating Great Presentations (1st ed.). O’Reilly Media.

Godin, S. (2001, January 10). Really Bad PowerPoint: (and how to avoid it): Seth Godin: Amazon.com: Books. Do You Zoom Inc.

Hooker, D. (2012, March 25). Get Started with Prezi. Prezi Support. Retrieved April 12, 2013, from https://prezi.zendesk.com/entries/23448918-Get-Started-with-Prezi

Lessons from TED: 5 Simple Tweaks. (n.d.). Duarte Blog. Retrieved April 12, 2013, from http://blog.duarte.com/2009/02/lessons-from-ted-5-simple-tweaks/

Reynolds, G. (2011). Presentation Zen: Simple Ideas on Presentation Design and Delivery (2nd Edition) (2nd ed.). New Riders.

Creating Quality Presentations Part One: First Steps

Death by PowerPoint

Every day, in conference rooms and offices around the world, people are dying. Death by PowerPoint is the commonly used term for presentations of endless slides, filled with dense text, complex diagrams and poor design.

The simple tips in this two-part post will help you transform presentations into tools of communication that will engage the audience, and provide a memorable accompaniment to your message.

The first post  will give you four simple steps to improve the overall impact of your presentations. The second post will focus on specific strategies to aid in the creation of effective presentations, as well as a tutorial for the PowerPoint alternative, Prezi. You can download the printable booklet of both posts here:http://tinyurl.com/presentationsthatwork .

You can view the presentation that accompanies this workshop here.

First Steps

First Steps

cc licensed ( BY ) flickr photo by Thomas Leth-Olsen: http://flickr.com/photos/thomasletholsen/6050828458/

Seth Godin, entrepreneur, author and public speaker admits that he has seen a lot of presentations in his career; and is adamant that most are poor. His simple rules for creating effective presentations have formed the basis of what I call ‘First Steps’.

Step 1: Keep Text Minimal

One of the common issues with slides in a presentation is ‘cognitive load’. Cognitive load is essentially how much your brain can take in. Our working memory is limited, and we process words and images separately, and therefore, when a speaker is presenting to an audience, and there is a slide full of text behind them, the audience must make a subconscious choice about which to pay attention to. They simply can’t take in both.  Seth Godin says absolutely no more than 6 words per slide; however if this is too rigid, at least try to limit the text to the main ideas. The audience came to hear the speaker. If all of the content is on the presentation, they could have just stayed at home and had the slideshow emailed to them!

Step 2: Use Inspiring Images

Now that the text on each slide is minimised, you have room to include amazing images! The content of the presentation is made richer when it is accompanied by images that engage the audience emotionally. An image smokestacks belching into the sky is far more memorable than a list of dot points about pollution. One key thing to remember when choosing images is that the image should illustrate the point you are making – design, don’t decorate. For example:

An example of a poorly designed slide, with too much text and 'decorative' clipart.

An example of a poorly designed slide, with too much text and ‘decorative’ clipart.

An example of a slide with better design. Limited text, and an image that illustrates the point of the speaker.

An example of a slide with better design. Limited text, and an image that illustrates the point of the speaker.

Step 3: Keep it Simple

PowerPoint is fitted out with many features that are not conducive to good design. Animations that have text swooshing across the slide, transitions that blink and flash and overdone backgrounds that distract from the text simply confuse your message. The best presentations are simple, clean and free of distractions.

Step 4: Put the Information in a Handout

Like this! The audience will be relieved to know that all of the information being communicated during the presentation will be theirs to walk away with at the conclusion. This frees them up to truly listen to the presenter – rather than scribbling down notes. It also means your slides do not have to contain all of the information, and can be used to engage the audience using the tips above.  It is important – vital! However, that it is handed out at the end of the presentation – otherwise the audience will simply read the document, and ignore the presenter.

Presentations which contain the entirety of information being delivered are known as ‘slideuments’. They are a terrible hybrid of document and slideshow presentation. While it may take a little longer to create a document and an accompanying presentation, the results are worth it in audience engagement and quality communication.

More is coming!

This has been an overview of the basics for creating a great presentation. The following post will detail more specific strategies for actually producing presentations.

iPad uPad wePad; Going 1-1 at St Oliver Plunkett

A few weeks ago I was fortunate enough to be invited to St Oliver Plunkett to be a part of their 1-1 iPad rollout to the very excited Year 6 class.

Oliver Plunkett logo bannerLed by their fabulous teacher librarian, Ann-Marie Furber and fearless class teacher, Brooke Maguire, with consultation from the very dedicated and talented Education Officer Learning and Teaching Technologies, Danielle Carter, the Year 6 class participated in a series of workshops in order to develop their skills before they were officially given management of their very own devices.

While the school maintains ownership, the students manage the purchasing of additional apps, and the care and maintenance of the iPads for the time they are at the school. This means the students have 24-7 access to their learning. The rollout has been a carefully managed process, with a great deal of professional development and pre-planning being done before the students had access to the devices.

The bootcamp itself was a terrific opportunity to work with a group of enthusiastic and excited Year 6 students. The workshops they participated in dealt with simple tips and tricks for managing their iPad, Email etiquette, run by Ann-Marie Furber, Teacher Librarian, Successful Searching, run by classroom teacher Brooke Maguire and Copyright and Creative Commons, run by myself, Kay Cantwell, Education Officer Digital Learning. Once the students had completed these workshops, they were officially licensed to take ‘ownership’ of their devices.

