Techstanding #3: Online Learning

The Instructional Challenge:

Your instructional challenge is to develop one brief lesson or professional development training module that shows how online learning can fit into your workplace's model of practice.



Solution:

RMS has adopted and implemented the web based micro blogging tool, Edmodo. While many teachers have started using Edmodo on a regular basis, we would like to see all teachers using Edmodo to create a consistent implementation for all students despite what classroom they are in.

During our SIP days we will be offering breakout sessions to help teachers be comfortable and implement Edmodo in each classroom successfully. We will be looking at topics such as “Edmodo basics”, “Edmodo Advanced”, and “Professional Development and team planning”. There are many opportunities to expand our online learning with Edmodo for our students and for ourselves.

Below is a breakdown of the skills that will be covered in each of the breakout sessions to help you choose which session would best fit your needs.

Edmodo Basics
• Sign up
• Create a Class
• Create notes to students
• Use Library
• Set up student profiles

Teacher Marcia Simmons, on Edmodo


Setting up teacher account and groups



Edmodo Advanced
• Share Discovery Education Videos by adding to Library
• Assigning quizzes
• Using Polls
• Creating sub-groups
• Making and awarding badges
• Adding your own screen casts

In this session we will be talking about how to utilize some of the more advanced features of Edmodo. This session assumes you are comfortable using the Edmodo interface and the basic skills listed above. We will be using other digital resources the district subscribes to such as Discovery Streaming and Odyssey. We will also talk about how to submit and grade assignments and quizzes, use the poll feature, create subgroups, making and awarding badges to encourage students, and adding screencasts to your Edmodo pages.


Create, submit and grade assignments



Teachers can share screen shots or PowerPoints that will help students as they work through a new problem or need review. Screencasts can be used to give students an option to review material they might not have mastered in their first viewing or lesson. This gives students an option to still work at their own pace- whether I am working with someone else or not.




Quizzes can be used to check for understanding or pre-assess students before a new unit. I have had students submit their three ideas for a project in a quiz (shown below) to give me the ability to copy and paste their ideas into a poll to get feedback from their peers.


Polls can be used to get instant feedback in an anonymous way. Students could vote on multiple choice answers- giving teachers feedback to help direct instruction. I have used polls as a way to get peer feedback on which idea would be the most interesting for a project.


Professional Development and Team Planning
• Planning on shared calendars
• Sharing lessons, PowerPoint, and worksheets
• Creating Team pages to reflect on co-taught or co-planned lessons
• Open communication between team members
• Joining professional groups such as Discovery Education, textbook companies and content subject areas

In our district vision we say, the district will “provide current, challenging, innovative, proven and appropriate programs, activities and opportunities that focus on the diverse needs of our students.” Edmodo is just one way that we are trying to accomplish this goal. We are looking to other schools to model successful tools that will give students current and innovative programs that support classroom learning goals. We are also looking to the leaders in technology advances to see what skills our students should be experiencing. As we seek out the best option for our students we have come across many sources to guide our implementation. The Horizon Report shows emerging technologies and a suggested timeline for school implementations. We have found the Horizon report suggests that cloud computing should be implemented in the k-12 classrooms in a year or less. (Horizon, 2011) Edmodo offers all of our students the opportunity to work in the “cloud” with their Edmodo backpack (library). Students are able to save their work and upload it to Edmodo to continue working anywhere they may be.

Mobile learning is increasing in the k-12 classrooms with the introductions of iPads, iPods and other tablet type solutions. The Horizon Report also suggests mobile learning to be a one-year or less implementation. (Horizon, 2011) Edmodo is ready to be used by many of these devices to keep students connected whether they are on their laptops or mobile learning device. The Edmodo app, available through iTunes, has many of the web-based features like seeing and responding to posts, providing access to grades and grade books, and library items. Using the app will increase student’s mobility when using Edmodo.

A personal learning network can be a powerful tool for teachers as they seek out ways to be a better teacher. We often tell teachers, “don’t reinvent the wheel”. Why not use Edmodo to help share these resources with each other- don’t reinvent the activity! Teachers can share their worksheets, quizzes, assignments, videos- essentially any piece of work they want with the teachers on their teaching tem or teachers in their building by uploading or posting the work to other teachers in Edmodo or using the Library feature.
Our vision statement says the district will, “engage students, staff…. to establish relationships that lead to a passion for and a commitment to continuous growth.” We believe personal learning networks will be a way to encourage teachers to make connections as a team and provide support.


Creating a PLN: Edmodo




PBL with Edmodo “The difference between the 21st century classroom and the traditional classroom, is that everything that we do not only focuses on 21st-century skills but it is project-based – which means connected to the real-world.” (Baig, 2011) Communication and collaboration are part of working in a project based learning classroom, using subgroups in Edmodo can give students an opportunity to share their ideas and collaborate with peers. Small groups can be formed inside of each class to create a place where students can save their work or share it with their small group of peers they are working with. (Edmodo, 2011) As Hewes explains in her Edmodo post on PBL, Edmodo posts can give students the option to present their creative project to display the final product to the whole class or teacher. Students can also post their progress to their group or teacher and reflect on their progress, ask questions, and get feedback from peers or teachers. (Hewes, 2011)

PBL and Edmodo




As we close, we would like you to see what some other schools and teachers are saying about Edmodo and their teaching.

Heineman Middle School in CSD 158


Wiregrass Ranch High School


Edmodo features many other schools in their past webinars focused on implementing Edmodo. Some of the featured schools include: Chicago public schools and how they use iPads and Edmodo, Denver Public Schools and online PD for teachers, Nashville and Brunswick County Schools and how they create global learning networks, Orange County Public Schools in Florida- Mater Day High School in Santa Ana California and McCracken County Public Schools in Kentucky on their 1-1 implementation and Edmodo. All of these models focus on Edmodo benefits such as: mobile applications, district and teacher control, student participation, parent interaction, online file storage, community based professional development, virtual classrooms, collaboration, communication, PBL, global connections, increased student and teacher productivity, student choice, student reflections, media literacy, and college and career readiness.

As you can see through the multiple videos and model schools there will be many different ways that Edmodo can be used in your classrooms. We have many suggestions based on what works for each individual teacher, however that doesn’t mean you have to use Edmodo like other teachers have. We hope these sessions have provided you many ideas on how to adapt Edmodo to function in your classroom like we have.

References:
Baig, K. (March 2011). Edmodo helps teachers connect with students online: Attend their webinars for more details starting today. Retrieved from http://onlinesocialsavvy.com/?p=1566 on February 24, 2012.

BIEPL (poster) (December 8, 2011). PBL and edmodo. Retrieved from
http://www.youtube.com/watch?v=2KJmI1ZcBv8 on February 23, 2012.

Biztechtchr (poster)(February 17,2011). Do you edmodo? Retrieved from
http://www.youtube.com/watch?v=coAve-sfYdc on February 21, 2011.

DCSDonDemand (poster) (March 18, 2011).Create, submit and grade assignments. Retrieved from http://www.youtube.com/watch?v=F1SXlLtmJ_Y&feature=related on February 23,2012.

