Tag Archives: clmooc

Exploring Natives…and Some Extras!

If you’ve been reading my blog, you may have noticed my obsession with weeds (here, here, and here are some examples). So when I heard that the Lux Art Institute was hosting an artist whose work features weeds, I couldn’t wait to visit. And I wasn’t disappointed. Beverly Penn makes exquisite sculptures by casting what others might classify as ordinary or weed-like flora in bronze and then creating beautiful art that seems to breathe, move, and reflect light. I wish I could have taken photos of the art–but the museum requested no photos in the studio.

And as an added extra, when I had a minute to chat with the artist, she talked about how her current work (that she is working on as she is in residency at the Lux) uses the native plants that grow prolifically on the Lux grounds. As we left the studio, we headed out into the grounds to see the sculptures installed in the native plant trail…also surrounded by even more native chaparral.

I took this photo of the native buckwheat. And if you look closely you will see a little extra in the background–one of the fanciful birdhouses that is a part of the sculpture collection at the Lux.

As I walked the natives, I couldn’t resist stopping to put my macro lens on to get closer to these often unappreciated beauties. Seeing Beverly Penn’s sculptures inspired my curiosity and had me wanting to look even more closely at these plants that seem to grow like weeds…and many consider weeds. Lately, they have been celebrated for their resilience in drought conditions, requiring considerably less water than the decorative plants that many like to cultivate around homes and businesses.

This Hummingbird’s Trumpet uses its brilliant scarlet to attract pollinators…and my eye.

I was surprised to learn that this vibrant yellow bloom is called the California Brittlebush. I love the bumpiness of the centers when when you get close.

I’m really not sure of the name of this purple flowering plant. The bloom is interesting because it includes a spiky ball and then a delicate flower.

My interest in weeds has also allowed me to find the beauty in the stages of blooming that some might dismiss as ugly or uninteresting. This plant, the Seaside Daisy, had a few blossoms in full bloom with white petals and a bright yellow center. But I found myself interested in the blossoms that were past their prime, “gone to seed”–reminding me of dandelions and their tenacious seed dispersement and the beauty of the husks as the seeds blow away.

I was also drawn to the black sage…a common plant in these parts. The blossoms are now skeletons, and yet somehow their intricate beauty draws me in and the fragrance evokes San Diego summer.

I loved the extras that presented themselves as I headed off to the Lux today. I was reminded to appreciate the natives…and look closely to find their beauty and intricacy. And one more extra: I ran into one of my students (and her little sister who will be my student when school begins in the fall) as they came out of the art studio and I was about to enter. Their mom mentioned that they were there because we had studied weeds…they just couldn’t wait to see what the artist was doing with weeds as her subject! What a great beginning to summer!

Weekly Photo Challenge: Doing

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Do you speak in images? Enjoy taking photos to document your experiences or just to express what you notice in the world? Love to share them with others? Welcome to the weekly photo challenge! I post a new challenge each week…check in regularly and join the fun!

Tomorrow is my last day of school with my students, so they’ve been thinking a lot about summer and what they will be doing. And we’ve been doing a lot in the classroom this last week, taking advantage of our mild sunny weather and the incredible independence the students have developed over the course of the school year. Monday was a field trip to the NAT–the San Diego Natural History Museum–where students were busy doing a lot of inquiring and thinking about all the science learning they have done this year.

Here’s one of my students using his hands to pedal to create the energy to cause water to run in a sink. And then I couldn’t resist snapping this picture of a group of students busily writing in the pirate ship at the NAT.

Yesterday we had our second annual rock climbing event with third graders. It’s bittersweet to get to June when you’ve taught students for three years and know that they will be leaving and moving on to 4th grade and a new school too. So we spent yesterday afternoon rock climbing at a climbing gym. I got many shots of kids doing climbing. I love watching them gain confidence as they try again and again. This little girl had no fear…she climbed to the very top again and again!

This one isn’t my student, but I love when students take the initiative to make a difference in the world. I found these informational signs around our school, attached to fences with pipe cleaners. I did manage to track down the authors so I could congratulate them for their earnest efforts to improve the world.

