Walk With Us visiting Taykwa Tagamou Nation June 23, 2018

Walk With Us will be visiting Taykwa Tagamou Nation on Saturday, June 23rd to capture Street View imagery of the community! We’ll be meeting in front of the band office at 1:00 pm, so if you’re in the neighborhood, please say hello and learn more about the Walk With Us project. WWU thanks Chief Bruce Archibald and TTN for hosting us! Stay tuned for Street View and a virtual tour.

Walk With Us Poster_ TTN June 23, 2018

For more information about Walk With Us: @WWUProject   #walkwithusproject

For more information about CreeGeo Education: CreeGeoEd FB Page

 

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Sketchnoting the concept of Knowledge

I’m currently enrolled in ETEC 530: Constructivist Strategies for E-Learning through the UBC MET program. We are learning about knowledge, and how it’s constructed and acquired, through a philosophical lens held up by Professor Duncan Pritchard at the University of Edinburgh. The following post was one of our discussion post assignments.

Method:

My task for this particular week was to choose an online concept mapping tool in order to draw a visual representation of linkages between the posts in What is knowledge? My ideas forum, with the readings from Duncan Pritchard. Since I knew I wanted to create a sketchnote and I don’t currently own a stylus to draw on a tablet, I opted for a no-to-low tech option for this assignment. Yes, I used paper and pens. I did use an online word cloud generator by Jason Davies in order to begin my word associations, and this acted as a digital springboard for me. I take word clouds with a grain of salt, as these generators don’t take context into consideration.

 

I started with the word “knowledge” in the middle of the page. Then, I thought of a brain, so I drew a brain beside the word knowledge. I remembered when I taught the Human Organ Systems unit in Grade 5 Science years ago, and proceeded to split the brain into four parts: Frontal, Parietal, Occipital and Temporal, and labeled and colour-coded them. Then I refreshed my memory (activating my temporal lobe) and researched the parts of the brain, and ended up organizing my canvas into four parts. I thought that I could link Pritchard’s teachings through this type of lens and go from there.
Taking notes by sketching comes naturally to me, and I feel that I organically made linkages because it was a natural process (not to speak in circles). If you’d like to dig deeper into the wonderful world of sketchnoting, I just found this article entitled “50+ Awesome Resources to Create Visual Notes, Graphic Recordings & Sketchnotes”. It is an amazing curation of resources, even if you’ve been sketchnoting for a while! I also love Sylvia Duckworth.

Materials:

Gelly Roll 06 pen (found this one while in Japantown in San Francisco and it is my absolute favourite gel pen)

Sketchbook (mine is a Five-Star Scrap Book with heavyweight paper)

Mr. Sketch markers (for pops of colour and scent!!; although these will bleed through the paper)

Sharpie pens (multiple colours)

Computer with a copy-paste Google Doc of my fellow students’ responses in the What is Knowledge? My Ideas forum, as well as the word cloud I used to generate linkages based on frequently used words/ideas

My sketchnote:

References

Cherry, Kendra, and Steven Gans. “Learn the Basic Structures of Brain Anatomy.” Verywell Mind, Verywellmind, 24 Feb. 2018, http://www.verywellmind.com/the-anatomy-of-the-brain-2794895.

Engage. Connect. Innovate. Empower. #ISBLbD #walkwithusproject

Back in December 2016, my proposal to facilitate a 90-minute workshop at the International School of Brussels’ Learning by Design conference was accepted. And so began the presenter’s slideshow frenzy…

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Waiting for my flight to Brussels at Pearson with my lunch companion, Google Slides

In preparation, I was asked to plan my workshop with the 4 conference themes in mind:

Engage. Connect. Innovate. Empower. 

To me, these are not only themes – they are calls to action; particularly in my current role as an Educational Technology teacher, and certainly in any role in education.

ISB staff and students were heavily involved throughout the conference, and the LbD planning committee, staff and students must be commended on their delivery of a thoughtful, innovative and engaging conference for all attendees. Here is an article about the conference written by LbD student journalists, highlighting a few of the student projects presented on the last day of the conference.

