22 Ways To Use Twitter For Learning Based On Bloom’s Taxonomy

Last year we created a “twitter spectrum,” an image that clarified different ways that twitter could be used in the classroom in (hopefully) authentic ways.

TeachBytes has followed that up with an excellent graphic of their own that uses a pure Bloom’s Taxonomyapproach. The specific ideas range from “remix trending tweets with video and music” to creating concept maps showing the relationship between tweets.

We must admit to going back and forth over the exact fit of a social media platform like twitter in a formal (or informal) learning environment. Clearly it’s a great way to skim and monitor information streams, but just like we wouldn’t use sing Shakespearean sonnets to toddlers at birthday parties, using twitter as an in-depth critical thinking tool requires a bit of squinting, even as an Avante-garde 21st century learning tool.

Unless you’re using it as a cultural survey of sorts. Or study media design. Or following experts. Then it works swimmingly.

As with all things, sweet spot matters. To help you find it, this graphic should help.

Social Media Meets Bloom’s Taxonomy: 22 More Ideas To Use Twitter For Learning

 

Bryan Setser’s: Ten Tips for Teacherpreneurs

Since Arnie Duncan’s new normal speech, we have seen teacher tenure battles, evaluation tool ideas, frozen pay schedules, and a host of reforms define an American Crisis moment for teachers.
Yet, the market I see reminds me of how the Chinese define the term crisis:
For the family members and friends of mine who are teachers, I remind you of Michael Fullan’s phrase, “Being right is not a strategy for change”. Nor is wearing red to school and yelling in a microphone. Now is the time for a whole new opportunity culture for the teacherpreneur.
Here’s ten tips to unleash the “teacherpreneur” inside of you:
1.     Teach for another district – In many states including my home state of North Carolina, multiple years of teachers having their pay frozen can be undone with one simple move – across the county line. Many districts will negotiate supplements, signing bonuses, or starting teachers out on their correct step on the pay scale simply by driving a few more miles.
2.     Teach for a virtual school – many teachers supplement their income by teaching for one of the state virtual schools or a configuration of them. See more on your state virtual school here: www.kpk12.com
3.     Teach your talent– provide content design or assessment services to the field. Many jobs are often listed for teachers weekly on sites like www.edsurge.com or  http://forum.inacol.org/. Postings like these are fairly common as to help  wanted from teachers oncourse content development.
4.     Teach as tutor 2.0 –As examples like the 4 million dollar teacher in Korea emerge, tutoring has become big business and far more than just after school at a desk. Think differently about marketing your talents to your community, state, and nation.
5.     Teach for DoDEA – many Department of Defenses Education Activity schools in the United States and around the globe offer great salaries and benefits packages as well as housing and utility allowances.
6.     Teach for start ups – many non public school markets like charters or next generation model schools often hire teachers to help in their planning years and when they open. Market you services to one of these sites.
7.     Teach in a SMOOC – while many have heard about the Massive Open Online Courses such as EdX and Coursera – you may not have heard of Synchronous Massive Open Online Courses or SMOOCs – this is an emerging e-bay teacher model where you can pick the times or amounts of intensity you provide as an instructor, assessor, coach, or tutor. Companies like Straighter Line are starting to pay teachers for these services.
8.     Teach and travel – many countries around the world value teaching more than we do here. Explore, take a fellowship, and experience these destinations with your family.
9.    Teach for a company – Connections Education where I sit on the board recruits teachers for services as does a host of for profit companies. Before you think corporate America is evil, really spend some time checking out organizations who are mission driven likeConnections or My Virtual School.
10.  Teach for a shingle: Graphic designers often learn their trade on Lynda or Udemy; they find their work on Elance or dribble. Similar markets exist for software engineers. Virtual law groups make legal services more accessible and affordable.  On Care.com you can find a babysitter or elder day care.  Angie’s LIst doesn’t manage a distributed workforce but they extract some friction from a decentralized market by improving discoverability and sharing recommendations (Getting Smart, 2013). Develop your shingle for education and help others through lighter, more nimble ways.
As with any educator or worker, you’ll have to define the right balance of family and work life. But, you are a gifted educator – consider sharing your expertise more broadly than between four walls.by Bryan Setser – Partner – 2Revolutions

Film Group Backs Antipiracy Curriculum

This could turn out to be an essential part of curriculums developed in the future that focus on digital citizenship skills and awareness. This article featured in Stuff talks about the Center for Copyright Information’s push to have schools teach kids about anti-piracy and the importance of respecting copyrights.”

