{"data":[{"ID":"42","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"(Re)Imagining Social Media & Technology in Teacher Education","Handle":"ReImagining_Social_Media__Technology_in_Teacher_Education","ShortDescription":"Join Dean Shareski and Alec Couros to discuss innovations in teacher education for developing technical skills and new literacies in preservice teachers. We'd like to share our experiences, but more importantly, we'd like to lead a conversation discussing the role of teacher education programs for developing innovative teachers.","Description":"Dean Shareski and Alec Couros have been teaching technology and social media related courses in a teacher education program at the Faculty of Education, University of Regina. Over the last couple of years, we have focused on social and participatory learning strategies as we have \"opened\" our courses with the assistance of the individuals in our respective personal learning networks. This has meant connecting our students to passionate and knowledgeable educators from around the world, and also, allowing our students to become mentors in distant classrooms. The courses, based on student feedback, have been very successful.    We hope to focus this conversation on both the specific and general. First, in what ways can we improve our course experiences to ensure success for our students (and hopefully for the schools in which they are hired)? Second, we would like your input in (re)imagining the role of teacher education programs in the development of students who are technologically savvy and media literate. What should our programs aim to accomplish? What strategies should we adopt? And, perhaps most importantly, how can we work better with K12 schools districts to help foster innovation and ensure success for young learners.","Link":[],"Audience":["All School Levels"],"Practice":"There will be a very short, 5-10 minute, overview of the topic that will be followed by a large group discussion (possibly small groups as well). We will use a wiki to track important points, and invite others to collaborate before\/beyond the date of the session. We may work to develop a teacher education type manifesto, or something similar, depending on input from the group.","Presenter":["Dr. Alec Couros","Dean Shareski"],"PresenterAffiliation":["Faculty of Education","University of Regina"],"PresenterEmail":["couros@gmail.com"],"ScheduleSlot":"Session Four","Room":"208"},{"ID":"11","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"2.Go","Handle":"2Go","ShortDescription":"Skype? Wikis? Delicious? RSS? Twitter? Podcasts? Google Docs? 2.Go will cover all the basic 2.0 tools that will be talked about in Educon sessions, and \"introduce\" you to many of the attendees to help you network.  2.Go is for beginners who are just starting to integrate technology into their lives.","Description":"Last year at Educon there were people in every session I attended that had difficulty grasping what the participants or session leader was discussing because it was assumed that everyone had the same background knowledge.  I would like to lead a conversation that allows all the teachers who are coming to Educon to participate in the sessions they attend, and not feel uncomfortable that they are not familiar with the tools, jargon, and philosophies being brought up during the course of the conference.  2.Go would also \"introduce\" them to many of the attendees and their specialties so that they feel better prepared to network during meals, hallway time, and after hour activities.  2.Go should be in the first time slot on the first day.","Link":["http:\/\/2go.wikispaces.com\/"],"Audience":["All School Levels"],"Practice":"unsession, demonstrating 2.0 tools as needed","Presenter":["Paul Bogush"],"PresenterAffiliation":["Moran Middle School Wallingford","CT"],"PresenterEmail":["PBogush@wallingford.k12.ct.us"],"ScheduleSlot":"Session One","Room":"308"},{"ID":"18","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"21st Century Classrooms or 21st Century Learning?","Handle":"21st_Century_Classrooms_or_21st_Century_Learning","ShortDescription":"We've all been encouraged to build a 21st century classroom full of cool technology tools and gadgets, yet many have witnessed the underwhelming change these tools have brought to student learning. Why is that? We'll explore this dilemma as we work collaboratively to clarify a vision and a process for creating digital age learning environments.","Description":"Purpose: To encourage educators to plan their classrooms from a learning perspective rather than from a tools perspective. Don't buy the tool and then figure out how to use it. Instead, figure out what learning should look like, and then focus on obtaining the tools to create that vision. Process: We'll begin by examining 21st century classrooms from a tools focused perspective and comparing that to industrial age classrooms. \"Has anything really changed?\" Participants will share in small groups the challenges and successes they've had as they attempted to morph their schools into modern age learning environments. Then we'll work in small groups to respond to the key question: \"What should teaching and learning look like in the twenty-first century?\" After groups have formulated a response, we'll share these as a whole group and formulate a single response. Finally, groups will be asked to consider the tools that are really needed to obtain that vision. Each component of our final response will be given to a different discussion group and they'll be asked to plan the technology that would fulfill a specific teaching and learning need. Those responses will be shared in a whole group setting.","Link":[],"Audience":["All School Levels"],"Practice":"We'll use a modified format of the Gallery Walk and jigsaw groups for this discussion. With each focus question, small groups will discuss and formulate responses and then share with the whole group for the purposes of synthesizing a conclusion. We will potentially use a wiki or other collaborative Web-based tool to collect our ideas and responses.","Presenter":["Tracy Weber"],"PresenterAffiliation":["Education Consultant with AVerMedia Technologies"],"PresenterEmail":["tracy.weber@avermedia.com"],"ScheduleSlot":"Session Two","Room":"211"},{"ID":"36","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"8.5x11: Sameness, disruption, and design in the classroom","Handle":"85x11_Sameness_disruption_and_design_in_the_classroom","ShortDescription":"When does technology integration make sense in the classroom, and when does it not? We will examine the instructional routines we often abuse (see PowerPoint), and propose strategies for disrupting these routines by introducing \"design thinking\" to teaching practice.  Participants will make a physical book that illustrates this concept.","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"Participants in this session will brainstorm ideas for \"disruptive\" uses of instructional technology by learning to make a simple, physical book during the course of the conversation. The book will be used to collect and share ideas (like a Slam book) for how \"design thinking\" can be introduced to the classroom.","Presenter":["Christina Jenkins"],"PresenterAffiliation":["Parsons The New School for Design \/ NYCDOE"],"PresenterEmail":["jenkins.christina@gmail.com"],"ScheduleSlot":"Session Three","Room":"307"},{"ID":"72","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264830079,"CreatorID":"1243","RevisionID":null,"Title":"A Student's Vision of Personalized Learning & Real-time Collaboration","Handle":"A_Students_Vision_of_Personalized_Learning__Real-time_Collaboration","ShortDescription":"How do we easily cater to the individual learning styles of students through technology; and facilitate collaborative, project-based work? Join a conversation hosted by a group of students from the project-based Franklin W. Olin College of Engineering. Your thoughts will likely be implemented in a wide-release online software package called Alight Learning, which is actively being developed by us.","Description":"This conversation is ultimately about how to easily cater to the individual learning styles of students through technology; and facilitate collaborative, project-based work. Unlike all of the other conversations; however, this one is hosted by a group of students, who took a year-long entrepreneurial sabbatical from the project-based Franklin W. Olin College of Engineering, to come up with solutions to these great challenges. We call our free in-progress solution Alight Learning. The goals of the conversation are to discuss how personalization best happens in the classroom, how collaborative projects best engage students, and the best ways online technology can facilitate these objectives. We are in the midst of developing a free online software package, Alight Learning, which tries to best encompass solutions to these issues. We want to share the strategies we?ve developed from months of discussions with many teachers and our own original thought. We most of all want to engage everyone in their thoughts and opinions of the subject. Since we are actively developing this product, any thoughts you bring to the conversation will most likely be implemented for you and thousands of other teachers to use soon.","Link":["http:\/\/www.alightlearning.com"],"Audience":["High School","Middle School"],"Practice":"The software we're developing has a real-time collaborative space to record the ongoing discussion online and store and share any web-linked resources that come up. We will be actively using this within our conversation as a means to record thoughts on this topic. Should this turn out not to work properly, we will have an accessible wiki setup and will be streaming important points via @alightlearning.    Our goal is primarily to hear the thoughts and opinions and proposed solutions of our topics from the participants. We will be giving a little bit of background on our story, and the perspective that we're coming from, but beyond that we want to shut up and facilitate a conversation along our primary topic in the context of what we're working on.","Presenter":["Evan Morikawa","Andrew Pethan"],"PresenterAffiliation":["Alight Learning Inc \/ Franklin W. Olin College of Engineering"],"PresenterEmail":["evan@alightlearning.com"],"ScheduleSlot":"Session Six","Room":"301"},{"ID":"75","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264698362,"CreatorID":"518","RevisionID":null,"Title":"A Teacher Like Me: pushing past racial archetypes","Handle":"A_Teacher_Like_Me_pushing_past_the_racial_archetypes","ShortDescription":"Do students need a teacher who \"looks like\" them, and is from a similar background?  How can we create meaningful relationships with students in spite of our own preconceived expectations and stereotypes?  How can educators design curriculum that pushes beyond student labels?  This conversation will explore multiculturalism in the classroom, and its implications for learning.","Description":"As two individuals who are conscious of our social and cultural differences, we are interested in discussing how you get to a relationship as two individuals regardless of being \"my black student\" or \"my white physics teacher\".","Link":[],"Audience":["All School Levels"],"Practice":"The presenters and participants will all be involved in a reading- and activity-based discussion from which we will develop a core set of ideas and values about student-teacher interactions. Participants will share \"best practices\" and use ideas from other participants to identify implications for their own practice.","Presenter":["Jas Thomas and Rosalind Echols"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["jthomas@scienceleadership.org","rechols@scienceleadership.org"],"ScheduleSlot":"Session Six","Room":"307"},{"ID":"39","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264886799,"CreatorID":"518","RevisionID":null,"Title":"Best Practices: Project-Based Learning in Forward-Thinking Schools","Handle":"Best_Practices_Project-Based_Learning_in_Forward-Thinking_Schools","ShortDescription":"Explore project based learning using real examples of projects from two different non-traditional urban high schools. We'll discuss the characteristics of a good project and share strategies for designing projects to maximize student learning and engagement.","Description":"Explore project based learning using real examples of projects from two different non-traditional urban high schools. We'll discuss the characteristics of a good project and share strategies for designing projects to maximize student learning and engagement.\r\n\r\n[url=http:\/\/docs.google.com\/View?id=dgddv4f8_286cphhnpfq]Link to session notes[\/url]","Link":[],"Audience":["High School","Middle School"],"Practice":"","Presenter":["Meghan Best","Tim Best","Jillian Gierke"],"PresenterAffiliation":["Frances Perkens Academy","SLA"],"PresenterEmail":["tbest@scienceleadership.org"],"ScheduleSlot":"Session Three","Room":"311"},{"ID":"74","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264963812,"CreatorID":"628","RevisionID":null,"Title":"Better than Passing Notes: Backchanneling Promising Practices","Handle":"Better_than_Passing_Notes_Backchanneling_Promising_Practices","ShortDescription":"Join us as we discuss backchannel uses, constraints, and successful practices that were revealed by seventeen educators in a qualitative study. This non-disruptive, non-subversive, collaborative activity will be used during the primary discussion to expand participation and interactions. Moderator, anchor, and jockey roles will be explored and practiced.","Description":"GooglePresentation\r\n[url]https:\/\/docs.google.com\/present\/edit?id=0ATAnQcgpeHBoZGduaDJmZHJfODRjanBmbnBobQ&hl=en[\/url]","Link":[],"Audience":["High School","Middle School"],"Practice":"We will be setting up a backchannel in Chatzy. Before the presentation we will contact conference participants with experience as moderators, anchors, and jockeys and ask them to participate. We will also bring in the remote participants through the backchannel. In addition, during the primary discussion we will provide instruction and opportunities for participants to act as moderator, anchor, and jockey.","Presenter":["Cheri Toledo","Sharon Peters"],"PresenterAffiliation":["Associate Professor of Educational Technology","Illinois State University - Women of Web 3 co-host"],"PresenterEmail":["drctedd@gmail.com"],"ScheduleSlot":"Session Six","Room":"304"},{"ID":"54","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264966378,"CreatorID":"937","RevisionID":null,"Title":"Beyond Standards; The Road Ahead","Handle":"Beyond_Standards_The_Road_Ahead","ShortDescription":"The current focus on standards is misguided and will result in students prepared for yesterday's world, rather than ready to create tomorrow.  In this presentation, we will explore alternative concepts for organizing teaching and learning that will allow students to solve problems which they face now and in the future.","Description":"The current focus on standards is misguided and will result in students prepared for yesterday's world, rather than ready to create tomorrow.  In this presentation, we will explore alternative concepts from other fields for organizing teaching and learning that will allow students to solve problems which they will face now and in the future.   The participants will also reconsider literacy as a singular, rather than a plural concept (ie media literacy, print literacy, etc.) in support of this problem solving.  The participants will also discuss how to practically overcome the","Link":["http:\/\/edtechleadership.com\/wordpress3\/?p=939"],"Audience":["All School Levels"],"Practice":"A small short selection of readings will be posted on my blog which participants can read and discuss prior to my session to give all the participants a common frame of reference.   The actual conversation will follow the What? So What? Now What? Framework.    What is the movement toward universal standards doing to teaching and learning in your situation?  - Small Group Discussion   So What  does that mean for preparing students to solve problems now and in the future (what best practices exist outside of education that we can apply to this problem)?","Presenter":["Joseph J. Bires"],"PresenterAffiliation":["Haddonfield School District"],"PresenterEmail":["joebires@gmail.com"],"ScheduleSlot":"Session Five","Room":"207"},{"ID":"47","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Bridging the Gap Between General and Special Education","Handle":"Bridging_the_Gap_Between_General_and_Special_Education","ShortDescription":"Tools can remove barriers to learning for students with learning challenges, but have the perceptions ever changed of these students by the average classroom teacher?  Join the conversation to discuss the often observed, but rarely documented gap between general and special education teachers and how we can bridge this gap so that every teacher understands how to support all of their students to their potential.","Description":"We want to explore the gap that exists between general and special education teachers and students in the 21st century classroom.   Why does this gap continue to surface in education and what can we do as educators to fix it?  Should the responsibility to fix this educational gap fall on teachers and or should the push come from the administrators that oversee them, or do we need to start with teacher training at the college level.      The goal of teaching is to reach all learners everyday so that all students make progress in relation to their individual education goals as well as the state education goals.  All kids are unique, yet students are often taught in a fashion that does not differentiate and\/or meet a child's specific learning style. Has the time come for an inclusion revolution?","Link":["http:\/\/bridgingthegap-educon22.wikispaces.com\/"],"Audience":["All School Levels"],"Practice":"We're going to use Survey Monkey to gather perceptions on the participants and the twitterverse before we initiate conversation about this school culture gap between general and special education teachers and the learners that they share.  