Last week I was helping Moose Jaw teacher, Sandi Kerney, set up Skype. She was preparing for her class call to Sgt. Paul Park in Afghanistan. Unfortunately on that Thursday morning of the call, Paul had difficulty with his connection and Skype. The students were so disappointed and I hope they get another chance to chat with Paul. Visiting a soldier on a foreign assignment is an unbelievable opportunity.
As this was all happening, Sandi contacted me for a Skype call. Not knowing what to talk with the students about I decided on an impromptu virtual tour of the University of Regina campus. (Being a university student is one area in which I excel.) Thanks to the wireless network on campus, I carried my Macbook through the halls showing this group of students a few classrooms. We only lost the signal as I descended from the 6th floor in the elevator. From there, I lead them down hallways and explored the new gymnasium.
Connecting with these students for 10 minutes was the highlight of my day. They were interested in the University and I hope this experience will provoke future questions and investigation of higher education.
This is just a another brief success story of using Skype to connect to people outside the walls of the classroom.
For now I think I should be hired on at the University as a recruiter. Anybody else want a tour?
*note: uploading to slideshare changed the layout and design of the slides
Creation of Bear’s Birthday
The origin of this project lies in my interest in digital storytelling and my lack of having created many examples of quality or substance. A spark hit the paper when Karen, the instructor of my ‘Teaching of Writing’ course, introduced a story writing project for class. I had recently visited Dean Miezienko’s class with Dean Shareski, where Dean S. introduced the class to digital storytelling, naturally I came home with a few ideas for format. Unfortunately, I struggled with character development and the the topic of my piece. At this point, the project was moved to the back burner for a couple weeks.
My eyes are always open for teaching resources and at a Apple MacBook Training session, the rep John Maschuk*, shared a file of teddy bear pictures. He welcomed us to use the resource and the spark from my writing course took. I am a visual individual when it comes to these type of creations and I had worked with storyboards before. I was instantly inspired. I worked the slides into an outline of a story and then pulled the pieces together. As I built the sequence I naturally played with the story, character development and word choice. The visuals of this project were created in Powerpoint and I saved many files containing changes to the original drafts.
At the beginning stages of my revision process I shared early drafts with Sean White, a new friend from class. Between Shawn and my wife, Joleen, the story was enhanced by their trusted insight and suggestion. From their feedback I made some key edits to create a more patterned sequence, modified the sentence structure and played with general appeal of the slide design. At this point, I saved the slides as .jpg files, and I imported them into iMovie for narration, transition and sound. As I narrated the story I found more glitches in how the story was written. It is really interesting to reread something out loud and record it to get a different perspective of the voice of the writing. From this experience I had another revision stage and needed to make necessary changes to the slides in Powerpoint and then go through the importing process again.
I had a fun time recording and re-recording the narration as I tried to be vibrant and fluffy as required for such a piece. A point of suggestion is to make short sound bites, I read 2 or 3 slides at a time and then pieced the audio together. In this practice I avoided having to re-read the entire story when I accidentally mis-spoke.
While I was designing the slides I was thinking of adding Batmanesque onomatopoeia through visual sound bubbles and bursts of text. I decided against this because I wanted to keep the visual simple and uncluttered. Ultimately this idea still worked through the recording process as I ‘wrote in’ sound effects and music to enhance the story.
Version 1.0 of “Bear’s Birthday” is born on to the web
At this point I felt the story was ready to publish, but I decided to sleep on it. The next morning I reviewed the story and found another spelling error and changed the text color in a couple places. The story was then ready for publishing. I exported “Bear’s Birthday” as a .mov file and uploaded it to Youtube and disperse to an audience. I shared the story through numerous email, facebook, WebCT and Twitter. I may of been guilty of spam, or maybe it was my marketing background shining through. I told my audience that this was version 1.0 and asked them to participate in a networked revision. The audience grew and I recieved numerous comments through a variety of streams including email, Private messages, Youtube and blog comments. Karen Janowski, even took a few minutes out of her day to call me up on skype to share her interest, encourage me and other suggestions from a special education perspective. All of this feedback demonstrates the power of social media in creating quality web content and I really appreciate the attention folks gave to this piece. From the feedback, I made major edits, including a spelling error, a couple changes to the story and some slide redesign. Can you catch the edits?
