Yesterday at lunch a group of Gleneagle Music students gathered in our band room to share a jam with the K12 distributed web radio station 105 the Hive. Our hope is that in the coming Thursdays we will be able to build an audience of listeners throughout the school, and beyond.
As I’ve been blogging a little of late, I have spent September getting to know my various communities of learners once more. Whether the TALONS, this semester’s Philosophy 12 bunch, or my fellows in the #TIEGrad cohort, I feel lucky to have had the time and know-how to create enough space to reflect on this year’s learning environment and gradually engage in a manner that seems most appropriate to my own learning and thinking about teaching, facilitation, and collaboration.
What I’ve come here to share today concerns the learning plan for my Personalized Learning & Social Media project this semester. At this point in September I have a few balls in the air, each of which could be construed as their own learning project. Or… all of which could fit nicely under a single topical umbrella that I’ve I’ve yet to open (though it is getting to be the season…).
A few things I’m kicking around, looking ahead at the coming months are:
Philosophy 12: An Open Online Highschool Philosophy Course
One of these aspects is the element of designing the course site to bring about a truly socially constructed knowledge of the course content. Having experimented with individual blogs, and a class blog in my TALONS teaching, I was pleasantly surprised last year to see the simplicity of a single class site become a hub of conversation for a community intent (for credit for amusement) on delving into the Big Ideas of Philosophy.
Coming back to the site this September, it is a little daunting (and a lot exciting) to see that each of the course’s units is already chalked full of posts by last year’s participants. This year we’re already adding exponentially to that total, and we will be again in successive years.
We are, quite literally, creating personalized and communal knowledge.
But one of the problems I’m looking to resolve this semester is how I might construct the site such that it will facilitate the sifting that so much of the Internet does (Reddit’s up-voting, for example, comes to mind) beyond the mere page-views and comments metrics the site’s statistics monitor offers.
My hope is that as we move forward, both this semester and into future cycles of the class, we have an organic means of establishing a set of pathways for future exploration of the site, and the philosophical knowledge that is discussed, shared and stored on the site’s various pages and posts.
I talked to Jim Groom a few weeks ago about working with the University of Mary Washington‘s Domain of One’s Own program to bring some of the collected TALONS digital workspaces together under one roof, so to speak. Currently we use many different online platforms to publish, share and collaborate around the classes’ learning:
All of which I would like to figure more prominently in the daily goings on in the TALONS classroom, both as a means of creating, sharing and preserving learning artifacts and reflections, as well as cultivating a positive digital culture at the school that will extend beyond our room.
With our school and district moving in the direction of employing social media to support student learning, I think that many educators, students and their families are left wondering just what it is exactly the public web offers education (beyond the threats of deplorable discourse, pornography, or predators of youth). With the blessing of unique technology, an engaged parent community, and a documented tradition of former TALONS who have experimented with taking their lives and learning online, we have a unique position in the school to explore and demonstrate the practical applications and potential of many of these technologies.
Part of this learning is tied up in the practice that comes with students (and teachers, and parents, and alumni) engaging in the online community created and maintained across these networks of blog posts, Twitter updates, Flickr photos and comments. Part of it is inseparable from Paulo Freire‘s metacognitive praxis of Engagement –> Reflection –> Reengagement, and parts ask that participants consider their thoughts and actions in the public sphere, both as benefits a community, and as detracts from its potential.
All of which adds up to asking How, in other words, do we employ and engage with these social tools in the most effective way possible?
The other major thread here is of technical application: how do we take ownership and control over the physical data of our online lives and learning?
Image courtesy of Blogs @ NTU.edu
I’ve long held in the back of my mind the privacy mantra, if you are not paying for a service, you aren’t the customer; you’re the product. But have had neither the time / knowhow / dire need to bring much of Gardner Campbell‘s notion of Personal CyberInfrastructureinto school until…
…until they killed Google Reader.
But that’s a long and sad story that we can just agree to look forward from, and as an opportunity.
