I connect therefore I am?

I came across this TED video of Sebastian Seung today. Seung thinks that our memories, our personality, our intellect --the 'stuff' that makes us who we are -- may be encoded in the connections between our neurons. He calls that our "connectome." As we grow and mature our personality changes slowly because our experiences change our connectome -- with new neurons and synapses growing and others dwindling and being lost. "The mere act of thinking can change our connectome."

It occurred to me as I watched Seung describe his "Quixotic" quest to map the human neural connectome, that personal learning networks and social networks could be an external manifestation of what he thinks is going on inside our brains. If "I am more than my genes," then humans are more than the individual subunits (i.e. people) that make up the world's population. (If you haven't guessed, I'm taking the Globalization and Advocacy course!)



If my metaphor works and the stuff of our humanity encoded in the relationships -- the connections -- that thread us all together into a collective, then every action -- however casual or seemingly isolated -- changes the connectome of the whole. This in turn reaffirms the power of the individual to change the pattern of relationships in the world, and then there is no individual action without a consequence for the network of relationships that make up the whole. ('Heady' stuff!!)

Seung aspires to map the connectome of the human brain with it's 100 billion neurons. It ought to be comparatively easy to map the connections between the mere 6.8+ billion individuals on our planet. I wonder what a connectome of the human race would look like.

It could be an interesting task to do one for family or a classroom first and then use the same kind of imagery as Seung did in his presentation (7:35-8:24) to show the scale of those interactions compared to the size of the macrocosm of the human family. The only thing I didn't like about Seung's images was that as he scaled up from the single neuron to the mouse brain and then the human brain, the original slice appeared to dwindle into insignificance and then disappear altogether. How could kids change the image to both preserve the sense of scale and at the same time represent the importance of one synapse or one person to the connectome of the whole?

CRSTE 2010 Cyberconference

There's a very cool online professional development event coming up in October from the 16th to the 24th.


"Featured presenters include: Dr. Karen Cator, Alan November, Mark Weston, CRSTE's Kathy Schrock Digital Pioneer and Leadership & Vision Award winners, and education leaders and ed tech leaders from across six continents! Each weeknight and weekend days and evenings, the Global Symposium will offer sessions that allow you to connect and collaborate with like-minded educators from around the world, seeking to work together to transform education for the Information Age."

From their wiki (which is open 24/7) you can register, take a look at some of the online tools people are using, test drive a tool and leave a comment or find someone to work with if the tool you're interested in is collaborative.

From the CRSTE website you can access the Elluminate archives of the Feb. 2010 event. Some of the more notable speakers were Ian Jukes, Kath Schrock, Sylvia Martinez, and Kim Caise, but there are over 100 sessions on topics ranging from " Laptops and 4th Grade Literacy" and "Animation and Digital Storytelling Across the Curriculum" to "Web-based Simulations that Build Math and Science Content Understanding" and "Putting the Horse Back Before the Cart: Technology Competencies All Educational Administrators Need".

If you're looking for a great way to spend some time with other educators from around the world, this looks like it will be a super event. See ya there, I hope!

Time to congratulate this term's' grads

I am struggling with a laptop keyboard that isn't cooperating entirely. For some reason the key strokes hold back and the space bar isn't reliable. Did I say "For some reason?" Actually, the sound system of my laptop had stopped working perfectly and rather than settle for 80% function, I decided to invoke my extended warranty and get if fixed. Two mother boards later and I'm not quite back to the 80% I originally felt cheated by because in the process of opening and closing and fiddling and fitting, the space bar has begun to stick unless I hit it dead center with my thumb and sometimes there's a time lag between hitting the keys and seeing the letters on the screen. Do I dare call the serviceman again and this time ask for a new keyboard? I guess I'll give it a couple of weeks to see if it settles down a bit, but this is driving me nuts!!!!!!

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The real purpose of this post is to say congratulations to all of the people who are finishing EDIM everything tonight. I know about Rod Murray (Canadian!!!) and Emma Haygood, but I suspect there are others of you our there, and I'm issuing an invitation to all EDIM alums to create a slide for our new Google Doc.

