Learning that is Personal and Beyond Ourselves
Everything is “personalized” and kids today are so connected more than ever. Will kids be ready for their future?Read more
Everything is “personalized” and kids today are so connected more than ever. Will kids be ready for their future?Read more
As a parent and educator, you always hope that your children and students find their purpose and passion and then live it. My daughter, Sara Zimmerman, is living her passion better than many people I know. She’s an artist, web designer, musician, climber, mom, wife, daughter, sister, and now author.
Everyday is exciting for Sara, her husband, Rob, and her 5 year old daughter, Cali. I am learning from them that you can play while you work and work while you play. They have a band where Sara plays her drums and Cali has her own set to follow along. Rob and Sara are a real team with the web designing, their band, and climbing.
Check out ”Unearthed Comics” and get yourself the book and a decal. You can even take the decal with you when you travel and share where in the world you and the Marilyn decal are visiting on her blog. And for anyone wanting some great marketing advice, download her free eBook on Making Smart Marketing Decisions.
I find myself in an interesting time in my life. I could retire but I don’t want to. This is an exciting time where all the efforts I’ve taken for years to change education are starting to come together. I can taste it, smell it, and feel it. I’m working with schools around the world and the issue seems to be the same.
There are a few pockets of excellence but we tend to still be embedded and entangled in a system of traditional education. The questions I get from teachers all over the world have the same tone:
I can go on but the issue seems to be about trust.
I have been thinking about this for a long time. Kathleen McClaskey and I as co-founders of Personalize Learning, LLC were brought together because we needed to be. Both of us were going in similar directions fighting this issue alone. Our mutual friend, Julie Duffield, brought us together several years ago. We created a chart defining what Personalized Learning is and is not in January 2012 and then from all the feedback, we updated the PDI Chart this March 2013. It has changed our lives.
After we created a process with the Stages, we started getting interest from schools, districts, regions, states, and companies. We opened a pandora box. We created an eCourse about the What, Who, Where, Why, and Wow of Personalized Learning and are on our sixth session since February. It is more than exciting. Yesterday was our first session with 34 educators from around the world most from Australia. We are doing several sessions simultaneously. One with Kettle Moraine School District in Wisconsin. The questions and conversations are the same but they are getting deeper and more reflective.
So that’s why I thought it was time for me to reflect on everything that has happened the last 2 years. All I can say to teachers who venture down this road to turn the learning over to the learner so they own it, thank you! I am in awe at all you are doing. I am amazed when a school system says it’s time to rethink learning and change how we teach and learn. I want to thank Kathleen for sticking with me through this. We are fighting an uphill battle against structures and entities that have been entrenched in a system that is over 150 years old.
We wrote a post Learners NOT Students and the response was overwhelming — most good but a few educators got upset. What we and others are saying shakes up the system. It needs shaking up. My granddaughter is starting kindergarten this year and all I can think is Oh My — she’s so creative and the school will take that away from her. We have to give the learning back to our kids. They need to own it — drive it.
I cannot stop now. We cannot stop now. This is the time for a revolution like Sir Ken Robinson said in the latest Ted Talks Education along with Rita Pierson and others who talk about passion, interests, human interaction. Watch this and then we’ll get this revolution going and finally do it right for our kids.
I learned something cool this week. You can leave voice comments on a Google doc. This is very cool for teachers who want to leave a comment on a document for one of their students, but found that they had to write a lot. Now they can leave a voice comment. I am a writer and editor. So this could save me so much time when I edit, and this can save me if my editor uses this feature. Jennifer Roberts created this video tutorial on how to use it. Check it out!
I’ve been asked to do some research on BYOD – that is Bring Your Own Device for those that don’t know the acronym. The idea is that each student can bring a mobile device to school — any device that is supported or approved by the policies of the school or district. Asked some of my friends for ideas and Jon Corripo, Director of Charter at Minarets Charter High School and Director of Technology for Chawanakee Unified in California asked his students.
Why not ask the students?
Thanks Jon for sharing… will be writing more about BYOD so any ideas or feedback are appreciated
We talk about having access to content from anywhere using our mobile devices, but we didn’t think about what that meant to us. We thought it meant access to content anytime from anywhere. What it seems is that it also means we are available anytime someone wants us. It doesn’t mean we have to be available.
