The following three Adobe Education Exchange Live Events being run by APPAC AEC members:
Photoshop and Illustrator for Kids: Grades 3 & 4 (Judy Durkin – Taiwan)
Tue Nov 23, 2015 – 7.00 PM (Sydney/Melb), 6.00 PM (Brisbane), 4.00 PM (Perth/Singapore), 9.00 PM (Auckland)
Student made TV News projects for all KLAs (Tim Creighton – NSW)
Wed Nov 25, 2015 – 7.00 PM (Sydney/Melb), 6.00 PM (Brisbane), 4.00 PM (Perth/Singapore/Taiwan), 9.00 PM(Auckland),
Doing simple special effects with After Effects (Maricon Rivera– Philippines)
Wed Dec 2, 2015 – 7.00 PM (Sydney/Melb), 6.00 PM (Brisbane), 4.00 PM (Perth/Singapore/Taiwan), 9.00 PM(Auckland),
with thanks to Tim Kitchen for the heads up 🙂
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.
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
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.
- What challenges do you face when introducing Adobe tools to audiences of educators with no prior experience?What successes have you had?
Adobe tools are so expansive some of the challenges would include the fear factor, particularly with adult learners who may not be confident to jump onto a program and explore, which kids will often do, or at least feel more comfortable with. So much to cover, where do you start?
Successes have included inspiring students to develop their talents, assisting staff to develop skills to edit their own photos etc ready for use in documents.
- What’s your level of expertise with Photoshop Elements?
I have used Photoshop since the early 1990s on and off, but when I started a range of digital photography classes and then developed VET Multimedia course I was able to become totally immersed in a range of Adobe products including Photoshop, Illustrator, InDesign, Flash (then Macromedia) etc. I am very comfortable with a range of PS areas from basic to creative advanced, and the rest I can muddle through to get things looking like I want them to.
- If you’re familiar with Photoshop Elements, what best practices can you share with your fellow course members?
Best practice would include not trying to include too much information, or do too much at once, as this can be totally overwhelming. Finding aspects to personalise the task so each learner feels connected to the learning. Have a take home aspect, let students know where they can go for more ideas or information.
This is a brilliant guide of which Adobe product is best to create specific tasks. Fantastic to have them in an easy to see view, as even those of us who have been long time users of specific products can see a whole other range of options. This is great for a beginner, as they can see which product they need to explore to get the finished work they need.
- What was your biggest takeaway from this week’s Product Training Activities section?
- Which of the strategies and resources from this week’s Product Training Activities section will you most likely use in your professional practice? Why?
– Getting a refreshed look at setting up a training video to support learning….not just on the fly.
Whether you want to create a blog, a podcast, a website, etc there are a plethora of sites which are free and enable you to create the web content (Web 2.0 makes us all creators as opposed to passive readers of content on the web.) Which site or app you choose to create your content with comes down to a few things:
1. What you want your content to be able to do, simple or all the bells and whistles
2. How much control over the advertising you have, can you ask for no advertising?
3. Is it to promote a school event/class. Will viewers or posts involve people under 13?
4. Is it to promote a school?
5. Will your “brand” be affected by advertising content? Starting to get to the nitty gritty now….
The majority of free options will give you the basics, however, they need to make their money somehow, and so there will be advertising, or watermarks which will appear on your content unless you pay or upgrade to have them removed.
You may be happy with this, after all, they are providing you a great service, you don’t have to worry about the coding and so on, and if you are using the content for personal use, where you and your friends who will view it are all over 13 the ads may be annoying, but not too much of an issue. It does become an issue when you have inappropriate or annoying advertisements when you are trying to sell your brand or service. How do you get around this? AND keep it free?
Many sites will offer education versions, some of these are great, offer all the same functions of the higher end versions, but with added security and level of privacy, really great for primary kids
Edublogs (also under the WordPress umbrella, campus edition with an education focus)
Global2 (another campus edition of WordPress, you have to be at a Victorian government school… although they will open up to most schools with discussion)
These are just some of the many content creation sites available…. it is worth your while checking out which will best suit your purpose!