Edmodo (2011). Edmodo webinars. Retrieved from http://blog.edmodo.com/ on February 22, 2012.

Edmodo (2011). PBL edmodo. Retrieved from http://blog.edmodo.com/2011/12/29/project-based-learning-with-edmodo/ on February 21, 2012.

Hewes, B. (May 27, 2011). PBL+edmodo= awesome. Retrieved from http://blog.edmodo.com/2011/05/27/pbl-edmodo-awesome/ on February 25, 2012.

Pascoschools (poster)(December 2, 2011). Edmodo at wiregrass ranch high school. Retrieved from http://www.youtube.com/watch?v=pBoGBKE4hd4 on February 25, 2012.

TTrustTech (poster) (December 2, 2011). Creating a PLN: Edmodo. Retrieved from http://www.youtube.com/watch?v=CGyjJN478ac on February 24, 2012.

Classroom Design

If we teach today as we taught yesterday we rob our children of tomorrow.

~John Dewey

From the Administrative Team:

The administrative team at RMS has given you the opportunity to create the “ultimate” learning space. The space should lend itself to science, mathematics, social studies, reading/ language arts, and elective courses. The budget for this classroom is $150,000. All current resources at RMS will still be available for use in the “ultimate” classroom as well.

We want standard classroom technology to be integrated in the space including a Promethean board, Promethean voting system, a Promethean slate, and Promethean document camera. We expect students to be using their laptops, but also understand the need for desktops in the STEM and art courses.

We would also like for the space to…

- Have a space for the teacher’s materials and workspace.
- Have teacher’s space function as a conferencing area for students and teachers.
- Encourage both group work and independent work while focusing on Project Based Learning units.
- Have equal storage for science departments, math departments, reading and language, and history needs.

My $150,000 budget was spent on the following items:

• 1, 87” dual touch (touch and pen input for quad-touch capability) Promethean ActivBoard with attached short throw projector for whole-classroom instruction, $4,749.
• 1 Promethean Actiview document camera for $400.
• 1 Promethean slate and hub for $330, allowing the teacher mobility from the desktop and the board.
• 1 Promethean ActivExpression voting system to be placed on school server for laptops and desktops, $800.
• 15 dual station desktop tables that fold away the computer to create working tables with flat surfaces, $2,2011.
• 30 stools to be used as chairs at the desktop stations, $2,970.
• 5 digital cameras to be used in the space as needed, $500.
• 2 laser printers, one for the classroom portion of the room and the second in the prototyping portion of the classroom, $600.
• 2 scanners, one for each of the two attached rooms to be utilized by students as needed, $600.
• 30 pairs of safety glasses to ensure safe lab practices are being used in the production area, $120.
• 1 safety glass cleaning station to emphasis safe and clean laboratory practices, $600.
• 300 science fair tri-fold backboards to be used to display projects and student work, $1,500.
• 30 pairs of scissors to be used during project based learning activities as students need, $90.
• 30 packages of markers for students to use as needed, $60.
• 15 packages of construction paper for students to use as they work on projects and displays, $150.
• 4 sink stations, 3 to be placed in the product creation room and one in the classroom portion of the space, $9,108.
• 8, 8’ whiteboards to be placed on the product room walls for students to plan, create, and organize their work, $1,200.
• 10 digital scales to be used in the product lab and by the science teachers while in the classroom, $1,500.
• 1 air compressor to be used for any projects or labs at the teacher’s discretion, $150.
• 4 LogIt explorer (5 pack) computer based laboratory equipment and sensors to be utilized by any project based learning activity or student experiments, $ 5,992.
• 3 packs of 12 stopwatches to be used for any experiment or project needed, $119.85.
• 5 mobile storage cabinets to be used by each department (Science, Social Studies, Reading/ Language, Mathematics, and Electives) for supplies that need to be easily transported between the two spaces, $1,950.
• 30 student chairs to be placed in the classroom portion of the space, $2,706.
• 30 adjustable desks that can be moved into a podium type station allowing students to choose between sitting and standing in this workspace, $20,250.
• 1 school wide subscription to Discovery streaming/ Discovery education to include educational videos, worksheets, quizzes, Lexile leveled science text and many more educational features, $1,000.
• 3 walls of storage cabinets to be shared among all teachers to store the classroom items provided, $3,000.
• 6 robotics kits for students to use in projects and enrichment courses, $6,300.
• $20,000 in reading budget for e-texts and digital copies of books (fiction and non-fiction) to be ordered by the reading coach.
• $10,000 in math manipulatives to be placed in the classroom which will be decided on by the math coach. Manipulatives, calculators, and texts will be in addition to the materials currently offered in the math storage area.
• $5,000 in social studies manipulatives and texts to be decided on by the social studies department based on current needs.
• $10,000 for the science department to order the needed chemicals, replacement glassware, or other lab based products needed to bring our science labs up to date.
• 2 technology coaching salaries at $6,000 each to hire one 5th or 6th grade teacher and one 7th or 8th grade teacher to support their fellow teachers in technology tools available.
• 1 session, 2.5 hours of Promethean training free with purchasing a board.
• The remaining $4,244 is to be put aside for incidentals with supplies, furniture, or infrastructure updates or needs when our 1-1 grant is complete.

(The two spaces are continuous, the pictures should be joined together.)


Research Foundation:

According to Leading practice and Design’s article, “The capacity of learning environments to accommodate groups of varying sizes at any one time, to enable ready access to and use of diverse resources, to blend active and passive learning opportunities to stimulate creativity and inquiry, and to provide specialist learning opportunities are all key considerations of functional design.” (Leading Practice and Design, 2009) I believe this statement matches the goals of RMS administration and staff for this new space.

I have created two distinct spaces in the large learning space so it can be utilized by any classroom teacher- one for classroom situations and one for production or lab type activities. To encourage all teachers to utilize this new space I have included cabinets and mobile storage, a lab space for activities, open resources for student creativity, and whiteboards for student use.

I believe the extra cabinet and mobile storage will encourage all teachers to keep their needed supplies in the space. They will also be able to use the mobile cabinets to move supplies between the two rooms without feeling restricted by where their supplies are located.

This proposed design includes a workspace, a product lab, where students can use water, chemicals and other construction type materials without worrying about damaging or harming computer hardware. The desktops are available for use and can be “put away” with the hide-away computer tables leaving plain workspace for projects and construction. The product lab also has manipulatives, construction supplies, and other general supplies for students to utilize, as they feel necessary. By organizing resources in an open ended fashion, students will be able to use their creativity to design their projects and products. The whiteboard walls are also placed in the product lab for students to utilize and brainstorm while learning how to keep their project organized and use their time effectively.

“Functionality of learning space design considers the interrelationship between a range of complementary spaces that will meet the needs of the diverse range of individuals that will occupy the spaces for significant periods of time” (Leading Practice and Design, 2009). This not only means that students will be using the space for multiple class subjects, but also for the four years they attend RMS. To better equip the space for all content and grade levels I have included the “standard technology” for each RMS classroom.