The support I received as a presenter before, during and even after the conference was nothing short of impressive (special shout-out to the IT department for setting me up with Apple TV!). Each of the workshops, panel discussions and break-out groups were thought-provoking, and, more importantly, I had the opportunity to meet some really great people who I hope to keep in touch with for a long time.

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ISB educators using 360′ cameras and the Google Street View app

Here are my workshop slides. Educators, you can read about some preliminary research about the mapping/storytelling platform, and try it out in your classroom. If you do, please connect with me!

Walk With Us End of 2016 Updates!

As holidays approach and 2016 comes to an end, I thought I’d put together a few updates about Walk With Us and thank all WWU supporters for all of the encouragement, expertise, time, energy, and all around #edulove given to us this year.

While there was a focus on learning the different types of technology this year (360′ cameras, working with Google Maps and publishing panospheres to Street View, WalkInto tour building software, Twitter for our social media campaign and Google Classroom’s mobile app for communication purposes), 2017 will bring our Storytelling Series, where we will invite artists, writers, reporters, and other local and not so local storytellers to help inform our digital storytelling.

Happy Holidays from Walk With Us!

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Learning by Design Conference at ISB in Brussels, Belgium, March 16-19 2017

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As part of ongoing efforts to spread the word about the #walkwithusproject, I had submitted a proposal to present at the Learning by Design conference at the International School of Brussels in Brussels, Belgium. I learned about it through my UBC MET program, and believed that the conference’s themes (engage, empower, connect, innovate) fit with the WWU vision.

Well, I received an email yesterday from the LbD Program Advisory Committee letting me know that my proposal was accepted! I’m excited because a) it will be the first time I formally present about Walk With Us, and b) it will be my first time in Europe.

I can’t wait!

These guiding questions were shared to help me with planning my session:

How do you envision the 90 minute workshop?

    – In what ways are you going to connect to the LbD conference themes
      (engage, empower, connect, innovate)?
    – What instructional approaches are going to engage your audience?
    – How do you plan to ensure that participants will be able to apply what they learned in your workshop?

I’m already drafting parts of my workshop in my head, using the above questions as well as information from part of my proposal:

 

 

I will post my workshop materials following my presentation. For more information about the Learning by Design conference, you can visit their website here!

Walk With Us: First trip to Mattagami First Nation

The Walk With Us club traveled to Mattagami First Nation yesterday to take our first panospheres for Google Street View. We were welcomed warmly by Mattagami’s Chief Walter Naveau, his wife Cathy Naveau, who is the Education Director, and Jennifer Constant, a Councillor on the reserve. To open the day, we sat in a circle in their community centre on the floor of the gymnasium. We are more grounded that way, Chief Naveau relayed to us. They spoke about how encouraging it was to see these students come together in this way, and how important it is for young people’s voices to be heard; how technology is a good thing, as it connects us all, and helps to create public awareness of issues our Indigenous communities are facing: one being the CN Rail oil spill last March. 18 months later, after much persistence, the community has secured a proper clean-up, although they don’t yet know when this will be happening. Chief Naveau has met and spoken with Dr. David Suzuki, and Dr. Suzuki is scheduled to visit Mattagami FN on Friday, Nov. 18th. They also spoke about the fact that many people still believe that people on reserves live in teepees, and other common misconceptions, that we would be helping to dispel through our virtual tours. Chief Naveau stressed the impact of affirming the voices of the youth, and to allow them to tell the stories through their own eyes, ears and perceptions.

We’ve been invited back when the community’s big teepee is set up at their powwow grounds by the end of this month. As well, the community will be holding a “viewing” of the students’ 360′ images when they are live on Google Street View! As soon as the students export their images to me, I will be uploading them into a shared Google Drive folder where one of our amazing partners, Neil Cariani of Creative Xistence 360, will be editing the photos to ensure they adhere to Google Street View’s quality and privacy standards.