 

via Stuff.co.nz

When it comes to learning about the evils of internet piracy, Hollywood studios and the major music labels want kids to start young.

A nonprofit group called the Center for Copyright Information has commissioned a school curriculum to teach primary-age children about the value of copyrights.

The curriculum, still in draft stage, includes lesson plans, videos and activities for teachers and parents to help educate students about the “importance of being creative and protecting creativity,” with topics such as “Respect the Person: Give Credit,” “It’s Great to Create,” and “Copyright Matters”.

The nonprofit is backed by the Motion Picture Association of America, the Recording Industry Association of America and others, the Los Angeles Times reported.

Some critics say the curriculum, called “Be a Creator,” would promote a biased agenda. Others contend it would use up valuable classroom time when public schools already are struggling to teach the basics.

“While it’s certainly a worthy topic of discussion with students, I’m sure some teachers would have a concern that adding anything of any real length to an already packed school day would take away from the basic curriculum that they’re trying to get through now,” Frank Wells, spokesman for the California Teachers Association, told the newspaper.

The MPAA blames the illegal distribution of movies and TV shows for causing billions of dollars annually in lost revenue. The trade group has tried various tactics over the years to fight the problem, from filing lawsuits against college students who illegally downloaded movies to backing ill-fated federal laws that would shut down rogue websites.

The program is being prepared by the California School Library Association and the Internet Keep Safe Coalition, known as iKeepSafe, a nonprofit focused on helping children thrive in the digital environment. The group partners with educators, law enforcement agencies and major corporations, including Google.

The MPAA declined to comment and referred calls to the Center for Copyright Information, which is also working with iKeepSafe on the curriculum.

Jill Lesser, the centre’s executive director, said the curriculum has not been approved.

“It’s unfortunate this got out because we were nowhere near done,” she told the newspaper.

Lesser told a House subcommittee in September that she hoped the curriculum would be tested as a pilot program in California in the current academic year, and eventually be adopted at schools nationwide, the Times reported.

5 Powerful Questions Teachers Can Ask Students

via Edutopia

My first year teaching a literacy coach came to observe my classroom. After the students left, she commented on how I asked the whole class a question, would wait just a few seconds, and then answer it myself. “It’s cute,” she added. Um, I don’t think she thought it was so cute. I think she was treading lightly on the ever-so shaky ego of a brand-new teacher while still giving me some very necessary feedback.

So that day, I learned about wait/think time. And also, over the years, I learned to ask better and better questions.

Many would agree that for inquiry to be alive and well in a classroom that, amongst other things, the teacher needs to be expert at asking strategic questions not only asking well-designed ones, but ones that will also lead students to questions of their own.

Keeping It Simple

I also learned over the years that asking straightforward, simply-worded questions can be just as effective as those intricate ones. With that in mind, if you are a new teacher or perhaps not so new but know that question-asking is an area where you’d like to grow, start tomorrow with these five:

#1. What do you think?

This question interrupts us from telling too much. There is a place for direct instruction where we give students information yet we need to always strive to balance this with plenty of opportunities for students to make sense of and apply that new information using their schemata and understanding.

#2. Why do you think that?

After students share what they think, this follow-up question pushes them to provide reasoning for their thinking.

#3. How do you know this?

When this question is asked, students can make connections to their ideas and thoughts with things they’ve experienced, read, and have seen.

#4. Can you tell me more?

This question can inspire students to extend their thinking and share further evidence for their ideas.

#5. What questions do you still have?

This allows students to offer up questions they have about the information, ideas or the evidence.

In addition to routinely and relentlessly asking your students questions, be sure to provide time for them to think. What’s best here: three seconds, five, or seven? Depending on their age, the depth of the material, and their comfort level, this think time will vary. Just push yourself to stay silent and wait for those hands to go up.

