My version of the “final thoughts on NECC 09″ post

It has been a week+ since NECC09 wrapped up and I am finally getting settled back in at the college. I have been playing catch up with work responsibilities but have also had some time to digest the mind expanding behemoth that is NECC. Actually, I don’t think I will be able to finish digesting everything. While officially only three days, there seems there is a learning halo effect around the conference that persists. I still have the #necc09 twitter hash tag open in Tweetdeck and continue to pull resources and links on a daily basis. This is a great thing.

For most of the sessions I went to, I took notes. I am not usually a detailed note taker, but I this time I found it a great way to get back into the mind set of a particular session. As some of you saw, I shared them in raw form. I was surprised when some of them got a few hits on Twitter and other places. I even got a comment from Kathy Schrock herself. This only helped further my thought process on the sessions. Just great. If you missed them, here are my posts with notes. Some are updated with my thoughts, some aren’t. I had wanted to get to them earlier, but NECC was just too busy to keep up. I am still slowly revisiting them and adding things here and there.

I also attended a few other sessions that I just didn’t have batteries to note take with. Oh well, such is the state of our battery technology.

Anyways, on to what I learned at NECC09 in no certain order.

A full experience requires a WiFi access.

The wifi network was down on the bus. The wifi network was down at the conference. The wifi network was down at the Hotel. It was terrible.

I have talked to many a non-connected people about this and their general thought is. “You should know how to opperate without the crutch of the Internet.” What baloney!

Even though I feel for the people at the conference center tasked with providing access to 18,000 people, it should have been working. They did know how many techy-educators were coming. I and my fellow conference goers lost the ability to tweet, blog, stream, etc. our thoughts in real-time. I can operate just fine when not connected, however I felt like I was missing out on half of the experience without access at the conference. Part of the learning process is producing, participating, and sharing with others.

The iPod Touch/iPhone is going to be huge.

Duh, it already is. Yeah, I know. Just wait. There were a lot of sessions on how the device can be integrated in the classroom in very different ways. It was a bit of a hot topic this year.

I don’t have an iPhone. I am currently a BlackBerry user. I am not against the iPhone, I have just had a hard time justifying the price of the AT&T plan. I do have an iPod touch though. Up until NECC I have used it only sparingly. I decided that I was going to put it through its paces while I was in DC and see how it would work as my primary device (minus the phone of course).

I already liked my iPod. The web experience is hands down the best on any mobile device I have tried to date. However, I have now drank the kool-aid and am entering the iPod zeaoltry zone. It isn’t that I learned a lot of new things about the device. The biggest eye opener was how my connected experience was augmented by the device. While I can twitter, email, and blog on my BlackBerry, the interface is not as reactive or responsive as the iPod. The ease of use is the killer feature for me.

After seeing Malcolm Gladwell’s opening keynote I thought I would pick up his book, Outliers. Instead of getting a physical paper copy I thought I would grab the Amazon Kindle App from the App Store and download the electronic copy. While I am saving my experience reading the book on the iPod for a future blog post, know that it works great.

MLTI is truly a shining example.

After attending a few 1:1 sessions at NECC, I can truly say without hesitation that Maine is light years ahead of most other places in regards to implementing a state-wide 1:1 program. The discussions a lot of people are having around their programs seem to have happened in Maine in 2001. A lot of people seem to be touting “it isn’t about the technology” then proceed to explain the technical aspects of their program. From the beginning MLTI has been about the learning process. Not only in words but in action. It gives me great pride to be involved with such a future forward program.

Poll Everywhere is freakin’ awesome.

I have to admit being a tad embarrassed that I didn’t know about It allows you to poll an audience in real-time using Twitter, SMS, or the Web. Very much like a student response system. It is very easy to use and seems to work great. It is even free for up to 30 responses. I just can’t believe I didn’t know about it. :)

It’s the system not the teacher.

I have been saying this as of late in conversations about improving education. NECC has showed many a great path to meaningful technology integration. What blocks many of these paths? The system. The way schools are currently set up/work/exist prevent much of these great learning opportunities from being implemented. Even worse, the system is so engrained into our culture that we often don’t think there is any other way to learn. This is the topic of another post.