And I’ve been doing some doing too. Just recently we put on an Advanced Institute at our writing project (SDAWP) focused on paper circuitry. It’s such fun to play around with writing and science and all the connections between the two. Here’s a fairly rudimentary parallel circuit I made playing with conductive thread instead of the copper tape I’ve used before.

And over the weekend I was exploring our local botanical gardens when I came face to face with this little guy. A lot of my doing is related to photography…and it takes me to interesting places and seeing (and photographing( interesting things.

And all this thinking about doing has me thinking about the CLMOOC (which begins tomorrow) and the making and doing I will be involved in there. I hope all of you will join in the fun as well!

So this week’s challenge is to focus on doing…your own or the doing you see around you. You can be watching doing in action, capture things you are doing, or any combination that works for you. As always, you are the one who gets to decide what counts as doing…so have fun, and start doing, especially if you are having fun!

You can post your photo alone or along with some words: commentary, a story, a poem…maybe even a song! I love to study the photographs that others’ take and think about how I can use a technique, an angle, or their inspiration to try something new in my own photography. (I love a great mentor text…or mentor photo, in this case!)

I share my photography and writing on social media. You can find me on Instagram and Twitter using @kd0602. If you share your photos and writing on social media too, please let me know so I can follow and see what you are doing. To help our Weekly Photo community find each other, use the hashtag #doing for this week and include @nwpianthology in your post.

So get going and get doing! Can’t wait to see what you are doing this week.

Playing with Cyanotype

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Early this year I decided on play for my one little word. And I have been making time for play on a pretty regular basis. A lot of my play is related to photography and making time to take photos has me seeking out opportunities to explore that I might not have done otherwise. I’ve explored places in my community that I have never been before…and I am definitely spending lots of time outdoors, especially on the weekend, rather than doing housework or even reading!

For Mother’s Day this year a manilla envelope arrived in the mail from my son and daughter-in-law. As I opened it I found a typewritten note and a smaller manilla envelope. I love the note, knowing that it was typed on a typewriter that my son found left next to the dumpster near his home…and that he typed it. The note explained that I would find specially treated cyanotype paper that he had prepared for me. It gave me step by step instructions for using the paper…and included a few “negatives” that I could try if I wanted.

I played around a bit…and then got busy so it has stayed in the envelope until last weekend. I started thinking about that cyanotype paper and what I wanted to play around with. As I headed out for my beach walk on Saturday, I purposely looked for shell pieces that would work with this positive/negative kind of exposure (a rudimentary kind of photography). As we walked I noticed so many different kinds of shells and rocks…and sea glass! I seldom find sea glass on our beaches, but for some reason pieces of sea glass kept presenting themselves. We also found quite a few shell structures with holes and openings.

When I got home, I pulled out the paper treated with the cyanotype chemicals and laid the shells out. I took them out for about five minutes of sun exposure, brought the paper back in to rinse to stop the exposure…and here is the resulting cyanotype shell study.

I love the dimension of this print. The way the shadows create an almost three dimensional effect.

This attempt excited me, so I gathered some plant pieces and created an arrangement on another piece of treated paper.

: Before

: Cyanotype

This created an interesting result, but I found that the lightweight plants blow when I put them outside…there were pieces of lavender on the lower left…and they left a faint impression when they blew away.

Then I grabbed a leaf branch from a tree in my backyard and created an arrangement with the beach glass as the grounding.

: Before

: Cyanotype

I like the way the beach glass produced an interesting effect when placed in the sun. I tried another one today…and won’t subject you to the results. Playing around with this printing technique is tricky. Objects that are too dense or too thick create big light splotches that are less interesting and pleasing than those that have opacity or cast interesting shadows that create dimension.

I have only a few pieces of treated paper left…but my son tells me it is easy and relatively cheap to create my own. I’ve had fun playing with this technique and created some interesting pieces. I think the shell study is my current favorite…although I do like this early piece I did with some dandelions and other weeds from the yard.