What should you put there? Something about your best take-away from the program, a link to your best project, a note about how doing this program has transformed you or the way you think or feel about your work, or your best advice to other students to come, grad photos (at home or in Philly) or ??????

Here's the link: https://docs.google.com/present/edit?id=0AXF4LtTfsKD4ZGdkNmZrNjVfNjNocmh2NHBncg&hl=en. I still have one course to go, so I'll start with a title page and some guidelines.



I hope this document will grow and inspire other teachers to try the program and stick with it when the dark moments hit and you feel all alone on your side of the computer. Meanwhile -- congratulations on your return to a life without "Post by Tuesday and respond by Friday" deadlines.

(Image source: http://www.things4myspace.com/myspace/graduation-graphics/)

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And finally to Karena our advisor -- congratulations to you too. If I'm not mistaken, you've finished your own degree this week as well!!!!

Writer's Drought Begone

As the title suggests, the past few weeks have been low ones for me when it comes to thinking of ideas to for this blog. I've been working my way through Digital Storytelling (DST) -- but even that was in a singularly uninspired way. I've had to dredge up ideas from the depths to complete the assignments, and I have no one but myself to blame. The course is a good one and Joe Brennan is a great instructor, but I just haven't felt that my story ideas have been particularly inspired.

In retrospect I think I let the good ship DST sail without me. I could have used the course as a arena for exploring how to breathe more life into math teaching (my current crusade and passion) by giving students alternatives to the endless piles of questions we think will ensure they learn and that their learning lasts, but I didn't. As a result, I've gained a lot of knowledge about storytelling techniques, but I let the struggles I have with cameras and picture-taking bog me down and stayed with safe topics. I made several nice pieces, but I didn't really push myself to test how DST could have helped me be a better math teacher.

Last night in the final discussion forum I found an interesting problem posed by Dianne Clowes, one of the women in the course:

"Next year, due to budget constraints, I will have to teach some math classes. I have already considered ways to incorporate DS in my math classes but maybe someone can give me some suggestions as to how I can do it with this objective: Solve multi-step linear equations with one variable with the variable on one and two sides of the equation. I have an idea of what I could do but would enjoy hearing some ideas."

Here is my response:

I think that part of the problem with trying to use digital resources in math is that we have such 'crappy' big ideas to work with and that is a perfect example. To help students develop more personal connections to this kind of learning I think it's important to step back from the math and see if there is a larger understanding that overarches the particular objective or standard. I wonder if in this case the bigger learning is that an equals sign in an equation is like the balance point of a teeter totter and that whatever you do on one side, you must do the same way to the other side to maintain the balance. Perhaps it's that when you know all the elements of a problem except one, you can rearrange the elements you know to find the one you don't know. Can you think of a related science concept [she normally teaches science] you might use to illustrate this bigger idea? If so you could make the digital story for them as a sort of mystery to be solved. (Please share if one comes to mind. I'd love an example to use when I work with math teachers this fall.)

I went on with an explanation of what Dan Meyer (my math teaching hero) might say:

I think Dan might advise us to pose the students a real problem and let them struggle with how how to solve it before we even give them the math terms and tools. (Sample problems: How can you figure out what mark you need on the next test to maintain your average? How can you figure out how much money you need to earn from your after school job next month to have enough to buy an iPhone?) He'd have them use stories (digital or otherwise) to explain and illustrate how they came up with their solutions and why their method works. He might talk about what the students' solutions had in common and which offered methods that could be applied in other situations. Only after would he explain that math substitutes a letter for the unknown (to make it easier to talk about) and then offers a reliable process people can use to take a lot of the guesswork out of these kinds of tasks. Once the students have a deeper appreciation of what equation solving is used for, it will seem less disconnected from their lives and the learning of the process (which is what your standard is expressing) will be embedded in an experience they have shared and that is based in a real life situation.

And then of course this morning I came across what Dan actually wrote a couple of months ago about Storytelling and what he calls WCYDWT (What Can You Do With This). Dan's point is that the best stories don't give all the answers but lead us to them and let us drink ourselves. They entice, allude to, and reveal just enough to enable the viewer to make the connections. They aren't 'tell-all' exposés. He asks teachers to use stories to "perplex" and then to help the students create stories which will recreate the experience of their own exhilaration about learning inside the viewer. [Note: this assumes that students in math classes experience that kind of excitement in the first place.]

