Social Media/Studies

UntitledIn addition to more critical efforts to conduct inquiries into history as it intersects with our present landscape, the TALONS class has come to embrace dramatic efforts to enact and recreate history in their social(s) learning. Whether engaging in a mock trial of King Charles II, or making impassioned speeches as characters in the French Revolution, such theatrical turns have traditionally made for memorable classroom moments.

A few years ago, a group of TALONS grade tens approached me to see if they could ‘pitch’ a unit plan for our upcoming French Revolution study: in blog posts and classroom activities, members of the class would each adopt a character from the revolutionary period, and strive to realize and represent diverse perspectives on events in 18th century France.

In the years since, the unit has evolved to include Twitter, as well as a series of improvised discussions, debates and addresses – all in character.

Thus the class is able to imagine and take in the passionate decrees of a young Maximilien Robespierre:

In the future I believe that it is not enough for the monarchy to only lose a portion of its power. France should be a country run for its people by the people, a democracy! At this moment I do not have enough political power to share my views in such ways, but in time I shall express my desires. One day I assure you, I will find a way to improve the lives of the poor and to strike down those corrupt from power.

And see the story through to his betrayal of Georges Danton, who addresses his friend:

I curse you.

We once had, if not brotherhood, at least mutual understanding. We were creating a France that our children would be proud of. I know not when your idealism became madness but I must have failed to see the signs, because I was not prepared for all the murders, and all the terror that you instilled into this country.

Robespierre, you will follow me into dissolution. I will drag you down screaming, and we will fall together.

In addition to these perspectives developing on individual blogs in monologues and comment threads, classroom time is spent charting the development of significant revolutionary events against characters’ reactions which are presented in improvised debates or speeches. And the dialogue continues on Twitter, as each character adopts an avatar to not only promote and archive their blogged artifacts, engage in dialogue with their allies and nemeses, and exercise their own democratic rights in carrying out the final assessments in the unit:

Screen Shot 2015-03-23 at 9.38.18 PM

Screen Shot 2015-03-23 at 9.39.55 PMSensing that there might be a popular uprising against a tyrant teacher bent on sticking steadfast to an arbitrary deadline, I asked to see a show of support for the idea:

Screen Shot 2015-03-23 at 9.43.23 PMThe idea was taken up quickly.

By philosophers:

Screen Shot 2015-03-23 at 9.42.33 PMThe King of France:

Screen Shot 2015-03-23 at 9.44.41 PM

Feminist leaders:

Screen Shot 2015-03-23 at 9.45.54 PMAnd even the farmers:

Screen Shot 2015-03-23 at 9.47.26 PM

At the culmination of the unit, each of the TALONS delivered a final address that looked back on their contributions to the revolution, and how they might have done things differently with the benefit of hindsight. And while each member of the class was only tasked with creating one unique angle on the historical events being studied, the effect rendered by the series of addresses on the unit’s final day presented a nuanced and multidimensional look into the various subjectivities that (might have) helped shape the revolutionary period.

From each of their perspectives, what the French Revolution might be about would likely sprawl in a dozen different directions: a part of a historical march toward justice; political reform; a spark in the narrative of female activism; the story of scarce resources driving extreme behaviour. And to ‘teach’ toward these myriad truths is at once a curricular requirement and Quixotic pursuit, revealing the tensions of education for citizenship in a pluralist democracy, asking How do we create unity and cultivate diverse perspectives?

In interpreting history, as well as our present moment, students ought be engaged in rehearsing this act, and with the dramatic role play the answer offered to the pedagogic problem lies at the heart of narrative.

Of sensing an individual’s arc at the centre of a multitude of shared and individual lives.

Of constructing ‘we’ out of many ‘I’s.

Whether face to face or in the online sphere, this is the task of schooling in the multicultural society.

Rising to meet the Eminent Speech

Eminent Speech Evaluation

Almost without fail, the Eminent Person Speech reigns supreme as the element of the annual project that produces – in the estimation of teachers, peers, and self-assessment – the highest quality work. While there are inevitably remarkable pieces of work contributed to various aspects of the study, whether in Night of the Notables learning centers, interview coups, or blogged representations of learning, or in grade nine or ten, the Eminent Speech reigns supreme.

