Mashups make meaning

As a result of teaching my students about fair use of web content, I have become enamored with mashups. For those who are not familiar with the term “mashup”, it can be a conglomeration of video, audio, or pictures that are remixed or reused in a new way to create a new composition.

Mashups can be used in education as a creative means to communicate what students have learned.

On Bloom’s Spectrum
Mashups are on the creation end of Bloom’s spectrum and require students to make a meaningful composition from multiple sources. Mashups can be about anything. Educationally, students have to perform a variety of mental gymnastics to create a meaningful, original composition about a topic to clearly communicate what is learned.

Analytical. Students must be this. They must listen to audio or view a picture or video and decide what part of it they need to create that meaningful piece of art. The parts must fit into the whole so as to give the audience a complete understanding. If a mashup can use all three mediums, or just one, the author has to be explicit about his or her intent to communicate. Pulling apart the audio, video, or image media demonstrates a student is explicit about what they want and how it fits into the whole.

Synthetical. Students must be this too. To create a conglomeration of media, a student has to be able to pull together different mediums, sounds, images, movements, and more into a coherent whole. This isn’t just about being creative, but communicating creatively bringing together a variety of clips and images from multiple sources at the same time.

Creatively. Students can work to be this. Creativity has a place with all of us. Some are gifted with this and others have to work at it. To be creative is to look at something through a different lens sharing your point of view. Creating a mashup allows the student to put together various parts as he/she wants to. It should be a given, as I have already said, that the final product should be coherent and make sense given the topic.sun mosaic

The lower end of Bloom’s taxonomy
The knowledge side of Bloom’s taxonomy is take care of automatically. A mashup cannot be created if the content is not understood or known.

How to use the mashup
You can have kids create a mashup as a way of flipping the classroom so they become familiar with concepts before you teach. Perhaps it can be thought about has a formative unit measure.

Complex concepts can be interwoven in any of the content areas allowing the student to determine how they best fit together. The weaving together of complex ideas is metacognitive processes that leads a student to question how everything relates.

Another way is to use a mashup as a summative measure to diagnose competency from novice to expert. The use of video clips and image media would be most important here because the choices that are made – what to use and what not to use – demonstrate the complexity of thinking.

Students can create a mashup to introduce who they are, interests, dislikes, family, and passions.

Mashups give freedom of choice and creativity while giving the teacher an in depth look at what a student has learned through analysis and synthesis based on the final product.

Carey, Chris. sun12.jpg. October 2006 . Pics4Learning. 16 Jan 2013

Digital toolbelt

Digital literacy is knowing what technology to use for a specific purpose. This is one of the 21st century skills students and teachers should have in their tool belt. If a task is given to me I should be able to think of a numerous ways to complete it, but be able to choose the one web technology that allows me to complete the work.

OLYMPUS DIGITAL CAMERAAs I said, the tool belt needs to expand for all learners. Expanding it takes a bit of perseverance and determination because trying to search for specific webware isn’t that easy. To really take full advantage of finding resources I suggest doing two things. First, get a Twitter account and follow two hashtags: #edchat and #edtech. Then, learn how to curate the Internet using something like Feedly, Pinterest, Evernote Webclipper, Zite, or Flipboard. These apps or sites allow you to aggregate RSS feeds into one place for you to read as you wish.

Using Twitter and a news aggregator, look for all of the resources that are shared. Choose the ones you feel look interesting to you. Doing this will expand your digital tool belt. With a repository of digital tools tasks like research, presentations, writing, reading, podcasting, video, and others gets to be pretty easy.

There are so many ways to demonstrate what is known. Growing up there were a few ways to make things which usually involved a great deal of time. Given the current nature of technology, and the ease of obtaining content, knocking out a piece of work that shows your true understanding doesn’t have to take that long. For you perfectionists out there, devoting more time means a well rounded product.

The 21st century learner will have a large repertoire of digital mediums to choose from and know when to use them. Put on your digital tool belt.

photo credit: jwcline via photopin cc

Digital Storytelling

Storytelling has been around for a long time as entertainment, sharing history, teaching lessons, and providing ideas. This form of communication gives us a chance to creatively share ourselves.

Two Language Arts teachers, Joe Z.and Jenn L., asked me to compile a list of digital storytelling resources and rather than deliver it in a Google Doc or other form, I decided to make a blog post and share my findings.

Snapguide
I am approaching this post from an Internet, everyone can get it point of view. This looks really good but was disappointed it was only iOS as an app.