Suffice it to say that in addition to learning about how we might use these social tools, we are on the cusp of delving into how we might use these social tools, and that’s exciting.
This last one might be the most general, but may also benefit the most from the structure of an ongoing learning project in the coming months.
In the past few weeks, I’ve spoken with a few former TALONS and current music department seniors about resurrecting a tradition from our early experiments in web radio a few years back: the Lunchtime Jam. Our hope is that by creating and promoting a regular sharing of live music and conversation over the lunchtime airwaves, we’ll be able to bring our school a little closer together.
Through headphones, or iPhone screens, or the wondrous shared vibrations of musical sound.
We all start out in our educational careers (meaning when we were in kindergarten) knowing intrinsically the value of sharing. Somewhere between there and graduate school, we lose track of this simple concept, be it worrying about intellectual property rights or fearing theft.
The open ecology of the internet can undermine this learned and limiting stinginess. In this session we want to celebrate the True Stories of things that happen to educators when they share something openly on the web. We asked colleagues to share with us a video of their own stories of something surprising, valuable, powerful, or just plain inspiring that happened when that piece of media, that document, that video, that blog post, became valuable to someone they did not know before.
Without taking away from the stellar work that the other two groups in Philosophy 12 contributed to our Ethics’ unit endeavour to create teaching/learning materials for a younger audience (middle school on downwards), I wanted to share a recording I made of Iris, Megan, Greg, Zoe and Toren’s group’s presentation in a grade one classroom on Friday afternoon (the file is too big to post anywhere other than here on my site).
You can listen to the participatory magic the group brought to life in the way of a story, a singalong, and even some Christmas cookies if you like, by clicking the link below (sorry, I couldn’t manage to hyperlink the cookies).
Max’s Christmas Story by Megan (story), Iris (song), Greg (song), Zoe (illustrations), Toren (editing/photoshop/cookies).
I’ve had the good pleasure the last few years to have been able to enrich my personal learning network, as well as add to the constellation of thoughtful individuals that interact with my classroom(s) through the DIY magic of distributed web radio. Even casual readers of this blog will recognize the religious fervour that has often attended to my posts about the magic of #ds106radio, an organic offshoot of the Digital Storytelling course DS106 run out of (originally) the University of Mary Washington, in Virginia, as well as (these days) a host of other institutionsaround the world. In addition to becoming at various times my own open-mic coffee shop, where I’ve written, rehearsed and workshopped almost every song I’ve ever written, DS106Radio has also played frequent host to many a TALONS lesson, field trip, celebration, and a regular spate of Gleneagle’s Music Department showcases.
In the last week, I have been talking to a few of the administrators in our district about the how and what of distributed web radio, and in an effort to collect some of the power and relevance to K12 learning such a setup could offer us, I wanted to share some of what I’ve been able to be a part of because of this wonderfully easy, open-source technology solution to building community and communion around shared sound.
But first, a little history.
The following audio documentary was recorded with a few of the people who had seen DS106Radio grow out of a conversation around a dinner table into a powerful node in each of our networks. Here you’ll hear GNA Garcia interviewing Grant Potter, Guilia Forsythe, Alan Levine and myself about how we’ve seen the radio evolve and effect our lives and professional practices. Alan points out near the end that without the inception of the radio, we wouldn’t even know each other, which, given the amount of time, face-to-face or otherwise, we’ve spent revelling in one another’s company over the past two years, is a humbling thought. (That’s Zack Dowell providing the acoustic musical bed; Jason Toal provided the actual bed.)
But without veering too wildly into my own personal affections for the station, I want to focus here on sharing the ways I’ve explored in bringing my various classroom spaces, and beyond, to the web, often using free software on my laptop, or a $6 app on my phone. It is my hope that with a few examples to get things rolling, we might see some momentum around sharing audio in Coquitlam classrooms.