I like that I have been playing enough that others are giving me encouragement and opportunity to play more. And I know that taking time to play is good for me, good for my family, and good for my students. I’ve noticed that lots of my play is about making…making photos, circuits, art, movies. And I’m looking forward to some more play and making when the CLMOOC begins again on Friday. So maybe this post is a preview of another summer of making…and playing with others through social media and connected learning. Will you join us and do some of your own connecting, making and playing?

Connected and Digital: A Reflection

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Today I had the opportunity to be a panelist on a webinar entitled, “Connected and Digital: Improving Learning for All Students,” put on by the Alliance for Excellent Education in conjunction with Digital Learning Day and their Digital Learning Transition MOOC.

I’ve been exploring connected learning for a while now, and love the way the learning principles:

interest driven
peer supported
academically oriented

and design principles:

production-centered
openly networked
shared purpose

work together to create a powerful dynamic for learning. In my view, connected learning is the embodiment of what it means to be a lifelong learner, learning because you want to, because you are interested, because you find it compelling and enjoyable. And that is what I want for myself and for my students. And just like my students, sometimes my interest in a topic or activity is piqued because someone drew my attention to something I didn’t even know that I wanted to learn about.

When I was invited to talk about connected learning and digital learning and the relationship between the two I had a little laugh at myself. A couple of years ago I remember asking over and over again, as part of a group exploring connected learning, if connected learning meant digital learning. And while I was given answers, it was this summer when I participated in the Connected Learning MOOC (clmooc) that I came to a firm understanding that all connected learning doesn’t have to be digital, but that digital tools allow for an amplification of learning that is often not possible without it. I know it has had a profound impact on my photography as I share my efforts and connect with others across the nation and all over the world who have similar interests.

What I loved most about my experience on the panel today was the opportunity to think deeply and carefully about why I believe connected and digital learning are important in schools and their relationship to issues of equity and access. Mary Ann Wolf, who moderated the webinar, took the time before the actual webinar to talk with each of the panelists separately about our experiences and views and then constructed a series of questions for us to think about a few days prior to today’s event. I like the question/answer format, that while structured, still allows for a flow of ideas and responses to one another’s ideas.

I also like that although I was one of the panelists and had already done a lot of thinking about this topic, I found the conversation interesting, illuminating, and stimulating. Comments made and information shared by Bud Hunt and Sara Hall have me thinking about aspects of connected and digital learning that I haven’t given my full attention just yet. I left the hour-long conversation with a full brain and many more ideas to think about, as well as resources to explore and new contacts to reach out to in this journey.

If you are interested, here is the archived version of the webinar:

What do you think about connected learning and digital learning? How are they enacted in your classroom? In your life?

Thinking about MOOCs

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MOOCs (Massively Open Online Courses) are becoming more prevalent. They seem to be the new “thing” in learning. Zac over at Autodizactic is asking folks to help him think about MOOCs.

I’m not sure I even know what I think about MOOCs. Like Zac, I have signed up for MOOCs that I have then abandoned. It seems easy to both sign up for something that sounds interesting and that you can “attend” asynchronously. And then when it actually begins, it seems easy to let it go when life gets too busy or the tasks seem too arduous or mundane.

I’m currently signed up for a MOOC, led by people whose work I admire, focused on academic language development for English language learners…and I’m very interested in the subject matter. But already I’m having trouble finding time to do the readings and complete the tasks assigned. I’m pretty certain I won’t be completing this MOOC.

This summer I had a completely different experience with the Connected Learning MOOC, clmooc, through the National Writing Project. And maybe the most important difference was in the way the acronym “mooc” was defined. Instead of being a “Massive Open Online Course”, the clmooc was defined as a Massive Open Online Collaboration.

There were still facilitators. And instead of assignments, there were make cycles. And participants were invited to add to make cycles, interpret them in their own ways, create totally new makes…generally make the experience work for them.

I found the experience exhilarating! I expected to “lurk” around the edges of this experience. I knew when I signed up that this would be an extremely busy time for me. I was coordinating the SDAWP Summer Institute, starting a new grant-funded project, and supporting resource development for another project. But, because I found it relevant and because of the interaction with facilitators and participants, I was compelled to continue and experiment and learn and grow.

