Dangerously Irrelevant

I love both these videos. Will you join them? 

Generation WE: The Movement Begins… from Generation We on Vimeo.

Generation We: The Movement is Spreading! from Generation We on Vimeo.

The Letters to the Next President web site currently features over 2,600 letters to the next President of the United States. The site is a collaborative initiative between the National Writing Project and Google. What a great idea!

I hereby invite all edubloggers to write their own letter to the next President. Share your thoughts, wishes, concerns, etc. Let us know what’s important to you and how you feel about it.

I’m going to write mine between now and the election. Here’s a Technorati tag for us to use:

educationletters08

I’ll tag a few folks to hopefully get us started. ANYONE is welcome to participate! David? Sheryl? Chris? Vicki? Will? Jon? Alice? Scott? Justin? Tracy? Wes? Darren? Sylvia? Miguel? Bill? Jennifer? Doug? Angela? You in?

I am pleased to announce that my presentation for the 2008 K12 Online Conference is now available!

• Current leadership models are inadequate for disruptive innovations

Happy viewing, everyone. The original files are below if you’d like to use them, including my speaker notes.

[Download files: pptx ppt PDF PDF with speaker notes]

[cross-posted at the TechLearning blog]

I’m going to prime the pump a little bit for my K12 Online presentation next week…

My fifth-grade daughter’s math homework this weekend required her to find out what a radian or a grad was (hint: both are ways besides degrees to measure angles). We hit ye olde Google and quickly found this helpful (and free) learning activity from Wisconsin Online:

Bam! Ten minutes later my daughter and I had learned what a radian was (the animation was much more helpful than the mere definitions that we found), answered correctly all of the self-assessment questions, and were ready to move forward.

Okay, we actually weren’t ready to move forward because we thought the animation was so cool that we set up a Wisconsin Online account and dug around for other interesting tutorials. In other words, we were passionate, self-directed, engaged learners, prompted by a single question from my daughter’s math book.

I’ve thought about that moment quite a bit the last couple of days. Of course my mind started wandering to the K12 Online Conference, the TED videos, various podcasts, the MIT Open Courseware project, and other similar online multimedia resources. As my mind meandered around, it dug up a question:

Can a computer lecture better than a human?

That question’s not quite accurate, because there’s still a human behind every online learning activity. What I mean is that there are quite a number of examples on the Web of ways that we can learn and assess ourselves on fairly complex material using video lectures, animations, simulations, video games, and the like. As these resources grow in number – fueled by easy-to-learn, increasingly-powerful software that allows average citizens to create learning objects – and are organized and collected by individual experts, organizations like Wisconsin Online, or group efforts, it’s going to become unbelievably easy to find a variety of ways other than text to learn about almost anything we want. This will be especially true if we are intentional about it and actively work to fill in needed gaps.

Would I rather learn about a radian from a book or the Wisconsin Online animation? The animation – hands-down – due to its better explanatory power. Would I rather learn about a radian from a person or the animation? Well, the animation is infinitely patient – it doesn’t get irritated with me if I don’t understand the first time around. I can replay the animation as often as I need to but probably can’t ‘replay’ the person. The animation is more accessible – it was available to me in my home, at a time when I wanted to access it. And if the animation still doesn’t do the trick, there are other ways to learn the concept just a mouse click away (but other people who can explain radians usually aren’t so easily found).

Don’t get me wrong. There’s still a lot of value in human teachers when it comes to explaining difficult concepts, working through students’ misconceptions, inspiring students to want to explore deeper, and so on. We’re not replaceable by robots and software just yet. But it’s easy to see that simulations, animations, and other online text and multimedia resources can carry a great deal of the initial instructional delivery load.

There is a wealth of research showing that around 80 to 85 percent of classroom work is low-level factual and procedural work, exactly the kind of work that can easily be facilitated by the kinds of technology-mediated learning activities that I’ve alluded to this post. So why waste an expensive human on those things? If there’s going to be that much lecturing (and similar low-level learning work) going on, why not let the computer ‘lecture’ and free up our valuable humans for the stuff that software can’t do yet?