Also be sure to vary your tone so it genuinely sounds like a question and not a statement. When we say something in a declarative way, it is often with one tone and flat sounding. On the other hand, there is a lilt in our voice when we are inquiring and questioning.

To help student feel more comfortable and confident with answering questions and asking ones of their own, you can use this scaffold: Ask a question, pause, and then invite students to “turn and talk” with a neighbor first before sharing out with the whole group. This allows all to have their voices heard and also gives them a chance practice their responses before sharing in front of the whole class.

How do you ask questions in your classroom? What works well with your students? Please share with us in the comment section below.

REBECCA ALBER’S BLOG

The Problematic Connotation Of Video Games

 

via TeachThought

Perhaps more than any other media form, video games suffer from connotation.

While sourced directly from a stunning convergence of art and technology, the public perception of video games drips with the juvenile, evoking images of–depending on your age–Pac-Man, Mario, or the Grand Theft Auto series. Their time in the public spotlight is usually brief, and tangled with inevitably tilted discussions on children, violence, impression, and even Constitutional rights.

This misses what makes gaming such an engaging rhetorical form–and the explosive evolution of video games as an interactive narrative medium.

Rainbow 6 is an upcoming game from developer Ubisoft Montreal that not only allows interaction (a player manipulating a digital avatar to in pursuit of some goal), but also seeks to tell a story in a way that books, poems, or music cannot.

The lead-in from the full text (seen here at Game Informer, by Matt Bertz and Jeff Cork):

“Americans are angry. And why shouldn’t they be? With an exponentially expanding national debt, crippling foreclosures, corporate bailouts, degrading infrastructure, dwindling job market, and widening income gap between the haves and the have-nots, it’s getting harder to believe politicians when they speak of American exceptionalism as if it were a fundamental truth.

“In response to gradual erosion of our beloved nation, resentful citizens of all kinds of political backgrounds are rising up in the form of new political movements like the Tea Party and Occupy Wall Street. But unlike the 1960s, when protests and activism resulted in the discontinuation of the military draft, the Civil Rights Act, and the sexual revolution, the contemporary bickering government parties have proven largely ineffective at slowing or reversing the downward trajectory.

“The media isn’t helping matters. Rather than promote discussions about viable solutions moving forward, ad-driven 24-hour media outlets and radio programs are content to stoke the fires and sensationalize political differences. America’s volatile political climate serves as the jumping-off point for Rainbow 6 Patriots.”

Not your typical shoot-the-aliens—or even nameless “terrorist” context.

“In previous games, allowing a civilian to die was game over. Now you’re not exempt from tough situational decisions. Do you kill one civilian now and potential spare hundreds of lives, or is the lone human life too critical to lose even if it means thousands others may meet their untimely deaths down the road? In Patriots, you make the call.”

The story finishes with a play-through of an early draft of the game, in video game language called a “build”:

“Our live game demo (of the game) doesn’t start with Team Rainbow sated in the back of the chopper outside a facility surrounded by police. Instead, our first glimpse comes from the perspective of a well-to-do real estate investor sitting in his idyllic American home. Judging by the polished wooden floors, larhe HDTV, and the iPad-like tablet sitting to his right, this guy is living the good life.”

Continuing, the main character is presented a cupcake for his birthday.

“Happy Birthday. Go on, blow it out,” she says. Like a scene out of Heavy Rain (another immersive, heavily narrative video game), the player is given the option to blow out the candle or stroke his wife’s cheek.

“These types of ‘bad or worse’ situations define the story campaign in Rainbow 6 Patriots. Given the sensitive subject matter of Americans turning on each other, we asked the team if they were prepared to face a media controversy propagated by news networks that move so quickly and ignorantly to condemn video games as youth-corrupting trash. We can see the sensational headline now: ‘Liberal Game Publisher Paints Tea Party as Terrorists.”

“Why can’t a game be smarter? Why can’t a game embrace issues? We’re not coming down with any kind of ruling or judgment about any of this. We’re letting people talk amongst themselves. We’re making a game that we want to provoke discussion and deeper thought. We certainly welcome the opportunity to talk intelligently and thoughtfully about the mature subject matter. As the game industry evolves, we’re going to face these issues more and more often.”

