slavfontichiaro.com/uploads/2013/slav-small.pdf · why do we care? How can we develop building-‐wide vocabulary to discuss tech-‐rich, thinking-‐rich work with one another?

8/15/13

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Learning in a Media-‐Fluid World Kris�n Fon�chiaro, University of Michigan School of Informa�on SLAV ~ Friday, August 16, 2013 Keynote 8:45am – 9:40am; Workshop 12:45pm – 3:00pm Download slides: bit.ly/fontblog

“_IGP5461 | 70” by Ben Fredericson on Flickr. Used with a Crea�ve Commons A�ribu�on 2.0 Generic License. h�p://www.flickr.com/photos/59319911@N00/2542767294

Big Questions Road Map Today   What have we learned in our 35 years of bringing ed tech into the schools?

  What does “transliteracies” mean, and why do we care?   How can we develop building-‐wide vocabulary to discuss tech-‐rich, thinking-‐rich work with one another?

  How do we go beyond, “Make a video! Be crea�ve!” to iden�fy and communicate what “good work” looks like in various mul�media genres?

  How could digital badging and the makerspace movement give us new avenues into technology-‐rich work in our libraries and schools?

Download today’s slides: http://bit.ly/fontblog

Please stand – and stay standing – if you have used the following technologies in your classroom.

"Day 212, July 30th: Lego army" by Katy Stoddard on Flickr. CC-‐BY-‐NC-‐SA. h�p://flickr.com/photos/katy_bird/7680292828/

h�p://www.digibarn.com/collec�ons/systems/appleII-‐bell-‐and-‐howell/CIMG2740.JPG

h�p://www.digibarn.com/collec�ons/systems/appleII-‐bell-‐and-‐howell/CIMG2740.JPG

Image: 'hardcore gaming at the office' h�p://www.flickr.com/photos/35448539@N00/5229554976

h�p://bebetoocool.files.wordpress.com/2010/06/macintosh_classic.jpg

h�p://upload.wikimedia.org/wikipedia/commons/e/e7/PalmPilot5000.jpg

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TURN AND TALK: How have past technology ini�a�ves

improved student learning?

What made them succeed?

Where have we fallen short?

Scribe at h�p://todaysmeet.com/slavtalk

Image: h�p://en.wikipedia.org/wiki/File:Bell_and_Howell_Apple_II.jpg by Jeff Keyzer, used with a Crea�ve Commons Generic A�ribu�on 2.0 License

How far have we come in using computers to promote cogni�ve growth in the past 35ish years?

Some�mes, to be seen as “current,” we’ve leapt into mul�media or technology projects without calibra�ng the quality of the new experience against the quality of the tradi�onal modality.

'Fashion fun!’ by Torley on Flickr. Used with a CC-‐BY-‐SA 2.0 license. h�p://www.flickr.com

/photos/

70285332@N00/2287740875

Today is our chance to step outside our day-‐to-‐day hustle and look and think more deeply.

Image: 'Mr. Jacksons right eye’ by Amagill on Flickr. Used with a CC-‐BY 2.0 license. h�p://www.flickr.com/photos/85473033@N00/243304000

Transliteracy vs.

Transmedia vs.

Transliteracies

“Christmas #1” by Kevin Dooley on Flickr. CC-‐BY. h�p://flickr.com/photos/pagedooley/2070566107/

Alan Liu’s UCSB Transliteracies Project, 2005 – present

Image: 'five’ by woodleywonderworks on Flickr. Used with a Crea�ve Commons A�ribu�on 2.0 Generic License. h�p://www.flickr.com/photos/73645804@N00/2336784676

please stand by: text-‐heavy slides ahead.

Remember, you don’t have to write anything down. It’s

all posted at http://bit.ly/

fontblog

Users of today’s digital, networked informa�on spend an increasing amount of �me each day “reading” online textual and mul�media materials. Yet the prac�ces of digital reading in online environments are not well understood …

“

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…[R]eading in digital networked environments o�en places a premium on searching, scanning, jumping, filtering, aggrega�ng, organizing, and other kinds of radically discon�nuous, low-‐a�en�on, peripheral-‐vision, or machine-‐assisted reading prac�ces that do not map exactly over predecessor prac�ces of individual or organiza�onal literacy.

