{"success":true,"data":[{"ID":81,"Class":"Conversation","Created":1320166524,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Building the 21st Century School: Adopting a Habit of Innovation","Handle":"Building_the_21st_Century_School-Adopting_a_Habit_of_Innovation","ShortDescription":"The purpose of this session is to share how the NYCiSchool is rethinking time, human capital, curriculum, and culture in order to create a successful 21st century learning model and to help other school leaders think about how they might utilize these levers of change to transform their own schools.","Description":"We believe that those attempting to transform their schools into 21st century learning environments should not focus on a set model, combination of best practices, or infusion of technology, but rather should focus on making a radical change in our approach to school transformation.   We must think about the key levers that affect the effectiveness of our schools and adopt a habit of constantly rethinking them.  We propose that the 21st century schools movement abandon the idea that a single model, tool, or instructional approach will fix our schools and transform them into 21st century learning environments; instead, schools must adopt a habit of constantly learning, adapting, and reinventing ourselves.   Despite constraints of size, accountability, human capacity, and diminishing budgets, we believe that school leaders have influence over four key areas of how schools function and how they meet the needs of their students: time, culture, curriculum, and human capital.  It is time that we as educators admit that there is no magical combination of these factors that will fix every school and enable each school to remain high-functioning forever.  However, if school leaders begin to use these areas as levers, and it becomes part of the leadership and teaching culture at each school to experiment and think outside the box to constantly shift and rethink practices in these four areas, we can truly transform our schools into 21st century learning environments that remain relevant and effective for the long-term.","Link":[],"Audience":["All School Levels"],"Practice":"2 min\tIntroduction and charge to the group\r\nThe 21st Century Schools movement should not be about adopting a single model or technology; it has to be about adopting a new mindset of constant and ongoing innovation.  How can we use four critical areas of school design  time, human capital, curriculum, and culture  to create a framework that will enable us to constantly rethink and improve what we do?\r\n\r\n5 min\tBackground\/history of the iSchool\r\n\r\n80 min\tGuided Workshop (the following sequence is repeated for each of the 4 levers discussed)\r\n5 min\tIntroduction of lever , importance of each lever, share examples from the iSchool model (including the various technologies that enable the structure and the challenges and lessons weve learned in the schools first 3  years), and then we will provide tips and guiding questions to help other schools and school systems begin to utilize these levers as catalysts for change\r\n15 min\tParticipants discussion and collaborative completion of guide\r\nParticipants will have the opportunity to discuss their ideas with other participants and will be given time to think about changes they can make using each of the levers; participants will receive a digital guide that will be used during and after the workshop with tips and questions to help them continue their thinking beyond the time of the session and conference\r\n\r\n3 min\tWrap-up","Presenter":["Mary Moss","Alisa Berger"],"PresenterAffiliation":["NYC iSchool","Novare Schools"],"PresenterEmail":["drmossischool@gmail.com"],"ScheduleSlotID":6,"ScheduleLocationID":14,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46224,"RecordingURL":null,"ConferenceID":1},{"ID":113,"Class":"Conversation","Created":1322078176,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Connecting with the other ones...","Handle":"Connecting_with_the_other_ones","ShortDescription":"Explore ideas and strategies for engaging with disengaged, struggling and\/or inhibited students.","Description":"What does engagement mean and what does it look like for different people? Explore ideas and strategies for creating meaningful learning experiences for all members of a group by reexamining the lives of groups and the relationship between personal background and learning. This session will be participatory and problem-solve real scenarios from multiple classrooms.","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Josh Block","Meenoo Rami"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mrami@scienceleadership.org","jblock@scienceleadership.org"],"ScheduleSlotID":6,"ScheduleLocationID":12,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46310,"RecordingURL":null,"ConferenceID":1},{"ID":95,"Class":"Conversation","Created":1320206318,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Constructionism from Top to Bottom","Handle":"Constructionism_from_Top_to_Bottom","ShortDescription":"Incrementalism is the enemy of school improvement. Those concerned with creating productive contexts for learning must be willing to change everything. This presentation addresses the setting, curricular concept and pedagogical practices required to amplify the potential of project-based learning. Constructionism provides authentic non-coercive principles for educating learners of all ages.","Description":"This presentation is concerned with four powerful ideas related to employing constructionism as a basis for school transformation.\r\n\r\n1) Paperts learning theory of constructionism will be explained and examples of constructionism in practice will be shared. Constructionism will be situated in the context of other learning theories and progressive education traditions. \r\n\r\n2) Constructionism will be presented as the theoretical basis for project-based learning. Elements of effective project-based learning will be shared. Participants will define what is and isnt project-based learning.\r\n\r\n3) The role of the computer in constructionist learning and expanding the range of project-based learning will be discussed. Schools have a lot of computers, but too little computing. The power of computing in the construction of knowledge will be emphasized.\r\n\r\n4) Educators yearning to embrace constructionism or related pedagogical approaches, such as project-based learning, need to recognize that more needs to change than the actions of the teacher. The setting, including environment, objects to think with, schedule and materials; the nature of the curriculum; curricular content; freedom; relevance; agency; assessment and teacher expertise all need to be addressed mindfully.\r\n\r\nThe conditions required to maximize the potential of each learner will be explored throughout the presentation.","Link":[],"Audience":["All School Levels"],"Practice":"Presentation with video-based case-studies used to elicit conversation among participants, followed by Q&A.","Presenter":["Gary S. Stager"],"PresenterAffiliation":["Constructing Modern Knowledge"],"PresenterEmail":["gary@stager.org"],"ScheduleSlotID":6,"ScheduleLocationID":10,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46216,"RecordingURL":null,"ConferenceID":1},{"ID":7,"Class":"Conversation","Created":1315400789,"CreatorID":12,"RevisionID":null,"Status":"Accepted","Title":"Developing Portfolios as Artifacts of Understanding","Handle":"Developing_Portfolios_as_Artifacts_of_Understanding","ShortDescription":"Assessment seems to be the word of the day, but how do you assess understanding? We know how to test for knowledge, but how do you capture proficiency? This session explores three general forms of digital portfolios with an emphasis on capturing and archiving artifacts of understanding.","Description":"SESSION RESOURCES\r\nResources for this session can be found at: http:\/\/educon24-portfolios.wikispaces.com\/\r\n\r\nThis site will provide links to a page of collaborative notes and resources related to this session.\r\n\r\nThis session will open with a brief presentation where we share our journey, both the challenges and successes, on how to document levels of fluency and literacy in our modern and classical language program. Relying merely on traditional tests can be problematic as they are flat, one-dimensional tools and do not create transferable records that clearly articulate a students level of fluency. Enter the Digital Portfolio. We have worked as a team to create a working prototype of a portfolio process using a multi-media format. After our brief presentation, we will then engage participants in working through a portfolio development case study designed to help participants discover more about portfolios and artifacts of understanding and to assist in framing the remainder of our time together. Taking what we learned as a group through these first two activities, we will continue to work in groups to develop standards by which we can effectively evaluate three types of portfolios: Growth portfolio, Evaluation Portfolio, and Showcase Portfolio. Throughout the entire session, collaborative tools will be made available specifically for the session where participants can share resources, document session discussions and share their own experiences. These tools will include a session wiki, Diigo Group linked to wiki, Twitter Feed etc. The wiki will serve as a living artifact that can be accessed and further developed beyond our time together.","Link":[],"Audience":["All School Levels"],"Practice":"1.\tShort presentation (20 minutes or less) to frame the discussion around portfolios by sharing what we started at Greenhill through the Language Department\r\n2.\tBreakout: Portfolio Case Study- This will be worked in groups and provide a focal point for conversations around uses and evaluations of portfolios.\r\n3.\tGroup project to develop rubric for assessment portfolio, growth portfolio, showcase portfolio\r\n4.\tOpen Wiki- Participants will be encouraged to contribute content to the wiki both during and after the session. This wiki should become a living artifact of the common experience had during the session. The wiki will contain places for resources, stories of success and failure, links to working documents for session collaboration (Shared-Public-Open Google Doc), Place to share Diigo\/Delicious Accounts, Twitter Feed.","Presenter":["Claudia Loewenstein","Trevor Worcester","Chris Bigenho"],"PresenterAffiliation":["Greenhill School"],"PresenterEmail":["loewensteinc@greenhill.org","worcestert@greenhill.org","bigenhoc@greenhill.org"],"ScheduleSlotID":6,"ScheduleLocationID":6,"SubmitterID":12,"AdditionalComments":"Resources for this session can be found at: http:\/\/educon24-portfolios.wikispaces.com\/\r\n\r\nThis site will provide links to a page of collaborative notes and resources related to this session.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":1},{"ID":6,"Class":"Conversation","Created":1315363061,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Free-Range Media = Free-Range Learning Innovation","Handle":"Free-Range_Media-Free-Range_Learning_Innovation","ShortDescription":"What happens to learning in a free-range media environment where students are empowered to use the technology they own and access the internet available in the real world? How does it impact the way students and teachers think, create, communicate, and collaborate? Does it foster curiosity? How would we know? Conversation facilitators will encourage participants to exchange ideas on integrating mainstream social media and student-owned devices into teaching and learning as a strategy to promote 21st century teaching and learning.","Description":"Around the nation there are schools that are making the choice to do what is most convenient rather than what is right for kids.  Rather than thinking outside the ban and empowering children to use the devices they own and access the internet they encounter outside of school, students are being banned and blocked.  In an effort to start a national conversation about filtering as a censorship issue in schools, the American Association of School Librarians (AASL) designated last September 28th, 2011 as Banned Websites Awareness Day. In May of 2011, the Consortium of School Networking (CoSN) released its guidelines for developing 21st century-friendly Acceptably Use Policies. Lisa Nielsen collaborated with Tom Whitby on The Words Simplest Online Safety Policy in April 2011. In spite of this growing conversation about unblocking, there is legislation in states like Missouri prohibiting educators from frieinding students on Facebook.\r\n\r\nWhat is the difference between students in schools that filter aggressively and ban and schools that dont? What evidence do we have to demonstrate that there is a difference at all? If there is, is  that difference relevant? Meaningful? Important? What do students have to say about it? Do they care? This sessions objective is to sort through the WHY questions, not the should or shouldn't questions.\r\n\r\nParticipants will collaborate to build an inventory of rationales for unblocking social media, and compile a list of strategies for implementation that will demonstrate positive impact on teaching and learning, particularly in the realm of 21st century learning.","Link":[],"Audience":["All School Levels"],"Practice":"Jigsaw-ish facilitate conversation. Google Docs to record session responses - all added to http:\/\/bannedsites.info website by end of conference.","Presenter":["Joyce Valenza","Lisa Nielsen","Shannon Miller (Skype)","Michelle Luhtala","Michael DeMattia"],"PresenterAffiliation":["NYC DOE","Author - The Innovative Blog and Teaching Generation Text","Van Meter Community School","AASL","ALA","ISTE","SIGMS","New Canaan Public Schools","AASL","CoSN","edWeb","net"],"PresenterEmail":["me@bibliotech.me","lnielsen.professional@gmail.com","shannon.miller@vmbulldogs.com","dimatiata@gmail.com","joycevalenza@gmail.com"],"ScheduleSlotID":6,"ScheduleLocationID":5,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46278,"RecordingURL":null,"ConferenceID":1},{"ID":13,"Class":"Conversation","Created":1316450189,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"How to host a TEDx Youthday Event","Handle":"How_to_host_a_TEDx_Youthday_Event","ShortDescription":"Hosting a TEDxYouthday event is a terrific way to bring an experiential, connected, and authentic learning project to your students.  In this conversation we will share ideas with colleagues from other schools who either have hosted a TEDx event or wish to learn more about how to host one.","Description":"Last year I helped coordinate a TEDxYouthday event that brought together students from several schools to share ideas with each other.  The day was truly magical.  By the time EduCon 2.4 takes place I will have hosted and co-lead an event that will take place at 5 locations with students from 15-20 schools.  \r\n\r\nHosting a TEDx Youthday event has the following benefits (this is not an inclusive list).\r\n\r\n- It provides students with an opportunity to share ideas that they are passionate about with people around the world.\r\n- While it is a competitive process to make it to the event the event itself is non-competitive.\r\n- The event can be as student run as your school's culture can make it.\r\n- It makes a contribution to each student's digital footprint.\r\n- It's authentic.  Student TEDx talks end up on the TEDx youtube channel. Their talk is watched by people at TED.  If it is deemed worthy it could end up on the actual TED site.\r\n- Students learn how to give  a talk, not a presentation.\r\n- In addition to giving a talk  I recommend that school's have their student presenters blog about the experience to increase metacognitive learning and build a sense of community.\r\n- I will talk about leveraging tools such as facebook groups to facilitate student networking focused on the sharing of powerful ideas.","Link":[],"Audience":["High School","Middle School"],"Practice":"I will leverage contacts at TED to see if someone can join us via Skype.  I will share the google doc that I use to coordinate this event.","Presenter":["Larry Kahn"],"PresenterAffiliation":["The Kinkaid School","Powerful Learning Practice","ISTE SIGIS"],"PresenterEmail":["larry.kahn@kinkaid.org"],"ScheduleSlotID":6,"ScheduleLocationID":4,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46272,"RecordingURL":null,"ConferenceID":1},{"ID":119,"Class":"Conversation","Created":1322079641,"CreatorID":195,"RevisionID":null,"Status":"Accepted","Title":"Integrating Math and Science in Your Classroom","Handle":"Integrating_Math_and_Science_in_Your_Classroom","ShortDescription":"This is a workshop to help us create an inquiry driven curriculum that integrates math and science into your classroom. We will examine case studies of projects and then design more projects that will not only satisfy your administrators, but will also get your students engaged in higher order thinking.","Description":"This is a workshop to help us create an inquiry driven curriculum that integrates math and science into your classroom. We will examine case studies of projects and then design more projects that will not only satisfy your administrators, but will also get your students engaged in higher order thinking.","Link":[],"Audience":["All School Levels"],"Practice":"Workshop","Presenter":["Rosalind Echols","Matthew VanKouwenberg"],"PresenterAffiliation":["sla"],"PresenterEmail":["rechols@scienceleadership.org","mvankouwenberg@scienceleadership.org"],"ScheduleSlotID":6,"ScheduleLocationID":11,"SubmitterID":195,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46286,"RecordingURL":null,"ConferenceID":1},{"ID":112,"Class":"Conversation","Created":1322078018,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"It Takes a Village: Using Distributive Leadership to Make Small Schools Work","Handle":"It_Takes_a_Village-Using_Distributive_Leadership_to_Make_Small_Schools_Work","ShortDescription":"A conversation regarding best practices in distributive leadership in small schools. Teachers identify from their skills and interests in order to take leadership roles within the school.","Description":"","Link":["http:\/\/tinyurl.com\/7vbfhs7"],"Audience":["All School Levels"],"Practice":"","Presenter":["Zoe Siswick","Brad Latimer"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["zsiswick@scienceleadership.org","blatimer@scienceleadership.org"],"ScheduleSlotID":6,"ScheduleLocationID":7,"SubmitterID":62,"AdditionalComments":".","LiveChannel":null,"Hashtag":null,"VokleID":46302,"RecordingURL":null,"ConferenceID":1},{"ID":105,"Class":"Conversation","Created":1320780813,"CreatorID":8,"RevisionID":null,"Status":"Accepted","Title":"Learning Environments: Rethinking K-12 Communication and Collaboration","Handle":"Learning_Environments-Re-imaging_K-12_Communication_and_Collaboration","ShortDescription":"What is the future of our learning environments and what will be the necessary methods of communication and collaboration? This conversation will explore this question by uncovering some essential questions as well as using our collective expertise to identify some strategies that can be implement to improve communication and collaboration in our schools.","Description":"Where, when, and how we learn is being challenged. In response, we must critically examine the current status and potential of online and offline communication and collaboration in our schools.\r\n\r\nThe goal of the conversation is to define the different needs and challenges facing communication and collaboration in a variety of learning environments and identify solutions that can be implemented in our schools.\r\n\r\nConversation Structure:\r\n\r\nThe group will be briefly introduced to some fundamental design principles: empathy, define, brainstorm, and ideate. These design concepts will be used to assist participants determine possible solutions.\r\n\r\nFor the remainder of the session, participants will be broken into groups based upon their interest in a specific learning environment. \r\n\r\nGroups will: \r\n\r\n1. Define the core issues surrounding communication and collaboration\r\n2. Brainstorm possible solutions \r\n3. Test ideas and iterate\r\n4. Present final idea to all participants","Link":["http:\/\/bit.ly\/xWjSCl"],"Audience":["All School Levels"],"Practice":"Group work","Presenter":["David Bill","Ethan Bodnar"],"PresenterAffiliation":["Urban School of San Francisco","Hartford Art School"],"PresenterEmail":["dbill@urbanschool.org","ethanbodnar@gmail.com"],"ScheduleSlotID":6,"ScheduleLocationID":3,"SubmitterID":8,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46281,"RecordingURL":null,"ConferenceID":1},{"ID":25,"Class":"Conversation","Created":1318206861,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Motivating Students with Digital Magic","Handle":"Motivating_Students_with_Digital_Magic","ShortDescription":"Create strategies for motivating students to engage in learning using Web 2.0 tools.  Enhance the value of your classroom.  Explore curriculum pathways; utilize media devices; motivate students with  Digital Magic.","Description":"Motivation is a complex issue because what motivates any individual depends on a host of factors. This conversation will create strategies for motivating students to engage in learning.  Participants will design, create and explore practices designed to create conditions in the classroom and school that promote, support, and cultivate motivation and increased achievement.\r\n\r\nShare how the teachers use Web 2.0 tools and the role that intrinsic and extrinsic motivation play in motivation. How should we teach in a technology-rich learning environment; meet the demands and challenges of 21st Century learning. Implement Digital Tools & skills involving: Writing, Speaking, Visual, Technical, & Personal Development. Create a collaborate document on how to use Digital Tools that our students use every day. Prepare students for the world that is their future.\r\n\r\nWhat does it take to compel students to do things differently and how to engage with ideas, information, and each other? \r\n \r\nShare how to discover your students' potential in integrating and utilizing technology. Participants will include skills, a description of the particular tool; examples of its use in the K-12 curriculum and how to get started.  \r\n\r\nExplore the elements of professional development resources, creativity tools, problem solving resources, collaboration connections, to make learning even more fun for you and your students. \r\n\r\nDefine how teachers and school leaders locate and create ready-to-use Web applications, lessons, quizzes and rubrics, to learn new skills. \r\n\r\nEnhance the value of your classroom by successfully integrating media devices to motivate students with  Digital Magic.","Link":[],"Audience":["All School Levels"],"Practice":"EduCon 2.4 \r\n\r\n*My goals are as follows:\r\n\r\n\r\n1.  Keep the conversation moving and to push participants thinking by using probing questions.\r\n\r\n2. The consensus of the group will decide the collaboration format.