As technology progresses, media forms will likely evolve but the rhetoric behind them will not. Video games are simply a media that are both interactive and digital. By some odd consequence of consumerism, sound, and color they were “given” to children first, and invariably (and unfortunately) any evaluation of games as a media form turns to the needs of children.

The more important–and more fruitful–discussions will continue to focus on a media form that is increasingly interactive, inter-textual, and full of self-directed scaling up and down Bloom’s taxonomy in digital acts of application, analysis, synthesis, and evaluation.

 

Facebook Steps Up Efforts to Curb Bullying

                   via Stuff.co.nz

Facebook said it will beef up efforts to curb bullying on its site starting as police, parents and educators sound greater alarm over the unmonitored and sometimes dangerous interactions among teens on social media networks.

The company will make it easier for teens to contact an adult on the site when they feel bullied, and it will release talking points and guides for teens, parents and educators to deal with harassment.

But the anti-bullying effort does not apply to Instagram, Facebook’s popular photo-sharing mobile devices application that has been embraced by many youth, even some under the minimum entry age of 13.

Privacy and child advocates have called for greater attention to safety on Instagram and have criticized Facebook for having separate guidelines for the two sites. Harsh comments, threats and embarrassing photos shared on Instagram have spurred a greater number of bullying incidents across the country, according to law enforcement officials and educators.

The company said the two businesses function differently.

The new Bullying Prevention Hub has been developed specifically for Facebook, and Instagram has its own policies for youth privacy and safety, the Silicon Valley firm said.

“Rather than simply focus on awareness of this information, we’re putting it at people’s fingertips at the moment they need it most,” Facebook wrote in a blog announcing the effort.

A teen distressed by a comment, photo or video on Facebook can press a button to anonymously report the content as abusive. Facebook also will make it easy for the teen to connect to an adult within the youth’s network of friends when he or she is being bullied.

For teens, the company recommends: “It’s best to not approach the person who bullied you when you are upset. If you feel it is safe to talk to the person who bullied you, you might want to do so with a trusted friend or adult. Remember, bullying behavior is unacceptable and you have the right to stand up for yourself.”

Parents are given talking points such as: “I’m so sorry this happened to you, and I’m glad you told me. Can you tell me more about what happened and how you are feeling?”

The guides may seem basic, but can help foster trust between adults and youth, experts say. Teens often don’t report bullying to a parent because they are afraid the adult will overreact and exacerbate the problem, experts say.

MIT Develops inFORM, Blows Your Mind by Rendering Digital Stuff in 3D Physically

 

via Digital Trends

inFORM
Think your mouse and keyboard are pretty rad input devices? How about your 27-inch monitor? They’re like chisels and spears compared to inFORM, something that the wizards at the Massachusetts Institute of Technology just unveiled. inFORM can reproduce digital content physically in 3D, which allows you to interact with it. Simply put, this could be the future of PC interaction.Like something out of Back to the Future or TRON, the inFORM can also react to the world around it, as well as be used like an input device akin to a mouse or keyboard. The inFORM can be used for everything from physically rendering bar graphs and 3D models which you can touch like you would any other object. And forget Skype calls; the inFORM can create a physical version of someone who, for example, rings into a conference call from afar. The inFORM was developed by MIT PhD students Sean Follmer, Daniel Leithinger, and Professor Hiroshi Ishii, from MIT’s Tangible Media Group.The inFORM’s possible applications go way beyond making your conference calls a more futuristic experience though. Think of what being able to render objects in 3D can do for such fields like architecture, urban planning, engineering and the like. Follmer says that having the ability to render an object in 3D physically allows you to “better understand it.”“The traditional sort of interaction design and device design sort of assumes for a very static way of interacting and this [inFORM] device can change its physical form very quickly and that means that we need to come up with new ways that we interact with technology,” Follmer said.

Follmer also said that the inFORM was “quite expensive” to make. Just to give you an idea, the inFORM contains 900 small motors which control each pin on it. Every pin works to render objects in 3D, and each motor costs between $20 and $30. Also, considering that this is an MIT project, don’t expect this to be available at your local Best Buy or Amazon this holiday season.

Watch this video about inFORM below while we pick our jaws up off the floor.