After this batch of story edits to the visuals, I had an opportunity to visit Mrs. Lichtenwald’s Grade 1 class to share this story and get their opinions. They were into it and wanted to watch it a couple times. After the second viewing I asked them what could be changed or improved. I received some fantastic critique and feedback, one child even suggested that I add a character named “Mr.Noodle”. I chuckled, thanked him and told him I would think about it A few others liked the sound effects and suggested that should have more. I agreed and invited a few them for their best sound effect to add to the story. We all laughed and had fun.
After publishing the first version of Bear’s Birthday, this story saw a more indepth analysis and polishing. My participatory audience included related professionals from a variety of backgrounds including graphic design, teaching, music recording, ESL teachers, experienced digital storytellers and best of all, the children. This collaborative exercise has many potential applications in my future classroom. The relationship with audience gave me a sense of ownership and mastery with the writing and creative process. I wanted to created the best possible piece and my network of friends, family and acquaintances help make this a reality.
This is my first uploaded draft of this children’s story. This piece has seen much trial & error many edits to get to the stage it is at. I am still not totally satisfied with the final product but am posting it here regardless. It is my hope that some will view the story and decide to offer suggestions on my writing and the design. Together with your input I hope to make this story better and more refined.
A more detailed post on my reflections and procedure for preparing this story will follow. I have had a lot of fun creating this story from the photo’s of John Maschuk (whom I haven’t found an online link for yet, but will).
*NOTE: Please click through to the YouTube Page. The pesky You Tube image embeded on my video within the blog detracts from the graphics and covers my writing.*
During my first degree, I was fortunate to participate in a co-operative work experience program. I had the opportunity to learn the introductory ropes of the administration profession by building relationships in the organizations I worked with. Then, just this fall I completed my teaching internship in a Moose Jaw school, where I was able to observe the professionals around me. These types of hands on, in person learning experiences have guided much of my development and I think apprenticeship is an important stage of development in each of our chosen fields. We ask experts to lead us. The faculties that I have studied under have done a fantastic job of creating these face to face mentorships.
Future students are going to have many opportunities to meet mentors in virtual spaces, by using virtual tools. The potential for this online mentorship is too large to disregard. In the future, training teachers will be introduced to experienced teachers from around the globe. Apprentice engineers will correspond with industry leaders. More and more people will learn from qualified people that span geographic boundaries. This is the way it is for me, and the way it will be for our future colleagues. We develop a inner circle of contacts, folks we connect with frequently that contribute to our professional growth. In return, students participate in pushing discussion, by questioning practice and eventually entering their workforce with an experienced viewpoint. A viewpoint that has heard and reflected on the various pieces of the profession. By reading and chatting about best practices and observing exemplary models online, students develop a matured perspective of their chosen field.
I think it is important for teachers and faculties develop a strategy for connecting their students to experienced experts. We now have tools that allow for communication, for collaboration. New learning possibilities abound.
I’ve have been drafting a lot of posts recently and publishing none. I am becoming more critical of my own work and am making a conscious effort to ensure the pieces I create are high quality. Their are a few forces driving this process.
It started with “The Cult of the Amateur” By Andrew Keen, his vision reaffirmed that there is a lot of content to weave through because many are creating lousy work.
I joined the 366Photos project, and have been developing my eye for good images. I am finding that this skill is moving outside photography, and sharpening my awareness of detail and function. This is part of what D’arcy was alluding to as ‘mindful seeing’.
Through participation in a writing course, the last of my degree, I am learning about the art of this skill. As I read and listen, my perception of good writing has changed. The course has given me an opportunity to examine my writing. Through these enhanced eyes I am expecting more of myself as a writer.
A couple of weeks ago, I had a chance to listen to Stuart McLean, of CBC’s Vinyl Cafe, speak to a large conference of South Saskatchewan teachers. I was eager for this because I’ve been a fan of his radio show and stories for a few years. He started with couple stories and wrapped with a Q & A.
The interesting part was that the teachers primarily asked questions about his fame, about his experience in the ‘Biz’, not so much about learning or teaching. I was near the front of the auditorium and asked Stuart about inspiring our students to be better writers and storytellers. He referred back to the time when he taught at Ryerson.