My point: the problem isn’t with teachers. The teachers I work with everyday are genuinely interested in improving learning. All too often these teachers get excited about a new technology they could use in their classroom only to be shot down by some artificial block put in place by the system. The experience of NECC reminded me why I do what I do. The point of it all is to improve learning no matter what the system my be.

Maine has some of the best and most passionate learning change agents in the world.

On the 12 hour bus ride with 50 or so technology folks was a blast. We broke the wifi in a matter of minutes. I lost horribly in iPhone poker (which we had to create our own private ACTEM Poker network for). We watched geek movies, including the wonderfully inaccurate Hackers. Most importantly we had a chance to chat and mingle. We are often only connected through the loose ties that Twitter and the ACTEMlist provide. It was great to see and meet new people all on a similar page. It didn’t stop on the bus either. We also had trips to lunches, dinners, and a RedSox game. All great places to talk with the people that are making Maine a leader in 21st century learning through technology. These interactions always leave me proud to live and work in the state of Maine.

Learning Never Stops

Okay, so I didn’t learn this one at NECC. You got me. I include it only to illustrate how easy it is to learn in the 21st century. NECC exemplifies the future of professional development. Going to the conference is only part of the experience. For example, let’s take a look at a few of the official ISTE web presences for NECC.

  • ISTE Connects – The collection of blogs and news with links to other great NECC resources.
  • ISTE Vision – For video on-demand session.
  • NECC Ning – The Ning for NECC.
  • ISTE Island – The virtual island for ISTE which is a big part of NECC.

That does even count the other places to follow NECC like Twitter, Facebook, delicious, or diigo. The NECC experience shows that learning isn’t just about filling your head with facts. It is about engaging in discussion, creating knowledge, and finding your interests.

I had a great time at NECC09. See you all next year at the Colorado Convention Center in Denver for ISTE2010.

Raw notes: Wednesday Morning Session: The Student as Contributor: The Digital Learning Farm

The Student as Contributor: The Digital Learning Farm

Alan November

Short talk about his consulting comapny and his work aroudn the world.

Notiving a gradual shift of teacher control to student control.
-students taking leading role in creating content and learning experiences

Doing a warm up with promethean feedback devieces.

How often do you think your students walk out of class and wonder, “What just happened?”
-haha. messed up and gave us the answer

What do you think students do about this?
-nothing was the highest response
-correct answer when he posed it to students was “get together in groups and do research.”

Who should own the learning?
-DUh answer with theis group – students
-this isn’t the case. seems like another case of what we want not being applied in real life

Who does own the learning?
-90% thought Teacher own, followed closely by government

Going to show 5 jobs that he think are a framework for shifting control to the students for their own learning

1. Screencasting
-shows a student explaining a factoring example. showing work in real time.
-found it profound that the student said “Thanks for watching.” Was proud of producing this content.
-homework needs to be rethought. what is homework was about creating work that helped the whole class
-mentioned research that a different voice explaining the same content can make a difference in understanding
-all teachers could have students creating learning material
-showed how fast and easy jing is
-cool bit – – shows how many sites has

2. Podcasting
-isn’t the podcast that is important. it is the content
-talked about Bob Sprankle’s class in Wells, ME
-reflecting on the curriculum

3. Custom Search
-google custom search
-alternative to everything on the web and targeted search to your curriculum
-told a great sroty of working with kids on cape cod. They asked him or the answers and he encouraged them to find the answer for themselves. his heart sank when he realized that kids had learned to be reliant on teachers instead of empowered.

4. Google Docs
-kids creating and sharing their notes
-why not share notes in class? – encourage collaborative notetaking
-by watching the notetaking as class is going on he gains great understanding from the class
-have a few scribes to not have too many people. rotate that every week. create that one perfect copy of notes
-Homework: reinforces incorrect answers by the delay in response.
-research shows that taking notes from a podcast or recording is better than live lecture
-and we block the devices to have this happen in school -iphone, cell phones, recording devices

5. Kiva
-the micro lending site
-teaching social responsibility

6. Wikipedia
-third grade building the pilot house article
-writing to the biggest collective resource on the planet
-we tell kids not to do a lot of things. should be encouraging the to give to the world. redefine old methods with new abilities

7. Youtube
-blocked in most schools
-were reading number the stars
-kids had to look things up at home
-found a great book trailer on youtube. shouldn’t school be encouraging this type of interaction?