The conversational protocol will be twenty minutes of presentation and forty minutes of conversation.  We have a wiki created that we will use as our home base to share our presentation, articles and a CoveritLive discussion space. We want to discuss what systematic changes need to occur to reform this section of the educational system.","Presenter":["Kathleen McClaskey","Christine Southard"],"PresenterAffiliation":["Kathleen McClaskey","Edtech Associates and Christine Southard","Herricks UFSD"],"PresenterEmail":["khm@edtech-associates.com","christinesouthard@gmail.com"],"ScheduleSlot":"Session Four","Room":"303"},{"ID":"45","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264904926,"CreatorID":"587","RevisionID":null,"Title":"Changing Practice: Seeing progress in reluctant classrooms","Handle":"Changing_Practice_Seeing_progress_in_reluctant_classrooms","ShortDescription":"What's working? We'll share emerging teacher practices using ubiquitous tools for staff and students such as Google Apps for Ed, talk about the resulting student work, and speak to the bigger picture of changing pedagogy. The conversation will continue as participants share what's working in their schools, and how we are collectively moving forward toward more constructivist, collaborative, reflective and open educational practices.","Description":"Our two schools have been 1:1 for several years, but as is the case anywhere, there has been recurring reluctance by some teachers to employ the practices that are central to students collaborating or publishing their work to a global audience.  Although there are always a few early adopters, one of the repeated complaints is the difficulty with multiple accounts and the classtime it takes for students to get up and running on any given tool.   Where are we seeing progress? What is working to change practice in the classroom on a school-wide basis? One of the recent additions to our schools' toolbox for students and teachers is Google Apps for Ed. The inclusion of this set of tools addresses many administration concerns, makes it seamless for all teachers and students to use from day 1, and has helped change the culture across our schools when it comes to sharing and publishing student work.  We'll share our experiences in implementing Google Apps for Ed, with a focus on the changes in formerly reluctant teachers and administrators who have rapidly seen the potential and climbed aboard.  We'll share administrative uses that set the stage, emerging teacher practices, resulting student work, and speak to the bigger picture of changing pedagogy. The conversation will continue as participants share what's working in their schools, and how we are collectively moving forward toward more constructivist, collaborative, and open educational practices.","Link":["http:\/\/sites.google.com\/site\/changingpractice\/"],"Audience":["High School"],"Practice":"1. Introductions, poll the group, show online resources, twitter feed, etc  2. Present what's woring in our schools, some background information 3. Small groups discuss what's working for them, input successes to Google form and we'll use results to spark continuing conversation 4. How are we sustaining the results\/efforts? 5. Groups share how they are creating sustainable models. 6. Share out, finish with Q&A","Presenter":["Sarah Sutter","Alice Barr"],"PresenterAffiliation":["Wiscasset High School and Yarmouth High School","Maine; both Google certified teachers"],"PresenterEmail":["sutterview@gmail.com","alicebarr@gmail.com"],"ScheduleSlot":"Session Four","Room":"300"},{"ID":"48","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264946582,"CreatorID":"637","RevisionID":null,"Title":"Copyright Clarity: The Future of intellectual property in a Remix Generation","Handle":"The_Cost_of_Copyright_Confusion_The_Future_of_intellectual_property_in_a_Remix_Generation","ShortDescription":"As a result of Internet access and other information technologies, it is time to start talking about the role of copyright and fair use in contemporary society.  Using materials from the Center for Social Media and Temple Media education lab, this session will examine different  perspectives regarding the  future of intellectual property","Description":"We will be reading & discussing articles  Sharing lesson plans ....  [url=http:\/\/mediaeducationlab.com\/lesson-plans-teaching-about-copyright-and-fair-use-media-literacy-education]Media Education Lab Lesson Plans[\/url]  and   [url=http:\/\/www.centerforsocialmedia.org\/resources\/fair_use\/]Resources from the Center for Social Media[\/url]  Using [url=http:\/\/centerforsocialmedia.org\/resources\/online_video\/] samples[\/url] to spark discussion\r\nSee Website link below for outline & live blog","Link":["http:\/\/copyrightconfusion.wikispaces.com\/educon22"],"Audience":["All School Levels"],"Practice":"","Presenter":["Kristin Hokanson"],"PresenterAffiliation":["Temple Media Education Lab \/ Upper Merion Area HS"],"PresenterEmail":["kristin.hokanson@gmail.com"],"ScheduleSlot":"Session Four","Room":"304"},{"ID":"35","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Direct and Explicit Instruction Virtually? Yes! Of course, why not?","Handle":"Direct_and_Explicit_Instruction_Virtually_Yes_Of_course_why_not","ShortDescription":"Direct Instruction often refers to a rigorous scripted method of teaching, systematic and boring. For the purposes of virtual environments, where the art of teaching is alive and well, direct instruction can be used as a way of modeling and explicitly showing what the students are expected to demonstrate and show, while allowing opportunities to create, question, and make sense of the material.","Description":"The conversation will focus around virtual environments and meeting the needs of a classroom of learners that not only expect engagement, but personalized instruction that is relevant and useful. When leading course design workshop,we should expect rigor with purpose and explicit outcomes aligned with standards; an engaging teacher using simple web based tools of today can do that via vodcast, screencasts, webinars, conferencing, online surveys, and more.","Link":["https:\/\/sites.google.com\/site\/directinstructionvirtually\/"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Discuss perceptions and opinions around the term Direct Instruction\/\/. How can we meet the needs of learners, offer direct instruction around a concept or benchmark, yet maintain the flexibility and benefit of online learning for today's students. We will look at good and bad examples from hybrid and online courses. What has worked for others? Brainstorm around best practice of online instruction and why relaying exactly what the students will be expected to know isn't a bad thing. How can we outsource our direct instruction? How can we use video\/vodcasts, screencasts, webinars, web conferencing, and online surveys to accomplish mini lessons and micro-lectures. What can be gleaned when we enable students as teachers?Extensions: How can Online Ed Courses be used as an intervention strategy (RTI)? What can today's students bring to the table and contribute besides \"post and respond to 3 others?\"Website: Direct Instruction Virtually","Presenter":["Michael Wacker"],"PresenterAffiliation":["Online Educational Specialist"],"PresenterEmail":["wackerfour@gmail.com"],"ScheduleSlot":"Session Three","Room":"304"},{"ID":"7","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264875881,"CreatorID":"669","RevisionID":null,"Title":"Discussion:  Best Practices for Teaching and Learning at a Distance","Handle":"Discussion_Best_Practices_for_Teaching_and_Learning_at_a_Distance","ShortDescription":"In this session, Ted Bongiovanni, Associate Director of Distance Learning for New York University's School of Continuing and Professional Studies, will facilitate a discussion of best practices for teaching and learning online.  Discussion topics will include: activity design, the management of digital spaces, assessment and program evaluation.","Description":"The key notion is that online instruction can bring out the best in teachers and students--or the worst.  Online education has to be more than just information and the presentation of materials.  Teachers have to reconsider their roles and move away from traditional lecture based methods and engage in a variety of strategies, from creating simulations, to participating in forums and moderating blogs.  The student role also changes to one where practice, and the creation of authentic learning artifacts can and should take center stage.  A recent US DOE study showed that online learning--and especially blended learning can be even more effective than classroom instruction.  In this session, we will share examples of activities that involve the use of digital tools at a distance that worked well, or ideas that we have tried that didn't work out quite as planned so that the group can troubleshoot them.","Link":["http:\/\/distancelearning.scps.nyu.edu"],"Audience":["All School Levels"],"Practice":"The presenter will share 1 example of something that worked well, and another that needs the group to think on it, and then invite other participants to do the same.  We will use a wikispace to document the talk and continue the conversation after the session.","Presenter":["Ted Bongiovanni"],"PresenterAffiliation":["New York University"],"PresenterEmail":["tb317@nyu.edu"],"ScheduleSlot":"Session One","Room":"301"},{"ID":"59","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Ditch the classroom, embrace the world, and integrate Adventure Learning","Handle":"Ditch_the_classroom_embrace_the_world_and_integrate_Adventure_Learning","ShortDescription":"We will discuss how teachers can design powerful and engaging learning experiences by focusing on narrative, pedagogy, social media, creative curricula, and the world outside the classroom. I will illustrate how a 5-year K12 Adventure Learning program engaged millions of students worldwide and assist participants in designing Adventure Learning lessons.","Description":"Adventure Learning (AL) is an approach for designing environments to engage learners in opportunities to explore real-world issues through collaborative, experiential, and participatory experiences (Doering & Veletsianos, 2008, Veletsianos & Kleanthous, 2009). For the last 5 years the author has been part of a team that launched a K-12 AL program entitled GoNorth! (http:\/\/www.polarhusky.com) followed by millions of children worldwide. These projects follow the same narrative: a team of explorers and educators traverse an Arctic region of the world on a dog sledding expedition to engage learners with a freely-available inquiry-based curriculum exploring socio-scientific issues of concern (e.g., global warming). Students follow the expedition and participate in the learning experience via an online environment enhanced with media send from the trail (e.g. audio, video). In addition, students engage in conversations with explorers, experts, and co-learners via real-time chats, postings on shared maps, etc. \r\n\r\nThe appeal and transformative nature of the AL approach is not only demonstrated by five years of research, but also by worldwide attempts to actively involve classrooms in expeditions. Examples include a record-breaking foot trek to the South Pole (http:\/\/bit.ly\/f5kIs) and an initiative to study Polar bears in their natural habitat (http:\/\/bit.ly\/2GcXPU). \r\n\r\nTo assist educators in designing technology-enhanced adventure learning experiences, this discussion will focus on five focus areas (narrative, pedagogy, social media, creative curricula, and the world outside the classroom) that foster the design of adventure-based projects.","Link":["http:\/\/www.veletsianos.com\/educon22"],"Audience":["All School Levels"],"Practice":"Participants will be asked to explore examples of Adventure Learning projects. At the conference, George will (a) discuss the topic, and, to demonstrate the ideas presented (b) design a small adventure learning project with participants as co-creators. Next, participants will be divided in groups to design their own adventure learning projects. During this time the author will act as a consultant to the teams. The projects developed will be posted on http:\/\/www.veletsianos.com\/educon22   for future access. At the end of the session each team will discuss their project and receive feedback from the rest of the group.","Presenter":["Dr. George Veletsianos"],"PresenterAffiliation":["University of Texas at Austin"],"PresenterEmail":["veletsianos@gmail.com"],"ScheduleSlot":"Session Five","Room":"301"},{"ID":"30","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264851694,"CreatorID":"679","RevisionID":null,"Title":"Educational Commissioning and Project Based Learning","Handle":"Educational_Commissioning","ShortDescription":"This conversation will focus on the relationship between the teacher\/learner\/community and the physical educational facility.  Our Essential Question, then, is: \"In a wired world unfettered by the geography of place, how do we design teaching and learning spaces when much of the teaching and learning happens outside of the physical \"school\" building?\"","Description":"World-class teaching and learning can, and perhaps should, take place under a tree. With this in mind, our conversation will focus on the essential non-difference between the physical facility (the school) and the teaching and learning that takes place inside of those spaces (the School). We will explore and build on the idea that the educational facility can be used as a 5 dimensional (including time and cyberspace), hands-on teaching and learning tool to achieve academic and civic objectives.","Link":["http:\/\/www.guerillaeducators.typepad.com"],"Audience":["All School Levels"],"Practice":"Authentic Youtube style video examples of students conducting architecture projects across the grades and participating in school design charrettes will frame and contextualize the conversations.  We will also use the physical facility of the SLA with the participants as a vehicle to demonstrate the permeable nature between teaching and learning and the structure where that takes place.","Presenter":["John Sole"],"PresenterAffiliation":["President\/CEO Guerilla Educators"],"PresenterEmail":["tcherjohn@aol.com"],"ScheduleSlot":"Session Three","Room":"209"},{"ID":"38","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Educational Technology and the Law: Stump the Lawyers!","Handle":"Educational_Technology_and_the_Law_Stump_the_Lawyers","ShortDescription":"In this \"stump the lawyers\" session, attendees will have an opportunity to discuss issues at the intersection of educational technology and the law with four uniquely qualified \"expert\" panelists.  Limited only by being specific to educational technology, the topics of discussion will be generated by questions from the audience.","Description":"More and more educators are finding creative ways to integrate technology into the teaching and learning process.  Sometimes, though, those teachers are stymied by legal or regulatory roadblocks.  In some cases, the laws and regulations are applied properly.  However, in many instances, laws and regulations are misinterpreted and\/or misapplied.  Stifling progressive teaching with technology based on the misinterpretation and\/or misapplication of laws, regulations or policies is frustrating at best and educational malpractice at worst.    In this \"stump the lawyers\" session, attendees will have an opportunity to discuss issues at the intersection of educational technology and the law with four uniquely qualified \"expert\" panelists.  All four panelists are formally trained as lawyers, but all work in the field of educational leadership; three as professors and one as a superintendent.   They are:  *Jonathan Becker, J.D., Ph.D. ","Link":[],"Audience":["All School Levels"],"Practice":"This will be a hybrid panel discussion.  The lead presenter (Becker) will be at Educon and the other panelists will be \"there\" via videoconferencing technology such as Tokbox or Tinychat.    Additionally, the topics for discussion among the panel members will be generated by questions from those attending the session (face-to-face or even virtually).","Presenter":["Jonathan D. Becker"],"PresenterAffiliation":["Virginia Commonwealth University"],"PresenterEmail":["jbecker@vcu.edu"],"ScheduleSlot":"Session Three","Room":"309"},{"ID":"8","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264744780,"CreatorID":"761","RevisionID":null,"Title":"Elementary School In The 21st Century - How Does The Pedagogy Change? How Does That School Look, Or Not Look?","Handle":"Elementary_School_In_The_21st_Century_-_How_Does_The_Pedagogy_Change_How_Does_That_School_Look_Or_Not_Look","ShortDescription":"We hear that education\/schools need to change, to adapt for the 21st century. We even see examples of lessons, projects, technology use. But what is the \"big picture?\" What REALLY changes? We will look at examples and then outline\/brainstorm as a group the \"could be's\" and \"should be's\".","Description":"School\/pedagogy needs to change, adapt, modernize is the siren call. We will briefly look at and\/or discuss examples of lessons, technology use, and projects in elementary school today.  Then use the bulk of our time attempting to outline what a \"changed\" vision for elementary school could and should be. Is there anything that stays the same? Should we approach this from no cost matters, or try to do it for the same or lower cost? Reading instruction ... what changes? What doesn't? Math? Other subjects?    What about the building? Probably can't raze them all and build new ... so? What equipment\/tools? We could dream big, but I'm thinking we might want to look at a model that is doable? What else?    