+monika hardy, and +Paul Allison are on this episode as hosts, although Paul asked Karen if she would facilitate this episode of TTT because he wanted to talk about his experiments with badges, using P2PU, Open Badge Backpacks, and Youth Voices.
Enjoy listening to us trying figure out what we've been up to!
Click Read more to see the chat that was happening during this live webcast.
Enjoy this special episode of TTT, recorded in Las Vagas. We live-streamed our session and this is a recording of that event. Here's the program description:
This panel will discuss innovative models of professional development that include peer collaboration, self-directed learning, active involvement, and learning communities. We will give models for using social media for professional activities and we'll share a wide variety of resources and brainstorm how to involve teachers in driving their own personal learning to improve student learning and the profession as a whole.
Speaker: Paul Oh National Writing Project, Berkeley, California -
Karen's reflections and notes, posted on her blog K12 Open Ed on November 26, 2012:
Last week, I had the privilege of facilitating a panel at NCTE called “Open Learning: Empowering Teachers Through Professional Development.”
Anyone who knows me knows that I have become a big believer in open models of professional learning through spaces like Twitter, P2PU, TTT, Digital Is, and others. This session was all about that. (Slides below. Also, we live streamed the session, thanks to Paul Allison, and the video is here.)
To me, these new models of professional learning are all about value, openness, self-direction, agency, and authenticity. It’s time to reject PD that doesn’t achieve these goals.
At the end of the session, we asked everyone to choose a few words that summarized what they thought the future of professional learning should be. Here they are.
Please add a comment with your own thoughts on this and join us in one of the many online spaces to explore this further.
Presentation Description: This keynote session by Karen Fasimpaur for the “Visioning New Curriculum” strand talks about the unique opportunities presented by Common Core, digital tools, openness, and innovation. The time for one-size-fits-all, top-down curriculum is over. This session gives examples of curriculum that is personalized, real world, iterative, and collaborative. It is time for a new era in curriculum — one that is digital, open, innovative, and built by and for our community. This video includes reflection questions which can be explored collaboratively athttps://p2pu.org/en/groups/k12-online-2012/ The ideas in this video were developed collaboratively with a group of many people much smarter than me. Thanks to everyone who played along. This process was a testament to the power of collaboration and of creation as way to reflect and learn.
Our goal in this--and the next--episode of TTT teachersteachingteachers.org/feed/podcast is to join those who are developing a practical, pedagogical discourse between the heckling and the hype around badges. Our conversations are open and wide-ranging, but we have a few questions that must be answered soon, as the fall semester starts up around the US:
What impacts might there be on different kinds students?
How do I start?
Of course, it's impossible to pull apart the different philosophical, political, and psychological threads that seem to attach themselves to badges, but the educators in this conversation begin to bring some clarity to the questions involved.
There's only so much that this many thoughtful participants can say in an hour, but we hope that there are a few moments while you are listening when you find yourself wanting to enter the conversation. Let us know what you are thinking by posting a comment below. And join us next week as we continue our conversations about badges on TTT with these thoughtful educators:
We'll continue these conversations live at edtechtalk.com/ttt on Wednesday, 15 August at 4PM ET / 1PM PT/ World Times: goo.gl/tERfa. NOTICE THE EARLIER TIME.
We’ll continue to focus on incorporating badges into K-12 education and beyond. There’s so much to say on the topic.
What’s your favorite blog post, video, article, resource about Badges? Please add a couple of links in the comments below. We want to be open and flexile about all of the ways people are talking about the issues involved. And, we are interested in keeping it real. We’ve been developing some ideas around badges for Youth Voices youthvoices.net, and there's more about this on P2PU goo.gl/oKQ1R.
See you on Wednesday.
Click Read more to see a copy of the chat that was happening during the webcast.
We started our celebration with a look at a couple of the philosophical touchstones for TTT, mainly World Bridges and the National Writing Project. Jeff Lebow (WB) and Elyse Eidman-Aadahl (NWP) helped us with these starting points.
The goals of Worldbridges are relatively simple and straightforward, as follows, “Our primary goal is to foster understanding and cooperation amongst the citizens of the world. We value civility and respect, open source collaboration, fair distribution of income, and a sense of world identity.” As part of these efforts, Worldbridges seeks to foster positive systemic changes in areas such as education, the environment, and politics. It also supports reliable and fair commerce. And it promotes a “people’s forum” for more civilized discussion of problems, issues, and conflicts that pose significant challenges in united the people of this planet. Values supported by the Worldbridges organization include respect and civility, fair distribution of income, world identity, and open source collaboration.
Jeff Lebow began experimenting with Worldbridges ideas (initially called “World Explorer”) when starting his master’s program in Training and Learning Technologies at the University of New Mexico in 1993 after a year of teaching English in Thailand (Worldbridges, 2007). At that time, Lebow became excited at the possibilities of the convergence of intercultural interaction and collaborative and interactive online technologies. After completing his masters, he returned to Asia—this time Pusan, Korea—where he taught English as a university and began to experiment with online audio and video, which included covering the Nagano Olympics in 1998. After burning out on all his activities and attempting to envision and build a webcasting network his life took a turn, or as he puts it, “I decided to quit my job, shave my head, and go to India for a while to contemplate the next chapter, for me personally and for Worldbridges. After some quality offline time, I decided to give Worldbridges a shot.” In Lebow’s vision for Worldbridges, he sought for it to become a means for using Internet technology for a global webcasting network of people. And it has!
And here's a paragraph about the National Writing Project's core philosophy by Art Peterson in 2004
The National Writing Project's core philosophy, "teachers teaching teachers," is perhaps most directly expressed in the invitational summer institute's teacher demonstrations. NWP founder Jim Gray writes in Teachers at the Center, his memoir of the writing project beginnings, "The most successful demonstrations communicate not only what the teacher does but also why the teacher thinks this particular practice works. The emphasis upon the why as well as the what is important: it provides a theoretical underpinning and it accents a considered approach to writing beyond mere gimmickry" (143). According to Gray, this demonstration serves as a "trial run" for the workshops future teacher-consultants will present during inservice work in the schools, but it is intended to be much more than a simple demonstration of a strategy or technique. It is intended to be a significant "genre" for the circulation of knowledge about practice.
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