Michael Furdyk will share with us his 15 years of work at TakingITGlobal in working with schools in over 100 countries to develop relevant, authentic, deep global learning. He'll explore digital tools and resources that educators can use to bring complex issues into the classroom, highlight success stories and engage in a conversation with us about how students can be engaged in their learning through real-world problem-solving.
Not talking Games. Not talking Game-Based Learning. Gamification. Success.
I am NOT a gamer, and I abhor fun in its various manifestations. And yet, I have added gamification principles to my pedagogy. I don’t do these things lightly. I’m not a fly-by-the-seat-of-my-pants kind of person who is happy to try every new, fluffy, mamby-pamby pedagogy that shoots across our screens.
No. I am very serious about the business of education, squinting distrustingly at new and ickily game-like concepts and pedagogies. But, when something works, regardless of it’s making learning a joyful experience, I just have to sigh and bear the positivity to best of my ability. What can I do, when simple gamification principles increase student engagement and enjoyment of learning when students are finding that they like having control over their grades, when more agency and choice in how students handle their learning makes learning quintessentially personalized, and even when students become somewhat addicted to the learning process? There’s just nothing to be done but to grudgingly accept the student success, grimace in some semblance of a smile, and move forward.
Let me show you how you can integrate simple (or complex) gamification principles into your practice and still avoid having fun. And the best part: Come and argue with me as I present a simple assessment tactic that has transformed my practice. Argue? What do I mean argue? Well… you won’t like this simple assessment practice. You will WANT to argue. It’ll be fun. But not too fun.
Join a member of ERAC's Professional Learning Team as we unpack the contents of the Digital Classroom-- a powerful research and resource collection that you may not even know your school has. Explore the products, talk about how they connect to the renewed curriculum, how ERAC resources support your personalized learning tool kit, and how to troubleshoot problems with IP authentication, vendor support and creating personalized portals.
Online teachers often create or edit online courses. In many instances, teachers of the course may modify it for use with their own students (Davis, Demiraslan, & Wortmann, 2007). Some online schools have instructional design professionals to assist with this process, but many do not. Specific skills are needed in online classrooms that may not be as relevant in face-to-face classrooms. In a review of K-12 online school documents, Ferdig et al. (2009) identified five schools in which online teachers lacked instructional design skills necessary for designing, developing, and revising online course content. However, it is not clear which instructional design standards are needed (Keeler, 2003). New sets of skills are needed for high school online teachers, and the term designer-by-assignment helps describe it. The designer-by-assignment is asked to take on the role of both instructional designer and teacher. A valid set of high school online instructional design competencies is needed to provide support and guidance for high school online designers-by-assignment. The purpose of this qualitative Delphi study, through expert agreement, was to identify instructional design competencies that can benefit high school online designers-by-assignment and the instructional design profession.
English Language Learners face many linguistic and cultural barriers that distributed learning -- and blended learning environments in particular -- can help to overcome. Although the Ministry of Education emphasizes that ELL students learn best “within a mainstream classroom,” in our experience some students can benefit greatly from DL in a blended environment. In working with a primarily Chinese demographic (both school-aged and adult grads) we have noticed several trends: cultural barriers to English acquisition in brick-and-mortar schools, undiagnosed learning disabilities, and academic language competence that is not matched by social language competence. In the first part of this presentation, we will highlight several case studies of students who were able to achieve academic success outside of ‘mainstream’ ELL programs, as well as some case studies of students who were not suited to DL. In the second part of the workshop, we will ask educators to share stories and best practices and we will offer up some our own best practices. Our goal is to foster a dialogue about the role that DL can play in transforming the school experience of ELL students.
Over the past four years, Xspace Learning has partnered with DLs in BC to offer a unique program designed to facilitate learning for ELL students. Xspace strives to help ELL students to flourish in the BC education system through its facilitation model, the use of technology (including virtual classrooms), and flexible, personalized learning programs for students.