He spoke about having patience with his students and their work, he spoke of collaboration, about re-doing pieces of work. Stuart alluded to a Mountain of Mastery parable. He said, students have to reach the pinnacle of the mountain to know what it means to achieve mastery (sorry if this is too Harry Wong for you). He went on to say that instructors are too often batting students off the Mountain of Mastery by rushing through projects and not aiming goals high. While this happened in other classes, his approach was to wait at the top of the mountain as the great sage. On the way up the mountain, Stuart encouraged students through drafting, conversation, and reflection. The writers worked together to progress one another in their writing endeavors. Often some would do 10 drafts before finally achieving the true brilliance the piece deserved.
Following this presentation, I caught up with Stuart McLean in the Lobby. I introduced my self and thanked him for his insight. I had been hoping for an autograph and he obliged, I thought his comment was most appropriate, he wrote “Happy Trails”.
As I climb my Mountain of Mastery, I will continue to look down to see where I have been, look up to see where I am going and look inside to see where I am. This awareness will ensure “Happy Trails”.
I was inspired by this blog by Anne Collier, which was written in response to Andrew Keen’sCult of the Amateur. I am part way through this book and felt as though it was time for a brief rant. In his book, Andrew argues that all of the with the millions of people using the social web we are creating a plethora of poor content. Further, he persuades readers by claiming that mediocre pieces distract from the important research and creations that professional organizations create. While this is true to some degree, it doesn’t out whiegh the benefits we reap from this new age of media.
In response to the cloud of gloom that Mr. Keen blows over the idea of online creation and participation, I offer these reasons of why I see web 2.0 tools to be an integral part of education as we continue to live our days on this planet. I believe that these tools provide both the teacher and student with new opportunities that rarely existed in schools as recently as 3 years ago. These web 2.0 tools open the vault that is active student directed participatory learning. Users are encouraged to participate, to produce for an audience, to collaborate with peers and experts in virtual spaces. Often like minded folk share highlights of successful pedagogies and practice. Teachers are using web 2.0 tools to empower and engage students in these new skills. It must be understood that in order to do this successfully they must be willing slowly adopt tools into their personal tool belt in a methodical and reflective process. It must be understood that these tools are not going to go away until a new media invention makes them irrelevant.
Good teachers will realize will promote these tools in classes because they provide another reason to reinforce fundamental life lessons of etiquette, morals, values and privacy. By having dialog about these concepts with regards to the tools, students are given opportunity to reflect upon and evaluate their real life morals and values. In our role as as the grand sage we strive to mold learners to practice self assessment to continually strive to produce quality examples of their learning.
In some ways, I agree with Mr. Keen, that their is much rubbish floating around this WWW. It is time we began to investigate how these tools can be used not only by our students but by society. In the past I mentioned that I don’t hold the crystal ball, but I don’t see social media evaporating soon. My complaint is that Mr. Keen does not offer suggestions to improve the social web. Nor does he aptly recognize the positive contributions of amateur participation to society in terms of learning, discovery and collaboration. As the world shrinks we need to adapt. Let us talk about how we are going to do that.
As part of my writing course, we participate in mock writing lessons. Yesterday was letter writing, and the assignment was to write a simulated letter from the perspective of a grade 5 student. This letter was in response to a new intern inquiring about student advice for new teachers. Here is my simulated response.
Dear Ms. Adams,
Hello Ms. Adams, thank you for writing. I think we have a lot that we can learn from each other. You seem to be very eager about your training to become the best teacher possible. You have already nailed one of the things so many teachers miss, you asked for student opinon. I really believe that more teachers need to listen to the students voice to really be able to facilitate optimal learning.
My favorite subject is Science, but I really enjoy when the teachers relate all subjects to a common theme. I also like being given choices about the types of information that I want to learn and how I am going to learn it. Sometimes I get bored because lessons are not very interesting and seem to be all lecture, all the time. I want a teacher that inspires me to learn and facilitates that process. A teachers that prepares me to make connections and links between different topics and subjects. I also must share that I like when I can collaborate with students from our class but also from around the world. I think that in order to make learning fun and engaging you need to empower the students. Yes, sometimes this means trusting us more. We need our teachers to guide us to learn how to learn. My advice is to use tools and lessons that engage your students, provide them with skills to find relevant information and conduct personal learning journies.