Drawing on Connected Learning principles, my learning was interest-driven, peer supported, and openly networked. It was also production-centered, academically oriented, and had a shared purpose. And best of all, it was fun. Each effort made me interested in trying something else.

I was both connected and learning…and I have a badge to show for it!

I have many reservations about MOOCs, especially those that are trying to be courses. I am all for open learning opportunities–I’m just not so sure that we need “courses,” in the formal sense of the word, to achieve the goal of opening access to learning. And for me, the “course-ness” is the very quality that causes me to “drop out” of MOOCs.

So, Zac (and anyone else who is thinking about MOOCs), I’m not so sure my musing are helpful here…but this thinking is helping me understand why the CLMOOC worked for me and these other MOOCs haven’t.

And now about those badges…I’m not so sure I’m sure what I think about them either. And I have two of them…

Here’s my other one. It was awarded me by a peer for being a connected educator.

What are you thinking about MOOCs…and about badges?

Poster Poems, Found Poetry: Remixed

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One of my fellow #clmooc-ers, Vanessa Vaile, posted this invitation in the G+ community to remix, hack, create found poetry…and it’s been sitting in the back of my mind, waiting for the opportunity to find its place on my blog.

This morning the twittersphere handed my this poem and it has stayed with me all day, begging me to think about ways to remix and recreate and combine it with my photography.

The World Is in Pencil

BY TODD BOSS

—not pen. It’s got

that same silken

dust about it, doesn’t it,

that same sense of

having been roughed

onto paper even

as it was planned.

It had to be a labor

of love. It must’ve

taken its author some

time, some shove.

I’ll bet it felt good

in the hand—the o

of the ocean, and

the and and the and

of the land.

Source: Poetry (November 2011).

And so, here is my remixed version:

The World Is in Pencil: Remixed

Pencil in the ocean

and the land

Authored with labor

roughed by silken dust.

Love it

shove it

take time

to feel, to handle

Until you can see

as if it was planned

the world

inked on paper.

A map of your life.

This photo was also remixed. Taking a photo I took earlier this week,

I wanted to create a sense of pencil and sketch, roughed and labored.

I used the app Sketch on my iPhone to create this effect.

Here is the original:

Try your hand at found poetry…I invite you to remix mine or find

something that speaks to you. How might you remix a photo or

other image to go with it? Be sure to share!

One Shot, Two Ways…Revision, Photo Style

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One of the benefits of blogging is that other people like and follow my blog…and when they do that I often take a glimpse at what they are blogging about–it’s a lot like my experience with the CLMOOC. Yesterday shotwithmyphone.com liked my blog post and I spent some time perusing the photos he posts…all shot with his iPhone (like me!). One of his posts was titled One Shot, Two Ways and is part of a challenge posted here. The challenge invites photographers to take two photos of the same shot–one with a vertical orientation and one with a horizontal orientation and to post them side by side.

Inspired by those ideas (and looking at a few photos) I decided to try a variation on that theme and show two views of the same photo–one original and one with some editing and filters applied. In some ways the editing process I apply to my photos feels a lot like revision in the writing process. It’s the part of the process where I zoom in (or out), crop out distracting details, brighten up the setting, or change the mood. In many cases, revision in writing and editing in photography transforms the end product and helps the reader/viewer see it differently.

Here’s are a couple from my beach walk on Sunday:

And here’s a couple from yesterday’s excursion to the Living Coast Discovery Center:

There are times when I post my photos without editing, but I like experimenting with how to take a photo and work with it to convey the message I have in mind–or one that emerges as I play with it.

What do you think? How does the editing change the way you see the photo? How does it change the message of the image? How does this relate to writing and writing instruction? I’d love to know your thoughts!

A Summer of Making: Reflections on CLMOOC

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If you’ve been reading my blog at all you know that I participated in something called the CLMOOC this summer. The Connected Learning Massive Open Online Collaboration was an opportunity to experiment with the principles that underlie Connected Learning. This short video gives some more information or check the link above.

