Beyond School

One for the MiniLegends

[Update: I was out of the loop preparing for my wedding when Australian Al Upton's MiniLegends and Qatar's Jabiz Raisdana got hit by two shockingly reactionary hammers. Since this podcast features Noel Thomas, an Australian high school principal representing all that is most forward-thinking and impressive about Australia's educational system, I'd like to dedicate this podcast to Al, the MiniLegends, and Jabiz. Noel, I can't help but fantasize that you and Al discover each other and join forces. As you say in the podcast, most teachers will never get it. Al is a teacher who has impressed us all for years with how much he does get it. (h/t to John Connell for the miniLegends badge - John, I hope you don't mind me nicking it?)]

Love This Podcast, or I’ll Eat a Bug

As I say in the intro to this podcast, if you don’t find it the most interesting hour of podcasting I’ve ever done, I’ll eat a bug. (And yes, Los Angelenos, that is a quote from the old Cal Worthington used car commercials of the ’80s.) That intro was hard, by the way: I tried about 8 times to summarize why I’m so excited about the things happening in that podcast, but couldn’t, and did the “eat a bug” intro instead. In retrospect, it sounds silly. But I had to get the thing published.

Creative Destruction Abundant

What walls don’t come down in this hour-long talk? Bye-bye edu-caste system, bye-bye geographic and temporal barriers. My guests are from three continents and four levels of school hierarchy:

• High School Principal Noel Thomas, Toorak College, Melbourne, Australia
• High School Principal (and next year’s Director) Rich Boerner, Korea International School, Seoul, South Korea (my employer)
• Librarian Jenny Luca, Toorak College, Melbourne
• Lara H., high school student, Toorak College
• Lindsea Kemp-Wilber, Punahou High School student (and Students 2.o staff writer), Honolulu, Hawaii, USA
• and me, high school teacher and tool-guy, Korea International School

(Quicktime free download required)

(right-click and “save target as” here to download enhanced podcast for iTunes)

Table of Contents

If you download to iTunes, you can navigate by these chapter headings:

• Intro: I’ll Eat a Bug
• Audio Snapshots
• Welcome
• Noel Thomas, Toorak College, Melbourne Australia
• Toorak’s Dilemma re: Web Access for Students
• Rich Boerner, Korea Internat’l School, Seoul
• KIS’ Open Web Access for Students
• Factors Favoring Relaxed Filtering at KIS
• Toorak Librarain Jenny Luca: Toorak Change Agent
• Jenny’s Views on the Value of Blogging to Learn
• Toorak and KIS Connect thru Project Global Cooling
• Lindsea Kemp-Wilbur, Intro (Hawaii Student)
• Student Lindsea Teaching the World
• Lara H., Intro (Australia Student)
• Sustainability at Our Specific Schools
• Broader Issues of Connecting Schools for Learning
• Lindsea on Youthnet: Student-Initiated Global Collaboration via Twitter and Wiki
• How Clay in Korea has Known Lindsea in Hawaii for Almost 2 Years
• Getting Teachers to Accept Student-Led Collaborative Projects
• Getting Students to Rise to the Challenge of Laptop Learning
• KIS Student Patrick Nam as Model of Networked Learning
• Noel’s Approach to Keeping Students Responsible Online
• Jenny’s Approach to Pulling Students In
• Clay on the Importance of Same Time-Zone Partner Schools
• Rich on Importance of Collab AT SCHOOL, not home
• Acceptable Use Policy
• Toward an Eastern Hemisphere Schools Network
• Spreading the Word to Students about Youthnet
• Lindsea as Model for Student Imitation
• Lara: PGC Should Be Easy in Australia
• Difficulties with Projects in Korea
• Media Interest in Project Global Cooling
• Clay’s Parting Shot: This Tech is EASY
• Parting Shots
• Closing Comments: Project Global Cooling Growing: Seoul, Hawaii, Australia in, and Beijing, Los Angeles, and Bangkok Nibbling - Add Your School This Year or Next
• (Name Your Bug)

Links Referenced in Podcast:

• Jenny Luca’s Lucacept (Australia)
• Will Richardson’s Weblogg-ed
• Project Global Cooling
• Bill Farren’s Education for Well-Being blog
• Lindsea Kemp-Wilbur’s Love and Logic blog
• Chris Watson’s WatsonCommon blog
• Lindsea’s Youthnet post on Students 2.0
• Jabiz Raisdana’s Intrepid Teacher (stay intrepid, Jabiz)
• Jabiz’ Global Issues class blog
• Youthnet Twitter page
• “Natural” Global Collaboration (my networked learning elective class)
• Youthnet Wikispace
• The 1001 Flat World Tales global collaborative writing project
• KIS Sophomore Patrick Nam’s blog and podcast

Recorded on 3 March 2008

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[This is guest-post number two by my long-time global partner Chris Watson in Honolulu, with whom I've collaborated in Seoul for over a year now. See Chris' first guest post here. -- Clay]

Remixing Curriculum: An Interview with Lisa Stewart

Last month, I had the opportunity to attend the Learning and the Brain conference in San Francisco. The areas of focus were: brain plasticity, learning styles, reading development, emotional responses, and mindsets. If you’re interested in more details in these areas, I’ve been posting my notes, albeit slowly, to Watsoncommon. What I want to write about in this post is a question I asked at the conference for which there wasn’t a research-based answer.