Interactive whiteboards allow teachers to have a whole-class learning space in which all students can participate and observe new content being modeled. Interactive whiteboards are included in each classroom to make rich and engaging lessons that can utilize multiple modes of learning. The article, What the Research Says About Interactive Whiteboards, suggests that interactive whiteboards “encourages more varied, creative and seamless use of teaching materials” (BECTA, 2003). I have also included a document camera to allow modeling and demonstrations to be done in a whole class setting. Students will also be able to utilize the document camera when demonstrating projects, solving problems or learning to use new manipulatives to solve problems. The voting response system is included on each student’s laptop and desktop by placing the software on the school server. The ability to use student computers as the voting system eliminates the need for each teacher to set up the voting system for a child who has already used the system with a different teacher. The voting system also gives the teacher and students opportunities to poll students as they work on class lessons, projects, or surveys giving instant feedback displayed on the board. The slate is included in the Promethean technology to allow teachers mobility as they teach, facilitate or demonstrate.

To emphasize our school goals of being respectful, responsible and safe there are some built in safety features to ensure safe and successful lab experiences for students. The lab includes a safety glasses cleaning station to clean safety goggles in between each student usage and lab safe sinks. Three of the sinks are placed in the product lab while one is placed in the classroom area. Students will be encouraged and expected to practice safe lab experiences during their time in the new learning space.

Butler Community College in Kansas “defines an effective teacher as someone who orchestrates pedagogy, tools, and environment in a way that creates opportunities for students to learn.” (Herman Miller, 2009) The open and available use of materials in the product lab will also encourage students to use their imagination and resources during projects rather than a teacher setting forth required or usable tools. Having science data-probe ware and scales will encourage students to utilize these science-based tools in other courses or projects. Teachers strive to create stronger connections among content learning areas, allowing students the opportunity to use these tools in multiple situations will help students understand the connection between science and other content areas.

Steelcase states 5 design principles that made their environment successful. One of the design principles found successful in this learning environment was the “ability of users to quickly and easily move, store and reconfigure their space”. By utilizing furniture such as hide-away computer tables and adjustable height desks with wheels, teachers and students are able to quickly move furniture into groups, rows, learning stations, etc. based on their current needs. By using the hide-away computer tables students are able to use the desktops if needed or hide them to have a full worktables.

In the classroom area the desks are designed to be adjustable podium type stands where students can adjust to sitting or standing. The adjustable tables also have wheels to help students move the desk quickly and easily, but lock to keep students from rolling during instructional time.

According to Steelcase, when students were standing at mobile and adjustable desks students had 25% increase in right conclusions and a 24% increase in ideas when problem solving. The conclusion states the overall learning experience was enjoyable and rewarding as learners were more inspired by being comfortable and motivated.

Models of practice and modifications to include in RMS’ learning environment:
During the research for the design of this learning space, there were three models that seemed to fit the design RMS was looking for. These were the University of Michigan, Learn Lab and Crow Island Elementary School. Each of these models have design elements that were utilized in the final design along with the requirements from administration and staff.

University of Michigan



In the video from the University of Michigan we would be able to use flexible furniture to create learning spaces that fit multiple teachers and classes needs. We would modify the furniture in the leanring space and use the adjustable height podium desks for the learning space and the hide-away computer tables for the product lab to better fit all teaching styles. Teachers would be able to create groups, rows, circles and perimeter desk set-ups with the same furniture both quickly and easily.

Learn Lab



Like the Steelcase Learn Lab we would emphasize and utilize the need for multiple class arrangements while being able to move quickly and easily so teachers and students are more likely to move furniture to enhance the engagement and student involvement. By using easy to move furniture like the Learn Lab, students are more likely to move the furniture themselves as needed rather than teachers re-creating an entire class arrangement between classes. Like the Learn Lab we will be needing to host many classes with multiple content areas and different age ranges in students so making the podium desks flexible in height creates a more comfortable learning environment for all students involved. It also gives students the opportunity to sit or stand and learn in the most comfortable way for them.

After seeing pictures and videos from Crow Island School in Winnetka, IL our learning space will be using moveable tables to make a more flexible learning environment that encourages students to be in groups, rows, or learning pods. We also are adapting their idea of a workspace room by creating the product lab in our learning space. The large full windows were also inspiring as the new learning space was designed, giving students both windows and a door to the outside of the classroom encourages teachers to allow natural observations and nature based projects.

References:

Architectural record [image] (n.d.). Crow Island school. Retrieved February 15, 2012 from http://rogershepherd.com/WIW/solution5/crow2.html.

British Educational Communications and Technology Agency (Becta) (2003). What the research says about interactive whiteboards. Retrieved February 12, 2012, from http://partners.becta.org.uk/page_documents/research/wtrs_whiteboards.pdf

Degregori, A. (n.d). Reimaging the classroom. Retrieved February 11, 2012 from ERIC.

Herman Miller Inc. (2009) . Adaptable spaces and their impact on learning. Herman Miller research summary. Retrieved February 10, 2012 from ERIC.

Leading Practice and Design (2009). Pedagogy and space; Transforming learning through innovation retrieved February 10, 2012 from ERIC.

National Business Furniture [image] (2012). 72” wide desk with dual monitor lifts. Retrieved on February 8, 2012 from http://office-desks.nationalbusinessfurniture.com/72-Wide-Desk-with-Dual-Monitor-Lifts-60955.aspx?afid=froogle_nbf&mr:trackingCode=5B5358F6-0628-E111-BAE2-0019B9C043EB&mr:referralID=NA .


Steelcase, Inc. (2012) The classroom of the future. Retrieved February 10, 2012 from http://www.steelcase.eu/en/resources/knowledge-library/pages/theclassroomofthefuture.aspx.

Steelcasetv (poster)(2011). Steelcase learn lab-design story. Retrieved February 14, 2012 from http://www.youtube.com/watch?v=CnU58hbYN1M.

Steelcasetv (poster)(2011). University of Michigan-case study. Retrieved February 11, 2012 from http://www.youtube.com/watch?v=cbo1paLtYHk&feature=related.

Project Based Learning: Techstanding Challenge #1

Prompt:
Each morning as you walk the hallways prior to first bell, you see your students' plugged in to their iPods, you hear them discussing the latest "castle craft conquest", you see cell phones put away in lockers, you overhear discussions using terms like LOL, O.M.G. your school's hallways are buzzing with energy. First bell rings. Students file into their seats. It’s quiet. Books are pulled out. You realize the students have already tuned out.

Your instructional challenge is convincing your administration that you can recreate the hallway energy and students will still be learning.

My Proposal:
To recreate hallway energy and provide an opportunity for students to still learn I propose using project based learning and utilizing 1-1 laptop technology.

Introduction

Project Based Learning involves a central problem that is challenging, open ended and realistic to every day life. Each activity in project based learning is created to answer a question or solve a real world problem. As a result of project based learning, classroom content becomes need to know information rather than forced by the teacher. Learners are given an opportunity to apply classroom knowledge to real life content.

Teacher’s Role
The teacher starts the project based learning unit by creating a hook type interest to engage the learners in the unit. The teacher provides the main problem the learners will be trying to solve. In project based learning teachers will no longer be the primary source, instead the teacher becomes a facilitator of information guiding learners to utilize resources they have available.

