Yes I am going back for more and more… #love2learn will become my hashtag! #AdobeT4T is a train the trainer model which I did using the elements platform earlier in the year, and really want to get my head around some of the secrets of CC. CC is Creative Cloud – the new subscription based way to access the Adobe software. We have access to it through school which is awesome, but as I am about to change over computers I don’t have it on this one YET! but can’t wait!!
Today was our first live class using Connect, and unlike some of the Connect sessions I have participated in, it ran really smoothly tech wise… and absolutely brilliantly participant wise. I did the 11pm New York time (11am Melbourne time) session and there were about 22? participants from all around the world. A few from Melbourne and Sydney, a bunch from all around the USA, Canada, some from Tunisia and even Jordan… sorry if I missed any other countries.
After the intros we broke into smaller discussion groups of about 5-6, I was with Deb, Deb D, Rusty, Lana? Deb and Rusty kept the chat going really well while Deb D and I chatted in the text box, we had some great discussions. We were all in one way or another involved with creative and visual arts, and felt that was one of the reasons we had a strong connection with creativity in what we do and how we teach! As far as Adobe products go, a range of skills, with mostly being self taught.
Some excerpts from our discussion notes… hope I recorded them ok girls 🙂
“Creativity: We all seem to work in the visual arts and hands on learning, it lends itself perfectly to the creativity in Sir Ken Robinsons talks.
Kids often find it hard to experiment, in case they “get it wrong” they need to get past that.
Everything helps with creativity. It takes the basic idea and gives it another spin… no pun intended
Kids today are used to instant gratification, they want instant feedback, so if it takes time they seem to find it difficult. But this is truly what develops their creativity.
Middle school kids not so scared to step outside the box. That’s what I like about mid-school kids. You can get them before they get too locked into the cookie cutter idea syndrome.
Too much standardised testing… globally!! means many teachers feel they can’t go off the beaten track as this will reduce the testing scores.
WE often have to fight for the arts to be included in curriculum… which gives the kids their opening to creativity
Gardiner’s multiple intelligences link in perfectly as kids are all different and learn differently.
Teachers need to step out of the box too, to take creativity into all classes, not just creative arts classes.
Teachers fear making mistakes with tech, and not looking like they know everything
“I work with a great staff with varying amounts of technical expertise. However, most don’t venture out of Microsoft Office and grading software.” Deb D
They “don’t have time” to explore different or new software
Staying up with tech is a global issue, that is what makes a huge divide being able to access technology.
In our state we have access to Adobe Elements and a great range of software that barely gets touched
Our arts and tech areas bought a site licence for CC out of our budgets (Suz)
Deb D: Our district is a little behind the times. We have recycled computers – PC based and CS4
Adobe Training videos are excellent
Staff development has to be geared to what teachers are interested in, showing them how it will save them time!
There is always going to be a learning curve when new products and techniques are showcased
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.
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.
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!!
- During trainings in which the educators have very little or no prior knowledge of the technology tool, do you think it’s possible (as Knowles and constructivists suggest) to design activities so that the facilitator acts as a guide on the side and not a sage on the stage? If so, how? If not, why not?
Just a quickie post…
Friday session 4 (we have 4 session days, so last thing Friday afternoon) class of 25 eager year 7s eager and enthusiastic, and so good as we worked through dramas last week with PBwiki being blocked… they all were able to get on this week, got straight into editing and personalising their ePortfolios.
Then we introduced the voki… weren’t sure if it would work… and it did… not blocked… and the kids loved it… we had skeletons, animals etc having a ball. The were not even perterbed when they couldn’t hear the sound they created, or the fact they couldn’t make a voki account because they were under 13 – many US sites are having that restriction because of their COPPA legislation about what information the young ones can put online. They created introductions, and were uploading them to their portfolios to be a “guide” for the viewer. Introductiosn, learning goals, etc.
They worked through tech issues with a minimum of fuss, and it was a beautiful site to see 25 kids totally engaged in the task which was set… not one student was off task… a challenge in any computer room I think, as they escape to games or emal whenever they can…
The Education channel had PBwiki blocked for some reason… but was unblocked within a day. Success all round 🙂
And week 2 of The Redback Project is up and ready to go
I had a bit of distracting fun creating my voki (see over on the side bar) on the weekend. I thought , yeah cool, a bit of fun. But…. today I was looking through some links on the Victorian Education site and saw a sensational use for the voki, where in student ePortfolios they recorded their student learning goals through their voki, and added it to their site. What a great way to engage the kids in a task they don’t often seem very interested in.
Looking forward to see if it is blocked at school…. hmmmmmmm
Also, thanks to Anne for the guides to import/export blogs, I have posted all of my stuff over on global teacher… so I wonder if I still have to repost what I post here….I guess I will find out :)… I am thinking I will just have to keep exporting etc…
and… drum roll… I have posted week 1 of the Redback Project… enjoy