Beyond School

Here’s an 8-minute promo movie I made for my school over the last few hours. I share it in case anyone wants a resource that talks through a couple of class projects we did last year in my grade 9 history and English classes - and shamelessly boasts about how special my school is for being the first 1:1 Laptop School in Korea.

The first project is “A Broken World,” a student-created wiki textbook and companion whole-class reflective blog about world history from World War I to World War II and the outbreak of the Cold War. (There’s lots of frustration in the sphere right now about blocked sites in schools, so this might be a useful demonstration of how valuable YouTube, wikis, and blogs are for enhancing creativity and learning.)

(By the way, I’ve been scratching my head lately about what to do with that Broken World wiki textbook. It’s really good stuff, and I’m proud of my students for making such an impressive resource. It seems a shame to just abandon it like one of Graham Wegner’s “learning jalopies” or some piece of digital flotsam. Anybody have any ideas of how to put it to use? I’m open to others fact-checking, extending, editing, using, donating, whatever. I just feel like there’s some experimentation possible here on how to put the “legacy products” we so easily talk about in the theoretical to the much-harder-to-pull-off practical use. In other words: help?)

The second project shown in the video is the first annual 1001 Flat World Tales flat classroom writing workshop on Wikispaces: 130 students at my school, Chris Watson’s school in Honolulu, and Michele Davis & Karl Fisch’s school in Denver. The promo walks through not only the wiki, but the (damnably) still-under-construction but worth-a-peek anyway 1001 Flat World Tales blog and website, featuring the prize-winning stories selected by our international student editorial board, plus author profiles, author podcast readings, editor profiles, student testimonials, and more.

Those student testimonials are highlighted in subtitle bars on the movie, which might be effective for persuading your admin to unblock these sites, again.

I really went over the top promoting my 1:1 Apple Laptop School as being “on the 21st century map,” since the point of the thing is to entice parents to send their kids to my school. It might produce a motivating jealousy in your own admin or school board to go 1:1 so they have such bragging rights themselves.

Or maybe the thing’s just a piece of junk. You tell me. (If nothing else, I got some iMovie practice out of it. Still trying to hone those skills.)

(And if you click on the video, by the way, it’ll take you to my AP Literature class Ning, which is open to the public. Sylvia Martinez of the Generation YES blog, and Diane Cordell of Journeys have both joined my students for literary discussions in the forums. You’re welcome to come inside yourself. Interesting talks about “schooliness” and literacy in there.)Find more videos like this on KIS AP Lit 07-08

I’ve been up all night catching up on my reading, which these days means feed-reading, more than anything.

Two that struck a chord:

1. That LearnerBlogosphere Idea

Sylvia Martinez on the red-hot GenYES blog writes several posts about getting teens to use Web 2.0 independently – like we adult edubloggers do – to develop their literacy skills in ways that classrooms typically cannot match.

One reason I love Sylvia’s posts is that she references reports and data that I don’t have the will or temperament to seek out, but which speak almost always to my own priorities as an educator. A case in point: the goal of creating a “LearnerTalk” (but that sounds schooly) of student edubloggers to give us teachers lessons on how our Classroom 2.0 attempts measure up. Sylvia writes that this is already happening spontaneously, which encourages me to seek ways to harness and shepherd that trend into this arena. Here’s Sylvia:

Students report that one of the most common topics of conversation on the social networking scene is education. Nearly 60 percent of online students report discussing education-related topics such as college or college planning, learning outside of school, and careers. And 50 percent of online students say they talk specifically about schoolwork. (Read her “Web 2.0 – share the adventure with students” post as well)

Does anybody else read into this that the students are stuck, like we adults are, in their own separate echo-chamber? And that combining the student and teacher discourses in one truly universal “edublogosphere” has the potential to steer our shared enterprise into fertile territory sooner than the current “parallel echo-chambers” situation we seem to have right now?

Scott McCleod’s offer to host a “LearnerTalk” type thing a month or so ago has not been forgotten.* Life and work have been too fast to focus on generating interest in that. Last week, before we began our week-long Chusok holiday, I pitched blogging to my Web 2.0 activity club, and many of my students seemed to get a glimmer from that sermon of the power of real-world blogging. I think a few will bite.

2. The War on Teaching Bad Writing

Anybody who’s taught high school English should know why most students hate to write in schools. It’s because they’re taught to write badly.