In a project based learning classroom the teacher doesn't stop all traditional classroom roles, the teacher still maintains a safe classroom environment for all students. In fact, this is one of the most important things the teacher can do to keep students engaged in project based learning. Since questioning, exploring the unknown, and problem solving are so important in project based learning, the teacher must maintain a safe classroom environment where all students feel it is safe to try something new and risk stepping into a new role. (Buck Institute for Education, 2011)

During project based learning most teachers have a difficult time with the concept of letting students struggle and be frustrated. In most content area classrooms teachers are constantly trying to help students understand information before creating frustration. However, in project based learning it is ok for learners to experience frustration and struggles. This is a great teaching point for both teachers and learners. If learners are not given the opportunity to let their brain think through a problem, they will only struggle when a difficult problem comes their way later in life. Teachers instead use guiding questions to help the learner through their problem but not fix the problem, instead supporting the learner through their frustration.

Student’s Role
Project based learning creates an entirely different role for learners than traditional education. During project based learning the learner takes responsibility for gathering information needed to solve the proposed problem instead of the teacher dispensing information. Each learner is able to apply their own prior knowledge from traditional classroom lessons, personal background knowledge and life experiences to the problem at hand. By creating an atmosphere where learners can apply their own experiences, learners are more engaged and invested in the education process. (Buck Institute for Education, 2011)

Learners are given an opportunity to practice and improve both written and spoken communication. Many learners have not experienced speaking to groups of peers or adults. During project based learning the learner will keep a written record of problem solving steps and research needed to create a final presentation.

The learner will be learning many real-life skills during project based learning such as organization, time management, self-monitoring progress, critical thinking, group work, and the opportunity to practice open-ended questions. While all of these skills are addressed, the teacher has the option to decide the extent of each skill.

As a result, learners are allowed an opportunity to create a meaningful product representing their research, understanding and ideas how to best address the current problem.

Project Based Learning would easily fit in our district’s vision and mission for how we choose to educate students. We would be able to move the idea of project based learning into practice with very few adjustments to our current teaching practices or professional development. By utilizing Hawk U (professional development) and team planning times there would be little disruption to teacher schedules. I suggest using Hawk U as an opportunity to introduce project based learning basics while providing collaboration time for teachers to develop a meaningful unit during Hawk U sessions.


Successful School Models of Project Based Learning

It is much easier to ease into project based learning with colleagues rather than each teacher attempting their own project. It would be beneficial for teachers to see successful project based learning model schools and units that have been created by other educators. This would encourage teachers to develop units that are meaningful and effective in meeting instructional goals and objectives rather than being a “fluff” unit that is fun but lacking in content.


Some successful school models that can be shown are High Tech High, TEAM Academy, and New Technology High (Boss & Krauss, 2007) Napa California (Boss & Krauss, 2007), Granada High School (Boss & Krauss, 2007), King Middle School in Portland, Maine, Lewis and Clark Middle School, and Spirit Lake Middle School.


Project Based Learning at High Tech High

Middle school students from TEAM Academy

Project Based Learning: Teacher Interviews

King Middle School Portland, Maine
http://www.edutopia.org/stw-maine-pbl

Project Based Learning at Lewis and Clark Middle School

Project Based Learning at Spirit Lake Middle School

Indiana’s PBL network list
http://cell.uindy.edu/middleschool/pblnetworkmembership.php

All of these model schools contain similar features which makes successful project based learning such as creating a need for information, problem solving, inquiry, utilizing and gaining 21st century technology skills, independent and group work, and a release of responsibility from the teacher to the students.

A true need for information is created where students desire information to help them solve the challenge. This creates a real need for learning where students are able to gain valuable and meaningful content knowledge. Students will learn more when they are the ones desiring information that will be important to them.

Problem solving is a key element to the projects. Creating an opportunity for students to actively participate in the problem solving process gives students practice and experience in brainstorming, planning and working through a challenge.

Students are given an opportunity to research based on information they have from the teacher’s classroom content and the student’s inquiry to drive further research and understanding.
Students are utilizing and gaining 21st century technology skills during the unit. Students utilize web-based research, communication tools, computers, cameras, video software, web tools, and publishing content.

During project based learning students are able to each have a role in their group work. Being responsible for a portion of the project creates a sense of independence and pride in the final product. Students also have to collaborate with their group figuring out how to manage and incorporate everyone’s ideas in the group as they would in a real work situation.

Teachers introduce the content lessons prior to students starting their inquiry and culminating project. Students are then able to become more independent from the teacher as they work in their groups to create their final product allowing the teacher to become a support and facilitator rather than a dispenser of knowledge. Students become responsible for seeking out further information, using trial and error in their project creation, and using their inquiry and discovery skills.


BIE offers many online projects that could be useful for helping teachers gain understanding of a meaningful unit at http://www.bie.org/tools/online_resources/project_libraries .

Integration of Project Based Learning
During the proposed Hawk University sessions, teachers will be able to use the project-planning outline from BIE to help teams identify important aspects of project based learning. The outline form can be found at http://www.bie.org/tools/freebies/project_overview


Teachers will be able to bring their scope and sequence for 4th quarter and discuss a driving question that would overlap in multiple subject areas. By using the project planning outline teachers will decide on the ending artifact students will create, the duration of the unit, the topic and content that will be covered, the standards that will be met, what kind of technology will be used, how and when technology will be used, resources that might be needed, assessment and grading, what people will be involved in the unit, and what their kick off will be to engage students in the project.


Support and Input from Others

Teachers will be able to create Edmodo groups to provide a place for students to work and share research with each other. Edmodo would also allow for students to share polls with each other to gain information that could potentially drive their final product. The library feature in Edmodo would also allow students to get information from the teacher as well as sharing information like videos and websites with their group. Students can also use their Wikispaces page to share their final product in writing and media.


While planning and implementing project based learning units, teachers can utilize their colleagues to help them plan and implement. Teachers would be able to plan a majority of their project during their Hawk U sessions focusing on cross-curricular driven units. Teachers would also be able to use their team planning time for any extra planning that may be required as well as sharing implementation progress or challenges. Teachers can create and maintain an Edmodo group for their planning purposes to utilize the library feature allowing sharing of files and resources, polling feature to get anonymous opinions from colleagues, and leave each other messages as a communication tool.


Administrators and school support staff would all be utilized in a supporting role during the final assessments of projects. Students create a stronger product when they know they will be presenting their final product and learning to an audience rather than just a teacher or class.


Our Existing Resources
We have wonderful resources that would be of great use during project based learning in our building and classrooms already. Each student has his or her own laptop with a built in microphone and camera that can be used for research, product creations, recording progress, and documentation of the project. Students also have a school account for Edmodo and Wikispaces, which can be used to display information, share research, create communication spaces, and collect group project materials. Below is a video explaining how project based learning can utilize Edmodo.
We also have the library/media center that can be utilized for research. The library also has other resources available such as flip cameras, digital cameras, printers, and a scanner.
Teachers can also utilize their own laptop and visit http://www.bie.org/tools/freebies to find many free tools to help in the process of project based learning.