We have underestimated student ability to create meaningful content. Both for learning and teaching. We have so many collaborative tools available to us, we are doing a diservice to them by now engaging them with them.
-mentioned Freidmans article from 6 weeks ago about student deficiencies compared to other countries really

Raw notes: Tuesday Afternoon Session: Ramapo Islands Year 3: No Avatar Left Behind

The last session from today. Phew. That was a lot of typing. Hope you get something out of these. Again, I will be going back through these sessions after NECC09 and reacting and adding a few things.

Ramapo Islands Year 3: No Avatar Left Behind

Peggy Sheehy, Ramapo Central SD

Session Description: Continuing the Suffern Middle School journey in Teen Second Life, this presentation demonstrates concrete examples of projects that support standards-based curriculum and NETS.

session overview

  • rationale
  • second life overview
  • curriculum connections
  • professional development

Need to have the correct lens
-”A milillion computers cannot replace a good teacher”

Think about shifts in culture and learning got her thinking about different ways to approach learning

  • challenge it to figure out what kids need to know and how to do it
  • need collaboration skills
  • mentions warlick, tapscott, jenkins, pink, gardner
  • Dan’s pink book had a big influence on finding new ways to teach

Again – “Not about technology. It changes so quickly.”

Our kids need to ask good questions.

Peggy told a great story about a pigeon that flew in the computer lab windows. She wanted to take a picture so she went to her media desk and had the clerk get a camera out of the closet. By the time she was back, kids already had cell phones out. Cell phone that they aren’t supposed to have on them. The picture she showed of the kids taking pictures of the pigeon made her point beautifully. After this comes my favorite quote of the day, “Connectivity is today’s kids birthright. We need to stop being scared and blocking it.”

Talked about what she called “The shifted learner”

  • basically explaining the progress from student in rows to real project based learning

Peggy was at some conference talking with people at nasa and they say they need employees that understand the relationship between abstract ideas and reality. She then explained a thought game.

  • You have three lightbulbs hooked to three switches. There is a wall between them. You need to see which switch turns on what light and you can only walk around the walk once. Can you answer it?
  • Highlight after here for the answer: Turn one on, wait, turn on another, walk around. One is hot, that is the first switch. The other one the cool bulb. The third is one turned off.
  • She asks, is abstract thought taught in the classroom? Isn’t that one of the best tools we can give students?

Mentions Disrupting Class as another big influence

  • disruptive innovation
  • extrinsic and intrinsic motication
  • computer based learning
  • playful
  • billions have been spent and not much changed
    • “we have taken new tools and applied them to old educational paradigms”
      • we need a true shift. truly make learning change
      • REALLY move away from sage on the stage

To make the shift

  • what will teachers let go?
  • when will admins start trusting their teachers?

Intros Second life

  • supports constructivist learning
  • participatory culture
  • conveys a sense of presence
  • harness lots of different types of technology
  • require students to participate
  • students are engaged
  • engages problem solving in context
  • Your world. You build it.

SL for educators

  • a supplement to face to face
  • extended learning
  • introduce and explore concepts
  • demonstrate mastery and create new meaning
  • “Over 13,000,000 residents. How can we ignore that?” -David Warlick

Purchasing and Island

  • 16 acres o virtual space
  • secure “intranet”space
  • or open and public
  • $700 one time + 147.50 monthly

Main Grid = Adult place – Not Xrated place. There is a difference. X rated content is on its own continent. Have to seek our x rated content, you won’t find it by accident.
Teen Second Life = 13-17

  • press got on the adult content. educators have to fight stigma of this.
  • made the point that the Teen Grid is for Teens. Adults are there as guests. IT IS FOR TEENS.