The skills our students are learning are valuable, relevant and current; and this project has brought us together for a common purpose. The amount of organic problem-solving that occurs when students are placed in the driver’s seat was very thought-provoking for me as a teacher – students were demonstrating understanding, patience and resilience when issues arose with the cameras/technology, and together we attempted possible solutions, with the kids taking the lead in many instances. The pride they continue to demonstrate is incredible, and students were taking it upon themselves to interview community members to help with their storytelling projects down the road, when we create virtual tours of their home communities, with the backgrounds being the images they took after submitting to Google Street View. Each student received a folder containing items they would need for the day, including an agenda, pen and paper, step-by-step instructions on how to export 360′ images taken via the Street View app (we do not want them to publish right away to Street View prior to our editing process) and Photo / Interview Release forms for when they engage in interviews with community members.

One of my highlights (and there were so many) was having the chance to interact with the students, and just learning and laughing with them. There was one instance where we wanted to take a picture overlooking the Mattagami River. We set up our tripod in front of a log, and we wanted to see if we could “hide” from the 360′ capture by laying down behind the log. Nope! You could clearly see five of us laying down (it also didn’t help that I was wearing a bright green jacket at the time, the kids pointed out), and we had a bit of a giggle fest afterwards since that definitely wasn’t a natural pose to capture for Street View. 🙂 We decided to casually walk down the street so that the student whose smartphone was connected to the camera could press the image capture button to take the picture. Much better, and definitely more natural.

Here are some pictures from our day together. It was cloudy unfortunately, but hopefully when we visit again the sun will be out. We made two cameras work between 16 students yesterday, but 1:1 cameras will really open up opportunities – Google’s Camera Loan program has just confirmed that we will be receiving 20 cameras to help our cause – a mix between Ricoh Theta S (the ones we use now) and the Samsung 360’s! We are also planning local half-day trips to take updated images of Timmins (since the latest Street View images taken here were largely in 2009 – there have been some changes to the city since then).

Watch out for us!

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“Walk With Us” receives funding from OTF!

OTF Acceptance Letter

!!!!

When this idea first hatched, I had been promoting Google My Maps to students and teachers at Bishop Belleau School in Moosonee, Ontario and St. Patrick School in Kapuskasing, Ontario. This app allows students to actually create their own maps for virtually any purpose, and before we played with the app, we started our learning with a question: “If you could go anywhere in the world, where would you go?” And it’s funny…you would think that kids would immediately want to navigate to places they may have seen in movies, or have discussed in class, or read about in books. No, the place they most wanted to see is…

Home.

Kids want to see their house, the park they play in down the street, their schools – these are the special places in their beloved communities they want to see on this map and show off to visitors (in this case, me).

The thing is, when I showed them how to use Pegman within Street View, they soon realized that they couldn’t drop him anywhere. They asked why he kept jumping back, why they couldn’t see their house, their street, or anywhere in their entire community?

 

 

I explained that in order for Pegman to be able to show them these places, he would need to know where to look – the photographers who take these pictures and upload to Google Maps have not yet been to these smaller communities in Northeastern Ontario, therefore Pegman simply can’t see places where pictures have not been taken.

They understood, and one student even said that he would like to become a Google photographer.

I showed them the Street View app, where anyone can take photospheres with an iOS or Android phone (360′ images of a place) to give them an idea of what this type of photography entailed.  To upload and publish to Street View, images must adhere to specific quality criteria outlined by Google.

So I began to think: why couldn’t students capture their communities so that they can be represented on Google Maps and Street View like other places in the world?

Fast forward to later in the school year, where a group of high school students created a presentation about the suicide crisis in the Attawapiskat First Nation, Ontario. Attawapiskat declared a state of emergency after 11 people tried to commit suicide in one day. Since last September, over 100 people in the community of 2,000 have attempted suicide. These students bravely stood in front of their school and spoke passionately about their own experiences grappling with issues they have faced, and how they came to overcome these obstacles. The underlying message was one of hope for a brighter future, and to never give up. They wanted to tell their stories, and I wanted to help.

