Top 100 Tools for Learning 2010

Last week I put in my choices listing my 10 top technology tools to help build the Top 100 Tools for Learning 2010.  

Jane Hart has, since 2007, been building an annual Top 100 Tools for Learning list based on the contributions of learning professionals worldwide.  She has asked learning professionals worldwide (e.g. teacher, academic, trainer, consultant, developer, practitioner, analyst, etc) and active in the field of e-learning, to put down their choices.

She has now compiled her annual list Top Tools for Learning and you can review it. I always find the results interesting, especially seeing the changes, what is up and what has gone down. She has again created a Winners & Losers 2010 page showing the tools that have gone up and down the list or fallen off it completely or are new entrants this year.

I put in my choices and it forced me to create a top 10. I found this very difficult to do. Although a few tools stood out and were constantly in use by me on a daily basis, the next level down is probably broader/more extensive. I also forgot to put in Corel photo-paint, probably because I use it so constantly to resize images for web use that I don’t even think about it. Also forgot YouTube and I probably should have put that one in too.

View more presentations from Jane Hart.

Useful sites (weekly)

From Flickr Uploaded 2009-10-26 by vicky_n

Posted from Diigo. The rest of my favorite links are here.

School libraries – their design and use

Thanks to a tweet by Ruth Buchanan about a post on her Skerricks  blog I found this video. It can be found here. (You are supposed to be able to embed it into a WordPress blog but it didn’t work for me so I have put in some screen grabs but they don’t really do the video justice.)

The video aims to contribute to the design and development of visually stunning, fit-for-purpose libraries that support 21st century learning in extended school settings. It shows the contribution an effective library can make to the educational, creative, emotional & reading development of children and young people, and the aspects of design that can enable this.

This 28 minute (UK)  video was funded by CILIP School Libraries Group and MLA (Museums Libraries and Archives Council), the DVD features Stephen Heppell, Les Watson (Education Adviser), students, teachers and managers from a diverse group of schools and settings. Each person has a unique view of school libraries but all are convinced of the important role for the school library and teacher librarians to support learning. They articulate the view that teacher librarians and good school libraries are very important for developing student learning and argue their case very convincingly. Stephen Heppell – “libraries are places that can inspire thinking and encourage collaboration” A Queensland example is also mentioned!

The discussion centres on 21st century learning and the skills that will be needed and how libraries (and teacher librarians) can make a positive contribution to learning. The “how” and “what” will be needed as we progress further into this century. The video has many examples library spaces and possibilities. It examines how students and other library users find these and looks at what they want as well as how school library staff (and teachers) find meet these requirements, the architects of new library spaces must be encouraged to throw out their old, historical ideas and look at the use of libraries now and in the future. There are some great quotes, one that I like in particular is “we must be careful and make sue that we do not disable the future.”  

The video is very positive. As I have been thinking about the SLAV submission to the National Parliamentary Inquiry into school libraries and teacher-librarians in Australian school, so many of the things mentioned in the video are relevant and supportive of what we are trying to do.

This video is worth watching and listening to for its positive views on the importance of school library spaces and services to learning, now and into the future.

A last quote – Learning is about lighting sparks rather than filling vessels

Top Tools for Learning

It is that time of the year again. There are lists popping up everywhere. I started reading this last week and it coincided with some discussions about digital tools in other forums at work.

The Jane Hart has compiled her annual list Top Tools for Learning. It is always interesting to note the changes, what is up and what has gone down The Top 100 Tools For Learning 2009  can be found on this page as a list and also as a slide show. This final list (Nov 15th) has been compiled from the Top 10 Tool Contributions of 278 learning professionals worldwide.

View more documents from Jane Hart.

There have been debates about what should be and what is allowed to be used in schools. Recently one principal was asking about what should teachers be allowed to access whilst they are at work. She was basing her question around reports that many workplaces were banning social networking tools. I am disappointed some of the comments made by some educators, teachers and admin people. Many of those who can’t/don’t see the point are those that are not using these tools. They often have not tried to see what others may be doing and also seem to simply think Facebook or Twitter are all there is. They base their ideas around some of the more sensational news media reports without any or very little actual experience of the tools. I cannot believe that any learning (curriculum) decisions based on such limited and weighted information are going to create 21st century learning experiences in schools.

I find that I use many social networking tools to help me with my everyday work. Many times I have been able to obtain answers to my questions, help with problems and notice about interesting articles, events, etc. via twitter or other online devices. My personal learning network has increased amazingly over the past 18 months and I rely on it as one of the key ways to  keep my professional learning/skills up-to-date. Continue reading

The Big Bang – Briefly

Science can be amazing. There are many inspiring stories and so many ways to tell them. This video story is about The Big Bang – Briefly.

We made this video about the Big Bang because the theory is important and amazing, but often misunderstood.
This video was produced without any funding from any outside sources. It was put together with donated creative time from a group with a desire to further public cognition of science.

There are many comments about the video onYouTube. I am amazed at how animated some people get, especially about this area in science. However this is a nice explanation.