Almost as soon as we figured out how to ‘go live’ from my laptop and iPhone, my music classroom became a regular performance space for my guitar students, and then a host of other interested individuals to share informal jams, songs and laughter with an audience that just as quickly fell into the habit of tuning into the sounds of the school’s music wing.
Since then we’ve broadcast almost every one of the concerts at Gleneagle live onto DS106radio, sharing the ephemeral sounds of the performing arts with an international audience who can recognize our lead trumpet players and vocalists by the tenor of their solos, and who know that in Coquitlam, there are some crazy-talented kids that love to share their art. How many schools or districts can claim the same notoriety? (If they can, I would bet they’re spending more on marketing than we are.)
Class Activity as Public Learning Project
Last spring, a guitar class I was teaching took on the grandiose endeavour to convert itself into a Thirty Person Rock Band, a process that in addition to being shared on Youtube and Instagram, was conducted almost entirely live on the #ds106radio air, where people were able to tune in and play along with our rehearsals, band meetings, and triumphant last day of school show in the Gleneagle foyer. Our listening audience served as mentors, cheerleaders, and a reflection of the raw energy the creation of live music can bring to a community, and shared in the celebrations at the end of the term.
It was a great pleasure last year to share in a day of #RadioforLearning with #ds106radio K12 sister-station 105theHive, where my guitar class joined in a day of cross-country broadcasting with classrooms in Ontario and northern Manitoba. As the Hive’s rolling live broadcast took reading exercises from rural Ontario north toward Hudson’s Bay, Gleneagle’s Music Department shared its guitar presentations with an audience that wound up reaching listeners in South America, as well as Hawaii.
Essay Feedback as Podcast
Back in 2011, I brought the audio elements of DS106 into the TALONS classroom as part of our This I Believe essay unit where, in addition to submitting individual essays as recorded spoken word pieces, the class collaborated to remix and synthesize the different threads into larger audio compositions.
In an attempt to fold my essay feedback into the process I had asked the class to engage in, I created my own synthesis of the collective learning into a twenty minute radio show of my own to serve as feedback and commentary on the larger lessons of writing and storytelling that I saw in the group’s essays.
Field Reports & Outdoor Education
Some of the most powerful learning opportunities we bring to our students happen outside of the classroom, on field trips or other opportunities for place-based learning that are effectively captured in photographs and videos, perhaps; but these events and experiential learning also opportunities for capturing vital audio artifacts that might otherwise disappear into the ether.
Remixing the Class Discussion
Just this past semester, one of the #Philosophy12 students recorded a few days’ worth of investigating Epistemology, and the notions of Opinions, Beliefs, and Truth, and posted the files for download on Soundcloud. As a possible extension of these open educational resources, I thought I would try my hand at remixing the contents using the GarageBand app on my iPad. The cognitive value in sifting through an hour of recorded audio to pull together a narrative, or logical argument is something that I found both incredibly challenging, and entirely relevant given the emerging digital landscape of the read-write-sing-remix web, where the original artifact of learning is further-evolved to include new reflective perspectives.
Everything above is just the beginning…
I’ve tried to pull together as many different examples as I could over the course of a few days, but there may be a few notable broadcasts or events that I’ve neglected to include here. GNA Garcia used to broadcast concerts and conversations from her job at a highschool in Philadelphia. And the Hive folks have been creating live and canned shows for almost a year now (!). Matt Henderson started a terrestrial radio station with his kids in Winnipeg, and I’m sure there are other folks out there podcasting, sharing Audioboos, and finding other ways to explore the power of audio in their classrooms.
But I hope what I’ve shared here can serve as a catalyst and motivation for folks in my own back yard who may want to jump into an experiment with a Coquitlam branch of web radio over the course of the next semester. I’m hoping that local English, Music, Journalism, and other teachers start getting their phones out, warming up their GarageBands and Audacities, and seeing where our own digital campfire might take us as a learning community.