In my current teaching environment
Project based learning is a tool that I currently use in my own classroom. Engineering offers many opportunities for students to create and utilize new tools during their own inquiry process. I believe I see my students more engaged through project based learning situations compared to other classroom situations throughout their day.

I propose utilizing project based learning in multiple classrooms will increase student engagement and understanding.

Online resources and Tools
http://www.bie.org/tools/online_resources/innovative_technology

http://biepbl.blogspot.com/2011/12/how-does-edmodo-support-pbl.html


http://www.bie.org/tools/freebies free tools for project based learning

Student resources for PBL http://www.bie.org/tools/freebies/cat/student_handouts

References:
Autodesked (poster), (2011). Autodesk digital steam workshop: Project based learning. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=LTYvIDGH2Vk .

BIEPBL (poster), (2011). A project based learning experiment. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=OchlZqoMI_M&feature=player_embedded .

BIEPBL (poster), (2011). BIE’s project planner tutorial. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=YWh0act_9HE&feature=relmfu .

BiIEPBL (poster), (2011). My restaurant project. Retrieved January 20, 2012 from http://www.youtube.com/watch?v=GvvFdNWvSRI&feature=player_embedded#! .

BIEPBL (poster), (2011). PBL and edmodo. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=2KJmI1ZcBv8&feature=relmfu .

BIEPBL (poster), (2009). Project based learning at hth. Retrieved January 24, 2012 from http://www.youtube.com/watch?v=xfP53Alnbhk&feature=player_embedded#! .

Bresnick, J., (2000). Facilitating Inquiry. Synergy Learning, March-April. Retrieved from http://www.exploratorium.edu/ifi/resources/classroom/connect/bresnick.html on November 1, 2011.

Boss, S., & Krauss, J. (2007). Reinventing project based learning. Washington, DC: ISTE.

Buck Institute for Education and Boise State University.(n.d.). Project based learning. Retrieved October 22, 2011 from
http://pbl-online.org/

Edutopia, (n.d). Resources for project based learning. Retrieved October 22, 2011 from http://www.edutopia.org/project-based-learning-guide-resources#pbl .

Edutopia, (n.d.). Maine project based learning. Retrieved October 22, 2011 from http://www.edutopia.org/stw-maine-project-based-learning-ten-key-lessons .

Iwasborntolearn (2011). Born to learn. Retrieved January 21, 2012 from http://www.youtube.com/watch?v=falHoOEUFz0&feature=related .

Laur, D. (2011). How does edmodo support pbl? Retrieved January 21, 2012 from http://biepbl.blogspot.com/2011/12/how-does-edmodo-support-pbl.html .

Uoregon (poster), (2010) Project based learning: Teacher interviews. Retrieved on October 22, 2011 from http://www.youtube.com/watch?v=2wRhrYIZI1Y .

Shaking Up the Routine!

This idea came from an article in my Zite paper. The article is a list of 100 quotes that innovate and inspire people. Here is the list of 100 quotes.

As I was standing in the back of my classroom, watching my students start the daily routine with the starters on the board I found myself thinking I'm bored. Of course, I decide to give myself a little pep talk here, self talking isn't just for the students. My self pep talk sounded something like this, "Whoa brain, stop there! This is my time to take attendance, get any paper together, and label work for missing students…not to make more work for myself. This isn't the time to start something new, everything always feels like playing catch up in the first few weeks of a new class and quarter, leave well enough alone." However, my pep talk only lasted so long and I started to wonder why I was feeling bored or uninspired in my routine with my kiddos. The problem was I have been in this class 14 weeks, they have only been in this class 5 weeks. I needed to shake things up for me, not them…everything is still new for them. I wanted a change but not something so drastic it would create more work for me and still be a starter students can complete without my assistance.

The directions to get their portfolios, sharpen pencils, download the needed document for the day stayed the same, but instead of starting the day with a problem or question I decided to include some of these quotes that promote innovation in people. Engineering is such an advanced curriculum no matter how you break it down, sometimes I forget just how young my students are. As learners they continually amaze me with the products they can create and the ideas they have, I forget they don't know how to self-talk, deal with frustrations, realize not everything has a right answer and reflect. I decided to start with a simple quote that I have displayed in both my classroom and prototyping lab also number 6 on the list.

"If you can dream it, you can do it." - Walt Disney

I love my Disney theme in my classroom, it keeps things slightly magical! In my classrooms I have a quote from Christopher Robin on the wall, Disney decor with fun character quotes about dreaming big and believing in yourself, and a Meet the Robinsons quote about Keep moving forward. This quote felt like a natural place to start in asking my kids to think about quotes. At the bottom of my regular directions students had the quote with the directions to write their response in their engineering journal either digital or paper. My directions were simply tell me what this means and respond. My kiddos all started on this quote quickly and shared plenty of information in their journal entires. They were entertained by the idea of talking about Walt Disney and cartoons in something as serious as engineering. However, they were excited and engaged, I couldn't wait to read all the entries!

The second quote I tried about 2 days later was "Do not fear mistakes. There are none." - Miles Davis.
The kiddos came in and started to get their supplies ready for the day. I can tell most are about to start their reaction to the quote as the classroom starts to settle down. I don't hear little keys typing away like the first time, instead I hear silence as they start. I look up and they are all (and I mean all) staring and the board and slightly confused. By the 3rd class I was starting to have deja vu! This was a universal reaction from 6th graders to 8th graders. In general things went the same way in all classes. I wait about 3 minutes, they aren't talking and they aren't writing..they are seriously perplexed looking at the board. I asked what was wrong and almost all the kids raise their hand and I start getting information. "This is weird, I don't understand this, I don't even know who Miles Davis is, how can there be no mistakes, you can't grade something if there are no mistakes...is there more to this quote?"Alright then! I told them to write that down, that's part of their reflection on this quote. When they have had a few minutes I started to discuss what this might mean. All the classes really just didn't get this quote, they couldn't take it for what it was worth. The more I think about it the more I realize why they struggle with my class the first 3-4 weeks. They are so used to being given direct instruction, detailed directions, and answers are either right or wrong. If you are wrong then you don't participate anymore. I honestly think a majority of my kids are smarter than we know but they are scared to participate and risk being wrong. This was amazing insight for me and why they want one answer in our designs...they want me to tell them if it is right or not and I can't. I can only ask them if they met the required criteria.

The third quote I've tried had to work a little differently, I knew this would be challenging. This is one of my favorite quotes, as most Einstein quotes are! "You can't solve a problem on the same level that it was created. You have to rise above it to the next level." - Albert Einstein

The kids came in the room, got their supplies, started the process to prepare for the day and started their quotes. This was one of the best quotes because the kids have never experienced problem solving like my class before. They want to fight the problem solving and no right answers, but in the end those who start to let those ideas sink in succeed the most. The kids who realize being right isn't the number one goal are the kids who say my class is their favorite. I was shocked at the way my kids felt about this quote. They shared things I never expected them to tell me, we've only known each other for 4-5 weeks. I heard stories ranging from witnessing abuse to parents with drugs to stories about the hardest problem kids have ever solved. Kids all found a way to relate this quote to a problem in their lives and how solving that problem required them to requires them to think differently than they have been raised to think and what has been taught. In a poverty cycle most kids don't realize the value education offers them, but I saw many of my kids seeing STEM as their way out of the cycle their family has. Many kids, both highly intelligent and the academically struggling felt like this class was giving them options they didn't have before. I agree with them in a way, some kids would never know engineering was their passion if they hadn't experienced it. The kids who never understand how science and math relate to each other get to see that magic.