\r\n\r\n3.  Make links available before  EduCon 2.4 and request  participants  read it before the session. \r\n\r\n4.  If possible arrange the room for round tables or small rectangular tables so that participants can work in small groups of about 4 to 5 people each.\r\n\r\n5.  Provide interaction during the session. \r\n\r\n6.  Provide for exploring ideas and ensuring that everyone has a chance to have their voice heard.\r\n\r\n7.  Provide an open discussion to bring out some of the big ideas that were discussed in the smaller groups.\r\n\r\n8.  Allow opportunities to share Best Practices\r\n\r\n9.  Capture the conversation via Wiki, or Google Docs or Primary pad or Zoho Suite.\r\n\r\n10.  Allow opportunities for each group to share and displays their work at the end of the session. \r\n\r\n*Thanks and credit to Overview of Protocols for Conversations provided by Chris Lehmann","Presenter":["Howie DiBlasi"],"PresenterAffiliation":["Digital Journey"],"PresenterEmail":["howie@frontier.net"],"ScheduleSlotID":6,"ScheduleLocationID":2,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46270,"RecordingURL":null,"ConferenceID":1},{"ID":43,"Class":"Conversation","Created":1319147185,"CreatorID":54,"RevisionID":null,"Status":"Accepted","Title":"Searching for DaVinci","Handle":"Searching_for_DaVinci","ShortDescription":"True learners are multidimensional; they are passionately curious about the world around them.  Leonardo da Vinci was the quintessential example of a Renaissance man.  Scientist, inventor, painter, sculptor, architect, cartographer, mathematician- the list goes on.   Is your classroom currently set up to foster the da Vinci's of the world?","Description":"Education likes to imagine itself as creating a population of individuals who excel in a range of subject areas, after all, we include a variety of subjects and topics that we push students through so that they can learn a little bit of everything.  The problem is that our students don't really excel at any of them because they aren't given the opportunity to become passionately curious about any of them.  The boxed curriculum in many of our classrooms is one dimensional, it's purpose has become to prepare students for testing.  \r\nAre we creating a classroom culture that nurtures the da Vinci's of the world?  A culture that encourages curiosity, passion and exploration?  To create a culture in your classroom that builds a true learning community, students need to have room to explore their passions.  They need to be given the opportunity to view learning as life.  Students should see that subjects of learning are not really separate entities, but rather that learning is multidimensional, overlapping and interwoven.  When you look at what da Vinci accomplished, it becomes apparent that this was someone who understood that all learning is life, that it is connected.\r\nThis is a call to create a classroom culture that nurtures da Vinci: an invitation to make learning more like life.","Link":[],"Audience":["All School Levels"],"Practice":"What? So What? Now What? protocol","Presenter":["Kelly Tenkely","Michelle Baldwin","Anastasis Academy Faculty"],"PresenterAffiliation":["Anastasis Academy","Lone Tree","Colorado","USA"],"PresenterEmail":["ktenkely@gmail.com","michellek107@gmail.com"],"ScheduleSlotID":6,"ScheduleLocationID":9,"SubmitterID":54,"AdditionalComments":"Additional Anastasis faculty may join us in person or via Skype","LiveChannel":null,"Hashtag":null,"VokleID":46300,"RecordingURL":null,"ConferenceID":1},{"ID":56,"Class":"Conversation","Created":1319916649,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"What If?","Handle":"What_If","ShortDescription":"Changing the language of interaction is a necessary step towards developing a language that can support change and improvement.  Together, well focus on the power of What If as a simple way to reframe how an individuals and schools can initiate positive, actionable change.","Description":"In todays educational climate, its easy to continually focus on why things wont work and cant be accomplished.  Federal, state, and local mandates and requirements have contributed to a school climate where fresh ideas, new directions, and the development of new pathways for learning are met with resistance and skepticism.  \r\n\r\nChanging the language of interaction is a simple, actionable step that can undertaken tomorrow to reverse the nature of how people interact together and with ideas.  It can begin with refocusing on What if and seeing the potential of ideas instead of continually focusing on why things cannot work and why things wont work, and in effect, challenging everything with Yeah But.  \r\n\r\nDesigning solutions to the problems that education face requires an opportunity to vision, to dream, and to create climates where ideation is not only encouraged, but is the norm.  How can school climates become environments where ideas be acknowledged, amplified, and actualized?\r\n\r\nTogether, in this session, well ask What if and use the power of two words to reframe how we think and how we develop ideas that contribute to new pathways for educational change.","Link":[],"Audience":["All School Levels"],"Practice":"The design thinking process begins by immersing people in empathy, and the human need involved in addressing problems.  The process continues by focusing on ideation, and developing creative ideas that can potentially address the problem that needs to be solved.  To be able to develop ideas, the climate where these ideas are developed needs to be one in which all participants contribute, accept and extend ideas, and can begin to connect ideas together to create all together new ideas.\r\n\r\nAfter a short presentation on What If to set the stage, attendees will be charged with developing a set of What If statements..  Participants will be given the following as an ecosystem of questions that can promote ideation:\r\n\r\n1.  Grounding question:  What does it mean to be well-educated in the 21st Century?\r\n\r\n 2..Four skill domains:  What does it mean to communicate, collaborate, be creative and demonstrate critical thinking.\r\n\r\n3..New model of learning:  anytime, anywhere, anyone, any path, with any device.\r\n\r\nThe charge is to ask What if? and develop\/vision\/dream new ideas that that can be put into place tomorrow, in a week to a month, or in a year or longer.  For example, one group may choose to ask and develop What if statements about collaboration as it applies to any device and learning with anyone.\r\n\r\nI want go give them an opportunity to reverse how they think, focus on possibilities, understand that with the right mindset, ideas can indeed be developed and put into play.  I also want to give them the opportunity to understand how to ram ideas together to create absolutely fresh new ideas.\r\n\r\nParticipants will work in groups and ideas will be shared with the larger group.  Ideas will then be shared online for anyone to see and comment on.","Presenter":["David Jakes"],"PresenterAffiliation":["Glenbrook South High School","Glenview IL"],"PresenterEmail":["dsjakes@gmail.com"],"ScheduleSlotID":6,"ScheduleLocationID":13,"SubmitterID":62,"AdditionalComments":"An early Sunday presentation would be great, given my flight schedule.  Thanks.","LiveChannel":null,"Hashtag":null,"VokleID":46260,"RecordingURL":null,"ConferenceID":1},{"ID":73,"Class":"Conversation","Created":1320112680,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"What's Your Problem?! Designing Curricula for Problem Seeking","Handle":"What-s_Your_Problem-Designing_Curricula_for_Problem_Seeking","ShortDescription":"Explore three pilot projects focused on developing student problem seeking in elementary, secondary, and university settings. Experience a hands-on exercise for problem seeking, review and discuss various approaches to engaging students in problem seeking, examine tools, and share ideas about the connections of problem solving with leadership, learning, and schools.","Description":"Development of student facility in problem seeking (identification of problems) may be just as important a skill as problem solving, according to educational leaders such as Ewan McIntosh and Alan November. In other words, being able to find and define meaningful problems is as crucial a skill as working to address or resolve them.\r\n\r\nMost programs in problem-based learning rely on teachers to define problems for students to work on. This approach continues the practice of placing the student in a subordinate position. Problem-seeking emphasizes student initiative and leadership in selecting and defining problems for investigation, study, and resolution. In this setting, the role of the teacher is to establish the learning environment by guiding, facilitating, and motivating.\r\n\r\nJames Lerman and Jeremy Angoff have piloted three small projects, and are planning additional endeavors, in problem seeking among students in elementary and high schools near Boston, and in a NJ university near NYC. This session will explore their experiences and approaches after one semester of involvement in problem seeking with students.\r\nStudents from at least one of these pilots have been invited to participate with us at the conference. \r\n\r\nWe will all participate in a hands-on exercise used in the project, share thoughts on the objectives of a problem-seeking approach, examine tools and protocols used in the project, and share thoughts on the efficacy of various approaches to student problem seeking.","Link":["http:\/\/whatstheproblem.org"],"Audience":["All School Levels"],"Practice":"1. All attendees will participate in a two-step, hands-on exercise used in the project to begin the process of problem identification. This will be highly participatory.\r\n\r\n2. Discussion of the question, \u201cWhat does good problem seeking have to do with leadership, learning, and schools?\u201d\r\n\r\n3. Presenter and participants share and discuss experiences with and strategies for teaching these skills (tools, protocols, successes, lessons learned, etc...).\r\n\r\n4. Presenter and participants share thoughts on the efficacy of problem-seeking.","Presenter":["James Lerman & Jeremy Angoff"],"PresenterAffiliation":["Kean University; OunceIT","LLC; Cambridge School of Weston; Atrium School; The SteppingStone Foundation\/College Success Academy"],"PresenterEmail":["lermanj@gmail.com","jeremy@ounceit.com"],"ScheduleSlotID":6,"ScheduleLocationID":8,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46696,"RecordingURL":null,"ConferenceID":1},{"ID":76,"Class":"Conversation","Created":1320158662,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"When kids write because they want to, not because we tell them to","Handle":"When_kids_write_because_they_want_to-not_because_we_tell_them_to","ShortDescription":"What happens when kids are given an opportunity to write what they want when they want to?  Come share in some of the stories of a group of kids who are directing their own learning PUBLICLY and help us generate guiding principles for all teachers.","Description":"This conversation will focus on building a wiki and blog platform that is both safe for elementary kids and provides a real-world audience.  Some of the stories will share insight in to when school gets in the way of real learning and call on \"the room\" to brainstorm how to avoid the traps of grading and assigning what can be a very personal learning path.","Link":["http:\/\/writingaroundourlives.wikispaces.com"],"Audience":["Elementary School","All School Levels"],"Practice":"We will build a collaborative wiki around how to develop a community of writers without letting school get in the way.  We will use real elementary student writing as well as stories the kids and a teacher tells about where the writing comes from and where it goes!","Presenter":["Becky Fisher","Pam Moran","Paula White"],"PresenterAffiliation":["Albemarle County Public Schools"],"PresenterEmail":["pwhite@k12albemarle.org"],"ScheduleSlotID":6,"ScheduleLocationID":15,"SubmitterID":62,"AdditionalComments":"Pam Moran (@pammoran) and Becky Fisher (@beckyfisher73) will join Paula.","LiveChannel":null,"Hashtag":null,"VokleID":46318,"RecordingURL":null,"ConferenceID":1},{"ID":46,"Class":"Conversation","Created":1319316116,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Youth Voices - Teaching students how to engage in random acts of commenting kindness","Handle":"Youth_Voices_-_Teaching_students_how_to_engage_in_random_acts_of_commenting_kindness","ShortDescription":"Join with us in building a site for conversations. We invite youth of all ages to voice their thoughts about their passions, to explain things they understand well, to wonder about things they have just begun to understand, and to share discussion posts with other young people using as many different media as they can imagine!","Description":"Youth Voices is a school-based social network that was started in 2003 by a group of National Writing Project teachers. We merged several earlier blogging projects. We have found that there are many advantages to bringing students together in one site that lives beyond any particular class. It's easier for individual students to read and write about their own passions, to connect with other students, comment on each others work, and create multimedia posts for each other. Further, it's been exciting for us to pool our knowledge about curriculum and digital literacies.\r\n\r\nIf being part of such a community makes sense to you, we invite you to come to this conversation and join us. We welcome any teacher interested in having students publish online and participate in the give and take of a social network like Youth Voices.","Link":["http:\/\/youthvoices.net"],"Audience":["All School Levels"],"Practice":"Participants will be encouraged to join Youth Voices, find discussion posts of interest to them, and write comments to those students. We will be using the same guides that we often use with students to engender detailed, thoughtful responses. \r\n\r\nThrough sharing what they find on the site, participants will reveal more and more about what Youth Voices is about, then will reflect on how the pedagogy represented by this tool might fit their efforts as teachers.","Presenter":["Paul Allison"],"PresenterAffiliation":["New York City Writing Project","National Writing Project","Bronx Academy Senior High"],"PresenterEmail":["allisonpr@gmail.com"],"ScheduleSlotID":6,"ScheduleLocationID":16,"SubmitterID":62,"AdditionalComments":"I would prefer to co-facilitate this session, and will look for an appropriate colleague to do that with.","LiveChannel":null,"Hashtag":null,"VokleID":46695,"RecordingURL":null,"ConferenceID":1},{"ID":94,"Class":"Conversation","Created":1320204709,"CreatorID":104,"RevisionID":null,"Status":"Accepted","Title":"#chats and #camps: Examining the Impact of Social Media-Fueled PD on Classroom Practice and Student Learning","Handle":"chats_and-camps-Examining_the_Impact_of_Social_Media-Fueled_PD_on_Classroom_Practice_and_Student_Learning","ShortDescription":"If Twitter chats and social media-fueled unconferences are as powerful as many believe, what evidence is there that they are making a difference? Our hope is that, out of this session, a virtual\/distributed teacher-research project will develop whereby participants can document impact of these PD practices on teaching and learning.","Description":"#edchat\r\n#RSCON3\r\n#140edu\r\n#TEDx______\r\n#edcamp____\r\n\r\n\r\nMany of the educators who participate(d) in the events listed above and others like them report that the events are\/were perfectly wonderful; amazing even. Apparently, this social media-aided PD is more powerful than any PD theyve ever done; better than any grad school course theyve taken. And, it may very well be.\r\n\r\nBut, many of the folks who take part in events like these have been at it for a couple\/few years now. And, weve become pretty good at sharing what theyre learning and even doing. Theres value in talking about and sharing ideas and actions, but that only gets us so far. Furthermore, many knowledge claims are made about how awesome these ideas are. Students are learning more! Students are so much more engaged! etc.\r\n\r\nSo, then, what are the warrants for these knowledge claims? What evidence is there that all of these new forms of professional learning are making a difference for kids?\r\n\r\nThink of it this way: imagine parents of a student in your classroom wants to know if the new stuff youve tried with their kid this year worked. How would you respond? What evidence would you offer? Imagine a principal considering awarding you professional development credits for participation in these events. How would you convince the principal that these professional learning experiences are legitimate?","Link":["http:\/\/bit.ly\/educonteacherresearch"],"Audience":["All School Levels"],"Practice":"This session is designed as part conversation, part workshop and part meeting. The attendees will ultimately be invited to participate in a virtual, distributed, teacher-research project aimed at uncovering and documenting the effects of social-media mediated, informal professional development on classroom practice and student learning. To get there, well open with some general discussion based on guiding questions. From there, well transition into an introduction to teacher-research, an important form of action research. Finally, well discuss the logistics and feasibility of organizing, undertaking, and starting  a virtual\/distributed teacher-research project.","Presenter":["Jonathan D. Becker","Meredith Stewart","Bud Hunt"],"PresenterAffiliation":["Virginia Commonwealth University (VA)","Cary Academy (NC)","St. Vrain Valley School District (CO)"],"PresenterEmail":["jbecker@vcu.edu","meredithlstewart@gmail.com","budtheteacher@gmail.com"],"ScheduleSlotID":8,"ScheduleLocationID":10,"SubmitterID":104,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46218,"RecordingURL":null,"ConferenceID":1},{"ID":121,"Class":"Conversation","Created":1322080580,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Amplifying Student Voice","Handle":"Amplifying_Student_Voice","ShortDescription":"Students are already expressing themselves to \"the outside world\" via a variety of networks and venues. What does this mean for schools? This session will explore how schools can engage with and amplify student voice in a way that is empowering for students and enriching for the learning community.","Description":"Larissa Pahomov is an English teacher at Science Leadership Academy, where she also teaches the Journalism elective and manages SLAMedia.org.\r\n\r\nKatie Robbins is the Director for Educational Programming for Figment.com, an online community for writing and reading young adult literature.\r\n\r\nThey first encountered each other when Larissa's English classes signed up for accounts on Figment to share their short stories with the world.\r\n\r\nSince then they have been talking about how to encourage this kind of \"amplification\" of student voice, and what kind of support and structures are needed to help make that happen.\r\n\r\nThey would like to share their experiences and observations with you, but mostly they want to hear your own ideas and perspectives on this topic -- current practices, successes and struggles, and thoughts about how to amplify student voice in any kind of school setting.\r\n\r\nSLA students will also be on hand to share their thoughts (which are really the most important here.)\r\n\r\nParticipants are encouraged (though not at all required) to sign up for accounts at Figment.com prior to the conversation, as confirmation is not instantaneous.","Link":["http:\/\/www.figment.com","http:\/\/www.SLAMedia.org"],"Audience":["All School Levels"],"Practice":"Here are some of the questions we hope to play with during the session: \r\n\r\n- What do students want to write about? How are already they doing that online?\r\n\r\n- What is authentic audience? How does it affect what you write? \r\n\r\n- How do we (as educators) help students grow as writers? How does an authentic audience help them grow?\r\n\r\n-How do students connect to each other and the larger world through student writing? what concerns are there? \r\n\r\nThe goal is that by sharing all of our experiences and thoughts on the matter, everybody attending the session will be able to walk out with an (improved) framework for amplifying student voice in their own learning community.","Presenter":["Larissa Pahomov","Katie Robbins","SLA Students"],"PresenterAffiliation":["Science Leadership Academy","Figment.com"],"PresenterEmail":["lpahomov@scienceleadership.org"],"ScheduleSlotID":8,"ScheduleLocationID":4,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46274,"RecordingURL":null,"ConferenceID":1},{"ID":18,"Class":"Conversation","Created":1317178525,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Controlling Cognitive Load in a Dual-Tasking Society","Handle":"Controlling_Cognitive_Load_in_a_Dual-Tasking_Society","ShortDescription":"SESSION RESOURCES\r\nhttp:\/\/educon24-cognitiveload-dualtasking.wikispaces.com\/\r\n\r\nThis site contains links to collaborative notes from the session as well as links to videos used for research and a link to a pdf of the conversation. You will also find a link to the article that forms the basis for this session. However, you will want to look for this through your school or university library.\r\n\r\nExplore the basics of cognitive processing and how multi-tasking impacts your ability to recall what you learn. Participants will receive an overview of cognitive process related to learning and memory, test their ability to multitask and discuss implications for teaching\/learning and ways to mitigate cognitive over-load in a dual-tasking society.","Description":"This session is based on original published research related to note-taking as a dual-task and complexity of environment.\r\n\r\nINTRODUCTION Participants will consider multi-tasking as fact or fiction and learn about a significant study in the field of multi-tasking while driving \r\n\r\nLEARNING ENVIRONMENTS \r\nParticipants will explore the characteristics of todays complex learning environments and methods of teaching and learning. They will be challenged to consider implications of this complexity on the effectiveness of learning related to the concept of cognitive load. \r\n\r\nBACKGROUND INFORMATION COGNITIVE PROCESSING AND MEMORY \r\nParticipants will be introduced to the underlying theories of learning as a process of moving from short-term memory to long-term memory and recall, Working Memory, Dual-Tasking, Cognitive Load Theory, Dual Channel Encoding, and Cognitive Dissonance. \r\n\r\nPARTICIPANT PARTICIPATION- ASSESSING MULTI-TASKING ABILITIES \r\nParticipants will have an opportunity to test their multi-tasking ability with a simple word recall task performed under different environmental and cognitive-load conditions. This helps to make the learning personal and connect to common activities that students perform in todays learning environments. This personal experience for participants is then connected to different forms of learning environments and tasks that students perform from note-taking to chatting online. \r\n\r\nIMPLICATIONS AND MITIGATION\r\nWith participants armed with basic theoretical constructs and a fresh personal perspective on their own abilities to learn and recall information under different environmental and cognitive conditions, we will discuss what this means for learning in todays classrooms. The direction of this conversation will depend greatly on their personal perspectives and experiences.","Link":[],"Audience":["All School Levels"],"Practice":"INTRODUCTION [5 min]\r\nThe session will start with a short introduction and activity where each individual will have a chance to experience performing a task under different cognitive demands. This should take about 5 minutes to complete. \r\n\r\nLEARNING ENVIRONMENT [10 min]\r\nThis transitions into a short group conversation about what constitutes a learning environment. During this time, note-takers at each table can take notes to a common working document to capture the conversation of the entire group.