If I assigned any of you to write about ideas that aren’t self-selected, in forms that aren’t self-expressive, for an over-worked audience of one that puts two or three words, random red hieroglyphs, and a permanently-branded number into a ledger that threatens to determine your fate, face it: you would learn to hate writing (and school) too.

Like Sylvia, Jeff Wasserman of When the Hurly-Burly’s Done shares some hard data and classroom anecdotes to help us teachers of real writing wage the war against teachers of the poisonously schooly 5-Paragraph Essay [*jeers and hisses*]. I replied to Jeff’s post,

Jeff, this makes me want to make my AP Lit class Ning public. We’re having forum discussions about Organic Form v. Mechanical (5PE and all that garbage).

I’ve been making them write timed essays without outlining, trusting that an organic form will come from simply responding to the prompt and writing from there.

I modeled it for them by writing an old AP Lit exam essay about a poem, under timed conditions, in a screencast here, for what it’s worth. Interesting to be able to let them into my interior writer’s monologue as I read, annotate, and write a response, recording voiceover all the while, to the same exercise they did.

My best student responded to watching it by saying, among other things, “I didn’t think you could make a one-sentence paragraph in the body of an essay.”

One last tidbit: I took an AP Lit workshop from UCLA this summer – a waste of time, mostly – but got this from the College Board/APL celebrity who taught it: AP Lit exam graders appreciate organic form, “as long as it has a beginning, middle, and end.”

I like that: beginning, middle, end. None of this “introductory paragraph, body, conclusion paragraph” drivel.

Then, instead of sleeping as I’d intended, my mind shifted into overdrive. Sylvia’s and Jeff’s post led to these fantasies of how we can teach real writing (based on real reading in this “infinite book” we call the internet) with web 2.0:

First, students would write self-directed blogs. No homework assignments allowed in terms of subject matter, though standards of style and conventions would be set;

Second, assessment would be based on readership, comments, subscriptions, visitor stats, Technorati authority ranking (with safeguards against fraudulent links, which are easy enough to spot), self-assessment, and other non-authoritarian, teacher-gives-grades assessment styles. (And yes, as usual, it’s the institutional but otherwise counter-educational imperative to grade everything that presents the biggest obstacle to this approach to learning.)

–Wait, you say. That’s not fair. Some students who are not blessed with verbal intelligence will not attract subscribers, visitors, comments, and so forth. But not so fast: the art of compensation with other intelligences is so much more possible on blogs. Not a great writer? Then compensate by communicating through images (see Diane Cordell’s blog), podcasts (see Wes Fryer), films (see Marco Torres and Mabry Middle School), graphic novels and comic strips (see ToonDo). Carve out a niche doing Google Earth productions (see Google Lit Trips) as your blog’s specialty. Find some skill you have, or some passion you want to extend, and adapt your blog to exploit that.

Really: What form of multiple intelligences does blogging exclude?

Third, grades would be weighted toward the end of the year or term, to allow for experiment, dead ends, learning – through – failure, and other writerly discoveries afforded by real-world blogging. (I’m more and more fascinated by the fact that my own blogging has been a real-world case of what we call “project-based learning” in school, and more and more convinced it’s the way to engage young writers to naturally want to hone their skills and excel.)

I shouldn’t have tried to write this right now. Too tired. But these holidays are short, and I love them for allowing this type of reflection.

–

*I’ll probably just buy the domain and host it alongside the Project Global Cooling site anyway, since I’m already adminstering WordPress MU for my school – and soon will train students to administer these sites themselves. It’s so hard to let go of the reins and give them to the young, and so easy to forget that they’re more than capable. But I will ask Scott to boost, support, read, seed, reply

Photo credits:
Writing by oskay
Borg Drones by Dunechaser
Bible 2.0 by jeff w brooktree
Looking by eskimoblood
Fusion Festival 2005 by Udo Herzog

Awake and refreshed now. Neurons still firing from a heady mental cocktail blending the Shanghai Learning 2.0 Conference, my RSS subscription to Crooks and Liars (my favorite political blog), the creative potential of iLife for student-people and teacher-people alike and, five minutes ago, a dash of eureka inspired by reader comments to a week-old and month-old post on this blog.