Walk With Us: Affirming the Voices of First Nations Students Through Digital Storytelling

Our project involves using an overlay program called WalkInto, 360′ cameras (Ricoh Theta S) and Google Street View  to provide a groundbreaking forum for youth to share stories of their upbringing, culture, and traditions, and to discuss the issues that affect them. We hope to increase awareness of some of the challenges First Nations communities are currently facing, and foster hope in the connections we create in order to spread positive messaging and resilience. This project will teach skills that actively prepare learners for the 21st century, one of our board’s improvement planning priorities, including (but not limited to): critical thinking, communicating ideas, understanding media, working with various technologies, and collaborating in teams. Virtual tours will be submitted to A Kids’ Guide to Canada, a nation-wide project to celebrate Canada’s 150th anniversary in 2017.

Professional learning goals we plan to achieve through our project:

  • Learning and applying digital media skills to transfer to students (spherical imaging, WalkInto overlay program, producing various media works including audio and video recordings)
  • Collaborating with colleagues, community partners and project partners from around the world via video conferencing
  • Increasing awareness of the challenges faced by Aboriginal youth in remote northern Ontario communities
  • Empowering Aboriginal youth with a global platform to share their stories and relay positive messages to other youth
  • Finding creative ways to deliver the Ontario English curriculum and align it with the Aboriginal perspective with a particular focus on media skills and oral communication

We have amazing partners to help facilitate certain aspects of our project. The co-founders of WalkInto will be planning a Google Hangout (GHO) with the students to teach them how to use the tools to build virtual tours. In addition, they will provide server resources to host the project and WalkInto credits to cover operational costs. A photographer, Neil Cariani from CreativeXistence360, has agreed to facilitate a GHO about spherical imaging and teach students how to operate the Ricoh Theta S camera, and will also lend his expertise with post-processing (Photoshop). These skills will align with the media strand of the English curriculum. These sessions will be held during lunch hours, and we hope to invite community partners from our Native Friendship Centre and Misiway Milopemahtesewin Community Health Centre, Ojibway and Cree Cultural Centre, as well as elders, to talk about storytelling and traditional healing. We will provide the students with a private, online forum (Google Plus community) so that they can communicate with team members throughout the project and share their thoughts as we learn together. Students will also study exemplars of various non-fiction narratives about overcoming adversity to guide them in their own journeys of hope.

This project will provide a space for First Nations youth to share their stories and thereby build their self-confidence and well-being. It will enhance their understanding of a variety of technological tools, which aligns with the 6 C’s of 21C teaching (thinking critically, communicating clearly, working collaboratively, embracing culture, developing creativity, and utilizing connectivity). We hope that students will be engaged in their learning, as they will have a stake in the project, as it is comprised of their personal stories. They will also have the opportunity to reach beyond their community and form real connections with youth, educators/mentors and global partners through the use of technology.

These are some of the resources we plan to use for this project (this can be an ongoing list):

  • Ricoh Theta S cameras (2) and tripods; smartphones and/or iPads to control the camera’s movements on the tripod
  • WalkInto platform (virtual tour building overlay software) and Google Street View (publish our photospheres to Street View)
  • Google Hangouts for training sessions with our technology partners, as well as for our community partners
  • Timmins Native Friendship Centre, Misiway Milopemahtesewin Community Health Centre, Ojibway and Cree Cultural Centre, and elders
  • Walking the Path, Ontario curriculum and Aboriginal Perspectives Toolkit documents

This project serves a dual purpose:

  1. To provide students with the opportunity to quite literally put their communities on the map; and
  2. To provide students with the opportunity to build digital artefacts to contribute to a national project, where their stories will be seen and heard by many, far and wide

I can’t wait to see what they can do.

For more information about A Kids’ Guide to Canada, follow here and here.

The digital Human Library is a proud sponsor of A Kids’ Guide to Canada, and you can read more about this amazing project by kids, for kids here.