\r\n\r\nPRESENTATION OF BACKGROUND INFORMATION ON COGNITIVE PROCESSING [10-15 min]\r\nThis will open the conversation to a presentation of some basic concepts related to memory\/recall, cognitive-load, dual-tasking and dual channel encoding. The presentation of information here should be approximately 10-15 minutes and lays the groundwork for further informed discussions.\r\n\r\nPARTICIPANT PARTICIPATION- ASSESSING MULTI-TASKING ABILITIES [30 min]\r\nThis is a highly personal and interactive part of the session were participants will actually perform some of the tests we used in our study and explore the impact that different cognitive loads and environments have on their ability to perform a simple recall task. All of the test videos that are used in this session are also posted on YouTube so that they can duplicate the experience with their students, teachers and parent communities at their respective schools.\r\n\r\nIMPLICATIONS AND MITIGATION [30 min]\r\nThis is a group conversation in small focus groups where individuals will document the conversation on the common conference document. There will be various prompts for the groups to address in their groups. Near the end of this time, the groups will share key elements with the larger group.\r\n\r\nAll presentation materials, session notes and test videos will be available after the session.","Presenter":["Chris Bigenho"],"PresenterAffiliation":["Greenhill School"],"PresenterEmail":["bigenhoc@greenhill.org"],"ScheduleSlotID":8,"ScheduleLocationID":11,"SubmitterID":62,"AdditionalComments":"Original research that forms the basis of the presentation:\r\nLin, L. & Bigenho, C. (2011). Note-taking and memory in different media environments, Computers in the Schools, 28(3), 200-216.","LiveChannel":null,"Hashtag":null,"VokleID":46288,"RecordingURL":null,"ConferenceID":1},{"ID":86,"Class":"Conversation","Created":1320197080,"CreatorID":160,"RevisionID":null,"Status":"Accepted","Title":"Empowering Students Through Documentary Filmmaking","Handle":"Empowering_Students_Through_Documentary_Filmmaking","ShortDescription":"This conversation will be about the many benefits of creating documentary film with your students. We will also discuss ways to structure a documentary project in order to ensure student success. I will share my own successes and missteps Ive encountered in the last two years creating documentaries with middle school students in my own classroom.","Description":"In order for students to be critical consumers of digital media, its important for them to have the chance to create and share media themselves. Documentary filmmaking is a powerful way for students to craft persuasive messages through digital media. Creating documentaries allows students the opportunity to look deeply into real world topics and issues that interest them. \r\n\r\nWe will talk about the educational benefits of creating documentaries with students. We also will discuss different ways to organize a documentary project in your own classroom. We will cover equipment, topic selection, project organization, researching, setting up interviews with experts, transcribing and scriptwriting, filming, and editing. We will explore the basic tenets of the Fair Use Doctrine, and how it applies to embedding copyrighted content into student-created documentaries. We will also discuss appropriate and responsible ways for students to promote their films once they are done.\r\n\r\nI will share my own experiences creating documentaries with my middle school students over the past two years, as well as samples of student films. Creating documentaries with students is a tough and challenging project for both the teacher and the students. However, it can be an empowering experience with infinite learning possibilities.","Link":["https:\/\/docs.google.com\/document\/d\/1lUt6FEbgAKUyXFVDTEuTHS4NdtzY1HlcXdU4GR3n1Q8\/edit","http:\/\/studentdocs.wikispaces.com\/"],"Audience":["All School Levels"],"Practice":"One thing I will stress as I begin our conversation is that I am by no means an expert on this topic. Part of my motivation for having this conversation is to get feedback and advice on how I'm structuring this project in my own classroom. \r\n\r\nWe will be Skyping in Joel Malley, a high school Language Arts\/Media teacher in Cheektowaga, NY. Mr. Malley will share his experiences creating documentaries with his high school students. Participants will takes notes, share ideas, and add helpful links using Google Docs.","Presenter":["George Mayo"],"PresenterAffiliation":["Middle School Teacher in Montgomery County Public Schools","Maryland"],"PresenterEmail":["mrmayo.org@gmail.com"],"ScheduleSlotID":8,"ScheduleLocationID":12,"SubmitterID":160,"AdditionalComments":"Thanks!","LiveChannel":null,"Hashtag":null,"VokleID":46312,"RecordingURL":null,"ConferenceID":1},{"ID":84,"Class":"Conversation","Created":1320183663,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"K-12 and Higher Ed: The Best of Both Worlds","Handle":"K-12_and_Higher_Ed-The_Best_of_Both_Worlds","ShortDescription":"This conversation will focus on models and best practices of engagement and collaboration between K-12 schools and Colleges and Universities. The discussion will begin with descriptions of existing programs, particularly K-12 efforts supported through the National Science Foundation (NSF) to encourage greater participation in STEM in college and beyond.","Description":"There's arguably never been a greater need for collaboration and innovative programs spanning K-12 and higher education. At Drexel University, we've explored many paths for engagement with the School District of Philadelphia (Science Leadership Academy and many other schools) as well as other private and parochial schools in the region.\r\n\r\nDrexel hosts an NSF-sponsored STEM GK-12 program, partnering 10 engineering graduate student fellows with 10 high school science teachers and classrooms. The overarching theme for this project is the National Academy of Engineerings Grand Challenges, 14 imperatives facing the world that must be solved in the coming decades (providing clean water, making solar energy economical, etc.) The graduate fellows each spend at least 10 contact hours at their school in partnership with the participating teachers, employing their expertise and the context of the Engineering Grand Challenges to develop and implement new activities and curricula.\r\n\r\nThe Drexel College of Engineering has also developed several unique after-school and summer programs that offer novel opportunities for student engagement. Since 2006, the Music & Entertainment Technology lab has hosted the Summer Music Technology program (SMT), which uses the process and devices for creating and enjoying digital music to reveal some of the science, math, and engineering behind these technologies. Other initiatives have led to the formation and mentoring of robotics programs at local middle and high schools.\r\n\r\nAfter initially describing (briefly) some of these efforts, the conversation will solicit suggestions for other models for K-12 and College\/University collaboration and  brainstorming of new activities for potential development.","Link":[],"Audience":["High School","Middle School"],"Practice":"We will make the session available via Skype \/ webcast, and use an online mind-mapping tool to outline the discussion. We will also develop a more detailed wiki as the conversation progresses.","Presenter":["Youngmoo Kim","Adam Fontecchio"],"PresenterAffiliation":["Drexel University","College of Engineering"],"PresenterEmail":["ykim@drexel.edu","fontecchio@coe.drexel.edu"],"ScheduleSlotID":8,"ScheduleLocationID":15,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46319,"RecordingURL":null,"ConferenceID":1},{"ID":51,"Class":"Conversation","Created":1319737974,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Next Gen Professional Learning- Bringing Critical Skills into the 21st Century","Handle":"Next_Gen_Professional_Learning","ShortDescription":"How would you change a Progressive (yet traditionally delivered) PD model to make it work for you, your colleagues and your school?","Description":"AUNE's Critical Skills Program has a 25 year history of helping teachers become more progressive, more student-centered and more collaborative.  We're still doing it, but our model needs an upgrade!  Come help envision a new way of thinking about sustained, job-embedded professional learning.","Link":["http:\/\/tinyurl.com\/7fvurjj"],"Audience":["All School Levels"],"Practice":"We'll be using a Critical Skills Challenge- a problem-based, experiential exploration of materials.  You can preview the site here:  https:\/\/sites.google.com\/a\/antioch.edu\/the-critical-skills-program\/","Presenter":["Laura LR Thomas"],"PresenterAffiliation":["Antioch University New England"],"PresenterEmail":["lthomas@antioch.edu"],"ScheduleSlotID":8,"ScheduleLocationID":2,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46271,"RecordingURL":null,"ConferenceID":1},{"ID":127,"Class":"Conversation","Created":1322846985,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"On Being Resilient","Handle":"On_Being_Resilient","ShortDescription":"The educational landscape is awash with conversation of new, improved, innovation, creativity, change, adaptation, flexibility... and we want to change the learning environments to match the possibilities for innovation, creativity, change, flexibility and adaptation. We want inquiry and projects but what does that actually look like for the learner and the teacher over time?  How do we avoid burnout, apathy, a sense of overwhelm?  Join me to discuss strategies for developing resiliency within learning environments.","Description":"Resilient: springing back; rebounding - ability to recover readily from adversity, or the like.\r\n\r\nWhat are the conditions that support students and teachers so as to develop resiliency?  How can we shift focus to pare down the amount of 'stuff' that needs to be done so as to allow for adaptation, flexibility and change?  What systemic structures can help develop resiliency?  What does a resilient student do\/habits of practice? How does this look for the individual student, teacher, school, district?","Link":[],"Audience":["All School Levels"],"Practice":"A hybridized version of What? So What? Now What?","Presenter":["Diana Laufenberg"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["dlaufenberg@gmail.com"],"ScheduleSlotID":8,"ScheduleLocationID":13,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46261,"RecordingURL":null,"ConferenceID":1},{"ID":71,"Class":"Conversation","Created":1320108757,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Permission to Speak? Creating Communities of Advocacy in Education","Handle":"Permission_to_Speak-Creating_Communities_of_Advocacy_in_Education","ShortDescription":"New media and communications tools give teachers non-traditional ways to organize and work for change in their classrooms, schools, divisions, and country. Join Chad Sansing, Kirsten Olson, Christina Cantrill, and Paul Oh for a conversation about creating online spaces of permission for students, parents, and educators to speak and enact the changes they want to see in our shared work of education.","Description":"New media and communications tools give teachers non-traditional ways to organize and work for change in their classrooms, schools, divisions, and country. In this sessions, educators who have built online communities of practice around educational transformation will gather to facilitate a discussion about the nuts and bolts of creating self-sustaining spaces of permission to question schooling in constructive and provocative ways.\r\n\r\nFacilitators will also talk about translating online conversations and relationships into local change at the classroom, school, division, state and national levels. \r\n\r\nParticipants will be able to pose questions and provocations and will leave with an understanding of the planning, implementation, and stewardship of online communities of permission at a variety of scales and levels of web development.\r\n\r\nChad Sansing will facilitate from the perspective of a classroom teacher involved as a partner in several DIY efforts to impact educational practice and pedagogy, including #blog4nwp, Coperative Calatlyst, and the Occupy Education tumblr.\r\n\r\nKirsten Olson will facilitate from the perspective of a consultant, writer, and agitator for systems change in United States school and public education.\r\n\r\nChristina Cantrill will facilitate from the perspective of her research into teacher leadership and from her perspective as part of the National Writing Projects (NWP) efforts to build capacity for teacher leadership in professional development.\r\n\r\nPaul Oh will facilitate (virtually from CA) from his perspective as the coordinator of the NWPs technology liaison program and from the projects experience in building spaces such as Digital Is and NWP Connect.","Link":[],"Audience":["All School Levels"],"Practice":"We will post to the communities we discuss before, during, and after the event. We will also Skypecast the session and host a Google+ hangout during it.","Presenter":["Chad Sansing","Kirsten Olson","Christina Cantrill","Paul Oh"],"PresenterAffiliation":[],"PresenterEmail":["csansing@gmail.com","kirsten@oldsow.net","ccantrill@nwp.org","poh@nwp.org"],"ScheduleSlotID":8,"ScheduleLocationID":7,"SubmitterID":62,"AdditionalComments":"Paul will facilitate virtually from California if the conversation is accepted.\r\n\r\nWe will certainly post about this conversation - if accepted - before EduCon and actively solicit the participation of attendees from communities like the Educators' PLN, CopCatalyst, and #occupyedu\/#occupytheclassroom.","LiveChannel":null,"Hashtag":null,"VokleID":46305,"RecordingURL":null,"ConferenceID":1},{"ID":117,"Class":"Conversation","Created":1322078970,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Power to the People: (Rough Cut Media) Discussion on the role media literacy and production tools should have in schools","Handle":"Power_to_the_People-Developing_a_National_Minimum_Standard_for_Media_Literacy_and_Media_Creation_on_the_Secondary_Level","ShortDescription":"Discussion about the role media literacy and media creation tools should have in ALL high schools. Current and former students from SLA's Rough Cut Media program will participate.","Description":"Discuss the role(s) media literacy and production tools currently play on the secondary level. Incorporate current and former media students from SLA's Rough Cut Media program into small group discussions centered on identifying commonalities and differences in need(s). The workshop will also serve to develop language and objectives for a minimum standard for media literacy and creation across learning environments on the secondary level.","Link":[],"Audience":["High School"],"Practice":"Students will be included in a panel along with staff members. After a brief \"show and tell\" of what we have achieved in the past 3 years at SLA, the session will be broken down into small group discussions about the current role(s) media plays in a myriad of educational environments, obstacles that exist to implementation, and strategies to follow in starting\/building programs into self-sustaining entities with revenue streams within five years. Small groups will be asked to document their discussions on g-docs to continue the conversation past the live session.","Presenter":["Douglas Herman","Josh Weisgrau","Marcie Hull"],"PresenterAffiliation":["Douglas Herman\/Marcie Hull (SLA); Josh Weisgrau (Friends Central)","Douglas Herman\/Josh Weisgrau (Rough Cut Media)"],"PresenterEmail":["dherman@scienceleadership.org"],"ScheduleSlotID":8,"ScheduleLocationID":5,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46282,"RecordingURL":null,"ConferenceID":1},{"ID":80,"Class":"Conversation","Created":1320165800,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Re-Imagining Your School","Handle":"Re-Imagining_Your_School","ShortDescription":"What would your ideal school or education be like? How can you make that vision come alive in your school? Re-imagine school without any limits and then overlay that vision on what your school is like now and how you can make that vision a reality.","Description":"Sometimes what holds us back in education is right in front of us. We are too analytical measuring our dreams and visions of what school should look like against the barriers that make school less than ideal. \r\n\r\nNow is not the time to limit our imaginations, it is the time to re-imagine school and education. What would the ideal school look like? What is the purpose of education? What do we value? What do we want our children's lives to look like? How can you get teachers, parents and students to re-imagine with you? How we make this a positive conversation with all stakeholders?\r\n\r\nNow, take that vision of re-imagining and overlay it on top of the reality of your school. Where can you make changes today? How can you plan for the future? \r\n\r\nWe have started this process in my school. We started it not knowing necessarily how it was or is going to end. The conversations have been so rich and inspiring. The topics have been grand and mundane. The process has changed several times, but the reasons for starting this process have not changed. We believe that we better reflect what we value in education. We believe that change is possible. We believe that every child deserves a chance to love learning and become life-long learners and that there are things that we can do to make that happen. \r\n\r\n\"If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them.\"-Henry David Thoreau \r\n\r\nLet's discuss how to build these castles and how to put foundations under them.","Link":[],"Audience":["All School Levels"],"Practice":"We will start with brainstorming and using web 2.0 brainstorming tools that we decide on in the workshop. They could be a wiki, wall wisher, mind mapping, or all of the above. \r\n\r\nWe will put everything together in a wiki to share and add to at the session and beyond.","Presenter":["Samantha Morra"],"PresenterAffiliation":["Montclair Public Schools","Montclair","NJ"],"PresenterEmail":["smsmorra@gmail.com"],"ScheduleSlotID":8,"ScheduleLocationID":14,"SubmitterID":62,"AdditionalComments":"Looking forward to another amazing experience at EduCon!","LiveChannel":null,"Hashtag":null,"VokleID":46225,"RecordingURL":null,"ConferenceID":1},{"ID":57,"Class":"Conversation","Created":1320020802,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Reinvent Your School Library and Computer Lab into a Learning Commons","Handle":"Reinvent_Your_School_Library_and_Computer_Lab_into_a_Learning_Commons","ShortDescription":"Participate with us in the dynamic transformation, both physical and virtual, of school libraries and computer labs from storage, stuff, and technology training into the center of teaching and learning in your school.","Description":"Obsolete? Outmoded? Unaffordable? These are just a few of the questions we hear about libraries and computer labs in the age of the ubiquitous Internet. We invite you to do some 180 degree thinking, planning, idea sharing, and leadership to move traditional ideas into exciting physical and virtual foundational elements of knowledge building.   \r\n\r\nWhat is the central role of information and technology in a world of digital natives? Are teachers and students so sophisticated in their tech and info use that they require little to no partnerships with teacher librarians and teacher technologists? If inquiry is so central to learning, do kids and teens automatically excel the moment we flip on the Internet switch? Is the library and computer lab just an organizational solution for teacher planning periods?\r\n\r\nDuring our time together, we will confront major reasons and possibilities and tours of what really happens when a Learning Commons rises like a Phoenix as a new physical and virtual world.\r\n\r\nAsking every participant to brainstorm, we will, together probe ideas, examine actual school transformations, and lay down together major principles that will propel schools of inquiry toward excellence.\r\n\r\nMeeting in an actual library, we will redesign an actual space and a companion virtual space for almost no money, for some money, and for a complete architectural redesign (architects and administrators needed)\r\n\r\nEach participant will go home with the collaborative intelligence we build together plus a plethora of information sources, and actual transformations of schools around North America who have created Leaning Commons.","Link":["https:\/\/sites.google.com\/site\/educon24learningcommons\/"],"Audience":["All School Levels"],"Practice":"We will create our own web site known as a Knowledge Building Center where everyone in the audience will participate using Web 2.0 tools to brainstorm, analyze, synthesize, see examples, share resources and develop collaborative intelligence in a virtual space that we would expect teacher librarians and teacher technologists to be co-teaching alongside classroom teachers.","Presenter":["David Loertscher","Joyce Valenza"],"PresenterAffiliation":["Joyce Valenza","Teacher Librarian","Springfield Township High School","Philadelphia PA and David Loertscher","Professor of Library and Information Science","San Jose State University"],"PresenterEmail":["joycevalenza@gmail.com","reader.david@gmail.com"],"ScheduleSlotID":8,"ScheduleLocationID":6,"SubmitterID":62,"AdditionalComments":"We hope to use images of the library of the Science Leadership Academy as a starting point for discussion around realistic reinvention of physical and virtual space.","LiveChannel":null,"Hashtag":null,"VokleID":46705,"RecordingURL":null,"ConferenceID":1},{"ID":41,"Class":"Conversation","Created":1319132119,"CreatorID":185,"RevisionID":null,"Status":"Accepted","Title":"Synergy - Questions are the waypoints on the path of wisdom","Handle":"Synergy_-_Questions_are_the_waypoints_on_the_path_of_wisdom","ShortDescription":"Like a tribe around the fire, lets discuss how we implement PBL as an entire course rather than as an input to a class. The conversation starters will describe Synergy  an 8th grade community-issues course. Then, through story exchange, we will share a variety of PBL ideas and implementation methods.","Description":"In Westminsters 8th grade, we are experiencing year two of a new course called Synergy 8. Synergy is a non-departmentalized, transdisciplinary, non-graded, community-issues, problem-solving course. While we begin with an alpha project to practice project process, we use the Falconer method to empower student questioning and curiosity. From the student questions, the entire team generates the projects on which learners of all ages ultimately work. \r\nOur conversational focus will be PBL (project-based learning, problem-based learning, passion-based learning, place-based learning, etc.). We intend to generate ideas from an exchange of current practices and possibilities. We hope to move beyond mere conversation and bridge into collaboration by building for the future more student-learner generated PBLperhaps even big, hairy audacious PBL that unites our various schools and increases the mass of folks working on the problems which define our world.