There's the challenge then -- to teach in such a way that more learnable moments become exciting -- not just to us and to the math-loving students in our classes -- but to all the kids and then to give our students opportunities to capture their learning and all the feelings that went with it in stories of their own. If we can get students to package their math learning inside meaningful stories their recall of the story-creating event will open the door to the content we wanted them to learn. They will not be storing their math learning in some impenetrable vault deep in their longterm memory. Instead, every time the visions of their stories sparkle and dance in they will be rehearsing the embedded math. What a way to engage their subconscious in keeping their math learning fresh!

Here's the Math Promo I did as an assignment for the 504 course. It needs work, but perhaps I'm on the right track.

Learning from the Greats

I had several glorious days with the likes of Patricia Kuhl, Bruce McCandliss, John Mighton, Patricia Bauer, Jon Kabat-Zinn, and Mihaly Csikszentmihalyi. Talk about learning from the best. This was a conference about the brain and learning and I'll warn you now, cognitive neuroscience is liable to infuse everything I write about for the next while.

At first listen, it can sometimes feel that the work of these people is very isolated and pointed at solving particular problems or answering particular questions and there is little overlap in their insights into learning and memory. However, now that there is so much more work of this kind being done, common threads or findings do seem to be emerging which we educators would do well to consider when designing learning activities for our students.

The work of combing through my notes for those key ideas and themes still awaits. Next week I'm off to Chicago to train with the Discovery Professional Development group. In preparation for that and for my next two assignments in DST (504), I've used the pre-learning assignment sent out by the DE team as a way to begin tying to fit together the research with best practices. Here's the preliminary result. If you have feedback to offer, please leave a comment.

For those of you who read this blog in Facebook, here's the link -- http://www.wix.com/wrlcfamily/DE .


Free website - By Wix.com

504 (DST) -- the power of story mapping

We're well into the digital storytelling course and I'm already turning in videos late. I've found with Wilkes courses that there are no simple assignments. Last week's challenge was to figure out how to blend unit's lesson about how to create stories with emotional impact for an audience with the assignment requirements to introduce myself and where and what I teach to the others in the class. (This was doubly difficult because I no longer have a class or students or even access to a school now that I've retired.)

I found some great online resources by Jason Ohler to help me understand the purpose of story mapping using a process he calls VPS (creating a visual portrait of a story). Although at first glance, VPS seems to be about the plot line, it's really intended to add a sort of emotional tension to a story by ensuring that 3 key elements are present: a problem, a solution, and a transformation.

At the end of a presentation to a group of teachers in Alaska, Ohler was asked by someone in the audience how to guide her students to turn photos taken of a school trip into effective stories and her replied that they should be asked: "What did you learn? How are you different?" and to think: " I was one person who did not know something, but now I'm a different person because I learned this thing" and then tell the story of that change.

Ohler says that this VPS mapping-- the building of the emotional flow of the piece -- must come between the idea and the story boards: "Transformation keeps us watching. ... The story fails without our being able to witness that change. ... The new you has to win and the only way for the new you to win is if you change."

Twenty Revelations about Digital Storytelling in Education- Jason Ohler

View more presentations from jasonohler.

My first idea for the Introductions assignment did not meet Ohler's criteria at all. It was a cute take on how to present my story, but did not contain that essential transformation, and I was completely stuck. Finally, my husband persuaded me to take a night off and we headed to the Harrison Festival of the Arts to hear Dan Hicks and the Hot Licks amongst an audience of mostly over 50 counter-culture folk. The next morning the new idea seemed to be waiting for me in the shots I'd already taken and the images I'd been experimenting with in my video editing program.

Here is the final cut and I'm pleased to say that this one has received Bob's seal of approval. It means a lot to me that he likes it because week after week during the Portable Video course he patiently sat and walked and posed and acted as I fumbled with my camcorder and tried to get shots that would show some originality and a minimal attempt to follow lighting guidelines and the rule of thirds. Tomorrow and Thursday he'll be out with me again so I can take pictures for this week's door scene. I could not do these courses without his constant unselfish support, and having finally created a video that speaks to him touches me deeply.