This year, when polled on the During which assignment do you feel you created your best work?aspect of the study during which they produced their best work, a full 60% of respondents (at the time of this writing, constituting about 85% of the two classes) highlighted their efforts to craft their speech.

Added to this insight, a follow up question asks the TALONS to “describe the process that led to the success highlighted in the previous question,” allowing the process leading to this highly successful aspect of the study to come more clearly into light.

A surprise finding? The best work is the result of tireless effort.

Untitled

Prepare, prepare, prepare

A grade ten describes their preparations:

I made sure to write my speech early on so that I had plenty of time to practice it. I practiced it until I knew it inside and out, so that I could recite it no matter what was going on. And having done that, when it was finally my turn to present, I wasn’t nervous at all.

Another thing that really helped was that a lot of the other tens took time to read my speech and help me edit it in the early stages. They guided me to what lines were a little awkward and how to fix my body motions.

Another ten offers the following:

First of all, this year I wrote my speech draft much earlier than the due date compared to last year. Due to this fact, I was able to receive a lot of great feedback from my peers during the writing process, which then allowed me to improve my speech even further. Once my draft was written, I was lucky that I had a lot of time to rehearse my speech. One step that led my speech to success during this stage was that I didn’t just rehearse the words, I also rehearsed body language and movement, and the use of the stage.

A grade nine dissects their drafting process further:

When I was writing, I didn’t limit my thoughts, writing down everything I wanted to include in the speech. By doing this, my speech originally was actually fifteen minutes long. I then took the time, with the help of my mom, to cut down the speech, take out details that weren’t needed, and rephrase events. I think that by writing down every single thought and event that occurred within the period of time the speech was focusing on, I was able to make the speech more thorough and interesting.

As does this one:

I believe it was the drafting process that led me to success on my eminent speech. I did a drafting process where I started writing, then got a better idea of what I wanted to say, and then I would start over. I did this until I didn’t quite start over, but edited previous parts until I was satisfied by the whole thing.

While this grade nine shares the evolution at the heart of his character’s metamorphosis:

During the process of writing the speech, I made a list of points that I wanted to include. After the first draft, I was struck with the idea of the extended metaphor of the caterpillar. I then wrote the second draft, taking the components of the first and smoothing it out. Finally, I edited and revised my speech to create more fluidity.

Untitled

Overcoming Fear

For many TALONS, the prospect of delivering an eminent address, whether in the classroom as the grade nines are asked, or on stage with the grade tens on Night of the Notables, is a daunting challenge. As Jerry Seinfeld humourously notes, for many of us public speaking is more popularly feared than death, meaning that “to the average person, if you go to a funeral, you’re better off in the casket than giving the eulogy.”

A grade nine offers this reflection on overcoming a longstanding fear:

I believe my speech was my best work because it was the one I exceeded my own expectations the most in. I used to be quite an abhorrent public speaker, always getting overly nervous, shaking, mumbling, and having a monotone; but in this speech I was able to overcome my nervousness and actually deliver it satisfactorily.

The key to overcoming this anxiety? Revision, feedback, and support:

“I think my speech content was pretty good, considering that it went through six drafts and many, many people gave me feedback.”

Untitled

In another question, the same TALONS learner reflects on the contributions of a patient parent:

“My dad, along with giving me feedback on many of speech drafts, put up with me reciting my speech over and over in the days leading up to November 24th. Without his patience with me, giving me feedback and listening intently during the many, many times I recited my speech to him, I wouldn’t have had nearly as good a speech as I did. He gave me important pointers, such as where I started rushing, and he gave me confidence. With that confidence, I was able to deliver my speech well.”

A grade ten reflects on the input of a sibling:

“My brother contributed with helping me write my speech. Before I had written a draft that I was happy with I had written about five different speeches. But I hated them all because I didn’t think I was getting my main message across to the audience, namely that we shouldn’t stop because something is hard to do, that we should keep going until it becomes easy to do.

“One day I went to talk with my brother about my speech and how I wanted the audience to feel, and he suggested that I go for something powerful and try to address what [my eminent person] goes through as daily obstacles. This advice really helped me take a second look at how I was writing my speech and which side of [them] I wanted to show. Without my brother I wouldn’t have been able to re-think my speech and really focus on what was imported.”