\r\nFor more detailed stimulus about Synergy and PBL, see categories and tags on Bos and Jills blogs: Its About Learning, http:\/\/itsaboutlearning.wordpress.com (Bos blog) and Experiments in Learning by Doing, http:\/\/jplgough.wordpress.com (Jills blog).","Link":[],"Audience":["Middle School","All School Levels"],"Practice":"Jill Gough and Bo Adams intend to facilitate a participatory discussion and work session through various Gamestorming processes and other active-engagement protocols. Depending on the particular session dynamics, we will use a web 2.0 tool or two to facilitate ongoing work on big-picture PBL.","Presenter":["Bo Adams","Jill Gough"],"PresenterAffiliation":["The Westminster Schools and The Center for Teaching"],"PresenterEmail":["boadams@westminster.net","boadams7@gmail.com","jillgough@westminster.net","jplgough@gmail.com"],"ScheduleSlotID":8,"ScheduleLocationID":8,"SubmitterID":185,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46294,"RecordingURL":null,"ConferenceID":1},{"ID":107,"Class":"Conversation","Created":1321915697,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"The Role of Adventure Education in a Project Based Learning Environment","Handle":"The_Role_of_Adventure_Education_in_a_Project_Based_Learning_Environment","ShortDescription":"Some of the richest educational experiences can occur beyond the classroom walls.  This conversation will focus on ways to expose students to adventure education and the outdoors.  Discussion will cover place-based education, service learning, outdoor trips, and challenge courses.  Come to share stories and explore new ideas.","Description":"Some of the richest educational experiences can occur beyond the classroom walls.  This conversation will focus on ways to expose students to adventure education and the outdoors.  Discussion will cover place-based education, service learning, outdoor trips, and challenge courses.  Come to share stories and explore new ideas.","Link":[],"Audience":["All School Levels"],"Practice":"This will be a sharing of ideas, including a gallery walk and best practices.","Presenter":["Caitlin Thompson","Jacob Lotkowski"],"PresenterAffiliation":["SLA Math Dept.","Masters Candidate at Prescott College with a focus in Adventure Education and SLA class of 2014 student"],"PresenterEmail":["cthompson@scienceleadership.org"],"ScheduleSlotID":8,"ScheduleLocationID":3,"SubmitterID":62,"AdditionalComments":"Saturday please!","LiveChannel":null,"Hashtag":null,"VokleID":46284,"RecordingURL":null,"ConferenceID":1},{"ID":58,"Class":"Conversation","Created":1320022335,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Thinking About Thinking Skills: Not Content but Process","Handle":"Thinking_About_Thinking_Skills-Not_Content_but_Process","ShortDescription":"The focus in education seems to be on content and knowledge. This session will shift that focus to the naturally occurring patterns in our thinking and how to use those patterns for deeper exploration and understanding.","Description":"How people think about ideas is equally important to the ideas about which they are thinking. This is as true for pre-kindergarten students as it is for PhD candidates. Understanding how we are thinking is a huge step towards better understanding of any idea. The traditional style of education prepares students to pass tests and parrot back information but often does not prepare them for thinking more creatively and solving a variety of problems. Taking the time to teach them about the structure of their thinking, and doing the same ourselves, will support this goal.\r\nWe will explore five patterns of thinking, what they mean for us as thinkers, and how we can help our students use them. Brief videos of classroom lessons from a variety of grade levels will be shown to help illustrate the patterns and foster conversation.","Link":[],"Audience":["All School Levels"],"Practice":"Small group discussions will happen after each video clip. This idea is complicated and will require time for people to grapple with it through conversations. In addition, other teachers familiar with this idea will be joining us through social media.","Presenter":["Jennifer Orr"],"PresenterAffiliation":["Annandale Terrace Elementary"],"PresenterEmail":["jenorr@gmail.com"],"ScheduleSlotID":8,"ScheduleLocationID":16,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46325,"RecordingURL":null,"ConferenceID":1},{"ID":38,"Class":"Conversation","Created":1319119983,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Tradition vs Innovation, a Battle of  Beliefs","Handle":"Tradition_vs_Innovation-a_Battle_of_Beliefs","ShortDescription":"In a world where students are constantly plugged in, how do we find the balance between engaging them on their level and teaching them the face to face skills of real life interaction? In this conversation we will debate the benefits and challenges of a traditional vs an innovative curriculum.","Description":"In a world where students are constantly plugged in, how do we find the balance between engaging them on their level and also teaching them the face to face skills of conversation and real life interaction? When children share the same physical space, how do we ensure they also share the same mental space? \r\n\r\nIn this conversation we will debate the benefits and challenges of a traditional vs an innovative curriculum. We will consider the time honored experiences that we have all had and try to reconcile them with a 21st century skill set. Using a debate format, the presenters will each represent a side of the issue, taking questions from the group and following up with a conversation to further explore and debrief the experience.\r\n\r\nIn this session we will attempt to answer the following questions:\r\n - How do we find the balance between plugged in and unplugged learning?\r\n - How much technology should happen in the classroom and how much at home?\r\n - How does the digital divide impact our choices about how and what to teach?\r\n - What are the essential face-to-face skills that we dont want to lose?\r\n - What are the essential technology skills that students must learn?","Link":[],"Audience":["All School Levels"],"Practice":"We will attempt to bring this conversation to life through the use of a debate format, role playing and possible use of the ping pong protocol. We plan to engage everyone in the room and push them to question their assumptions and explore both sides of the issue.","Presenter":["Liz Davis and Lisa Thumann"],"PresenterAffiliation":["Director of Academic Technology at Belmont Hill School in Belmont","MA and Innovative Learning Technologies at the School for Global Education and Innovation at Kean University","NJ"],"PresenterEmail":["lizbdavis@gmail.com","lisa.thumann@gmail.com"],"ScheduleSlotID":8,"ScheduleLocationID":9,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46301,"RecordingURL":null,"ConferenceID":1},{"ID":44,"Class":"Conversation","Created":1319210406,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Big ideas and authentic problems: Designing learning experiences with (and without) social media","Handle":"Big_ideas_and_authentic_problems-Designing_learning_experiences_with-and_without-social_media","ShortDescription":"The NYC iSchool believes that learning experiences should be grounded in solving real problems. How might educators identify these problems and design curriculum around their investigation? We\u2019ll discuss two courses: The Sixteen Project, an anthropological look at coming of age around the world, and #disastercamp, a design workshop for disaster response.","Description":"The NYC iSchool believes that learning experiences should be grounded in solving real problems. How might educators identify these problems and design curriculum around their investigation? We\u2019ll discuss two courses: The Sixteen Project, an anthropological look at coming of age around the world, and #disastercamp, a design workshop for disaster response. \r\n\r\nWith Michael Wesch's work as a precedent for digital ethnography in an undergraduate setting, The Sixteen Project aims to investigate similar themes with high school students by investigating culture and coming of age from an anthropological perspective. The Sixteen Project proposes new questions about the high school experience. How might learning be more intimately connected to both personal and global questions? How do students engage with other communities and at the same time begin to see themselves as other? How significant is the physical classroom environment when these investigations occur across the globe via Skype, Flickr, Google Voice and Vimeo? \r\n\r\n#disastercamp asks participants to design creative solutions for disaster response. Inspired by the 2011 Imagine Cup Emergency Response and Crowd Sourcing challenge, this course investigates the extent to which natural disasters are ever natural and looks to design as a methodology for creative problem-solving. Participants engage with each step of the design process as they move toward a final concept that leverages social media and other tools to improve communication and coordination for disaster relief.","Link":["http:\/\/www.thesixteenproject.wordpress.com","http:\/\/roomfourzerotwo.com\/disastercamp\/"],"Audience":["All School Levels"],"Practice":"This workshop will guide participants through the collaborative process of designing their own problem-based courses with this \"module\" class protocol.","Presenter":["Christina Jenkins","Francesca Fay","Alisa Berger","Mary Moss"],"PresenterAffiliation":["NYC iSchool"],"PresenterEmail":["jenkins.christina@gmail.com"],"ScheduleSlotID":9,"ScheduleLocationID":14,"SubmitterID":62,"AdditionalComments":"Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":46259,"RecordingURL":null,"ConferenceID":1},{"ID":67,"Class":"Conversation","Created":1320089397,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Building Bridges: Communities of Practice from K-16","Handle":"Building_Bridges-Communities_of_Practice_from_K-16","ShortDescription":"There is a cycle of blame and recrimination between Higher Ed and K-12, yet rarely do we come together to talk about the trajectory of learning across these two worlds. This session will develop practical ideas about how to develop these conversations in our own schools and communities.","Description":"Faculty in higher education regularly express their concern that incoming students are not adequately prepared for college learning, yet they rarely attempt to understand the current pressures and challenges that face K-12 educators. K-12 educators are increasingly pressured to prepare more and more students for higher education, yet they rarely have opportunities to engage in deeper conversations with college faculty about what college teaching and learning is like today. \r\n\r\nWe believe its time for us to understand one another, generally, as educators, with an overarching, shared goal of teaching todays students, from K-16. In order to empower our students to succeed at all levels, we need to engage in a continuous conversation about the pressures, challenges, and innovations that are occurring in our institutions. Furthermore, we need to be imagining ways in which educators at all levels can collaborate on shared projects and initiatives.\r\n\r\nWe will introduce this session by talking about existing models for K-16 collaboration and conversation, as well as the barriers to that collaboration. From there, we will work with the audience to brainstorm a range of approaches to fostering K-16 collaboration and conversation within our own communities. Attendees will leave with a list of practical approaches to address the challenge as well as a list of strategies for talking about this challenge with stakeholders in their own professional communities.","Link":["https:\/\/docs.google.com\/present\/edit?id=0AZx3w9ad7t61YWpqdDY5a2JrYjI2XzU0NGZybTk2OWZm"],"Audience":["All School Levels"],"Practice":"In addition to fostering informal conversation and collaboration with the attendees in the room, we will be making use of social networking and media tools to invite participation from individuals who arent attending EduCon. This will be particularly useful as a way to reach out to higher education colleagues who dont normally attend this event.","Presenter":["Tom Woodward","Tim Stahmer","Jeff McClurken","Tim Owens","Martha Burtis"],"PresenterAffiliation":["Henrico County Public Schools","Fairfax County Public Schools","University of Mary Washington"],"PresenterEmail":["twwoodward@henrico.k12.va.us","tim@assortedstuff.com","jmcclurk@umw.edu","towens@umw.edu","mburtis@umw.edu"],"ScheduleSlotID":9,"ScheduleLocationID":16,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46327,"RecordingURL":null,"ConferenceID":1},{"ID":63,"Class":"Conversation","Created":1320074420,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Collaborating with New Media Literacies","Handle":"Collaborating_with_New_Media_Literacies","ShortDescription":"Henry Jenkins has defined new media literacy skills for our participatory culture. In the 21st Century school, students\/parents\/teachers\/administrators need to embrace these skills and harness their ability to enhance communication, motivation, understanding, and accountability.","Description":"In the school of the future, teachers plan together to design units and projects that integrate multiple subject areas and technologies. Students work collaboratively and independently using a variety of 21st Century tools to embrace new literacies and enhance communication, motivation, understanding, and accountability. There are national\/international standards for new media use and technology integration put out by ISTE, NCTE, and other organizations that can be used as guides. School communities perpetually innovate and use available resources academically, responsibly, and respectfully. Still, we need to constantly grapple with the following questions: How are students using new media? How are teachers modeling how to use these tools appropriately? How are we preparing our digital natives to be digital citizens?\r\n\r\nIn this session, we hope to facilitate a conversation where we:\r\n1. Define the terms: Media, literacy, new media, new literacies.\r\n2. Discuss Henry Jenkins' new media literacy skills and what it means to be part of a participatory culture: Play, performance, simulation, appropriation, multitasking, distributed cognition, collective intelligence, judgment, transmedia navigation, networking, negotiation, visualization.\r\n3. Examine specific examples of multidisciplinary academic projects that reinforce these skills.","Link":[],"Audience":["All School Levels"],"Practice":"Discussion! As part of our Participatory Culture, we need to actively create ways for members to participate. For those present, we can engage in direct conversation. Additionally, the conversation can continue online via Twitter, a shared Google Doc, and a Posterous space dedicated to collecting archival artifacts.","Presenter":["Karen Blumberg","Don Buckley"],"PresenterAffiliation":["The School at Columbia University"],"PresenterEmail":["kblumberg@theschool.columbia.edu","dbuckley@theschool.columbia.edu"],"ScheduleSlotID":9,"ScheduleLocationID":11,"SubmitterID":62,"AdditionalComments":"Thank you!","LiveChannel":null,"Hashtag":null,"VokleID":46290,"RecordingURL":null,"ConferenceID":1},{"ID":3,"Class":"Conversation","Created":1314050817,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Cultivating an Authentic Voice in the Online Environment","Handle":"Cultivating_an_Authentic_Voice_in_the_Online_Environment","ShortDescription":"Writing is practice in self-discovery and self-expression, even as the writer engages in dialogue with external sources and peers. The context is an e-environment: infinite resources that overwhelm. The challenge:  guide students in establishing voice\/vision:  I\/the subjective eye. We will explore free writing as an essential stage of authentic writing,","Description":"Self is delineated in the writing process:  authentic writing evolves in critical discourse with audience, subject, and sources of information.  Discussion boards, blogs facilitate this development. This session considers writing as practice in the art of self-discovery and self-expression, even as the writer engages in dialogue with authoritative texts (external sources) and with peers.   The challenge is to guide students toward establishing voice and vision:  I\/the subjective eye. The context is an environment of infinite resources that overwhelm the voice of the student writer:  \u201ccutting and pasting\u201d is easier than thinking; regurgitation is easier than inquiry and discovery. We will explore free writing as an essential stage of  authentic writing: composition, research papers, blogs (leading) and discussion board postings (following). Original writing must involve a study of self:  innermost thoughts, belief systems, moral values and aesthetic values.  Authentic writing is  a journey through unfamiliar territories: the subject matter and the subjective eye. Exploration involves questioning, challenging, testing --  not merely absorbing and restating.  The desire to understand beckons us further. \"Research can engender dialogue across centuries, across oceans, through infinite cyberspace.  It represents a human desire to move forward, to discover new places and fathom the nature of self in the process.  It breaks through isolation to dispel ignorance, prejudice, fear of the unknown\" (DeSena 9).\r\n\r\nWork Cited\r\nDeSena, Laura Hennessey.  Preventing Plagiarism: tips and techniques. Urbana,   \r\n       Il.: NCTE, 2007.","Link":[],"Audience":["High School"],"Practice":"Using a discussion board to concretize the chaos of collaboration:  the generation of assignment ideas of participants for all fields requiring research and composition that are embedded in a context of critical discourse in the online environment.","Presenter":["Laura DeSena"],"PresenterAffiliation":["NYU","West Milford High School","NJ","Innovations in Online Education","Inc."],"PresenterEmail":["judeobsc17@gmail.com"],"ScheduleSlotID":9,"ScheduleLocationID":3,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46285,"RecordingURL":null,"ConferenceID":1},{"ID":111,"Class":"Conversation","Created":1322077328,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Differentiated Support for Math Students: Strategies to Foster Success Across Math Levels","Handle":"Differentiated_Support_for_Math_Students-Strategies_to_Foster_Success_Across_Math_Levels","ShortDescription":"This session will focus on strategies to support students in math classes. Included will be discussions on designing new courses\/curricula, utilizing Student Assistant Teachers, introducing standards based grading, and creating structures outside of class to help students.","Description":"This session will focus on strategies to support students in math classes. The conversation will include discussion of in-the-moment tactics to help struggling students and also the structures schools and teachers can put in place to help struggling math students succeed.\r\n\r\nBrad Latimer, head of the SLA math department, and Luna Frank-Fischer, SLA class of '12, will also explain the specific strategies Science Leadership Academy uses to support students who struggle in math class.","Link":["http:\/\/tinyurl.com\/89c2k2v","http:\/\/tinyurl.com\/76yptc4"],"Audience":["High School"],"Practice":"Whole group discussion and small group discussion","Presenter":["Brad Latimer","Luna Frank-Fischer"],"PresenterAffiliation":[],"PresenterEmail":["blatimer@scienceleadership.org"],"ScheduleSlotID":9,"ScheduleLocationID":8,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46295,"RecordingURL":null,"ConferenceID":1},{"ID":126,"Class":"Conversation","Created":1322798079,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"How do we ask the right questions?","Handle":"How_do_we_ask_the_right_questions","ShortDescription":"This session will look at inquiry as a tool for professional development as well as classroom instruction. Participants will participate in group discussions, share resources and have the option of enrolling in a collaborative study group that continues the conversation after EduCon.","Description":"The idea of an inquiry-driven education model is older than Dewey. Still, few schools, classrooms or faculties work to give the time and space necessary to engage in true cycles of inquiry. Using leading journal articles, practice experience and the fund of knowledge provided by participants, this conversation will work to begin or refine participants' inquiry-based practices. Additionally, participants will have the option of continuing their study and learning through an online study group in the weeks following EduCon.","Link":["https:\/\/docs.google.com\/document\/d\/1urnlc-m-yDlcqnQfq1nMC1956TIP26JcdCEERVDudog\/edit","https:\/\/sites.google.com\/site\/chaseeducon24\/"],"Audience":["All School Levels"],"Practice":"Conversation","Presenter":["Zac Chase"],"PresenterAffiliation":["Harvard Graduate School of Education Master's Candidate"],"PresenterEmail":["zac.chase@gmail.com"],"ScheduleSlotID":9,"ScheduleLocationID":6,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46706,"RecordingURL":null,"ConferenceID":1},{"ID":2,"Class":"Conversation","Created":1313753557,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"If current reform is making things worse, is radical reform necessary?","Handle":"If_current_reform_is_making_things_worse-is_radical_reform_necessary","ShortDescription":"The current focus on testing may be turning off students to real learning as it narrows the curriculum. If we ditch standardized tests, how do we evaluate students, teachers, and schools and what radical changes do we make to our schools?","Description":"There is abundant research on motivation (Pink, 2009), learning (Gallagher 2009), standardized testing (Harris, Smith, & Harris, 2011), and the standards movement (Stedman, 2010) that shows how the current reform efforts that focus on using tests to evaluate schools and teachers lowers student motivation and teacher moral while it narrows the curriculum. Even China has started to realize that a standardized testing system that dates to 600 CE is bad (Zhao, 2010). There are ways to evaluate student learning that don't depend on standardized tests and don't use the extrinsic motivation of grades. In a time when anyone can learn anything, anywhere, at anytime, why do we still force everyone to learn the same thing in the same place at the same time? What are some of the non incremental changes we should consider? Here is the link to my summaries of the books sited above: http:\/\/bit.ly\/ogLq0n.","Link":[],"Audience":["All School Levels"],"Practice":"I suggest a panel discussion featuring ideas of what we do to motivate students and encourage real learning. The panel will also take on how to evaluate students, teachers, and schools. This will build on the panel I was part of at #140edu in New York City on August 3rd. Here is the link: http:\/\/bit.ly\/mPp4Lb","Presenter":["Douglas W. Green"],"PresenterAffiliation":["http\/\/:DrDougGreen.Com","SUNY Cortland","Binghamton University","AAAS","PDK"],"PresenterEmail":["dgreen@stny.rr.com"],"ScheduleSlotID":9,"ScheduleLocationID":2,"SubmitterID":62,"AdditionalComments":"Chris Lehman saw me at #140edu and sent me notification of this conference via Twitter. Thanks Chris.","LiveChannel":null,"Hashtag":null,"VokleID":46273,"RecordingURL":null,"ConferenceID":1},{"ID":123,"Class":"Conversation","Created":1322504811,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Learning in Public","Handle":"Learning_in_Public","ShortDescription":"Social media tools such as Youtube have dramatically changed the learning landscape for young people and adults. Many people are now sharing their learning online, inspiring others to do the same, resulting in the creation of vibrant peer-learning communities. Lets talk about the implications of this movement. What is the value of learning in public, what is the difference between learning and sharing, and how can schools embraces these new affordances?","Description":"Many educators and institutions are now placing tremendous value on being connected. However, there are numerous, essential differences between being online and learning online. In this conversation, participants will explore examples (from various subject areas and grade levels) of those who visit, take residence, and learn in online spaces. Through the conversation around these shared examples, we will move to explore key questions stemming from this topic such as:\r\n\r\n- What can educators learn from non-formal and informal learning environments?