PLP final reflections

Today we signed off on the PLP program and had our last Elluminate session. It has been an amazing past 15 months. Three of our team began the journey by taking part in the SLAV Web2.0 program. Here we had a few months to learn about the some of the different technologies that were becoming available to us. We were given the permission the take time to “play” with variousWeb2.0tools and consider how they might used to improve upon the learning opportunities we offer the students in out classrooms/schools.

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Uploaded by McLeod

 

The offer to be part of the PLP program came after a few of us at WFC had taken part in this SLAV Web2.0 PD program. We had been introduced to some of these powerful tools and had begun to investigate how they might be best used in an educational setting but we were still trying to work out to best put our ideas into practice. Jenny Luca, upon reading Tania Sheko’s blog, contacted her and suggested that our school might like to be part of an Australian cohort.

From there on in it has been an amazing ride. There wasn’t a lot of time to prepare a proposal to take to our principal but we were very excited by the potential of the Powerful Learning Program being offered to us and we realised that our school could benefit from such exposure to 21st century educational thinking. After explaining the proposal (and working out about the financing) he approved our participation. There were a few more discussions as we put forward a case for the teacher librarians being part of the program. There was an idea that it would be better for full-time classroom teachers to take part and it was suggested the T/Ls could observe and assist when needed. I remember arguing about our unique place in the school, that we were truly cross-curricular as well as working with staff and students from all year levels. It was finally agreed that we could be part of our school’s team.

Things moved quickly and in no time we were enjoying our first face-to-face meeting with the Australian cohort at Toorak College shortly afterwards. On one hand it seems like yesterday that we met up for that first time and discussed the program but a lot has happened since that meeting. 

Trying to go back to the beginning and reflecting on the reasons I initially wanted to be part of the program I came up with the following reasons for my enthusiasm. I was interested in exploring all sorts of ways the use the technologies available:

  • to assist students with their learning
  • to help students make sense of the multi-literacy world that they are part of
  • to assist students make sense of, and sort through, the amazing amount of information available to them, in the most appropriate manner for them.

I saw the digital tools offering me a wide variety of options that would assist me in allowing students to learn in the most appropriate/best way for them. This did not necessarily mean that it was going to be the best, most comfortable, way for me but that was not the issue. The PLP offered me a way of learning and sharing ideas about technologies (digital tools) in an educational setting.

The Program went on to meet my interests and more. The access and connections we had to not only the theories, ideas but practical advice from not only the Australian cohort members but also the US school teams was such an amazing

The different Web2.0 tools that we used to connect to, communicate and collaborate helped me gain a better understanding of the tools but they also broadened my outlook and ideas. Although I had started to read blogs and write one myself, I had never really bothered with Twitter but it has become such a useful tool, one that offers a quick way to inform and keep informed. I had touched on wikis but the wikis I was introduced to, whilst being part of the PLP, have been a revelation, as has the willingness of so many educators to share their experiences and advice.

Nings have become a useful resource and I have become a co-administrator of one and a member of a number of others. The social bookmarking, using Delicious was a great way of finding and sharing useful sites and since then Diigohas become my bookmarking site of choice. It links to Delicious but also allows you to be part of interest groups and to leave note and comments on text. I may not have found or started using Diigo without the encouragement of PLP members. I have put links to many of the tools (blogs, wikis, nings etc.) as well as My Flickr and Vodpod, LibraryThing, all those  things I like to use/read in my sidebars. 

The willingness of other educators has to communicate and collaborate has made me much more aware about leaving comments and acknowledgements when I find interesting information shared with me. So the collaboration and communication parts of 21stcentury learning has been an enormous part of my time in the PLP program. I cannot imagine a time in the future where I will not be online, sharing information, ideas and generally collaborating with others. My PLN is now so much larger than it was before the PLP program and is my source of inspiration, my support network and a community that continues to challenge me to keep learning and growing. 

The most amazing collaboration tool that we were introduced to must be Elluminate.I was quite nervous about my first session, not knowing how it worked and what it offered but what a fantastic opportunity it offered to us. The discussions, led by Will Richardson and Sheryl Nussbaum Beach, were thought- provoking and the energy coming from the comments (verbal and written) and conversations shared between the participants was truly exciting. Elluminate offers a very powerful option, with the presenters having the option to showcase many different presentations. The fact that all of the sessions can be recorded, allows participants to revisit the any of them whenever they want to, makes it a tool that create the opportunity for reflection and deep understanding.

21stcentury learning also has a creative component. The blogs, wikis, Nings offer users the opportunity for sharing/publishing creative thinking and a platform to showcase innovative approaches to subjects/topics. This id the higher order thinking that we want our students to be involved in.