INSERT VIDEO FROM VIMEO NUMBER http://www.vimeo.com/79179138

10 Must-Watch Videos for Flipped Learning

via eSchool News

From STEM videos to history lessons, YouTube can be a one-stop shop for flipped learning

If must-implement educational trends were narrowed down to a small group, flipped learning would be among the top contenders. But flipped learning doesn’t have to consist of videos of a hand on a whiteboard, and it doesn’t have to discuss how to multiply fractions in monotone—after all, there’s a whole YouTube world out there.

Part of the fun of flipped learning is introducing brief questions on relevant curriculum topics that students can discuss or use to create projects during class. For instance, based on historical definitions, should Pluto be a planet? If some products in the U.S. are identified through numbers, could replication of those numbers be made illegal? In other words, could a number itself be illegal?

It’s these types of short videos, based in research and made for education (with interesting animations and vivid explanations), that can be a solid foundation for inquiry-based learning. They also can provide real-world examples of what’s being taught in schools.

Do you have a favorite video you show your students? Do you think flipped learning can help in inquiry-based or project-based learning? Let us know in the comment section below.

1. Life in a drop of water (Science): A drop of pond water viewed through a microscope; filmed and edited with a smart phone. Ask students to try and identify what they’re seeing in the drop.

2. What if the Death Star was real? (STEM): Using dimensions and design specs from the Star Wars website, imagine how the Death Star might impact Earth. A bit of fun with Professor Mike Merrifield from the University of Nottingham.

3. Illegal numbers (Civics/Math): Could some numbers be made illegal in the U.S.? This video features Dr. James Grime: https://twitter.com/jamesgrime

4. What if you were born in space? (Biology/Health): Delve into how gravity and other natural forces can affect the body once in space. Provides a look at current science research.

5. CrashCourse U.S. History Part 1 (History/World Culture): A very animated historian discusses the Native Americans who lived in what is now the U.S. prior to European contact. John Green also discusses early Spanish explorers, settlements, and what happened when they didn’t get along with the indigenous people. The story of their rocky relations has been called the Black Legend.

6. Vatican City explained (History/World Culture): Using drawings and historical photos, this historian simplifies world issues in a fun way, allowing for open discussion.

7. Super expensive metals (Science): Inside a Noble Metals factory, where even the dust on your shoes is too valuable to ignore! Make the Periodic Table of Elements come to life.

8. Grammaropolis noun song (English/Language Arts): Think of this as an updated Schoolhouse Rock.

9. Negative numbers introduction (Math): Khan Academy incorporates real world examples into a very basic math concept explanation.

10. Is Pluto a planet? (History/Science): Learn about how Pluto came to be called a planet based on historical definitions and scientific inventions, to its eventual fall from the planet category.

Kids’ Video Games: Source of Fun, Pain, and Profit

Video game companies are smart. They want the gamer to play longer, make more in-game purchases, get frustrated, learn to cope and persevere, and share their experiences with others through competition or collaboration. A game designer must have a versatile skill set: Part artist, part designer, part psychologist, part storyteller, part rewarder, part punisher, and part salesperson. One of the downsides to this immersive model of game design is its addictive nature. Gamers must find a balance! This article from Michelle DeWolf on MindShift examines Austin, a digital native similar to many others; hooked on video games and the incredible lengths game developers go to in order to keep players like Austin coming back for more. ”

via MindShift

Austin Newman, 10, of Menlo Park, Calif., is not allowed to play video games during the school week. His mother, Michelle DeWolf, said she had to take that step to keep her son focused on his homework during the week.

Max Kelmon, 13, has his own little version of a man cave in Palo Alto, Calif. Behind the family kitchen in a converted garage, he has an Xbox, a big-screen TV, headphones and a microphone. There’s an old couch covered in a sheet. And that couch where he parks himself, surrounded by boxes and Christmas lights, is one of Max’s favorite places on the planet.

From that couch, he connects to friends all over the globe — and he spends hours, pretty much every day, honing his skills in Call of Duty.

The first commercially successfully video game, Pong, invaded Americans’ living rooms 38 years ago. Since then, the industry has evolved from a simple bouncing ball in the Atari original to games with astounding graphics and sound, most of them connected to the Internet.