\r\n- What is the value of learning in public?\r\n- What are potential personal and\/or systematic barriers to learning in public?\r\n- What is the difference between learning and sharing?\r\n- How should schools address or embrace the affordances of public learning spaces?","Link":[],"Audience":["All School Levels"],"Practice":"There will be a very short, 5-10 minute, overview of the topic that will be followed by a large group discussion (possibly small groups as well). We will use a wiki or Google Doc to track important points, share examples, and invite others to collaborate before\/beyond the date of the session.","Presenter":["Alec Couros","Dean Shareski"],"PresenterAffiliation":["University of Regina","Discovery Education"],"PresenterEmail":["couros@gmail.com","shareski@gmail.com","jonathan.d.becker@gmail.com"],"ScheduleSlotID":9,"ScheduleLocationID":15,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46320,"RecordingURL":null,"ConferenceID":1},{"ID":12,"Class":"Conversation","Created":1316177728,"CreatorID":53,"RevisionID":null,"Status":"Accepted","Title":"Question IT: Are We Mad?!","Handle":"Question_IT-Are_We_Mad","ShortDescription":"Time to bust some myths! Many one-liners and simplistic claims are made, like \"Kids don't need to memorize anything. They can just Google it!\" Or, Its not about the tool. Its about the learning. We think such claims may be dangerous and misleading. Lets chat and deeply explore some myths.","Description":"The intention of this conversation is to encourage us to question the superficiality and decontextualized statements that we often hear and see repeated and retweeted. Although the intent of these well-intentioned claims may often be clear to those of us who have been around for a while, we believe it may mislead many who are newer to the profession.  Many of the claims infer a simple dichotomy  e.g., 'memorize' or 'don't memorize'. Things are generally not that simple and a statement like that needs to be fleshed out and understood more deeply. Other such myths include: \"Kids are great with computers.\" Hmmmmmsocial networks maybe!  Or, \"Its not about the tools, its about the learning.\" HmmmmMcLuhan may have had something to say about that one!  How about, \"Lectures are bad pedagogy.\" Always? For all people? At all times?  Another common one is, Kids can multitask. These are extremely complex points. Lets have some conversation about some of them.","Link":["http:\/\/peterskillen.org","http:\/\/brendasherry.com"],"Audience":["All School Levels"],"Practice":"It would be our intention to introduce the problem, state\/share the myths we have in mind (some of which are listed above), evoke some others from audience members, then allow the audience to determine which ones to discuss. Although we have our own opinions to share on these topics, there are many folks who will have ideas and perspectives that we have not thought of. It is those which we wish to elicit and support. We will use various techniques to include all voices. We will get through as many as we get through.  We will also have a creation space (Google Doc or wiki) to collect thoughts from those present (both physically and virtually).","Presenter":["Peter Skillen","Brenda Sherry"],"PresenterAffiliation":["YMCA of Greater Toronto","Upper Grand District School Board"],"PresenterEmail":["peter@peterskillen.org","bsherry1@me.com"],"ScheduleSlotID":9,"ScheduleLocationID":9,"SubmitterID":53,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46303,"RecordingURL":null,"ConferenceID":1},{"ID":106,"Class":"Conversation","Created":1321415443,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"The Rise of the Introvert","Handle":"The_Rise_of_the_Introvert","ShortDescription":"Traditional school systems do not always support the needs of introverts.  This session will begin to address the needs of introverts in today's classrooms.","Description":"Traditional school systems do not always support the needs of introverts.  Brain research continues to shed light on the differences between introverts and extroverts and how we can best develop pedagogy around connective technologies to better meet individuals needs.  At this session, not only will I share my experience as an introverted leader, but well also discussion and school community practices that support the growth of both extroverts and introverts.","Link":[],"Audience":["All School Levels"],"Practice":"I will share some of the current brain research associated with introverts and extroverts before opening floor to discussing best practices.","Presenter":["Tony Baldasaro"],"PresenterAffiliation":["Powerful Learning Practices & The Virtual Learning Academy Charter School"],"PresenterEmail":["tbaldasaro@gmail.com"],"ScheduleSlotID":9,"ScheduleLocationID":7,"SubmitterID":62,"AdditionalComments":"There's a bigger conversation here about leader and introverts that I would like to get into if we have time.  However, I think that the bulk of our time together will be spent talking about classroom\/school practices.","LiveChannel":null,"Hashtag":null,"VokleID":46306,"RecordingURL":null,"ConferenceID":1},{"ID":115,"Class":"Conversation","Created":1322078792,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Using the Arts to Explore Social Justice Themes","Handle":"Using_the_Arts_to_Explore_Social_Justice_Themes","ShortDescription":"Participants will be introduced to new ways to utilize the arts to enrich inquiry and facilitate discussions about social justice themes.","Description":"This workshop will investigate multiple ways to utilize the arts to enrich inquiry and facilitate discussions about social justice themes. A world language teacher and a humanities teacher will model how they use the arts in their own units and will help participants develop their own ideas for art integrated units. Hands-on!","Link":[],"Audience":["High School"],"Practice":"This is a hands-on conversation.","Presenter":["Melanie Manuel","Josh Block"],"PresenterAffiliation":["SLA"],"PresenterEmail":["mmanuel@scienceleadership.org","jblock@scienceleadership.org"],"ScheduleSlotID":9,"ScheduleLocationID":12,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46313,"RecordingURL":null,"ConferenceID":1},{"ID":120,"Class":"Conversation","Created":1322080244,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"What Happens When the Kids Run the Building: School Culture and Progressive Discipline in an Inquiry School","Handle":"What_Happens_When_the_Kids_Run_the_Building-School_Culture_and_Progressive_Discipline_in_an_Inquiry_School","ShortDescription":"(or... \"What had happen was...\")\r\n\r\nWhat is the worst consequence of empowering the kids? You have empowered kids. School culture, discipline, school rules and where you are willing to eat lunch are all on the table for conversation when inquiry and the ethic of care permeate everything you do.\r\n\r\nCome for a conversation - complete with case studies - about how everything \"else\" changes when you create a progressive climate.","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Chris Lehmann \/ Pia Martin"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["clehmann@scienceleadership.org","pmartin@scienceleadership.org"],"ScheduleSlotID":9,"ScheduleLocationID":13,"SubmitterID":62,"AdditionalComments":"Hi!","LiveChannel":null,"Hashtag":null,"VokleID":46263,"RecordingURL":null,"ConferenceID":1},{"ID":15,"Class":"Conversation","Created":1316878655,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"You Can't Buy Change","Handle":"You_Can-t_Buy_Change","ShortDescription":"1-to-1 initiatives, mobile devices, and IWBs are all the rage, but arent these just digital solutions for an analog classroom? In this conversation, we will discuss how  teachers can transform learning experiences which increase achievement, creativity, and empathy. We will explore \"flipped\" classrooms, writing for authentic audience replacing completion with creation,and promoting peer reliance among others.","Description":"Do 1-1 initiatives, iPads, IWBs, or using Web 2.0 improve student achievement? ISTE draws up  Essential Conditions that discuss Necessary conditions to effectively leverage technology for learning.What ISTE points out, is that too often so-called innovators are merely espousing A digital fix for an analog classroom. In other words, throwing new tools into the same old classroom structures will yield very little change. True, there are some visionaries who see classrooms without walls, independent learning, global communities, as well as other seemingly futuristic scenarios. This in itself can be daunting to the classroom teacher of today who wants to make changes right now. Clearly, a chasm exists between the traditional classroom of today, and learning of the future. However changing today does not lie in an explosion of tools, it lies in the changing of classroom structures. By this, I mean that teachers have the ability right now to change how their students learn for the better within the existing system. Some of these changes include:\r\n \r\nFlipped classroom\r\nWriting for authentic audience\r\nReplacing completion with creation\r\nPromoting peer reliance\r\n\r\n \r\nIn this conversation, we will pose the following questions:\r\nWhat are other ways we can change classroom structures?\r\nInstead of covering content, how do we uncover passions?  \r\nHow do we develop more balanced, appropriate methods of assessments?\r\nHow can we teach Digital Collaboration \t\r\nHow do we enact systemic change? (Do we need to enact systemic change?)\r\nWhat conditions need to exist to encourage such changes?\r\n\r\n\r\nPlease bring your own questions!","Link":[],"Audience":["All School Levels"],"Practice":"Small and large group discussion, Completion of a collaborative document.","Presenter":["Sylvia Martinez","Jon Orech"],"PresenterAffiliation":["Sylvia:"],"PresenterEmail":["jonrech@csd99.org"],"ScheduleSlotID":9,"ScheduleLocationID":10,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46758,"RecordingURL":null,"ConferenceID":1},{"ID":66,"Class":"Conversation","Created":1320087577,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Across the Great Divide: Creating Collaborative Civics-Based Partnerships","Handle":"Across_the_Great_Divide-Creating_Collaborative_Civics-Based_Partnerships","ShortDescription":"Civic engagement and experiential learning offer unique opportunities for high schools and universities to create partnerships that benefit students at all levels. Using the 2012 election as a springboard, well explore possibilities to develop programs that take learning out of the classroom and into the streets, polling places, and beyond.","Description":"The myth persists that todays youth are not civically engaged; yet, given the opportunity to connect in-class learning with out-of-class experience, students often develop innovative and meaningful ways to engage with politics and other socially relevant issues. Furthermore, both high school and university settings offer unique sets of resources that, when combined, allow for avenues of learning to not only extend beyond the classroom, but across communities as well. \r\nDuring this session, we will use the 2012 election as the basis for examining the usefulness and potential of collaborative civic engagement programs. We will brainstorm possibilities to create fruitful and long-lasting partnerships intent on fostering student participation and learning outside of the classroom.","Link":[],"Audience":["High School"],"Practice":"The goal is to begin building a network of secondary and post-secondary educators who are interested in forging partnerships that enhance civic engagement\/experiential learning opportunities. The conversation will be geared toward sharing best practices, imagining future joint-programs, and developing an online resource (wiki or Google site?) intended to maintain that network and cultivate future collaborative efforts.","Presenter":["Kevin Egan"],"PresenterAffiliation":["Drexel University"],"PresenterEmail":["kde25@drexel.edu"],"ScheduleSlotID":14,"ScheduleLocationID":12,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46314,"RecordingURL":null,"ConferenceID":1},{"ID":85,"Class":"Conversation","Created":1320195410,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Architecture Participating in Education","Handle":"Architecture_Participating_in_Education","ShortDescription":"This conversation with leading practitioners in school design will explore how shifts in educational agendas are transforming the design of learning spaces.  21st century education often takes place in spaces shaped by 19th century practice - how can todays educators help shape innovative spaces that facilitate modern teaching and learning?","Description":"VMDO Architects, headquartered in Charlottesville VA, has specialized in design for educational institutions since 1976.  Our hallmark is the unwavering commitment to designing educational environments that are responsive to the way people live, learn, teach, and play.  At their best, such environments can uplift the human spirit.  Jim and Wyck attended Educon 2.3 last year, and are poised to continue mutually productive conversations with educators about spaces that genuinely engage teaching and learning.  \r\n\r\n\r\n\r\nManassas Park Elementary, a Virginia public school recognized as a national model for the concept of building as a teaching tool, will be used as a principal backdrop for the conversation.  Combined with examples of other innovative K-12 projects, the presenters will use case studies to address the issues of creating and sustaining innovations in learning spaces.  These spaces occur across a wide spectrum: the scale of the individual learner, the scale of the classroom, the scale of the school, and the scale of the school campus.  Across these scales of teaching and learning, we will discuss how the physical environment as third teacher can actively contribute toward educational success.  Teachers and administrators have long known that buildings and landscapes are never neutral in the educational process  they are either working for you or against you.  Keeping student engagement as its principal focus , a carefully thought-out school can also inspire, motivate and instill responsibility.","Link":[],"Audience":["All School Levels"],"Practice":"We design schools because we recognize the impact that architecture has on education and thus, we approach design from the perspective of the educator.  Evocative imagery and examples will be used to catalyze conversations amongst educators and architects alike.","Presenter":["Jim Richardson","Wyck Knox"],"PresenterAffiliation":["Wyck Knox","AIA","LEED AP"],"PresenterEmail":["richardson@vmdo.com","knox@vmdo.com"],"ScheduleSlotID":14,"ScheduleLocationID":11,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46292,"RecordingURL":null,"ConferenceID":1},{"ID":91,"Class":"Conversation","Created":1320201347,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Beyond Klout and PLNs: Towards an Understanding and Application of Network Theory to Education","Handle":"Beyond_Klout_and_PLNs-Towards_an_Understanding_and_Application_of_Network_Theory_to_Education","ShortDescription":"Come learn about how network theory and social network analysis (SNA) allow us to move beyond bogus metrics of influence to generate more robust understandings of relationships between individuals. This is a hands-on, minds-on workshop about SNA and its applications for individual and organizational learning.","Description":"The foundation of social network theory is the primacy of the relationship and that the ties one has in a network determine the resources to which one has access. These ties represent a complex system of opportunities and constraints. (Daly, 259)\r\n\r\nWhen educators concern themselves with bogus metrics of influence on Twitter and use made-up acronyms like PLN to refer simply to their followers on Twitter, they do a great disservice to the power and wonderful complexity of networks, both face-to-face and online.  Modern applications of social network theory, and especially social network analysis, allow us to describe and examine networks in great detail and in ways that are meaningful for individual and organizational learning.\r\n\r\nWith social network analysis, we can generate metrics or indicators such as density, closeness, centrality and betweenness that describe the shape of a network and the positions and roles individuals play within a network. Thus, rather than crude measures of influence, SNA generates real measures of positionality and importance while also painting useful pictures of networks. \r\n\r\nSocial network analysis has tremendous potential for examining important education policy-related questions including, but not nearly limited to:\r\n\r\nTo whom do educators turn for vital work-related information?\r\nWith whom do educators collaborate regarding instructional issues?\r\nHow do educators understand the roles of various individuals within a learning organization?\r\nHow is leadership distributed within a schooing organization?\r\n\r\n\r\nCome to this session to see the power of social network analsyis for educational improvement.","Link":["http:\/\/bit.ly\/educonsna"],"Audience":["All School Levels"],"Practice":"This session is a hands-on and minds-on workshop. Participants will be asked to bring their laptops loaded with social network analysis software: NodeXL and\/or UCINet along with the graphing software Gephi. After a quick introduction to key concepts and metrics associated with social network theory, participants will have an opportunity to play and tinker with data and SNA software to learn how they can make social network analysis work towards improvement in their own learning organizations.","Presenter":["Jonathan D. Becker"],"PresenterAffiliation":["Virginia Commonwealth University"],"PresenterEmail":["jbecker@vcu.edu"],"ScheduleSlotID":14,"ScheduleLocationID":5,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46283,"RecordingURL":null,"ConferenceID":1},{"ID":101,"Class":"Conversation","Created":1320437424,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Coaching a Winning Team: What are the best ways to get in the trenches & stimulate a culture of learning and collaboration within our schools?","Handle":"Coaching_a_Winning_Team-What_are_the_best_ways_to_get_in_the_trenches-stimulate_a_culture_of_learning_and_collaboration_within_our_schools","ShortDescription":"We\u2019ll discuss the coach as a catalyst for change, advocate for teacher\/student learning & a builder of a climate of sharing & collaboration. We\u2019ll explore various structures, strategies and ideas that help coaches become necessary instructional leaders.  Who's responsible for starting the conversation of change?  Where do admins fit & what\u2019s their role?  We will follow these threads with the goal of developing some new ideas that will increase student learning.  This conversation isn\u2019t meant for just coaches.  Anyone who\u2019s wants to be an instructional leader should join us.","Description":"We will talk about the role of a coach (full time coaches & teacher-leader coach types) as a catalyst for change, an advocate for teacher & student learning, all while maintaining meaningful relationships with those being coached.  We will also look at different structures that we currently have in place or can put into place within our schools and districts that will help coaches leverage their power as force multipliers for their team.  Are coaches responsible for starting the conversation of change and equipping their players to make the change?  Where do administrators fit into this conversation?  What if administrators served more as coaches and less as formal evaluators?  We will follow these different threads related to instructional coaching and with the goal of developing some new ideas that can help us do our jobs better.  This conversation isnt just for coaches.  Anyone who wants to be or is a leader in the movement for professional growth in our schools will have something to add to this conversation.","Link":[],"Audience":["All School Levels"],"Practice":"Plan on sharing your ideas and experiences. We will form small groups to discuss the topics listed above, counting on participants to share the good, the bad and the down-right ugly coaching practices.  Personal experiences are key in this conversation.  