Safety and security on ramapo islands

  • private islands
  • adults have rigorous background check
  • no access to TG residents or content
  • constant adult supervision
  • have a security sript in place to allow kids onto the islands only when adults are there
    • equates it to a lunch room without supervision
    • she open it up at night and that seems to be when the most creative things happen

Teachers learned SL by getting on the Main grid and learning there

  • 45 teachers have gone through her main course to get up to speed to delivering learning and tie to curiculum

First brought a group of 9 students that were labeled as learning diabled, etc.

  • called them peer leaders
    • in hind sight this was probably the best things she could have done.
  • empowered these students in ways that they weren’t before


  • nasa contributed content to them
  • weather center
  • catastrophic events
  • ecology debates
  • nasa rockets
  • noticed it leveled the playing field

Family and Consumer Science

  • entrepeneur reseach, interviews, business proposlas,
  • kids started telling teachers ow to teach them
    • they started adding rigor themselves
    • got them engaged in improving because they wanted to run their own business


  • modeling math objects
  • add notecards describing explainations
  • then students started to increase it
    • students would include a problem with the model and if others solved it they would give them a dollar
  • math teacher wanted to go to store and have them buy things
    • gave them $100 and had to buy things and still have enough left over
      • planning, buying, saving, study % off
    • students started just buying things they wanted and out of money quickly
      • they started a back channel chat and started trading
    • great way to learn financial literacies

Social Studies

  • rebuilt ellis island
  • She then asked the kids what they could have done better
  • students told teachers that they should have role-played
  • students were completely involved and immersed
  • students developed empathy due to changing roles and understanding immigrants and officers though role-play

Health and Wellness

  • showed dove real campaign to students as a starting point
  • had students create representations of themselves
  • talked about how the media lies to us about what people look like and encouraged them to think about it
  • students did what media does and dolled up avatars
  • great conversations and deep discussions
  • changed gender roles
  • then switched back and students realize the pressure that is on them
  • Middle schooler “Maybe we should reevaluate what beuaty is.”
  • my thoughts- Peggy is really doing a fantastic job here. VERY powerful presentation. My notes do not do it justice.

Multimedia Island

  • Music studio
  • soundstage
  • wrote and sell music

Foreign Language

  • cultural investigations
  • voice immersion
  • authentic artifacts
  • shared experience

This year, student are designing the curriculum. Students designed experiences. Students were able to collaborate with their research on the planets. Had discussions on how to place planets correctly and what to include for an effective experience for other students.

When students act in the avatars identity (which it part of theirs) it allows students to participate in a safe and profound way.

Students are motivated like no time before.

Mentions What Video Games Have to Teach Us About Learning and Literacy by James Paul Gee.

  • SL allows users to explore alternate identities withough repercussions.
  • The fact students identify under the SL avatar allows them to open up more then in face to face.

Places to go and atlantis rising campus (a Sheehy project)

LL Lab is looking to make a better way to get teachers in to sl

Ramapo Island Blog

Here are her slides:


View more documents from PeggySheehy.

UPDATED – Raw notes: NECC09 Tuesday Afternoon Session: Here Comes Learning!

Updated July 8th, 2009 with thoughts and fixes. My thoughts are in blue.

Here Comes Learning!
Will Richardson and Sheryl Nussbaum-Beach

Session description: In a world of learning networks and communities, how do we help our students move from simple sharing to collective action in the world.

Thanks to, a recording of this session is available online.

We are going to be looking at how learning in changing in the landscape of web 2.0 tools.

What does learning look like now.?

Changes in student learning requires teachers to change they way they approach their own learning. I think this is often a difficult task. It require a teacher that really sees part of their job as being a learner. Not always easy when your model for teaching is the sage on the stage. As cliche as it is, education is starved for true life long learners.

The session was connection to Linden(?) NJ, through some type of Polycom device. I missed the explanation of this part of the session.