“ Digital networked environments also make more important the social, collec�ve experience of reading, especially what might be called ac�ve social reading (as instanced by Web blogs, wikis, and other forms of Web 2.0 “crowd-‐sourcing”).

“ Ac�ve social reading today expands such earlier prac�ces as keeping diaries or commonplace books, annota�ng the margins of books, or wri�ng “le�ers to the editor” into major new forms of knowledge-‐produc�on and social experience.

“

Such new modes of online reading are shaped, and in their turn shape, the new technologies that allow computers to “read/write” to each other across pla�orms and so�ware applica�ons in ways that support, and even at �mes seem to supplant, the human ac�vity of reading (as in the case of search engines, informa�on aggregators, news feeds, and other Web services).

“ How are people today in fact “reading” online individually, in organiza�ons, with social others, and in league with a burgeoning society of semi-‐”literate” machines? What innova�ons in technologies or interfaces are possible to increase the produc�vity, variety, and pleasure of these new kinds of reading?

“ And how can the historical diversity of human reading prac�ces provide a metric—quan�ta�ve and qualita�ve—against which to gauge the robustness of the new digital prac�ces? Reciprocally, how can contemporary prac�ces provide new ways to understand the technical, social, and cultural dimensions of historical reading?

“ “

-‐ Alan Liu, UC Santa Barbara, 2006 Transliteracies Project Blog

Texture on this and previous pages: '412 -‐ Leather Texture' by Hoesley on Flickr. Used with a Crea�ve Com

mons

A�ribu�on 2.0 Generic License. h�p://www.flickr.com

/photos/60057912@N00/4225823486

Texture on this and previous pages: '412 -‐ Leather Texture' by Hoesley on Flickr. Used with a Crea�ve Com

mons

A�ribu�on 2.0 Generic License. h�p://www.flickr.com

/photos/60057912@N00/4225823486

Turn and Talk

What resonates to you about this language?*

* besides, of course, that I’m done reading slides aloud to you. J

UNESCO: Media and Informa�on Literacy: A Curriculum for Teachers, page 19. Available for free download: h�p://unesdoc.unesco.org/images/0019/001929/192971e.pdf

(media and info lit)

Freedom of Expression; Freedom of Informa�on

The real challenge is this: How do we translate terms and concepts into meaningful ac�on?

Image: 'Close up of the Rose�a Stone replica' by laser2k on Flickr. Used with a Crea�ve Commons A�ribu�on 2.0 Generic License. h�p://www.flickr.com/photos/56339323@N00/2782075728

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And with many kids coming to school like this kid?

Image: 'Close up of the Rose�a Stone replica' by laser2k on Flickr. Used with a Crea�ve Commons A�ribu�on 2.0 Generic License. h�p://www.flickr.com/photos/56339323@N00/2782075728

h�p://bit.ly/bridger-‐ipad

TURN ‘‘N’’ TALK! If a two year-‐old can use an iPad, what are the implica�ons for our work? Image: 'whoa’ h�p://www.flickr.com/photos/54021469@N00/653976303

SHARE OUT! If a two year-‐old can use an iPad, what are the implica�ons for our work? Image: 'whoa’ h�p://www.flickr.com/photos/54021469@N00/653976303

I would add … what does reading mean to this kid? What does an iPad represent to him? What are those implica�ons?

Image: 'whoa’ h�p://www.flickr.com/photos/54021469@N00/653976303

Turn and Talk

  How effec�vely are we teaching students… – to interpret the world beyond text? – to create mul�media or transmedia products that effec�vely convey messages and content understandings? – about employing compelling aesthe�cs – about mul�media genres?

“Fossil Si�ng in Sunlight” by A Guy Taking Pictures on Flickr. CC-‐BY. h�p://flickr.com/photos/80901381@N04/7649502498/

“Un�tled” by josef.stuefer on Flickr. CC-‐BY. h�p://flickr.com/photos/josefstuefer/50045908/

FANCY NANCY syndrome: Students make minimal cogni�ve investment and plug a few trivial infobits into a Web 2.0 tool. They are lauded for their “crea�vity” … even though the so�ware engineer did the hard work, not the student.