There will be a backchannel in-place so that offsite participants can share their ideas as well.","Presenter":["Jeff Richardson","Suzan Brandt"],"PresenterAffiliation":["Hoover City Schools","Hoover Alabama; Mtn. Brook City Schools","Mtn. Brook Alabama"],"PresenterEmail":["jrichardson30@gmail.com","suzanbrandt@gmail.com"],"ScheduleSlotID":14,"ScheduleLocationID":8,"SubmitterID":62,"AdditionalComments":"I will be creating a wiki w\/resources for coaching as Educon approaches.  I will have that available for the participants if the conversation gets approved.  Also, I may have a few colleagues who will be attending from my district and they may join me in leading the conversation, but I don't have confirmation on that just yet.","LiveChannel":null,"Hashtag":null,"VokleID":46296,"RecordingURL":null,"ConferenceID":1},{"ID":69,"Class":"Conversation","Created":1320103862,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"From Thinking to Becoming: Being a Risk-Taking Educator","Handle":"From_Thinking_to_Becoming-Being_a_Risk-Taking_Educator","ShortDescription":"Risk-taking for educators can feel just that, risky. What pushes us as educators and what holds us back? Through visible thinking strategies, we will spark dialogue about classroom risk-taking, encourage teacher reflection, and share ways to break out of our comfort zones.","Description":"Teaching is a risky profession in todays world of ever changing expectations. One of the ways that teachers can manage the risks that surround them is to be clear in their own understanding of what is really at risk. Together teachers must begin to make their thinking visible to themselves and others. What does it mean to make thinking visible? Using a variety of visual thinking models, teachers will wrestle with what keeps them in their comfort zones. They will see how thoughts grow as they share, listen and collaborate. One goal is to model Visual Thinking as an important new strategy for understanding what keeps us from taking risks and learning how to move beyond those obstacles. This strategy is one teachers can use for their own Professional Development as well as model for students learning and collaborating in the classroom. The second goal is to challenge the teachers to leave their Comfort Zones, moving forward together for the benefit of the students.","Link":[],"Audience":["All School Levels"],"Practice":"After a short introduction, the teachers will answer several questions by traveling to different parts of the room based on their responses. Once there they will share ideas with those of similar opinions, add a summary of their groups ideas to a wiki and share to the group. Then the wiki page will be projected on the front screen, with comments and reactions solicited. The next question will be posed, and the process will repeat. After two questions, there will be a time for reflection about the benefits and challenges of this strategy and a directed conversation about both the process of visible thinking and teacher risk-taking. Our hope is that teachers take away from the discussion a sense of optimism and enthusiasm for thoughtful change and risk-taking as well as several ways to evaluate their own ideas on this or other topics.","Presenter":["Philip Cummings","Wendy Eiteljorg","Hadley Ferguson"],"PresenterAffiliation":["Presbyterian Day School","Memphis TN; Shipley School","Bryn Mawr","PA; Springside Chestnut Hill Academy","Phila.","P"],"PresenterEmail":["pcummings@pdsmemphis.org","weiteljorg@shipleyschool.org","hferguson@sch.org"],"ScheduleSlotID":14,"ScheduleLocationID":7,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46307,"RecordingURL":null,"ConferenceID":1},{"ID":49,"Class":"Conversation","Created":1319546560,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Hacking School: the EduCon 2.4 Hackjam","Handle":"Hacking_School-the_EduCon_2-4_Hackjam","ShortDescription":"Are you ready to hack school? Join us for a fully interactive session that explores the possibilities for transforming schools through renewed coperation and agency amongst educators and students.","Description":"Are you ready to hack school? \r\n\r\nHacking is a term full of tension - as is school. Through a mix of work and play, facilitators and participants in this session will work together to develop working, ethical ways to engage their classrooms, schools, and divisions in the messy work of making public education more relevant and meaningful for our kids.\r\n\r\nThe session is meant to invite and provoke conversation about amongst all attendees, including teachers, administrators, students, and parents.\r\n\r\nWell begin exploring our ideas about hacking school through the reinvention of Monopoly and then use a variety of visual and digital arts resources to create responses to provocations about hacking, youth, technology, organizing, resistance, media bias, school bias, and our attitudes towards kids.\r\n\r\nAttendees will leave with a feeling of communal agency and a shared notion of how to ethically hack school, as well as with several products that will be shared more widely on the National Writing Project Hackjam tumblr at http:\/\/nwphackjam.tumblr.com.\r\n\r\nThe session will also by Skypecast as a model for local hackjams in viewers schools and communities.\r\n\r\nAttendees should make a special effort to invite their children and\/or students to attend with them.\r\n\r\nSpace is limited to 24!","Link":[],"Audience":["All School Levels"],"Practice":"We will contribute to a hackjam tumblr at http:\/\/nwphackjam.tumblr.com, Skypecast, and hang out on Google+.","Presenter":["Chad Sansing","Meenoo Rami"],"PresenterAffiliation":["Community Public Charter School (Chad)","Science Leadership Academy (Meenoo)"],"PresenterEmail":["csansing@gmail.com","meenoo.rami@gmail.com"],"ScheduleSlotID":14,"ScheduleLocationID":3,"SubmitterID":62,"AdditionalComments":"National Writing Project representatives may also join the conversation as facilitators.","LiveChannel":null,"Hashtag":null,"VokleID":46287,"RecordingURL":null,"ConferenceID":1},{"ID":53,"Class":"Conversation","Created":1319833067,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"How do we engineer punctuated equilibrium?","Handle":"How_do_we_engineer_punctuated_equilibrium","ShortDescription":"Growth isn't well behaved; it doesn't follow a line on an increasing curve. Growth happens in fits and starts (and stops) and spurts. How do you plan for systemic growth across an entire school division knowing that it's going to happen in fits and starts and spurts?","Description":"We've got a definition of 21st Century Learning we're going to run with. We've got a plan; 3 cohorts: one for students, one for teachers, and one for administrators. We've got a story: how one School Division with limited resources is trying to grow all our schools along the bleeding edge of teaching and learning. We've got many more questions than we do answers but we're trying. And we'd like to talk with you about it. We're giving away everything we've learned so you can do what we're trying to do; but you'll make it better. Let's talk about how you think you might do that. We'll take your ideas home and test them out for you. Or you can take ours home and test them out for yourself. You can have all our \"stuff\".\r\n\r\nWhaddaya say? Sound like something worth talking about?","Link":[],"Audience":["All School Levels"],"Practice":"We'll begin by sharing our definition, our plan and our story. Well continue with our questions and have a good chin wag. We'll further engage participants interactively by using a mashup of twitter, ifttt, delicious and a couple of other ideas (you don't really expect us to give away all our surprises beforehand do you?) to dynamically collect and share resources across the web. We'll gather it all in a virtual bucket folks can dip into anytime from anywhere.","Presenter":["Darren Kuropatwa","Andy McKiel"],"PresenterAffiliation":["St. James-Assiniboia School Division"],"PresenterEmail":["dkuropatwa@gmail.com","amckiel@sjsd.net"],"ScheduleSlotID":14,"ScheduleLocationID":10,"SubmitterID":62,"AdditionalComments":"I love you guys. Can't wait to see you. ;-)","LiveChannel":null,"Hashtag":null,"VokleID":46220,"RecordingURL":null,"ConferenceID":1},{"ID":79,"Class":"Conversation","Created":1320163077,"CreatorID":85,"RevisionID":null,"Status":"Accepted","Title":"Lessons About Space from K-6 and Implications for Secondary Schools","Handle":"Lessons_About_Space_from_K-6_and_Implications_for_Secondary_Schools","ShortDescription":"Environments have a profound effect on what children think, do and feel as knowledge seekers and learners. Join a conversation about what the shift from classroom to learning space might mean for young learners. Well share lessons learned from K-6 educators and discuss their implications on schools serving 7-12 students.","Description":"We are in a new age, a new time and we need to create new places and spaces that nurture mobile content in the richly literate classroom. From a pedagogical perspective, we are adrift as mobile devices make their way into the hands of our children and spread ever more widely into everyday life. Although a growing body of research points to the potential of mobile computing for influencing childrens emerging literacy skills, empirical studies on mobile learning in early elementary are rare. Even less is known about developing learning spaces that can support our youngest mobile students.  \r\n\r\nAs technology becomes ubiquitous, questions of appropriateness, physical attributes of devices, placement, and usage patterns need to be answered. Young children need age and developmentally appropriate physical environments that are safe, nurturing, and supportive of child-directed play and learning. Active, creative play and exploration is central to healthy child development.  The physical environment, including its ambiance, layout, acoustics, lighting, equipment and furnishings has a profound impact on children's learning and behavior.\r\n\r\nWithout a doubt, designing a high quality, developmentally and culturally appropriate environment for children, whether for learning or for play, is a highly complex process. Join in a conversation around building spaces that support the elementary child as a unique individual; are child controlled; encourage exploration, experimentation, and risk taking; encourage critical thinking, decision making, and problem solving. Discuss the implications of these type of spaces as young learners transition to secondary schools.","Link":["http:\/\/brueckei.org\/"],"Audience":["All School Levels"],"Practice":"User-centered design is a process that focuses on the needs, wants, and limitations of end users of a product. Rather than forcing users to modify their behavior to accommodate the product, user-centered design attempts to optimize the product around how users can, want, or need to use the product. As we envision and design new spaces for our youngest learners, this user-center approach is critical. In the context of our conversation, user-centered design will become a multi-stage problem solving process that requires participants to analyze our current schools and classrooms, envision new spaces for learning and create rich media objects that will transform our conversation into eBook that can be shared widely with educators so that we may test the validity of our assumptions in real world cases.","Presenter":["Jeremy Brueck"],"PresenterAffiliation":["The University of Akron"],"PresenterEmail":["jbrueck@uakron.edu"],"ScheduleSlotID":14,"ScheduleLocationID":14,"SubmitterID":85,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46228,"RecordingURL":null,"ConferenceID":1},{"ID":77,"Class":"Conversation","Created":1320161265,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Let's Talk About Change","Handle":"Let-s_Talk_About_Change","ShortDescription":"There's widespread excitement about building new kinds of 21st Century Schools, but how do you get from here to there? Join a conversation about technology, learning and change. Share in a conversation about how to initiate and sustain the change process at your school in lasting and successful ways.","Description":"Thinking of a better way to educate our children is really challenging, but its also just a starting point. Once we've outlined more effective forms of teaching and learning, we need to implement them into existing schools systems with competing priorities. That's hard. How can we get traction for new ideas in a sea of school programs? How can we communicate our message in ways that aligns our stakeholders and resources? How can we structure professional development so participants don't become discouraged and give up? What do we say to people who discourage adoption through two simple words -- Yeah, but? This session focuses on the change process. Specifically, how do you structure innovative, 21st Century programs in ways that find the time, money and support, and how do you initiate and sustain the change process for years to come.","Link":[],"Audience":["All School Levels"],"Practice":"Participants will collaborate on a collection of tips and techniques to use at all the major crossroads in the change process. I'll kick things off by providing the categories and some ideas. The conversation will oscillate between reflection in small groups and sharing with the room.","Presenter":["Rob Mancabelli"],"PresenterAffiliation":["Rob Mancabelli LLC"],"PresenterEmail":["rob@mancabelli.com"],"ScheduleSlotID":14,"ScheduleLocationID":15,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46322,"RecordingURL":null,"ConferenceID":1},{"ID":128,"Class":"Conversation","Created":1323115061,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Measuring Difference: Learning How to Measure and Transform the Participation Gap Right Now. #occupyedu","Handle":"Measuring_Difference-Learning_How_to_Measure_and_Transform_the_Participation_Gap_Right_Now--occupyedu","ShortDescription":"The invention of a standardized thermometer allowed people to measure changes that could not be measured objectively. This session is an inquiry into the unequal access to opportunities, experiences, skills, and knowledge in digital media participation and social innovation conferences. What \"technology\" or measure of participation could you invent?","Description":"The invention of a standardized thermometer in 1714 led us to measure changes that could not be measured objectively before. Now a household technology, it allows access to climate control and wellness. Could we invent a measure to register changes in the participation gap at social innovation conferences? \r\nThis conversation is about creating real lasting \"social\" innovation at our conferences. It is aimed at closing \"the participation gap\" of unequal access to opportunities, experiences, skills, and knowledge among our colleagues. What if we could transform the gaps around race and structural inequalities simply by measuring small changes in our own perceptions about unequal access and about our own participation?  We tend to avoid these conversations despite values of sharing, listening, and transparency. \r\nI am delighted to present for the first time at EduCon. I am an expert in listening and generating intimacy in difficult conversations. I am a TED Fellow and have attended half a dozen social innovation conferences including #140EDU and The Feast. I am also an educator of color in higher ed and a Twitter geek (one of six finalists in the 2011 Nokia Connecting People Shorty Award). \r\nIn this session, each participant can have some fun inventing a personal \"technology\"a measure of changes in participationthat can transform how conversations of difference with strangers as well as friends occur right now. Join us as we invent our own \"thermometers\".","Link":[],"Audience":["High School","Middle School","All School Levels"],"Practice":"Pair-sharing, inquiry circles, group sharing, role-modeling; will use Prezi for guides not as ppt","Presenter":["Kyra Gaunt-Palmer Ph.D."],"PresenterAffiliation":["KyraocityWorks","formerly professor at Baruch College-CUNY"],"PresenterEmail":["kyraocity@gmail.com"],"ScheduleSlotID":14,"ScheduleLocationID":13,"SubmitterID":62,"AdditionalComments":"Let me know how much time I have alloted for this session, please.","LiveChannel":null,"Hashtag":null,"VokleID":46265,"RecordingURL":null,"ConferenceID":1},{"ID":27,"Class":"Conversation","Created":1318534778,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"So you're connected...Now what?","Handle":"So_you-re_connected-Now_what","ShortDescription":"This conversation is looking at the impact of increased social media use by administrators and the impact it has had directly on learning bu students.","Description":"As a follow up session from last year at Educon 2011, where we asked how we can get more administrators involved in social media, we are now seeing a huge influx in use from educators and administrators alike.  With this increased use in the area of social media, we want to start exploring what the impact has been.\r\n\r\nIn this conversation, George Couros and Patrick Larkin will share some of the success they have had through the use of social media in schools and the impact it has had directly on student learning, but we would also want you to be prepared to share your stories and evidence that it has impacted learning with your own students.  Please bring stories, data, and any other evidence to share so we can build a compelling case to encourage others to develop their own learning in this area.\r\n\r\nAlthough this session is directed at school administrators, we encourage all educators to come and share their stories as it will only help to further education for all students.","Link":[],"Audience":["All School Levels"],"Practice":"Collecting stories through the use of tools such as Google Docs","Presenter":["George Couros","Patrick Larkin"],"PresenterAffiliation":["Parkland School Division","Burlington High School"],"PresenterEmail":["gec127@gmail.com","burlingtonhigh@gmail.com"],"ScheduleSlotID":14,"ScheduleLocationID":9,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46304,"RecordingURL":null,"ConferenceID":1},{"ID":134,"Class":"Conversation","Created":1326931047,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Storytelling with Google","Handle":"Storytelling_with_Google","ShortDescription":"Join Google Lead Software Engineer Daniel Barcay for a discussion of how we can use Google Earth and other Google Tools as powerful storytelling devices. The session will include examples to start the conversation with participants brainstorming ways to leverage the tools in unconventional ways to allow students to unlock their stories.","Description":"Join Google Lead Software Engineer Daniel Barcay for a discussion of how we can use Google Earth and other Google Tools as powerful storytelling devices. The session will include examples to start the conversation with participants brainstorming ways to leverage the tools in unconventional ways to allow students to unlock their stories.","Link":[],"Audience":["All School Levels"],"Practice":"Discussion","Presenter":["Dan Barcay"],"PresenterAffiliation":["Lead Software Engineer - Google Earth"],"PresenterEmail":["dlaufenberg@gmail.com"],"ScheduleSlotID":14,"ScheduleLocationID":6,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46707,"RecordingURL":null,"ConferenceID":1},{"ID":122,"Class":"Conversation","Created":1322082846,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"struct by_inspiration { how to teach computer science to anyone };","Handle":"struct_by_inspiration-how_to_teach_computer_science_to_anyone","ShortDescription":"When building a computer science program from the ground up, there will be missteps, breakthroughs and everything in between. We will share ideas for engaging students of all interest levels and abilities.","Description":"When building a computer science program from the ground up, there will be missteps, breakthroughs and everything in between. We will share ideas for engaging students of all interest levels and abilities.","Link":[],"Audience":["High School","Middle School"],"Practice":"We will be sharing our ideas and experiences. We will be working in small groups to explore new concepts\/ideas\/problems\/solutions\/activities.","Presenter":["Mark Miles","Eliot Kaplan","and Kristin Searle"],"PresenterAffiliation":[],"PresenterEmail":["mmiles@scienceleadership.org"],"ScheduleSlotID":14,"ScheduleLocationID":2,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46275,"RecordingURL":null,"ConferenceID":1},{"ID":87,"Class":"Conversation","Created":1320197751,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Teaching Critical Thinking and Writing Online","Handle":"Teaching_Critical_Thinking_and_Writing_Online","ShortDescription":"We seek to connect with other educators who are teaching writing at a distance or using eReaders.  What worked in your classes?  How did you collaborate across time and space?  What are the best methods for working with digital texts in high schools?","Description":"Instructors will share strategies and tactics for collaborating on writing at a distance and using eReaders.  Our goal: a set of best practices and the identification of potential partners for online writing programs.  We will share activity examples from the online Critical Thinking and Writing Course developed for the NYU Abu Dhabi Summer Academy. \r\n\r\nThis program is designed to enhance the academic profiles of highly motivated Abu Dhabi-based Emirati high school students in preparation for entry into top-tier, English-language universities.  The program is co-educational, cross-cultural in approach, and rigorous in its educational offerings. For two summers after the 10th and 11th grades, a group of 30 students study for five weeks at NYU Abu Dhabi, Florence, Italy, and finally in New York City.  After summer, students continue their studies online.\r\n\r\nFor this inaugural group, we also decided to experiment with Kindles so that students, all non-native English speakers would have access to a learner's dictionary, and be able to easily clip and share sections of the text.  The course is taught online because the students attend different schools throughout the UAE and the instructors reside in the US.  Our approach to teaching critical thinking and writing, which involves blogging, engaging in discussions, making presentations and competing in debates helps students build these skills.  We are interested in how other instructors are putting technology in service of education to teach writing online, read critically using eReaders and learn at a distance.  We hope you will join us for an engaging conversation.","Link":[],"Audience":["High School"],"Practice":"We will begin with a brief introduction of our approach to working with this population online.  We will then break off into smaller groups where each group will be able to share practices employed in their writing classes, whether online or onsite.  Groups will contribute to a shared Google Document and share 3 to 5 approaches.  We will also brainstorm approaches for working with students at different sites.  