Thursday, November 30, 2017

525---Session 12--What the Future Has in Store for Education

Session 12--What the Future Has in Store for Education

Some believe the future will look like more of the same—more smartphones, tablets, screens embedded in every conceivable surface. David Rose has a different vision: technology that atomizes, combining itself with the objects that make up the very fabric of daily living. Such technology will be woven into the background of our environment, enhancing human relationships and channeling desires for omniscience, long life, and creative expression. The enchanted objects of fairy tales and science fiction will enter real life.

No one really has a crystal ball telling us what the future holds. Given that this course's mission was to revolve itself around, and expose you to, technology that can be used to teach the adult learner; and given the fact that the evolution of the tools and resources covered this semester are evolving at an exhausting pace I thought that we would end with 'possibilities...'

We will meet in room 301C Thursday, 12/14 from 4:30-7:30ish at the Providence Campus.  This is a computer lab and will allow you to use the projector to present your Final Projects.  Please review the description on the syllabus to make sure that you are aware of the criteria and guidelines. AND ALWAYS, ALWAYS, ALWAYS HAVE A PLAN B in case the tech doesn't work right.

Until then dream...

Thursday, November 16, 2017

525-Session 11--Open Education Resources--Continued

Session 11

This week's Session will be an extension of the content that we covered in Session 10.  In Part 1 we will build open our foundational knowledge of OER's and learn how to find and recognize open content on the web.

Part 1

This challenge will help you learn how to find and recognize open content, such as public domain and Creative Commons licensed videos, images, and websites, in the 'wild'. You'll get acquainted with valuable collections of open content and discover new ways to find them. 

There are three elements within Part 1 of S11. 
  1. Choosing a topic or question to focus on, (Try to choose something 'pragmatic' for your present or future work-setting.)
  2. Finding your resources for #1, and 
  3. Posting links to the results of your search.
You may find the exercises for Part 1 "Teach Someone Something with Open Content"  here.  Please return to this blog and post your information in the comments (due by Midnight on 11/25) before moving on to Part 2 below.

Sunday, November 12, 2017

525-Session 10B--Facilitating and Implementing Online Professional Development

Welcome to Session 10B

course image
Welcome back to the second half of this week's session.  We will begin this section on OER's with more detail and some practice exercises with Creative Commons Licensing, but first let's hear from David Wiley.  David and I worked together on an OER course back in 2008.  It was sponsored by the Hearst Foundation and  Let's listen to David's introduction on "Open Education and the Future."  (If you are new to the term 'open' in this context, just know that we have been working on this and advocating for over a decade.  This video is nearly 8 years old.)

Now, you've heard me reference CC Licensing throughout the semester, but we haven't really had any practical application or experiences with it, so I thought that we would complete Session 10 with some hands-on work.

This challenge will familiarize you with the range of Creative Commons licenses, which grant permission to the world to use creative work in specific ways. It also will get you started on the road to being "CC savvy" with a few short videos and activities, and we will end this week with you making a video of your own.

As you go through all four tasks in this module, called, "Get CC Savy" I want you to think about the following questions and respond in your comments this week:

First, decide what license you think the creator in each scenario would choose. Then go to the Creative Commons license chooser tool and answer the questions like you were the creator.

You are a relatively obscure musician who wants as many people to discover your music as possible, but also wants to be able to reserve the commercial right to sell your work. Which license(s) might you choose?

You are an elementary school teacher who has created a great resource on how the solar system works, and want other teachers to benefit. Which license(s) would you choose?

You are an amateur photographer who has taken photos of landmarks in your area and want them to be featured in their Wikipedia articles. Which license(s) do you choose?

In each case, was the license chooser result the same license you chose? If not, what do you think happened that led to the discrepancy? Did you choose different licenses depending on the type of creator? If so, why? What was different?

These questions can only be answered as you go through the module.  In addition to these questions, I'd like you to do one more exercise when you get to part 4 of the module.

I'd like you to videotape yourself (you can use a cellphone camera, nothing fancy) completing the exercise in part 4. (You could also just use If you just use the free account it offers the ability to upload right to YouTube.) You will, however need to use your webcam on a laptop. Then upload it to YouTube, make it public, and paste the link in your comments for this week.

Good Luck and have fun.

Friday, November 10, 2017

525-Session 10--Facilitating and Implementing Online Professional Development---Part 1

Welcome to Session 10

Part 1-A

In Part 1 we will be learning about some tools and resources to help guide you when you have either flipped your class, turned your PD program into an online course, or even if you are just blending your learning modules.

