Tag Archives: learn

Picture Poetry – More #ETMOOC Digital Storytelling

After experimenting with the 5 Card Flickr Story this morning, I wanted to try another medium that would allow me to more easily integrate text and images. I was reminded of a free app I had downloaded quite a while ago but never fully explored: Visual Poet.

This app lets you choose three images from Flickr, Google, Tumblr or your own photo library. Once you select an image, you can decide what portion you want to include in your story and then you can tap and add text on top of the image. You can then add a title, auto-insert credits for the photos you use, and add some comments about your story. From the app you can publish directly to Tumblr or you can email the story. The app hasn’t received very good reviews so I’m not sure if it works well on every device but I didn’t have any problems when creating my stories.

I tested two different ways of using the app. First, similar to the 5 Card Flickr Story, I made a story with the first images that came up (See The Cottage below) with I went to search for images. This required some spontaneity and creativity but less reflection.

The Cottage

Then, I tried creating a story with more purpose and forethought. I searched specifically for images relating to ed tech to start my story and then for images that matched ideas relating to where I wanted my story to go (e.g., possibilities, perspective). I consciously sculpted my story, searching for images that I felt could convey the concepts I was looking for without narrowing my search by topic (I used the “Today’s Interesting Photos” option in the Flickr search). This broadened my photo selection to images that I might not have considered otherwise and prompted me to progress down new paths as I developed my story. At first, I imagined my story ending with something about collaboration or sharing but when I saw the camera image, I loved the idea of saying something about the importance of perspective. And so I ended up with a story about ed tech, one that I had a fuzzy idea of when I began and a different understand of when I finished.

Anything is Possible

Photo Attribution:
Original imagery for panel one by Anonymous/Unknown
Original imagery for panel two by Neighya (Elné)
Original imagery for panel three by danska8

Has anyone else used Visual Poet for digital storytelling? What do you think of this method/medium? 

Misadventures in Connected Learning … But That’s Not All!

Before the second week of #etmooc “Connected Learning” slips away, I wanted to write a post reflecting a bit on the prompt: “Is it possible for our classrooms to support this kind of (connected) learning? If so, how?

cc licensed ( BY NC SA ) flickr photo shared by dennisar

I definitely think that our classrooms can support connected learning and that technology can make the “how” much easier and more feasible to facilitate that learning. To me, connected learning involves engaging students in real-world applications of skills and knowledge. One way to do this is by asking students to try and solve problems that people face everyday, such as concerns with the environment (Inspiration from GOOD.is) or building prototypes to help the elderly more easily navigate outdoors (see the FIRST Jr. Robotics Challenge).

I also view connected learning as a motivation to teach my students tools that can empower and enable them to be change agents. With these tools, students can build meaningful connections across different mediums, connections that not only facilitate learning but establish relationships. This means introducing ideas of digital citizenship and cyber safety at very young ages so students can begin using tools that they will likely continue to use as they grow older instead of tools that they will quickly grow out of (e.g., teaching 2nd graders how to conduct safe and effective Google searches versus restricting them to KidRex and allowing kindergarten students to tweet with other kindergarten students in class).

But most importantly, in my opinion, connected learning translates into global connections and collaborations for all students and teachers.

With modern technologies like Skype, Voicethread, Google Translate, Twitter and other (a)synchronous tools, it can be simple and free to connect students, even if their time zones never overlap or they speak different languages. There is no longer a need for expensive web conferencing technologies and with web 2.0 tools, students don’t have to wait weeks for a reply from students in another country. Therefore, it seems to me that we should be scaffolding and encouraging global connections in every classroom, starting with our youngest students. These connections can blossom into meaningful relationships where students can share experiences and learn together about the cultures, perspectives, and knowledge of each community. That feels like true connected learning.

The Global Classroom Project Logo

So what does that look like in the classroom? At my school, I have slowly been working to build some of these local and global connections so students can engage in more connected learning. While we have had some success, we have definitely had a few misadventures as well.

We tried signing up for an Elementary Mystery Skype project created by some  educators who had seen it done with older grades. Three of my teachers signed up, willing to take the risk and do something they had never done before, but although all three were paired with another teacher, none of them heard a response back about setting a date to actually Skype. After following many inspiring #kinderchat teachers, I talked with a kindergarten teacher at my school about having her class join Twitter. We sat down and discussed how it could work, we wrote up a detailed letter to parents, we planned how to introduce it to the students but since their initial Twitter “launch” the class hasn’t been able to get other classes to tweet back. I think the kids are beginning to feel like tweeting means sending a message on the computer and never hearing back. Whether it’s been via Skype, Twitter, or even email, we have found that making that connection with another teacher and class can be much harder than getting the technology or other preparations in order.

1st Graders Excited to Skype with a class in Canada

1st Graders Excited to Skype with a class in Canada

Luckily, we also have some success stories to share. Thanks to the Global Classroom Project database, I was able to connect our Spanish teacher with a class in Spain so her students could Skype in English and Spanish. While moderating a #globalclassroom chat, I connected with another educator who wanted her students to be able to share their experiences of a Quaker meeting. This led to two of our fourth grade classes Skyping with their fourth grade and discussing their religious practices, as well as the similarities and differences in their schools. Comparing lunches and “specials” was a big highlight. Through Twitter, I was also able to set up a Skype session between a Canadian class and one of our first grade classes – our students were shocked to see all of their snow! And in a few weeks, we have a session scheduled with NASA for our youngest students, who are studying space, to hear about “Humans in Space,” one of the offerings in their Digital Learning Network.

So, while the actual “how” of connected learning can certainly be a challenge, I think it is doable. My students have been able to use a range of web 2.0 tools that have enabled them to develop deeper relationships within their individual classes, between their class and other classes at the school, and between our school and other schools. They are becoming more comfortable with the idea of leaving messages through various platforms and receiving comments and messages back from parents or other students after a pause (which can be tough to understand when you’re only 5 or 6). Teachers are beginning to consider ways we can connect with other students and classes in other parts of the world to enrich their units of study and make different topics and concepts more concrete while also more making them more complex. I hope that with time, patience, and perseverance  our connections will continue to grow and with it, the connected learning that we are all able to share.