Simplebooklet
I came across this app in the Chrome Web Store awhile ago. What I loved about this site is that it is free, I can log in with Google, create a wide variety of digital formats, and extend its use by advanced content. There are quite a few ways to publish your booklet once you are done. A downside is the free account has ads, and it will set you back $60 a year to upgrade.

GoAnimate
I know this popular and it is no wonder! There is so much you can do with a free account. The idea is that you are making a movie by using characters, sound, a timeline, and props. By combining all of these in unique ways, the movies you make are creative, fun, serious, sad, or suspenseful. You can choose pre-made characters or make your own. A plus for me is that you can get education pricing based on the number and kids and teachers in the school. A drawback are too many choices and there tends to be a learning curve. Students of mine created movies this year and loved it! I highly recommend it!

Flipsnack
Flipsnack is a part of a larger set of online webware all ending with the word “snack.” This particular snacktool lets anyone create a digital book by uploading a PDF. Anyone creates their entire book in some other desktop publishing software, save it as a PDF, and upload and FlipSnack does the rest. A drawback is your FlipSnack book looks exactly how it was designed, so there is no editing. Because it is an online book, there are no links to click or interactive content. I had students use this last year and they really liked it.

Storify
This is one of my favorites!! Storify means to make something into a story and in this case, you use search for web information right in Storify. You can search Twitter, Instagram, Facebook, Google, and others. The query returns tweets, images, and text and you drop this onto the story. All elements in the story are draggable so you can reorder what you want where you want it, and you can add text underneath whatever story element you want. Once saved, you can share it with others, others can favorite your story, or it can be embedded. A downside is that it might be a bit difficult to search for some things if you don’t know what you are looking for. Stories can get quite long depending on how much you want. I have created five of these so far and enjoy the experience.

Pixton
Pixton is a great comic maker that is full featured allowing control of all characters, their movements, color, background, and speech. You can demo for 30 days which is cool, but the big downside is that you are forced to buy it for at least 2 months. Doesn’t seem like a big thing, but what if you don’t use it regularly for two months. There are “just as good as” out there for free.

Animoto
Animoto is a video from pictures and music you put together using one of their video styles. What is really cool about this is that video will react based on the music you have chosen. If the song is upbeat it the Animoto will be more intense, while a slower song makes is more subdued. The great thing is that you can create unlimited 30 second videos for free. Think about it like this: This is like creating unlimited Super Bowl half-time commercials for free. An apparent downside is loss of control and you have to use their video styles.

Extranormal
Extranormal is a great way to have kids publish digital stories. Like many of the other listed here, this webware allows you to choose from a variety of sets and characters. What is different about this is choosing what actors voices sound like, how you get them to react to various things, and other background sounds. There is a free account for this too, or teachers can pay $10 per month. The downside is that the voices sound robotic.

Mural.ly
Mural.ly is based on a simple concept – making murals. I think just be my new favorite webware that has all kinds of features for customizing it just how you want it. These aren’t simple murals though, these are murals that are purposed for different needs. Make a mural for a vacation, brainstorming session, or project planning. The canvas is big with lots of space. Pictures and video can be pulled in. Stickers and notes can be added. At the end you can create frames to sequence your project if you like to create slideshow. Since this is pretty new, I am sure there are some downsides but I can’t see one right now. If anyone notes one, please let me know.

Glogster
Glogster has been around for a bit of time now and allows for free expression for a person. There are two accounts. One is free but public and the other is .edu and is subscription based. You are creating an online poster that uses text, stickers, titles, images, and video to create what you want. .Edu is good because teachers can create classes and share students. When Glogs are done, they can be reviewed by the teacher, rated, commented on, and added to a portfolio if desired. One downside is .edu costs money, and there is a bit of a learning curve involved to making a well designed poster.

dvolver
Dvolver is storytelling made easy and totally free. Picture your scene, character, and movie set. Type what you want the characters to say, watch it, and send it to someone. If you send it to yourself, you get an embed code you can put just about anywhere on the web. A downside I see is that some of the characters aren’t exactly school appropriate.

Storybird
As storybird says it, “Storybird reverses the process of visual storytelling by starting with the image and “unlocking” the story inside. Choose an artist or a theme, get inspired, and start writing.” Accounts are free. A very different way of telling stories from the other resources here.

This is another amazing storytelling site. My first ZimmermanTwins movie called “Zimmering” was easy to make. This is a great choice for storytelling. One downside is no control over how the characters look and how they act.