We can build a wiki so the thinking\/planning can be archived and continued after the time runs out. as well as accessed and added to by those attending off site.\r\n\r\nPedagogy?\r\nStandards? \/ Curriculum?\r\nAssessment? \/ Accountability?\r\nDoes size matter?\r\nFacilities? \/ Equipment?\r\nWhich subjects are taught \/ are not taught?\r\nDecision-making\r\nMagnet school \/ school with-in school?\r\nExtra-curricular Programs? Sports, arts, scouts, various clubs \/ interest groups\r\nLocal \/ Global Connections \/ outreach?\r\nParent \/ Home Connection?\r\nWhat else?","Link":["http:\/\/21stcenturyelementaryschool.wikispaces.com\/"],"Audience":["Elementary School"],"Practice":"We will build a wiki that will be available to continue after the session.\r\nhttp:\/\/21stcenturyelementaryschool.wikispaces.com\/","Presenter":["Brian Crosby"],"PresenterAffiliation":["Agnes Risley School","Washoe County Schools","Nevada"],"PresenterEmail":["learningismessy@gmail.com"],"ScheduleSlot":"Session One","Room":"303"},{"ID":"14","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Falling Down the \"Alice Project\" Rabbit Hole: Inverting Traditional HS English Research and Writing","Handle":"Falling_Down_the_Alice_Project_Rabbit_Hole_Inverting_Traditional_HS_English_Research_and_Writing","ShortDescription":"For 6+ weeks this academic year, 3 sections of 10th grade English students (at a college prep, independent school in Texas) publicly analyzed Alice's Adventures in Wonderland (via The Annotated Alice: The Definitive Edition).   Instead of the traditional approach to analyzing a text (with a teacher-lead conversations around pre-determined themes), students were challenged to \"fall down the rabbit hole\" (like Alice) throughout the duration of the project, therefore trusting their own instincts as they made their way through Wonderland's themes.","Description":"For 6+ weeks this academic year, 3 sections of 10th grade English students (at a college prep, independent school in Texas) publicly analyzed Alice's Adventures in Wonderland (via The Annotated Alice: The Definitive Edition).   Instead of the traditional approach to analyzing a text (with a teacher-lead conversations around pre-determined themes), students were challenged to \"fall down the rabbit hole\" (like Alice) throughout the duration of the project, therefore trusting their own instincts as they made their way through Wonderland's themes.  The teacher shifted from running the class (and a single class blog) to being an as-needed literary resource and blog entry editor before posts\/comments went public.","Link":["http:\/\/aliceproject.wordpress.com\/"],"Audience":["High School"],"Practice":"* I will be opening up a session wiki and creating multiple Survey Monkey questionaire's (for each of the 13 student blogs and 1 for the project as a whole) to allow visitors to offer suggestions\/evaluate what they discovered.\r\n* I plan on additionally using CoverItLive and\/or Elluminate to provide a 'live-blogging' (and possible additional video stream) experience during the Educon session.","Presenter":["Christian Long","Jason Kern","Benedikt Kroll and Michael Nathman"],"PresenterAffiliation":["The Oakridge School","Arlington","TX"],"PresenterEmail":["longchristian@gmail.com"],"ScheduleSlot":"Session Two","Room":"204"},{"ID":"25","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Field Guide for Change Agents","Handle":"Field_Guide_for_Change_Agents","ShortDescription":"The fourth 'R', Relationship, is one of the most important important tools to build upon if we are to succeed in generating lasting change in our schools.  This session will ask participants to consider which strategies are most effective in building relationships with school, district, regional, national, and international colleagues.","Description":"Main idea: Change agents need to build trusting relationships with colleagues and clients in order to bring about effective and lasting change in our schools.      Questions to consider:   Which characteristics of change agents are most appealing to teachers and students?  Which characteristics are most frightening?  What is at stake if change agents fail to engage others in discussions about effective change?  How do change agents build relationships with leaders within schools, school boards, and beyond?   How might these relationships with like-minded colleagues enhance the practices within classrooms?  What are the most effective strategies that lead to lasting dialogue with professional colleagues?  How can we ensure professional discourse effectively considers the diverse voices of students, parents, and teachers?","Link":[],"Audience":["All School Levels"],"Practice":"Following a brief overview, this session will engage participants in active practice by leading participants to consider key questions both individually, and within groups.  A list of resulting strategies will be developed and shared by way of a session wiki.  Participants engaged in the session online, will also have opportunities to contribute their ideas.","Presenter":["Rodd Lucier and Ben Hazzard"],"PresenterAffiliation":["London District Catholic School Board (London","Ontario","Canada)"],"PresenterEmail":["r.lucier@gmail.com"],"ScheduleSlot":"Session Two","Room":"309"},{"ID":"57","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264951314,"CreatorID":"968","RevisionID":null,"Title":"Fostering Youth Leadership through Technology-based Service Learning","Handle":"Fostering_Youth_Leadership_through_Technology-based_Service_Learning_","ShortDescription":"How can we as educators and community partners cultivate strong youth leaders in an era of constantly changing technology? The answer is simple: youth as agents of this change. This conversation will focus on implementing student-driven, service-learning program models in schools.","Description":"How can we as educators and community partners cultivate strong youth leaders in an era of constantly changing technology? The answer is simple: youth as agents of this change. This conversation will focus on implementing student-driven, service-learning program models in schools. These models include student help desks, tech clubs and in-class project-based support around the use of digital media. These models are lead by youth, for youth, in a cascading mentoring continuum involving recent high school graduates, high school students, and K-8 students. Members of the Philadelphia Urban Technology Project's (UrbanTech) TechServ initiative will participate in a panel discussion on best practices for fostering the culture of youth-driven change in schools and communities.\r\n\r\n[url]http:\/\/64.235.54.97\/~barefeet\/c\/msg.htm[\/url]","Link":[],"Audience":["All School Levels"],"Practice":"We will transition from panel discussion format to whole group conversation. Audience members will also have option to post questions for presenters throughout the conversation. Any unanswered questions will be posted on a public wiki.","Presenter":["Edison Friere","Chris Alfano","Crista Collins"],"PresenterAffiliation":["Urban Technology Project (Collaborative initiative between & The School District of Philadelphia and Communities in Schools of Philadelphia","Inc.)"],"PresenterEmail":["efreire@philasd.org","calfano@cisphl.org"],"ScheduleSlot":"Session Five","Room":"211"},{"ID":"76","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263694037,"CreatorID":"149","RevisionID":null,"Title":"Friday Night Panel: What is Smart?","Handle":"Friday_Night_Panel_What_is_Smart","ShortDescription":"","Description":"Come to the Franklin Institute, from 6pm-8pm, to see a group of societal visionaries speak about their vision of what is smart in a panel discussion.* Introductions by Dr. Dennis Wint, CEO of The Franklin Institute* Loren Brichter - CEO of atebits Software and developer of Tweetie Twitter software.* Prof. Martha Farah - Director, Center for Neuroscience & Society and Center for Cognitive Neuroscience, University of Pennsylvania* Happy Fernandez -- President of the Moore College of Art* Prof. Eddie Glaude - William S. Tod Professor of Religion and African American Studies. Chair, Center for African American Studies, Princeton University.* David Shenk - Author of The Genius in All of Us, Data Smog and The End of Patience (and others)* Moderated by Dr. Frederic Bertley, Vice President of the Center for Innovation and Science Learning, The Franklin InstituteA casual reception will be held directly after the panel at The Franklin from 8:00-9:00pm.","Link":[],"Audience":[],"Practice":"","Presenter":[],"PresenterAffiliation":[],"PresenterEmail":[],"ScheduleSlot":null,"Room":null},{"ID":"15","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264893317,"CreatorID":"584","RevisionID":null,"Title":"High Noon - A model for online participatory learning","Handle":"High_Noon_-_A_model_for_online_participatory_learning","ShortDescription":"Online learning has become a hot topic, but how is it being done at the secondary level to promote participatory learning?  This session will examine an online class that is doing just that.  We will discuss the implications while meeting some of the students taking the class.","Description":"","Link":["http:\/\/bit.ly\/highnoonwave","http:\/\/learn.dwight.edu\/course\/view.php?id=5"],"Audience":["High School"],"Practice":"We will have student Q\/A session.  In addition, participants will break into groups and adress questions related to the course.","Presenter":["Dave Bill","Basil Kolani"],"PresenterAffiliation":["The Dwight School"],"PresenterEmail":["dbill@dwight.edu"],"ScheduleSlot":"Session Two","Room":"207"},{"ID":"28","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264787371,"CreatorID":"1147","RevisionID":null,"Title":"ICT Rich Interdisciplinary Education in an ESL Classroom","Handle":"ICT_Rich_Interdisciplinary_Education_in_an_ESL_Classroom","ShortDescription":"Three teachers with backgrounds in math, reading, and ICT are working together to create interdisciplinary learning experiences for their students using Scratch, Google Apps, Wiktionary, Audacity, and SchoolTool.","Description":"","Link":["http:\/\/docs.google.com\/present\/view?id=dg4hdc8h_221gwpbwbht","http:\/\/scratched.media.mit.edu\/discussions\/teaching-scratch\/using-scratch-esl-learning"],"Audience":["High School"],"Practice":"We have started a discussion on the Scratch-Ed website, which we will continue to feed.","Presenter":["Dr. Ann Kennedy","Isaac Zawolo","Jeffrey Elkner"],"PresenterAffiliation":["Governor's Career and Technical Academy in Arlington"],"PresenterEmail":["jeff@elkner.net"],"ScheduleSlot":"Session Three","Room":"207"},{"ID":"32","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264766433,"CreatorID":"588","RevisionID":null,"Title":"Improving Professional Development with Online PD","Handle":"Improving_Professional_Development_with_Online_PD","ShortDescription":"Pennsylvania educators and EdTech Leaders Online are part of e-Learning for Educators, a 10-state collaboration with training for teachers to facilitate and design online PD for educators. This session will discuss: What's effective online instruction? How can it meet the needs of educators and address topics underrepresented in traditional PD?","Description":"Professional development for educators usually takes place near or around the educator's school district, rarely exposing them to perspectives outside the area. In many cases, this means that a teacher isn't given a broader view of education and best practice.  ======  EDC's EdTech Leaders Online helps educational organizations build capacity to incorporate online learning and prepare teachers not just learn new subjects, but gain new perspectives about education. The courses available to teachers are written by practitioners with classroom experience and incorporate a facilitated online learning community model. As projects like PennTeacher.org (Pennsylvania's implementation) move forward, educators are learning to pair 21st Century skills with traditional curriculum.  =====  This session will address the following questions through group participation and discussion: What can and can't be taught in an online setting? Are there topics that are under-represented in professional development that can be better addressed online? What are qualities of effective online instruction? How can online instruction be structured so that it is accepted (and paid for?) by administrators that are more familiar with face-to-face PD?  How do you choose facilitators to teach these courses?  How does online PD increase access to learning for busy teachers and help them build effective professional learning communities?  =====  This project is based on research conducted by the Education Development Center but this CONVERSATION is intended to capture a broader perspective from participants, structured as a guided inquiry of the problems facing professional development. Facilitators hope to learn along with participants how online learning can address those problems.\r\n\r\n[img]http:\/\/img.skitch.com\/20100129-te23gh7q9qf3shq395exb2gpta.jpg[\/img]\r\n\r\nComplete diagram with attendees findings can be found here: [url]http:\/\/mywebspiration.com\/view\/317451a8cf8[\/url]","Link":["http:\/\/www.edtechleaders.org","http:\/\/www.pennteacher.org"],"Audience":["All School Levels"],"Practice":"Using a mind map, we will start with a framework based on the questions stated in our focus and attempt to answer them as a group. We'll use a jigsaw method to break participants into small groups to facilitate the most participation, then ask groups to check back with the entire room as we address each question, building the map as we go. An attempt to use Mind42.com (or another online mind mapping solution) will be made (network resources providing) in order to share the mind map live with participants. Alternatively, Inspiration will be used and shared as an image. Either way, the mind map will be embedded in the EduCon conference wiki as part of this session.","Presenter":["Barbara Treacy","Chris Champion"],"PresenterAffiliation":["Education Development Center's EdTech Leaders Online \/ PA e-Learning for Educators"],"PresenterEmail":["btreacy@edc.org","chris@cchampion.net"],"ScheduleSlot":"Session Three","Room":"300"},{"ID":"34","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264652679,"CreatorID":"1","RevisionID":null,"Title":"In front\/behind the Network","Handle":"In_frontbehind_the_Network","ShortDescription":"Chris Alfano (SLA's systems administrator) and Marcie Hull will be presenting on the collaboration between what happens behind the network and in front of the network.","Description":"Why we attend school, what we accomplish while we are here, how we spend our time these are the issues I would like to investigate as we consider how to make school more about meaningful and enriching life experiences, and less like hoop jumping and necessary evils.","Link":["http:\/\/scienceleadership.org"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"That is up to the audience. If they want a wiki we will give them one, or I can just blog about the session. We could make a ning... and so on","Presenter":["Marcie Hull","Chris Alfano"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mhull@scienceleadership.org","calfano@scienceleadership.org"],"ScheduleSlot":"Session Three","Room":"303"},{"ID":"41","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264892191,"CreatorID":"750","RevisionID":null,"Title":"Invitation to Inquiry","Handle":"Invitation_to_Inquiry","ShortDescription":"For over 100 years, educational leaders have extolled the virtues of inquiry as a way to promote meaningful student learning. What are the essential features of inquiry across all disciplines? How can web tools enhance inquiry? Participate in model activities, discuss, share, and learn about this powerful teaching strategy.","Description":"100 years ago, Dewey wrote that the amount of subject matter is so vast that educators must focus on the methods and techniques of inquiry. An individual's ability to question through experiences was of paramount importance for society.   Today, educational leaders, including Linda Darling-Hammond continue to promote inquiry as a powerful teaching approach.  Furthermore, a growing research base shows that inquiry-based teaching leads to student learning that is deeper and more flexible than traditional methods.     Participants will explore inquiry-based teaching during this session.  Example \"mini-inquiries\" in history, science, mathematics and language arts will be used to begin a discussion of the commonalities between inquiry in different disciplines, challenges to starting an inquiry project, and how to strategically choose the level of teacher involvement during an inquiry project.    Participants will deepen their understanding of inquiry as they share their ideas and expertise related to three essential questions: (1) What are the obstacles to inquiry and how can I overcome them, (2) How can I support the success of all students during inquiry projects, and (3) How can I use Web 2.0 tools to enhance inquiry?","Link":["http:\/\/invitation2inquiry.wikispaces.com\/"],"Audience":["All School Levels"],"Practice":"Participants will participate in brief \"model\" inquiries as a way to begin discussions about the nature of inquiry and the place of inquiry in education.  We will use a knowledge cafe protocol focused on the following questions:    1. How can I use Web 2.0 tools to enhance inquiry?  2. What are obstacles & how can I overcome them?  3. How can I support all students for success in inquiry?    The session will close by providing time for individual reflection.","Presenter":["Eric Brunsell","Elizabeth Alderton","Lucky Mason."],"PresenterAffiliation":["University of Wisconsin - Oshkosh"],"PresenterEmail":["brunsele@uwosh.edu"],"ScheduleSlot":"Session Four","Room":"207"},{"ID":"64","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264778932,"CreatorID":"268","RevisionID":null,"Title":"It Takes a Village to Raise a Program","Handle":"Partnering_with_the_Community","ShortDescription":"Community partnerships enable schools to give students experiences outside the classroom. Students can apply their education and learn from nontraditional teachers.","Description":"This conversation will discuss the benefits and challenges of running an internship program with high school students.