Final reflections:

(1) I've been thinking back to my math presentation at ISTE and now understand that part of the reason it succeeded so well is that it incorporated Ohler's 3 elements: problem, solution, and transformation.

(2) Lesson planning is all about going directly from an idea (content, skills, standards, learning outcomes) to the 'storyboard' (plot line/instructional sequence). But what if teacher training institutions took Ohler's ideas to heart and added his 3 key story elements to that conventional process? What if we all had to think deeply and incorporate into each lesson and each unit the ways it would transform the students we teach? What if before we were allowed to plot out the what and how of any lesson we were required to let go of tired generalizations and pat answers and dig for personally meaningful changes that should emerge from we're doing in the classroom every day? I think that would truly revolutionize formal schooling. Instead of "No Child Left Behind" -- we'd be in the vanguard of a new movement called: " No Child Left Wondering Why."

'Discovering' Canadians at ISTE & upcoming DE webinars for all

The folks at Discovery really know how to throw a great party and I want to thank you all for showing us Canadians a great time while we were at ISTE. The food was great, the speeches were short, and we had a chance to meet up with other Canadian teachers interested in educational technology and instructional media which hardly ever happens.

The event was also a celebration of Discovery's first year in Canada. They now offer over 3 million Canadian titles to us. If you're in the IM program and missed the memo from Karena about how to get an account with DE Streaming Canada, Karen Goldman and Austin Dolan are the people to contact. You'll need to a different user name and email for your Canadian account.

~~ DISCOVERY'S AUGUST WEBINAR SERIES LOOKS FANTASTIC ~~

There's a wonderful webinar series coming up in August (FREE!!!!!) and you don't even need to have Discovery in your school to participate.

(Click the image below and select Adobe reader to see the full-sized pdf version of the brochure. My blog columns are too narrow for the full-sized image.)

If you haven't been to a webinar before, Discovery makes this easy. In addition to your computer, you'll need either a phone (no charge) or a headset to participate.

YOU start by registering. Using the DEN Blog link above or this sign up page, click each title that interests you. Each webinar has its own online form like the one below. (If you aren't seeing all of the next image, please click it.) I like to change the time zone to Pacific so I don't have to remember whether to add or subtract the 3 hours on webinar day.



When you register for your first session, it's also a good idea to check to be sure you have all the necessary media players. Use the "click here" link at the bottom of the registration form and check each all 3. If any need updating, Discovery has provided all the links you'll need.

Once you've registered, you'll be sent an email with the code for the session and information about how to log in. The email will also give you the toll free number for dialing into the session. The phone/headset option is needed so you can hear the speaker. My old phone is very tinny so I us my headset -- a wireless USB type that I wear on one ear. If you want to use your phone instead, when the webinar begins set it to speaker and prop it up so you can concentrate on your screen.

On the day of the session, use the link and the information provided in the email to join the session. If you don't want to use your phone, now's the time to choose 'headset' instead. Mine sometimes doesn't work unless I go to the control panel on my machine test the audio device settings before I log into the webinar. If there's a problem, you can always quit the session, readjust, and then rejoin it if you need to.

During these webinars the speakers share slides and their desktops with you as they talk. You can ask questions or participate in the conversation using the chat box on the bottom right of your screen, or you can speak directly with the presenter when the moderator is taking questions. He'll enable your phone/mike at that point so you can talk. Don't hesitate to ask your question or add your comment. Perhaps you have an idea or past practice of your own that worked really well and you'd like to share it. Perhaps you want some clarification. In my experience the more that listeners participate, the more interesting the session becomes -- but it's also OK to watch and type. That's the cool thing about these Discovery webinars -- whatever your comfort level, you'll come away with interesting information and cool ideas to use in class.

Generally the sessions are archived and if you ask either at the beginning (before everything gets rolling) or at the end, the moderator will tell you how and when you can access the links to the archives. These are often posted in the DEN blog, but ask anyway -- just to be sure.

I know that August seems like a long way off right now -- but I thought I'd let you know about this series now so that if you're heading off to the cottage or out on the road, you can find your wifi hotspots and join these webinars from wherever you may be.