I presented at the KASL District I workshop today on Open Educational Resources and the Open Web for the School Librarian. This is a slightly revamped version from Tuesday’s presentation at Computers in Libraries in Washington, D.C., and with Gary Price’s permission (my co-presenter there), I have incorporated many of his resources into the presentation. All of the resources (links list, articles, download slides are available on my Open Educational Resources LibGuide). The slides are embedded below.
On Tuesday, I presented without slides during a sunrise session on innovation with Jill Hurst-Wahl and James King. Purposefully presenting without slides for the first time in probably 15 years (dating back to high school, yes), I very briefly spoke about Kansas libraries and the continued innovation that goes on there, because (at least from my perspective) the Kansas library community is open to sharing, collaborating, and working together on initiatives, because many libraries have limited staff, time, financial resources, and collections. This has allowed for a lot of innovation to happen in consortias, open source software deployment, statewide platforms, and ebooks.
At the end of that same day, I presented on Open Educational Resources for the School Librarian as part of the school libraries track. The slides are embedded below. All presentation resources are available here. Gary Price also presented in the session on the same topic, focusing on open web resources and their untapped wealth of potential for educational use. All of his great resources are available on his presentation website. There is huge potential for open education resources to be used at all levels of education (K12; College; Self-Education).
Dr. Marc Aronson, Author, Lecturer Rutgers
Knowledge is inherrently changing quickly — ability to process data, doubles every two years. [More’s law]
We have to begin to give them the context that information changes. Ability to process knowledge as it changes. Pluto perfect example of this.
Marc is telling stories about fossil finding.
Lee Berger used Google Earth and had a new perspective looking down. Because he looked w new eyes and asked new questions, he found new answers. And we can do the same.
Story told in print form. How does the story change in digital form? Marc showing book in iBooks format (not out yet)
The story opens with a video, explaining how Lee Berger used Google Earth for new fossil discoveries. No hominid clavicles had ever been found before.
Digital platform — freedom where you more space on digital platform.
As science changes, Marc & Lee will be tracking changes at Scimania.org
The print book that narrates a story to the iBook that shows the story. To the experience that allows you to see change as it happens.
InFORMation. Knowledge as it takes form. That’s what is exciting about Common Form.
Read for evidence, argument, POV. Compare/contrast. To see one view against/another. Not passively absorb, but actively think through reading, writing, and speaking.
That is the only training that will prepare young people to deal with 9 planet solar system vs 15 planet.
Knowledge is In – Form – Ation.
Melissa Jacobs Israel, Coordinator of Library Services, NYC Dept. of Education [@missyji]
“How can the use smart tech web tools and apps build curiosity, critical thinking and independent inquiry amongst students?
You can’t just teach to a standard, still have skills to teach. Many skills needed to get to the standard. These skills scaffolded. To meet a standard, you’re teaching over time. You have to break down the standard to the individual skill.
Teaching kids to critically think through these digital apps/ebooks. Not necessarily teaching a site. Teaching kids to critically think about the items they are extracting.
Bats! Flurry Fliers of the Night book. How does this change the learning experience for kids vs. flat book? How does it extend idea of inquiry? Repetition, further discovery of the bat’s life, there’s being the bat. The book uses the space of the iPad (horizontal/verticality). Understands that digital space is different from print space.
It understands that kids have questions. What does it mean to be a bat? Where would I live? What would I eat? Can I survive during the day?
Al Gore’s Our Choice book. An app like this is changing the way we interact with books. Changing the way kids are reading. They are empowered as learners, to dive deeper in the process of thinking, gives the context and the content to deal with the information and the problems.
Provide historical context — historypin.com Tour collections. Narrow by date, area, subject. Look at two photographs and seeing how they’ve changed. Capturing first hand account information when something happened. Gathering that from around the world. This is a way of starting inquiry, critical thinking, and getting kids excited about learning about the world around them. Also teaching kids copyright, authoritative sources, debate.