The UN Development Global Goals provides context, in all areas of education, for teachers and students to ask questions.In this session, we will share simple strategies for anyone interested in enhancing an inquiry driven classroom, one that is student-centric and has a strong emphasis on Maker Culture, Social Justice, and Experiential Learning. We will talk about the role of self-directed learning, health and well-being, and how we can use a variety of tools, spaces, and lesson types to engage students to think deeply about the world around them.
Why does this matter to me? To my community? To the world?
We will share our successes and failures with our implementation of tools as it relates to the inquiry process - Including, 3D Printers (Tinkercad, Sketchup and many more), Robotics in the classroom (Ozo Bot, Vex, Dash, Sphero, etc.), 1:1 computers, Tablets, and computer programming.
We will share both micro and macro inquiry-driven lessons and talk about how we can use a blended learning environment (D2L, Google Docs and Blogs) to engage collaborative learning and action.
Teachers and Administrators have so much to do in their day that sometimes making those connections back to curriculum seems overwhelming. How can we use curriculum mapping to drive instruction and assessment in classrooms, whether in a face to face, blended or online learning environment? Teachers who develop curriculum maps learn what and when to assess and the importance of being explicit in their instruction. Let's talk about the process and the impact that it can have on student learning. Curriculum mapping provides a clear path to student assessment and instruction and gives everyone permission to know when to stop. Join our conversation to learn more.
Any teacher actively researching “the next big thing” in technology knows that the vast majority of our students must go home to experience what THEY consider to be “21st Century Learning.” Increasingly, they are staying at home to get a technology-driven individualized education that’s beyond the imagination of many educators. Robert Cline captures this trend in his best-selling science fiction novel “Ready Player One.” His vision of the 2040s shows that real-life classrooms have been deserted for those which are virtual and 3D. What Cline probably does not know is that this option has been at Heritage Christian Online School for 6 years now, doubling its enrollment each year. Cline does appear however to understand that these environments, when leagued appropriately with the students’ imagination, transcend the virtual and become every bit as real as real life, and often more so. This workshop will explore the power of this approach when it comes to building a sense of “community” across diverse student populations.
Dr. Sean Lessard reflects on how earlier work alongside aboriginal youth in communities (Red Worn Runners) continues to shape his understandings of curriculum as a process that is fluid, transactional and filled with possibilities. It is through the narrative experiences alongside the Red Worn Runners that Lessard continues to draw on both philosophically and pragmatically in his research that explores identity and curriculum making both in and outside of school places. These places include communities across Canada where youth and families continue to guide this work. Dr. Sean Lessard is from Montreal Lake Cree Nation Treaty 6 territory. He is a former Edmonton Public School teacher, counsellor and consultant. He is a published author, award-winning researcher and Associate Professor in the field of education and youth.
Can you imagine a learning space where nature, music, art, and literature are infused in the design of the STE-A-M focused classroom? A kindergarten classroom for students of all ages? A place where tea is served at the start and end of each day in beautiful porcelain cups - where there are no bells or specific transitions and subjects are infused by "Big Ideas or Themes"? A classroom that celebrates community through nutritious food prepared each day by students who gather at a cafe bar or surround a kitchen table and prompted by deep discussions of innovation and creativity?
Let us think critically about the importance and value of learning environments and its impact on the Maker (Do-it-Yourself) culture. Let us examine the history of Makers and talk about the value of nurturing students and community through the design of ‘space’ as a key component to achieving truly innovative classrooms and people.
Let us talk about it and find out what the research says. Why Tea? Why an indoor garden? Why a cafe bar? Why Knitting or Sewing? Why Cooking? Why Art? Why Chess or Games? Why Guitar/Piano? Why Kitchen Table? Why Livingroom? Why 3D printer? Why 1:1 Computers? Why light? Why Music? Why Blogs? Why Programming?
After listening carefully to three days of professional learning at the CANeLearn Pre-Symposium and Symposium, Remi will offer his refracted perspective on digital disruption, education innovation, and equitable learning. Rather than reflect what he saw, heard, and learned from fellow participants, Remi will refract - that is, he will play with, bend, and tweak - key takeaway messages so that participants leave the Symposium with a fresh perspective on transformative opportunities for the design and leadership of learning.