They started of by showing “help with bowdrill set” by YouTube user bushkrafft as an introduction. Here is the video:

  • asking people to post on Youtube to tell him what he is doing wrong.
    • powerful video – kids asking about things he is interested in. curiosity is showing its face
    • lack of structured classroom. great example of self-directed learning
  • audience discussed and presented thoughts
    • he wanted feedback
    • don’t know if there was parent feedback
    • maybe there is no one in is physical environment that knows how to fix it
    • he seems comfortable with the process of posting on youtube.
    • don’t see face, don’t know where he is,
    • there is an expectation in his voice that is “is” going to be solved
  • encouraging feedback from youtube
  • how did he know he was going to get a response?
  • things in the online environment can change the way we connect

Sheryl Nussbaum-Beach:

  • talked about personal experience of using the wisdom of crowds
  • mentioned the teachers sometimes have a hard time showing that they “don’t know everything” and find it hard to step out of the role of knowledge pusher
  • got into knowledge mentoring
  • the community is where professional development should be taking place
  • I have heard this many times so far at NECC…”it isn’t about the tools. it is about what you do with them”
  • have teacher come out of the 4 walls of their classroom, and interact and grow with the community.
  • “My greatest insight as a fellow is recogntition of the urgency for change in the way we teach today’s students” – quote from a teacher that worked with SNB
  • this is always how I feel after a conference such as NECC or ACTEM or most PD opportunities. It is our challenge to bring that urgency to our collegues.


  • mentions Clay Shirky’s Here come everybody.
  • techtonic shift – ease of creating groups around issues has forever changed our cultural landscape
    • with this makes it more complex to understand truth
    • defines the need for 21st century literacy
    • collective action is the holy grail of these connective apps
  • we have the ability to access so much raw data that wasn’t possible just a few years ago
  • richardson showed a tweet about him hating orbitz
    • obritz called them about it
    • now have the ability to force the hand of companies due to the connectivity we have and the ease of publishing
    • I liked this example as it shows true democracy in action.

Kids are using technology using for social reasons. Connecting in friendship based ways.

Starting to connect in interest-based ways

  • connecting with strangers
  • this is a good thing because accessing millions of potential teachers

Education should be interest based. Focus on strengths. Change form classroom structure to community structure. Teacher as co-learner.

Best practice in 21st century Skills

  • talks about the partnership
  • all focus on community

National Staff Development Forum

  • must check them out for model of PD

Define community

  • in short, a group that over time is focused on improvement and do so together

    Sharing communities of practice need to be designed in such a way that they evolve over time.

    • helps buy in with people if they have a stake in the process and feel like they have a say in their own learning
    • What develops is co-created and collaborative with multiple opportunities for member feedback and ownership.

    Mentioned a tweet from Scott Mcleods sessions:

    • “The real revolution here isn’t online learning, it is personalized learning.”

    Raw notes: Tuesday Afternoon Session: Winning Strategies to Conquer Information Overload

    Even more raw notes. It’s ama-zing! Have fun.

    Kathy Schrock

    Session Description: Learn how to get your game on from the gadget geek and Web 2.0 wizard who will offer tips or managing the information you want and need.

    alex courosa -
    talked about the change in getting information

    how to do you keep up with all that is being posted?
    how do you find your little niche to post your thoughts?

    Personal process
    -check email and respond, twitter blogs, facebook, etc.

    Plan your work and work your plan. -Vince Lombardi

    Simple ideas:

    • -email
      • -estimated that 2009 people will spend 41% of time on email
      • -she categorized emails. got rid of the ones she really didn’t need to look at.
      • -set up mail filters
      • -my thoughts – the interface matters here. FC sucks for this. gmail rules for this.
      • -talked about the diff betwqeen pop and imap – imap better – good for her
      • -gmail + multiple accounts + IMAP(mobileme) is good
    • -hardware to help
      • -netbooks – talked about reccomendations for them
      • -”very smart” phones
      • -she loves the iphone
      • -made a video to convince her admins to buy them
      • -peek – email only device
      • -chumby – pull info from websites. sits on your counter
      • -kindle    - including the ipod/iphone version
    • -take photos on white boards, flipchart, slideshow
    • -easy way to get notes to lots of people without recreating digital version
    • Online Tools (some samples)
    • -online faxing – Faxage
      -$7.95 a month
      -get an email when you get a fax
      -keeps stuff digital
      -my thoughts – who still faxes?
      -rss, feeds, and newsreaders
      -subscribing to data instead of going to get it
      -google alerts – receive an email when a topic is mentioned online
      -social networks
      -facebook, myspace, inkedIn, Ning
      -mentioned ning

