Archive for category conferences

ETA Conference: The Backchannel

Friday morning will see Darcy and I braving the stage prior to the opening of the annual English Teachers’ Association conference ‘Hit Refresh‘.

Why?

Because for this ETA conference, for the first time, the conference is going web 2.0 – we’re stepping up the interaction, participation, and networking by providing some seriously cool online spaces for teachers to wet their toes in, and hopefully also dive right in to!  So, we’ll be getting up (in our awesome Twitter t-shirts ;) ) to show the folks at the conference how to get involved in communicating with others, and how to use the backchannel.

What is a ‘backchannel’?

You know when you’re sitting, watching a keynote or presentation, and if you know the person in the next seat you might make the odd remark in their ear?  Well, a backchannel is like doing this on a mass scale – it’s like having a silent ‘channel’ on in the background for anyone who wants to make comments or ask questions that the rest of the audience can see, and if they want, silently respond to.

It’s like passing notes for grown-ups.  Ones that you know the teacher can read too if they so choose (so you can be critical, but must also be polite!)

From wikipedia:

The term “backchannel” generally refers to online conversation about the topic or the speaker

…it is the practice of using networked computers to maintain a real-time online conversation alongside live spoken remarks.

What are we using?

The most effective way of paticipating in a live backchannel during the conference is to join Twitter, and post short 140-character messages called ‘tweets’.  Anyone who ‘follows’ you can see your comment or question – and some people might also respond.

Do I have to have a lot of followers for this to work?

(or ‘yikes! but I’m not that famous yet!’)

If you are new to Twitter, never fear.  If you tag your tweet with the ‘hashtagETAConf09, then the comment that you tweet will also be seen by anyone who has searched for that tag – not just the people who follow you.  This means that even if you have NO FOLLOWERS, you can add to the backchannel discussion, and people can tweet responses to you.  Here is an example:

Wow! I thought Kelli and Darcy did a great job explaining the backchannel! #ETAConf09

To which another user might reply:

Does anyone know where I can find the video they showed at the start? #ETAConf09

You see the potential here?  And it’s easy!

What’s this I hear about a conference ‘Ning’?

‘Ning’ is the cute name that the people over at Ning.com made up to describe their online site that is used for NetworkING.  It’s a very easy site to use, and a great way to introduce yourself to online learning if you haven’t already.

ETA members (all of you – whether you are physically at the conference or not) can join the ETA conference Ning and add comments and questions there too.  Darcy and I will be monitoring the Ning as well, and it is another place that a kind of backchannel will likely spring up.  It’s probably less likely that this will happen during the sessions though.  I imagine a lot of people will be logging into our Ning on Friday and Saturday night, and for awhile after the conference, to send comments to friends, colleagues and presenters, and to share ideas and resources.

For the most effective participation in a LIVE backchannel, I seriously recommend you use Twitter.

Any questions?

If you have any questions, you can post them here as a comment, or ask them on Twitter.  You can find and follow me at http://twitter.com/kmcg2375, or Darcy at http://twitter.com/Darcy1968

See you in the Twitterverse!

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AGQTP Action Research

Today was the final day of our participation in this year’s AGQTP project – the end of year presentations in Sydney.  The project focussed on linking our collegial support program to school-based action research in the area of Element 5 of the NSW Institute of Teachers Professional Standards.

Element 5: Teachers create and maintain safe and challenging learning environments through the use of classroom management skills.

I’ve uploaded my workshop slides on slideshare.  If you were at my presentation, or have any questions about the project, please leave me a comment!

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Podcasting

One of the tools I didn’t get up to in the Online Pedagogy workshop at ETA conference was podcasting.

For those after some information:

  • A podcast is an audio (sometimes also video) recording that can be downloaded, ‘streamed’ and subscribed to by users.
  • The word originally was a blend of the words ‘iPod’ and ‘Broadcast’, but they can actually be used anywhere (not just iPods!), so now the word stands for ‘Personal On Demand broadCAST’
  • I use Audacity to record my podcasts.  It is free, and very easy to use – you just need a microphone plugged into your computer.
  • And I use PodBean (www.podbean.com) to put my podcasts up on the web.  It is like a blog, but for your podcasts.

I also heard that podOmatic is a good site for podcasting.  It looks like you can record straight on to the podOmatic website, cutting out the need to use Audacity.  Persoanlly, I like to use Audacity first, so that I have the sounds file saved on my own computer.  This means it is backed up, I can use it without being online, and if you wanted to you could even get the files put up on your school website or intranet (one day I plan to actually do this!)