Evidence of the planning undertaken prior to this 1-1 rollout was the well established resources that had been developed in order to maximise student learning. Rather than be overwhelmed with apps, or being seduced by limited, content focused apps that had all of the bells and whistles but little quality pedagogy, lists of Core Student and Core Teacher apps were developed, as well as a list of apps suitable for Inquiry Learning.

Core Teacher AppsCore AppsInquiry Learning Apps

This, along with a ‘workflow wall’ which creates a visual list of apps the students need to access in order to complete a task, allows students to make use of their iPad as a tool, rather than as a source of low level learning or as a time filler activity and games device.

The students loved both the Bootcamp, and of course the idea of having these devices to aid their learning; some of their feedback after the sessions included:

I give today a 5 because learning all these new things about this amazing device
& that we are the class to be chosen is pretty cool.

I give today a five because we had lots of learning opportunities and it was totally AWESOME!!!!!!!!

I give today a 5 because it was fun and cool way to learn

I give today a 5/5 because it was a very good learning experience for me.
Thank you to all the teachers for making it a great day!

This is a list of what the students learnt:

Bootcamp Summary

I’m sure the 1-1 iPad rollout at St Oliver Plunkett is going to be a huge success – due to the careful planning, the focus on learning, and the fact that the iPads are not being viewed as the be-all and end-all, but just another (albeit incredibly powerful) tool for the students to utilise in their learning journey.

Postscript:

See below for the Copyright Resource that I created to help the Year 6′s begin to understand the crazy complexities of copyright, and the potential of Creative Commons. With a content creation tool such as the iPad at their fingertips, it is vital that the students know how to access resources that they have permission to use when creating multimodal works. Link to the Presentation and Booklet.

copyright_cool

Young People using Social Media positively: Authentic, real world learning opportunities

Many of you will have heard about Martha Payne, the 9 year old Scottish girl whose blog, Never Seconds, came to international attention earlier this year. If you didn’t, here’s a brief rundown:

Martha began writing her blog as a record of her school lunches.
She promised a photo, and a score:

Photo credit: Sakurako Kitsa / Foter / CC BY-NC-ND

Food-o-meter- Out of 10 a rank of how great my lunch was!
Mouthfuls- How else can we judge portion size!
Courses- Starter/main or main/dessert
Health Rating- Out of 10, can healthy foods top the food-o-meter?
Price- Currently £2 I think, its all done on a cashless catering card
Pieces of hair- It won’t happen, will it?

Within two weeks her blog posts had gathered more than a million viewers, and enthusiastic posts from other students sharing their own lunch photos, not just from Scotland, but from Finland, Germany, Japan, Spain and the United States. She was garnering so much attention that she even raised a sizeable amount of money for a charity; Mary’s Meals, an organisation that funds school lunches in Africa. Seven weeks later, the local council made the controversial decision to ban Martha from bringing her camera to school; thankfully this decision was quickly reversed after protests from some of her most well known supporters (including Jamie Oliver and Neil Gaiman) as well as a massive media protest at the short-sightedness of the move.

This is just one example of the extraordinary potential young people now have to influence what was previously beyond their reach; using social media and other 2.0 technologies, the thoughts and actions of young people can have powerful influences across the entire globe.

Another example is the recent news that Hasbro has revealed it will release a toy oven in shades of black, silver and blue, after McKenna Pope, 13, submitted a petition with over 40 000 signatures that she had created on Change.org.  The thirteen year old was planning to buy the toy oven as a gift for her little brother, but became aware that it only came in pink and purple, and featured all girls in the advertising. Using YouTube to raise awareness of her petition, McKenna showed how social media can be used to create positive change.

With examples such as these for inspiration, there is no end to the possibilities for teachers looking for ways to engage their students in real world action. In fact, as Marilyn M. Lombardi’ suggests in Authentic Learning for the 21st Century: An Overview, thanks to technology, authentic, real world learning has never been more achievable.

Why not consider the following:

* Use iPads and iMovie to create documentaries on student issues – post to a YouTube channel for a world-wide audience

* Publish student research as a Wikipedia page

* Tweet results of student surveys; ask other schools to comment and compare results

* Create a Google Map of the local area around the school, locating community services and resources relevant for the school community; publish on the school blog

* Participate in a global project such as the Flat Classroom or a local one such as Witness King Tides

* Use real data sets to create suggested strategies for real-world problems – try Saving Migratory Animals as an example

As you can see, the possibilities are limited only by your imagination, and the projects can be as simple or as complex as you wish.

Looking for further inspiration? Check out these amazing young people and what they’ve achieved using passion, energy and technology!

A small beginning has led to Random Kid – a website that helps kids solve real world problems:

Using YouTube to share a great message:

Have your students taken on a great real world project? Share in the comments below!

Marilyn Lombardi. (2007). Authentic Learning for the 21st Century: An Overview | EDUCAUSE.edu ( No. ELI Paper 1: 2007). Educause. Retrieved from http://www.educause.edu/library/resources/authentic-learning-21st-century-overview