E-‐EFFORT syndrome: Students make minimal cogni�ve investment and plug a few trivial infobits into a tool and then spend a lot of �me on aesthe�c construc�on.

Let’s look at a student work sample. Which do you see: Fancy Nancy or E-‐Effort?

“Funny – A Hoot by @Doug8888 on Flickr. CC-‐BY-‐NC-‐SA h�p://flickr.com/photos/doug88888/3295094303/

My Explorers Report

By Kristin Fontichiaro

My Explorers Report!!!!!!! By Kristin

Fontichiaro

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Christopher Columbus was born in 1461. HE WAS

BORN IN ITALY.

HOME OF PIZZA!!!!!!! YUM!!!!

HE HAD THREE BOATS: **NINA*** ***PINTA*** ***SANTA MARIA***

He discovered AMERICA!!!

He died in 1506.

It was sad.

What are students gaining from this experience? Yes, they’re using technology, but where is the knowledge-‐building?

Image: 'Ques�on mark made of puzzle pieces' h�p://www.flickr.com/photos/10361931@N06/4273168957

student + tech > student

ED TECH MATH student + tech > student

ED TECH MATH

++ sscchhooooll

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student + tech > student

ED TECH MATH

++ sscchhooooll

Beware: if student + tech can

succeed on their own, we’re

all out of a job.

Which parts of this project could NOT be outsourced to India? (And who would buy it?)

If I had turned in this assignment as a paper-‐and-‐pencil product, would you have been proud of me?

p p

Where’s the Beef?* How Do We Know Rigor When We See It?

* Bernajean Porter; ** Joanne Yatvin

Vigor**

WWee sshhoouulldd hhaavvee ssoommee aaggrreeeemmeenntt oonn wwhhaatt ggoooodd,, tteecchh--rriicchh lleeaarrnniinngg llooookkss lliikkee,, rriigghhtt??

Image: 'the professor is six minutes late' h�p://www.flickr.com/photos/55779593@N00/127023370

Norms Ma�er.

“Harrison Roses” by Susan Noakes McCord, around 1860. From the collec�on of The Henry Ford. h�p://www.thehenryford.org/exhibits/quil�nggenius/quilts/73_120_1.asp

Quilt for Bobby Unser by “Racing’s Quilt Lady” Jeane�e Holder. From the collec�on of The Henry Ford. h�p://www.thehenryford.org/exhibits/pic/2010/may/quilt.asp

Rigorous Learning with Technology

(with thanks to Roberta Sibley, Laurie Olmsted, Jeff Stanzler, and Raya Samet for contribu�ng their feedback!)

Rigor means exci�ng challenge, not rigor mor�s! Insert VIGOR

if you prefer*



+

“Man” by Michael McMillan and “Computer” by Alyssa Mahlberg from thenounproject.com collec�on. Used under a Crea�ve Commons CC-‐BY 3.0 license.

> *

* Charles Friedman, defini�on of Informa�cs


Authen�c

Decontextualized


What’s in it for me? How does this apply to me? Why does this

ma�er to me?

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Student-‐Centered

Teacher-‐Directed

Authen�c

Decontextualized


Who’s working harder? Who decides what is important?

Rigorous Learning with Technology Informated

(Value-‐Added)

Automated

Student-‐Centered

Teacher-‐Directed

Authen�c

Decontextualized


Tech is expensive … why pay more if we’re not ge�ng

more?


(Value-‐Added)

Automated

Synthesis

Retelling

Student-‐Centered

Teacher-‐Directed

Authen�c

Decontextualized


Does the world need more people repea�ng facts?


(Value-‐Added)

Automated

Synthesis

Retelling

Student-‐Centered

Teacher-‐Directed

Authen�c

Decontextualized


Strong Understanding of Genre/Format

Weak Understanding of Genre/Format

Are the students maximizing the genre/

format to communicate effec�vely?


Conten

t / Curri

culum

Informated (Value-‐Added)

Automated

Synthesis

Retelling

Student-‐Centered

Teacher-‐Directed

Authen�c

Decontextualized


“We swim in the pool of content.”

-‐ Raya Samet


Weak Understanding of Genre/Format The Silent Partners

Crea�vity Mo�va�on Enthusiasm Engagement “Hands on keyboards”

Image: 'Talk Shows On Mute' h�p://www.flickr.com/photos/44538772@N00/67865829

Shall we stop for the morning?

