L@S Breakout 1: 3 tools mashed with Google...

...3 tools mashed with Google for History, Geography and Social Studies Teachers: Google Earth, Google Maps and Google Street view.  David Kinane

Very hands on practical approach

Add primary source material to map pins = images, text... using the rich text editor
Though can't upload from computer.

Can't add a Picasa slideshow.  Tried.  It would be really cool, though.

Can embed YouTube in pins if you use the old embed code from YouTube (go below the usual embed code and check the Use old embed code box to get it.

Dipity
Timeline creator
Can't go further back than 1000AD!  Dumb.

Historypin
Can load images directly upload images to Google Streetview via histroypin to compare sites, etc.

Googel Earth
So cool.  Need time to play with it.
Create tours
Upload images
USE IN CLASS...

L@S Keynote: Scott McLeod

Two big shifts and one big problem: The growing disconnects between schools and our digital, global society

Blurb

scottmcleod.net

"Leadership shifts need to happen...  if I could have just an hour with those people"

Another keynote about how technology has changed.  I tuned out, but have tuned back in to hear Scott talk about the printing press!!!

Publishing costs.

We all have a voice.

For free.

...

I think he has been talking about the faster cheaper deficit.  With products and services being provided faster, cheaper, with the tech interface rather than the human jobs and careers need to change.  Therefore, education needs to change so we can prepare our students for THE REAL WORLD.

I think we do this better at High than most other schools, but how can we still do this better?

Ok so this guy is saying some good stuff, but he has started telling us that we need to do stuff like teaching kids how to adjust their privacy settings on Facebook rather than ban it.  This sort of stuff has been told to us before, but no-one yet has suggested solutions, practical actions for educators.

He is asking "big questions"  with no discussion of answers.

Battery low..

out

Session 1: Blogger

First learning group session and other teachers wanted to check out blogger - how, why, internals, etc.

This is all good with me as I am setting up blogs with my classes, so it is good to see how others want to use it and what to pros and cons are.

 These are the instructions I used with my Y13 Classics class.
I can email this as a word doc, let me know if you would like it.

How to set up your Blog

1.      You need to create a blog

a.      Go to https://www.blogger.com/

b.      Use your school email address to set this up

2.      Set up a blog for your Classics Blog

a.      Give your blog a name that somehow relates to Classics

b.      In the description, state your name so we can recognise who you are

c.       Set your privacy settings carefully

d.      Choose a basic template, but do not spend too long personalising this now.  You can do this for homework.

3.      To customise your blog for Classics, you need to:

a.      Go to the layout tab

b.      Add the following gadgets from the Add Gadget menu

                                                  i.      Labels

                                                ii.      About me

                                              iii.      Followers

                                               iv.      Blog archive

c.       You can add other gadgets later, but make sure they are appropriate for this task.

4.      Write your first blog post – do some quick research on Socrates on the internet and blog about what you find. Before you publish, label your blog post so that it can be sorted and found easily.  You need to use labels as we will be using Blogger for a lot of different topics and standards this year and you will need to see these separated.

5.      Go back to your blog and check to see how your labels look on your blog

6.      Now you need to follow another student’s blog and you need to follow me at http://whsclassicalteacher.blogspot.com/ so that I can follow you.

Open publication - Free publishing - More ict

WeCreate

Royal Society

"A chance for Wellington region school leaders and Boards of Trustees to discuss copyright solutions for more innovative sharing, and better reuse of educational resources in New Zealand schools."

So I went along because I am interested in ways we can share our resources and therefore be able to use resources shared by others.  I also wanted to know more about using resources "within the law" and also to try to find out how I can have my students do this also. 

A guy from the Ministry spoke first, but I didn't catch his name.  He talked briefly about the investment the Ministry has made in working with other agencies and creating policy, etc about the sharing and ownership of schools' resources.

Wayne MacIntosh
OER Foundation
"Sharing to learn" to "Learning to share"

WikiEducator - largest and most production resource sharing in the world of education
Share, Remix, Reuse - "Legitimate plagiarism?"

Shoulders of giants - education, by nature, steals from others, especially the past.
Embrace your repsonsibility to lead

Collaboration lowers cost of creating resources
OER and Creative Commons can overcome the forced cost of copyright materials, which are restricted by copyright for the purpose of gaining revenue.

Format, location and CC licence need to be decided before authoring begins, so that hands are not tied later, i.e. if you author a piece based on existing resources but you don't know where you got original ideas from, then you may not be able to share it. 

Profiles of schools on WikiEducator, shared resources on Moodle in shared repository.
= Should teachers in schools share on behalf of school, or as individuals??
Can do both, perhaps up to BOT to decide as owners of materials.

In NZ, our collective agreements are silent on intellectual property, unlike most other similar sort of contracts in developed world.
Though it is included in tertiary contracts.  Why is there a difference?