Untitled

Another deals with overcoming a primal fear:

“Probably everyone out there knows that I do not like speeches, so even the fact that I did mine made me extremely happy.

“The writing process was extremely difficult. After changing perspectives three times and either going way over or way under the time limit, I was close to admitting defeat. Finally, I was happy with a fifth draft of my third perspective change. I was very happy with my written speech, but then came the delivery.

“Presenting my speech was probably the most nerve wracking five minutes of my life, but with the help of my friends, I managed to get through it. Before my speech started, I gave myself some goals and guidelines to follow. I reminded myself that, having not done many speeches in my life, this was not going to turn out perfect, so instead of worrying about that, I would focus on eye contact and pacing.

“My biggest goal was to come off as confident and though I’m sure more people knew how nervous I was, I believe that I was able to reach this goal (well, at least to some extent). While I’m still not ready to perform speeches without any hesitation, I’m glad I got this opportunity to face my fears.”

In responding to another question, a grade ten offers a similar account of working through the fear of performing at Night of the Notables:

What will you (or do you want to) remember about this project? 

“I want to, and will remember the fact that I was able to manage my anxiety regarding the presentation of my speech on the Night of the Notables. I have never liked drama and performing arts, which is somewhat contradictory when you take my commitment and love of [competitive] piping into account. I can will myself to march calmly towards thousands of spectators, flashing cameras and judges at the world championships. Yet, when I have to deliver a two-minute speech to a hundred supportive and encouraging people I’m a wreck. When I perform with my band, I have a safety net; I have never needed it but I know it’s there. When I speak or play by myself, even if it’s exponentially easier than what I do with my band I doubt myself.

“I don’t give speeches in front of large audiences often, but I compete in solo piping competitions often and I have come to recognize the progression and stages of my anxiety. I have been working on becoming more comfortable in these situations for over a year and I think the Eminent Address was an important milestone for me. I was extremely nervous a few days before the night, but I was able to tell myself, ‘You always feel this way before something like this,’ and ‘Imagine how you will feel on December 4th’ and I was able to control my anxiety and give a speech I was happy with.”

Together, we are strong

Perhaps the theme running beneath all of this wild success though is the support and community that is taking shape in the TALONS room by late November, where each member of the class is learning that they are here to test themselves, and hold one another up above their prior expectations. Parents who get to see what the program is ‘all about’ for the first time at Night of the Notables often remark at how exceptional the grade ten addresses are – “I feel totally inadequate now,” the parent of an alumni told me this year – and wonder how it is their children and their peers have been so transformed.

Untitled

What they don’t know, or what cannot be seen, is what is often taking place behind the curtain, in those moments before the show, when greatness waits out on the stage under the lights to be seized.

Reflecting on this moment, a grade ten shares a glimpse of what community looks like:

“There was one moment when we were behind the stage, floating around and whispering encouragement to our peers. The atmosphere had become quiet and focused, as it was a couple of minutes until showtime. I was learning against a wall, breathing deeply.

“Our first speaker looked a bit nervous and was sitting against the wall next to the curtains. Someone, I can’t remember who, whispered something about the Superman pose, and how it was supposed to increase confidence and make you less stressed. So the majority of our class assumed this pose, and stood there in silence for about a minute. I remember looking at us and thinking that we were superheroes. Not just our first speaker, who looked relieved to have something to take his mind off the upcoming stress, but everyone standing there.

“We shared that moment behind the stage, trusting one another to make the night wonderful, and feeling that trust back in the tight, long-held hugs and the same emotions on everyone’s face. It was a really special experience.”

#Eminent2014 in Motion

Slide13

The passage of autumn into winter in the TALONS classroom is marked by the arrival of the Eminent Person Study and culminating Night of the Notables. And while there is a great deal of tradition and meaning transmitted down through years to the current group of students undertaking the project, the chain of cultural transmission is captured in the chorus of individual goals, reflections in progress, and documents of learning blogged as the project unfolds.