\r\n\r\n\r\n[url=http:\/\/dl.dropbox.com\/u\/11110\/Handbook%202009-2010.pdf]Science Leadership Academy ILP[\/url]\r\n\r\n[url=\"http:\/\/dl.dropbox.com\/u\/11110\/Handbook%20Final%202009-2010.pdf\"]The Franklin Institute's internship Guide [\/url]","Link":[],"Audience":["High School"],"Practice":"Because communities are different, with different needs and opportunities, this session will focus especially on the participants and how this model can be adapted to different situations.","Presenter":["Jeremy Spry and Rachel Hallowell"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["jspry@scienceleadership.org"],"ScheduleSlot":"Session Five","Room":"309"},{"ID":"70","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264871304,"CreatorID":"235","RevisionID":null,"Title":"Languages Without Borders","Handle":"Languages_Without_Borders","ShortDescription":"How can we extend our conversations outside of the classroom?  How do we develop productive partnerships with other classrooms around the globe?  How do we involve our audience?","Description":"We will share and discuss ideas on how to apply world languages outside of the classroom. We will also discuss potential improvements to specific ideas with the audience.    Bring ideas and examples of applying language outside of the classroom, including developing contacts and partnerships to extend language learning beyond the classroom.","Link":["http:\/\/languageswithoutborders-educon-2010.wikispaces.com\/"],"Audience":["High School"],"Practice":"Examples will be presented, during which we will discuss how we have developed and will continue to develop our work. We will invite the audience to engage in this developmental process, as we are still looking for new partners and paths to improve our ideas.","Presenter":["Melanie Manuel","Juan Gabriel Sanchez","Jillian Gierke"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mmanuel@scienceleadership.org","jsanchez@scienceleadership.org","jgierke@scienceleadership.org"],"ScheduleSlot":"Session Six","Room":"211"},{"ID":"29","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Leadership 2.0: Who Do We Need Our Leaders To Be?","Handle":"Leadership_20_Who_Do_We_Need_Our_Leaders_To_Be","ShortDescription":"If we assume that the schools we need are inquiry-driven, technology-infused and communities of care, what do leaders have to be to engender and nurture those ideas?","Description":"If educators cannot successfully integrate new technologies into what it means to be a school, then the long identification of schooling with education, developed over the past 150 years, will dissolve into a world where the students with the means and the ability will pursue their learning outside of public school.","Link":[],"Audience":["All School Levels"],"Practice":"Conversation based session -- some front-loading of ideas followed by small and large group discussion of key questions.","Presenter":["Chris Lehmann"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["chris@practicaltheory.org"],"ScheduleSlot":"Session Three","Room":"208"},{"ID":"16","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264795862,"CreatorID":"654","RevisionID":null,"Title":"Learning 2.0 -- Overhauling Classroom Best Practices","Handle":"Learning_20_--_Overhauling_Classroom_Best_Practices","ShortDescription":"Participants in this conversation will discuss specific learning activities that are assigned by members, suggesting enhancements and new elements that bring the assignments into the light of learning 2.0.","Description":"Participants in this conversation will discuss specific learning activities that are assigned by members, suggesting enhancements and new elements that bring the assignments into the light of learning 2.0. As a guide, participants will be able to collaboratively evaluate the evolving activities based on a number of criteria -- mapping the activities visually. The purpose is to provide educators the practice of questioning the appropriateness and relevance of current best practices in light of hierarchies of thinking, our students native information experiences, and the changing character of our times. Professional collaboration will be another element of this conversation, suggesting that best practices can be enhanced through the enlightenment of conversation.","Link":[],"Audience":["All School Levels"],"Practice":"My plan is to provide and ask for suggested classroom activities that may or may not already engage students effectively and at a high level.  Participants with networked laptops and browser-equiped cell phone will then evaluate the lessons utilizing a graphical tool that I have developed for measuring instructional practices along two or more criteria spectrums.  They may include Blooms Taxonomy, a metric for engagement, and one for relevance.  I may also call up elements of our students \"native\" information experiences, asking participants to identify and suggest enhancements to the activities that leverage our students perspectives on content.    The tool will provide a 2D map, which participants will use to touch spots of intersection indicating their beliefs about a specific activities placement on Blooms Taxonomy and some other spectrum of depth.  A group projecting computer will display each participants vote and a mean position with ranges of standard deviation.      It is my intent that this sort of open conversation, coupled with graphical voting will provoke questions like:    * How do we move this activity along this line?  * Who placed the activity here?  Why?  * What do you think he meant by engagement?  * Why would that promote more collaboration?  * Why is this learning better than that?","Presenter":["David Warlick"],"PresenterAffiliation":["The Landmark Project"],"PresenterEmail":["david.warlick@gmail.com"],"ScheduleSlot":"Session Two","Room":"208"},{"ID":"66","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Leveraging the Wisdom of the Crowd: Collaborative Action Plans","Handle":"Leveraging_the_Wisdom_of_the_Crowd_Collaborative_Action_Plans","ShortDescription":"","Description":"If using Web 2.0 tools is so easy, why is implementation so difficult? Preparing students for the 21st Century calls for collective action of all stakeholders and this session looks at the steps needed to build momentum and garner buy-in from the entire school community. Participants will discuss ways to plan collectively and strategically for the future, develop a collective professional development plan for 21st Century skill building, and make sure all students have equitable access to a 21st century education.","Link":["http:\/\/21stcenturylearning.wikispaces.com\/educon10"],"Audience":["All School Levels"],"Practice":"This will be a fast paced, facilitated session that will result in a collaborative action plan that truly leverages the wisdom of those in attendance. The goal of the session is two-fold: 1) to develop and capture a synthesis of thinking around- barriers to the shift, proactive solutions for overcoming the barriers, and development of specific, measurable action statements that can be implemented in your local context. 2) to model a protocol that can be used to garner buy-in at your school or district for managing change.","Presenter":["Sheryl Nussbaum-Beach"],"PresenterAffiliation":["21st Century Collaborative"],"PresenterEmail":["snbeach@cox.net"],"ScheduleSlot":"Session Six","Room":"204"},{"ID":"46","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Managing Filter Failure - Getting to the Good Stuff","Handle":"Managing_Filter_Failure_-_Getting_to_the_Good_Stuff","ShortDescription":"Clay Shirky says, \"it's not information overload - it's filter failure\" Have you figured out a way to filter in the relevant information and filter out the noise? Join us to share the places and spaces that you use to harness the power of your network's intelligence and expertise.","Description":"Clay Shirky says, \"it's not information overload - it's filter failure\". Do you often feel like we are drowning in a sea of information? Do you have more networks than you know what to do with? Have you figured out a way to filter in the relevant information and filter out the noise? Let's use our collective intelligence to make the most of our information management strategies.  Join this conversation and share the places and spaces that you use to harness the power of your network's intelligence and expertise. We'll use a wiki to list the best methods determined by our group and publish them online for all those interested.","Link":["http:\/\/edtechconnect.wikispaces.com\/"],"Audience":["All School Levels"],"Practice":"Ping Pong Protocol A Consultancy for Groups:  http:\/\/www.nsrfharmony.org\/protocol\/doc\/ping_pong.pdf","Presenter":["Lisa Thumann","Liz Davis"],"PresenterAffiliation":["Lisa is the Sr. Specialist in Technology Education At the CMSCE","Rutgers University in NJ and  Liz is the Director of Academic Technology at Belmont Hill School in Belmont","MA"],"PresenterEmail":["lisa.thumann@gmail.com","Lizbdavis@gmail.com"],"ScheduleSlot":"Session Four","Room":"301"},{"ID":"26","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264716887,"CreatorID":"861","RevisionID":null,"Title":"Managing Life and Personal Learning Environments in the 21st Century","Handle":"Managing_Life_and_Personal_Learning_Environments_in_the_21st_Century","ShortDescription":"As technology continues to infiltrate our everyday lives, what can the conscious classroom teacher, administrator or technology integration coach do to create balance in their everyday life.  Discuss strategies for seamlessly integrating and managing technology in your professional and personal life, while maintaining a balance in the unconnected world.","Description":"As educators have encountered an ever increasing amount of technology  and have begun building personal learning networks that connect them to a wider base of people outside of their face to face lives through blogs, Nings, wikis and twitter, many have experienced difficulties in managing the new sources of learning with their day to day life.  From information overload to pressure from spouses or partners at home, how can one learn to navigate life in these networks and maintain their personal relationships so that the technology and connections don't take over?  This session will be led by a diverse group of presenters who have all experienced these challenges.  Directed questions will guide a discussion designed to pull strategies from real life situations into the open for those struggling to balance their digital life with their face to face life.  Given the power of the network in dealing with pedagogical issues, what can the network do to help its members deal with this management problem?","Link":["http:\/\/twitwidow.wikispaces.com"],"Audience":["All School Levels"],"Practice":"The facilitators will lead a discussion using a series of directed questions in order to draw on the experiences of session participants for managing life in the new era of technology integration.  Virtual attendees will be invited to share their thoughts via a backchannel discussion group.  All ideas will be recorded and posted on a wiki as a reference for those interested and for future conversations.","Presenter":["Brandon Lutz","Tracey McGrath","Lori Sheldon","Scott Snyder"],"PresenterAffiliation":["School District of Philadelphia","Wayne Highlands SD","West Shore SD; all) PAECT"],"PresenterEmail":["ssnyder@wssd.k12.pa.us"],"ScheduleSlot":"Session Two","Room":"311"},{"ID":"10","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Many to Many-- How Entire School Communities Can Collaborate","Handle":"Many_to_Many--_How_Entire_School_Communities_Can_Collaborate","ShortDescription":"Join a conversation about practical ways to develop Clay Shirky's \"Here Comes Everybody\" concepts in a school community.  Be ready to share both successes and set-backs, and discuss the best processes for change.","Description":"Clay Shirky has published and presented on several interesting concepts about how the Internet can enable \"many to many\" communications and support.  He has also noted that technology tools become socially interesting when they become technologically boring.  The main idea of this conversation is to discover if his ideas are becoming apparent in our schools, and specific ways that we could foster their growth.  In this context, we will also review the problems with type of change, and how some long-term beliefs and structures may need to be reviewed.","Link":[],"Audience":["All School Levels"],"Practice":"I'd like this section to have an opening 20-30 minute presentation of the core \"many to many\" concepts that apply to schools and learning.  This presentation should identify two to four core types of change, and offer some examples of tools or processes that facilitate their evolution.  The second half of the session should be a conversation, in that all members of the group should share their own examples, concerns and experiences in these areas.  The presentation and a summary of the discussion can be published online afterwards.","Presenter":["Jim Heynderickx"],"PresenterAffiliation":["Director of Technology","American School in London"],"PresenterEmail":["jimh@asl.org"],"ScheduleSlot":"Session One","Room":"307"},{"ID":"68","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Metacognition: The Real 21st Century Skill.","Handle":"Metacognition_The_Real_21st_Century_Skill","ShortDescription":"With all the talk about 21st century skills and standards, what is really important to teach adolescents?  We believe that the ability to self-regulate their learning is the most important skill we can help adolescents develop.  In this session, we will present some of our practices and facilitate an open discussion for feedback, dialog, and the sharing of best practices.","Description":"carefully reconsider the importance of where learning occurs.","Link":[],"Audience":["High School","Middle School"],"Practice":"We believe that the practices we will present are very much a \"work in progress,\" so we will design our session based on the Charrette Protocol. We will provide the context for our school, present our practices and discuss our challenges, then ask participants, \"How can we do this better?\"  \"What opportunities are we missing to really infuse metacognitive skills?\"  Participants will then discuss our practices, share their own, and offer ideas and suggestions for the learning of the entire group.","Presenter":["Mary Moss"],"PresenterAffiliation":["Co-Principal","NYC iSchool"],"PresenterEmail":["mmoss@schools.nyc.gov"],"ScheduleSlot":"Session Six","Room":"208"},{"ID":"31","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Moving Beyond the Scientific Method","Handle":"Moving_Beyond_the_Scientific_Method","ShortDescription":"To build scholarship in STEM, students need to be taught in environments that foster the development of a systems thinking approach to learning using engineering design as the platform. Evidence shows potential value in increasing the presence of engineering in K-12 STEM education to address the current lack of integration of science, technology, and mathematics.","Description":"Schools were prevalent in the era of apprenticeship, and they will be prevalent in whatever new system of education comes into being. But the seeds of a new system are beginning to emerge, and they are already beginning to erode the identification of learning and schooling. As these new technologically driven seeds germinate, education will occur in many different, more adaptive venues, and schools will have a narrower role in learning.","Link":[],"Audience":["All School Levels"],"Practice":"The conversational protocol will be a modification of the Focus\/Framing Question Exercise.  Facilitator will pose a set of opened ended questions related to the topic for the participants to reflect on in small groups, followed by a discussion of key points.","Presenter":["Darryl N. Williams","Ph.D."],"PresenterAffiliation":["National Science Foundation"],"PresenterEmail":["dnwillia@nsf.gov"],"ScheduleSlot":"Session Three","Room":"211"},{"ID":"77","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264992307,"CreatorID":"1","RevisionID":null,"Title":"Multi-Touch Technologies in Education","Handle":"Multi-Touch_Technologies_in_Education","ShortDescription":"Jeff Han researches advanced multi-touch solutions that enable novice and expert users to manipulate complex datasets through powerful and visually rich interface techniques. Jeff believes multi-touch has a place in our classrooms; he?d like your input as innovative, early-adopter educators on what applications you see for this technology to inform his thinking and advocacy for use in education. Note: Prior to this session we encourage you to come try the multi-touch wall so you have first-hand experience with the technology.","Description":"Jeff Han researches advanced multi-touch solutions that enable novice and expert users to manipulate complex datasets through powerful and visually rich interface techniques. Jeff believes multi-touch has a place in our classrooms; he?d like your input as innovative, early-adopter educators on what applications you see for this technology to inform his thinking and advocacy for use in education. Note: Prior to this session we encourage you to come try the multi-touch wall so you have first-hand experience with the technology.","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Jeff Han"],"PresenterAffiliation":["Perceptive Pixel"],"PresenterEmail":[],"ScheduleSlot":"Session Four","Room":"Drama Studio"},{"ID":"44","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Now what?","Handle":"Now_what","ShortDescription":"You're exhausted; your mind is churning with snippets of conversation from the EduCon experience; you're headed back into your own \"real\" world.  