It goes like this:

I was in a session about engaging students’ emotions with curriculum and leveraging their brains’ social needs with activities in class. As you can imagine, the examples covered in the session were things like group work, task-specific stations, anticipatory sets that give students the opportunity to generate the essential questions for a unit. And there was all kinds of brain research to show that these kinds of activities trigger the best hormone balance for long-term, meaningful learning to happen. My question was if virtual social environments and activities also create the same ideal brain chemistry for learning.

Apparently, there is no research in this area yet, according to the presenter. So at my school, this has become somewhat of a guiding question. What are effective practices with technology and what are the results? And there are a handful of teachers who are purposefully employing and reflecting on new kinds of activities with these questions in mind. To frame the creation of these activities, we’ve been using Marzano’s research on effective instruction as structure: Identifying similarities and differences, Summarizing, Reinforcing efforts and providing recognition, Practice, Nonlinguistic representations, Cooperative learning, Setting objectives and providing feedback, Generating and testing hypotheses, Cues, questions, and advanced organizers. Let me know if you’re interested in the full article.

Lisa, mentioned in my first guest post, is one of the teachers (she’s a technology resource teacher too) designing and implementing activities in her class that not only use the technology but explore these essential questions. The other week, I subbed her class and learned about a remix project that she’d given to her students. It was an opportunity to create a nonlinguistic representation of their understanding of Holden Caulfield. In this podcasted interview, Lisa describes the design of the assignment, some observations of the products, and how it led to a different kind of essay. Also embedded below are some example projects, one of which she references in the interview. The Voicethread blew me away! Enjoy.

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Shifts are happening more and more quickly in my world. I’ve seen too many inspired visions crash on the shoals of reality to celebrate these shifts yet, but they do make me hopeful.

They’re happening with a few select students: Lindsea in Hawaii (I often want to call Lindsea “my favorite student,” but I’ve never met her outside of Skype, Twitter, blogs, and the 1001 Flat World Tales workshops where we met a year ago) and Patrick in Seoul are becoming the 21st century students I (we?) need to point to as examples, for teachers who need to see what we can only talk about. I’ve already blogged about them recently, and will return to them soon in more in-depth posts. (But see Jenny Luca’s post about their visits from Hawaii and Seoul into a classroom in Melbourne today to discuss Project Global Cooling with the Australian students: Connecting, creating, collaborating on real-world global citizenship.)

I’m equally tempted by hope because shifts are happening with my school administration. My principal, Rich Boerner (next year’s director), approved my course proposal for an elective class next year - the only one I’ll teach, as I spend the rest of my time as K-12 21st C. Learning Coordinator. I want this class to be a showcase of what the students with the right stuff - confidence, creativity, motivation, vision, courage, playfulness, outside-the-boxedness and beyond-schooliness - can do, given a classroom with an open network, MacBooks for all, and a certain kind of teacher (which means, for better or worse, me).

I was just on “Shanghai Jeff” Utecht’s and “Taiwan Dave” Carpenter’s Shifting Our School’s podcast with Chris Betcher* from Sydney, Australia. I shared my course description there, and Jeff said some listeners on the Ustream chat asked me to post the course description.

So here it is, without any claims to it being a silver bullet. Any feedback between now and next August when this class starts is more than welcome. So are any offers to connect our students next year, without teachers, by simply saying: “There are students in Korea, Hawaii, Australia, and elsewhere following Youthnet on Twitter (and on the Youthnet wikispace). You students wanting to find others to do collaborative projects can find each other there. Let me know if you need feedback on anything.” And then we teachers just focus on the quality of those projects, assessing by “sitting with” and guiding in whatever ways we can. (And in my class? Students will suggest their own grades, and justify them by showing what they learned about creating, collaborating, learning, and communicating, as well as by showing me they were not lazy or dull.)

Here it is:

Advanced Writing and Multimedia Projects:

For real writers and creators: Love to write, to speak, and/or to make films? Wish there was a class where you could work on your own ideas, your own projects, and learn advanced podcasting, film-making, writing/blogging, social networking? This class is for you. You design your project(s). You develop them however you want them to go. And you get feedback from your teacher on the quality of your writing and other multimedia (radio/podcasting, movie-making, blogging, social networking strategies). If you choose, you can learn to market your project for world attention. It will be yours to continue in coming years, when class is over.