    • -”Give back to the web. Don’t ever think that you have nothing to give back.”
    • -Facebook – talking groups and the ability to lock permission down. Privacy isn’t an issue if you just engage in how Facebook works.
      -twitter – microblogging – as most people, she didn’t “get it” at first. Only was valuable when other people joined and she expanded her personal learning network
      -”If a question can’t be answered in 140 charachters, don’t ask it on twitter.”
      -talked about tags
    • -showed a visualization of twitter during the last super bowl
      • -edmodo – like twitter but private
      • -twitter for education
      • -more like a social network
      • -mini moodle
      • -FREE!!

    -online bookmarks
    -she started on delicious then moved to diigo because of the organizing tools
    -mentioned foxmarks plugin to sync bookmarks
    -task-keeping and for groups
    -remember the milk – mobile multiple point accessible to-do list
    -google docs and google apps
    -google apps make it easy to keep things private within the domain. get around public sharing of data but still give the ability to particiapte with kids sharing of information.
    -free for 8 users
    -just send a url
    -no account needed
    -everyone can type live at the same time
    -cloud storage
    -storing all your “stuff” in the could
    -having all your files accessible all the time
    -mentioned netops – web based oses
    -glide os – os in the browser
    -just log in and ave all your stuff
    -also runs on mobile devices
    -means you have access to a desktop environment and files from everywhere
    -online file storage – her favorite – 100MBs of free online storage space
    -simple free file storage and collection service
    -Thinkature – voice or text chat. workspace

    Final Thoughts
    -Don’t get caught up with knowing or using everything. Be the filter for knowledge growth.

    Raw notes: Tuesday Morning Session: Wikinomics 2: How Mass Colloboration Fundamentally Changes Learning

    More raw notes. I will correct and edit in time. Stay with me. I hope you like these mind dumps. Feel free to add some things in the comments and I will add it.

    Wikinomics 2: How Mass Colloboration Fundamentally Changes Learning

    Yvonne Marie Andres, Global SchoolNet Foundation
    Lucie deLaBruere

    Session Description: Bestseller “Wikinomics: How Mass Collaboration Changes Everything” sends educators a critical message. So, how can we best integrate collaborative tools and content and implement strategies?

    Intro: Started with 1984 – FREdMain network – tex-base email and newsgroups – found that when she shared student work over the internet, it engaged studetns to a deeper level

    1992 – global school house, video audio chat

    2009 Global SchoolNet
    -2500 porjects
    194 countries
    100,000 educators registered at the site.

    Vision is to set up a scope and sequence to have studenst participating in collaborative projects.

    If you want your students to be globally literate, then they need to engage in global audience.

    At Global SchoolNet, students gather info about local issues and engage them at the global scale.

    Based on constructivist learning.

    Standards-based, collaborative, and geared to connecting US students with students worldwide…to explore community, cultural and scientific issues!

    4 premises:
    acting globally
    3 influential forces:
    -technology (always connected and interactivce web 2.0
    -net gen
    -global economy

    we are always connected- to all of our devices – they provide us with better an more involved experiences

    US Now –
    -”We are living in a different world now. THe value of the human being, the connected human being is coming through.” JP Rangaswami
    watched part 1 of 7

    How does the concept of Wikinomicsimpact learning?
    -flexbooks – textbooks on line – content being updated by people in the field
    -co-created content
    -virtual field trips
    -virtual worlds
    -global competitions
    -global exhibitions
    -collaborative porjects
    -blended learning spaces
    -collective wisdom

    education benefits o social networking
    “Students using social networking site are actually practicing the kinds of 21st century skills we want them to develop to be successful today.”
    -Science Daily July 1, 2007

    Net Gen Ethics
    -have a different set of ethics
    -as employers think of way to attrack workers, need to look at openess, freedom, playfulness, authenticity, innovation. the things that matter to youths today.