Go armed with a plan of action for creating real reform at home.","Description":"The first year, leaving Philadelphia, I found that I was stuck -- unsure how to put my new learning to use, excited to put my new network into action.  Last year, unwilling to repeat that part of the experience, I resolved to create an action plan for how I would leverage my conversations into real reform in my \"home\" context.  This session is designed to lead EduCon participants through a series of conversations designed to spark the seeds of actionable reform once the plane lands back home.","Link":[],"Audience":["All School Levels"],"Practice":"We will be revisiting sessions from the last two years that seeded inspiration with an eye to capturing real possibilities that apply across a wide spectrum.","Presenter":["Jeremiah Patterson"],"PresenterAffiliation":["Riverdale School District","Portland","OR"],"PresenterEmail":["jjcpatterson@gmail.com"],"ScheduleSlot":"Session Four","Room":"211"},{"ID":"55","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"On the Development of Learning Spaces","Handle":"On_the_Development_of_Learning_Spaces","ShortDescription":"","Description":"There are five axioms that form the foundation of the Educon experience.  The axioms focus on the characteristics of school, of the role of technology and what learning can become.  They provide a framework for informing what we can andshould do as educators.When we discuss pedagogy, when we discuss the skills that we wish to see develop in students, when we discuss the role of technology, and when we discuss learning in general, it is of critical importance that we also discuss the role that learning space has in supporting what we do.  Excellent practice, high-quality learning, and successful institutions all require a place for the interactions of teaching and learning . Yet, the concept learning space is rarely discussed among educators as a \"one-size- fits- all\" classroom is the accepted expectation and reality in today's schools.  As we critically examine educational practice this weekend, it is imperative that we also carefully reconsider the importance of where learning occurs.This conversation seeks to do just that.","Link":[],"Audience":["All School Levels"],"Practice":"In this session, our conversation will be based on developing the perspectives that move participants from a classroom-based model of teaching and learning to one that is rooted in the concept of a learning space.  Our conversations will help participants clarify their expectations for a learning space, and how such a space can support an expanded and relevant educational experience for students.","Presenter":["David Jakes"],"PresenterAffiliation":["Glenbrook South High School","Glenview","IL"],"PresenterEmail":["dsjakes@gmail.com"],"ScheduleSlot":"Session Five","Room":"208"},{"ID":"40","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Papert Matters: Thinking About Children, Computers and Powerful Ideas","Handle":"Papert_Matters_Thinking_About_Children_Computers_and_Powerful_Ideas","ShortDescription":"Seymour Papert's work has defined the frontiers of education for 40+ years. Gary will share what Papert's ideas mean for the future of learning through personal anecdotes, Papert's words and video clips.","Description":"Seymour Papert, often referred to as the \"father of educational technology,\" is arguably one of the most important thinkers of the past half-century. However, too few educators are aware of his ideas and contributions to the field. Papert's work is too often dismissed for having the audacity to ask educators to do better.    Papert's creation, Logo, was the catalyst for a vibrant community of educators committed to giving voice to powerful ideas in their classrooms. Yet his influence has been much greater.    Through an exposition of Papert's lesser-known writing and speeches, this session demonstrates Papert's tangible impact on the creation of classroom robotics, laptops, HyperCard, Squeak, Scratch, 1:1 computing and creation of the MIT Media Lab. I will also discuss Papert's enormous influence on the fields of artificial intelligence, computer science, mathematics, educational computing, epistemology, learning and the politics of school reform. His prescience regarding the dominance of the information metaphor predicted the fallacies promoted by today's Web 2.0 community.    This session explores just a few of Papert's most powerful ideas about children, computers and learning through his own words and rarely seen video. The presenter worked closely with Dr. Papert for years. Educators new to Papert's theories will be challenged to think deeper about learning. Others may be inspired to reinvigorate their practice and challenge the status quo.","Link":["http:\/\/stager.tv\/blog"],"Audience":["All School Levels"],"Practice":"Conversation with the folks in the room and remotely during and after the session will be part of the session. Resources will be shared for further reading.","Presenter":["Gary S. Stager","Ph.D."],"PresenterAffiliation":["Pepperdine University & The Constructivist Consortium"],"PresenterEmail":["gary@stager.org"],"ScheduleSlot":"Session Four","Room":"204"},{"ID":"2","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264894710,"CreatorID":"501","RevisionID":null,"Title":"Projects in the Math Classroom:  Learning Through Doing","Handle":"Projects_in_the_Math_Classroom_Learning_Through_Doing","ShortDescription":"How do teachers create a curriculum based in projects for a subject grounded in discrete skills? What does project based mathematics look like? How can meaningful projects serve to not only demonstrate student comprehension of key concepts, but also provide an opportunity for students to apply skills and knowledge to practical situations? What role do traditional assessments play in a project-based math curriculum?","Description":"It is often challenging to design meaningful and engaging projects that serve to assess true understanding. Additionally, projects often take longer for teachers to design and for students to complete. In this session, five SLA math teachers will reflect on implementing meaningful projects into the design of a high school math curriculum while simultaneously incorporating traditional assessments. The session will begin with an in-depth examination of projects that have been used at SLA, reflecting on both success and failures. \r\n\r\n[b]Presentation Slides:[\/b]\r\n* [url=https:\/\/docs.google.com\/fileview?id=0ByIZsPm5WG2RMTU2NDVhMDMtYmFhYS00ODYyLTk3ZTktNWE1MmFhZDc2NTY2&hl=en]Click here for a PDF of the Presentation[\/url]\r\n[b]Sample Projects:[\/b]\r\n* [url=http:\/\/dl.dropbox.com\/u\/1407473\/A1Unit1Benchmark%202009-10.doc] Algebra 1 Benchmark[\/url]\r\n* [url=http:\/\/dl.dropbox.com\/u\/1407473\/A1%202009-10%20Q1%20Benchmark%20Rubric.doc] Algebra 1 Benchmark Rubric[\/url]\r\n* [url=http:\/\/dl.dropbox.com\/u\/389442\/GEOMETRY%20%E2%80%93%20Unit%201%20-%20Benchmark.doc]Geometry Benchmark[\/url]\r\n* [url=http:\/\/dl.dropbox.com\/u\/1407473\/Geo%20Unit%201%20Benchmark%20Project%20Rubric%20-%20Individual.doc]Geometry Benchmark Rubric[\/url]\r\n* [url=https:\/\/docs.google.com\/fileview?id=0ByIZsPm5WG2RNjk2YjgxZDgtZDQ1Yi00OGFhLWFmMDAtYmY5N2UyYWNmM2Fi&hl=en]Algebra 2 Benchmark[\/url]\r\n* [url=https:\/\/docs.google.com\/fileview?id=0ByIZsPm5WG2RMzRhYzY4ODAtYmY0OS00MGQ2LWFkZjAtOThmZTdkMTUyZDAx&hl=en]Algebra 2 Benchmark Rubric[\/url]\r\n* [url=http:\/\/dl.dropbox.com\/u\/1728106\/Pre-Calculus%2009-10\/Common\/Benchmark\/Quarter%201\/Pre%20Cal%20Benchmark%201.doc]Pre-Calculus Benchmark[\/url]\r\n* [url=http:\/\/dl.dropbox.com\/u\/1728106\/Pre-Calculus%2009-10\/Common\/Benchmark\/Quarter%201\/Pre%20Cal%20Benchmark%201%20Rubric.doc]Pre-Calculus Benchmark Rubric[\/url]\r\n* [url=http:\/\/dl.dropbox.com\/u\/501590\/Educon%202.2%20project%20description%3Arubric\/Calculus%20Quarter%201%20Benchmark%20copy.docx]Calculus Benchmark[\/url]\r\n* [url=http:\/\/dl.dropbox.com\/u\/501590\/Educon%202.2%20project%20description%3Arubric\/Calc%20Q1%20Bmark%20Rubric%20copy.doc]Calculus Benchmark Rubric[\/url]","Link":[],"Audience":["High School","Middle School"],"Practice":"The group will brainstorm subject specific ideas and discuss strategies for the design and implementation of meaningful math projects. We will be using GoogleDocs to document our learning. The conversation will conclude with a sharing out of ideas and planning for future applications.","Presenter":["Erin Garvey","Brad Latimer","Mark Miles","Sunil Reddy","Caitlin Thompson"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["egarvey@scienceleadership.org","blatimer@scienceleadership.org","mmiles@scienceleadership.org","sreddy@scienceleadership.org","cthompson@scienceleadership.org"],"ScheduleSlot":"Session One","Room":"207"},{"ID":"17","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Redefining \"Schooly\" Texts","Handle":"Redefining_Schooly_Texts","ShortDescription":"In this conversation, participants together with SLA students, SLA staff, and a University Researcher will reconsider the traditional definition of \"schooly.\" We will use participatory learning activities to propose the benefits of broadening the definition of what counts as school texts. We will examine possibilities for personal and social transformation within classroom settings.","Description":"We are working on this-- more to come!!","Link":[],"Audience":["All School Levels"],"Practice":"Student panel, workshop format for participants","Presenter":["Joshua Block","Molly Buckley and Alexa Dunn"],"PresenterAffiliation":["Science Leadership Academy and the University of Pennsylvania"],"PresenterEmail":["jblock@scienceleadership.org","buckleym@dolphin.upenn.edu"],"ScheduleSlot":"Session Two","Room":"209"},{"ID":"62","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264968325,"CreatorID":"501","RevisionID":null,"Title":"Resources for Success: How to Offer Differentiated Support for Math Students","Handle":"Resources_for_Success_How_to_Offer_Differentiated_Support_for_Math_Students","ShortDescription":"What can be done when students require additional support beyond the classroom? How can we offer support for students while balancing a full teaching load? How can resources be made available to effectively offer differentiated support? This conversation will focus on creating a structured set of mathematics resources both inside and outside of school.","Description":"What can be done when students require additional support beyond the classroom? How can we offer support for students while balancing a full teaching load? How can resources be made available to effectively offer differentiated support? This conversation will focus on creating a structured set of mathematics resources both inside and outside of school. We will examine systems currently in place at SLA, including the use of online classrooms, an in-school peer- and teacher-led tutoring program, the use of online grade reports, math tutorial videos, and the creation of a math-enrichment course for students with multiple gaps in their math knowledge. Additionally, we will break into small groups to explore how teachers from other schools offer support, and we will examine challenges associated with setting up such structures. The conversation will conclude with a whole group discussion tying together many of our collective strategies and exploring how they can be set up most effectively in various school communities.\r\n\r\n[b][url=https:\/\/docs.google.com\/present\/edit?id=0ASIZsPm5WG2RZGd0anJtZjJfMzQ3Z2RjMndnaGM&hl=en]Presentation Slides[\/url][\/b]\r\n\r\n[b][url=http:\/\/spreadsheets.google.com\/viewform?hl=en&formkey=dG5TcElabndfc29yYXF3ZWtKd2VldGc6MA]Navagate to Google Form[\/url][\/b]\r\n[b][url=https:\/\/spreadsheets.google.com\/ccc?key=0AiIZsPm5WG2RdG5TcElabndfc29yYXF3ZWtKd2VldGc&hl=en]Results of Group Discussions[\/url][\/b]\r\n\r\n[b]Useful Resources:[\/b]\r\n* [b][url=http:\/\/sites.google.com\/site\/sunilityching\/home\/professional\/resources\/mr2]Mr. Reddy's Math Recordings[\/url][\/b] - [i] video tutorial archive with practice problems for most major topics covered in Algebra I, Algebra II, and Geometry. More to come...[\/i]\r\n* [b][url=http:\/\/www.engrade.com\/]Engrade Online Gradebook[\/url][\/b] - [i]allows students and concerned parties to get a current progress report whenever curious.[\/i]\r\n* [b][url=http:\/\/www.schooltube.com\/video\/fb61fb43b418a72fa07f\/Sample-Math-Support]Sample Live Support Intervention[\/url][\/b] - [i]video reenactment of instruction outside of the classroom.[\/i]","Link":["http:\/\/sites.google.com\/site\/sunilityching\/"],"Audience":["High School","Middle School"],"Practice":"Educators from various schools will discuss and examine practices that they use to provide students differentiated math support both inside and outside of school.","Presenter":["Brad Latimer and Sunil Reddy"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["blatimer@scienceleadership.org","sreddy@scienceleadership.org"],"ScheduleSlot":"Session Five","Room":"307"},{"ID":"71","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264800929,"CreatorID":"672","RevisionID":null,"Title":"Rethinking Portfolios","Handle":"Rethinking_Portfolios","ShortDescription":"Portfolios can be used to document the process of learning, and to document what has been learned. In this conversation, we will look at how these two facets of learning can be mutually supportive. Moreover, we will look at portfolios as tools for student learning and teacher professional development.","Description":"The promise of the portfolio is that the demonstration of learning remains as close as possible to the process of learning, while allowing individual elements of the learning process to be highlighted and discussed as part of evaluation. This type of assessment creates a nuanced picture of how a person is developing as a learner.\r\n\r\nPortfolios have been around for a while, yet they are still largely viewed as an \"alternative\" means of assessment. What are some of the barriers for adoption that exist? What are the arguments against using portfolios?","Link":["http:\/\/educon20.com\/"],"Audience":["High School","Middle School"],"Practice":"The resources for this discussion will be collected in a portfolio site, and this site will be brought live before the session, and will remain up after the session. Additionally, the code that runs the site, and the content of the site, will be available as a downloadable package, so anyone can import the resources and the portfolio tool for use in their own organization. Additionally, the presentation will be videotaped and stored (ideally on archive.org). This video will in turn be incorporated as a portfolio artifact, and accessible in the site.","Presenter":["Bill Fitzgerald"],"PresenterAffiliation":["FunnyMonkey"],"PresenterEmail":["bill@funnymonkey.com"],"ScheduleSlot":"Session Three","Room":"301"},{"ID":"19","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"SLA Student Experience","Handle":"SLA_Student_Experience","ShortDescription":"Talk and learn about Science Leadership Academy with the people who matter most: the students! The members of panel will describe their own educational experiences at SLA -- as well as what lead them to the school, and where they think the experience will take them.","Description":"Talk and learn about Science Leadership Academy with the people who matter most: the students! The members of panel will describe their own educational experiences at SLA -- as well as what lead them to the school, and where they think the experience will take them. As the school graduates its first class this year, these students have a unique perspective on what it takes to create and sustain a new learning environment--and as inquiry is a core value at SLA, they will also be ready to discuss any aspects of the school that the audience is interested in hearing about.","Link":[],"Audience":["All School Levels"],"Practice":"As inquiry is a core value at SLA, they will also be ready to discuss any aspects of the school that the audience is interested in hearing about.","Presenter":["Larissa Pahomov and SLA Students"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["lpahomov@scienceleadership.org"],"ScheduleSlot":"Session Two","Room":"300"},{"ID":"9","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264657098,"CreatorID":"702","RevisionID":null,"Title":"SpeedGeek Learning: A platform for Disruptive Inspiration","Handle":"SpeedGeek_Learning_A_platform_for_Disruptive_Inspiration","ShortDescription":"What if we created a platform for inspiring disruptive ideas? What if we took the most passionate examples of learning and built them into lasting change for schools? SpeedGeek Learning is people presenting ideas in context, with meaning, for perspective. Let's create the platform for this disruptive inspiration.","Description":"Learning is the process of continual and disruptive innovation. We first teach students the disruptive innovation of reading, the process of asking great questions and making meaning. We teach the innovation of perspective as the lens through which we must ask questions of our history. And, we teach them context so that they will express, question and innovate for themselves. Somehow, though, we lose this innovative aspect of learning when students need it most. We get caught up in what cool tool will let us create a podcast from beginning to ending by pushing a few buttons to grab attention for a fleeting moment. Or, we strive for the mundane element of rote learning to satisfy the needs of a system that perpetuates itself. Enter SpeedGeek Learning, an idea that has challenged me to ask questions and seek answers that speak to the innovations of meaning, context and perspective.