F #2” by Roberto Ferrari on Flickr. CC-‐BY-‐SA.

://flickr.com

/photos/roberto_ferrari/281640001/

Big Questions Road Map Morning   What have we learned in our 35 years of bringing ed tech into the schools?

  What does “transliteracies” mean, and why do we care?   How can we develop building-‐wide vocabulary to discuss tech-‐rich, thinking-‐rich work with one another?

Afternoon Workshop   How do we go beyond, “Make a video! Be crea�ve!” to iden�fy and communicate what “good work” looks like in various mul�media genres?

  How could digital badging and the makerspace movement give us new avenues into technology-‐rich work in our libraries and schools?

Tes�ng Our Lens:

Student Work Samples

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Conten

t / Curri

culum

Informated (Value-‐Added)

Automated

Synthesis

Retelling

Student-‐Centered

Teacher-‐Directed

Authen�c

Decontextualized


“We swim in the pool of content.”

-‐ Raya Samet


Weak Understanding of Genre/Format The Silent Partners

Crea�vity Mo�va�on Enthusiasm Engagement “Hands on keyboards”

Image: 'Talk Shows On Mute' h�p://www.flickr.com/photos/44538772@N00/67865829

Recognize this Report?

h�p://bit.ly/sofia-‐o�er

Hamlet goes to high school

bit.ly/hPn588

So what does it mean to “read” and “write” in a media-‐fluent world?

Image: 'DARE' h�p://www.flickr.com/photos/36613169@N00/128215285

Your Task: h�p://bit.ly/fontblog

Open the Doc. Fill in what students need to know about reading and wri�ng in this genre/format and what comprises a “good” example of this genre/format.   Podcast   Informa�ve Video   Persuasive Video/Ad   Drama�c Film   Board Game   Digital Poster   Infographic   Comic/Graphic Novel   Picture Book   Slideshow Presenta�on   Curated Pathfinder

Repor�ng Out By Group

Image: 'Reporters notebook'

h�p://www.flickr.com

/photos/77197860@N00/2330323726

To see a past group’s take on an earlier version of this ac�vity: h�p://bit.ly/bundles/ac�velearning/4

“Chinese Newspapers” by Quinn Dombrowski on Flickr. CC-‐BY-‐SA. h�p://flickr.com/photos/quinnanya/3541960561/

Sit Back and Consider: Digital Badges and Makerspaces

Image: 'I wanted all of them.' h�p://www.flickr.com/photos/77343377@N00/3708775178

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Learning Is

Everywhere

Formal

Informal

Credentialed

Non-credentialed

How do people showcase skills beyond a resume, transcript, or CV?

Image: 'Now

hiring'

h�p://www.flickr.com

/photos/50318388@N00/4168570956

What’s A Badge?

  A badge is … “a validated indicator of accomplishment, skill, quality or interest” (h�p://dmlcompe��on.net/Compe��on/4/badges-‐about.php)

  A microcreden�al   A way to think differently about how we show what we know

h�ps://wiki.mozilla.org/File:Badge-‐diagram-‐2.2.jpg

Why Should You Care?

  Learning happening all the �me, everywhere (see the work of Ito, Seely Brown, Jenkins, et al)   Formal rules and structures of of learning are shi�ing   There’s a lot of learning happening in your libraries that never gets measured or acknowledge anywhere … and grading doesn’t quite capture what kids learn

3 Ways to Think About Badges

Mo�va�on

Creden�al/Evidence of Skill

Tracking

Motivation

  Fun   Healthy self, peer, and departmental compe��on   Badge issuers ar�culate challenges that can ignite learner engagement   Visual representa�on of growth

Credential/Evidence of Skill

  What skills do I have?

  How much growth have I made this year?

  What do I know how to do at the end of the year that I didn’t at the beginning?

  What did I actually learn? (Or did I just show up and nod?)

  What kind of effort am I making? Am I choosing learning ac�vi�es that make me comfortable or make me grow?

  How can I portray who I am beyond my transcript or job �tle?