That means that kids like Max can play with people spread across the globe. It also means that gaming companies can analyze how gamers play — each and every decision they make.

So when kids sit down with a game, they are actually sitting across a screen from adults who are studying them — and, in some cases, trying to influence their behavior in powerful ways.

Researchers in game companies tweak games to get players to stay on longer, or to encourage them to spend money on digital goods. They study gamers’ reactions. It’s become a science.

And parents like Max’s mom, Vanessa Kelmon, often feel outgunned.

“I hate it. I really do,” she says. “He could play Xbox for 12 straight hours. [He has] friends in Mexico City and friends in England.”

Vanessa says Max is addicted to video games. “When I took it away, he started to cry,” she says. “My God, I am offering you to go play tennis or go play golf … and I am making you shut this down, and you’re crying about it.”

Tracking Clicks And Purchases

In millions of families, video games are a source of intense love and intense hate because they can be so incredibly compelling. You might not believe that if you don’t play them, but you can get lost in a great game. They make you feel good.

And it’s no accident, says Ramin Shokrizade, the game economist for Wargaming America.

“The technology for this has gotten quite sophisticated,” says Shokrizade, who began his career in neuroscience and behavioral economics. “At this point, every major gaming company worldwide either has in place a fully developed business intelligence unit, or they’re in the process of building one.”

Researchers in game companies tweak games to get players to stay on longer, or to encourage them to spend money on digital goods. They study gamers’ reactions. It’s become a science.

Today’s game design is dominated by research, he says. As we play games, game developers are tracking every click, running tests and analyzing data.

They are trying to find out: What can they tweak to make us play just a bit longer? What would make the game more fun? What can get us to spend some money inside a game and buy something?

So as millions of people play, designers introduce little changes and get answers to all of these questions in real time. And games evolve.

For example, most games today sell virtual goods right inside the game — like a new gun in Call of Duty or a cow in FarmVille. Shokrizade’s job is to get people to buy them.

One of the tricks of the trade is something developers at Zynga — which created FarmVille — used to call “fun pain” or “the pinch.” The idea is to make gamers uncomfortable, frustrate them, take away their powers, crush their forts — and then, at the last second, offer them a way out for a price.

John Davison, who works at video game company Red Robot Labs, says free-to-play smartphone games like Candy Crush Saga and Puzzle & Dragons have become brilliant at using these tests to figure out how to get people to spend money.

And the research is working. Davison says those games are making millions of dollars — every day.

Kids Who Cash In

When adults play games, they consent to share that personal information about how they play. But Shokrizade worries about the millions of kids who play. “If it’s a child, how do you even get consent for something like that?” he says.

Many of the people spending cash are kids, including Davison’s children. Game consoles sell gift cards at convenience stores that allow kids to make purchases on video games, even if they don’t have a credit card.

Davison’s kids started playing Clash of Clans this year. In the game, developed by Supercell, you get to run your own little Viking village and team up with friends. To protect your clan, you can spend money on forts and weapons.

It’s free to download — but because of these virtual goods, it’s one of the highest-grossing apps in Apple’s store.

Davison’s two boys loved it. “They were clearly getting a lot of enjoyment out of it,” he says. “But it did get to the point where my wife and I were like, ‘Do you really want to be spending everything on this?’ ”

And this is coming from a man who has devoted his life to video games.

“I was trying to sort of total up in my head how much the kids had spent on this game,” he says. “But there was also a degree of admiration for the team at Supercell, that they had managed to get under my 10-year-old’s skin to this degree.”

Apple recently settled a class-action lawsuit about kids making in-app purchases like this without their parents’ permission, and the European Union is considering new regulations on games.

Some regulations are taking place on a smaller scale. In Menlo Park, Calif., Michelle DeWolf banned her 10-year-old son, Austin Newman, from playing games during the school week.

Originally, she gave him 30 minutes a day, but that didn’t work.

“He couldn’t think about doing his homework. He couldn’t think about walking the dog or helping in any other way, because he couldn’t get his mind off the idea that he had 30 minutes coming,” she says.

“Once he knew there was nothing, he didn’t think about it during the week, and he almost — maybe I’m not objective — but he almost seemed relieved.”

Copyright 2013 NPR. To see more, visit http://www.npr.org/.

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