    What are the implementaiotn obstacles and challenges?
    -managing th elearnign environment
    -assessment decisions
    -identifying reputable grade appropriate projects
    -learning the right new tools
    -acceptable use and student safety
    -administrative support
    -it issues
    -knowsing when enough is enouhg

    PBL – 2 years later students in pbl experiences retain 80% more content

    Need to not put emphasis on the tool used as they are always changing.

    ipod notes

    Yvonne doesn’t like twitter. Doesn’t think it is always being used correctly. Defining it as an educational tool. Not a true social (without definition constraints) tool.

    Talking abotu
    -released at this conference
    -emerging to a higher education tool to a k-12 tool
    -first step in collaborating globally, is to collaborate in the class with the same tools that connect you to the world.

    A few tools
    -Photoshow- photo sharing
    -Twitter - – Collaborative learning center – categorize tools, content, and other resources.

    Crowds favorite web 2.0 sites – guy in crowd put it up. teachers rate social networking tools
    -Podcasting, camtasia, jing, audacity
    -Picwiki – my addition for web based collaboration

    I will find the slides on the revisit to this post.

    Raw notes: Tuesday Morning Keynote. Debate on “Bricks and mortar schools are detrimental to the future of education.”

    Another raw note dump from the Tuesday morning keynote at NECC09. Updates and corrections to come. It was an oxford-style debate moderated by NPR All Things Considered journalist Robert Siegal.

    Dialogue and Debate
    “Bricks and mortar schools are detrimental to the future of education”

    Audeice poll before debate
    for 37
    against 63

    mike horn up for first – for
    schools modeled after facotries. don’t look that different
    “learning by definition takes place in a physical place” how we define a school
    brick boundaries restricts learning experiences we might other wise provide
    people learn the same way, have the same goals, etc. argues agaist
    online learning holds the potential to pull from many different learning oppotunities.
    research show online learing can work. hybrid and online learning shows great success
    limit socialization to limited community – local monopoly
    -distance not obstacle anymore
    -communitites not deined by distance anymore
    -easy to learn from other places, not expensive anymore
    -must have the ability to interact with others in a global audience
    most americans won’t work in a factory, why school that way
    learning happens everywhere
    world has changed, schools have not.

    brad jupp
    us dept of ed – senior advisor – against
    -teaching machine – gizmo that made a light go on.
    -school are neccesary to get together to learn
    -helps community grow
    -toss thigns away before we are done with them
    -schools are the vessels of the wishes of our democracy.
    -hold together our community
    -hold the old men like me that play basketball in the gym
    -place of access or internet
    -center of community
    -education is our generations greastest civil rights issue
    -cannot leave the house of learning

    Gary stager – pepperdine university  for
    -problem lies with structure of school setup
    -nclb = midevil
    -we are robbing kids of great learning experiences
    -really going jugular
    -need to make student focused learning experiences
    -give kids some learning responsibility and that can change the relationship of student/teachers
    -whiteboards encourage teacher infront of the room
    -stop using “gadgets to sdo the same old things

    Cheryl Lemke – against
    -ceo metiry group
    -not here to support the status quo
    -here to support learning for all students
    -social capital – reconnect stuentt with local communites as well are global communities
    -note one or the other. it is a conmbination that we need to provide our students
    -need to redefine school to fit in today’s school
    -students are not as self irected as they need to be
    -nedd to build the ability to do this. teacher need to change for this
    -students need to be conneted to school. acheivement go up  research shows this
    -distance learning doesn’t have this ability
    -research suggest hybrid models work best
    -need the briding to global audiences and environmnets and opportunities
    -face to face is needed as well
    -build capacity for those global connections in school
    -need to be connected at home
    -need bricks and mortar plus online

    marshall thompson – walt whitman hitschool MD – for
    -going beyond bricks and mortar
    -agrguement against the local place – we are not limited o having these learning experiences in a physical location.
    -why does the learning have to happen in a physical space
    -no longer limited
    -can live in an international connected place
    -why do I only have to learn with people at the local level
    -educaiton shouldn’t be limited to my local community
    -need a global perspective
    -need to have a basis for commuity argument
    -look through bricks and mortar lense
    -b and m doesn’t facilitate that
    -don’t want to only learn for 8 hours a day
    why does learning have to happen only in shcool