When I originally signed up to participate in the MOOC I thought I would stay on the fringes, read what others posted, and think about how the participants interacted. I knew I would be time challenged, after all I would be facilitating the SDAWP Summer Institute during the bulk of the MOOC. But somehow, I was quickly drawn into action. I used my photo-a-day work as my introduction and posted a couple of photos. Immediately I began to get feedback, comments, and links to others’ work with a similar focus…I was hooked! Then came the #vineoffmonday. I was already playing with Vine and with Instagram video, so it was fun to see what others were doing. I loved Kevin’s invitation to make a seven second story and even though I wasn’t particularly successful, the challenge was valuable–and it’s something I can see having my students try (even if they don’t use a social media platform like Vine to do it).

I’d been thinking about starting a blog for a couple of years…and have had a couple of false starts where I posted once or twice and then never returned. With the CLMOOC community around me, I decided to create a new blog AND to challenge myself to posting 30 days in a row. Remember, this was not a “summer’s off” undertaking–with this community around me, I made my decision to blog right in the middle of the SI I talked about earlier. (And if you know writing projects at all, you know that it is an intense and focused time of meaningful, challenging work–even as a facilitator.)

My blog became my space for “makes.” I explored my photography in a variety of ways, thought about learning and spaces for learning, considered my own classroom and how I might approach my teaching differently, and wrote and wrote and posted and posted…today is my 34th consecutive post!

And…I earned my first badge!

To earn the badge I had to submit one of my makes, reflecting on its significance. I chose my Spaces for Learning post that I wrote in response to an invitation from Terry to respond to a Washington Post article about teachers and teaching.

I am strangely proud of my badge. It represents a summer of exploration and of putting myself “out there.” It has been about writing every day even when I am busy and tired and would rather just hang out or watch some mindless TV. It has been about being public with my learning process and trying things beyond my comfort zone. And I still see lots of spaces for my learning to grow. I definitely have a better understanding of the Connected Learning principles and how they support my own learning and risk taking. I plan to create more spaces for this kind of learning for my students…and for the teachers I come in contact with. It has definitely been a summer of making and connected learning for me…and I don’t want it to stop!

Find Five Friday! Digital Tools

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Today’s post comes from Anna’s invitation at #clmooc to participate in Find Five Friday! (or maybe find five futures). I’ve had a week filled with digital tools…and thinking and conversation related to them. Here’s my curation of five (in no particular order):

iBooks Author

This tool came to light as I worked with a group to find an appropriate platform to serve the resource being developed at the NWP Resource Development Retreat. We wanted something skimmable, flexible enough to hold a variety of digital artifacts (video, pdf files, images, links,…), shareable, editable, and something that looks good. My colleague Beth was able to experiment with iBooks Author and create an early draft of the resource envisioned. Previewing it on the iPad showed it to have many of the features we were looking for. Were there glitches? Of course…and there is a learning curve (which I have not yet mastered!). My biggest disappointment is that you have to use a MAC computer to create with iBooks Author–it isn’t available for creation on the iPad–you can only read (be a consumer) there! I wanted to have my students use this tool. Anyone have other suggestions for a similar tool for use on an iPad?

Thinglink

If you’ve been on my blog before you know that I love iphoneography and love to use photos to convey information. Thinglink is a tool where photos can be tagged with other media including text, video, links… It includes an embed code so thinglinks can be included in other platforms…think Google Earth or your own blog! I learned about this at a CUE Rockstar training this week and then found this great resource from Richard Byrnes at Free Technology 4 Teachers. I’d love to know what you’ve done with this or similar tools!

iPhoneography editing tools guide by Nicole

This is another resource that I learned about at CUE Rockstar. (The presenters developed wonderful pages of linked resources associated with their sessions.) Nicole (who was not the presenter) has put together this amazing pinterest slideshow that highlights not only the tool she uses for editing her photos, but some of her thinking about why she wants to use the tool…and includes samples of her amazing photos. Thanks Vicky for pointing me to this!