Crooks and Liars linked to an ACLU online graphic novel about racial profiling that caught this English teachergeek’s eye. I followed the link and read the comic. Here are a couple frames:

Then I thought of my AP Literature King Lear project (we’re adapting the Lear story to the present, re-writing the verse as contemporary English prose, still in dramatic format, on our King Lear Street Talk wiki, after which we’ll record “radio theater” performances of it for publication on Librivox).

I thought of two reader comments of late that gave me ideas I wouldn’t otherwise have had (the power of blogging-as-conversation, again, for Those Who Still Don’t Get It): One of those readers – also a writer, in what I want to call the “reader/writer web,” since this new web turns all of us who use it into a new breed of reader/writer/audience/co-thinker – was Diane Cordell (her Journeys here). Reading one of Diane’s posts a month ago, in which she posted a comic creation she’d made on ToonDo, led to me making one of my own here. This led to Diane’s comment,

You DO realize that the next step might be to create graphic novels – or graphic poetry anthologies.

I loved the Illustrated Classics comic books (not the abridged novels we use now for reluctant readers) that were published when I was a child – I’d be interested in seeing how your class portrayed good old J. Alfred – or tackled Blake’s Tyger. Or re-interpreted Beowulf (maybe you could collaborate with Christian Long’s Brit Lit class). Frankenstein might also be fun to tinker with.

Then I thought of another comment from Patrick Higgins of the always-excellent Chalkdust, replying to my post about the Lear project. Patrick wrote,

I am going to scout out our curriculum tomorrow for our AP Lit teachers and see if they, too are reading King Lear and have them [meaning "the students," I think - and being an ESL specialist, I see the value here] use your page as “cheat sheet” when they have difficulty.

And it hit me: Diane was right about Classics Illustrated comics in the Old Days – I loved them. I remember getting an A on a high school English class essay on the Iliad based on the comic version * And Patrick underscored the usefulness of such a product.**

And we have Apple’s Comic Life bundled on our students’ MacBooks, plus ToonDo online, for two options for making a modern King Lear graphic novel.

The only problem I can see is time. Making the graphic novel still requires the re-writing on the wiki, so creating the comic art would add more hours to the project. But I still think the graphic novel idea is pedagogically valuable, because that genre differs from the prose wiki format in a way uniquely tailored to benefit student writing in the much-needed area of verbal economy. Look at this panel from the ACLU comic and you’ll see what I mean:

The graphic novel, by restricting text to limited fields – narration boxes, speech and thought bubbles – forces economy in a way that text-only writing does not. And economy – saying the most with the fewest words possible – is a stylistic skill sorely in need of training for my seventeen-year-olds (and let me beat you to the punch by confessing I need it, on these pages, as well).

So if anybody else out there is reading Lear this year, and is interested in collaborating…. If we could divide the labor, my 35 students creating the book alongside yours, just picture the final product: a talking graphic novel – wiki-based? – with mp3 performances of each page embedded on the page. How cool would that be?

—

*That Comics Illustrated Iliad was probably better than many of the lame, archaic prose translations high schools assign out of either cluelessness or cost-consciousness. I can’t believe how many English classes I’ve seen using horrible, 100-year-old translations of the classics that I would hate to read, but that students, due to the Victorian or otherwise stilted English of those bargain-basement translations, would have a hard time even understanding – when there are fantastic new translations in our own generation’s English that might bring those classics to life in the classroom. Examples: Stephen Mitchell’s new Gilgamesh translation, Theo Cuffe’s new Penguin translation of Candide, Jack Zipes’ recent Signet adaptation of Burton’s translation of The Arabian Nights. Yet teachers still buy the Dover editions. *shudder*

**I shared Patrick’s comment with my classes, and they saw the sense of what he noted, and seemed to see that this was more real-world than a stupid homework or school project because it would be used Out There in the World. Thanks, Patrick. Getting students to understand the Beyond School goal is incredibly difficult.

The Fischbowl: What Free Software Should We Install?

• Karl’s readers are amazing on this one. Christmas in June.
  – post by cburell

NickTech.org – Free Software

• Excellent list of free software links, with descriptions, for both Mac and PC. (I didn’t know there was a more convenient alternative to OpenOffice for Mac OSX!)

  Thanks to everybody who replied to Karl’s “What Free Software Should We Install“? (Dad, if you’re reading this, there are some real bargains here!)