For example, if we had a group of students writing at the 10th grade level, perhaps we could find a similar class to read the same text and respond to one another.  The idea would be to break down the boundaries of the classroom so that students can learn from those in another culture.  We are exploring methods for having remote groups join virtual breakout rooms so that they could contribute as well.","Presenter":["Ted Bongiovanni","Lisa Springer","Evan Friss"],"PresenterAffiliation":["New York University"],"PresenterEmail":["tb317@nyu.edu","ls41@nyu.edu","evan@nyu.edu"],"ScheduleSlotID":14,"ScheduleLocationID":16,"SubmitterID":62,"AdditionalComments":"We're excited about joining the conversation!","LiveChannel":null,"Hashtag":null,"VokleID":46328,"RecordingURL":null,"ConferenceID":1},{"ID":124,"Class":"Conversation","Created":1322606179,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Will This Be On The Test?: The Challenge of Assessing Cognitive Skills","Handle":"Will_This_Be_On_The_Test-The_Challenge_of_Assessing_Cognitive_Skills","ShortDescription":"Creativity -- we know it when we see it, but how do we assess learning and improvements in cognitive skills including self awareness, rationality, and open-minded thinking? This conversation will explore possible measures and work toward framing a valuable rubric for assessment.","Description":"Creativity  we know it when we see it. But how do we assess learning and improvements in a variety of cognitive skills including self awareness, rationality, and open-minded thinking? What are the measures and how can we develop a valuable rubric for assessing evidence of process in projects, portfolios, and more traditional artifacts of learning?\r\n\r\nYou can find the documents we created at:\r\nThe Notes: bit.ly\/wSFzAP\r\nThe Spreadsheet: bit.ly\/yDk9d5\r\nThe Slides: bit.ly\/wEAO9R \r\n(The Original Survey: bit.ly\/think4achange)","Link":[],"Audience":["High School","Middle School"],"Practice":"This conversation with begin with the group identifying a common list of critical cognitive skills. Based on the identified skills, small groups will discuss how they are or could assess learning in these areas. Each group will also be asked to discuss the question: do these measures inevitably have to focus more on failure in these areas than success? In a large group forum, groups will share experiences, learnings, and ideas for trial and improvement.","Presenter":["Dave Lenowitz","Cinnie Slack"],"PresenterAffiliation":["Decision Education Foundation"],"PresenterEmail":["dave@defonline.org","cinnie@defonline.org"],"ScheduleSlotID":14,"ScheduleLocationID":4,"SubmitterID":62,"AdditionalComments":"Links to documents from the session:\r\nThe Notes: bit.ly\/wSFzAP\r\nThe Spreadsheet: bit.ly\/yDk9d5\r\nThe Slides: bit.ly\/wEAO9R \r\n(The Original Survey: bit.ly\/think4achange)","LiveChannel":null,"Hashtag":null,"VokleID":46276,"RecordingURL":null,"ConferenceID":1},{"ID":129,"Class":"Conversation","Created":1323806357,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"A Future Leader","Handle":"A_Future_Leader","ShortDescription":"Join SLA students, led by Rashaun Williams (SLA Class of 2012) work through the question - How do classrooms successfully develop active citizens applying school to life?","Description":"Future Leaders is a conversation about how to engage students into the world on a larger scale. Growing an active and progressive citizen to America is the most important thing that any teacher can give a student. From a personal and professional opinion, schools and school systems aren't successfully preparing children for the real world, and being a student who is engaged in the world on a regional, national, and international level, I can give the opinion and perspective that is not often heard.\r\n\r\nI feel that schools should prepare students for the changing world. Currently, education has seen no true innovation in the development of citizens who can apply themselves to the changing world. If we as a nation we able to approach education in a way that took knowledge and applied it before it needed to be applied, wed have a better prepared future. This conversation will talk about how to give early citizenship to teenagers in high school, and allow them to be future leaders of the world.\r\n\r\n\r\nThe essential questions are as follows.\r\nWhere does education in schools develop the citizen from students?\r\nHow can education grow future leaders from students?","Link":[],"Audience":["High School"],"Practice":"After I am finished speaking on my thoughts of what education means in correlation to developing leaders to our future, Ill ask and answer questions about the presentation and how this can work for any and all learning environments. The group will then collaboratively approach possible barriers for this approach to learning and break them together. We will close with guests talking about where they come from and their thoughts to growing their own future leaders.","Presenter":["Rashaun Williams"],"PresenterAffiliation":["Phresh Philadelphia"],"PresenterEmail":["djreezey@gmail.com"],"ScheduleSlotID":16,"ScheduleLocationID":10,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46221,"RecordingURL":null,"ConferenceID":1},{"ID":36,"Class":"Conversation","Created":1319107686,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Finding their Voice in a World Language Classroom","Handle":"Finding_their_Voice_in_a_World_Language_Classroom","ShortDescription":"ACTFLs Oral Proficiency standards have been in place for over 25 years yet the constraints of the traditional classroom, materials, and assessments have made it difficult or impossible for teachers to help students cultivate these skills. This session will discuss ways both big and small to overcome those challenges.","Description":"A Google Doc for this session is located here:\r\nhttps:\/\/docs.google.com\/a\/collegiate-va.org\/document\/d\/1CHbCtni5nc9XSsCx-ESC5oHDvPIJMN54r_GSuEiaU_8\/edit?hl=en_US\r\n\r\nIf you are joining us in person or online, please take a moment to read and respond the questions in it.\r\n\r\nIncreasingly the world requires our students to speak and listen in a second or even third language but teachers face many challenges in cultivating these skills. This session will discuss options that individual teachers can pursue on their own as well as examine larger systematic changes that require collaboration between teachers, the world language department and both local and district school administrators. Techniques and strategies to be discussed include\r\n\r\nOverview of American Council on the Teaching of Foreign Language (ACTFL) Oral Proficiency\r\nTrust and Collaboration \r\nFlip Video\r\nGoogle Voice with Cell Phones\r\nNative Speaker Guest Appearances via Skype\r\nTextbook and Materials Changes\r\nTeacher Discussion, Collaboration, and Training\r\nLanguage Lab\r\nOnline Oral Proficiency Assessment\r\nWhat's Next","Link":[],"Audience":["All School Levels"],"Practice":"We will have a mix of large group and small group discussion captured in a google doc as well as provide an active learning project with flip cams","Presenter":["Jamie Britto","Valencia Siff"],"PresenterAffiliation":["Collegiate School","Richmond Virginia"],"PresenterEmail":["jbritto@collegiate-va.org"],"ScheduleSlotID":16,"ScheduleLocationID":12,"SubmitterID":62,"AdditionalComments":"Thank you for considering our proposal, we have enjoyed participating over the last couple of years and would like to contribute more to the conversation.","LiveChannel":null,"Hashtag":null,"VokleID":46315,"RecordingURL":null,"ConferenceID":1},{"ID":72,"Class":"Conversation","Created":1320111393,"CreatorID":34,"RevisionID":null,"Status":"Accepted","Title":"Innovation: Elementary Edition","Handle":"Innovation-Elementary_Edition","ShortDescription":"Let's rethink the typical elementary school learning environment. Given the freedom to design more innovative learning environment(s) for our youngest learners, what non-negotiable elements would be included? How can we strike a balance between authentic, relevant learning and an emphasis on foundational skills in literacy, mathematics, and social sciences?","Description":"I. Why are we here?\r\nIntroductions\/backgrounds of participants\r\nPurpose\/goals\r\n\r\nII. Setting the stage\r\nEssential elements of innovation? What unique needs of young learners do we need to acknowledge?\r\nParameters for discussion: No limits on budget, space, etc. \r\n\r\nIII. Develop ideas\r\nWith freedom to design the perfect learning environment(s) for our youngest learners, what non-negotiable elements would be included in the design? \r\nPBL -How would students be engaged in passion-driven, project-based learning experiences that are relevant and authentic? What are we doing now that is successful, yet could be deepened\/enriched through innovative efforts?\r\nHow will we ensure students learn foundational skills in literacy, mathematics, and social sciences?\r\nWhat does curriculum, instruction, assessment look like? \r\nCollaboration, creation, research, critical thinking, reflection, student leadership, and creativity in the elementary classroom - how the use of technology can support these processes\r\nExplore inquiry approaches to primary\/elementary education\r\n\r\nIV. Leadership\r\nQualities of teachers and administrators necessary for students to thrive in this environment\r\nCommunity involvement\r\nHelping pockets of innovation become more widespread\r\n\r\nV. The Shift from Thinking to Doing\r\nNext steps- how can we lead with innovation in our districts? What can we try\/change immediately upon returning to our schools? How can we support one another in these efforts?\r\nHow can we support teachers in making the shift and support learning on the edge?","Link":["http:\/\/tinyurl.com\/elemeducon2","http:\/\/tinyurl.com\/elemeducon","http:\/\/lynhilt.com"],"Audience":["Elementary School"],"Practice":"Lots of conversation, encouraging participants to share what works in their schools, co-creating a shared resource to propel us forward after leaving Educon.","Presenter":["Lyn Hilt"],"PresenterAffiliation":["Eastern Lancaster County SD","Connected Principals","PLP\/Voices from the Learning Revolution"],"PresenterEmail":["lynhilt@gmail.com"],"ScheduleSlotID":16,"ScheduleLocationID":13,"SubmitterID":34,"AdditionalComments":"This probably sounds like rambling. My apologies. :)\r\n\r\nI hope this conversation will take the shape of those willing to contribute. I am very passionate about transforming learning at the elementary level and am eager to learn from the experiences of others.","LiveChannel":null,"Hashtag":null,"VokleID":46266,"RecordingURL":null,"ConferenceID":1},{"ID":88,"Class":"Conversation","Created":1320198676,"CreatorID":123,"RevisionID":null,"Status":"Accepted","Title":"PBL is Easier With Friends","Handle":"PBL_is_Easier_With_Friends","ShortDescription":"To create meaningful PBL units it helps to enlist friends and colleagues.  If they are not in your area of expertise they bring a fresh perspective.  We will discuss creating a PBL unit while brainstorming with a topic and standards given to us from one of the participants.","Description":"\"I can't do PBL because I'm not a very creative person.'  We hear this all the time from teachers who want to know about what goes into a PBL unit.  One attendee will have a unit created for them as those attending help create that teacher's PBL unit on the spot.  We will examine how the standards become a rubric and how they guide the students to the final product.","Link":[],"Audience":["High School","Middle School"],"Practice":"Are you ready to help build a PBL unit and learn what it takes to create an effective project?  Attendees, under the guidance of a seasoned PBL teacher, will take one lucky teacher through most of the planning required to make a successful PBL unit.  That teacher will end up with a roadmap to administer a project in his or her classroom with only minor adjustments needed for timing and the calendar.  Questions such as \"How do I create a rubric,\" \"How do I assess,\" \"How does inquiry work,\" and \" What kind of end products can be created,\" will all be addressed.","Presenter":["Chris Fancher"],"PresenterAffiliation":["Manor New Technology High School"],"PresenterEmail":["christopher.fancher@manornewtech.org"],"ScheduleSlotID":16,"ScheduleLocationID":16,"SubmitterID":123,"AdditionalComments":"I would like to attend, in person, but I am waiting to see if this conversation is selected before I commit to the cost of getting to Philly from Texas.","LiveChannel":null,"Hashtag":null,"VokleID":46329,"RecordingURL":null,"ConferenceID":1},{"ID":116,"Class":"Conversation","Created":1322078876,"CreatorID":195,"RevisionID":null,"Status":"Accepted","Title":"PLCs: Developing a Shared Vision","Handle":"PLC-s-Developing_a_Shared_Vision","ShortDescription":"After several years of science department meetings that focused primarily on logistical issues, we decided to move towards using our common time for growth and reflection.  Please join the conversation and help us further our understanding of how colleague-to-colleague feedback can be used as an effective professional development tool.","Description":"After several years of science department meetings that focused primarily on logistical issues, we decided to move towards using our common time for growth and reflection. We developed a system of peer observation, unit tuning, and critical feedback to identify areas for growth within our own practice. In this conversation, we would like to share what we have tried and what we have learned. Please join the conversation and help us further our understanding of how colleague-to-colleague feedback can be used as an effective professional development tool.","Link":[],"Audience":["All School Levels"],"Practice":"Workshop","Presenter":["Tim Best","Stephanie Dunda","Rosalind Echols","Gamal Sherif","Matthew VanKouwenberg"],"PresenterAffiliation":["SLA"],"PresenterEmail":["tbest@scienceleadership.org","sdunda@scienceleadership.org","rechols@scienceleadership.org","gsherif@scienceleadership.org","mvankouwenberg@scienceleadership.org"],"ScheduleSlotID":16,"ScheduleLocationID":8,"SubmitterID":195,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46297,"RecordingURL":null,"ConferenceID":1},{"ID":8,"Class":"Conversation","Created":1315928118,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Reimagining Community","Handle":"Reimagining_Community","ShortDescription":"Explore changing definitions of community and the implications for education. How can schools partner with their communities in ways that reflect local needs and the future of learning? How may we rethink teaching community preK to 12 to help prepare students for these new understandings?","Description":"Social technologies have disrupted traditional notions of community. Instead of geographical hometowns, community is thriving within digital, interest-based global networks. While many lament the demise of the town square, many individuals utilize global networks to innovate, create, and solve problems. How do we engage our students in the exploration of this global network of collective action?\r\n\r\nWe will consider how the digital age affects how we teach community, not only in terms of tools but also conceptually. For example, traditionally, students move from small to big, i.e., classroom to town to state to region to nation to world and so on. This progression is certainly logical, but does it prepare students for the complex, fluid notions of community with which they must engage? Does it address the growing tension between private and public space, or the push and pull of globalization on community structures?\r\n\r\nTo frame this conversation, we will consider the role of systems thinking, technology, and community-based learning. What is systems thinking, how is it being taught in the K-12 setting, and what role does it play in developing student understanding of what a community is and what it can be? What role do mobile technologies play in connecting students internationally, in addition to engaging the local community? How may we rethink authentic learning, typically implemented through field trips, project-based learning, and experiential learning, in a way that reflects modern perspectives of community, collaboration and collective action?","Link":[],"Audience":["All School Levels"],"Practice":"We will use visual thinking strategies to explore changing definitions of community and then use Corkboard.me to collectively brainstorm what role systems thinking and technology play in teaching community, and how community-based learning and other areas of focus suggested by the group may look differently based on our definition. We can then share our brainstorming via the Corkboard.me link.","Presenter":["Teresa DeFlitch"],"PresenterAffiliation":["Winchester Thurston School"],"PresenterEmail":["deflitcht@winchesterthurston.org"],"ScheduleSlotID":16,"ScheduleLocationID":7,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46308,"RecordingURL":null,"ConferenceID":1},{"ID":54,"Class":"Conversation","Created":1319835628,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Teachers as innovators and social entrepreneurs","Handle":"Teachers_as_innovators_and_social_entrepreneurs","ShortDescription":"This provocative panel explores the needs and capacities of educators to create laboratories of pedagogical innovation that exist outside of District Structure and hacks up of the concept of entrepreneurship in education. Join this conversation and harness your own innovative and creative powers.","Description":"In school districts across the country, innovation or changes to curriculum and pedagogy are being dictated from the top down. Often innovation comes in the form of a pre-packaged scripts developed by large educational companies. \r\n\r\nThe Philadelphia Notebook started a conversation about teacher innovation and social entrepreneurship through a series of blog posts authored by Samuel Reed, III and Timothy Boyle.  The conversations centered around  exploring ways innovation and social entrepreneurial principles could improve teaching and learning in our struggling schools. We would like to extend this conversation to  EduCon particpants and beyond.\r\n\r\nThe purpose of this conversation is for educators to think about, and act upon, the conditions necessary for bottom up, educator lead innovation. The first goal of this discussion is to crowd-source what places exist for teachers to meet and develop innovative curriculum and pedagogy. The second goal is to answer the question \"what makes these places successful?\" The third goal is to identify capacities in each participant's area to start up such a place. The fourth goal is matching capacities to resources, who can help us, do we know what kind of help we need? The fifth goal is create a virtual space that participants can access after the conference to share successes and find help with their endeavors.  \r\n\r\nThe panel will be moderated by the Erika Owens, the web editor of the Philadelphia Public School Notebook and Cheryl Walker of Swathmore College. The moderators will serve as the discussants and facilitate the discourse about the importance of teacher innovation.","Link":[],"Audience":["All School Levels"],"Practice":"The moderator will provide specific context for the panels platform with brief remarks regarding  the theme of the conversation and format of the facilitated discussion. (3-5 minutes)\r\n\r\nThe moderator will call upon each panelist (3-5 minutes) for opening remarks. Opening remarks will provide examples of teacher innovation and describe how teacher networks develop innovative practices (15- 20 minutes)\r\n\r\nNext, the moderator will lead panelists in a facilitated discourse intended to uncover strategies that leverage teachers social capital  (human resources, online resources, teacher networks) for supporting teacher innovation. The moderator will add to or enhance the discussion stems. (15-20 minutes)\r\n\r\nThe moderator will lead the audience in a facilitated conversation about their own innovative projects or ideas. Through this focused conversation the audience will reflect upon their own narratives and map their own networks.\r\n\r\nWhile joining the discourse the audience will consider some the following questions:\r\n\r\n         Who are the people in your professional posse who can help you support your innovative   \r\n         ideas?\r\n\r\n        How can you collaborate with others both face-to-face and online and ?\r\n\r\n        What are the challenges of promoting teacher innovation for school reform?\r\n\r\n        How do online networks promote or complicate teacher innovation ?\r\n\r\nThe end of the session will allow for questions and answers (10-15 minutes)","Presenter":["Sam Reed","Timothy Boyle","Anissa Weinraub","Michele Mckeone","Rashaun Williams"],"PresenterAffiliation":["The Philadelphia Public School Notebook","Expressworks","Teacher Action Group"],"PresenterEmail":["tmboyle@philasd.org","sriii2000@gmail.com","erikao@thenotebook.org"],"ScheduleSlotID":16,"ScheduleLocationID":15,"SubmitterID":62,"AdditionalComments":"The moderator will provide specific context for the panels platform with brief remarks regarding  the theme of the conversation and format of the facilitated discussion. (3-5 minutes)\r\n\r\nThe moderator will call upon each panelist (3-5 minutes) for opening remarks. Opening remarks will provide examples of teacher innovation and describe how teacher networks develop innovative practices (15- 20 minutes)\r\n\r\nNext, the moderator will lead panelists in a facilitated discourse intended to uncover strategies that leverage teachers social capital  (human resources, online resources, teacher networks) for supporting teacher innovation. The moderator will add to or enhance the discussion stems. (15-20 minutes)\r\n\r\nThe moderator will lead the audience in a facilitated conversation about their own innovative projects or ideas. Through this focused conversation the audience will reflect upon their own narratives and map their own networks.\r\n\r\nWhile joining the discourse the audience will consider some the following questions:\r\n\r\n         Who are the people in your professional posse who can help you support your innovative   \r\n         ideas?\r\n\r\n        How can you collaborate with others both face-to-face and online and ?\r\n\r\n        What are the challenges of promoting teacher innovation for school reform?\r\n\r\n        How do online networks promote or complicate teacher innovation ?\r\n\r\nThe end of the session will allow for questions and answers (10-15 minutes)","LiveChannel":null,"Hashtag":null,"VokleID":46323,"RecordingURL":null,"ConferenceID":1},{"ID":108,"Class":"Conversation","Created":1321983696,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Visualizing Functions with Geometer's Sketchpad","Handle":"Visualizing_Functions_with_Geometer-s_Sketchpad","ShortDescription":"Students often find functions and related concepts confusing. Our\r\nusual examples, numeric functions, don't lend themselves to continuous\r\nmanipulation of variables or to graphical representations other than\r\nx-y graphs.  