A few colleagues at my school and I are looking to arrange a simple format that will allow a group of committed teachers to drop in on one another’s classes – either while on prep time or covered by another staff member – and to basically know that if our colleagues’ doors are open and the moment is right, would it be all right for someone from the group to visit, and see what’s going on?
Could we observe, jump in, or teach alongside them?
You know: can we visit?
These visits could be brief, and only a few minutes, or last as long as they need to. What the process requires to get started is to see if enough people are interested in being involved in seeing where the idea might take us as a group. While being arranged as the most informal of “Learning Teams,” we are not as concerned with creating a tangible output as we are with creating a shift in our community’s habits of practice, with the hope that such a change could foster immediate benefits in student learning by creating opportunities for:
Meaningful Connections with a variety of adults
One of the chief researched pieces of evidence about the effectiveness of ‘character’ education, and the building of a respectful and empathetic student population is that the cultivation of a variety of meaningful connections to positive adult role models promotes a necessary sense of responsibility and accountability. By following up with our current and former students in one another’s classes, and perhaps seeing them demonstrate a separate skillset than we might have seen in our own subjects – not to mention forming new connections to students we haven’t taught yet – we hope to promote an environment that might create a more interconnected community in our school’s hallways, and possibly allow for a different groundwork for this spring’s (and future) Grad Transition Exit Interviews.
Modeled interest in one another’s areas of passion and expertise
A time-honoured conversation among teachers in which I’ve noticed a sharp uptick over even the last few years has been around student-engagement and passion for course material (or, rather, the lack thereof). While I might usually chalk this up to the type of learning being conducted in school bearing little or no relevance to the learning students (or even adults) engage in outside of school, I also wonder:
How much of the passion we might have for our subjects is reflected in the culture outside of our classrooms?
How are the various lessons of our individual disciplines supported and reinforced in one another’s classrooms?
What are the implicit messages students receive about the skills and values we say we are trying to teach, by not modeling it ourselves?
How does our English coursework support the thinking we are trying to promote in Math?
What skills are your students bringing from their elective courses into your history class?
Our hope is that by making consistent appearances in one another’s classroom spaces that we will be reinforcing our explicit goals of promoting lifelong learning and critical inquiry, as well as making visible to our students the implicit regard and respect we have for one another’s role in the learning process as a congruenteducational experience.
Demonstration of a community of learning
Most of you who will have read this far may agree that our intention in our classrooms is to create a ‘community of learning,’ and for our students to thoughtfully engage in creative, collaborative activities and ‘construct knowledge,’ whether by using digital technology or the horseshoe their desks are arranged in to share their ideas with their peers. Along with asking kids to “Think Outside the Box” without an example of what this might mean, we similarly limit the potential for collaborative problem solving when we do not engage with and learn from it in our own practice. It is important, as noted above, that we model this behaviour for our students, but also engage in it ourselves so that we might become better guides to them throughout this process.
Additionally, there are implications for our own practice that I feel so many of us say we want, and likely spend our careers trying to cultivate to varying degrees of success, but which is difficult to bring about. By this I mean things like:
Practicing ‘Open’ Behaviour
People we generally refer to as ‘creative’ will often tell you that it is not an innate skill or genetic gift, as John Cleese says in an excellent lecture on the subject (that you can watch here): “creativity is not a talent; it is a way of operating.” Being open with one another about how we go about our teaching will have the immediate effect of informing how we see our own practice: offering a point of reflection, an opportunity to collaborate, or…
… well, nothing.
Not everything leads to something else, and the ability to ‘think outside the box,’ as they say, has to come as a result of the ability for things to fail, for things to be picked up and ultimately discarded, and is generally brought about by people being open to all of these possibilities, not just the ones that we’re able to prove or demonstrate coming to fruition.