All of these tools are being investigated and used in all sorts of ways with students. Indeed I have blogged about the use (and usefulness) of a number of them. The members of the Whitefriars team have used various digital resources to engage students in their own learning. The students I have worked with responded well when challenged to try new ways to approach some traditional tasks. Their reflections and comments have been very positive. They rose to the challenges and produced some innovative and excellent resources. The worry (of some teachers) that the technology would be distracting did not come to fruition. When they were given a framework, a certain amount of choice in their approach, and help and guidance when required, the students simply became engrossed in what they were doing. An authentic feel, from knowing that their work was going to be shared with other students and beyond their own classroom situation, seemed to make them take a more responsible approach to their learning and they set their standards high. Seeing the teachers I worked with excited by the work the students were doing, and the students responding so well to their tasks, was the best part of the program. It was very affirming. The way the students (and their teachers) worked together was the most rewarding aspect of the journey.

More disappointing was the time that we realised that we could not participate in Elluminate sessions when we were at school but rather had to use our own mobile broadband or our internet at home. This also means that we cannot use this fantastic tool to link our students into real-time tutorials/discussions in the wider world. Skype is also unavailable to us at our school for other real-time connections. I have read about so many interesting projects conducted in other schools using these tools and it is disappointing that, at the moment, we cannot. There have been times when Nings could not be accessed and used properly by the students.

There are also some different ideas amongst staff about whether or not to use the internal (Sharepoint) options or to use the external web2.0 tools. One of the things that must be developed is a common approach to all the technologies available.

I have to the strong belief we need to develop very clear pathways and guidelines for teachers who want to participate in some of the newer and more innovative digital projects. We need to make it easy for people who want to try new/different approaches with their classes. It automatically follows that the infrastructure needs to be able to support their endeavours.

Control

Control uploaded by Shareski

Other challenging times have come when teachers have not been open to hearing about new approaches, let alone try them. I tried not to be disappointed when my colleagues didn’t share my enthusiasm. I am always very aware that we all have different skills and interests, but there are many options that require little technical skill but offer very powerful learning opportunities. I try not to sound like an evangelist to these staff but I believe our focus should always be on how best to help our students learn and, if technology gives more students a greater range of alternative ways to learn and demonstrate that learning, then I believe that is what we, as educators, need to respond to the challenge. I wrote a post a while ago when I was reflecting on what teachers want from technolgy and what makes “good” technology. When I look around many schools don’t meet the requirements I came up with, making it harder to convince them to take it on board. Will Richardson made a comment that too much PD for educators is about teaching and not about them learning (which was the opposite of the previously mentioned SLAV program). They are out of practice when it comes to learning, especially new and different ideas. Some this means more consideration of the PD offered and taken up by our teachers. 

So, reflecting on the reasons I wanted to be part of the PLP program, I must say that it has opened my mind up to the tremendous opportunities we have to assist our students to develop their learning skills. It has reinforced that we all need to keep our minds open and be willing to constantly further our education and be challenged and not become too comfortable. Now that it is over it is a bit like the feeling you have when holidays or some celebration has finished. There is a feeling that what now but the community we have built up is still there and there are new challenges and projects already in the wings. We have been given the confidence to “get out there”, take part in the new world and, most of all, none of this ever has to be done in isolation, that there are plenty of people “out there” willing to join us on our journey. It is only the beginning!

Our reflections (put together on this blog by Tania Sheko and Marie Salinger) are here.

A slide set I like that looks at web2.0

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Flip(ing) video cameras – we have some for use

We just purchased some flip cameras for the library. In the past I have had to beg and borrow digital video cameras from other faculties (not steal!) Finally I got one just before our semester holidays and I found it such a neat little device. I wanted something that was simple and easy to use in a classroom situation. It is not meant to be for the more complex videos  that the media students produce,just something that our junior students can pick up and use.

Flip Cameras

Our Flip Ultra is a pocket-sized video camera. In this case Flip is the name of the name of the company that produced the camera. There are other similar such cameras around produced by a variety of companies. I played around with it over the holidays and it was great.
What are the good points to the pocket video camera?

  • The size means that you can literally fit it in your pocket, and it is easy to hold and record with a non-slip coating. It is light so that the weight doesn’t causes you to tire or of a size that can get knocked and buffeted by the wind if you are ouside. 
  • The  simplicity is wonderful with a big red “record” button and a few other basic features, including a small zoom feature. This made it very easy to use without having to read a large manual.
  • The video file format is very useful as it records videos in a format that is ready to be posted online, uploaded to YouTube  or edited with software.
  • There are no leads or cords need to transfer the files across to your computer. It has a built in USB port that you plug directly into your computer and away you go. This is especially useful in schools as cords regularly go missing.

Thanks to Clif Mims post Video Cameras in the Classroom. I found a GoogleDocs presentation by Tom Barrett  on Thirty-Nine Interesting Ways* to use your Pocket Video Camera in the Classroom. These tips and  is not a definitive list nor are some of the ideas totally new but they do provide a range strategies for effectively integrating video cameras with teaching and learning. Many of the strategies also offer links to examples from classes using the cameras.

Already I know our PE department is very keen to use them in a number of their classes to help students evaluate their performance. I want more book trailer videos and I also want to use video as a way of students reflecting about learning tasks. I also have in mind to do some video “how-Tos” and think that the students could help.

Anyway we will only be limited by our own imaginations. I am excited by the new learning opportunities we will be able to offer.

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