\r\n\r\nEssentially, SpeedGeek Learning is about posing a single question that we all want the answer to. It is about challenging each individual to frame their answers within an ongoing conversation, to try and reach for a truth that eludes us in any other framework. The single question that I want to ask within this session is \"What is your innovation in education, and why does it matter?\" From this, I would like to define the most effective and groundbreaking innovations are coming from the circle of voices coming together for Educon.\r\n\r\nThe platform and protocol will take answers from anyone and spin them together with video, Etherpad, twitter backchannel, and chat. It is my sincerest hope that by the end of the session we will be able to find a language and community willing that challenges us to carry out the best of our innovations, especially extending our innovations into the lives of students.","Link":["http:\/\/www.speedgeeklearning.com\/educon22\/"],"Audience":["All School Levels"],"Practice":"The conversation is the platform. I would like to use a SpeedGeek Learning session as the backchannel for the conversation around the discussion on the single question of \"What is your innovation?\" in schools, in your work, in your life. I will seed the discussion with submitted videos and then I would like to develop what the other educational innovations in the room are and archive them for continued collaboration via the platform and whatever else others would like to use. Best case scenario: I would like to solve a single problem within a single school by starting with a single disruptive idea.","Presenter":["Ben Wilkoff"],"PresenterAffiliation":["Douglas County School District"],"PresenterEmail":["ben@learningischange.com"],"ScheduleSlot":"Session One","Room":"304"},{"ID":"1","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Stager Certified Educators Executive Program","Handle":"Stager_Certified_Educators_Executive_Program","ShortDescription":"Play your cards right and you can leave this intensive, immersive, engaging and transformative session a Stager Certified Educator, complete with I.D. card, certificate of awesomeness (suitable for framing) and web badge for use on your blog or web site. Some educators don't achieve this much over a lifetime, but you may in less than 90 minutes!    You will also gain a greater sense of the issues, ideas and expertise a 21st Century educator needs in order to create more productive contexts for learning. Resources for post-certification learning will be shared.","Description":"Play your cards right and you can leave this intensive, immersive, engaging and transformative session a Stager Certified Educator, complete with I.D. card, certificate of awesomeness (suitable for framing) and web badge for use on your blog or web site. Some educators don't achieve this much over a lifetime, but you may in less than 90 minutes!    You will also gain a greater sense of the issues, ideas and expertise a 21st Century educator needs in order to create more productive contexts for learning. Resources for post-certification learning will be shared.","Link":["http:\/\/stager.tv\/blog"],"Audience":["All School Levels"],"Practice":"Conversation with the folks in the room and remotely during and after the session will be part of the session. Resources will be shared for further reading.","Presenter":["Gary S. Stager","Ph.D."],"PresenterAffiliation":["Pepperdine University & The Constructivist Consortium"],"PresenterEmail":["gary@stager.org"],"ScheduleSlot":"Session One","Room":"204"},{"ID":"6","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264447515,"CreatorID":"28","RevisionID":null,"Title":"Student Assistant Teaching: Completing the Circle","Handle":"Student_Assistant_Teaching_Completing_the_Circle","ShortDescription":"The Student Assistant Teaching program at SLA places Senior students in underclassmen classrooms and completes the high school circle experience of teaching and learning. It enriches teacher\/student and student\/student relationships, builds a multi-leveled community of reflective learners, and reinforces an ethic of care in the classroom and beyond. Please join us for an evocative and stimulating panel discussion with teachers Alexa Dunn and Joshua Block, plus members of the Student Assistant Teaching program as we explore the roots of this program and its success at SLA.","Description":"What is the Student Assistant Teaching program at SLA? How did this program originate? What concepts were launched into practice?  How do students help other students in a classroom environment?  Why does it add richness and depth to the school experience for all involved? How can it be implemented successfully into the programming of a school?  These questions and more will be addressed in this conversation. \r\n\r\nCome meet mentor teachers and Senior Student Assistant Teachers to get inspired!","Link":[],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Panel discussion\/conversation","Presenter":["Alexa Dunn","Joshua Block and SLA Student Assistant Teachers"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["adunn@scienceleadership.org"],"ScheduleSlot":"Session One","Room":"300"},{"ID":"63","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264959433,"CreatorID":"640","RevisionID":null,"Title":"Students (and Teachers) as Creators of Content - Digital Storytelling and Beyond","Handle":"Students_and_Teachers_as_Creators_of_Content_-_Digital_Storytelling_and_Beyond","ShortDescription":"Digital storytelling, podcasting, Flash animation, Scratch, etc are just a few powerful tools to create content or the web. The list is tremendous! This conversation will discuss current thoughts on creating and creativity, focus on best practices and explore some of these amazing tools.","Description":"Digital storytelling, podcasting, Flash animation, Scratch, etc are just a few powerful tools to create content or the web. The list is tremendous! This conversation will discuss current thoughts on creating and creativity, focus on best practices and explore some of these amazing tools.","Link":["http:\/\/smorraeducon22.wikispaces.com\/"],"Audience":["All School Levels"],"Practice":"I plan on using a variety of online tools including an online whiteboard, wallwisher, and google apps.","Presenter":["Samantha Morra"],"PresenterAffiliation":["Montclair Public Schools","Montclair NJ."],"PresenterEmail":["smsmorra@gmail.com"],"ScheduleSlot":"Session Five","Room":"308"},{"ID":"12","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264863690,"CreatorID":"600","RevisionID":null,"Title":"Subversive PD: Creating a culture of collaboration to bring educators into the 21st Century","Handle":"Subversive_PD_Creating_a_culture_of_collaboration_to_bring_educators_into_the_21st_Century","ShortDescription":"","Description":"Why are there still so many educators sitting in the back of the faculty meeting rolling their eyes whenever 21st Century Skills are on the agenda? How can Professional Development be meaningful, effective and important for the uninterested. This will be a conversation about getting ALL educators to learn the necessary skills and to integrate technology into their classrooms and teaching. How can we help our colleagues see 21st century skills as valuable for themselves, and ultimately vital for their students' learning? What strategies work to bring the most resistant teachers on board? Let's talk about the subtle and not so subtle strategies educators can use to bring teachers out of their (isolated) comfort zones and into collaborative learning\/teaching environments of the present and future. We will facilitate a conversation using the success analysis protocol to develop a list of best practices for Professional Development that are meaningful, effective, and will bring on board even the most reluctant educators.","Link":["http:\/\/subversivepd.wikispaces.com\/","http:\/\/docs.google.com\/present\/edit?id=0Aei1bUSGUu_lZGN6dGI0aGRfMTAzYzlxOWdtY2o&hl=en&safe=on"],"Audience":["All School Levels"],"Practice":"Success analysis protocol.   We will use a wiki to start the process. As the small groups meet they each take notes on the group wiki page. After the session the full group discussion and group notes will lead to the development of a mind map (such as MindMeister). Once done we will share notes and links on the wiki and conversation page for continued access after the session.\r\n\r\nPlease see the session wiki for conversation notes.","Presenter":["Danja Mahoney","Michael Springer","Beth Knittle"],"PresenterAffiliation":["Reading Public Schools","Barnstable Public Schools"],"PresenterEmail":["dcefmahoney@gmail.com"],"ScheduleSlot":"Session One","Room":"309"},{"ID":"53","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Taking Play Seriously","Handle":"Taking_Play_Seriously","ShortDescription":"","Description":"Diane Ackerman's quote, \"play is the brain's favorite way of learning\" is oft used to describe the learning that takes place in elementary schools.  Despite that belief, a simple visit to any school in the country will reveal a picture that flies in the face of Ackerman's statement.      We know why play is being squeezed out of schools, but bringing it back will take creative thinking, ideas and sharing.  Together we will discuss and construct ideas for bringing the aspects of play into more learning experiences.","Link":["http:\/\/playfullearning.wikispaces.com\/"],"Audience":["Elementary School"],"Practice":"An experience of playful learning (PicoCrickets) will be described leading to small group sharing of similar learning experiences as well as collaborative construction of an online resource.","Presenter":["Brian C. Smith"],"PresenterAffiliation":["Monroe #1 BOCES"],"PresenterEmail":["brian@briancsmith.org"],"ScheduleSlot":"Session Five","Room":"204"},{"ID":"24","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264719021,"CreatorID":"648","RevisionID":null,"Title":"Taking the load off a learner's mind: Cognitive Load Theory in Education","Handle":"Taking_the_load_off_a_learners_mind_Cognitive_Load_Theory_in_Education","ShortDescription":"Do you ever feel overwhelmed? Do your students? This session will help you understand Cognitive Load and its impact on education.","Description":"The goal of this session will be to teach participants about Cognitive Load Theory, a learning theory that takes into account learner cognition. When utilizing technology, learners can easily reach high levels of cognitive load, resulting in cognitive overload, which is damaging to learning.    Participants will learn how to help control learners' levels of cognitive load, as well as how to leverage modern research on memory and perception and how that relates to technology in the classroom.    This learning will be measured through interaction with the audience to determine current misconceptions about learning and cognition, as well as to see if learning has occurred.","Link":["http:\/\/www.christophercraft.com"],"Audience":["All School Levels"],"Practice":"Come and see.","Presenter":["Christopher Craft"],"PresenterAffiliation":["University of South Carolina"],"PresenterEmail":["chris@christophercraft.com"],"ScheduleSlot":"Session Two","Room":"308"},{"ID":"5","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Teaching Big Ideas to 21st Century Learners through collaboration, innovation, and differentiation","Handle":"Teaching_Big_Ideas_to_21st_Century_Learners_through_collaboration_innovation_and_differentiation_","ShortDescription":"Presented by a Program Consultant and Classroom Teacher from Ontario - Come see the power of a collaborative and engaging online learning environment that meets the needs of 21st Century learners in elementary and middle schools.","Description":"This session will demonstrate how a classroom teacher and program consultant in public schools of Ontario, have used 21st learning tools to embrace a 21st Century Learning model with a Big idea approach in a elementary and middle school environment. The session will provide participants an opportunity to create BIG IDEA lessons and assessment activities that align with curriculum, using a TLCP focus. The Goal is for the participants to have concrete activities, lessons to back to their schools and continue the conversation using the pathwaytobigideas wikispace.  Examples and short videos of lessons, blogs, podcasts and cloud computing applications (google docs, twitter, voicethreads, global collaboration initiatives) will provide the participants with authentic understanding and practice of how a classroom can fully integrate a 21st Century approach to teaching.Presenters will highlight projects and how the Big Idea approach can lead to more collaborative learning and will encourage conversations about ways educators can connect their students to more meaningful topics. Presenters will share how they have connected\/ collaborated with over 25 different schools world wide, as well as share innovative ways they has used podcasting to connect with educators, students and Trip Expeditions in Antarctica. Participants will discuss how both commercial collaborative activities and 2.0 web applications  can foster relationships and a sense of community within the classroom and thus, empower students to take control of their own learning.","Link":["http:\/\/pathwaytobigideas.wikispaces.com\/  Zoe: http:\/\/pipedreams.edublogs.org     Ben: Ben's Website: http:\/\/benhazzard.com"],"Audience":["Middle School","Elementary School","All School Levels"],"Practice":"Participants will be able to ask questions and collaborate before, during, and after the session by visiting the wikispace \"PATHWAY TO BIG IDEAS\"found at: http:\/\/pathwaytobigideas.wikispaces.com\/","Presenter":["Zoe Branigan-Pipe and Ben Hazzard"],"PresenterAffiliation":["Zoe: Hamilton Wentworth District School Board Ben: Lambton Kent District School Board"],"PresenterEmail":["zoe.branigan-pipe@hwdsb.on.ca"],"ScheduleSlot":"Session One","Room":"211"},{"ID":"60","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Teaching Teachers: How students can help teachers adapt to working in a new learning environment.","Handle":"Teaching_Teachers_How_students_can_help_teachers_adapt_to_working_in_a_new_learning_environment","ShortDescription":"The sequel to \"Forging Student Teacher Relationships in an Era of Shared Learning,\" Tyrone Kidd and Jeff Kessler are back to expand upon the topic. In this session, Jeff and Tyrone will work with new SLA faculty to describe how students have helped them adapt to the SLA community.","Description":"when we discuss learning in general, it is of critical importance that","Link":[],"Audience":["High School","Middle School"],"Practice":"such a space can support an expanded and relevant educational","Presenter":["Jeff Kessler","Tyrone Kidd","Juan Gabriel Sanchez","Erin Garvey"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["jeffkesslernj@gmail.com"],"ScheduleSlot":"Session Five","Room":"303"},{"ID":"51","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Teaching the At-Risk Brain","Handle":"Teaching_the_At-Risk_Brain","ShortDescription":"Those at risk are often under-represented in discussions about educational change.  How can the needs and voices of at risk students and at risk teachers, be brought to the forefront when considering the transformation of our schools?","Description":"This session will focus on the need to consider the experiences of at risk students, and at risk teachers, as we work to create learning environments that more adequately prepare learners for an unknown and rapidly evolving future.    Questions for Consideration:  What types of students are most at risk in today's schools?  What types of teachers are most at risk in today's schools?  What can we learn from the experiences of at risk students in preparing learning environments that consider the needs of all students?  How do we engage the trust of at risk teachers, in pursuing change that will make school more relevant for future citizens?","Link":[],"Audience":["All School Levels"],"Practice":"Small and large group discussion and sharing strategies will be central to this session.  Questions, points of information, resources and ideas will be shared on a wiki page which will be made available to both present and distant session participants.","Presenter":["Rodd Lucier"],"PresenterAffiliation":["London District Catholic School Board (London","Ontario","Canada)"],"PresenterEmail":["r.lucier@gmail.com"],"ScheduleSlot":"Session Four","Room":"309"},{"ID":"43","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264698554,"CreatorID":"270","RevisionID":null,"Title":"Teaching While Black: The Unarticulated Values","Handle":"Teaching_While_Black_The_Unarticulated_Values","ShortDescription":"How do we have authentic dialogue concerning the intersection of race, responsibilities and values in our schools?  Come join an intimate and honest conversation about our experiences as black educators.  We will discuss the roles and relationships we have with students, staff and parents.","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"Guests will be active participants, in large and small groups resolving scenarios, and contributing to discussions.","Presenter":["Mark Bey","Jamie Bowers","Matthew Kay","Pia Martin","and Jas Thomas"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["pmartin@scienceleadership.og"],"ScheduleSlot":"Session Four","Room":"209"},{"ID":"27","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264864134,"CreatorID":"606","RevisionID":null,"Title":"The \"Decoupling\" of Education and School: Where do We Begin?","Handle":"The_Decoupling_of_Education_and_School_Where_do_We_Begin","ShortDescription":"The next ten years promise to be hugely disruptive for the traditional idea of school as more and more alternative learning platforms are created and expanded. This conversation will focus not on technology but on the larger shifts that will have to occur for schools to evolve into a different role in our society. Driving the discussion will be quotes from Allan Collins and Richard Halverson's recent book Rethinking Education in the Age of Technology.","Description":"The next ten years promise to be hugely disruptive for the traditional idea of school as more and more alternative learning platforms are created and expanded. This conversation will focus not on technology but on the larger shifts that will have to occur for schools to evolve into a different role in our society. Driving the discussion will be these quotes from Allan Collins and Richard Halverson's recent book Rethinking Education in the Age of Technology:\r\n\r\n\"If educators cannot successfully integrate new technologies into what it means to be a school, then the long identification of schooling with education, developed over the past 150 years, will dissolve into a world where the students with the means and the ability will pursue their learning outside of public school.