I loved all the insight my kids shared and how willing they were to open up through their writing even though they hate writing! It was emotionally exhausting to read all the stories and provide feedback on each individual response. Still, I think this is something I will continue at least once a week. I think it was a wonderful source of inspiration and reflection. The kids were engaged and connecting the quote to their own personal experiences. Sometimes shaking things up works out nicely!

Portfolios in the Classroom

Who uses portfolios?

Portfolios can apply to any learner regardless of their education level or work setting.

K-12 Students

Portfolios can be used in many different ways for a K-12 learner. Options include a portfolio showing growth from kindergarten to 12th grade, accomplishments for each IL standard strings or Common Core strings, growth during a course, or growth during a series of courses. All situations create an opportunity to help students organize their work.

College Level Students

Many universities require an educational portfolio from pre-service teachers. As pre-teachers continue through their education courses they create a working portfolio to display their educational philosophy, created lessons, proof of understanding of students, and ability to utilize and communicate standards.

Educators

Current teachers can use portfolios to keep a record of student work, lesson plans including pictures/videos of students engaged in the activities and a reflection of the lesson and analyzing current teaching methods.

Professionals

Professionals can utilize many different types of portfolios.
Engineers use portfolios to display and organize their work.
Contractors use portfolios to show types of designs they have created.
Artists keep portfolios of sketches, drawings and paintings.
Writers keep published or private work in portfolios.
Models keep a portfolio of pictures and photo shoots they have completed.

Regardless of age, education or working atmosphere a portfolio keeps information organized in one location.

What kind of portfolios can I use in my classroom?

E-portfolios

E-portfolios can be any type of portfolio created in an electronic format such as websites, pages, scrapbooks or PowerPoint presentation. Electronic portfolios allow learners to utilize technology while creating a flexible portfolio that can follow the learner.

Currently I am testing two different platforms for digital portfolios. In my classroom we are using a free website creator called Weebly to create websites. We are also using Wikispaces giving each student a page to display work and reflections on a classroom wiki.

Display/Best Work portfolios

Display or best work portfolios display artifacts a learner believes shows off their best learning. Display portfolios provide an opportunity for learners to invest in their work with the knowledge it will be a product they share with others. Both the learner and teacher experience a sense of pride with best work portfolios, learners show what they can accomplish and teachers see engaged learners as a result.

Working Portfolios

Working portfolios have a mixture of completed and in progress work. Many classrooms could implement a working portfolio in their current notebooks or binders used for class. Learners keep artifacts that are complete, like homework and tests that are graded, and work in progress such as classroom projects.

Working portfolios best fit a single content area classroom. Learners would be able to evaluate and analyze the portfolio on a quarterly basis with their teachers.

Assessment Portfolios

Assessment portfolios are used to show what content a learner has mastered in a specific curricular area. Learners complete reflections on each artifact included explaining why the artifact is included in their portfolio and how the artifact shows their knowledge.Assessment portfolios require the learner to select appropriate pieces and be able to communicate the reason behind including the artifact.

What do your students put in their portfolios?

Students have endless options when it comes to artifacts included in their portfolio. Students have the ability to choose any artifact meeting the teacher's established criteria.

Engineering Portfolio Artifacts can include, but are not limited to...

• Engineering journal entries
• Design Sketches
• Inventor Parts
• Inventor Assemblies
• Inventor Drawings
• In Class Activities- pictures or videos
• Program Codes
• Learning Profile

How do students benefit from portfolios?

• Creates self-confidence by displaying best work
• Work is meaningful and will be kept for a time period
• Encourages computer and technology skills
• Engages students in the learning process
• Allows students to have choice in the selection of their work
• Learn organization
• Practice evaluating quality work
• Treated as an individual with a valuable point of view
• Improves communication skills with adults and teachers

How do teachers benefit from portfolios?

• Teaches organization through application
• Helps students see their growth rather than independent grades
• Students are able to review concepts and activities, reflect on the artifact, make connections between portfolio artifacts
• Allows students to be responsible for their learning
• Meaningful assessment displaying thought and knowledge rather than memorized information
• Allows teachers and students to evaluate and assess learning as a team rather than the teacher telling the student how he/she did
• Individuality: Getting to know each student on a more meaningful level
• Splits the responsibility of assessing and evaluating work with the student
• Promotes higher level thinking skills such as Bloom's Taxonomy analyzing, evaluating and creating

How portfolios changed my classroom

Engaged Students

This year was my first year using a website creator with my classes to make website portfolios. I introduced the concept to my students in the first week of school, however we started to run short on time in the classroom. The students had barely set up the websites by the end of the 2nd week of school. As a group, my 6th graders decided they needed an opportunity to learn and practice the website creator with some help from me. I asked them what they thought I should do because we really don't have the time in class. Students came back with a proposal the following day, have a "website party night" on Sunday evening-websites and pizza. I stood there confused for a few minutes...did my kiddos just ask for an extra night at school to do work voluntarily? As a teacher I can't ask for more, my students are demanding more time for education. In less than two days we had permission for an evening school event, pizzas ordered, and parents willing to come help monitor students. In the end, this 3 hour investment was the best and most rewarding thing I could have done for my classroom atmosphere, to get my students engaged in learning, and jump start meaningful relationships with my students.

Changes Classroom Assessment

I believe portfolios have changed my classroom assessment entirely. I am more involved with my students on a daily basis because of their digital content. I can constantly check in on my students and their progress, learn their frustrations and concerns, and examine their growth easily. I no longer depend on tests and quizzes for assessment, instead 3 times during each 9 week course I have one on one conferences with my students. My students are excited to have their conference with me, they want to show and share all they are accomplishing. It creates a time where my students are allowed to brag on their work and hear me tell them how proud I am.

I also use rubrics to help with assessment in portfolios during each course. Students have a list of required elements for each portfolio submission. Requirements include some artifacts I ask for specifically and others students choose based on the required criteria. It allows my students to still have choice in their artifacts but also meeting my needs as far as my curriculum goes.

I feel portfolios have changed my entire grading system. Students are more involved and excited about their work because it has meaning to them. My students take pride in their work and find meaning in each assignment rather than feeling like it is just another worksheet. I see my students working harder and communicating after the implementation of portfolios.

During each portfolio experience I realize frustrations will always happen. Students are coming to my class with different background knowledge and life experiences. However, most of these frustrations come from the lack of skills my students have. No one is teaching students how to evaluate, how to be creative, how to be organized or why they should care about their own work due to the stress and concern of state testing. It is a unique opportunity to be able to teach my students life skills they can use in any job, no matter what that job may be.