Ownership of resources created by teachers??
Legal ownership lies with BOT, in all cases unless otherwise agreed.  Info on TKI
What needs to happens so can teachers share their resources?  And so we can take our resources with us when we transfer to a different school?

Teachers might argue that resources made in their own time on their own laptops are their won property. This is incorrect.  If you create something for the purpose of the position you are currently employed in, that creation is the property of your BOT.
And this resource will carry the default licence "All rights reserved"

However, the copyright act, within which the above falls, was written for print based resources. What about our growing collections of digital and online resources?

Jane Hornibrook
Creative Commons NZ
jane.hornibrook@royalsociety.org.nz

Policy = NZ Government Open Access Licensing Framework = NZGOAL
School BOTs are included in the scope of NZGOAL and are invited to apply it.

Schools should make it policy to use default licence CC BY (Creative Commons Attribution = meaning others can use it if they attribute the owner correctly) then add other conditions.  It is too restrictive to start with closed copyright and then open.  Start open and then think of conditions.

Team apporach needed within institutions in order for policy to be applied, maintained and kept live.
Who knows the policy?  If it is being used properly?  Who is applying it?
Who is in charge? Who is igoring it?
Kiwi-can-do attitude has lead NZ to have the first govt to adopt an open policy.

WikiEducator has online courses on how to use WEd, inlcuding seminars.

Be aware of use of published resources within our own resources.

CC is not an alternative to C (copyright) it builds on it and works with it.
Licensing is proactive - you must apply a new set of rules and conditions.
Make sure you publish under NZ CC licences - as different regions.countries have different rules and responsibilities.

Philosophical differences
Freedoms given to group of users V. Freedom of the content

Currently all resources created in schools, according to NZ copyright act, default to "All rights reserved"

CC does not take away rights of owner/creator/C holder - it just gives permissions.
Licences are irrevocable.  Licences cannot be taken off once applied.  Specific licence permissions need to be carefully considered before licences are applied.

Originals will always be available under original licence.
CC doesn't restrict commercial value under copyright.


What do we do now???
BOT needs an IP policy that allows freedoms but keeps properties.

Albany Senior High School
on OER/WikiEd
= win/win for BOT and creative staff
Recognises staff, see policy here

Also asserts BOT has no legal right over student work.

A minor can apply a licence and release under copyright, however, this cannot be defended in a court in their own right.

Moodle 2.0 Training

Julian Ridden

http://training.moodle.com.au/20/

Demo Tour

Profile page has:

• Calendar so students can see all due dates

the little three bar grey symbol on top right of each gadget will "move this to the dock"... very cool

Survey tool
Collates feedback and creates graphs

Questions:

Can students be automatically enrolled in course, or do teachers have to enrol individual students??
Can I embed a google map?
Can I embed other web apps?

Things I don't like:

• page editors default to double spacing... very annoying
• "Moodle" has decided that I must have certain features, like page descritpions, but then it gives the option to not display the description... 
• When adding and removing content files, I have to save the whole page in order for that to take effect!
• When I'm in my course, why can't I click on the "bread crumb" to go back to my list of courses?
• When trying to add a gadget, the search box doesn't stay at the top and you can't modify your search without starting the search again
• Takes about 3 times as long to embed a YouTube vid.  
• I can't seem to format the layout of my text on a page.  It centers stuff when I think it looks dumb to be centered.
• I really really hate the double spacing!!!
• I would really like to be able to move my navigation blocks around, but no
• It is really not easy to see how to add stuff and edit it.  E.g. how do you add a page in the "Wiki" function????
• there seems to be strange places for things
• Wiki pages don't connect!!  Therefore, it's not a wiki
• And pages in wikis can't be deleted
• I don't like having to scroll back up to the top of the page to turn on editing.  The top menu stuff should freeze in place so it can be used further down without scrolling.
• All menus and set up pages seem overly confusing - too many boxes that aren't necessarily labeled logically
• It seems to be a kingdom of control, rather than allowing students to gain knowledge and understanding logically and in a modern context (We must put a time frame on quizzes so students don't go out to net to find answers) If it is formal assessment where it is not open book, is it good practice for them to be completing it online?  How can we maintain good assessment practices?  Surely formative assessment or general classroom learning can be flexible enough to allow open book use of net.
• This isn't built for efficient use of teacher preparation time.

I feel like I need to acknowledge some positives.

Some cool tools, like wikis (although these don't work), surveys could be really cool - esp. as data gathering, quizzes/

However, these seem like they would take ages to set up. 

Big Brother functionality seems good - seeing who is doing what, how long it is taking them, how many times they are adapting their answers...  However, how much of my time will be taken up with taking advantage of these tools?  Do I have time to read and check all this analysis???
Or- is it just "Big Brother" for the sake of it?

Undecided.

julian@moodle.com.au

Netsafe

Notes from Netsafe seminar at Wellington East and some of my thoughts...