While everyone fulfills the same few tenants of the study, the learning that takes place – collectively and individually – is largely a personal affair, one that is handed down from year to year in links and digital portfolios. And as the individual lessons of the study accumulate, so does the culture at the heart of the TALONS classroom congregate in RSS and digital artifacts.

Thus we can look back in the Notable class of 2009 astride our own, with Saskia’s learning center, one which still resonates today:

I left out postcards for people to write to Zahra Kazemi’s son: Stephan Kazemi. These I made from her photographs as a reference to the postcards she herself created (mentioned above). I wanted them addressed to her son for several reasons. By having people write about what they thought of Zahra Kazemi, I was honouring his mother and his own struggle to find justice for her. At the same time, it also showed him just how much his help made a difference to my project. Eleven people ended up writing postcards and I hope that when Stephan Kazemi receives them, they will make him very happy.

The sentiments of Raiya, a year later, looking back on her turn under the lights, echoes in this the fall of 2014:

Night of the Notables left me awestruck, amazed, and inspired. I realized that all my pre-N.O.T.N. stress was well worth the great moments that came with it. For me, some of the more memorable moments of the night were the ten minutes we were all getting a pep talk from Mr. J, the five minutes we were all singing the same familiar notes of “Don’t Stop Believing”, and those three seconds of dead silence after your speech, followed by the thunderous cheers from your classmates. The energy from that night will stick with us our entire life.

The TALONS newly departed, too, leave their thoughts to frame this year’s experience:

Slide11I always get the most peculiar tickling sensation in my tummy after late nights with TALONS. I don’t know if it’s those shooting stars or the fact that these late nights are way past my bedtime, but it’s always a rather homey feeling that curls around my chest when we join hands, all tired and warm from the long day.

But each of these predecessors merely sets the stage for the voices that are lent to this chorus across the TALONS blogs this fall. Newly migrated to a new domain – talons43.ca - each of the blogs is collected and syndicates in a steady feed of interviews, and speech drafts, and learning center floorplans. The results represent a new generation’s perspective on a timeless aspect of the program, which by changing stays the same.

And so this year we’ve been able to travel with Julia to SFU, and glimpse the individual learning on a field trip to a local university:

Before events happen, I usually have this weird distorted vision of20141030_101631 (1)what will happen. On this trip, I had some educational expectations and such. Something I really wanted to get as much as I could of was experience. Experiences are as valuable as any research, and going to an environment I hope to return to as a university student, I hoped to absorb as much as possible. Some aspects of the buildings themselves were how they were all made of cement. It made for a quite gloomy yet professional feel, and looked quite impressive from a distance. It would feel great to walk across the serene pond, down the massive steps, and graduate. There was also a pyramid in a clearing that could only be the pyramid of life, and I questioned it no further. Experiences demand to be felt, and I was entranced.

We’re introduced to fellow grade nine Emma M’s look back on her speech, and see the evolution of the draft(s) that brought her there:

Oh eminent speeches.

I have written many speeches, however I always stress about them and slightly go crazy yet end up finishing with flying colours. People say I’m a good public speaker, and I think that I’m good at it, just when I get up to speak I don’t know if it’s nerves or adrenaline running through my veins. As well, once I finish the speech I don’t speak for a while because all I’m thinking is “Wow, I just did that.”

Sensing the permanence of the blogged reflection, by taking stock of her grade nine speech Nazlie offers some advice to her future self:

I presented my speech on monday, which I am really proud of myself for. I’m usually not the best with public speaking, but I feel like I did pretty well and I am less nervous to present in front of groups of people, especially the classroom. I think I have a pretty good technique for staying calm whilst presenting now, which is something extremely useful that I have gotten out of this project so far. However, I have miserably failed to follow through with my goal of time management, I left my speech to be written on the last weekend before I presented. Personally this wasn’t a big problem for the outcome of my speech, but I still believe it would’ve been more efficient for me to have written at least some of it the weekend before. I literally spent 2 weeks brainstorming and then ended up doing something completely different from what I brainstormed. So, Future me, who will probably look back at this post a year from now and feel terribly embarrassed, PLEASE brain storm and do some speech writing on the same day, preferably 3 weeks before NOTN, so then you won’t have to spend all day on Sunday and Saturday before the big day writing your speech based off of brainstorm-notes and then end up realizing, on the 3rd speech you’ve rewritten, that there is a way better POV to use. Please.