Some frustrations I have experienced with my students

• No understanding of what reflection means or looks like
• Students have never created and used a table of contents
• Students need taught how to use dividers and tabs, that papers belong behind the tab
• Some students never find an artifact that shows quality of work
• Organization
• Making meaningful connections in artifact reflections
• Technology skills have never included website creations or using wikis

I believe middle school students are ready for some of the necessary life skills that can be taught through portfolios.

Organization

I see my students who have never used a three-ring binder or dividers learning how to organize themselves, a skill all middle school students need. I could not imagine sending my students to high school having never used anything but a paper folder for organization. My 6th graders needed a 30 minute lesson on how to put the dividers in the binder, label the small file labels, make sure the dividers were in order, and papers go behind the tab instead of in front of the tab. I didn't realize just how new of a concept dividers would be for most of my students.

Reflection

My students are getting better with more experience in reflecting on their artifacts. The process of reflecting on a piece of work, what happened during a class period, or looking back on choices continues to be a challenging topic in my classroom. While my students are mentally capable of reflection, they have never practiced before. I find myself doing think-aloud reflections like math teachers solve problems step by step. My students roll their eyes and think it's silly, but are becoming better at reflecting on their own work. They don't realize this is a skill no one has ever formally taught them, and it takes repetition to get better. I know portfolios make a difference in student reflections when I look at some of the 6th grade beginning reflections and 8th grade final reflection, the growth is incredible. Student's ability to grow in their reflections is one area where I am always surprised with the results.

Student Relationships

We often talk about middle school students as social creatures, which they are. However, most middle school teachers forget their students don't just want to be social with their friends but also their teachers. Middle school students are at a unique stage where scratch and sniff stickers and a good job on their paper is still exciting to them. By utilizing electronic portfolios I have the ability to leave comments throughout the entire course on their webpages or wiki space. Many of my students open their pages and go straight to their journal to see if I have commented before they start working. As a result of these small exchanges students start to share more information and feelings about school, life and connecting the content to real life. They find themselves opening up to me in their webpages and my comments opening myself up to them as well.

Teaching Digital Skills

Now that I utilize websites and wikis, I find myself needing to teach my students what proper online behavior includes. I make sure they understand what information is appropriate to include, how to respond to other people's comments, passwords and usernames, online privacy, and how to respond to peer portfolios in a positive way. While these are all digital skills, my students are learning to utilize these skills in my classroom.



Ash, K. (2011). E-portfolios evolve thanks to web 2.0 tools. Retrieved from http://www.edweek.org/dd/articles/2011/06/15/03e-portfolio.h04.html on November 1, 2011.

Association for middle level education (2011). Assessing and reporting progress through student-led portfolio conferences. Retrieved from http://www.amle.org/Publications/WebExclusive/Portfolio/tabid/650/Default.aspx on November 4, 2011.

Barrett, H. (2003). Recent research on electronic portfolios. Retrieved from http://electronicportfolios.org/research.html on October 23, 2011.

Barrett, H. (2003). The research on portfolios in education. Retrieved from http://electronicportfolios.com/ALI/research.html on October 21, 2011.

Danielson, C., & Abrutyn, A. (1997). Introduction to using portfolios in the classroom. ASCD.

Department of staff development, George counting public schools. (2010). Portfolio assessment. Retrieved from http://www.pgcps.org/~elc/portfolio.html on October 27,2011.


Edtp504 (poster)(2011). Digital literacy-using technology in the classroom. Retrieved from http://www.youtube.com/watch?v=X5ySocUyI7I&feature=related on November 4, 2011.

Kelly, M. (2011). Student portfolios: Getting started with student portfolios. Retrieved from http://712educators.about.com/od/portfolios/a/portfolios.htm on November 1, 2011.

Slidedesigns.net (2011 April). Puzzle [image]. Retrieved from http://www.slidedesigns.net/2010/04/phttp://www.slidedesigns.net/2010/04/page/2age/2 on November 3, 2011.

Teacher vision. (2011). The portfolio process. Retrieved from http://www.teachervision.fen.com/teaching-methods-and-management/experimental-education/4537.html?detoured=1 on November 2, 2011.

Venn, J. J. (2000). Assessing students with special needs (2nd ed.). UppeSaddle River, NJ: Merrill.

My Personal Learning Network/ Environment

I was very overwhelmed as I started thinking about my personal learning network. I feel like I have a large learning network, but there are still times I feel isolated in my own engineering curriculum-being in a mix of everything but not always defined! I started to think of what resources and tools I run to when I need support.

The first thing I thought of wasn't technology or my go-to tools online, instead it was my "tribe". My "learning tribe" consists of the people who can give me a little support when my own pep-talks aren't enough anymore. Tribes and their unique impact are described in The Element. "When tribes gather in the same place, the opportunities for mutual inspiration can become intense." The people who give me the most intense inspiration in my immediate environment made by my students and other staff members in my building. However, I also have other connections in my professional communities like my support from Eastern Illinois University, Illinois Council of Teachers of Mathematics and National Council of Teachers of Mathematics, Project Lead the Way, and National Science Teacher Association all give me energy to continue the daily work.

I also thought about the way I get information and communicate my information with others. I thought of gmail, talk, aim, Skype, my blog, twitter, scoop.it, and zite. I have direct emailing, interactive communication IMs, and curation sites.

I feel that I use software in my everyday learning and teaching like Autodesk Inventor, Evernote, Dropbox, iTunes, Excel, Access, Powerpoint, One Note, Word, Powerpoint, and Kindle readers. I create many of my lessons and notes for students in power points and word documents. The software portion of my network is not providing information back to me, however I still find it amazingly valuable in my network of learning.

The section that I felt had the most information and really could have expanded more on was my internet based resources. These are the tools and apps that use the internet. I have so many, but they are not all related to the way I am learning…more the tools I use in the classroom to enhance learning. For this reason, I limited the number of internet-based items I used to RSS feeds, email, youtube, google, ask, digg, delicious, vimeo, teacher pal (app), moodle, flicker, google earth, dropbox, blogger, and edmodo.

In most cases, I have arrows both leaving me and pointing back at me because I contribute and gain information from these sources.

The diagram I most related to was Katherine Pisana because her network was organized and easy to understand, she included common tools, internet resources and her own learning areas. I feel like she was able to give a unique glimpse into all of her learning styles not just internet based.

I believe I would add more to my PLN if it was able to be organized. I would have webs or continuations from my learning tribes including the internet-based tools I use with them or from them, I would have communications connecting to learning tribes and internet-based applications and more than just the basic software on my list. However, I didn't want to overwhelm everyone so I concentrated on the topics that were most important to me currently.

I believe my PLN is a hybrid of sorts because I do have technology based connections but I also include my personal connections outside of the Internet. I think I have a combination of curation tools, information gathering tools, publishing tools, and other software that would cover not only tool oriented learning, but also people oriented and use oriented resources.

Resources

Deleket (poster). 3d cartoon icons pack [icons set]. Retrieved from http://www.freeiconsweb.com/Free-Downloads.asp?id=86 on November 1, 2011.