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Online Pedagogy

In today’s conference workshop I will be exploring four important issues relating to learning and teaching strategies for using online tools:

  1. How the purpose of your site relates to its form
  2. The intended teacher-student dynamic online
  3. Students and internet safety
  4. Getting students involved and monitoring contributions

Please respond with comments to this post if you have any questions, information or anecdotes from your own teaching context.

(DET Interim Guidelines for using blogs and wikis)

(from the ETA Annual Conference @ UNSW )

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Connectivism

Thanks to Darcy for tweeting this link to the Connectivism Wiki.

There are some great ideas here – I especially like the entry on Externalising Ourselves.  I am going to use a quote from this in my ETA Conference presentation on Saturday about Online Learning and Pedagogy:

The ability to connect concepts and ideas and to understand and be understood by others requires that we render our thoughts in some type of format that permits communication. The development of symbols, language, and writing permits externalization of thought and thereby the capacity to create and network concepts and ideas.

The same wiki page also has a link to a very interesting document about Connectivism as a Learning Theory.  I had to laugh at the title, as it sums up so many arguments discussions I have had with people about using online tools, for teaching or otherwise: ‘Connectivism: Learning Theory, or Pastime of the Self-Amused’!

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Yes, you are in fact a digital immigrant

Many presentations at this week’s AATE conference referenced Marc Presnky’s research on Digital Natives and Digital Immigrants.  In a conference where many papers and worshops discussed multimodal texts and the changing (increasingly digital) nature of texts and classroom practices, this is unsurprising.  What was a bit surprising was the backlash that I witnessed, paper after paper, from teachers who resented the label ‘Digital Immigrant’.

I can see where people are coming from on this – especially teachers who have invested a lot of time in learning about new technologies and increasing their technological proficiency.  However, learning or knowing about the digital world just does not make one a digital native.

I have found it very helpful to think about the other aspect of Prensky’s argument – that Digital Immigrants can of course learn the Native language, but they will always “have an accent” (for a great explanation of this, see Mike Jones lecture on Blogs, Wikis and the New World Order for the ScreenSpeak series for NSW HSC English teachers.)  In fact, I think that in a lot of ways the Digital Immigrant who ‘learns the language’ will often learn to use the language better than a Native speaker – just so it is when Japanese speakers learn English, or when the English learn Dutch!

I didn’t have my own computer until I was about 14, and even then it was a computer that my boyfriend set up for me and helped me to use.  But before that I did own an electric typwriter.  I have never really been interested in programming or electronics.  I am still happy to buy CDs (although I will then put the tracks onto my iPod).  At only 27 I am in fact a Digital Immigrant…but I am learning the language quickly and my accent is becoming less broad :)   And in so many ways I have mastered the digital language far better than my Digital Native students; this makes me an ideal teacher for them.  I also have a deep empathy with the students who, through economic or social disadvantage have not engaged in the same level of technology as their peers; these students are in fact Digital Immigrants themselves, despite their young age.

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Digi-Stories

The most engaging keynote that I saw at the AATE conference would have to be Daniel Meadows’ presentation ‘New Literacies for the Digital Age’. Daniel is an artist/photographer/storyteller from way back, and his keynote was about the power of storytelling, specifically the power of the digi-story.

A digital story, or digi-story, is a story that is told using a series of photos or other images, with narration and other sound layered over the top. Ideally they should only be about 2 minutes long, and use about a dozen images and a narration of about 250 words.

Daniel shared a number of digi-stories of his own, and from the Capture Wales project – what was refreshing was that his keynote was actually based on these digi-stories, with short explanations in between each to provide context, to highlight theoretical frames and positions, and make connections between the stories. I was so inspired by Daniel’s keynote that now I plan to use digi-stories in my year 9 class next term. I’ll still be basing next term’s work around ‘making meaning’, and the first 5 weeks will definitely still be focused on video games. But now in the second half of term, rather than students using a collection of digital resources for composing, I’m going to get them to make a digi-story!

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AATE conference

I’m down here in Adelaide for the AATE/ALEA National Conference – the conference just finished today, but I’m going to blog a few posts about the papers and keynotes I went to.  I was tempted to take the lappy into the lecture halls and just write notes on the blog, but it never seemed to work out!  I’ve still got a couple of days here for the AATE Council meeting, and then back home to do some PhD writing next week.

Happy School Holidays, eh?  I reckon we should take up what a few independent schools do and just call it ‘non-term time’!

Seriously though, the conference has been good…I’m brimming with ideas now for teaching next term :)

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