  – post by cburell

New Tools for Schools

• David Jakes‘ excellent intro to web 2.0 for teachers wiki.
  – post by cburell

Wimba Integrates with Moodle: Podcasting, Voice, Live Classroom Annotated

Note to self: follow up on this. From the article:

Screencast-O-Matic

• Create screencasts online. Java-based. Still in beta, but a great tool. Resolution much higher than what I’ve been able to achieve with SnapzPro on my Mac. And yes, it’s cross-platform! So far, you can’t embed, though you can download as Quicktime, upload to Google Video or YouTube, etc, and embed from there, I guess–which might cause the same fuzzy resolution I’ve been fighting with SnapzPro all along. iShowU, by the way, is a new Mac screencast software–about USD $20–that is far superior to SnapzPro, if you want to buy software for your Mac.

  Screencast-o-matic seems eager to add features and improve its service, so it’s definitely something to watch. Thanks to Jeff Utecht and Chris Craft for the tip.

  – post by cburell

Confession: I’m behind in my unit planning for history. I’m doing too much administrative stuff to stay abreast of my course-work.

But an interesting thing just happened. Faced with a history class in 2 hours and no unit plan for World War I to World War II, I found myself setting up a new Wikispace–”A Broken World“–and designing a project for a student-created online textbook, complete with embedded student video lectures and Skypecast interviews with academic experts–and it took me all of 30 minutes.

I really think that this project will be self-sustaining for the next three weeks or so, requiring little further planning for me.

I also think the students will learn much more, and enjoy that learning more as well, than if I had created discrete lessons for the whole unit.

This is only my third or fourth wiki project. The French Revolution Wikipedia and Ant Farm Diaries was, judging by student feedback, a success–but an imperfect and exhausting one for us all. The 1000 Flat World Tales creative writing workshop for my English class has also been engaging for students and teachers, but again, high-maintenance (we’re working those bugs out, though).

But this online textbook wiki? It seems like a new plateau in simplicity and design. I hope I’m not deceived. Take a snoop and tell me what you think–and steal at will (though be a nice thief and let me know how things go, and any improvements you make).

EyePod (Revised)
Originally uploaded by LeggNet.

Real quick: for the 1001 Flat World Tales project, we had each writer record and podcast him/herself reading the first draft for an audience of one: him/herself (gender pronouns stink).

Podcasting for self-criticism. I know it’s not new, but it’s so easy now. And it seemed to help the young writers hear the parts of their writing that needed improvement. Here’s one student reflection:

The first thing came to my mind was that I had extremely simple and frequent grammar mistakes. I was kind of embarrassed when I heard it. Also, ideas and details sound incomplete and insights are shallow in depth; it was just shallow that proves not much thinking and brainstorming. I should work on ’showing’ since my second draft ‘told’ everything. It sounded like a lecture about Korean cultures. Well, it was embarrassing to listen to my own podcast anyways.

It’s all so easy now. Odeo, Podomatic. Students pick it up quickly, often without needing the teacher to know anything about it at all. How many teachers realize how easy it is to do this sort of thing?

Just thought it was worth a share.

(Photo credit: “EyePod (Revised)” by LeggNet on Flickr.)

Regular readers have met Jessica (grade 9) before, in a post featuring her experiment with teaching a grammatically stylistic sentence pattern via a YouTube presentation.

She’s the first, now, of all 130 of the 1001 Flat World Tales writers, to learn how to podcast and embed her own reading of her own second revision of her work-in-progress. One of the “emerging talents” I mentioned a couple posts ago.

I thought I would share her story. She’s setting the standard. And she set up the Podomatic podcast without teacher hand-holding. Seems she self-taught by following my own podcast to its Podomatic home, reading directions, and getting it done. Thank Nature for genes like hers: her example should create a ripple effect among her peers–”trickle-down learning”?

She made this with the disadvantage of not having a Mac with GarageBand, so there’s no music loops (though she did add a nice photo to her product). But the story itself, and Jessica’s oral interpretation of it, stand on their own anyway.

Remember, it’s only her second draft. We haven’t workshopped voice, word choice, sentence fluency, or grammar. Drop a comment to her here and I’ll pass it on. And see her page on the high school 1001 Flat World Tales wiki to read her story. She made some smart revision choices as she read, which you can see if you read along as she recites. She heard the parts of the text that didn’t work, reflected on improvements apparently, and just made them orally.

Which is the whole point of this podcast exercise.

Click here to get your own player.