Let me clarify why I’m writing this. I have to turn my cell and other phones off at night because now I’m on several lists that I cannot get off. I get calls on all my phones from a “Name Unavailable” from different numbers from around the world wanting me to sign up to different promotions all day and all night long I don’t answer “Name Unavailable” yet they don’t leave a message. So I gave up one night at 3am and answered it. It was someone promoting Google Ads. I asked to be taken off the list. 30 minutes later I got another call from a different “Name Unavailable” number for the same type of promotion. There is no way to be taken off this list because these are individual freelancers trying to make money. They could be anywhere in the world.
The same thing happened during the last election. I received calls from people working for different campaigns around the country who were using their cell phones. There was no way for me to block them. They came up “Name Unavailable.”
So back to Google or Yahoo or other “FREE” programs that call you in the middle of the night wanting you to sign up for something. I started reviewing what I signed up for and realized several years ago I signed up for Google Adsense. Then I thought maybe I could try Google Checkout for my store. So that’s how I got on a list. I do not use either one. I get it. I also tried promoting my company on Facebook. That’s another list. I’m using Safeway’s Just for You. Another list. Every time I signed up for something “Free” I was put on another list.
So to get off a list, you have to remember what lists you signed up for and unsubscribe. Mmmmmmmm! I don’t think that is possible today. You don’t know who has your number. I heard we have over 150,000 data points associated with us. That is, I joined Facebook and added friends. If any of those friends sign up for Words with Friends, I’m a data point now. That means that Words with Friends used an algorithm to find me and promote their game to me. The same thing happens when you sign up for a credit card, make a purchase with debit card, or join a “Free” website that is connected to social media.
So back to being available anytime. The idea of 24/7/365 is that you have access to resources and your network anytime when you log on using your computer or your smart mobile device. This gives a whole new meaning to “smart” and how you use it.
Today’s kids have been brought up with the Internet and mobile devices. They only know anytime, anywhere. I see kids texting while they are sitting next to their friends. For all I know, they are texting each other instead of talking. The world is different. The world is smaller. Friends mean so much to them that if they get a text, they answer right away. We had to make a law “No Texting While Driving” because it is rampant and causing accidents.
I think we need to teach another new skill: boundaries. When do you say today in this moment I do not need to answer the call or read the text. It is all about priorities and respect. I had to learn this when I created My eCoach. I wanted to be there all the time as a coach. But a coach also does not need to enable the other person. The idea of coaching is to nudge and support the other person so they can find their own way. I still like the idea of having a place like My eCoach that respects your privacy. We don’t sell any data or advertise or call you in the middle of the night. We do have clients from around the world who are up when I’m asleep but that’s okay. They can access My eCoach anytime, anywhere.
I finally got it that my time is important. I can be available when I have time. Not when I’m driving. Not when I’m sleeping. So if I don’t answer you in the middle of the night, it’s not that I don’t like you or something; it’s because I need to sleep.
Something’s happening online. Does it seem like everything is safe and then you find it isn’t? When you consider the Internet provides so much for free, but then you see companies that are FREE going IPO with a value of billions. Where do they make their money?
Most companies do a good job posting privacy-aware policies that make it clear to users how they use their data. What users might be doing is sacrificing ownership of their analytics data which might surprise you what that means.
Definition from Wikipedia: monetization involves maximizing the revenue potential from available data by institutionalizing the capture, storage, analysis, effective dissemination, and application of that data. Said differently, it is the process by which corporations, large and small, leverage data to increase profit and efficiency, improve customer experience and build customer loyalty. The practice, although common since 2000, is now getting increasing focus as regulatory and economic pressures increase on businesses.
Financial services companies are a relatively good example of an industry focused on replacing lost revenue by leveraging data. Credit card issuers and retail banks are using customer transaction data to improve targeting of cross-sell offers. Partners are increasingly promoting merchant based reward programs which leverage a bank’s data and provide discounts to customers at the same time.
What does that mean for you? All you want to do is go online to learn, find information, resources or ideas, connect with others, or just to lurk and see what others are doing. There may be other reasons but it’s not to give away your data. That’s what you think. This is a new time where data and the ownership of data makes companies grow and get rich. The new revenue model is give it away, make it free, and then collect 150,000 points of data for each user.