Tracking

  What exactly did we do this year if I don’t have grades?   How can I gather evidence of learning in one place?   What do kids already know so we don’t have to repeat and can instead move them ahead?

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How Could I Use Badging In My Job?

  As a parallel to formal grading systems   To “micro-‐measure” student or teacher skills that would otherwise go unrecognized   To build student or educator por�olios that showcase new skills

You think up a task

You design badge

You invite others to par�cipate

You check their work against your

ar�culated criteria

You award badge

They claim it

They add it to their master backpack in Mozilla

Badge Cycle You Think Up a Task�{Backwards Design}

  What do I want people to be able to do?   What informa�on/ac�vi�es do they need in order to be able do it?   How will they show that they did it?   What standards/goals will be met?   Is it measurable? How?

You think up a task

You design badge


You check their work against your ar�culated criteria

You award badge They claim it


You think up a task

Design a Badge

  Where will people redeem a badge?   Where will they get the steps to follow?   What evidence do they need to show   How will they share that evidence with you?   What will you use for your badge icon?

You think up a task

You design badge





You design badge

Invite Others to Participate…

You think up a task

You design badge






Check Their Evidence

  Does their work achieve the challenge I set forth?   View video of their work   Receive a document   See their work in person

You think up a task

You design badge






Award the Badge

  In doing so, you’re pu�ng your (or your library’s, or your organiza�on’s) stamp of approval   So be certain you feel rock solid about it

You think up a task

You design badge





You award badge

They Claim It in Your �OBI-Compliant System…

You think up a task

You design badge





They claim it

Badge Aggregator: �OpenBadges.org’s “Backpack”

You think up a task

You design badge





They add it to their master

backpack in Mozilla

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Caveats   Badges are microcreden�als, not auto-‐rewards.   They should be earned.   Early badges can be easy to earn to get people familiar with them. Later ones should add more challenge or have more paucity.   Don’t exchange them for seat �me or “just showing up.” (It’s temp�ng, but that’s just an exchange of vocab, not a change in prac�ce.)

Bottom Line: Badges can open up important

conversa�ons about who, how, and what we assess.

Even if you end up not using badges.

Grandpa Transi�ons Us From Badges to Makerspaces (natch)

How can we create the next genera�on of Leonardos?

h�p://www.hucbald.ramst.ca/ar�cles/LdV_catapult/LDV-‐catapult_1.jpg

Makerspaces are one answer.

Our Middle School Makerspace

Narrator Rachel Goldberg, East Middle School, Plymouth-‐Canton Community Schools Video Edi�ng Ben Armes, University of Michigan School of Informa�on Photos/Video Michigan Makers Team YouTube h�p://bit.ly/mm-‐video

Run Time 3:30 click to play

• 40 6th-‐8th graders

• 1 librarian • 1 parent

East Middle School

• 1 professor • 9 graduate students

U-‐M School of Informa�on

• Build STEAM* skills • Develop social learning • Empower students with skills and agency

Together

Who Are The Michigan Makers?

* STEAM = Science, Technology, Engineering, Art/Aesthe�cs, Math

Programming/Coding

HTML Arduino Scratch Raspberry Pi OS Python

Drawing and Prototyping

Mini Comics ComicCon Sketching circuits

Game Design

Visit to U-‐M 3D Lab

Paper and Fabric Cra�

Origami Gi� Wrapping (!)

Make Your Own Bows (!)

Sewing Safety Badge

So�-‐sculpted pieces

Social Growth Makerspace Culture

Collabora�ve Work

Gradual Release of

Responsibility

Peer Coaching & Leadership

Digital Ci�zenship

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A Tas�ng Menu

What We Know Now … #1: Cast a Wide Net / Welcome All

#2: Close Mentoring Rela�onships Are Essen�al

In Michigan Makers … you are free to use your crea�vity in coming up with your own crea�ons. But it’s much more than that. Along the way, you learn about teamwork and problem solving. You meet other people who have completely different brains and ideas and thoughts, and who have the same interest in making that you do … The [graduate] students encouraged us to step out of what we were used to doing. They taught us by guiding us, then le�ng us figure things out on our own and solve problems in our own way.

Who’s the Mentor Here?

