Tag Archives: wwwd

Dojo and Data links⤴

from @ wwwd – John's World Wide Wall Display

Cash for Questions (pathwaystoinclusion.blogspot.com)
Bribing children is so tempting. What they want, especially when they're young, is sometimes so cheap, so easy to acquire, that the temptati...

Found via @dgilmour.

50 years ago, Edward Deci gave different groups of students a Soma cube puzzle to solve. Some were paid to take part, others weren’t. When he announced that the time was up, the students that were paid to work on the task just put the cube down and walked away.

David’s tweet also lead to

Comments on ClassDojo controversy and Killer Apps for the Classroom? by Ben Williamson

I’ve never been a great one for points and the like in class, mostly due to my inability to be consistent enough in their use and unexamined distaste.

There are echos in the Doing Data Differently project. I’ve been listening to some of the colloquium videos and finding them though provoking.

Doing Data Differently – Virtual Launch⤴

from @ wwwd – John's World Wide Wall Display

Wednesday evening I hurried home after school to join the zoom meeting for the launch of the Virtual exhibition Doing Data Differently.

In the current climate, discussions about data in schools are usually linked to pupil attainment, data are represented using charts and graphs, and teachers rarely initiate data collection themselves or use it for their own purposes. The widespread use of attainment data in schools has been widely criticised for its impact on the curriculum, on teaching and learning, and on teacher and pupil wellbeing.

I’d heard of the project from Ian Guest, @IaninSheffield, an academic working on the project and an online pal. Ian did interesting work on teachers use of twitter. We talked to him about this and many other things on Radio EduTalk. Ian took a rather individual approach to gathering data during his phd.

The virtual launch was a great taster for the Doing Data Differently site or exhibition. If the idea of data in education is unattractive this will change your mind. The recording of data was done on postcards in very creative ways. A quick scroll down the Metaphors, for example, collection gives you different view of “data”.

I was particularly interested in was the amount of discussion and excitement generated by the postcards. One mention returning to change something in her class immediately. Perhaps I heard someone saying that the project vaccinated them against data. An interesting idea.

I felt that these postcards gathered more complex, subtle, less easily simplified data. This could be approached conversationally as opposed to mathematically.

The project is continued in a colloquium on vimeo. I’ve listened to the first, thanks huffduffer, Data harms and inequalities and queued up a couple more. The first was an interesting discussion of data misuse, bias, and bad algorithms. I am guessing that the videos are more academic than the postcards and should compliment thinking about data use in education in the round.

There is a lot more for me to read and think about on the site. It is facinating seeing an unusual view of other teachers practise.

Getting a Glow Blog Podcast into iTunes⤴

from @ wwwd – John's World Wide Wall Display

This is harder than it used to be.

We have just added our class podcast to iTunes I though it might be worth noting the steps.

The RSS feed from Glow Blogs is not optimised for podcasts so I used Feedburner to create one. You need a google account to set up on Feedburner. Once you have done that you add your RSS feed from your blog to Feedburner and tick the podcast box.

An important setting is to have an image for the podcast art.
You need to upload a square image bigger than 1400 by 1400 pixels for iTunes. Remember to change the maximum size in Settings-> Media as by default Glow Blogs resizes image bigger than 1200 pixels. Then add the URL for that image to Feedburner.

You end up with a url for your podcast feed, ours is:

http://feeds.feedburner.com/BantonBiggiesPodcast

you then submit that at the apple iTunes Connect site. You need an Apple ID for that. It is pretty straightforward. You can check the feed and submit it.

Feedburner is showing its age and is missing some of the tags that Apple likes but it still works. Feedburner was taken over by google a while back and I hope it does not go the way of Google Reader. I don’t know of another free service like it?

My classes podcast is approaching episode 1 and we are having a deal of fun working on it.

Classroom Podcasting again⤴

from @ wwwd – John's World Wide Wall Display

I started a podcast in my previous school in 2005 which produced episode fairly regularly until 2008 when I moved to a development officer post in North Lanarkshire.

I found podcasting to really worthwhile, fun and motivating. It involved children in all sorts of learning and created many opportunities.

I’ve also produced a fair number of podcast over at EduTalk and play with microcasting  here.

I spent a fair bit of time in my development post trying to encourage the practise. Ironically I had more luck with video podcasting and for a while we had a Mac server running podcast producer which could server audio and video podcasts.

When I started work on Glow I was particularity keen to promote podcasting using Glow Blogs but didn’t see a lot of uptake.

Since returning to class in 2016 I’ve had podcasting in the back of my mind, we have, I think, posted the odd bit of audio to our class blog but until now now made a big deal of podcasting.

This session I decided to get it into our plans covering in particular:

>By experiencing the setting up and running of a business, I can collaborate in making choices relating to the different roles and responsibilities and have evaluated its success.
SOC 2-22a

We are going to produce a multi-episode podcast and look for sponsorship to make it into a business.

There are an amazing number of opportunities in making a podcast for pupils including: writing, recording and editing, making a website, graphics production, finding sponsorship and publicity. We have already ticked of many of the skills that we audit in our learning.