My StoryMaker
Another great storytelling site. I played with the characters, setting, items, and goal and found it easy to use. After saving the movie, I had some difficulty finding the movie.

More digital storytelling tools for educators.

The sandbox is open

At BBHMS we are moving in this direction though I haven’t come out and said this to the staff. I work with a Technology Committee and we are currently discussing what the tech culture should look like at our school. In our last meeting, all agreed there needs to be a wider array of tech being used and that tech is transforming teaching. We have not yet come to the point of researching the technology that should be used in our school as we are now beginning to phase in BYOD with a 1:1 in the future.

On Friday, October 19th part of the staff attended a tech forum that addressed BYOD and why we should use it. Some reasons we came up with were

  1. allows kids access to the Internet for information and webware
  2. opens technology to a wider range of teachers
  3. less expensive than a 1:1
  4. opens a culture of learning through technology
  5. kids are already using it

A step in the right direction
There has been a no cell phone use policy for years and for good reason. There is really no way to monitor what the kids are looking at or if they are accessing sites for information. This was a simple measure to keep students from doing what they should not. However, as a Cindy Hubert said in class, “…were born into the digital age…” and the students do not know what life is like without a computer. I recall my mother’s first computer which ran on DOS and had one stick of RAM. We had 5 1/2′ in floppy disks that sometimes worked and sometimes did not. The personal computer was beginning its way into homes. Now, the phones we carry in our pockets have the power and capability to do everything we need, and this is where we can leverage the power of BYOD.

Use it while you can
I cannot say that Brecksville-Broadview Heights Schools will go to a 1:1 in the next year, though we are on our way with the purchase of netbooks for science and social studies, but I do know that students have access to the world inside their pocket, so why not use it and abuse it for all it is worth. Students are eager to pull out their wireless device – show and tell to everyone! With such eagerness schools can engage kids in learning while helping them to learn how to search for information and then use Web 2.0 technology to create a new piece of information that documents their learning. While we wait for a 1:1 to come, using BYOD is a great way to engage students.

Conundrum
Heading down this path is awesome and I am excited to see what comes of it when teachers and students construct new knowledge! There are a few barriers that I could use some help with and would appreciate some feedback:

  1. What policies should we put in place when in appropriate digital citizenship is inappropriate?
  2. What do we do when students do not have a wireless device?
  3. How can the teachers come to some consensus on this topic?
  4. How do you get teachers to buy in?

The sandbox is wide open because we don’t have a view of what webware and hardware is out there to use. The important part is that we are beginning to use it.

Do you use BYOD, and, if so, how?

Let the discussion begin!!

me: i’m here

Denise: I thought the 3rd one could use Glogster.
me: Glogster would be perfect for the third one.
In Glogster, kids can import pics, YouTube videos and more.

Denise: I’m thinking about using the iPad for apps and then the netbooks for other activities. I just feel like I have no time to prepare anything besides pencil and paper.
HOw else could I use youtube?
I need to get an account for Glogster right?

me: What do you mean using iPad for apps? I’ll do some brainstorming for the other two ideas. One of your CC goals is to have kids create webs. I have a few ways for kids to do that together.

Denise: That would be cool- I was thinking pearltrees?

me: No, you don’t need a Glogster acct. I have a subscription and can add your kids to it.
Pearltrees would be a great idea! Pearltrees is about creating webs using websites by Pearling them.

Denise: Do you know how to create an app? I thought that could be cool and see how the kids could run with it- more of a small group enrichment for accel.

me: BRB. I am going to check in Chrome Webstore for app creators.

Denise: cool

me: Ok, can’t find anything right now, but there might be something out on the web.
for which of the activities do you want kids to create an app?

Denise: I’m basically trying to start a doc for major lit skills that students are not really grasping well yet, and then work on others. my goal is to have parents in during EI to monitor and help guide these activities. I think the other I’d really like to work on is vocab. THey never do too well, so I want to use tech to increase abilities. I guess I could start with vocab games, but would like to do more.
For the view selected movie clips could this be on my youtube channel? Need huge refresher on that.

me: I have a perfect solution for game making. It is called Zondle and I am using it right now with Bev Cornett.

Denise: let’s do it. If she has the same planning as me I will come down when you’re already scheduled with her.

me: YouTube is a great place to find movie clips and add to your channel. Plus, the kids can go back and watch it whenever they want. What would you think about creating your own videos to put on YT to help teach or refresh what kids are learning in class? I found a piece of hardware I want to order that would help you do this.