Eastern Illinois Univerity (2011). Panther logo [picture]. Retrieved from htpp://www.eiu.edu on May 2009.

Effectivefive (poster). Social media icons set [icon sets]. Retrieved from http://www.freeiconsweb.com/Free-Downloads.asp?id=1582 on October 31, 2011.

ICTM (2011). [picture]. Retrieved from http://www.ictm.org on November 1, 2011.

NCTM(2011).[picture]. Retrieved from http://www.nctm.org/ on November 1, 2011.

NSTA (2011). NSTA logo [picture]. Retrieved from http://www.nsta.org/ on November 1, 2011.
Pizana, K. My ple [wiki post]. Retrieved from http://edtechpost.wikispaces.com/PLE+Diagrams on November 1, 2011.

Robinson, K. & Aronica, L. (2009). The element: How finding your passion changes everything. Viking Adult

*ipad app icons came from screen shots.

Curation: Bringing a personalized paper to you!

Tweeted Times

Paper.li

Scoop.It Engineering Materials

Scoop.It Classroom Resources

Scoop.It My account


I do like my paper.li paper from CI 484, when I started it was ok but not great. Now, I am finding more content and like the format of my paper.li paper. However, I really like Scoop.it much more! Considering the alternative of curation is RSS feeds like google reader, it was love at first sight for curation and I. Once I started curation, I never considered the option of just a feed again.

I really like how both Paper.li and Scoop.it will email you the "updated" paper. The set up of paper.li is a little more like a traditional newspaper with the headings to categorize your feeds. I do feel like this is one of the best qualities that paper.li offers!

I am starting to understand how scoop.it works and functions, now I am beginning to think I would like to introduce my paper to my students. I don't want to ask my students to curate, I just want my curation to be a "resource". Using my paper would be a guided google search for my students. If I put pages in for a web quest, approved sites for research, or help sites my students can use the paper instead of being bogged down by a google search.

I had a hard time getting my scoop.it to get my RSS feeds, but once I figured it out….it's easy! So for those of you who are using scoop.it…..click on your paper, then manage, manage sources, advanced. This lets you add any RSS feed, any single twitter person or a twitter list. This was neat! I was a little frustrated because scoop.it didn't have any help on this, so I started clicking around (and secretly hoping I didn't kill my paper).

As I am experiencing more with both curation options, I am still very hesitant to bring this into my classroom! As I was working on my paper, I found a topic that was entirely inappropriate. It didn't fit any of my content, but somehow was put in based on someone who I follow on twitter. I not only removed the person from twitter, but then had to remove the content from my curations. However, I do think I have more control in scoop.it than paper.li. This incident happened in paper.li, but wasn't easy to get rid of the article. When I use scoop.it, it contains articles and websites that I "scoop" with the icon in my web browser. It also brings in articles and content based on other papers I subscribe to. If you have content that you want removed it is much easier to remove through scoop.it. I will not be asking or introducing my students to their own curation pages until I have full control of their dashboards. I can't control who my students are linked to, following, or receiving posts from. If one student gets the wrong piece of information, that means I expose my entire school!


I think scoop it is the only curation tool I am ready to bring into my classroom. I can make as many papers as I want, so if I want to create a paper for robotics I can have that. I am currently creating a paper for a presentation at a training for my program focusing on the importance of e-portfolios in my classroom. Right now, this is a collection of articles and websites I find to support my topic. I see this as an option for my classroom since I can have a paper for STEM education, robotics, flight and space, motion and physics, chemistry, etc. I can basically create my own source pages for my students to use as research or suggestions to guide them. I plan on starting I my trial with my 8th graders in Robotics in January. If they can handle it, then I will continue with the rest of the topics and courses.


My previous post on curation:
I am not sure that I like either of the two sources for curation. I think the concept is awesome; I like the idea of things coming in and being organized before you even have to worry about how many new posts there are. We all know the scene, the kids are gone, staff has stopped coming by to chat and plan, you open your email and there are 40+ messages. Your heart just sinks! Same thing when I open the feed reader. The idea of not having that overwhelming number of items show up in your email or reader is really nice. I think if I had 2 more hours in my day I could commit to reading weekly. The curation tool at least makes it an option to read all my feeds!

Curations like Tweeted Times and Paper.li narrow your sights into the topics that you really want to see and picks up on the tags that you request. I think using a curation tool would be helpful for me because it limits the number of items coming in and allows me to focus on the ones I really want to see. I really liked being able to pick the people or the items that are similar to my interests.

I don’t know that I would be brave enough to do this with my students yet, the main reason being that I don’t know how to monitor what is coming in to all their accounts. From a teaching perspective this is a big disadvantage not being able to control anything with the students. They could be following people on twitter or Facebook who post comments that are not at all appropriate for school. I also can’t control if there is someone posting good content with a connection to someone who is not, then my students have access to the appropriate and inappropriate content. Even with my good kids I would need to worry that their connections are good connections with appropriate material all the time. I have to worry about the kids who don’t follow directions and end up with inappropriate content.then share that with the rest of the class since they would all be connected followers. Until I can go in, edit, control, and view all student dashboards I do not see this as something I can use with middle school students. They are so smart and creative with ways to get around the rules, I don't want to put myself in that situation.

I think there are other disadvantages depending on the curation tool you use, I didn’t have much luck with paper.li gathering my feed information. That didn’t help me get any new information or organize what I did have. Tweeted Times was slightly overwhelming visually; everything felt like it was just blobbed together. While the information was what I asked Tweeted Times to gather, it still wasn’t organized by person or topic. This left me feeling like I was having all of my good information dumped on me, just a little bit more organized when it was dumped compared to the RSS feed.

I liked in Paper.li the option to bring in only certain feeds I had subscribed to, choose certain keywords, or to just bring in tweets from one person you are following or everyone associated to your account. I felt like this gave me more of an option in controlling what I wanted to see and when. Between the two curation tools I would say Tweeted Times worked better only because paper.li didn’t grab any of my information. I assume part of the issue was some of my RSS feeds are not updating very often, but that doesn't explain my twitter connections. It didn’t grab any information from the last 24 hours. I even had a few feeds from this morning that it didn’t recognize as new. I am not sure what setting needs to be adjusted but I know that isn’t right.

I don’t feel like either one of them really did much for me. I have never used any type of curation device so I had no reference point, but I was really disappointed. Then I tried scoop.it. I love scoop.it. It has a ton of cool features that I thought the other two would be offering. Scoop.it makes a tool in the toolbar that lets me link any website that comes across my browser to my “paper”. I also like the fact that you can find other papers you like and follow them. I don’t have to keep subscribing to feeds that I only get one or two good things a year. I found some people who had the same types of articles and feeds that I did so I can just follow their feeds instead.

I think I would much rather use a curation tool rather than an RSS feed due to the way it filters my information. I really appreciate the way it organizes and offers me information relevant to me. The RSS feed was really overwhelming since everything was just dumped in my folders. I can’t even say that I would consider going back to the RSS feed when I have an option like this.