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.
As part of a new online course at the ACCESS Centre here in Timmins, Ontario, I was asked to give two half-day workshops at the end of the month. The students will learn how to use the Ricoh Theta S camera along with the Google Street View app in order to take 360′ images at Gillies Lake. They will then upload these images into D2L’s ePortfolio app as part of their learning journey. Walk With Us Project will be lending eight 360′ cameras to support this unit. My presenter Slides are below:
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…
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.
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 traveled to Moosonee, a community in northern Ontario located on the Moose River, from May 10-11, 2017. Our goals were to map as much of the town as possible with our 360′ cameras, talk to community members to learn more about Moosonee and the people who live there, and finally, to spend some time at Bishop Belleau Catholic School, where we had a surprise planned for a group of five Grade 3 students!
This was our travel itinerary:
WEDNESDAY, MAY 10, 2017
Leave Timmins 6:25 am (ONTC Station: 54 Spruce Street South: 1-705-264-1377)
Arrive Cochrane 7:45 am (ONTC Station: 200 Railway Street: 1-705-272-4228)
After traveling for 6 hours, 20 minutes (not counting layover time in Cochrane), Walk With Us arrived in Moosonee, where we were met by Mrs. Wanda Zelau, principal of Bishop Belleau. She graciously offered her vehicle to transport our bags to Christ the King Cathedral, where we would stay the night.
After we were settled, the cameras were out and it was time to capture some photos before dinner at the Sky Ranch Restaurant (where we would also have breakfast and lunch the next day – we love Sky Ranch)!
We captured a fair bit of the community in 1.5 hours, and two of our students even took it a step further and captured an entire street with proper spacing between panos – 3 metres – so that they would be able to connect the panospheres together using the Street View app. This will allow a viewer to actually be able to “walk” down the street using the advancement arrows. More great learning!
The next day, we had scheduled an interview with Madelaine Blundon, an elder in Moosonee. We were greeted at the door of the Seniors Complex and shown to the common area, where the students sat at a large table in the middle of the room and opened their Walk With Us folders, ready to record their interviews. These folders also contain a consent form, and students ensure that anyone they interview and/or take photographs of must be asked for their permission before any material can be used in the virtual tours they will be creating.
A big takeaway for me from the conversation was when Madelaine very simply and thoughtfully stated that we need to listen to our young people, as they have something to say. I remember thinking to myself that the Walk With Us project was built on this exact notion.
Aboard the train on the way to Moosonee, we had met Reverend Norm Wesley from Moose Factory. After hearing about the Walk With Us project, he agreed to speak to our students on the same day as our interview with Madelaine. We had lunch together at the Sky Ranch, where he informed us that he had prepared a presentation for the students. Reverend Wesley spoke about the significance of the six seasons as known by the Cree people: Winter (Pipon), Spring (Sikwan), Break-Up (Mithoskamin), Summer (Nipin), Fall (Takwakin), and Freeze-Up (Mikiskaw). He had the students each choose a puzzle piece and allowed them some time to read what was on their card. Then, he started a timer with 6 minutes on the clock to solve the puzzle in a way that made sense to the students. Let the problem solving begin!
Prior to Reverend Wesley’s beautiful presentation, our students had the opportunity to teach five Grade 3 students about the SAM Labs Curious Cars kit, where the kids would have the chance to build and program cars using the Curious Cars iOS app which connects wirelessly to various rechargeable modules, or SAM blocks.
Back in March, I presented a workshop at the International School of Brussels (ISB)’ “Learning by Design” conference, and the workshop was all about the Walk With Us Project. The founder of SAM Labs is a graduate of the ISB, and the company had set up a kiosk at the conference. Upon hearing about Walk With Us, Ivelin, an employee of SAM Labs, generously donated the Curious Cars kit to the club so that we could learn it and gift the kit to students of Bishop Belleau. And that’s exactly what we did!
Finally, it was time to head back to Timmins after a whirlwind of a trip. Walk With Us would like to thank the community of Moosonee for all of the kindness and hospitality shown to us, and rest assured we will be back! Hopefully next time we will be able to cross the river and visit Moose Factory. Until then!
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.
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!
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!