I’ve also been learning a bit about GarageBand and how it has changed since the last time I used it. Exploring software with pupils is a great way for them to learn. My needs for podcasting for Edutalk were met by a wee bit of audacity and the levelator, not complex, but pupils are a bit more ambitious. I am also stepping out of my mac comfort zone and using the pupils iPads for the whole thing, or at least they are. They  are organising things in Teams (to include an isolating graphic person last week) and using the pupils iPads. GarageBand for recording, notes for writing, Teams for working together, brushes, sketches & keynote for graphics, numbers for organisation. Personally I would be using a different set of apps on a mac for these tasks. Moving to the pupils devices gives them control and puts me in an advisory role.

So far we have organised teams for different roles, made a start on a blog, graphics, scriptwriting. Our first bit of publicity has gone out and I cooped my daughter into a Skype visit to talk about her job as a tv producer (and her experience of working on a podcast).

We have started recording episode zero and I hope that will be published on the new podcast site next week. It is good to be back podcasting in class.

New micro:bits⤴

from @ wwwd – John's World Wide Wall Display

Meet the new BBC micro:bit | micro:bit

Now with speaker and microphone!
Same great features, easier ways to use sound and touch to get creative in the classroom

More features, including easy ways to take AI and ML into the classroom, will be released throughout 2021. Watch this space.

More details:
Working together on the latest BBC micro:bit

I’ve been using micro:bits for a few years now and these look like great additions, especially the sound in and out.

Given we have a good number in school already I doubt we will get new ones so having a bit of latest kit envy.

The illustrations on the page make the boards look gigantic.

wwwd – John's World Wide Wall Display 2020-10-12 11:50:36⤴

from @ wwwd – John's World Wide Wall Display

Reposted a tweet (Twitter)
DOING DATA DIFFERENTLY We're launching the virtual exhibition from this research project between 16:30 & 17:30 on Wed 11th Nov. online. Of interest to colleagues (esp. sr. leaders) interested in literacy in primary schools Registration (free) http://bit.ly/DDDExhibitionLaunch… - join us!

I’ve registered. Really interesting way of gathering information about primary teaching.

 

 

Hey, Teams, get out of my car⤴

from @ wwwd – John's World Wide Wall Display

Microsoft Thinks You’ve Been Missing Your Commute in Lockdown – WSJ

Teams’ morning commute experience hasn’t been finalized, but will involve asking users to write a short list of things they want to accomplish that day, Ms. Janardhan said. It also will ask how users are feeling before they start work. If they say they are feeling overwhelmed, the virtual commute assistant will ask if they want to block time off in their calendars to focus on work or de-stress.

John Naughton though this was a spoof.

I’d love to block out some time in my calendar to de-stress but I don’t think this one is aimed at a school day.

The last thing I want to do in a commute (real or virtual) is “write a short list of things I want to accomplish that day”.

I’ve spent the best part of 40 years commuting in one way or another, mostly on trains and latterly by car, so I have experience.

Driving to work I listen to the radio, or podcasts or music. I keep an eye out for the seasons, nature & roadkill. I think, let my mind drift. I might write, in my head, a haiku.

Occasionally I might think about school if I realise the days plan is flawed, or I worry about need to get something done. Wondering how I’ll manage that between 20 to eight and the bell at nine.

I might have a great idea or notion about something I could teach, and work out how to fit it in.

I do not want to systematically want to go through the day taking more time up with routine or timetables, I want this slack time for myself & serendipity. If I am locked down again, or get into a position where I work from home, I’d rather manage my transition from breakfast to work without a piece of software asking me questions.

wwwd – John's World Wide Wall Display 2020-10-08 10:57:02⤴

from @ wwwd – John's World Wide Wall Display

Bookmarked Outdoor Classroom Day (outdoorclassday) on Pinterest (Pinterest)
Outdoor Classroom Day | The Outdoor Classroom Day movement aims to make time outdoors part of every child's day, at home and at school.

Pinterest drives me crazy when searching and has some worries but this looks very useful.

 

Cameras On?⤴

from @ wwwd – John's World Wide Wall Display

You cannot connect with students or understand their learning if you can’t see them. And nobody can be expected to share ideas that are important to them to group of hidden faceless peers. If you want students to talk, you’ll need cameras on.

@Doug_Lemov on Twitter here.

A lot of good pushback on this in the replies. I certainly didn’t find the lack of camera a problem during our spring/summer lockdown. At that point Teams in Glow did not let pupils use cameras. I liked that as it meant I didn’t have to think about it.

Cameras off could help with privacy, bandwidth and possible feeling a bit more comfortable the teacher is not watching your every move and counting the toilet breaks.

 

Yeah, I think people somehow keep forgetting that there is literally a whole pandemic.

I don’t hear from a kid for a week and they pop back in and I tell them I missed them and am thrilled to see them.

“There was some stuff.”

Yup. Love you; glad you’re here.

Trina Parrish (@ArtTeacherMsP) here

wwwd – John's World Wide Wall Display 2020-09-27 20:31:57⤴

from @ wwwd – John's World Wide Wall Display

Bookmarked Schools in England told not to use anti-capitalist material in teaching
The government has ordered schools in England not to use resources from organisations which have expressed a desire to end capitalism. Department for Education (DfE) guidance issued on Thursday for school leaders and teachers involved in setting the relationship, sex and health curriculum categorised anti-capitalism as an “extreme political stance” and equated it with opposition to freedom of speech, antisemitism and endorsement of illegal activity.

Words fail