That’s right – that’s what I said. A minimum of 150,000 points of data for you. This means that your data includes:
So why would any company want to know this about you? This is how they target their marketing and plan for research and development. Big budget stuff! You see if a company just relied on the activity of their clients, they wouldn’t know how to project future development. Now with all the social media and mobile devices, companies can now track all of the data points. They can use the analytics of your page views and visitors on top of your own activity. Companies now need lots of data to make decisions and they need millions of users. The only way they can get that is to offer programs for free or at very low cost. You think it’s a great bargain, but they are using your information to get rich.
So what if you wanted to bow out of the data mining business and take all of your data points with you. It’s too late. You were born and that is now recorded. You signed up for a phone some time ago. That was recorded. You made calls and each of those were recorded. I know many people who will not use the Internet or a credit card because they are concerned about someone taking their information. Sorry. It’s gone already. You can take control of some of your information by doing some Internet forensics on yourself. Find out what is attached to your name by Googling your name, address, etc.
But here’s another thing – every time you search on Google, that’s another data point connected to you. Oh my!!! I wrote this just so you are aware of what Free really means so you can make good choices when connecting online or by your mobile device for the right reasons.
Are you a blogger? Do you use social media sites like Pinterest? If so, you will want to be very aware of copyright infringement. Getty Images is trolling the Internet using the software PicScout that they purchased last year for $20 million. If Getty Images finds that you use any of their images illegally, they will come after you with a cease and desist letter.
But that won’t be the last of it. You can try to ignore the letter, but they will demand payment even if you remove the image or images because you used it. They refer to Time Machine and any other tools that can bring back archived websites. If you use your blog to promote your services or product, Getty Images will come after you. The charge for the use of the image can be $1,400 or more per image depending how long the image was on your site. You can negotiate with them, but you will have to pay something.
But what if you didn’t know the image was copyrighted? You may have even received permission to use the image from what you thought was the original owner of the image, but they weren’t the owner. They were just another blogger right-clicking on Google Images.
Photographers and artists are wanting their due credit and compensation for the use of their images. Getty Images is protecting them. You can avoid downloading any copyrighted images when you do a Google Images search by using ImageExchange, a nifty little plug-in that runs on the side of your browser that you can download from PicScout. As you browse images, any image that is hosted on microstock (or other agents) is found with details of the image owner and a link back to the relevant agent.
So now Getty Images is investigating the pinning and repinning of sites with images on Pinterest. They are in a huge battle. Pinterest is using software to affect the use of PicScout so there is no way to determine original copyright. Photographers are scanning Pinterest to see who has pinned and repinned their images and demanding that there is copyright infringement. ImageExchange may not work with Pinterest which could be a problem for you if you have several boards with questionable images.
So I downloaded ImageExchange and am using that before I look for any image to use on my site. I come from a family of artists (starving artists) who want to be compensated for their work. So where can you find images to use on your blog, website, or pin to Pinterest?
Everything has changed because of the Internet. Schools are going wireless, using interactive whiteboards, flipping the classroom, putting in 1:1 solutions — some are even BYOD (Bringing Your Own Device). I see exciting technology yet rarely see innovative teaching and learning. I don’t mean to be harsh here, but I read Med Karbach’s What Does It Take to be a 21st Century Teacher? and thought I need to write something. It’s all about a culture shift. It’s not just the technology. It’s a mindset.
There are lots of great teachers that don’t use technology. They motivate their students. Students are engaged and love being in their class. Karbach included this image:
This image says it all to me. It is all about each learner and their own learning potential. Do we tap into it? Teachers mostly teach the way they have been taught. To move to a more collaborative learning environment involves all stakeholders. One teacher in a school can move desks around, have students create learning plans, but this is a whole culture shift that needs to happen.
I am invited to facilitate change at schools all over. Observing teachers, I notice a desperation. They tell me that they want to make a difference; they want to use the technology; but…
Here’s the buts:
Do any of these concerns sound like you and your situation?
