Immediately I am drawn to how Sylvia Tolisano describes digital story telling because it is immediately apparent to me that this is another example of a great approach to teaching that has been redefined with technology. As Tolisano points out, stories are inherent in all cultures, and contain knowledge and wisdom that needs to be taught and passed on.
In my classroom when I teach Social Studies, I frame the content as a story, and we often discuss whose stories we are learning about, and who gets to tell them. It is a powerful exercise for students to learn how to shape a narrative, and to understand that once they have created and shared an event or idea through story, that it will become part of a bigger story. This is acutely more possible when we can teach learners to share their stories with digital storytelling tools. Most importantly are Tolisano’s three “Cs” of connect, communicate, and collaborate. Through interactions such as these three Cs learning can be designed using digital storytelling that can create authentic learning experiences that reflect Daniel Pink’s idea of mastery, autonomy and purpose that Alan November talks about in Who Owns the Learning? Learners can create a real world experience that demonstrates their learning and their interactions with others that made the learning happen. They can then continue to build on their knowledge through the ongoing connections that are made through sharing and collaboration. The learner will not have to be an elder to have their story passed on and learned from, but rather they will get to experience that “passing on’ of a narrative in the digital domain.
Students, in my experience always want to help each other, so it is no surprise that instead of making it a problem that classes always want to casually discuss concepts and ideas presented to them, that instead it should be made into an opportunity for improving student learning. Currently, in my classroom students are always allowed to discuss and help each other on any task or assignment as long as it is not a “test”, and frankly if it was up to me, and me alone, I would create collaborative”tests”. However, there was a time when it made me uncomfortable when students wanted to help each other. I was concerned that if they didn’t figure it out themselves then maybe they hadn’t learned it. I realized that this anxiety wasn’t really about what I really believed, but more about what I thought other teachers and administrators might think. When I realized this, I thought more about the real value of students helping each other, and was prepared with the “why” of my actions. So when I think about Alan November’s ideas about students designing learning for other students, I like the idea, and have already thought of some things I can try. However, in the current school culture I work in I can foresee that their may well be parents questioning why the teacher is getting the students to do what they see as the “teacher’s” job. Even though I am fully prepared with the “why”, it may be a little far from what traditional teaching is supposed to look like in the eyes of some stakeholders.
Having gotten that out, I think what Eric Marcos has done is remarkable, and it connects right into Daniel Pink’s ideas of purpose, mastery and autonomy. What I wonder about is the fact that these students are not graded for their contribution. I understand that the fact that they are not extrinsically motivated is why they do the great work they do, and no grade is really going to have any real meaning or measure of what they have created. Furthermore, I buy into this kind of learning. I see value in it, but I can’t always quantify it. This is the difficulty. Their has to be some way of validating this contribution; this value that students are creating. How do we show the true learning experience of the student tutorial designer?
If the digital Learning Farm became the standard in a school, how would teachers assess if the very act of assessment would nullify student purpose? How do we measure this success and sell it to the data hounds who show achievement through common core standards and the collection of test score data? In our current educational culture
teachers are only held accountable for achievement that can be captured as data, while learning is ignored or not even considered. So I wonder will the student as a tutorial designer always have to be a sideshow? Or can the world truly embrace the paradigm shift?
Alan November welcomes the reader the to the Digital Learning Farm by quoting Daniel Pink‘s book Drive. Pink points out that predictors of high quality work are when individuals experience autonomy, mastery, and purpose. November then wonders how well our traditional education model allows for these three elements. Essentially in my mind it doesn’t. November points out that the idea of purpose is one of the most important predictors of quality work, and yet the traditional education model offers no real purpose for its learners. For me it is crystal clear why Pink’s three indicators are useful in providing meaningful learning, and what November is saying about them in terms of his goals that drive the Digital Learning Farm model. To make myself clear it is necessary to share how my teacher brain was shaped early on in my life.
Before I became a classroom teacher, and actually quite awhile before I got around to even going to University, I worked as, for lack of a better term, an outdoor educator. What this means is that I was employed by an organization called the Camp Chief Hector YMCA, which is located just west of Calgary, Alberta, Canada. In the fall, winter, and spring seasons we ran experiential education programs for schools in the region, and in summer I ran month long adventure leadership programs for 15-16 year olds. There is an amazing amount of learning that goes on in a centre like this, and I believe it has everything to do with the fact all the programs, regardless of whether it was a curriculum based program such as the IEE‘s Sunship Earth, or a month long Outward Bound style backcountry adventure, they were designed around motivating participants intrinsically.
