Earlier this year I was invited to contribute to a guide for teachers on the flipped classroom, concentrating on the inclusion, or rather availability, of video to increase student engagement (flipped classroom or not).
This is what I wrote:
“Believe it or not YouTube has only just turned 10 years old. Yes, that’s right. So much has changed in that time that it’s often easy to forget just what the rate of change has been. Video has always been something that could be used in classrooms or for teaching and learning, but it was often a bulky CRT television on a trolley, with a VHS player and a multitude of knotted cables that the teacher could never unravel to get it near the wall socket. Therefore, in my experience, my teachers often gave up and tried something else instead. Not only was the actual technology / hardware itself difficult to use, the materials we were shown would be old programmes, not always relevant or interesting, and more often than not of poor quality that only a few in the class would be able to see and hear it properly.
The 2014 IGGY Junior Commission report on Education and the Internet is an important read. I’ve not had chance to digest all of it yet, but what I have read makes for some uncomfortable reading for Higher Education – take note: children understand the technology they have access to, the understand the possibilities (and challenge them), and know how they want to use it and bring it into all aspects of their lives, including learning / classroom / education.
“The IGGY Junior Commission enables ten of the brightest young minds to collaborate with one another to achieve a global goal. These young people are the potential leaders of the future and deserve an opportunity to share their views and recommendations.”
Research and interviews from 289 school children and 109 teachers from 14 different countries helped form the conclusions of the report which include: Continue reading →
The issue of teacher pay, pension, and working conditions is in the public arena again today as UK teachers go out on strike: “Thousands of pupils in England and Wales will miss lessons on Thursday as members of the National Union of Teachers (NUT) walk out on strike.” – BBC News
And again the thorny issue of parents being fined when they take their children on holiday during term time is linked to the lost day(s) of teaching from the strike action -beautifully summed up in this News Thump (spoof news site) article: “As it is, when my child misses school I’m endangering their education and liable to a significant fine, but when they miss school due to a teacher’s strike it’s ‘in their best interests and helping their long-term future’.”
As someone who works in education, and a parent with children in early years schooling, I sympathise with both sides. But what I want to comment on is the issue of parents being able to take their children out of school for a family holiday during term time. I am sure that there are instances when it is not a good idea, e.g. before exams. But surely there’s something both the parents and the school can agree on for the benefit of the kids? Continue reading →
This is what they think. As I read it (and please do so yourself on the link above) I got more and more annoyed. It was less and less about classrooms or learning in 2050 and more about ‘what’s happening now you think will have an impact in 30+ years time’. Only two, Naomi Davidson and Michael Gibson, seemed to truly look beyond the here-and-now projected education 36 years forward.
students will already be used to “interactive, engaging, live classes from anywhere they may happen to be, with the only requirement being a camera, a screen, and a wi-fi connection.”
Is this a warning? If we’re going to truly support engaged learners we need to get this done at the basic level to enable further change, connection, etc. Continue reading →
As with the sessions I followed yesterday I’ve continued to sketchnote my way through them, making notes of the ideas and concepts rather than the specifics of the detail and data. Here are my day two sketches:
Next week is the 2014 Blackboard Teaching and Learning Conference in Dublin. The programme looks very comprehensive and has 6 streams in motion, which means it’s going to be very difficult to attend and cover all the sessions I want to attend – which means I’m going to have to be very selective about what, and who, I see.
Here’s my first impressions of what I will try and see –
Wednesday, April 30.
Keynote / Prof Stephen Heppell. I have met and talked with Prof Heppell on numerous occasions (at Learning Without Frontiers in 2011 and during my time working at Bournemouth University) and know that his unique perspective and style will make this keynote both interesting and hugely profound on the issues affecting education today. This is one session you do not want to miss. Continue reading →
Welcome to a final few thoughts on and about 2013: what did I do, what did I read, what did I achieve, what did I miss, what did I not do … you get the picture. Well …
After thinking, planning, and talking about it for nearly two years I finally got round to planning, writing, and publishing my eBook on QR Codes in Education. (May 2013).
Several years in the making I finally completed my CMALT portfolio and submitted it and gained my CMALT accreditation (November 2013).
In October I re-read my QR Codes in Education eBook and realised it would read better with a different structure to the contents and I took the opportunity to make it available as a printed book too (November 2013). Working with the CreateSpace website I restructured the materials, redesigned the cover and worked on the 2nd edition of the book (also updating the eBook too to match).
Worked closely with colleagues in Leicester on aspects of mobile learning, online marking and feedback, support, course reconfiguration, and roles & responsibilities.
With the new academic year upon us I regularly hear and read about the flipped classroom, and how people are going to use it. I was disheartened to read from Alan Cann (@AJCann) in his “Condensed Milk And The Flipped Classroom” post that his lengthy preparation for a flipped approach was not going to taken forward and implemented. While Alan is already planning an alternative approach, no doubt using techniques and technology he’s already invested a great deal of time in, the post he referenced on The Atlantic website (“The Condensed Classroom”) had this great image.
For first-timers who want to understand the flipped classroom approach, this is an ideal introduction: Continue reading →
This guide, written in collaboration with many organisations including Apps For Good and the Gates Foundation, is “aimed at educators working with young people within schools, colleges, universities, work based learning, formal and informal learning settings.”
“The guide aims to be practical and hands on, but is not exhaustive. Innovative uses of Facebook are being developed all of the time and as such we have created a Facebook for Educators Page run by educators for educators, to share their experiences and recommendations across the UK and beyond.”
By looking at how Facebook is already being used it reports on how it could be used to
support subject teaching across the curriculum,
support out of school hours learning,
encourage informal social learning,
enable easy communication between students, teachers and parents, and to
Video as a guided lesson (flipping the classroom?): “The goal here is to help ensure that students watch videos actively—in other words, giving it their full attention. You also want to help draw students’ attention to (and reinforce) the most important concepts being presented.”
Pose a question at the beginning of each video to give students an idea before they watch of what to expect, what to look for, and what might be worth thinking about.
Present videos in an outline-like structure using concise, descriptively labeled links that include running times as shown below.
Embed short graded or self-assessments either in the video itself, or at the end of each video.