\"\r\n\r\n\"Schools were prevalent in the era of apprenticeship, and they will be prevalent in whatever new system of education comes into being. But the seeds of a new system are beginning to emerge, and they are already beginning to erode the identification of learning and schooling. As these new technologically driven seeds germinate, education will occur in many different, more adaptive venues, and schools will have a narrower role in learning.\"\r\n\r\n\"Our generation faces a...radically new, design challenge. We are dealing with a mature, stable system of education designed to adapt to gradual change, but ill-suited to embrace radical change. The pace of technological change has outstripped the ability or school systems to adapt essential practices. Schools have fiddled with learning technologies on the margins of the system, in boutique innovations that leave core practices untouched. The emergence of new forms of teaching and learning outside of school threaten the identification of learning with formal schooling forged in the 19th Century.\"\r\n\r\nWhat does this new design look like? What are the big questions regarding learning, teaching and schooling that we need to begin to address? How will the roles of elementary schools and high schools begin to evolve? How will we address the divide issues that these opportunities outside of school create? And how do we personally plan for these changes as learners, parents and teachers? If we agree, perhaps we can create a concrete list of starting points for these conversations to begin and continue in schools.\r\n\r\n[url=http:\/\/etherpad.com\/N54Y1kHIVK]Etherpad [\/url]for our conversation.","Link":["http:\/\/decouplingeducation.wikispaces.com\/"],"Audience":["All School Levels"],"Practice":"","Presenter":["Will Richardson"],"PresenterAffiliation":["Powerful Learning Practice"],"PresenterEmail":["weblogged@gmail.com"],"ScheduleSlot":"Session Three","Room":"204"},{"ID":"69","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1266007912,"CreatorID":"726","RevisionID":null,"Title":"The Academy and the You-niverse: college search & fit in the internet age","Handle":"The_Academy_and_the_You-niverse_college_search__fit_in_the_internet_age","ShortDescription":"What happens as students imagine themselves into their unknown futures? What are students' hopes and expectations with regards to their learning communities? How do characteristics they want to consider map onto what's currently \"searchable,\" and how might that change? Will the increasing transparency of learning enable students to assess their future learning opportunities in new ways?","Description":"Personal computing and the internet have increasingly enabled end users to personalize and customize their experience. If you have an iPod, you effectively have your own radio station with listener base of one, perfectly tailored to your tastes. Your RSS feeds may have replaced the nightly news. Until recently, college represented the greatest degree of educational agency most US students had ever had. Now? Some of them are free-range learners before they even set foot on campus. Broader shifts towards a culture of participation are reflected in students' shifting expectations and mindsets. To what extent are we prepared to appreciate, assess, and support individual young learners as individuals? I'd love to have a broad and specific conversation about what happens as students imagine themselves into their unknown futures as learners. What are students' hopes and expectations with regards to teaching style, academic content, campus culture? How do characteristics they want to consider map onto what's currently \"searchable,\" and how might that change, going forward? Similarly, let's spend some time thinking about whether the increasing transparency of learning will enable students to assess their future learning opportunities in new ways.","Link":["http:\/\/prezi.com\/nrvjgzh6-06d\/","http:\/\/college.wikispaces.com\/The+Academy+and+the+You-niverse"],"Audience":["All School Levels"],"Practice":"Kick off w\/ realms of expertise and interest (my own take-off on realms of concern and influence)... on the theory that \"the genius is the room\"     Will likely also include some affinity mapping to help shape discussion","Presenter":["Shelley Krause"],"PresenterAffiliation":["Rutgers Preparatory School"],"PresenterEmail":["shelley.krause@alumni.brown.edu"],"ScheduleSlot":"Session Six","Room":"209"},{"ID":"52","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264524312,"CreatorID":"879","RevisionID":null,"Title":"The Art of the Remix: Collaborative Writing in the Social Media Classroom","Handle":"The_Art_of_the_Remix_Collaborative_Writing_in_the_Social_Media_Classroom","ShortDescription":"Remixing is as old as art itself.   As digital technologies expedite the transition from passive consumers of text to an engaged, read\/write culture, we explore the pedagogical benefits of the remix in relation to literacy and tackle the thorny issues of plagiarism and illegal appropriation.","Description":"MIT's New Media Literacies Project calls \"appropriation,\" or the ability to sample and remix content, a \"new literacy.\"  Unsurprisingly, the NML Project does not condone plagiarism or illegal appropriation; pretending someone else's work is your own is clearly wrong.  It argues, however, that \"students learn by taking culture apart and putting it back together.\" [1]    \t  Writers are inspired by the world around them; from Homer to Shakespeare to Nabokov to Bob Dylan, some of the world's greatest works have resulted from the transformation of previous creations.  Our tendency to teach in absolutes: \"Plagiarism is bad;\" \"Wikipedia is not an acceptable source\" deprives students of more nuanced realities that help them become fluent writers.  In emphasizing the ideal of the autonomous artist, schools \"sacrifice the opportunity to help [students] think more deeply about the ethical and legal implications of repurposing media content, and they often fail to provide the conceptual tools students need to analyze and interpret works produced in this appropriative process.\" [1]    The educational benefits of \"the remix\" are clear: remixing encourages analysis and evaluation as students review and choose material worthy of reuse; it pushes students to conduct high-level synthesis to create standalone products from disparate sources; and it challenges students to evaluate a range of work implicitly, rather than formally.  With nearly one-fifth of teens already remixing online content [2], we believe educators should design writing opportunities that enable and encourage collaboration, while helping students to navigate the complexities of building upon and others' ideas.","Link":[],"Audience":["High School","Middle School"],"Practice":"Conversational practice:  If a critical mass of attendees have laptops, we will create a \"mini remix\" using MixedInk's collaborative writing platform to form the basis for conversation.  In addition, students from Arcadia University, who have been using MixedInk this year, can join the conversation about their experiences remixing.","Presenter":["Dr. Leif Gustavson","Vanessa Scanfeld"],"PresenterAffiliation":["Arcadia University","MixedInk"],"PresenterEmail":["gustavsl@arcadia.edu"],"ScheduleSlot":"Session Four","Room":"311"},{"ID":"49","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264951794,"CreatorID":"908","RevisionID":null,"Title":"The Caring Classroom","Handle":"The_Caring_Classroom","ShortDescription":"This conversation will focus on what can be done across subjects, grades and schools to build a climate of care.","Description":"Facilitated both in-person and virtually, this session will prompt participants with discussion questions and possible ideas to drive the manner in which they build community inside and outside of their academic homes.\r\nParticipants should leave with connections to one another as well as a listing of ideas generated by the group.\r\n\r\nSee and add to some draft thinking about Caring Classrooms here:\r\n\r\n[url]http:\/\/budtheteacher.etherpad.com\/caringclassroom[\/url]\r\n\r\nShare your learning space photos\/videos here:\r\n\r\n[url]http:\/\/drop.io\/caringclassroom[\/url]\r\n\r\nSee the slides here: \r\n\r\n[url]http:\/\/docs.google.com\/present\/view?id=dcm9fjg4_100f39n6fz6[\/url]","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Zac Chase","Bud Hunt and John Pederson"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["zac.chase@gmail.com"],"ScheduleSlot":"Session Four","Room":"307"},{"ID":"61","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264950031,"CreatorID":"328","RevisionID":null,"Title":"The Democratization of the Classroom in the 21st Century","Handle":"Technology_and_the_Democratization_of_the_Classroom","ShortDescription":"The intention of this workshop is to explore how the ideal of more democratic and progressive classrooms might look today in light of 1:1 computing, networked communication and other tools that might be available.","Description":"The mission of this workshop is two-fold.  First, it revisits one of the principle aims of progressive education- namely to change the flow of information in the classroom from solely one of direct, top-down instruction to an environment in which students participate actively in their learning through the process of inquiry.  The natural consequence of this perspective is that the educational authority, and to some extent control, is distributed more democratically in the classroom.  Secondly this workshop will present technologies and activities that make this progressive vision more possible in today?s classrooms.  This session is not intended to simply be a ?show and tell? review of technology but more importantly a brainstorming and information-sharing workshop to assist participants in the pursuit of making their classrooms increasingly democratic.  The facilitators of this session are two current faculty members of SLA.","Link":["http:\/\/educon22democracy.wikispaces.com\/"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"We are going to be breaking out in work groups for part of this session and through them adding pages to the Wiki for this workshop to create a record of our shared resources and ideas.","Presenter":["Matt Baird and Doug Herman"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["bairdito@gmail.com","mbaird@scienceleadership.org"],"ScheduleSlot":"Session Five","Room":"304"},{"ID":"50","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264637849,"CreatorID":"518","RevisionID":null,"Title":"The Future of Science Education?","Handle":"Differentiating_Science_Instruction_in_a_Project_Based_Classroom","ShortDescription":"Four SLA science teachers will lead a conversation examining the current state of science education.  How are science teachers' (and students') roles changing in the internet age?  What are some techniques we can use to maximize learning for all students?  How can we move toward our own personal \"dream teaching\" situations?  Science teachers don't always have the answers, but we'll share how SLA is approaching these questions.  Join other like-minded educators as we share our experiences and discuss how we can realize the future of science education.","Description":"Four SLA science teachers will lead a conversation examining the current state of science education.  How are science teachers' (and students') roles changing in the internet age?  What are some techniques we can use to maximize learning for all students?  How can we move toward our own personal \"dream teaching\" situations?  Science teachers don't always have the answers, but we'll share how SLA is approaching these questions.  Join other like-minded educators as we share our experiences and discuss how we can realize the future of science education.","Link":[],"Audience":["High School"],"Practice":"","Presenter":["Rosalind Echols","Stephanie Dunda","Matthew VanKouwenberg","Tim Best"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["ms.dunda@gmail.com","rechols@scienceleadership.org","mvank@scienceleadership.org","tbest@scienceleadership.org"],"ScheduleSlot":"Session Four","Room":"308"},{"ID":"73","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"The Many Hats of a Technology Coordinator","Handle":"The_Many_Hats_of_a_Technology_Coordinator","ShortDescription":"Let's talk about the position of Technology Coordinator. What are our challenges, what are our solutions. What do we want from our administrators? What do we want from our teachers? What is required of the IT position and should they weigh in on educational technologies?","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"This will be a conversation with the people in the room. If it is sent out though elluminate I would like to have a back channel monitor...","Presenter":["Marcie Hull"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["mhull@scienceleadership.org"],"ScheduleSlot":"Session Six","Room":"303"},{"ID":"13","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264715619,"CreatorID":"728","RevisionID":null,"Title":"Thinking Creatively: Inventing the Possible","Handle":"Thinking_Creatively_Inventing_the_Possible","ShortDescription":"If schools kill creativity, then what hope do we have of helping our students be prepared to devise creative and imaginative solutions to problems in their futures? Come examine frameworks for thinking and working creatively.  Explore and experience creativity, innovation, and imagination in action. Reframe your problems into opportunities.","Description":"Ken Robinson's TED talk, \"Do Schools Kill Creativity?\", challenges us to rethink schools to value creativity.  As we stand at a crossroads where the strict content standards of No Child Left Behind may ease, allowing for a broader view of students' strengths and capacities, creativity is again gaining momentum as a key skill and capacity for the 21st century. The Framework for 21st Century Skills identifies Learning and Innovation Skills as a 21st century outcome for students in order to be prepared for increasingly complex life and work environments.  But, with little focus and attention on creative thinking, our teachers and schools are not well prepared with a wide range of techniques to guide students in meeting the challenges of their futures with creative and imaginative solutions. What tools and techniques can help us think creatively, work creatively with others, and implement innovations?  How can we make creativity as important in education as literacy and treated with the same status?\r\nThrough this discussion we will explore strategies to advocate for and integrate creativity in the classroom, including frameworks for creative thinking and best practices to nurture and develop a supportive classroom culture. More importantly, we will discuss how could we use our reflections and synthesis as a foundation for real action that would help to scaffold others to value and infuse creative thinking into their work with students.","Link":["http:\/\/inventingthepossible.wikispaces.com"],"Audience":["All School Levels"],"Practice":"Using a modified What, So What, Now What Protocol, we will investigate the idea of creativity in schools to address 21st century learning and innovation skills. We will exercise our own creative thinking, explore innovation in action, and reflect upon the possibilities for action, recording our insights on the session wiki.","Presenter":["Linda Nitsche"],"PresenterAffiliation":["Owen J. Roberts School District"],"PresenterEmail":["lvnitsche@gmail.com"],"ScheduleSlot":"Session One","Room":"311"},{"ID":"3","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264275985,"CreatorID":"751","RevisionID":null,"Title":"Tinkering Towards Technology Fluency","Handle":"Tinkering_Towards_Technology_Fluency","ShortDescription":"Tinkering is a time honored way to learn, invent, and innovate. Yet in schools, tinkering is viewed as wasted time, while instead we teach students to make, do, and invent using rigid procedures with tight timelines. How can we bring the creative benefits of tinkering back to the classroom?","Description":"Tinkering is a time-honored educational practice, focusing on a learner exploring a subject or problem without clear goals or time constraints, using objects or tools at hand, driven by passion and curiosity. Seymour Papert used the word, \"bricolage\" to describe a way to solve problems by trying things out, testing, playing, and trying again. This stands in direct contrast to the way we teach students to use analytical methods (such as the scientific method) to solve problems. Current digital tools would seem to support this method of learning, with the rapid ability to build first drafts and easy to use editing tools. When mistakes and prototypes were expensive and time consuming, it certainly made sense to carefully plan your attack on a problem. However, this is no longer the case. In industry, the methodology of production planning has been revolutionized by rapid design tools. Accepted practices of design and planning have completely changed over the past 25 years, with linear \"waterfall\" planning completely replaced by new \"spiral\" design methodologies, especially in the design of digital products.","Link":["http:\/\/blog.genyes.com\/?s=tinkering"],"Audience":["All School Levels"],"Practice":"Beginning questions for the conversation are:  \r\n\r\n\r\nHow can tinkering influence our understanding of technology literacy as a set of skills to be mastered? \r\nHow might this influence classroom practice when teaching analytical problem solving in any subject? \r\nHow can tinkering fit in today's structured classroom environment? \r\nHow does a teacher maintain a schedule and series of learning objectives that result in learning, not just fooling around? \r\nIs anything a student does tinkering? \r\nWhat roles do judgment and content knowledge play in tinkering?