Creating Community Connections
We are hoping to enact a grassroots change of culture that existed in the cafes of Europe at the dawn of the Enlightenment, and is part of the workday at Google (where 20% of employees’ paid time is spent on projects of their own design, irrespective of their failure or success). Because while this spirit of openness and collaborative inquiry might exist in your corner of your school at the moment, I don’t think it is controversial to say that this isn’t an area our buildings thrive in school-wide, and that efforts to change this culture at staff meetings, pro-d and staff get-togethers are isolated opportunities that are ill-equipped to affect a change in the habits we each bring into work every day, and which we could all do more to reflect upon, interrogate, and look to change going forward as individual schools.
Because we’re more than OK if others have got enough going on, or appreciate the ability to have their door shut and teach. I don’t think anything less of someone who might delete our invitation out of hand (or even those who might have moved on back there in the first paragraph). But I talk to enough people about enough of the above on a regular enough basis – and hear the familiar refrain that “that wouldn’t happen here” – to know that some people might want to email me back and see where we might take this initiative this time around, who might want to let interested teachers know when they’re going to be having presentations in your class, or debates, or experiments that we might like to watch, or who might want to watch similar things happen in other classrooms.
I would love to see these words transformed, re-thought and remixed into some kind of art project. I know there are some amazing musicians, writers and artists amongst you; do these words inspire you to draw, sing, create? This post is like Caine’s Arcade, in that I hope it moves you in some way to create. Consider it another seed that I have planted. I will wait patiently and hope that perhaps a few trees may grow.
Perhaps unsurprisingly, the Hesse quote made a perfect union with some of the pictures I took while the TALONS were journaling on our three day jaunt through the British Columbian woods, where Jabiz’ own words had actually served as a meditating and writing prompt on Thursday afternoon. Before sending the group on a solo walk around the back half of Hicks Lake, I played the TALONS the first half of a song I wrote out of one of Jabiz’ poems and told them to “immerse oneself in the blossoming awareness of the moment,” and that we would meet up on the opposite shore where I would play them the second verse and we would settle ourselves to do a little writing (where I snapped the above pic).
That he would have a follow up quotation for us on Monday morning is unsurprising, of course, because this is the sort of thing I’ve come to expect from my online colleagues, these folks – some of whom, like Jabiz, I’ve never met face-to-face – who are here in our classroom from time to time whether on these blogs or in the local woods: teachers, students, learners, friends.
Stretch your limits once in a while. You may find you have more range than you thought.
This week’s prompt for the #Talons in-depth blogging gave me the impetus to indulge an idea I had yesterday after recording a brief video (the one above) as my own contribution to my guitar class’ assignment repository this week.
Back in September, I conducted a little Learning in Public, taking on the open-D tuning and tricky strumming pattern of the Pearl Jam classic, “Daughter.” Partially in response to a project Dean Shareski was working on with pre-service teachers in Saskatchewan, the series was a compelling motivation to follow through in learning the song, share my struggle (and eventual success) with an audience, and hopefully put a little learning out there to help others looking to do the same.
And while I haven’t been documenting it in the same way, I have still been learning to play guitar (I doubt it is a project with any sort of ‘End’), and make music that excites me, that I love. I’ve collected a year’s worth of recordings into a definable albumof original demos, collaborations and covers, continued to develop some veritable lead-guitar chops, and begun to make a habit of getting together with friends to make noise in a local jamspace. While challenging, rewarding, and motivating to continue all at once, the process has been mostly informal.
…a free form live streaming station that has been setup for this course, and it is being used as a platform to broadcast the work being created in the class, and a space for live broadcasts as well as for programming shows. The whole point of this experiment is to encourage any and all members of the course (as well as beyond it) to produce something real for anyone who wants to tune in. It’s also provides a global, 24 hour/7 day-a-week happening for the creations of the course and much, much more. And more than anything, ds106 radio is place where anyone can submit their work and help program the course radio station in order to commune and share around works and ideas while at the same time making the web safe for democracy.
And while it might have only actually landed at points across North America, the audience for last night’s show was made up of the 450 students, parents and teachers that packed into our theater, and these fine folks:
You can listen to the concert in its (near) entirety, below (use the comments in the blue bar to navigate between sets and interviews):