I thought to try an experiment at SXSWedu this year and invite a few sketchnote enthusiasts to collaborate on a collaborative sketchnote using FiftyThree’s innovative collaborative drawing platform, Mix. So we sat down andknocked around ideas and settled on XIM, or Experimental Impresssionism.
I’m hoping to get some insights on two things:
A huge thank you to Amy Burvall, Honoria Starbuck and Sean Ziebarth for volunteering their time. But what I most value in them is their wilingness to try on ideas, pretty much sight unseen. They put me in my mind of Anthony Burrill:
If you’re at SXSWedu–heck even if your not–join us on the Mix
The Winnipeg Free Press reports a US study showing 90% of US teens don’t get the 9-10hours of sleep they need each night. Too-early school start times are a major contributor to the sleep loss. The simple economics of (home)work suggests students might do better if we let them sleep more and work a little less.
What obligation do we have to mitigate this? What steps do we take if we think we have some part to play?
The how-to video I made for the Apple Distinguished Educator Global Institute in San Diego, July 2014.
A number of colleagues asked if they could use it in their classrooms–by all means! I have just two things to ask in return:
Still noodling on this…
I thought Wilson, Barry and Jackson revealed a sweet spot, an animating tension big questions and intense, tightly focussed inquiry. The offsites at the ADE Global Institute mapped onto this nicely and the Scripps trip, in particular, is a great visual metaphor for this: there is the broad context of the ocean which seems to be asking big questions, the long converging lines of the pier focussing to a point where sharp minds work with intensity on the smallest things in the sea.
I’m not yet sure if the spirit of restlessness and entrepreneurship come out of this space or contribute to it.
FiftyThree, the makers of the Paper app and Pencil stylus, shouted out to fans to create a list of what they carry. This stuff is always in my bag. Other bits, things like a paperback, laptop, or umbrella, come and go.
Flickr co-founder, Caterina Fake, has released an iOS version of her latest startup, Findery. It’s a socially-curated travel guide: think Foursquare meets Twitter meets TripAdvisor, says TNW.
The iOS native app (and Android version is reportedly in the works) taps into the original, web-based platform so there is a lot of data out there for general travel. And because it taps your phones GPS, it can automatically alert you to what’s in your are right now.
But I am interested to see if this might be used as a curation tool for the field school model of learning my students and I are developing. Findery users can build so-called notemaps, which are collections of notes about specific places that can be share publicly or–and this is important–shared among a group of specific users, e.g. a group of students. This has potential to be a great curation tool for students.
Between societal changes and technological breakthroughs, it’s become abundantly clear that the human brain is transforming the way it processes and learns information.
How Technology Trends Have Influenced the Classroom, Carl Hooker
I’m not so sure, Carl* First of all I don’t see any evidence anywhere that we have changed the way we process information. We have certain capacities for understanding the world– reason, sense perception, emotion, language, intuition, imagination, memory, faith–and we have been using the same for ages. Maybe we mash those up differently on Flipboard than in the Spectator, but I don’t think that amounts to a transformation of brain processes. Now, we might argue that homo sapiens have greater reasoning capacity than, say, Cro Magnon did, and in that sense, transformation has occurred. But that leads to my second doubt: I just don’t think enough time has gone by under the influence of modern technology to produce evolutionary changes in our brains. We are, physiologically speaking, fundamentally the same as we were millennia ago when Aristotle was describing us as mimetic animals. What you’re describing as our craving for interaction, for example, Carl, is not new but rather the activation of something latent, I think.
I am at a loss to understand why we in education drive to biological accounting (think of the recent influence of neuroscience on educational conversations) though I suspect it has something to do with our nearly pathological need to quantify ourselves and our taste for reductionism. In any case, what we are seeing is cultural, not evolutionary, change and to see what that looks like we don’t have to look back very far at all. Clay Shirky was the one who tipped me to Elizabeth Eisenstein’s wonderful look at The Printing Press As An Agent of Change:
What Eisenstein focused on, though, was how many historians ignored the transition from one era to the other. To describe the world before or after the spread of print was child’s play; those dates were safely distanced from upheaval. But what was happening in 1500? The hard question Eisenstein’s book asks is “How did we get from the world before the printing press to the world after it? What was the revolution itself like?”
The reason all this matters is that a biological accounting gets us looking in the wrong direction–inward instead of outward. Learning is at once both a personal and a social act. Like Eisenstein’s historians, we’re overlooking the transition between those two. Our brains aren’t transforming the way we process and learn; we, as whole persons and as cultures are changing.
*Carl is a fellow Apple Distinguished Educator and I love his take on tech. His presentation as SXSWedu this year was a brilliant–and theatrical!–plea for keeping some balance in our digital and analog lives.
Here’s the link to the Twitter archive spreadsheet that is capturing all the tweets with the hashtags #swswedu and #notext posted during (and after) my session, No Textbooks Please: Students as Content Authors at SXSWedu. (I’ll embed the live sheet once I figure out how to make embedded web pages behave in a responsive site.)
This was a demo of the data gathering phase of the field school model I presented at the session (see step F in the sketchnote here.) The sheet is live and since you helped make it, it’s yours to mine and curate.
If you find anything interesting, please post your comments here.
These are my sketchnotes for my #SXSWedu presentation, No Textbooks Please: Students as Content Authors. Thanks to everyone who attended–I had fun.
In the second image, which presents the field school model I’ve been developing with my students, I’ve also mapped on Ruben Puentedura’s edtech quintent (dig into the slide deck after the jump) using red labels. This edtech quintet is a more powerful idea than his SAMR model, IMHO: If SAMR tells us how, the quintet tells us what and why.