Extend conversations and inquiry w Multimedia Resources from ARKive Images of life on earth. Photos & videos of wildlife of endangered species around the world. Help students see beyond facts of the animals, the information. Why are these animals endangered? Why do they need to be saved? It has a kind of wiki feel to it. People can edit the entries, ARKive verifies the posted info and if it’s correct, will incorporate. Gives credit to the videos and images. Post, comment, share information.
Education part of the site, resources for different age groups. It has teacher notes, presentations, and activity packs. Edit presentations/resources to what you need.
AASL Best Websites for Teaching and Learning project
NEW! AASL Best Apps for Teaching and Learning project
Kari Arfstrom, Ex. Director, Flipped Learning Network, Washington, DC
Pat Semple, Upper School Librarian, Bullis School, Potomac, Maryland
Pat: Flipping allows me to spend more time with students, build relationships with them.
Her school is BYOD for Middle School and Upper School. Lower School uses iPads.
Her environment is heavily digital.
Kari Arfstrom, quick overview of Flipped Learning
Ben Stein video being shown — awful lecture.
Classrooms: Used to sitting in nice neat rows, looking forward at lecturer [kind of like the conference room setup]
Many classrooms today are chaotic, project based learning.
Flipped learning: built in the trenches, for and by teachers/librarians
Why do we have so much unprecedented change in education? Lots of different examples on slides.
What is the best use of your face-to-face class time? Better…
Time shifting the direct instruction…
So isn’t that blending learning or online or virtual?
All of these are specific methods, techniques, that involve technology and learning.
Online — online – little interaction.
Blended learning — missed her definition.
Flipped model: interaction with the students and teachers have together — this is the key piece.
Flipped learning occurs when direct instruction is moved from the group learning classroom to the individual learning space. Moving from a teacher-centered classroom to a student-centered learning environment.
[Thought: Could the Library 23 Things programs be an unintentional example of flipped learning, before this concept existed?]
Flipped learning IS NOT all about videos.
Some teachers will front-load videos, some will share them in the middle, or some will share them at the end. Some are asking students to help create videos or find them. Up to the teacher for when these videos can be used.
Digital Divide. If one-to-one initiative exists, everyone has Internet access, the buses have Internet access, this is great. But what if you don’t? Making sure students have Internet access some way (not that they DO the homework), but just that they have access to the Internet. This is still a HUGE issue in many parts of the country.
Different ways of recording the videos: showing computer, whiteboard, chalkboard, or videoing face, or tiny face.
25 minute lecture during might be compressed down to 8 minutes — much shorter.
Ex. PE teacher has a flipped classroom – Pickle Ball video.
Does flipped learning propagate bad teaching (lectures)? If the teacher is bad yes, good, no.
Is flipped learning THE answer? No, it’s ONE of the answers.
Still can have discussion, project based learning, socratic method, or other methods. What works for you? For your students? Find your style as a teacher.
Bloom’s taxonomy — can time shift remembering/understanding down the time level.
Lots of webinars on this teaching method available online at the Flipped Learning Network website. Flipped conference in Stillwater, MN, July 17-19, 2013. Workshops. More!
Foundations of Flipped Learning — blended learning course available
Too much time on general information, not enough of her. Also wanted to get into answering questions well why isn’t Wikipedia a good resource, ec. She taught the basics of using citation software, setting up accounts beforehand, and many other things, etc., using the flipped model.
Side perk: not being a classroom teacher & 500 students, could have more relationships with students. Talk about their topics, getting the information kids need for research.
Flipped learning allows me to set up groundwork beforehand. Gotten feet wet, and have questions and problems that many are sharing. Allows students to pick and choose.
She can help students much more now. She does a better job, doesn’t have to give the lecture multiple times of day, and wants to be the value-add to the students.
[I really need to read that Flip Your Classroom book. Wonder how this method could be used in professional development/continuing education settings with adults.]
Here are my slides and other related info for an inservice presentation given to Shawnee Mission School Librarians.