Imagination is more important than knowledge – Einstein
After listening to Alan November as part of the Guide To Innovation series on the Thursday for an hour session which just flew, I was really looking forward to spending a day immersing myself in his views on leading learning in the 21st Century. I love that the focus is on the learning and pedagogy, rather than the technology, which is a cool tool…. but just the tool.
Question…it has never been easier to be a teacher
We used Promethean clickers to provide immediate feedback – the results –
Q. It has never been easier to learn something – Response… Agree
How to design a curriculum which involves the whole family in learning…. Those of us considered early adopters have seen many of the benefits and pitfalls of using new technologies, and have developed ways to minimise harm…. many parents often “don’t know what they don’t know”…we need to design curriculum for the whole family in order to have a whole community approach to ethical and responsible use. One way which was suggested was to create parent and family learning videos, to engage families. @HamishCurry mentioned this had been an approach used by the Libraries association and maternal child health practioners to assist in developing parent skills in reading with their children. This was working really well, until funding was lost.
Being able to think critically and validate information on the web was seen as a vital skill for all users of technology, and the old adage “don’t trust wikipedia” is no longer true, as we looked at ways of searching for information on “the earmouse” and realising that wikipedia actually had the correct information, where the more reputable news site (BBC) had information which was not correct.
“Actions of the mob, leads to accuracy” – in the case of wikipedia
3rd source should be a primary source…and by looking at your sources carefully and putting detailed search strings in (back to the Boolean search) such as the “:site” command in Google – site:MIT.edu limits the search to that extension, so you know you will probably be getting researchers data, primary source material, rather than reporters interpretation of the information.
The real revolution is not tech but info…do the kids know how to critical think, getting good quality info more important than being able to present it.
We must teach global empathy, as global citizen. I believe we do this better in Australia than they do in the US, mainly because we have so many more influences in our culture, having said that, showing students how to use country codes in searches to explore geographic and cultural differences in news reports is a great critical thinking skill… being able to view an opinion from both sides of the fence. Alan used the example of the Iranian hostage crisis, which of course was only called this in the Western media, and as the search continued the results in the Iranian news offered a totally different viewpoint.
Using Twitter to expand the conversation: Alan showed how following a hashtag (#) on Twitter could give you a wealth of information, and used the example of #Egypt which was nealy as fast moving as the #sbseurovision was over the weekend. A professor in the US posted a question on Twitter with the hashtag #Egypt, and ended up tweeting with someone on the streets of Cairo, about “What is freedom” This person agreed to then Skype with his class, and there in provide real primary source material. Needless to say the kids were enthralled.
The Flipped Classroom
The way you teach is more powerful than what you know, it’s all about asking the questions, developing inquiring minds
In her book: The Age of the Smart Machine, 1988 Shoshanna Zuboff explored the use of technology and how adding it to the classroom could add value. She generated the terms Automate and Informate
Automate…no change to structure, just adding technology does not lead to improvement on the whole
Informate …changes the balance of control, can lead to huge improvement, empowers and changes relationships. Process change
Flip model…changing the processes. Adding technology without process change adds no value. You can have as many 1:1 devices, but it does not mean there will be value added to the learning if the process is not changed.
All about the flip
Eric Mazur developed a flipped classroom approach in his Harvard Physics classes, to develop deeper understanding of the knowledge the students were covering
In fact Facebook was developed so his students could ask him questions (Mark Zuckerburg was in his class)
Game based learning is going to be one of the next big “things” according to the Horizon Report
Of course kids prefer games to school, you don’t fail if you get it wrong in a game, at school there is punishment/failure if you get it wrong
Kids love learning, and getting to next level…they chose the level, in class teacher sets the level
They know the objective in a game, where often in school they don’t….”why do we have to learn this?”