Netsafe and Netsafe schools kit - part of the ministry, but not.

For young people, ICT is the norm.  They mainly use it for communication and sharing media.

Mobiles and consoles are net capable so most traditional net safety ideas no longer apply.  No longer family PC in shared space where net usage can be open and, if need be, monitored.

With 5 million (?) net connected gaming consoles in NZ, we need to rethink our net safety strategies.

Peer and self action is very important for cybersafety.

When something goes wrong, young people go to their peers, rather than going to adults.  Adults who will probably need an explanation of what Bebo/Facebook/YouTube etc is before they can even comprehend the problem or have a realistic solution.

Shotgun v. Facebook

Basically, if you were to allow your child to use a shotgun, you would give them rules and skills so they could deal with any situation that may arise.

Apparently (hopefully getting this story correct), a young person said something like, "My parents don't mind me using a shotgun, but they won't let me use the internet."  

Obviously, this seems absurd, but there is some reality there.

Last year I had the pleasure of attending the Media Studies conference and one of the speakers there, Julian McDougall, talked about this exact thing.
When planning a field trip to a farm (my example, not Julian's), there might be the slight possibility that students are charged by an angry bull. As teachers, we plan for this, we write it into our risk management documentation, and we take our cell phones and a first aid kit. But we still go on the trip.

Isn't it the same with the internet? There are risks, sure, but if we are aware of the risks and make sure our students and supervisors are aware of how to deal with the risks, we can still go on that field trip (i.e. use the web).

What we need is to create an educated environment around young people about being safe.

Safe from what?

Cybersafety used to be all about avoiding porn.  Let's face it, it was the big scary thing on the net, and still is.  There are other things just as big and scary, but what are they? 

I think we need something of a list of actual risks, so that we can plan for ways of dealing with them.  My fear is that we will end up restricting our net usage so much, that our freedoms might become overly protected unnecessarily. 

How do we model good ways of avoiding the risks?

First we need to know how to protect ourselves and help our students to protect themselves. Check this out - just a few ideas about how to control the tools you use. There will always be settings for privacy and access.

If our students are using web apps, we need to make sure they are setting appropriate privacy controls.

What else?

• good searching skills
• online profiles
• providing banks of good sites 
• guiding their net use in class
• creating communities online where students access content in "controlled" environments (I'm thinking of class/subject sites or Moodle environments)

But what else do we need to do?

Apparently NAG 5 has something to do with all of this, so I looked it up and you can too:

Each board of trustees is also required to:

(a) provide a safe physical and emotional environment for students;

(b) promote healthy food and nutrition for all students; and

(c) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

Schools are very good at setting up a cybersafety policy, but then they assume averything is covered and there will be no problems.  This needs to be more active and pro-active.

Cybersafety policies used to base risk definitions around traditional media (magazines, newspapers, TV, film, porn).  This needs to make a more definitive shift to the digital world where content is differnet and largely user created.  What happens now?

Schools are also very good at preventing students from getting in harms way, but not very good at providing students, and teachers, with the skills to get back out.

Oraganisational Risk Reduction

Usually, schools' risk management policies centred around keeping the school out of the media/news.  

Instead, we should be focused on protecting young people.  

Student centred.

Model safety.

Digital citizenship

Activity engaged in by young people on the net:

• research 
• communication
• games
• media consumption
• publishing content
• banking and trading

...all of these have benefits and challenges

NZC - all this links to the KCs

Digital literacy

Digital citizenship links NZC KCs and values to digital literacy and cybersafety skills.

Critical thinking skills

Challenges

Meaningful

Honesty and integrity

Rights - privacy, freedom of speech, etc

Participate

Contribute

Modelling - use the skills you wnat them to use

Not just for safety, but for ethical reasons too. (e.g. pirated music, films, etc)

Protecting studnets from copyright infringement just as important.

Netsafe's structure for safety

Learn - focused on students

Guide - for schools and parents

Protect - policy, infrastructure, support

Top 500 passwords

How to create a password

and make sure it is unique

and remember it

and not share it

MyLGP - community of teachers on NetSafe.  some really good stuff

The Scam Machine

Some EDtalks videos to watch

I haven't watched all of these, but they look good:)

Online dangers and responsibilities - not so virtual

Brett Lee

The key to supporting young people’s experiences of challenge in cyberspace

John Fenaughty is the Research Manager at Netsafe NZ

From e-safety to digital citizenship

Martin Cocker is the Executive Director of Netsafe NZ

Through the eyes of a child - the dark face of the Internet

Brett Lee

There's heaps more on the EDtalks site

Be safe

Web 2.0 Tools Sharing

Smart FM - not just language learning.  Can be for definition and concept learning.

Cmap - mindmapping tool

xtranormal  animating small scenes like this

issuu

StumbleUpon

Voki