See how students use Sketchpad 5 to create their own\r\ngeometric functions, allowing them to vary the variables kinesthetically and generate pictures of function behavior.  Students will report on actual classroom use.  Ready-to-use activities will be provided.","Description":"Students often find functions and related concepts confusing. Our\r\nusual examples, numeric functions, don't lend themselves to continuous\r\nmanipulation of variables or to graphical representations other than\r\nx-y graphs.  See how students use Sketchpad 5 to create their own\r\ngeometric functions, allowing them to vary the variables kinesthetically and generate pictures of function behavior.  Students will report on actual classroom use.  Ready-to-use activities will be provided.","Link":[],"Audience":["High School","Middle School"],"Practice":"During this conversation, attendees will have the opportunity to\r\nexplore Sketchpad 5 activities.  Together, teachers and students will\r\ndiscuss the role that geometric functions should play in our\r\ncurriculum.","Presenter":["Erin Garvey","Scott Steketee"],"PresenterAffiliation":["Science Leadership Academy","Key Curriculum Press"],"PresenterEmail":["egarvey@scienceleadership.org","ssteketee@kcptech.com"],"ScheduleSlotID":16,"ScheduleLocationID":3,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46289,"RecordingURL":null,"ConferenceID":1},{"ID":93,"Class":"Conversation","Created":1320204169,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"What does it take to be a technologically savvy teacher in 2012","Handle":"What_does_it_take_to_be_a_technologically_savvy_teacher_in_2012","ShortDescription":"In 2007, a virtual colleague asked whether it was okay to be a technologically illiterate teacher? NETS-T provides one standardized, big-picture perspective. At the other end of the spectrum, the Edu-Twittersphere offers up a litany of tools on a nightly basis. Join this session to debate the competencies connecting the two.","Description":"Much as we feel compelled to do for the children in our charge, where is the list of what teachers might want to know and be able to do in 2012? In 2007, Karl Fisch publicly asked whether it was, okay to be a technologically illiterate teacher? Though few would answer affirmatively, far fewer would suggest a set of specific competencies. The NETS-T provides one standardized, big-picture view. At the other end of the spectrum, the Edu-Twittersphere offers up a litany of tools on a nightly basis. Will Richardson has articulated a solid set of shifts that have changed the playing field for educators in the 21st Century. I believe there is much room for rich discussion in between the 30,000-foot view and the all-too-grounded, list of tools.","Link":[],"Audience":["All School Levels"],"Practice":"This session is a facilitated conversation from beginning to end. We will begin with a decidedly low-tech brainstorm in stages by engaging in a version of the \"Silent Chalk Talk.\" Participants will then record images of the wall with the mobile devices in their pockets for the remaining segments. The second segment of the session will include face-to-face reflections and informally moderated debate (aloud). The third and final segment will feature the creation of a sort of \"digital manifesto -- a set of competencies for today's technologically-savvy teacher as derived from a use of Google Moderator: http:\/\/goo.gl\/Uw0AT to create a culminating, group-moderated document.","Presenter":["Sean Nash"],"PresenterAffiliation":["Saint Joseph","Missouri Public School District"],"PresenterEmail":["nashworld@gmail.com"],"ScheduleSlotID":16,"ScheduleLocationID":2,"SubmitterID":62,"AdditionalComments":"I'm picturing a giant wall of white butcher paper in the hallway outside of the presentation room. Once the strategy is explained, the entire room of participants moves into the hallway in silence with a pile of markers on the floor in front of the wall. To me, another really valuable meta-conversation lies in the affordances of a low-tech approach for a specific learning event vs. a more technocentric approach. In my opinion, this naturally evokes a reflection on the TPACK framework. That framework seeks to synthesize content, pedagogy, and technology into the most powerful approach to learning for each scenario. I would love be part of a situation where that discussion caught on as one underlying conversation throughout the course of an entire conference.","LiveChannel":null,"Hashtag":null,"VokleID":46277,"RecordingURL":null,"ConferenceID":1},{"ID":70,"Class":"Conversation","Created":1320105280,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"What Should Every Citizen Know?","Handle":"What_Should_Every_Citizen_Know","ShortDescription":"Are we providing a proper education for students today in order to create an informed citizenry? Participants will discuss state standards, the Common Core, and the rise of individualized education and try figure out how they help or hurt one of the most essential missions of schools.","Description":"Given that the President of the United States has gone on record as stating that \"education is an economic issue,\" it feels as if the nation focuses on schools' role only in terms of producing the next generation of workers. What about creating an informed nation of citizens and voters? For the most part, the political consensus seem to lean in the direction of a move toward increasingly shared standards, as seen in the wide adoption of the Common Core. Alternatively, as seen in Sudbury and Montessori schools as well as the unschooling movement, some will make the case that largely unfettered individual choice will produce a more fully-developed adult than traditional school models. Based on these two very different points of view, the way forward seems murky at best. As Louis Menand traces in his book \"The Marketplace of Ideas,\" the very concept of General Education on the college level has shifted over the past few hundred years, but, for the most part, the core idea of a liberal education has been \"preparation for life.\" Assuming that this idea will not go away any time soon on the primary and secondary levels, this session should focus on honest discussion by practitioners about the role they play in forming our nation's citizenry, trying to figure out the most important things we want our educational system to pass on to our children as they grow to take their place in the fabric of our nation.","Link":[],"Audience":["All School Levels"],"Practice":"I see this conversation as having four phases:\r\n1. A very brief overview of the big ideas that inform this discussion, including the direction of education policy over the past 30 years and opposing perspectives. (~10 minutes)\r\n2. A discussion to see if we can come to some sort of consensus about the broad strokes of determining  the basics of what we want our citizens to know. This would most likely start with a brief journaling exercise for participants to write down their own views, then move on to a sharing of those views. (~20 minutes)\r\n3.  Based on the sharing of views, participants can then gather into groups to draft an outline of what they see as the most important things that students should know upon graduation, using Google Docs or similar. (~40 minutes)\r\n4. A sharing of the group outlines and opportunity to provide feedback. (~20 minutes)","Presenter":["Dan Callahan"],"PresenterAffiliation":["Burlington Public Schools"],"PresenterEmail":["danielcallahan@gmail.com"],"ScheduleSlotID":16,"ScheduleLocationID":14,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46229,"RecordingURL":null,"ConferenceID":1},{"ID":110,"Class":"Conversation","Created":1322069745,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Forging Student\/Teacher Relationships in an Era of Shared Learning: Revisited","Handle":"Forging_Student-Teacher_Relationships_in_an_Era_of_Shared_Learning-Revisited","ShortDescription":"During EduCon 2.1, SLA Students Jeff Kessler and Tyrone Kidd discussed the evolution of shared learning in a classroom setting with their teacher Marcie Hull. Now, as Jeff and Tyrone are seniors, we revisit the successes (and challenges) as students and teachers work towards the same goal.","Description":"","Link":[],"Audience":["High School"],"Practice":"In this session, we will have a few key words on a slide. Then, presenters will say their thoughts for about a minute at which point the discussion opens up to the entire group. This will repeat for all of the key words.","Presenter":["Marcie Hull","Jeff Kessler","Tyrone Kidd"],"PresenterAffiliation":["Science Leadership Academy","EduConcierge"],"PresenterEmail":["mhull@scienceleadership.org"],"ScheduleSlotID":17,"ScheduleLocationID":13,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46268,"RecordingURL":null,"ConferenceID":1},{"ID":135,"Class":"Conversation","Created":1327173458,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Getting Students to Do the Work: An Iterative Approach to Self-Guided Inquiry","Handle":"Getting_Students_to_Do_the_Work:An_Iterative_Approach_to_Self-Guided_Inquiry","ShortDescription":"Students at SLA wanted to make astronomy more accessible to everyone, including those who don't have telescopes. Working with Derrick Pitts, Chief Astronomer for the Franklin Institute, they are bringing streamed images of the sun to the world. Join them as they tell their tale of inquiry driven constructivism.","Description":"Students at SLA wanted to make astronomy more accessible to everyone, including those who don't have telescopes. Working with Derrick Pitts, Chief Astronomer for the Franklin Institute, they are bringing streamed images of the sun to the world. Join them as they tell their tale of inquiry driven constructivism. Then create your own project.","Link":[],"Audience":["High School","Middle School"],"Practice":"Presentation of a case-study, then workshop how you can do a similar project at your school","Presenter":["Derrick H. Pitts","Jesus Jimenez-Lara","Alex Johnson","Tyler Morales","Allen Yang","Matthew N VanKouwenberg"],"PresenterAffiliation":["Science Leadership Academy","The Franklin Institute"],"PresenterEmail":["tmorales@scienceleadership.org","ayang@scienceleadership.org","jjimenez@scienceleadership.org","wjohnson@scienceleadership.org","mvankouwenberg@scienceleadership.org","dpitts@fi.edu"],"ScheduleSlotID":17,"ScheduleLocationID":3,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":1},{"ID":39,"Class":"Conversation","Created":1319122844,"CreatorID":219,"RevisionID":null,"Status":"Accepted","Title":"Google Chromebooks in the Classroom: A Report from Project Learn","Handle":"Google_Chromebooks_in_the_Classroom-A_Report_from_Project_Learn","ShortDescription":"Report on the first three months of Project Learn School's experiment with Google Chromebooks","Description":"This is a report describing the establishment of a 1:1 laptop program for Project Learn's 8th grade students using Google's Chromebooks. Review of issues relating to installation, use and support over the first three months.","Link":["http:\/\/www.projectlearnschool.org\/"],"Audience":["High School","Middle School"],"Practice":"Use Google Docs to deliver the presentation, show updates and allow commentary for this project. We'll also set up a Hangout in Google Plus.","Presenter":["Liam Gallagher","Cartwright Reed"],"PresenterAffiliation":["Project Learn School"],"PresenterEmail":["liamtunes@gmail.com","lizbenyaacov@gmail.com","cart@ebooq.com"],"ScheduleSlotID":17,"ScheduleLocationID":7,"SubmitterID":219,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46309,"RecordingURL":null,"ConferenceID":1},{"ID":90,"Class":"Conversation","Created":1320198994,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Home & School Meeting 2.0","Handle":"Home-School_Meeting_2-0","ShortDescription":"*** CANCELLED ***\r\n\r\nUtilizing free online tools, this school provides a live video feed and discussion forum to allow for more family engagement opportunities during monthly meetings.","Description":"*** CANCELLED ***\r\n\r\n\r\nPurpose & Objectives:\r\nTo provide teachers, school leaders and parents an opportunity to become more engaged in school happenings by providing a LIVE feed to monthly Home & School Meetings using free, user-friendly web utilities that can be used on any platform.\r\n\r\nOutline: \r\nAnymeeting, CoverItLive, Ustream, Google+ Hangouts will each be used to share various options schools have in engaging their families from remote locations.\r\n\r\nEach participant will leave with knowledge, resources and documentation on how to set up their own Web Home & School Meeting 2.0.\r\n\r\nParticipants will use cellphone to \"text\" questions onto the screen during the presentation, the same way parents and staff submit questions and comments during the Home & School Meetings.\r\n\r\nSupporting Research:\r\nDr. Joyce Epstein is a leading researcher in family engagement efforts. This effort attempts to translate her work using today's social networking technologies.  (eFACE)\r\n\r\nEpstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Second Edition. Boulder CO: Westview Press.\r\n\r\nEpstein, J. L. et al. (2009). School, family, and community partnerships: Your handbook for action, third edition. Thousand Oaks, CA: Corwin Press.\r\n\r\n\r\nPresenter:\r\nJoe Mazza is a current doctoral student at the University of Pennsylvania working toward his degree in Educational Leadership. His dissertation topic involves studying the impact principals using social media have  on home-school partnerships. He is the current principal of Knapp Elementary School in suburban Philadelphia, Pennsylvania.","Link":[],"Audience":["All School Levels"],"Practice":"#Ptchat, Skypecast, CoveritLive, Polleverywhere.com and other technologies we actually use during a monthly Home and School Meeting LIVE on the web.\r\n\r\nAlso, info on recent Twitter trainings facilitated for parents, teachers, etc.","Presenter":["Joe Mazza"],"PresenterAffiliation":["University of Pennsylvania's Graduate School of Education"],"PresenterEmail":["pennedtech@gmail.com"],"ScheduleSlotID":17,"ScheduleLocationID":12,"SubmitterID":62,"AdditionalComments":"Follow @joe_mazza on Twitter","LiveChannel":null,"Hashtag":null,"VokleID":46316,"RecordingURL":null,"ConferenceID":1},{"ID":131,"Class":"Conversation","Created":1326240504,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Learning to Learn through Business Creation","Handle":"Learning_to_Learn_through_Business_Creation","ShortDescription":"As an entrepreneur, you must actively and deliberately seek the skills, knowledge and resources needed to succeed.  You must be a fast and effective learner.  In this group, we will discuss the core tenants of the entrepreneurial process as a learning strategy and how to integrate them into any classroom and across subjects.","Description":"As an entrepreneur, you must actively and deliberately seek the skills, knowledge and resources needed to succeed.  It requires iterative learning, knowledge of self and others, attracting resources, and deliberate action, all of which are universally relevant.  \r\nCultivating this skill set of self-directed, rapid, continual learning through real world feedback results in an educational experience that is immediately applicable and remains relevant for the rest of the students\u2019 lives.  In combination with principles and strategies borrowed from the scientific method, rapid prototyping, and lean manufacturing, high school students can build highly successful startups that address real world problems they are passionate about solving.  \r\n\r\nThese concepts are not unique to entrepreneurship but are quite different from traditional business theory.  Instead of a focus on maximizing efficiency and profits, which is the function of business, entrepreneurial success rests on proving core assumptions correct or incorrect, thus learning key facts that validate or invalidate a new concept.  Therefore, entrepreneurship is truly a learning process that is relevant in all fields and especially in an uncertain economy regardless of career.  \r\n\r\nIn this group, we will discuss the core tenants of the entrepreneurial process as a learning strategy and how to integrate them into classrooms and across subjects.  When guided effectively, numerous subjects can be integrated into a single project or business, therefore increasing relevancy, real world application, and understanding.  Further, when students select and own the businesses they create, they are intrinsically motivated to pursue further learning.","Link":[],"Audience":["High School"],"Practice":"What? So What? Now What? discussion about how to utilize these concepts more effectively in business creation as well as use them in other subjects.","Presenter":["Christian Kunkel","Matt Sherman"],"PresenterAffiliation":["Startup Corps"],"PresenterEmail":["christian@startupcorps.org","matt@startupcorps.org"],"ScheduleSlotID":17,"ScheduleLocationID":8,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46298,"RecordingURL":null,"ConferenceID":1},{"ID":100,"Class":"Conversation","Created":1320361540,"CreatorID":154,"RevisionID":null,"Status":"Accepted","Title":"Math 2.0 and the Wanna do Curriculum","Handle":"Math_2-0_and_the_Wanna_do_Curriculum","ShortDescription":"With todays push for college, students are forced to follow the Algebra-Geometry-Algebra II Royal Road to Calculus with most coming up empty about what math is all about. Web 2.0 offers the possibility of a new paradigm where students actually want to do the math. Add your ideas at this discussion.","Description":"The power of Web 2.0 is just beginning to become a part of the consciousness of the average math teacher. Historically, the potential of emerging technologies is usually tamed to fit in with the grammar (current paradigm) of school. How can we avoid the same pitfalls with Web 2.0? One response is to create math curriculums that kids actually want to do (i.e. via simulations & games). Lead discussant will pose potential pitfalls and barriers, which the group will explore and offer ideas for a path that will lead us out of the wilderness of the old paradigm to a new one where students actually want to do the curriculum that schools offer them.","Link":["http:\/\/climeconnections.blogspot.com"],"Audience":["High School","Middle School"],"Practice":"A variation of What? So What? Now What? Questions followed by small group discussions.","Presenter":["Ihor Charischak"],"PresenterAffiliation":["Council for Technology in Math Education - CLIME - Affiliate group of NCTM"],"PresenterEmail":["ihor@clime.org"],"ScheduleSlotID":17,"ScheduleLocationID":14,"SubmitterID":154,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46231,"RecordingURL":null,"ConferenceID":1},{"ID":97,"Class":"Conversation","Created":1320209771,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Switching Learning Spaces","Handle":"Switching_Learning_Spaces","ShortDescription":"In this sharing of best practices conversation come join a discussion about how a shift in the learning environment for educational professionals can have large impacts on instructional design and the shape of the classroom.","Description":"The focus of this conversation is to share best practices of what moving from a singular content centric space to a blended, social, and community based learning environment could look like for educational professionals.  The end focus is on how the changes in these learning environments can directly impact the learning environments of our children.  The ideas of who needs to be on board for this to happen and how to get and keep them on board; keeping a PLN generated by central office truly personal and meaningful; and rethinking the frameworks of professional development to help rethink the frameworks of our classrooms will all be on the table.","Link":[],"Audience":["All School Levels"],"Practice":"Sharing best practice.","Presenter":["Michael Wacker & Glenn Moses"],"PresenterAffiliation":["Denver Public Schools"],"PresenterEmail":["michael_wacker@dpsk12.org","glenn_moses@dpsk12.org"],"ScheduleSlotID":17,"ScheduleLocationID":10,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46251,"RecordingURL":null,"ConferenceID":1},{"ID":132,"Class":"Conversation","Created":1326901512,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Telling Stories that \"Stick\" in an  Age of Ed. Reform: an Open Discussion with a TFA Alum.","Handle":"Telling_Stories_that-Stick-in_an_Age_of_Ed-Reform:an_Open_Discussion_with_a_TFA_Alum","ShortDescription":"How do we communicate our vision of teaching and learning with other people? As billions of dollars are invested in the standardization movement, how do we advance our own visions of a quality education? How do we tell stories that \"stick\"?","Description":"We live in an age of \"ed. reform.\" NCLB, RTTT, and other pieces of legislation are sold as cures to an education system in crisis. Teacher accountability, testing, and school choice are hotly contested political issues. \r\n\r\nBut what gets left out of these debates is what kind of education we are giving our students in this tumultuous time. \r\n\r\nAnd that makes me upset. \r\n\r\nBecause how our children are educated is perhaps the most fundamental issue we face. And we need to tell better stories about the things that matter most. \r\n\r\nThoreau wrote, \"Let every man make known what kind of government would command his respect, and that will be one step toward obtaining it.\" The same is true for our school system. Each of us must construct a vision of teaching and learning. And then we must be willing to proclaim and defend that vision when pressed by people of good will and not-so-good will.  \r\n\r\nThis is the goal of the conversation: That every participant will leave with a vision of education they are willing to communicate and defend. Our political discussions have been taken over by moguls and spin-doctors. We need grassroots conversations on teaching and learning, taking place all over the country. These conversations will take place in grocery store lines and dinner tables, not think tanks and Congress. \r\n\r\nI am tremendously excited to hear from you, and share my own experiences from Teach for America, the Philadelphia School District, and Science Leadership Academy.","Link":[],"Audience":["High School","All School Levels"],"Practice":"This presentation will be a series of conversations. I am excited to share my own humble vision, in light of my experiences, and I am excited to hear from other fellow travelers with have far more experience than I have. We will share our visions, and give each other feedback on how to \"Make it Stick.\" \r\n\r\nA wiki of our visions and our ways of communicating them may be the product of this session.","Presenter":["Eric Lundblade"],"PresenterAffiliation":[],"PresenterEmail":["mr.lundblade@gmail.com"],"ScheduleSlotID":17,"ScheduleLocationID":2,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":46279,"RecordingURL":null,"ConferenceID":1}],"conditions":{"Status":"Accepted","ConferenceID":1},"total":76,"limit":false,"offset":false}