Mazur’s model is Socratic, an exchange of ideas. Our brains are wired to be social, Socrates meets Facebook. The role of a good teacher is to ask the questions to generate debate
Quality of feedback is important- Hattie
If the brain records a misconception when young, the misconception trumps good teaching. It is harder to unlearn misconceptions.
Flipping saves time
1:1 should be about the teacher talking to each student everyday, not devices
Khan academy shows the whole game – students can choose their sttarting point and path with immediate feedback
Khan academy based on game theory, not punishment model
Beautiful chaos is kids working towards their goals, linear teachers have trouble with this
Coach feature gives teachers a wealth of information
Dan Pink – Drive
Purpose – autonomy – mastery
Our schools and way of teaching often moves on before some students are at mastery level. If you give them the chance of mastery, the kids will flourish. Flipping the classroom gives back time to teachers to develop the creative questioning
WrAP … Www.erblearn.org
The writing assessment program, ai to mark papers….gives data to free teachers from the hours of reading assessment
Kids use a pseudonym to avoid criticism of self, only the work is criticised in reviews
Go figure…posting work to the world for feedback is more motivating than posting to your teacher
Publishing student work for a global audience
Get kids to produce tutorials for other kids
- Look at critical thinking
- Flip model…process change
- Global relationships, world wide audience
Some great reference sites were shared to help harness the information
Www.dipity.com – timeline creator, keep timelines, and build on each year
History pin works well with dipity and google maps
Mathtrain.tv kids making tutorials for kids
Hattie – peer tutoring
Ask a friend is always the first option
The teacher knows too much – explains at a level higher than the child can understand, math train has a rewind.
All in all a wonderful day. I have already started using Socrative Teacher as a feedback tool for my classes….with positive results from students.
I am just wiping 2010 off … after the ACEC conference things moved along very quickly…. Looking to a brighter 2011, with more posting and blogging…and getting to more online and face to face conferences etc. I have been back at work for a week, after 6 months out of action, and boy it doesn’t take long for a digital footprint to shrink!!! It was heartening to see the Redback Project has notched up over 1000 visitors over the past 12 months 🙂
Feeling out of the loop as an Ultranet Lead User, it was good to be on deck for the second release training. I have been spending some time setting up Learning Tasks, however, we won’t have students added to the Ultranet until next year (as all of our senior classes are specialist/electives and not home group based) it can be a bit frustrating. The feedback on Twitter is others are feeling the same way.
We are having a Head Start program, starting the year 11s off with their Year 12 classes, it would have been great to spend some of that time adding students, and getting them familliar with the Ultranet, so we can get straight into content next year. So… I am setting up the class spaces on Moodle and my Design tech wiki as well. My Teaching area is textiles – VCE Design Technology and VET Fashion. Yes doing the same thing on 3 different sites, but from experience I know it it better to err on the side of caution with technology, and always have a backup plan!!!
This semester has been huge for me – new school, new position, new responsibilities, new classes – some of which I have not taught for ages. I think I am starting to find my feet, hopefully anyway. First lot of end of semester reports nearly under my belt…. yes I am procrastinating here, multi tasking while I think up some good comments. Anyway, time to start reflecting on what I have done and achieved so far, and start planning the way forward.
When I got the new position I was given a book to read by my sister-in-law – “The First 90 Days, Critical Success strategies for new leaders at all levels,” by Michael Watkins. (Harvard Business School Press). It had a range of strategies, although aimed at the business world, quite easy to put into any leadership role, to help new leaders find their feet and make a positive difference in their new positions. It gave strategies for promoting yourself to new colleagues, maximising your strengths, coming to grips with the new workplace and developing teams to implement your leadership goals. It was interesting as I stepped into my new position that my new boss was reflecting many of these same strategies and ideas, to promote me and my new role to the staff. A great situation to be in, feeling very supported by my upline.