    erik bakke – west springfiedl high school – springfield VA – against
    -schools are crappy – feels an excitement to come in because of an excitement with learning other people
    -we see classrooms are adapting to meets needs of different students
    -have classrooms for students of different needs
    -coming together in these classrooms create strong connections to local communities
    -all studet have one need in common – the need to work as a team – only through local group do we learn this skill
    -through dedication of teacher that students gain love of learning and subjects
    -take these into the work force
    -it is through schools that you learn passions in life
    -teachers insipire him to love life and learning
    -my thought, do you need that in a b and m building?

    gary stager up again – summation
    -students don’t learn the same way
    -not b and m support learning with diverse group of students
    -scares the hell out of him that students don’t have ties to others out side of their small groups – age and of other diverse groups
    -problem lies within the bankruptcy of our imagination

    cheryl lemke up again – summation
    -we need online learning
    -doesn’t have to be at the expense of a location
    -don’t want fathers schools
    -need to reinvent the school
    -if not school we will lose our local communiites
    -listen carefully to obama about a speech at notre dame
    -there is common ground no matter what side you are on
    -time to open classroom doors. technology can augment
    -need that personal connection locally and globally

    audience questions
    -dave wells – pre k principal VT
    -q to horn – we have a teacher. how do we support teachers as facilitator, whereever teaching akes place?
    -a – that is the role of PD
    -we send teachers to PD that are lecture based
    -need to be more “just in time”
    -can’t be top down model

    -question fro isteconnects
    -q 2 jupp – what will the end of b and m mean for the socialation of students?
    -a – if we were to imagine schools away would have to imagine a social space to engage in social learning that schools construct
    -urrent social situations aren’t as good, but need to change that, can’t do it without b and m buildings
    -flase dilema to think it is one against the other side
    -hybrid is the way to go

    -quesiton from audience
    -jm from PA – for jupp
    -ba dn m carry burden the fear of lawsuit whether real or imagined. can b and m break away from this or will the weight crush them
    -a – pause and laughter. and another law – needed clarity
    -hadn’t thought of it in that manner
    -teacher needs to be vigilant
    -clear code of conduct
    -have to be rave enough to think we can do it without misbehavior
    -not arguement from other side
    -not really answered that well

    Final vote
    for 26%
    against 74%
    very surprising outcome
    the question wasn’t phrased correctly

    Raw notes: EcoMUVE Session – Monday

    Here are my raw notes without correction or reaction. I will update this post soon. Thought a few of you would just like to see my brain dump.

    EcoMUVE: Promoting Ecosystems Science Learning via Multi-User Virtual Environments
    Chris Dede, Harvard University
    Jody Clarke, Shari Metcalf

    Session Description: We describe EcoMUVE, an multi-user virtual environment, and discuss how to promote science learning and understanding of complex causality through interactive and immersive virtual worlds.

    Chriss dede In EcoMUVE learning in multi user VR environments, by Harvard. Finding ways to address classroom limits in our student’s digital worlds.

    intro with microsfot comercial. lots of tech from microsoft. making the point that educators get excited about the ability to repupose them for learning. Commercial shows them being used for ammusement.

    mentioned river city
    -17hour time one task curriculum
    -project in its 10th year
    -kids like to do identity play
    -encourages kids to task academic risks
    -travel back to 1878-79, fictional town, not told much about experience on purpose. get curious and encouraged to figure it out.

    Starting to talk to about river city muve
    helping to discuss ecosystem and student deep understanding
    talk about what it does

    ecomuve encourages collaboration to explore the environment
    starting to show ecomuve and describe what and how it works.

    reaction about realtion to the Tim Hart/Vi Thia CHOG model -

    Dede has interesting thoughts on how “games” are percieved by people. seems to make a point of saying games aren’t important unless tied to a curriculum goal. My thought: is everything worth learning tied to the curriculum. Certainly not.

    I had to leave this session a bit early. Thoughts to come.