Quit reading this blog. Instead you should be over at the K12 Online Conference – watching, listening, reading, discussing – now get outta here!

The State Educational Technology Directors Association (SETDA) has been on an unbelievable tear this year. Back in February it released its annual Trends Report on NCLB Title II, Part D (Enhancing Education Through Technology, or E2T2). Previous national reports are available at the SETDA web site. You also can access state-level reports at the Metiri Group’s web site.

Now SETDA’s Class of 2020 Action Plan for Education project is releasing its reports. The first three already are available:

• Powerful broadband access for all: Breaking through the barriers
• STEM education: Achievement and innovation
• Technology-based assessments improve teaching and learning

Two more reports are coming out this month and next:

• Empowering teachers: A professional and collaborative approach
• Robust, rigorous, and right-on-time learning through online courseware

Be sure to tap into the incredible wealth of good information on the Reports, Research & Tools page of the SETDA web site [warning: it’s easy to get lost in here for hours…]. There are numerous high-quality resources available for K-12 educational technology advocates and change agents, including the 2007 report, Maximizing the impact: The pivotal role of technology in a 21st century education system.

Keep up the great work, SETDA!

I delivered a presentation today at ITEC 2008 on (in)effective presentations. I thought some of you might be interested in the before and after slides I displayed to show my own growth in this area. I’m getting better!

Download files: pptx ppt pdf

Here are my notes from Alan November’s keynote today at ITEC 2008 in Des Moines. ITEC is Iowa’s statewide educational technology conference so it’s always a good time. I actually had never seen Alan present before so that was fun for me. He was extremely entertaining and I got to go up and meet him afterward. He said that I was younger than he would have guessed!

• There is a gap between what we teach children and what is needed in the global workplace, and the gap is growing.
• Students need to be able to do three key things
• Have the capacity to do good research on the Web
• Have good global communication skills
• We should evaluate teachers on their ability to directly engage children with people all around the world
• Be self-directed
• Our system is based on the concept that teachers own the learning
• Corporations need people who don’t need a boss to tell them what to do
• The top skill learned in school is to learn how to be taught
• West Point is requiring its instructors to teach Islam across the curriculum
• The Internet, rather than being a tool that will expose you to other beliefs and perspectives, is instead becoming a place to simply validate one’s own beliefs.
• We need to teach teachers good assignment design when teaching them technology.
• Why not teach students how to debate kids in Britain regarding their perspectives on the Revolutionary War?
• We vastly underestimate kids’ ability to create rich academic content that contributes to the learning of the rest of their class.
• We need to teach children to have a global voice that people all around the world can hear.
• Paper gives you a little voice – paper stays in the classroom.
• Bob Sprankle has 2nd graders asking for their own writing / math podcast shows. A sign of a good classroom is kids asking to do more.
• The Internet has made people realize that they are really, really poor and their work ethic is almost scary to watch because they think education is the ticket out of poverty.
• Showed part of the Digital Kids @ Analog Schools video.
• Check out Screencast.com: MarcosMath’s Library, Mathtrain Podcast, bob.primefactor?
• Have the kids help you build learning objects (using, e.g., Jing)! This is a “shift in control” problem, not a technology problem.
• Demonstrated how to set up a custom Google search engine. Can set one up so that students only search the sites that the teachers select (e.g., FunBrain, BrainPop, IKnowthat). High school students can help create the sites that go into the custom search engine.
• Have an official researcher every day at the one computer the teacher has in the classroom. That person is in charge of finding answers to questions that pop up and also in charge of adding relevant sites to the class search engine.
• You can create a search engine for just a particular topic (e.g., Revolutionary War). Have your class’ British ePals contribute to the search engine too!
• You can access other people’s custom search engines.
• Showed TinyURL.com
• Too many “technology-enabled” assignments involve using the computer as a $1,000 pencil.
• Collaborative class notes in Google Docs are even better than presentation notes because students can add on extra resources, etc.
• Google Docs gives you a running history of the flow of writers’ thinking through version control. About 4 people can write concurrently.
• Google Docs is ideal for collaborative writing. We should be teaching kids collaborative tools. The content should add up to something greater than the sum of the individual parts.
• Kiva – a great web site to teach children how to make a contribution to other parts of the world. A community of contributors invests in a person / project. If the Web needed a reason to be invented, this is it. Linking people around the world to help people.
• Three elements of video game design that are not present in schools
• Students go to the most challenging level – they don’t want to be bored
• Students get instant feedback (less than a second) – hard to reproduce in class
• Third? [never got to it; we went off in a different direction]
• If blocking is your only strategy for protecting children, you’re setting them up for failure in the real world. This is immoral. It’s a manipulative world out there. We have to teach kids how to navigate it.
• Kids think they can take down their MySpace / Facebook content when it’s time. Show them the Wayback Machine!
• We’re blocking them instead of teaching them. This is not the way to prepare kids for a web-based world.