Projects can be: creative or non-fiction, text-only, multimedia-only, or mixed. Interaction and collaboration with world students in Australia, the USA, Europe, Asia, the Middle East, Africa, and South America via Skype, Twitter, and other tools is encouraged, but not required.

Pre-requisite: By interview only. Bring evidence that you actively write, podcast, make movies, etc; and be able to describe the project idea(s) you want the freedom to work on in school.

We’ll see how this goes. Realistically, I only hope it adds a few more “lighthouse students” to the world stage, like Lindsea and Patrick.

–

Photos: Biandronno’s trampoline by otomatuah; Isle to Red Door by StephanosP

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As my 1:1 MacBook laptop school drives further into 21st century education - attempts to, anyway, despite getting stuck in the deep mud of 20th century teachers, parents, and students - I’m more and more realizing that it’s the early adopters who are the exponential change-agents.

Among the adults at my school, the early adopters fueling the shifts at our school are history teacher Jason Spivey (I posted about him on my guest-blogger post at Wes Fryer’s blog yesterday, and spoke of him in my Apple Distinguished Educator presentation video from Bangkok recently), middle school social studies teacher Anthony Armstrong, and my high school principal and vice principal, Rich Boerner and Robin Schneider.

But having a few adults that get it at school isn’t enough. You need students to get it too. The effects of over a decade of schooliness, I’m discovering, prevent most high school students from getting it at all. I’ve joked on Twitter about the need to create de-programming workshops for schoolified students along the lines used for ex-cult members (hm - school as cult: there’s a post idea). So I’m really pleased to see students who do see it, and rise above the herd who don’t.

Introducing Patrick Nam, a Quality Student Podcaster

Patrick Nam is one such student. He’s in Project Global Cooling, and he used Skype, ecamm’s $15 USD Call Recorder download (Mac only), and GarageBand to record and edit this podcast interview with my guest-blogger Bill Farren (see his two posts over the last eight days below), creator of the “Did You Ever Wonder?” video and “Education for Well-Being” website. Here’s the podcast embed:

I admire Patrick’s care for production values in his podcasts, as well as his ability to interview adults with the confidence that should belong - but doesn’t, as a rule - to young adults like himself. So many of our students are scared to relate to adults, to talk to them, to learn through conversation. Patrick is not socially stunted in this way. I hope other students at my school see how cool Patrick’s podcast projects are as real-world ways to learn and create. When was the last time any of them interviewed an expert on the other side of the planet, and published it for the world as a digital radio show?

He’s definitely our best school podcaster. For more, see his interview with Lindsea of Project Global Cooling, Hawaii (and Students 2.0) here. And check out Patrick’s blog here (he podcasts an interview with me there about Apple Remote Desktop and student rights to privacy at school - quite a scoop, since I explain how students can hide files from teachers’ prying eyes). His podcasts make good models to use for your students. Patrick knows a podcast is more than hitting “record” and then posting it. Patrick knows quality.

Me? I’m Asking, “What is Schooliness?” on Wes Fryer’s Blog

Come join the fun with a history of schooliness and a wicked invitation to some Open Thread goodness on Wes Fryer’s Moving at the Speed of Creativity. Help make a Schooly Devil’s Dictionary in the thread!

“What is Schooliness?” - Discursus and Open Thread (Clay Burell guest-post 2) » Moving at the Speed of Creativity via kwout

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Thanks to Jeff Utecht and the students in my activity block for this little demonstration of what real learning can look like now. Jeff’s in Shanghai. I’m in Seoul. We’re both in Twitter and Skype, though, so distance doesn’t matter.  This kind of international travel is free. And no airport waiting.

Read the tweets, then watch the movie of Jeff’s visit. He taught me something I needed to know quickly. And it was easy and fun. But don’t forget: he taught me. It was real-world learning, “Natural Global Collaboration,” “Quick-in, Quick-Out Networked Learning“. Isn’t that what schools are supposed to teach students?

, I said.

, said Jeff.

So, we

for about 30 minutes.* He showed me the plugin I needed to make my school’s WordPress MU student blogging portal as cool as his is at Shanghai American School. And we talked with students about starting a new school. (I loved the outburst, “I’ll go!” in chorus from several students.)

Then I said, ,

and Jeff said, .

And that’s how learning can look today. Fun, conversational, as-needed, and above all, as WANTED.

Sad epilogue: Most students don’t seem to get it. Even when I tell them that this type of activity can get them an A, they resist. They really seem educationally traumatized to not see or desire the type of fun power involved in all of this. But there are a few exceptions, thank Goodness. I’ll be featuring some of them soon (and that means you, Patrick, and Paul, and Won).

*You can download it here, but it’s unedited.

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