April 3

Final Submission #AdobeT4T

Wow, what a journey this has been! I have loved every moment of it… I still have more to go, but I figured I would submit what I have done so far.

I have used word to create the capacity matrix participants will use for self assessment and reflection on learning, as well as a learning resource book that can be written on, notes taken in their own words as we discuss and during the direct instruction phase of the PD. Still have to add in the Premiere notes… but you will get the jist!

Linked in the workbook are two videos I created using Voice and Premiere Clip, as well as Explain everything to get the stuff all together. I used Jing for my screen captures, and I created a couple of videos, but I am having issues with my sound on the computer… nearly time for a new one… so the Voice and Premiere ones will have to do.

I am really excited about flipping my classroom, as I think the kids are really ready for it too! I see my digital tech kids for 45 minutes once a week, they love the subject, but scream there is not enough time… so we have started watching the videos, and coming in ready to have hands on help getting deeper knowledge of the software we are working on. I have also done this with my other classes… I spent a session getting my year 7s to learn the parts of the sewing machine… in future I will be sewing in class, they will be doing the naming themselves with a video for homework!!

I hope I have got it all ok… Thank you for the journey, it’s been great

AdobeT4TPDSArnottFinalPlan

PDResourceDocForAdobeT4TSArnott

CapacityMatrixFlippedClassroom

Photoshop Elements workspace and tool bar  Created with Adobe Premiere Clip App (free)

The Sewing Machine Created with Adobe Voice App (free)

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April 1

Creativity – final week in the Adobe train the trainer course

I have really enjoy the creativity sections of this course, which has been totally full on… well more than 8 hours a week over the 8 weeks… and yes I am finishing off my final project with days to spare!

We looked at this amazing TED Talk from Tina Seelig “Unlocking Creativity”. Well worth spending twenty minutes looking at the creativity through her Innovation Engine.

“The space we are in tells a story. Every space is the stage on which we play off our own life, and it tells us what role we play, how we should act.”

Habitats are also the rules, people, rewards, constraints, incentives, and physical space within a learning space.

How we use space is so important, we look at the industrial age type classrooms in lines where students are trained to work in little boxes… no space to permit creativity. Students love to explore on the floor, collaborate when given the opportunity, move furniture around.  Google/Pixar – innovation, creativity and playfulness are valued.

We have been working on a 3I approach to teaching and learning where students are given direct instruction, independent learning and interdependent learning. This will hopefully lead to fostering creativity… however, we get down to use the room, and someone has put the tables back into rows… arghhhhh. Clearly there has to be some further fostering of creativity with the teachers… hehehehe

“Culture is like the background music of any community, any organization, any team, any family.” Culture is the outside of the innovation engine… nothing can be looked at in isolation. The habitats we build directly affect the level of creativity. Culture affects how we think. A stimulating environment will create innovative and creative learners.
Everyone has the key to their innovation engine… it’s up to them to turn it

Do you agree with the statement: “Creativity isn’t an elective anymore; it’s our future”? Why or Why not?

  • digital expression is the new literacy and creativity is the new fluency: We have entered a new century with new tools and for the first time since the industrial age the way we teach needs to change, educators need to embrace creative approaches to hook the learners we have who have a world of knowledge at their fingertips, but need to develop creative ways to harness this knowledge, decipher it, and create a bold and bright new future with it.

What about this video resonated with you most? Why?

  • The emphasis on ideas, creating, expression and exploring new ways of doing things, innovating ideas. The tools have changed, they need to be learned to be able to be used fluently and therefore creatively.

    Apply

How will you apply the content from the Adobe 101 section of the Train the Trainer course to your professional practice?

  • I would hope that I can embed an even more creative approach to my teaching in all aspects. Following on from that taking it to other educators, in my own school, and beyond
  • Course Review: Creativity in Education

    Throughout the Train the Trainer Course we’ve explored why creativity in education is important, and we’ve examined barriers to creativity. We’ve also learned that creativity can be taught and assessed, and we’ve reviewed some best practices for fostering creativity.

How has your opinion about creativity in education changed throughout this course?

  • It hasn’t changed as much as being given support to what my thoughts already were. It has definitely become more structured which is a very good thing!

What was your single biggest takeaway from this section of the course?

  • In Creativity… the resources, and the encouragement and confidence to continue sharing with other teachers why creativity is a vital part of our 21st Century teaching and learning. I really like the quote “digital expression is the new literacy and creativity is the new fluency”. That says it all, we all need to become fluent in the use of the digital tools which allow creativity to blossom.