While attending to her own project, grade ten Jessica takes the opportunity to shine some light on Nazlie’s speech, as well:

SFU trip with TALONS

I also want to comment on Nazlie’s project. I recently heard her speech on the woman who runs Rookie. It blew me away. During her speech, she didn’t ever really move, using no body language to aid her, however it worked in her favour. I believe this is because her speech was formed as a letter to her eminent person and letters are not often associated with body movement. She caught my eye because she spoke with such passion in a way that was relatable, and because she was talking about body images and the affects society have on us.

But as the project marches on, Alison takes a moment to forecast her goals for Night of the Notables:

Compared to last year, my learning center is not so complex and it occupies more space. Also, visitors will have to directly converse with me for information about my person rather than reading off a board or by looking at pictures. Although the idea may be more simple, I think I will be equally or even more busy than last year, but I look forward to it! I hope that this learning center idea will be successful and entertaining on the night of while showing the true eminence of Niccolo Paganini to the guests!

While Lyle shares his interview progress with the Reddit community:

If you recall from last year, my interview requests crashed, burned, asked me to tell their wives they loved her, and then convulsed wildly until their vital signs were zero. I believe this was because I was overly optimistic about securing an interview with my person himself and so did a pretty half-hearted job of seeking interviews from anyone else. In short, I was fishing with a line instead of a net.

This year however, my interview request was fired out to a potential audience of almost 60, 000 people, all who are knowledgeable or at least interested in graffiti. Where did I find such an audience?

Reddit!

Joanna shares her successful interview attempt, as well as her results:

So this year, I was extremely lucky to get an interview on my first try, with none other than Margaret Sanger’s grandson, Alexander Sanger, who also happens to be the Chair of the International Planned Parenthood Council.

Talking with Mr. Sanger has really made me feel like I know Margaret Sanger a bit better- questions such as the one I asked about her personality are really going to help me be in character on Night of the Notables, and being able to see this woman from a family members point of view gave me quite a bit of insight on her private life. I also got the chance to learn about some of her lesser known beliefs, and this knowledge prompted me to look into her accomplishments outside of the legalization of contraceptives.

While her sister shares another draft of her speech speech draft, along with the following caveat

The first thing I did for my speech was pretty much a free-write. The free-write is below. I will be posting my speech draft #2, which will actually have a semblance of organization, in a different blog post. The transitions are in bold because I had already decided where I wanted to start and end, so those are parts that won’t change much. You’ll be able to tell that they don’t fit with the free-write, because they were created separately.

Emma F in turn sketches out the broad strokes of her turn as Frida Kahlo:

Although I have chosen not to illustrate a specific ‘snapshot’ moment or event in my speech, I have instead decided to address the concept Frida’s balance of surrealism and reality within her paintings. Although many have labelled her as a surrealist painter, she has incorporated so intimately the realities of her suffering in her work, which makes it difficult to dismiss her paintings as purely imaginative of dream-like. Of course it is necessary to acknowledge that there is a spectrum of realism within her paintings, from her most literal reprentations of people and still life to her most extravagant otherworldy images, but both polar opposites hold meaning and relevance in her life. Thus the ‘surreal’ paintings that she created still were rooted in the very real aspects of her experience.

And Jenny anticipates the Big Night:

Today the grade ten afternoons did a run through of our speeches. The result made me ecstatic! Our. Speeches. Will. Be. Awesome. Glorious. Magnificent. Superb. Spectacular. Terrific… etc. etc.

By Wednesday night, another cohort of grade tens will have passed across the stage which marks their true arrival as the program’s seniors. One of the TALONS pillars will have passed into recent history to be filed among the notables that have gone before, all to act as prelude for the grade nines who will inherit the honour next year.

Reclaim TALONS

Out Walkin'

While I attempted to introduce the new academic year in a blog post that wound up meandering into too many of my thoughts and feelings on the culmination of BC teachers’ recent strike action, here I intend to share my initial guiding interests and projects setting out into the 2014-15 school year. As I alluded to in my previous post on the dawning of September, I plan to continue my research into citizenship education as concerns digital pedagogy, curricular reform, and broader currents in educational philosophy.