I have an idea. Let’s flip learning. Your students have been 21st century learners most of their lives. They know how to use all of the technology. If they don’t, they figure it out. Why not make them more responsible for their learning? What if…
Maybe it’s a matter of letting go and trusting that your students can learn — want to learn. I have a difficult time sitting in a lecture hall myself. When I go to a conference and listen to a great lecture, I learn. But I learn more when I am more involved in the learning process. Sharing. Curating. Discussing. Even arguing a point.
How about some innovative strategies for professional development? Like having students teach teachers how to use the technology. Maybe include students in professional development so you hear their point of view. If this is a culture shift, can one teacher do this alone? I still believe it takes a village idea. We need to involve all stakeholders including the parents. But if you want to make a difference now.. start involving your students — one lesson at a time. Let’s see what happens and share back. Let me know.
After learning about Studio-Based Learning (SBL) from Pat Donohue, I interviewed her to learn about the benefits of this approach and why and how SBL personalizes learning. Pat is inspired by a passion to create engaging environments for learning.
“There is a fundamental problem with public school as it has come to be defined. Confining young adults away from the world has created environments loaded with discipline problems and excruciating boredom. The challenge of the classroom teacher to engage young minds in the real subject matters of life while students are stuck in their chairs was clearly a losing task (see Gatto, 1992).
If you watch children or young adults in the natural world, it will not take long to notice two things: they will soon be engaged in some kind of learning borne out of their own curiosity and/or they will be engaged in making fun – usually both. To this day I cannot fathom why education cannot be a replication of this natural tendency of human beings to learn about the life they lead.”
What is Studio-Based Learning?
Studio-based learning in America can be traced back to John Dewey’s Laboratory School in Chicago in the late 1800’s (Lackney, 1999). It was later adopted by North American architectural education and showed up in the University of Oregon Architectural School in 1914. Lackney describes the design studio as, “A type of professional education, traditional in schools of architecture, in which students undertake a design project under the supervision of a master designer. Its setting is the loft-like studio space in which anywhere from twelve to as many as twenty students arrange their own drawing tables, papers, books, pictures, drawings and models. In this space, students spend much of their working lives, at times talking together, but mostly engaged in private, parallel pursuits of the common design task (quoting Schon, 1983).”
Primary concepts that drive studio-based learning include:
Studio-based learning methods were picked up in various iterations in K-12 programs and in universities throughout the 20th Century. The use of SBL educational laboratories died down in 1970s and 1980s but never died-out. Today, SBL is experiencing a revival. The originators of the SBL model we pursue run the Intelligent and Interactive Systems Lab at Auburn University and partners at Washington State University have launched the Online Studio-Based Learning Environment (OSBLE) where instructors from around the country can share their experiences and growing knowledge about the model’s effectiveness.
In 2006, John Seely Brown published a short but hard-hitting article, “Exploring the edge: New Learning Environments for the 21st Century” on the architectural studio model as a foundation for current trends in learning. He explains:
In the architecture studio, for example, all work in progress is made public. As a consequence, every student can see what every other student is doing; every student witnesses the strategies that others use to develop their designs. And there is public critique, typically by the master and perhaps several outside practitioners.
The students not only hear each other’s critiques, but because they were in some sense peripheral participants in the evolution of each other’s work, they also have a moderately nuanced understanding of the design choices and constraints that led to the final result … If you look at the learning outcomes for the architecture studio and Professor Belcher’s physics classes, it is evident that in both environments, students move from ‘learning about’ something to ‘learning to be’ something—a crucial distinction.
I believe studio learning is a preferred environment for our educational system, ideas about: situated learning, collaborative learning, personal learning networks and personal learning environments, mobile computing and its ability to deliver an SBL environment into a learner’s hands, and authentic instruction.
How did you build this passion for experiential learning approaches?
Fifteen years ago, I set out with a Master’s degree in Instructional Technologies to a new professional life, inspired by a passion to create engaging environments for learning. I had been a high school science and English teacher in a central urban school district (Oakland, CA) and a highly rural school district (Lake County, CA). I set out in 1997 on a path that led me to one year of science and mathematics software production for an educational technology publisher, followed by eight years in STEM education grants – six years as Principle Investigator for a U.S. Department of Education grant serving schools in rural North Dakota and two years as Project Director on a similar National Science Foundation (NSF) grant for rural schools in the six Hawaiian Islands. The North Dakota grant was housed in a Science Center and that experience cemented my love of informal education approaches to learning.