What other topics about creativity would you like to explore?

  • I intend to complete the Creativity units on assessing creativity etc. As I would like it to be much more structured in all aspects, in order to share the skills with non creative arts teachers.

 

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March 17

Online overload

Wow… I have been involved for the past 2 hours in two outstanding online learning opportunities.  I was struggling with connection issues tonight, but luckily only lost about 5-10 minutes of the 2 hours.

7pm was the weekly face to virtual face get together of the #AdobeGenPro Photoshop/Digital Imaging course. We started with looking at the work, and students work of Ross Wallis. Focusing on the techniques of traditions and blending digital imaging techniques… makes me miss my photography days! It was a wonderful showcase of images.

Participating in Photo a day groups was suggested to develop creativity and stimulate ideas, and having participated in a couple for a few years now I totally agree. I have even started a local Photo a Day group on Facebook for our local community to celebrate the lovely area we live in.

Ross’s slight scary blips are at : https://www.polaroidblipfoto.com/rosswallis
Pinhole Photography and more
Time exposure app was mentioned but he couldn’t remember the name of it… arghhh will have to search
Ross mentioned “Snapseed” as being a brilliant photo app
Cindy Sherman – takes lots of selfies, using makeup to distort images
Some creative techniques using HDR: High Dynamic Range 
Ian Usher then took us through the practical task for this week, which was to create a meme… I am not a fan of this task, as I know teens will always take it that step too far. If wanting to use layers and text on an image I think a project like a magazine front cover would be far more effective. Again, taking old school assignments and putting them into the 21st Century.
We were also told the final assessment item for this course will be a lesson plan… brilliant as I am already putting them together in my head 🙂 and starting with my year 9s on Creative Commons image searches next week! Then manipulating them in Photoshop Elements.
The second hour was a hangout with other members of the Digital Pedagogy stream who’s abstracts have been selected to present at DigiCon15 the DLTV annual conference. I found out I will have 45 minutes… hmmm guess it won’t be as hands on as I had hoped, will have to flip that around hey! My topic? Getting Ready to Flip Your Classroom, which I am working on in the Adobe EdEx Train the Trainer Elements and eLearning Course!
Connection is getting flaky again… better post this now!

 

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February 21

Can you teach creativity?

Week 5 of Adobe Train the Trainer and eLearning, and I am loving the exploration, focus and resources for creativity.

Can creativity be taught?
hmmmmm good question, I think people can be shown ways to think more creatively and allow them to feel free to be more creative
 
Sir Ken Robinson

Part II: Creativity Workshops

“Take a look at the self-paced professional development workshops on The Adobe Education Exchange that focus on teaching creativity. You can explore these workshops to develop your skills, and direct the educators you work with to these resources for additional professional development.”

The creative process

Jeff speaks about the creative process within his classroom. He mentions exposing students to multiple resources to inspire them, and then letting them explore and play, plan, build, and ultimately refine their projects. He used techniques including:
  • Sketching to generate ideas
  • technique building
  • play
  • planning
  • refining
  • building
  • multiple influences
  • talk, reflect
Creativity is an important part of the learning process
Creativity provides a challenge… and often makes students more willing to put in the extra work, creating products, showcasing to others, presenting to an audience, giving them a voice.

 

  • Which resource from this week’s Creativity in Education resonated most with you? Why?
    • Using the design/creative process to foster creativity in my classroom
  • How can you apply the information from this week’s Creativity in Education section to your professional practice?
    • making sure to continue to use the creative process across all of my presentations as well, to foster creativity regardless of audience.

How will you be using creativity in your classroom? How do you already??

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February 20

Barriers to creativity in the classroom

I have to say I am spending a lot of time exploring these discussions, and falling further behind… but the information and the resources are sensational.

  • Do you agree with Robinson that schools stifle creativity?
    • yes
  • As you viewed the video, what grabbed your attention about Robinson’s assertions regarding education systems and creativity?

    • if you are not prepared to be wrong you will never come up with anything original
    • educating people out of their creative capacity
    • we are educated out of creativity
    • hierarchy of subjects across the globe, and within the arts maths -> arts visual arts -> performing arts
    • so agree…. chose year 12 subjects based on what I was told I should have… sciences, should have chosen the arts
    • structure of education is shifting
    • creativity: original ideas which have value
    • different ways to be able to think… kinaesthetic etc
    • we have to rethink education
  • Do you agree with Robinson that creativity is as important as literacy and should be treated as such by school systems?
    • we need to educate their whole being!!
Creativity is vital, I think teachers have to be more able to allow these skills and way of thinking to develop and grow, rather than to be stifled. Those of us who teach in the creative arts areas are often told we need to have professional development which will improve our ability to help students to develop their literacy and numeracy in all subjects, creativity should be treated the same way, with learning opportunities provided for teachers to support them to support the students.

