Author Archives: natbaserad

The Power of Storytelling

As we introduce ‘hands on learning’ and Design thinking in education there is often a need to documnt what occur BEFORE, DURING and AFTER producing an representation. This can be refered to as digital storytelling and in this post I will explore three tools for editing photos and cretationg a collage.

#1: PIXLR Express

Chose collage to apply a quick fix or add a personal touch with creative effects, overlays, and borders. I also like that you can switch to the more advanced Editor.

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#2: Canva Photo Collages

Turn your photos from a family holiday or a birthday celebration into something special by creating an incredible photo collage! Canva’s collage maker includes over 100 layouts, allowing you to create stunning graphics in just minutes

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#3: Adobe Spark

You create a page with a photo grid. Adobe Spark enables you to tell stories and share ideas quickly and beautifully. You can create individual Pages, Posts, and Videos, or you can use the formats together (including a Post image in a Video, or a Video in a Page, you get the idea).

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Using Scalable-Learning for Classroom Without Borders (#CWB116)

During a workshop on flipped learning I got to try Scalable-Learning and started to create training material for Google Mobile Bootcamp: Stockholm.

The couse is called:

Classroom Without Borders (#CWB116)

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Objective: This course is designed to develop competence for Google Certified Educator Level 2, Unit 7 “Teach Beyond the Four Walls of Your Classroom” and UNIT 9: “Give Students a Voice”. You will learn to motivate and engage students in creative ways and find even more inventive ways to do this using Google tools to expose your students to faraway places, people, and things without actually leaving your school.

ScalableLearning helps teachers combine the best of online student preparation and in-class teaching for active learning and flipped classroom teaching.

Open Networked Learning (#ONL162)

We have started topic 1 “Connecting – online participation and digital literacies”, where we are learning about  online learning spaces.

This is the second ONL course offered by Karolinska Institute, Lund University, Linnaeus University, the Royal Institute of Technology (all Sweden) and Independent Institute of Education (South Africa).

  • How to create collaborative and flexible learning environments online
  • Test problem-based learning in open online platforms
  • Develop your professional learning network
  • Test a range of digital tools and methods in a pedagogical context
  • Learn about the latest research and new trends in the field

The process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education (Knight i Beelen & Jones, 2015)

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I’m participating as an Open Learner in this learning ecology 🙂

Interactive online lesson with OfficeMix

In the Make Cycle #2 during the CLMOOC 2015 we will reflect on how the affordances of different media impact our choices, processes, and meanings. There has been new research in Sweden showing evidence of lectures going quicker with PowerPoint presentations and students don’t get enough time to make their own notes during class. My re-mediate will move from course literature to PowerPoint, from a presentation to Khan-Academy-style digital storytelling in an interactive online lesson with the add-in called OfficeMix.

The change from course literature to PowerPoint reduce the content to central concepts and examples (i.e. bullet points and images). The filter is applied by a qualified teacher and will reveal connections within the content. An interactive online lesson with OfficeMix will change the possibility to access the teacher’s instruction and allow the students to repeat complicated sections.

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Open Badges for Assessing Learning

In this video I compare two Open Badge Infrastructures (OBI) as a badge issuer. Open Badge Factory (https://openbadgefactory.com/) and Badge List (http://www.badgelist.com/).

The main question is to what extent were autonomy, diversity, openness and interactivity present?

Further discussion should involve:

  • How to avoid badge inflation / flooding the system / loss of meaning?
  • How to avoid fragmentation: having badges trapped in their issuing environments
  • How to manage badges – Who can create / issue badges?
  • How to evaluate the impact of badges in the community?

 

 

 

Microsoft’s training for 21st Century Learning Design

LogoMIE02During 2015 eduToolkit will offer Microsoft’s training for 21st Century Learning Design (21CLD). The educational resources shared by eduToolkit will model and demonstrate 21st Century Learning Design in education. Teachers Open Online Learning for professional development is based on P2P review, where teachers develop skills from practice and reflection. Digital badges are used as micro-credential during assessment. The workshops held in the collaboration circles will be facilitated by our qualified Microsoft Innovative Educator Trainer Jonas Bäckelin.

Equipping teachers with the capacity to create a learning environment that will enable 21st century skills for students (Angela Shaerer)

Mission statement for 2015:

Based on the Competency Framework for Educators (UNESCO ICT-CFT) our aim is to model and demonstrate 21st Century Learning Design (21 CLD) in education. You will during the first level develop the competencies needed for teaching with technology (TwT) and be eligible for the Microsoft Certified Educator (MCE) certification. The second level consist of a training program for 21st Century Learning Design (21CLD) divided into 8 sessions.