I realize that some of you aren't in the classroom, but inevitably, as time evolves you may in the 'not-so-distant-future' decide to create your own webinar. With that in mind, let's start with a quick slideshow walking you through just the foundations of planning when that time comes:

Saturday, November 4, 2017

525-Session 9--The Flipped Classroom--Part 2

Welcome to Session 9 where we will be delving more deeply into tools and resources that can be used for 'Flipping' your classroom.

As some of you mentioned in your comments and reflections under Session 8, flipping an entire course, or training program, may not be the ideal scenario. Video lectures should be brief and clearly focused on specific learning outcomes.  (and not all lessons are meant to be 'flipped')  What you really want to do is slowly transition your teaching style so that you can begin to take advantage of the 'flipping concept' without getting too overwhelmed.

Several of you commented on the 'up-front' workload involved.  This is a significant factor when you are taking all of the work on yourself, but as I've preached many times this semester--'no man is an island'.  You can, and should, take advantage of the vast trove of videos and interactive lessons that others have created and integrate them to reduce your workload. As I said in Session 8, 'Stand on the shoulders of giants'.

Also this semester, we have lightly touched upon the concept of 'open educational resources' or OER's.  The concept of 'Openness' becomes extremely powerful when you begin to access videos, tools, and resources that have been created by others and are freely licensed.  They allow you to not only use the work of others, but often allow you to modify, remix, and reuse material for your own purposes.  Once you begin to dive more deeply into these resources you'll begin to see how much easier it will become to educate others.

Just like when we spoke about using wikis as a knowledge base or as an eTextbook.  If you start off small, and slowly, then your momentum can build. Also, if you can find a partner or peer group to collaborate with, then your project can really pick up some speed.

Let's start off this session by looking at some teachers that have experience 'flipping' and working as trainers.  If you haven't joined the community yet, then please do so now.  Once you are there you have the option of choosing different communities that offer webinars perpetually to support the theme of that specific community.  For example:

is the first community I would like you to join.  Once logged in please view two more archived webinars to support your evolution towards becoming a 'flipper'. 

The first webinar is called, "Flipped Learning---There Must Be a Better Way Than This..."

Click on here for the direct link, but you have to be logged into to see it.  If you get lost going through links then, once logged in, go to

The next webinar for this week is: "The Top 10 Reasons to Flip".   After watching this, take the CE Quiz and email me your certificate of completion.

Next we'll delve more deeply into Google Forms and their ability to streamline your teaching, instruction, and life.

Please go through these in order.  Let's start with,

5- "Google Forms Challenge"  (The directions for this week's 'comments' are within #5.)

Thursday, October 26, 2017

Deliverable #2

Please post your response to Deliverable #2 below.

To quote the description on the syllabus:

#2- Pick the Blogging service that you think might be the most pragmatic for your work and provide a description of how you will, or potentially could,  integrate this tool into a potential class or training session. The syllabus says that it is Due before Session 8 (Oct. 26th) but let's take until the weekend.

If you have already written your response and posted it under another entry, then please copy and paste it below for ease of organization.  You may read last year's responses below.

If for some reason,  this assignment doesn't appear pragmatic for your setting or future then please 'pitch' an alternative 'communication avenue'  that would be more viable for you.

525-Session 8--The Flipped Classroom!

Over the past few weeks we've been slowly transitioning towards learning how to use technology to aid in teaching and learning.  The next step in this evolution is to merge your face-to-face teaching with some of these 'blended learning' tools to create what is called, "The Flipped Classroom."  It's turning the traditional classroom on its head.

Flipped Classroom
Created by Knewton

Many of you may have heard of this.  Here's a brief introduction:

The concept is really simplified here (obviously given the penguins). You don't have to always make your own videos or screencasts (which we still can cover more in-depth this semester).  You can always just borrow from others.  After all, why recreate the wheel, but let's learn a little more about this by joining a discussion group on that focuses specifically on the flipped classroom.  Not only do they have a group of like minded educators who want to learn about using technology to teach others, but they have discussion groups and a list of archived webinars for you to pick from and watch.

So now please take a break from this page and visit: You'll need to create an account, and then join the group, then watch the recorded webinar,  "Flipped Learning Primer Part I: Basics of Flipped Learning"

After watching the webinar take the corresponding quiz to earn the CE.

Once you have taken the quiz and earned your CE, come back to this page and watch this more in-depth video:

Now I'd like you to think this week about the different ways you may 'flip' your own classroom and reflect on the concept this week, but before you do that you should know that there are always two sides to a new initiative, so let's end this week with some criticisms of flipping.

Good luck this week. Don't get too overwhelmed, and I look forward to hearing about the connections you may make to your future classroom environment.

And this week we have Linda and Matt acting as our Facilitators.  Please support and engage with them.  Remember that 25% of your semester grade is based upon your participation in the discussion forums.  

If you are interested, here are some of the responses from last year's class to this week's topics.