I’m a big fan of the cold call.
More often than not, in my experience, the people I have reached out to in the world of education have reciprocated to the point where some pretty great things have happened. Transformative, even.
There was that time I cold-tweeted Dr. Leigh Zeitz of the University of Northern Iowa with a link to a research project I conducted. I had adapted and applied his work to a project for my school board about creating collaborative research projects with Google Apps for Education. This led to a Google Hangout where I had the opportunity to talk to someone I may never have had the opportunity to meet otherwise, and he even helped me narrow my focus for a research question I had been working on for one of my courses. I brought this knowledge back to my group, we applied his suggestions and it definitely paid off.
Whenever I have a question about Google Sheets (which is all the time), I tweet to Alice Keeler and she always responds. I’m sure she will tire of me eventually. I tweet to her about other things too.
And back when I was applying to UBC’s MET program, one of my visions was to develop a type of online platform to connect educators to artists. I was working with Virtual Researcher on Call at the time as a classroom teacher, and I asked my contact there if she knew of any such platform in existence. That’s when I first heard about the digital Human Library and Leigh Cassell. I contacted Leigh in September 2014, and long story short, I am now VP for dHL’s Board of Directors and a Library Curator for the site.
This is how things happen, my friends.
So how does using technology to collaborate with others lead to transformative learning?
Harvard University’s Dr. Chris Dede wrote a three-part series for Ontario school and system leaders participating in the Technology and Learning Fund (TLF). His first think piece is entitled “Technologies that Aid Learning Partnerships on Real-World, Authentic Tasks”. In it, he states that “modern digital tools and media now enable the use of deeper learning strategies in schools (Dede, 2014) including:
- Connected learning encourages students to confront challenges and pursue opportunities that exist outside of their classrooms and campuses (Ito et al. 2013); and
- Collaborative learning enables a team to combine its knowledge and skills in making sense of a complex phenomenon
When educators themselves model connected and collaborative learning practices, they show their students the importance of working together to exchange information and ideas, solve problems and extend the existing task beyond what it is to potentially create something new. This may have never occurred had they kept the learning confined to their own classrooms.
There are numerous video-conferencing platforms educators can choose from (Google Hangouts is a personal favourite, as we are a GAFE school board), and webcams are pretty standard these days, as are projectors – but where do they even start connecting with people?
I recently had the opportunity to collaborate with a wonderfully passionate educator named Sean Robinson. We connected via Leigh Cassell. He asked me to speak with a group of educators at Centennial Secondary School in Coquitlam, BC about my experiences using various services to help connect students to experts in various fields. Here they are:
I spoke about how I had used these websites in classrooms in order to help modify and certainly transform students’ learning experiences in various subject areas. You can read more about it on Sean’s blog here.
If you look at Dr. Ruben Puentedura’s “SAMR” model, a sort of measuring tool for educators to integrate technology into their classrooms, the ultimate goal is to not only enhance but transform student experiences so that it results in higher levels of achievement. This is done through “redefinition”: the technology actually allows for the creation of new tasks, previously inconceivable.
Here is an example of the SAMR model at work, using my experience with Mr. Cull’s Grade 5/6 classroom in Cobalt, ON and “Exploring by the Seat of your Pants”. Prior to the Google Hangout with adventurers Tarran and Ollie, who would soon kayak the Amazon River, the students thought of questions they would like to ask the pair:
During the Hangout, students had the opportunity to have a conversation with Tarran and Ollie, and would also follow their journey via their website. The students therefore had a stake in their own learning.
There was a follow-up Hangout upon completion of their epic journey, and the same class participated and was able to ask questions to extend their learning.
Here is what the task would look like in each stage of SAMR:
Substitution: Using Google Search to research the Amazon River Run, and Google Docs to type up a report / presentation.
Augmentation: Incorporate interactive multimedia – audio, video, hyperlinks – in the presentation to give more depth and provide a more engaging presentation.
Modification: Create a digital travel brochure for the Amazon River that incorporates multimedia and student created video.
Redefinition: Participate in a Google Hangout with the explorers, provide authentic interviews, follow their journey via the website and then follow up afterwards. Incorporate all artifacts into final product.
If you’ve made it this far, you are awesome.
If you would like to join a Connected Learning Partnership, please click here and get ready to expand your world!
Dede, C. (2014). The role of technology in deeper learning. New York, NY: Jobs for the Future. http://www.studentsatthecenter.org/topics/role-digital-technologies-
Puentedura, R. (2014, December 11). SAMR and TPCK: A Hands-On Approach to Classroom Practice. Retrieved June 3, 2016, from http://www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnApproachClassroomPractice.pdf
Zeitz, L. (2014, September 6). Create collaborative research projects with Google Apps. Retrieved June 03, 2016, from https://www.iste.org/explore/articleDetail?articleid=16