Continuing on with the book reviews, the boss suggested the leadership team read (as a part of our leadership professional learning time with Perspectives Coaching) “Leadership and Self Deception – Getting out of the box” The Arbinger Institute. Great read for putting a lot of relational issues into perspective, and rerflecting on issues and relations in past work places, and how to change your own attitude, to be more positive with peers and those you want to lead. You know how there are always some people who you would do anything for, and others who have a different approach which doesn’t support a team wanting to get things happening. Very positive read, for both work and personal relationships.
Throughout this past 6 months I have been lucky enough to be supported by my principal and able to attend a number of very relevant and inspiring professional learning opportunities, many of which I have covered live in this blog, using the wonderful Coveritlive tools. It has been very handy having a mobile broadband dongle to keep me connected anywhere, regardless of local internet availability.
Over the term 1 break I had the opportunity to see a presentation by Stephen Downes, an inspiring speaker talking about connectivism and how this will reflect on how we teach our kids, and how we learn ourselves. It was my first Coveritlive session, and I was pleasantly suprised at how well it worked. Linking in with other Twitter users who used the same hastags made my coverage of the presentation far more powerful, as it wasn’t just me reporting, others were adding tweets, which were added directly to my session. My personal/professional learning network exploded as I met quite a few of my twitter colleagues for the first time that day, and added more.
Stephen made some great points, helped me to clarify that balance between online work and play.
One of the points he made, which I think many of us working with online and mobile technologies are guilty of, is along the lines of….
“of course log in and connect to work from home, but feel free to sleep at work”.
How many of us feel guilty about logging in to personal sites at work, or researching stuff for home? or checking work mail from home? where is the line drawn? Is there a line any more??? perhaps a little tongue in cheek, but I know in my online networks I often think to myself… wow this or that person must be connected and focussed on work the whole time. Now I also know it’s so easy these days to be surfing and playing online, when you come across a handy site, click a button and you have tweeted it to the PLN. I think as technology becomes more and more easily accessible we really need to make sure we have that healthy balance. I know my family keeps me on the straight and narrow in that regard 🙂
My kids showed me the wonderful power of connectivity when we recently got wireless broadband at home. After setting up the laptops, we had to set up all of the DSs, WII, PSP. They logged in to the wii wifi, connected with a cousin on the otherside of town, and spent an afternoon playing, laughing, sharing with their cousin via phone while all playing Mario Kart on the Wii. They also connect with friends on the DS, while surfing the net and chatting online. They don’t just “get” connectivism, they expect it.
I attended a “Master class” presented by Teaching Australia on Leading a Digital School (my coveritlive session). We were also given the book “Leading Schools in the Digital Age” by Michael Gaffney and Mal Lee, who along with Allan Shaw presented the session – slides here. It was good to see how schools have achieved success with integrating digital technologies, and become aware of some of the pitfalls, and develop strategies to avoid them. The book is becoming my well used resource for developing strategies to develop a really positive (hopefully) uptake of digital technologies across the college. Of course step one is to have a hardy infrastructure to support digital learning, and that is the challenge we are working through at the moment. The session was interesting, as the people attending were mostly in leadership positions, not eLearning positions, unlike the Stephen Downes presentation, and there was much less movement in the Twittersphere, with most people taking hand written notes.
On the 6th May I attended Greg Whitby’s “Enabling Learning in Today’s world“. It was a slightly different slant, and once again I “covered it live”. Interesting presentation, embedding the reasons behind why we are wanting to move into a digital approach to teaching and learning. The hall was packed, interestingly enough not many laptops or mobile devices…. I started to reflect on whether I am still one of the early adopters with covering these sessions on my blog ( I like to write, it’s how I learn best, and take it in, but often lose or never refer back to my notes on paper. I can honestly say I have gone over my coveritlive sessions a few times now, and I always know where to find them :)) There are still many out there who need to be shown how to jump on the digital bandwagon, I guess that is part of my role, both in my local community and the extended one.
There is still a bit to cover, so I will do this in a couple of parts… stay tuned