Denise: why not. is it possible to use the wingclip videos in my youtube channel or is this something I’d have to link to Moodle? I’d like to streamline as much as possible. I guess I could link youtube channel to moodle?
not familiar with go animate- that’s an app?
btw I’m logging this as PLC- i will share the form with you.

Content before cool stuff

I began class yesterday by asking the kids what they felt was really cool to do in technology class. This question was prompted by an email from one of my students. In the email the student asked if he could create a video game using software received from a camp he attended this summer. So, to begin class yesterday, I asked this student if he wouldn’t mind sharing his idea with the class about creating a video game. Post student explanation, the entire class wanted to make a game and I was totally cool with it! Before they can make the game, I had to explain how I view learning.

I view learning as having two essential tools and the two are dependent upon one another. The first tool is content. Content cannot be ignored or pushed to the side. Without content, or what is being taught, getting to the product can’t happen. Teaching content doesn’t have to be boring. Boring is standing in front of the class with the teacher talking, students listening and taking notes. One method of contextual learning that I am a big fan of is Project Based Learning (PBL). The Buck Institute for Education says this:

In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking).

Before I move on, another good resource for PBL is edutopia. You will find resources to help plan for and implement project based learning. The other tool a student needs are the products to demonstrate learning. The products are the cool part of what I do because kids can get online and create some really cool stuff, but they can’t create the product without the content, so the two are married.

Play with tech, don’t teach it

I couldn’t agree more with the tweet from Matthew Weld; (@Matthew Weld) district technology coach & elementary computer teacher)! He tweets

I’ve found that kids don’t need to be taught the tool – just that it exists. Many teachers find this unbelievable #1to1techat

He says what I have been thinking for quite some time. In the winter/spring semester at BBHMS I taught computer technology to 6th and 8th graders and noticed they would tune me out if I tried teaching them how to use web technology. The look the class gave me with eyes glazed over was, “Seriously Mr. K, you don’t have to teach us this stuff. We’ll just play with it and figure it out.” Learned it they did and all while messing around with it. This experience gave me a brand new perspective on how kids learn, and not just technology.

Kids today were born into a digital age. While it may not mean much, it does mean the kids are comfortable around technology and are willing to play with it without worrying it will break which is in such contrast to older people who worry about breaking a computer. So, kids play and when they play with the technology they learn more about it because they are problem solving. The problem solving is a matter of how they can get the web-ware (web software) to do what they want it to do. Because computer software and web-ware use similar terms and methods of organization, kids are automatically looking for the modifying action in drop-down menus and icons. This automatic transference makes them potent web-ware learners (Internet in general) which means I have to do very little to teach the tech.

What does this mean for me as a the building tech coach, and am I still valuable to the district as a teacher? YES! My value as a teacher doesn’t diminish in the slightest. I add more value to the kids learning process because I offer knowledge of technology and facilitate the process of learning. Instead of being the focal point of all knowledge, I become the facilitator who helps kids make a jump in their learning broadening their understanding and use of Web 2.0 technology AND how to think about using it. Isn’t this the real point of education? It is helping kids move from one point of thinking to another expanding and deepening process and content. Love it!

Threading

As the proliferation of web technology grows, and increasingly gets into the hands of students and teachers, there will be an explosion of educational products to learn from. As it is right now, there is a vast amount of information to choose from, and as mobile devices get into the hands of more people, there will more to learn than we can possibly imagine. How can I have students create original products that show they have curated the content for what they needed? How will kids be able to choose the right web tools to show their understanding? As a technology integration specialist, I grapple with these kinds of questions to help teachers and students make the right choices that accurately portray what was learned. My students today registered for VoiceThread accounts to help them generate authentic products with voice and images as they learn. VoiceThread is one of many web applications that can transform learning.

The typical model in U.S. schools is for the teacher to download what she knows to the student who is supposed to recall, study, and regurgitate information back in almost the original form. Add to this the use of worksheets and the pump is primed for low level, unsustainable learning in the form of factoids that mean nothing. Maybe I went a little overboard there. The question for me as a technology integration specialist is how can tech be put to use to create original works that show a high level of thinking while maintaining the attraction value students love. Using a Web 2.0 app like VoiceThread helps myself and the teacher I work with to energize kids to learn.

Threading is not only about VoiceThread and working to create an authentic product that threads images, voice and video together, but also about the multi-step and multiple pathways that converge and diverge within student thinking. We call it thinking. We may want to call it threading.