Barriers to creativity

This simple video infographic  details the results of a global survey of educators and parents around the globe as to what is stopping students from becoming more creative thinking. It is interesting to see both the similarities in some countries and the differences…

Key Findings

  • In all of the countries surveyed, respondents identified a lack of resources and educator restriction from straying outside the curriculum as among the top three barriers to education. (barrier)
  • In all of the countries surveyed, respondents stated that providing tools and training to educators to enable creativity as among the top three most important steps to promote and foster creativity in education. (solution)
    The study Barriers to Creativity in Education: Educators and Parents Grade the System  suggests that providing tools and training to educators is key to transforming education systems so that they promote, rather than discourage, creativity. As a professional development leader, you help to provide tools and training to the educators within your schools and campuses.
    Yes, but only because I teach in the creative/visual arts and design technology, which fosters the use of the design process and creative approaches, encouraging students to develop more than one idea…and think about why they choose the idea they do, and how they can make it work.
    In my classes as above… but getting core teachers to think outside the box is difficult, as they have curriculum they have to cover in order to report on learning standards… hmmmm
    Time, focus on results rather than the process to get there, focus of the school… not looking at curriculum restructure as much as they should.
    • What was your biggest takeaway from this week’s Creativity in Education section of the course?
    We need to encourage creative thinking in our teachers, and provide them with the strategies to embed this into their teaching… to encourage students to develop more creative approaches.
    • How can you apply what you learned about barriers to creativity in education to the work you do to train educators?
    In Australia one of the main issues was lack of resources. By encouraging other teachers to explore the tools available in the Adobe Education Exchange which has some excellent resources for the development of fostering creativity in your classroom.
    There are some excellent tools on Creativity in the classroom… how to here at the Adobe Education Exchange:

    Explore Creativity in Today’s Classroom: Learn why creativity is important in today’s classroom, assess your creativity readiness, and grow your creativity level.

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February 17

I support creativity in the classroom

Adobe is fostering the development of more creative classrooms through some exciting curriculum as well as providing the tools to easily enable creativity. Week 3’s look at creativity and Adobe has inspired me further… getting my juices flowing and looking to create even more exciting and creative classrooms.

Have you been able to foster creativity in your role as an education trainer of Adobe tools? If so, how? If not, why not?

The products allow students to travel at their own pace… over the years I have had many who come in excited about new tutorials they have discovered, and new brushes and techniques… certainly never limited by what is in the box.
  • Research shows that creativity is vital to success in the 21st century economy, but the education system often stifles it rather than fostering and nurturing it.
  • This is why Adobe is investing in education through: their professional software tools and services, curriculum and certification to help students unleash their creativity, and professional learning experiences for educators.

We need to join the movement, #CreateEdu by joining the Adobe education exchange, Learn new skills and get creative tools. Explore creativity in Today’s classroom through online self paced courses.

#CreateEdu

#CreateEdu

 

 

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February 15

Week 2 Adobe T4T part 2 wrap up

The second part of Professional Design Development looked at best practices in Technology training which included:

1. Session Framework:

Making sure in the beginning you outline clear objectives and how you will achieve them.

Middle: referring back to questions asked or looked at in the beginning section

and the End, where you go over how the areas you aimed to cover were in fact covered.

2. Sequence of information

  • Demonstrate product’s real world application
  • show model student work or final product
  • orient to the user interface – introduce what the pallettes and toolbars look like
  • explore specific functionalities
3. Allow participants to create meaning from experience
minimise direct instruction less than 1/4 should be direct instruction
show how, then let them go on a larger task. you be the guide on the side, they take ownership of learning
circulate the room, guide and answer questions, work with each other
4. Encourage exploration and creativity
– encourage them to explore
– let them know there are no mistakes
– encourage to be creative
– encourage discussion, sharing of ideas and tips, tools and strategies

eLearning discussion:

I have been using Jing and Explain Everything to create learning tools for my students… and also just using the cameras on their phones or iPads to get them to create videos to show what they know or have learned.Jing is a capture application, which hangs around on the computer and when I see something I want to capture as video or image, I just grab the sun (the icon) and go. It’s always there, so I don’t have to open anything. I screen capture sections and images, which can then be put together to create learning objects to show steps. It can voice record as well.
Explain Everything I use to do just that. Often by screen capturing and then talking and highlighting I can take viewers through how to use a specific tool. Love this app as it uploads straight to YouTube, or you can save to the camera roll and upload to LMS or email to a class. I also get my students to use this to show me what they have learned about a specific topic…

Week 2 Assignment:

This week we downloaded the Acrobat template to fill in for the pre-planning phase of our major assignment task. This outlined who the PD plan would be developed for, the learning objectives and how we would include best practice approaches for adult learners and technology training.

My PD plan is for a session I will be giving (hopefully) at the DATTA Vic conference in May. I am looking at developing a session to help design and technology teachers develop learning tools to assist them to flip their classrooms. I will be using Photoshop Elements and Premiere Elements, as these are readily available as a part of Department of Ed’s software package for government schools.

Hoping it will all fall into place.

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February 15

Week 2 Round up Adobe train the trainer

What a way to play catch up… a great week, and all making sense, clicking into place.

Beginning with Adobe 101, we looked at a video showcasing exactly what it is Adobe does and what it can do for educators and students.

Adobe and Creativity

My forum reflection:”Loving getting back into my Adobe love…. I feel like I have been a bit disconnected… I am needing to catch up with my tech to get the Creative Cloud installed.Biggest takeaway … the awesome support and FREE and useable/mashable/shareable resources available… it really does make it easy for a trainer to get those not so confident with the products to see it as something they can use.

The resources I think I will find most useful are the tutorial sites… loved the idea of having each participant explore a tutorial or element and bringing it back. The self paced workshops are great for holidays etc… as timing in a global community is always going to be tricky so you do have to be committed to participate in the collaborative journeys… not for the faint hearted!”Creativity in Education began with a look at Sir Ken Robinson, and one of his many discussions on this subjects.

  • How do you define creativity?

Thinking outside the box…trying new approaches, not being limited by the way things have always been done.

  • How do you think creativity affects student learning?

Rote learning or simply learning things to get them to achieve at tests will not help students to develop independent thinking. They will need to be guided. For many it is much easier to just to what has to be done, rather than straining their thinking process to create different ideas… the number of students who have said to me…. but what is the minimum i need to do to pass, what chapter will I find the answer in? rather than exploring thier ideas and allowing themselves to learn and grow

  • How does creativity affect your personal life or professional practice?

Sometimes creativity can be a longer process, so taking time doesn’t always work well in professional life..sadly some bosses don’t like to think creatively, and the whole place begins to stagnate. I like to think creatively… I think it’s because I teach in a creative field that I am not fearful of taking a different and more adventurous route…

 

Sir Ken Robinson: creativity is a process not an event

 

My reflections: Absolutely on the same wavelength… perhaps as I have read and viewed a lot of his works… but I wrote down my reflections before watching the video, and the ability to think outside the box, come up with ideas which develop etc… He articulates it better than me, that some people do develop their creativity more readily than others is so true. I reflected that many people find it easier to just rote learn…. do what has to be done, rather than allow themselves to follow ideas and see how they develop. I teach in a creative field, but still have students asking which chapter will they find the answers in…. rather than actually exploring the question… I hate using textbooks or that reason…

 

Clearly the students who are willing to try new ideas and techniques will be able to come up with more creative output…. the use of creative tools like the Adobe suite also requires skill, knowledge and control. Skill in being able to manipulate the range of tools using a range of techniques, knowledge of what the tools can do and control of knowing when they have done enough…. Imagination is being able to “see” what you want to create.

 

” What a great insight. Yes yes yes…. of course allowing students to be successful by showing you what they know in different ways will begin to foster a much more positive approach to learning, and the student will want to learn more and do more. I agree, students who don’t do well in standardized testing quickly begin to think they are dumb, and not able to learn. When given the opportunity to show what they know in different ways… wow… they can blossom.
It can take a while for students who are used to standardized testing, and lock step learning to engage in the freedom of learning in a more creative way. When they do get it the classroom is buzzing… and my heart sings to see so many “a ha” moments. My classes are often noisy and alive … I love it!!
With adults it can depend on the time of day (end of the working day PD time meetings… argh) and the nature of the task (intrinsic/extrinsic motivation), but generally when they let go of what they are used to doing and ways of learning, they too develop deeper learning. The skills and knowledge they develop when thinking and learning creatively definitely creates memorable learning experiences and deeper learning.
Professional Development Design continued to discuss Knowles 6 assumptions of adult learning, and compared it with constructivist approaches.
Adults bring a whole different set of skills to the PD room. The difference in ability is even wider than for a class of year 9 students. I can see that the key to developing effective PD is to indeed be the guide on the side. This allows the learners to take ownership of their learning, creating and exploring through relevant and guided tasks that inspire them.
Some students will need more structured guidance, others will feel confidant to work independently.
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February 13

Teaching Adults… are there different needs?