Tagging and custom searches for student bloggers by Kevin and Bart

My work with Connected Learning and the clmooc this summer has pushed my thinking about my students’ blogs and how to help them connect with other students for meaningful comments not just from the adults in their lives, but from students all over the world. Bart had some ideas about tagging and embedding the classroom lessons that inspire the blog posts to help students from other places have some context for their responses and interactions. Kevin then suggested the idea of a custom search for student bloggers to connect with other student bloggers with similar interests. Brilliant! (Now to put this into action!)

Bee Bot and Tynker

I’ve been thinking about coding and how I might help my students think about the work behind the digital tools they use. I’d heard about lots of tools/games out there for students–Scratch from MIT and Gamestar Mechanic, for example. And I’d messed around a little… My students have iPads as their classroom device, so I really want to have something they can do with coding on the iPad. Today I learned about a few possibilities to try out. The first one surprised me–it is a little robot-like toy called Bee Bot (not for the iPad–just a little battery powered toy). This little bug can be programmed with up to 40 moves (like the arrow keys on the computer) and can make 90 degree turns. I can think of so many ways this little robot can introduce my students to the fundamentals of coding (and they can create their own games to review other concepts too!).

I also learned about Tynker. It’s not an iPad app–but since it doesn’t rely on flash it will play on the iPad. Tynker is very similar to Scratch with the linking blocks that students arrange to make their actors move on the screen. It’s set up for teachers–you create an account and can follow up on what students accomplish. I’ve only begun to experiment–but I’m excited about the possibilities. I love the way you can see sample projects–and look at the code (in interlocking blocks) behind it! I’d love to know if you have tried any of these tools–how did they work for you and/or your students?

I think that is already 6 (or 7) and I really want to include one more–Touchcast–an iPad app for making video with embedded real time apps (check out the little video link above). More on that to come!

What are your favorite digital tools? What are you currently exploring? How will you use them in the classroom? Teach with them?

Spaces for Learning

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Over at the Connected Learning MOOC on Google+, Terry posted this article by Valerie Strauss from the Washington Post about the struggles dedicated teachers face in our current climate. He also invited us to respond…in a crowdsourced way. Here’s my contribution:

I’ve just spent the past month with twenty educators passionate about improving their teaching and the learning experience of their students. During this time they’ve read extensively, discussed and debated ideas and practices, demonstrated a practice from their own teaching setting in front of these peers, written and responded to writing—personal and professional pieces, all creative—and laughed and cried, dealt with worry and nerves, and invested countless hours because THEY want to be the best educators they can be. Their districts and schools didn’t send them or pay for them—they came because they chose this experience.

Many #si13 discussions take place on these #orange chairs and cubes.

These “third spaces” like writing projects, the CLMOOC, and Twitter have become more and more necessary for educators to thrive in our challenging profession. These are the spaces where teachers experiment, innovate, and most importantly, find support when they feel that our educational system isn’t working for them or for their students. In the face of daunting constraints, teachers like the ones participating in the SDAWP Summer Institute and those making like crazy in the CLMOOC continue to seek out practices that support learners and celebrate the joy and purposes of learning. In these spaces we make sense of our world, we build relationships, we blaze trails for learning for those that feel pinched by constant test prep and narrowing curricula and in doing so we stay the course. Because like Valerie said,

But some teachers are fighting these trends. Teachers believe that education is not just teaching students to pass tests. They believe that education is not just about how to make a living, but also about how to make a life. They believe that school should be a place of joy in learning, not learning in fear. They believe that play, imagination, and creativity have a place in school, just as much as mastering difficult material. In fact, play and mastery go hand in hand. And these teachers are fighting to work harder than ever so they can continue to find ways to be creative in the classroom despite the pressure not to be. These teachers have classrooms you’d love to have your child in.

What kind of classroom or learning spaces do you want for your child, for your students, for yourself? I’d love to hear about your “third spaces” or alternative ways of dealing with the constraints that are strangling the love of learning and passion for teaching.