\r\nPlus others suggested by the participants or from any comments on this page.","Presenter":["Sylvia Martinez"],"PresenterAffiliation":["Generation YES"],"PresenterEmail":["sylvia@genyes.com"],"ScheduleSlot":"Session One","Room":"208"},{"ID":"67","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"UDL and the 21st Century Classroom","Handle":"UDL_and_the_21st_Century_Classroom","ShortDescription":"Come join us for a great discussion about UDL and its uses in a classroom.  Learn how teachers are using this approach to level the playing field, helping all students be successful.  Find out how technology makes this much easier and removes the obstacles to success for learners.","Description":"educational practice this weekend, it is imperative that we also","Link":[],"Audience":["All School Levels"],"Practice":"Using the Sharing Best Practices protocol, we will begin with a brief definition of UDL and its basic approach in a classroom, by Karen Janowski.  We will then move into a sharing by Lisa Parisi, Christine Southard, and Paul Bogush.  These teachers will share a few samples from their own classroom.  The participants will then be asked to work in small groups of three or four to discuss ways to incorporate UDL in their own classrooms. The small groups will collaboratively create a Google Doc, Etherpad or other synchronous online document. After the small group discussion, we will connect together as a whole group to share our ideas and hash out any difficulties that may arise from these ideas.","Presenter":["Lisa Parisi","Karen Janowski","Paul Bogush","Christine Southard"],"PresenterAffiliation":["Herricks UFSD"],"PresenterEmail":["lparisi@herricks.org"],"ScheduleSlot":"Session Six","Room":"207"},{"ID":"23","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264740686,"CreatorID":"614","RevisionID":null,"Title":"User-Generated Education: An Authentic Student-Centric Model of Education","Handle":"User-Generated_Education_An_Authentic_Student-Centric_Model_of_Education","ShortDescription":"\"Should a student-centric, user-generated education be the predominant learning model for this era of the 21st Century?\" will be explored through a technology-enhanced Socratic Seminar.","Description":"Should a student-centric, user-generated education be the predominant learning model for this era of the 21st Century? This presentation will begin with a brief overview about how such a model was implemented with upper elementary students.  Then, participation in a Socratic Seminar will be used to create a deeper understanding of the philosophical underpinnings, implementation and implications of a user-generated education.  Participants will interact with the pre-selected text (e.g., Disrupting Education, The Word is Open) through (1) Wiki and Diigo commentary and highlighting, (2) Socratic dialogue, and (3) backchanneling with Etherpad.","Link":["http:\/\/jackiegerstein.wikispaces.com\/User-Generated+Education"],"Audience":["All School Levels"],"Practice":"The protocols used will those as specified for a Socratic Seminar\/Text-Based Seminar. Segments of text (e.g, Disrupting Education, The Word is Open) will provided within a wikipage and through Diigo prior to EduCon.  Participants will be invited to interact with the text through electronic sticky notes, comments, and highlighting.  A Socratic dialogue will then be used to discuss commentary with an invitation to backchannel through an Etherpad.","Presenter":["Jackie Gerstein","Ed.D."],"PresenterAffiliation":["Kaplan and Boise State Universities","Bluefield State college"],"PresenterEmail":["jgerst1111@aol.com"],"ScheduleSlot":"Session Two","Room":"307"},{"ID":"37","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264831345,"CreatorID":"842","RevisionID":null,"Title":"Using Technology to Foster Exploration and Reflection in Science","Handle":"Using_Technology_to_Foster_Exploration_and_Reflection_in_Science","ShortDescription":"Share and discover ways of leveraging technology in your classroom to support hands-on, inquiry-based science instruction. Come learn and discuss ways to promote observation, exploration, and reflection using engaging curriculum materials and a variety of technology tools. Bring examples of student work to share!","Description":"During the summer of 2009, the University of Chicago Center for Elementary Mathematics and Science collaborated with Arlington Heights School District 25 (Illinois) teachers to model best practices in curriculum and instruction. Members of this team will share their experiences and will help educators discover ways of leveraging technology in classrooms to support hands-on, inquiry-based science learning. Come learn and discuss ways to promote observation, exploration, and reflection using engaging curriculum materials and a variety of technology tools.     CEMSE is also interested in developing materials to reflect best practices in 21st Century teaching and learning. Help us by sharing your ideas on improving elementary science instruction through the use of wireless, mobile devices and Web 2.0 technologies.","Link":["http:\/\/tinyurl.com\/educon2010"],"Audience":["Elementary School"],"Practice":"CEMSE is also interested in developing materials to reflect best practices in 21st Century teaching and learning. We would like to engage participants in the sharing of ideas related to improving elementary science instruction through the use of wireless, mobile devices and Web 2.0 technologies. During the course of this session, we hope to engage others in discussions regarding learning environments and science education. Ideas and suggestions will be documented in a public wiki.","Presenter":["Lucy Gray and Debbie Leslie"],"PresenterAffiliation":["University of Chicago Center for Elementary Mathematics and Science Education"],"PresenterEmail":["elemenous@gmail.com"],"ScheduleSlot":"Session Three","Room":"308"},{"ID":"21","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"What Free Improvisational Music and Networked Learning Have in Common","Handle":"What_Free_Improvisational_Music_and_Networked_Learning_Have_in_Common","ShortDescription":"A conversation and collaborative demonstration on the meaning of 'networked learning' through the metaphor of free improvisational music.","Description":"Networked learning is, in effect, a manner of tapping into a broader, dynamic, and ongoing creation, assessment, and reassessment of content and critical thinking. In music, the analogy would be to free improvisation -- where musicians collaboratively set sail for uncharted waters relying on the strategies that develop out of various strata of network-mind experience.","Link":[],"Audience":["All School Levels"],"Practice":"Participants and audience will collaborate on the creation of spontaneous music and sound performance to be mixed, remixed, mashed, and archived online. An accompanying backchannel\/chat will serve as meta-discussion (and may at times lead the improvisations into totally new directions).","Presenter":["Shelly Blake-Plock"],"PresenterAffiliation":["TeachPaperless.com and the High Zero Foundation"],"PresenterEmail":["blakeplock@gmail.com"],"ScheduleSlot":"Session Two","Room":"303"},{"ID":"20","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"What if school wasn't just like real life, what if it just was real life?","Handle":"What_if_school_wasnt_just_like_real_life_what_if_it_just_was_real_life","ShortDescription":"Why we attend school, what we accomplish while we are here, how we spend our time; these are the issues I would like to investigate as we consider how to make 'school' more about meaningful and enriching life experiences, and less like hoop jumping and necessary evils.","Description":"Why we attend school, what we accomplish while we are here, how we spend our time; these are the issues I would like to investigate as we consider how to make 'school' more about meaningful and enriching life experiences, and less like hoop jumping and necessary evils.","Link":["http:\/\/laufenberg.wordpress.com"],"Audience":["All School Levels"],"Practice":"We will be looking to shared examples of success, brainstorming how to overcome obstacles and creating ways in which to extend learning into real world spaces.","Presenter":["Diana Laufenberg"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["dlaufenberg@gmail.com"],"ScheduleSlot":"Session Two","Room":"301"},{"ID":"4","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264893006,"CreatorID":"1039","RevisionID":null,"Title":"What If...In the Digital Age","Handle":"What_IfIn_the_Digital_Age","ShortDescription":"We are living in an era where left-brain thinking is no longer sufficient for success; a more holistic approach is required. Daniel Pink, in A Whole New Mind, argues that right-brain capabilities are just as important, if not more.  How does this play into school curriculum, pedagogy, and community? What is the value of visual studies and design in a 21st century school?","Description":"This presentation explores cross disciplinary units of study in school; particularly emphasizing visual studies. We will explore the way in which faculty try to make connections on a daily basis throughout all subject areas. Professional development, unit planning, identifying resources, and community involvement all help play a key role in this endeavor. The vision of The Arts Academy at Benjamin Rush is that the arts provide an unequaled opportunity to foster intellectual growth. The Arts are not merely an add-on, they play an essential role in developing a student's growth and preparing them to be critical, creative thinkers for their future. By schools embracing these right-brain capabilities; design, empathy, and creativity, we will equip students with the necessary skills to succeed in the 21st century. What are the challenges that surround this work? What structures need to be put in place in order to support this vision?","Link":["http:\/\/educonpresentation.wikispaces.com","http:\/\/www.rushartsonline.org"],"Audience":["All School Levels"],"Practice":"Interactive presentation involving group discussions. Teachers in several subject areas will show student work and will pose questions to the audience on educational beliefs.","Presenter":["Jessica Brown","Jeff Evans","Louis Mazza","Paul Wagenhoffer"],"PresenterAffiliation":["The Arts Academy at Benjamin Rush","Philadelphia","PA"],"PresenterEmail":["jebrown@philasd.org"],"ScheduleSlot":"Session One","Room":"209"},{"ID":"58","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264344536,"CreatorID":"611","RevisionID":null,"Title":"Why Has Technology Failed to Bring Substantial Change to American Schools (and what can we do about it)?","Handle":"Why_Has_Technology_Failed_to_Bring_Substantial_Change_to_American_Schools_and_what_can_we_do_about_it","ShortDescription":"The authors of Disrupting Class ask \"Why haven't computers brought about a transformation in schools the way they have in other areas of life?\". Excellent question. Join us for a discussion of what we can do to change that situation. Bring any and all ideas to share.","Description":"In the book Disrupting Class, the authors make the observation \"While people have spent billions of dollars putting computers into schools, it has resulted in little change in how students learn.\"\r\nThey also ask \"Why haven't computers brought about a transformation in schools the way they have in other areas of life?\"\r\nExcellent question. Certainly there are plenty of answers, including this one also from Disrupting Class \"...the way schools have employed computers has been perfectly predictable, perfectly logical - and perfectly wrong.\"\r\nBut the focus of this session will not be about placing blame.  Instead let's discuss what we can do and what is being done to change things. Come join us for a discussion centered on these ideas and bring any and all ideas, whether from your personal experience or elsewhere.  Invite your friends and colleagues who aren?t attending EduCon to be part of the conversation from wherever they are.","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Tim Stahmer"],"PresenterAffiliation":["Fairfax County Public Schools"],"PresenterEmail":["tstahmer@gmail.com"],"ScheduleSlot":"Session Five","Room":"300"},{"ID":"56","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264941718,"CreatorID":"1019","RevisionID":null,"Title":"Wikis for a Dynamic Curriculum","Handle":"Wikis_for_a_Dynamic_Curriculum","ShortDescription":"Wiki's are not meant to house static content. See a MediaWiki implementation that highlights how a teacher can have their curricula materials online, make it visually appealing and increase the ability for collaboration among the learning community.","Description":"","Link":["http:\/\/www.girls4tech.org\/curricula"],"Audience":["All School Levels"],"Practice":"The session will use the Tuning Protocol to view and assess a part of the wiki curriculum. Attendees will be able to add to the discussion page of the wiki their \"warm\" and \"cool\" feedback.","Presenter":["Deon Metelski"],"PresenterAffiliation":["Kent Place School"],"PresenterEmail":["metelskid@kentplace.org"],"ScheduleSlot":"Session Five","Room":"209"},{"ID":"65","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1264956221,"CreatorID":"877","RevisionID":null,"Title":"Youth Voices - A Social Network Where Teachers Nurture Student-to-Student Conversation","Handle":"Youth_Voices_-_A_Social_Network_Where_Teachers_Nurture_Student-to-Student_Conversation","ShortDescription":"On Youth Voices, students publish images, videos, audio, and text not just to communicate but to connect with each other in groups of passionate inquiry. National Writing Project and EdTechTalk teachers who have been building this site with their students for seven years. Come learn more about a multi-school, peer-to-peer social network.","Description":"Youth Voices:\r\n1. [url=http:\/\/youthvoices.net]Home[\/url]\r\n2. [url=http:\/\/youthvoices.net\/site-blog]New & Current[\/url]\r\n3. [url=http:\/\/youthvoices.net\/site-blog-list]Popular[\/url]\r\n4. [url=http:\/\/youthvoices.net\/node\/22573]Topics and Keywords[\/url]\r\n5. [url=http:\/\/youthvoices.net\/groupaudio\/full]Podcast[\/url]\r\n6. [url=http:\/\/youthvoices.net\/node\/26076]Allesia' Phone Log[\/url]\r\n7. [url=http:\/\/youthvoices.net\/video-gallery]Images, Videos, and VoiceThreads[\/url]\r\n8. [url=http:\/\/youthvoices.net\/node\/32350]Tribute Pic[\/url]\r\n9. [url=http:\/\/youthvoices.net\/node\/5383]Siskind White Comparison by Nick[\/url]\r\n10. [url=http:\/\/youthvoices.net\/node\/25455]Image Discussion[\/url]\r\n11. [url=http:\/\/youthvoices.net\/discussions\/full\/275?page=1]ORIGINAL Photo Discussion[\/url]\r\n12. [url=http:\/\/youthvoices.net\/node\/31387]Photo Manipulation[\/url]\r\n13. [url=http:\/\/youthvoices.net\/whatsup\/all]What's up?[\/url]\r\n14. [url=http:\/\/docs.google.com\/View?id=ah5m9qjtkbwf_59fp894bdp]Power Users' Weekly Assignments[\/url]\r\n15. [url=http:\/\/youthvoices.net\/curriculum]Collaborative Curriculum[\/url]\r\n16. [url=http:\/\/youthvoices.net\/guides]Guides[\/url]\r\n17. [url=http:\/\/youthvoices.net\/gaming]I-Search, Diigo, and Gaming[\/url]\r\n18. [url=http:\/\/groups.diigo.com\/group\/2010-haiti-earthquake]Diigo Group: 2010 Haiti Earthquake[\/url]","Link":["http:\/\/youthvoices.net"],"Audience":["All School Levels"],"Practice":"We will use simple, open protocols to invite participants to look closely at student work. We will also invite participants to use some of the guides and curriculum materials that we provide to students. We will plan an interactive workshop. If possible, we'll also see if we can webcast this as a special Teachers Teaching Teachers episode.","Presenter":["Paul Allison"],"PresenterAffiliation":["East-West School of International Studies and New York City Writing Project"],"PresenterEmail":["allisonpr@gmail.com"],"ScheduleSlot":"Session Five","Room":"311"},{"ID":"22","Class":"EduconConversation","ContextClass":null,"ContextID":null,"Created":1263666185,"CreatorID":"1","RevisionID":null,"Title":"Zapping the Buzzwords: \"Disruptive innovation,\" \"the widget effect,\" and more.","Handle":"Zapping_the_Buzzwords_Disruptive_innovation_the_widget_effect_and_more","ShortDescription":"With each wave of school reform, a new batch of jargon is deposited on our shores.  Take a critical look at the new wave of business model reform language, from \"Race to the Top,\" to \"non-negotiables,\" including our new \"higher, clearer, and fewer\" \"internationally-benchmarked\" \"college- and career-ready\" \"Common Core\" standards.","Description":"We've got a new generation of educational bureaucrats speaking to each other in management and economics informed language that they understand, but outsiders, particularly teachers, may not.  We'll start with a prepared look at a few key terms, and then open up the floor for discussion of suggested buzzwords from a list provided or from the imagination of the audience.","Link":[],"Audience":["All School Levels"],"Practice":"Start with a short presentation, then move to more audience-initiated whole group conversation.","Presenter":["Tom Hoffman"],"PresenterAffiliation":["SchoolTool"],"PresenterEmail":["tom.hoffman@gmail.com"],"ScheduleSlot":"Session Two","Room":"304"}],"conditions":[]}