In experiential learning environments, learners are given direct instruction on certain skills they will need to be able to participate as the program becomes more complex. They are given time to practice and become comfortable with their new knowledge and skills (mastery). Learners who return again each year are given even more opportunity to develop these skills as they progress through various programs. It is also quite clear (most of the time) that the skills they are learning are going to serve a very clear purpose very soon. Meaning when the van drops them off 90 km from nowhere, those who were not able to internalize the purpose of mastering the necessary skills and knowledge will soon suffer the discomforts of the backcountry, or the wrath of their peers.
As the programs move forward learners are put into situations where they must take the initiative to use the new skills and knowledge to solve a real world problem. They may need to lead their peers for a day through the mountains using their map and compass skills, or run a belay station to get their group down a glacier’s headwall. The sense of accomplishment from being successful, or from experiencing several failures that eventually lead to an accomplishment, ultimately gives that learner a true sense of autonomy; the sense they can master the world they live in.
To me this is learning.
So as I begin to read Alan November, I see his Digital Learning Farm as the “outdoor adventure for the classroom”. It’s a paradigm shift for the education establishment. It’s a shift for both students and teachers. November talks about shifting control of the learning. I know from experience trying to give a task to students that involves some initiative and problem solving can be painful for all involved. This is particularly true of students who expect you to just hand everything out so that they can fill it in and give it back. The Digital Learning Farm model will take careful scaffolding to bring learners to a place where they can begin to have the skills to take on their own learning journey. Unfortunately a lot of our current paradigm has disabled students. They just want to be taught. This is not their fault. It’s what they are used to. The ideas of the Digital Learning Farm could change that.
For me I don’t need to be convinced of the possibilities of the Digital Learning Farm. I’ve seen the ideas in a different context work effectively time and again. I also know that this kind of learning model cannot be taken on by one individual teacher. It has to be an initiative from educational leaders in schools to shift their learning environments to a place where teachers do not hold all the keys to the learning. A place where it is ok to lead your learners into the woods, and leave them to figure out how to get back. A place where students can see the purpose in their tasks, master relevant skills, and feel the sense of autonomy that comes with working through a problem that leads to useful and real outcomes.
Coming into this course I have a lot of background knowledge on using technology in my classroom. About five years ago went to a PD conference in Canada where I had the chance to stumble into short session on digital learning with a guy named Will Richardson. The session was short, but this Will Richardson guy was inspiring, and he really made me realize I needed to be using technology as a teacher. I dove in. From that point on I tried everything I could in the classroom. I got kids to blog, to comment on blogs, tried out wequests, got students to bring in their own devices to make videos, and among other things, tried to start a collaborative writing project with a colleague in Canada (which in the end didn’t work out due to admin barriers on the Canadian end), but I know I haven’t even brushed the surface of possibility. I essentially burned myself out because I never really felt like I new what I was doing. Each new thing I tried was an experiment , and I often wasn’t sure of the end result. I think I needed a break because this year I’ve stuck mostly with using Google docs for writing, because I know it is effective and fits smoothly.
What hope to get from this course is first of all inspiration to more actively teach more digital literacy with more knowledge and purpose. I like the SAMR model because it is very useful for to define what I’ve done, and what I’d like to do. I can see I have done a lot of substitution ,and I have done some redefinition. I think that I need to challenge myself to think about what I’ve already done, use some of that knowledge, and move forward into something new. However, I’m not sure what that looks like at the moment.
I guess I’ll have to wait and see.
I’ve decided to try out GlogsterEDU with my grade fives. I chose the this particular application because I liked that it allows me to manage all the student accounts from mine, and I can watch their progress. I found it quite easy to get them all signed up. They accessed GlogsterEDU from our class blog, and using my educator code everyone was able to sign up. Once the class had accounts and wanted to start glogging, we realized our machines needed to update Adobe Flash. It got a little busy at that point. However, once that bump was dealt with, away they went with task is to create a “Volcano Profile”.
A general poll of the class found that after our first session they were pleased with GlogsterEDU and what they could do with it.
TEDxPhilidelphiaED – Joyce Valenza demonstrates the evolution of library research and the importance of information literacy in 21st Century teaching.