#3: Guided Inquiry* Helps Students Make Choices Because They Know Their Choices

* Kuhlthau, Maniotes, and Caspari 2007, 2012

“[I learned] not to give up before

trying something, because it might not be as hard as I

thought it would have been. At

Circuits, I was very confused, but later on after I used it some more I realized that it actually

wasn’t that hard.”

- Maya

#4: Partner – Don’’t Compete – With Others

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h�p://educa�on.na�onalgeographic.com/educa�on/mapping/outline-‐map/

University of Michigan

3-‐D Lab

Ann Arbor District Library

All Hands Ac�ve Hacke

rspace

Maker Works

Michigan M

akers

Dearborn Tech Shop

Mt. Ellio�

Makerspace

#5: Develop Peer Leadership

“I learned so much stuff I would never have learned without this a�er school program … I would have never known how to make a mod on Minecra� which I have

wanted to do.”

-‐ Ben

#6: Consider Short-‐Term and Long-‐Term Projects and Skills Acquisi�on

#7: Celebrate Progress "I learned that I am be�er at this stuff than I thought."

"Next week, I want to create the game and see what it is like. I can't wait!"

"Today I have

been stimulated with the

incredible feeling of curiosity."

from MM

journals

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Digital Badges: Issue Challenges, Recognize Growth

#8: Show Off: Exposi�on

We are s�ll learning …

How do we balance adolescents’’ aspira�onal visions with their nascent skill levels?

How do we balance the needs of new and more experienced makers?

Is �nkering enough?

How do we do it in 90 minutes/week?

We can’’t wait to figure it out. Join our conversa�on: h�p://makerbridge.si.umich.edu

created by Sharona Ginsberg

Ques�ons? @ac�velearning [email protected] Slides: h�p://bit.ly/fontblog About MM: h�p://umsi.info/makers {

Michigan Makers Team, Year One Kris�n Fon�chiaro * Kelsey Forester Sharona Ginsberg Rachel Goldberg * Victoria Lungu Shauna Masura* Rachel Moir Caroline Mossing Terence O’Neill* Samantha Roslund* Jessica Schmidt

* co-‐founders

Authors, Makers as Innovators Series, Cherry Lake Publishing Greg Aus�c, Kris�n Fon�chiaro+, Shauna Masura+, Terence O’Neill+, Samantha Roslund+, Emily Pucke� Rodgers, Charles Severance, Jan Toth-‐Chernin (here today!), Josh Williams

+ also a Michigan Maker

8/15/13

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Takeaways� 1. Develop common tech integra�on vocab 2. Help students “read,” “write,” and evaluate mul�media genres 3. Digital badging can recognize learning not currently being validated … good chance to consider assessment through a new lens, too 4. Makerspaces: People, Place, Process // Tools + Support + Community (Grover)

'Riced out.' h�p://www.flickr.com/photos/65694461@N00/350982994

Door Prizes!

Image: 'CRACKER JACK' h�p://www.flickr.com/photos/49889874@N05/6462355313

Ques�ons? [email protected] @ac�velearning h�p://bit.ly/fontblog

UPDATE

Thanks to …   Greg Aus�c, Aus�cLabs.com

  Rachel Goldberg, East MS, Plymouth, MI, and the Michigan Makers students

  Shauna Masura, Terence O’Neill, Samantha Roslund, Victoria Lungu, and Sharona Ginsberg,

Jessica Schmidt, Ellen Gustafson, Caroline Mossing, and Rebecca Moir, early badgers and Michigan Makers at the University of Michigan School of Informa�on

  Chuck Severance, Terene O’Neill, Josh Williams, Jan Chernin, Shauna Masura, Samantha Roslund, Greg Aus�c, Emily Pucke� Rodgers, Editorial Direc�ons, and Cherry Lake Publishing for the Makers as Innovators series Dale Grover for advising us on makerspaces

  The University of Michigan Provoost’s Third Century of Teaching and Learning Quick Wings Grant and the Founders’ Fund’s Project I Fund

  Les Orchard, h�p://badg.us

  Emily Pucke� Rogers,University of Michigan Library

Documents

slavfontichiaro.com/uploads/2013/slav-small.pdf · why do we care? How can we develop building-‐wide vocabulary to discuss tech-‐rich, thinking-‐rich work with one another?