I sat next to Angela Maiers. Vic Jaras, Evan Abbey, Carl Anderson, Leigh Zeitz, Rob and Magda Galloway, and bunch of other fun people also were there (including a good showing by Iowa State folks!). Iowa may not be where we’d like it to be but there are some fantastic educators here who are trying hard to make it happen!

Update: I added a picture of Alan to this post. It’s not the greatest picture in the world but it’s hard to get him to stand still!

I’m both pleased and embarrassed to announce that the results from my second annual Education Blogosphere Survey are now available. Pleased to finally be done and that there were 419 participants. Embarrassed that the gestation almost exceeded that of a human newborn. Thank you, Dan Meyer, for politely staying on my case about this. I hope the results are worth the wait.

Watch on the Web

• Vimeo

Downloads

• Windows Media (.wmv)
• Quicktime (.mov)
• PowerPoint 2007 (.pptx) [has clearest images]
• PowerPoint 2003 (.ppt) [has clearest images]
• Acrobat (.pdf) [has clearest images]
• Excel 2007 (.xlsx) [anonymized]
• Excel 2003 (.xls) [anonymized]

Note that I didn’t do anything with the open-response items. Feel free to dig through one of the Excel files and do your own analysis (please let me know if you do!). There are lots of useful resources in the additional information in the database.

As always, these materials are available under a Creative Commons license. Let the conversation begin!

There is a lively conversation occurring on the NECC 2008 Ning regarding fair use of NECC sessions. My reply to the original post is below. As you can see, I’m afraid we’ve lost sight of the bigger picture…

ALL CONFERENCE PRESENTATIONS SHOULD BE SHAREABLE

I would like to see ISTE take a different stance on this. I thought ISTE was in the business of trying to make change in education, specifically around the utilization of technology in K-12 schools. How are we going to make that happen if we allow folks at the ISTE-sponsored conference to lock down content? How are we going to help facilitate true, meaningful technology-related reform if we aren’t making important resources like NECC presentations available to the teaching public at large?

Instead of ISTE saying:

“Written permission from the session or workshop presenter is required prior to capturing a video or audio recording.”

ISTE should be saying at the time of proposal submission (and when inviting keynote speakers):

“Any presentation given at NECC falls under a Creative Commons and/or other open use license. We encourage you to share this content with educators to enhance their knowledge and facilitate change in K-12 school organizations. Here is a publicly-editable wiki for web addresses of public repositories (such as ISTE recordings, Technorati tags, uStream archives, etc.) that may be useful to you.”

All presenters – even the expensive ones – should fall under this rule. If they don’t like it, they don’t present.

If necessary, ISTE could help speakers understand that their own visibility, reputation, and potential income are enhanced, not hurt, by this policy. Think about the recordings of Clay Shirky, Seth Godin, and others that are out on the Web. Think about all of the TED videos. Are those individuals losing income because their presentations are available on the Web? Absolutely not. Instead, they are gaining bigger audiences and more customers precisely because they’re more visible than they would be otherwise.

Charles Leadbeater says in his ‘We Think’ video that we now are what we share. He’s absolutely right.

Given its larger mission, ISTE should be thinking more outside the box on this one.

To sum up: Instead of requiring participants to get permission to record, ISTE should be requiring presenters to give up their copyright for the good of the larger cause.

Do you think I’m right or completely off-base? Head on over to the Ning discussion and participate in the conversation!