Friday, 28 April 2017

Why Digital Literacy and Learning Spaces belong together.




"The teacher no longer needs to be the holder of information...but rather can become a co-learner..."


When we reenvision our spaces together, what do we learn together?

You may have seen a few posts documenting this year's experimentation and thinking around learning spaces in this post, this post, this episode or this one. Like all aspects of doing what we do well as educators, that journey is multi-faceted, ongoing, and collaborative.

Where does Digital Literacy fit in?

Everywhere.  As our digital tools continue to enable more self-directed, collaborative, and authentic learning experiences, our physical spaces need to evolve with that shift.  Consider the changes you've seen in airports, banks, and movie theatres: technology has changed the way those spaces are streamlined and structured.  So what might that mean for your room?  

Spaces which allow for collaboration and independent inquiry


Spaces which value choice and independence

Spaces which direct learners to our understanding of Creative Commons
All signage custom made for the theme using The Noun Project for support


How does a shift in our learning space design shift our thinking about online spaces?

With better online spaces, we are able to better preserve, share and curate resources.  How often do we post something with size font 12 writing to a wall--rendering it visible only to those directly in front of it, and only when they are in the physical space.
Which resources are better presented through our college's digital tools? 
And to what extent do our digital tools better allow us to generate an ongoing dialogue with those resources with our learners?  
Additionally, which physical resources can we provide access to in our digital spaces?

When we worked with Georgina to revamp her room,  the signage was intentionally organized to be readily accessible to students regardless of their location (see these IBDP Psychology provocations linked to her new room theme #pathways). That slide deck is now accessible to students even after they graduate.  It makes use of open use images, and can easily be shared with DP Psychology teachers outside of the college for feedback and future exchange (in just three days it has been viewed 35 times).

Can a classroom revamp remind us of the power of networked learning?

When looking to remodel Louie's Chemistry classroom, we wanted to be able to use a few amazing images we found online.  Via Twitter, we contacted the creator, and he responded...within the hour:


How does a focus on learning spaces remind us of the power of our digital tools?

Whist commonly overlooked as resources, Keynote and Pages have been essential tools of the various classroom revamps happening.  Now, more than ever before it is easier to make signage which perfectly reflects our learning ethos and speaks to the culture of our various classrooms.

Lastly....

These collaborative classroom revamps have reminded us that we can make creative work together. Rethinking classroom design asks us to speak with people across faculties and schools to better understand our different educational philosophies in order to better showcase a physical and digital representation of our passion for all things learning.

Wednesday, 26 April 2017

Non-Fiction Text Features: Incorporating the Digital


There is so much to be gained from walking through the corridors of your school and popping in to see what classes are doing.

This morning, I happened to pop into Kim Duffy's Grade 3 class and discovered a really neat learning experience the class was exploring on Non-Fiction Text Features in digital books.

Kim had set up a Google Doc for her kids with different text features noted on the side. Students were to log onto MyOn (an online book library), and read Non-Fiction texts. They were to take a screenshot of each feature outlined in the table (see below). She had a column for the screenshots, and a column for students to explain why the feature is used.


See example of a student's work below:


Students now have a document with visual examples that they can refer back to when they create their own Non-Fiction books later on. We know that incorporating visuals helps students with retention of key information, and the fact that they actively searched for the examples of the text features will also be of benefit.

A few doors down, Daniel Withington was also looking at features of Non-Fiction text. It was great to see Grade 3 students identifying features of digital text as well, including hyperlinks, videos and search options. When Daniel's students think about writing Non-Fiction text, they will think more broadly about the features they need to consider as authors because of this introduction.

It is wonderful to see teachers like Kim and Daniel naturally incorporate digital text as a part of their regular literacy lessons.

This reminds me of the arguments for teaching Digital Reading set forth in Kristin Ziemke's insightful blog post, Yes And... Thoughts on Print Versus Digital Reading. Kristin asks teachers to consider their own teaching practice:

 "Take a moment to reflect:
How many minilessons have you taught this year that guide students to become effective digital readers?
Do you have anchor charts or scaffolds in place that will support them as they attempt to read digitally with independence?
Have you provided ample time for them to read diverse genres or self-select their onscreen reading material?" 
It is a privilege to work with teachers who can answer these questions with confidence.

Monday, 24 April 2017

Recapping The Learning Spaces Book Club Meeting 1


Our first three texts


Getting spaced out:

We started this journey by hosting consultant Maija Ruokanen (revisit her teachings in this episode of podcast UWCLearn). The DLCs then fanned those fuels as our in house #uwclearn spacebusters. Most recently a cohort of teachers across the college met last Friday to talk about our very first read for the Learning Spaces Book Club.


We started by looking at these questions in school specific teams:












The book club will meet again next August.  In the meantime, we will continue to curate resources on this Flipboard.

What ideas will we return to?

Check out this visual summary (using Canva's infographic-maker tool) of our conversations:


Do you have thoughts on any of our questions?

Let us know your thoughts in the comment section below.








The Networked Teacher-Learner


What could your portfolio do for your learning?

Starting this May, join a cohort of teachers on campus looking to complete a five-month challenge.
The challenge will ask you to launch and share a portfolio (with the support of your DLCs), and to compose and share one post per month from May until September.

In small teams, you will receive feedback from your peers, and you will be asked to respond to others. What can we learn from one another? Can networking our inquiry build connections across our community and assist in better research curation?

You will have a great deal of choice from a month menu of post provocations. Preview the menu for May here.

Wondering why educators have found portfolio curation a useful endeavor?


Check out this post from George Couros.

What I did not expect though, was how much my own learning would grow.  Writing a blog for me is now something that I feel is necessary for an educator, as it gives me the opportunity to not only reflect on my practice, but also collaborate with others in a more in depth way then sites like Twitter can provide.  I also have had a major shift in my own thinking as I am less focused on the technical aspects of a blog, but the learning implications this type of writing can have on educators and students.-George Couros

If you'd like help getting set up with your portfolio, please ask a DLC.

Sign up for our five-month challenge here.
Anticipate a time requirement of 50-60 minutes per month (includes posting, reading, and commenting).