In Hawaii, I left the grant position on the advice of my university colleagues to enter into their Ph.D. program in Communication and Information Sciences. That program introduced me to new research colleagues whom I work with today. Our research focused on instructional models that integrated technology to raise the learning bar in science, mathematics, and computer science. I eventually came to see the most important part of STEM learning is the “E.” Engineering is, more often than not, where the other three fields come together in hands-on applications. We began to look at instructional models that would situate student learning in practice. My colleagues joined with two other universities in a grant to develop and test a model of Studio-Based Learning (SBL). They are now in their second implementation grant of the SBL program through NSF. Multiple universities and instructors around the country have been involved in one or both of the SBL grant work and the results are showing that, in college undergraduate computer science courses,
SBL shows improvement gains for students compared to those in non-SBL courses. I extended the SBL protocol to a pilot program for high school and am now investigating a revision of the model into a “Design Studio” approach that integrates SBL methods into a more robust laboratory of learning experiences.
What are the findings from neuroscience?
Findings from neuroscience has expanded the picture of what is happening in the studio when learning is occurring. Something I now tell my students that makes them sit up with new attention is,
“every moment we talk here; every day you leave this classroom, you have a new brain.”
The point is, from neuroscience research (c.f., John Medina’s Brain Rules at www.brainrules.net), we know that the neurons in our brain form networks of connections that are in some mysterious way we still don’t understand how we store our learning. That learning is individual and based on the numerous factors that shape our individual connections. We learn constantly. In fact, tell yourself to “stop learning.” It can’t be done. This means that every moment of our lives we are re-forming our connections with every new or evolving thought. New thought; new connections; new brain. I find that brain boggling! And, of course, I want to know more.
Currently, we are designing an evolution of our Instructional Technology department to embrace a studio environment using SBL principles. I am working with colleagues in the Education departments to reformulate our SBL model into a more rigorous approach for all grade levels and all disciplines to personalize learning in educational contexts. That will involve development of mobile learning approaches to the studio experience and it will involve creating physical laboratory spaces on campus where we implement and research this evolving method of instruction.
Patricia (Pat) Donohue, Ph.D.
Assistant Professor, Department of Instructional Technologies
Graduate College of Education, San Francisco State University
President and CEO, Community Learning Research LLC
Pat Donohue teaches instructional design and technologies in the Department of Instructional Technologies at San Francisco State University’s Graduate College of Education. She is also President and CEO of Community Learning Research, LLC, a private educational research company located in the Napa Valley, California. She holds a doctorate degree in Communication and Information Sciences from the University of Hawai`i at Manoa and her Master’s in Education: Instructional Technologies degree from San Francisco State University where she currently teaches courses in Foundations of Instructional Design Theory, Learning with Emerging Technologies, and Usability Testing and Formative Evaluation.
Pat worked as a professional development specialist in new technologies and learning for 20 years prior to her current position, eight of which were on federal teacher development grants in STEM (science, technology, engineering, and mathematics) education. Pat was Principal Investigator for NatureShift, a U.S. Department of Education Technology Innovation Challenge Grant (6.5 yrs.) and interim Project Director for Hawai`i Networked Learning Communities, a National Science Foundation Rural Systemic Initiative grant for the Hawai`i Department of Education (1.5 yrs.). Both grants involved technology integration in cultural contexts into curriculum and instruction and teacher professional development in STEM, history, and language literacy for rurally isolated schools in the Northern plains states and the six Hawaiian Islands. Pat taught high school science and English for six years and has taught several university education courses prior to her current position. She held administrative positions at the University of Hawai`i and at San Francisco State and Sonoma State Universities. For a brief period, she published the Middletown Times Star, a small newspaper in Northern California.
With a lifelong interest in the learning sciences, Pat’s research has covered technology innovations for learning, cultural implications and impacts on learning, and advanced technology environments for collaborative learning. She is currently researching a new pedagogical model based on traditions of Studio-Based Learning and investigating the implementation of that model into mobile learning environments.
Community Learning Research LLC
Patricia Donohue, PhD, CEO