In the first week of the Adobe Train the trainer course (yes I am playing catch up, and loving it) we explored the needs of adult learners and were introduced to Malcolm Knowles 6 assumptions on adult learner needs

  • need to know
  • self directing
  • wealth of experience
  • relevancy oriented
  • problem centred
  • intrinsic and extrinsic motivation

We were asked to reflect on how we have had successes and challenges in applying these best practices, as well as reflecting on if these assumptions make sense for me personally..

My initial reaction is that it is a logical approach… it reflected many of my personal observations, and put into words things I have seen done, both good and bad! I think most of these assumptions can be used for any learner, regardless of age… it may be surprising just how much some of our young people do know… and we need to not dismiss this either.
I would like to think I apply them all, but probably need to refresh my approach across the board to create improved learning opportunities. I believe I have been able to present aspects of digital learning as exciting and engaging. Shown them how they can help improve their time management, connections with students, create a more engaging 21stC approach. Relevancy oriented: To try and find out a bit about the target audience… whether they teach a specific area or year level.
Reflecting on how I use these in my training sessions was really interesting.

This has been great to revise some of the things I have done in the past, some of the tools I use without thinking, and adding some new links as to why I should include different areas.

I use need to know, relevancy, experience and problem centred without really thinking about it…. so being able to put a more focused reason as to why I do these is brilliant. Using things like sticky notes or digital discussion boards, IWB, KWL charts has become embedded in my practice over the years to get a snapshot of my audience, whether Year 9 Art or adult training at a conference.

I am definitely looking at improving my intrinsic and extrinsic motivation, even just by having a slide there to remind me. Being able to cater for the individuals by creating more emphasis on self direction will work better for me too. These areas will assist in me having more engaged learners in my professional development sessions.

The final part for the week is the assignment. This week’s was a basic introduction, as well as providing feedback on 3 other participants.

“On a sheet of paper or in your favorite note-taking software, jot down your thoughts on how you’ll complete this week’s assignment. Keep in mind that you won’t be able to submit your Week 1 assignment until you’ve earned a green check mark for each step in this week. Once you do, the “Submit Assignment” button will appear.
  • Where are you from?
  • What is your professional background? (For example, are you a teacher, administrator, current education trainer, etc?)
  • Who is in your typical professional development audience? (For example, university professors, teachers with little to no prior experience with Adobe tools, digital media teachers, etc.)
  • What Adobe tools do you use?
  • What are your personal goals for the Train the Trainer course?”
Well… my fave note taking app/site/thingy is Evernote… keeping all of my notes from the course on this, it is way more organised than me!!
  • I am from beautiful Melbourne in Victoria, Australia… one of the southern states, but still on the mainland. It is definitely worthy of it’s title as one of the world’s most liveable cities, I love it. I live on the south eastern fringe of the city of Melbourne, and have country blocks not too far away, but our small community has a lovely blend of wetlands and the convenience of suburbia.
  • I am a teacher in a secondary college… 11 – 18 years old generally at a 3 campus college near the beach. I trained as an Art/Textiles teacher in the mid 1980s, and fell into teaching Photography. I went to a conference in 1990 called “Still Photography” and I was bitten. I developed my passion for Photoshop, and that rolled into Multimedia, which lead to me developing leadership roles in using a range of these new learning technologies last century and onto today.
  • Apart from my students I train other teachers with a range of skill levels… I have presented at IT conferences (that was scary as an art teacher) and Design and Technology teacher conferences. So skills range from expert to zero.
  • The Adobe tools I use or have used or can use include: Photoshop, InDesign, PSE, PE, Premiere, Acrobat, Illustrator, Dreamweaver and Flash
  • I am passionate about sharing my love of these amazing tools…but things change and my dream leader role disappeared…. I have decided to shake it off… and continue to share my passion in other ways, so hoping this course will give me my mojo back so I can fire up!!

 

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