  1. Session: The foundation21CLD01
  2. Session: Collaboration
  3. Session: Knowledge Construction
  4. Session: Use of ICT for Learning
  5. Session: Self-Regulation
  6. Session: Real-World Problem-Solving and Innovation
  7. Session: Skilled Communication
  8. Session: Reflection and Impact

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Learning outcome:

  • Analyze and ‘code’ learning activities to see how deeply they integrate 21st century skills
  • Collaborate in designing new learning activities that provide deeper 21st century skills development
  • Examine the impact of these learning activities on students’ work
  • Use ICT as part of the learning process

Find out more on Microsoft Educator Network

OneNote Class Notebook vs. Google Classroom with add-ons

This Office Mix presentation will look at assessment and lessonplans in two different LMS. As an “Advanced Networked Teacher” you can use ICT to assess students’ acquisition of knowledge, and to provide students with feedback on their progress using both formative and summative assessment. There is also a requirement to incorporate appropriate ICT activities into lesson plans.
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Distributed Learning Environment

This post aggregated by the the Microsoft Innovative Educators news radar.

In Connectivism, knowing where to find information is more important than what is already known. My Learning Activiy on the Microsoft in Education Network investigates “What does 21st Century Learning look like and where is it happen?” and focus on how to select tools to create PLEs and make them interoperable in learning ecologies.

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You probably heard of the tale where group of blind men touch an elephant to learn what it is like. The moral is that while everyone is experiencing at the same thing, they don’t see the context. The knowledge emerge from the connections between learners in Collaborative Open Online Lerning, i.e. a COOL – Course.

The concept is adapted from Stephen Downes six domains of expertise in critical literacies consist:

  •  syntax – detecting and using forms, rules, operations, patterns and similarities
  •  semantics – sensing and referencing, interpreting, associating and deciding
  •  pragmatics – speaking, acting, expressing, declaring, asking, meaning, using
  • cognition – description, definition, argument, explanation
  • context – theorizing, framing, identifying possibilities, environment, reference space, ontologies and categorization
  • change – relation and connection, flow, historicity, directionality, progression, logic, games, scheduling, events and activities,

(Source: http://www.downes.ca/post/54875/)

Syndicated Education in Distributed Learning Environments

In education schools create coherence based on ‘Conceptual Orientation’ (i.e. sense making) illustrating how theories and knowledge are related.  Following the emerging trend of Distributed Learning Environments used in Networked Learning, teachers also need to include ‘Spatial Orientation’ (i.e. way finding) to answer questions like: Where do I find useful Learning Resources (i.e. salience)?  How are these resources interconnected (i.e. pattern recognition)? What is the underlying message (i.e. trajectory)?

 In the previous module we used web tools for creating, delivering and managing Learning Resources [#CNT12]. During this course you will create, deliver and manage an educational event that aggregates the latest work from participants within the cohort into one location.  This allows Peer-to-Peer (P2P) learning and keep the work they do in their own Personal Learning Environment (PLE).  The experience from this course will turn into a multi-levelled badges program awarded from peer to peer evaluation.

Skill Badge: Certified Networked Teacher #CNT12

This is some information about our preparation for the badge ‘Certified Networked Teacher’ at P2PU:
Url of the challenge associated with this badge

Badge Name:  Certified Networked Teacher

Badge Short Description:  The use of web tools in networked learning has become an important 21st century skills for teachers.  This challenge will give you the ability to envision a new future based on web tools in a networked learning scenario.  

Badge Requirements:
You will engage with instructional tools for creating, delivering and managing your learning resources in an innovative way.  The first task is finished when you have posted a link to your learning resource in the CNT challenge and at least one peer participant has posted a comment with approval.  The requirements is that the learning resource specifies the target audience and has the function to model, demonstrate, help us practice or help us reflect.  The final task will be to create a Screencast Tutorial that demonstrate your skills as a Networked Teacher.  After this badge you will be ready to take on syndicated education in distributed learning environments as an ‘Advanced Networked Teacher’.  On expert level you will be a central node in networked learning and change how we understand education in the future.  The experience from this course will turn into a multi-levelled badges program awarded from peer to peer evaluation (i.e Certified Networked Teacher, Advanced Networked Teacher and Expert Networked Teacher). 
 
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Badge Logic: Skill Badge that requires submissions:
 Rubrics:  A few sentences starting with ‘How well was this peer able to: ‘ that reviewers will use to evaluate the submissions:
  • How well was this peer able to reuse existing learning resources to create his/her own?
  • How well was this peer able to adapt his/her learning resource to deliver it to the target audience?
  • How well was this peer able to organize the material in order to share the learning resource?