My advice for you is this commit yourself to being a life long learner. Model learning for your students. Relate classroom learning to real life experiences and connect students to experts in the field. Find examples of other successful classroom experiences, we learn well from other models. Connect us with other students, guide us, give us the strategies and skills to be effective learners.
Sincerely
Kyle Lichtenwald
I composed this letter and then read it to my class as part of the authors chair. Their eyes bulged out, they heard the student, they understood him. I am trying to share the idea of shifted learning with my real life network, including this second year class of soon to be teachers and this was a great opportunity.
I am blessed to be participatory in a diverse network of thinkers and learners whom mentor me on a daily basis. I am beginning a series Mentorship Recognition Pieces. I think mentorship needs to be celebrated and appreciated more and I hope to do that with through these brief Biographies.
This is a shout out for Kelly Christopherson. Kelly works tirelessly connecting online and ensuring he runs the best school possible. In his writing, Kelly devours the idea of online learning networks in real ways. The perspectives he shares at Educational Discourse are rich with reflection and advice for balancing an online learning community with the daily demands that teachers face. When he is not drafting a new post, @kwhobbes shares insight with his twitter colleagues, builds Ning communities for fellow Administrators to connect and attends a wide array of online professional development opportunities. I share Kelly’s blog because he is representative of an administrator that has shifted his thinking about learning.
With any writing, the writer needs a purpose. One could write to persuade, to entertain or to inform. I find that each of these are the purposes that drive my writing. I use this blog as a space to reflect on own practice, to share tools/resources, and connect ideas that I read. I consider my audience, which I assume is mostly other connected teachers. What will they want to read about? I select tidbits of information or teaching resources to write about that interest me. Sometimes, I blog about something that I feel needs more coverage, more publicity, and other times I focus on a certain tool and how it can be used to shift classroom learning.
Personal blogging is only one part of my online activity. I am more active micro-blogging and conversing via Twitter. As I participate in/with online communities of teachers I am led to find the best models of current practices. A week doesn’t pass that I am not sitting in on a live seminar with other like minded individuals. Through other blogs, I am connected to new ideas, new teachers, new philosophy, new issues. Twitter and RSS pull my community together. I build online relationships, and discover folks with common interests. As in real life, one can not be buds with everyone, and although I follow many, my circle of major influences tightens. It is through twitter & RSS, that I strike up or follow many rich discussions that drive my philosophy and thinking about teaching and learning.
In an effort to make website privacy policies kid friendly, The Canadian Office of the Privacy Commissioner of Canada Blog shared this neat story out of Ontario. Val Steeves (University of Ottawa) and Jacquelyn Burkell and Anca Micheti (University of Western Ontario) researched students abilities/willingness to read & comprehend online text. Now the they have come together to draft child friendly privacy policy consents for websites.
Their guidelines provide advice on word choice and phrasing (avoid double negatives; keep sentences simple and paragraphs short); information structure (arrange information in a logical order; start paragraphs with topic sentences); and design consideration (use 12-14 font size and typefaces designed for the web or preferred by kids; leave enough white space).
Turns out that a simpler version of privacy policy is coming to websites near you. I hope they continue collaborating with students and youth nation wide on this issue. I wonder how Canadian classrooms could get together to create this policy together? It will be interesting to see what comes of this initiative. I think this is another movement for the childs voice. Might make it easier for adults too
More from Val Steeves
Welcome to LightintheWoods. I am Kyle Lichtenwald.
I am a new teacher just entering the profession. This space will document my learning and reflections in regards to educational applications of technology in K-12, Post-Secondary and elearning environments. I share info on tools, links and media that interest me. Thanks for visiting.
After this batch of story edits to the visuals, I had an opportunity to visit 
This collaborative exercise has many potential applications in my future classroom. The relationship with audience gave me a sense of ownership and mastery with the writing and creative process. I wanted to created the best possible piece and my network of friends, family and acquaintances help make this a reality.
Following this presentation, I caught up with Stuart McLean in the Lobby. I introduced my self and thanked him for his insight. I had been hoping for an autograph and he obliged, I thought his comment was most appropriate, he wrote “Happy Trails”.
In some ways, I agree with Mr. Keen, that their is much rubbish floating around this WWW. It is time we began to investigate how these tools can be used not only by our students but by society. In the past I mentioned that 