In the last few years, I have become an admirer of Paulo Freire‘s notion of critical pedagogy, and try in my own practice, as well as my classroom constructivism, to create habits surrounding an ongoing praxis of reflection and action for myself and my students. Such a praxis suits the type of citizenship education Gert Biesta and others espouse as central to the emancipatory process introduced by Freire, and also aligns with many of the intentions of pioneers on the open web and in the digital humanities. In my work as an open educator this praxis also revolves between the theoretical concerns of pedagogy and the practical applications of these intentions.

Reclaim TALONS 

One such foray into the practical application of my research interests has me finally setting out on an adventure I have long-anticipated.

Since taking the TALONS communities onto the public web, first with Edublogs.org, then Wikispaces.com and free WordPress.com sites, I have largely pursued a narrative of online learning which focused on the skills and awarenesses required in the digital sphere. Working across these public platforms, my students and I have contemplated digital citizenship and storytelling, as well as had many opportunities to connect our classroom learning with a wider audience than within the school district’s information silos.

Each of these services – Edublogs, Wikispaces, and WordPress, among others – have afforded us the opportunity to dip our toes in the public web without first surmounting the limits of my own technological expertise around how to manage and administer our own classroom spaces and domains.

Screen Shot 2014-09-28 at 2.42.53 PMBut in the meantime, I’ve had the pleasure of getting to know and work with a handful of innovators in higher education who have shown me the relevance of gaining such expertise, both for my own development as an open practitioner, and as an opportunity for the students I work with.

In his 2009 essay, “Personal Cyberinfrastructure,” Gardner Campbell presented an idea Jim Groom, Tim Owens and Martha Burtis have since ran with at the University of Mary Washington:

Suppose that when students matriculate, they are assigned their own web servers — not 1GB folders in the institution’s web space but honest-to-goodness virtualized web servers of the kind available for $7.99 a month from a variety of hosting services, with built-in affordances ranging from database maintenance to web analytics. As part of the first-year orientation, each student would pick a domain name. Over the course of the first year, in a set of lab seminars facilitated by instructional technologists, librarians, and faculty advisors from across the curriculum, students would build out their digital presences in an environment made of the medium of the web itself. They would experiment with server management tools via graphical user interfaces such as cPanel or other commodity equivalents. They would install scripts with one-click installers such as SimpleScripts. They would play with wikis and blogs; they would tinker and begin to assemble a platform to support their publishing, their archiving, their importing and exporting, their internal and external information connections. They would become, in myriad small but important ways, system administrators for their own digital lives.3 In short, students would build a personal cyberinfrastructure, one they would continue to modify and extend throughout their college career — and beyond.

In addition to building technical knowledge and skills required to exercise agency and voice in the post-Gutenberg age, students charged with the creation and maintenance of their own personal cyberinfrastructure would be engaged in learning across the disciplines of “multimodal writing to information science, knowledge management, bibliographic instruction, and social networking.” To read Campbell’s 2009 call for this type of university education strikes me at this stage in my research and interest in the digital humanities and citizenship education as the intersection of the two, and something that ought be explored at the highschool level.

By Campbell’s description, this discussion of a technology-infused education, is everything at the core of popular discussions of digital skills, literacy and citizenship. “If what the professor truly wants is for students to discover and craft their own desires and dreams,” he writes,

a personal cyberinfrastructure provides the opportunity. To get there, students must be effective architects, narrators, curators, and inhabitants of their own digital lives.6 Students with this kind of digital fluency will be well-prepared for creative and responsible leadership in the post-Gutenberg age. Without such fluency, students cannot compete economically or intellectually, and the astonishing promise of the digital medium will never be fully realized.

While Campbell admits that such forays onto the open web wait until students enter college, the intervening years in educational technology have only hastened the need for students to protect and manage their own data. In British Columbia, FOIPPA laws surrounding storage of student-data on locally maintained servers creates the need for many district’s and educators to work within closed or clumsy information management system provided by Pearson or Microsoft, where after spending millions for the software, the rights to the intellectual property of student work is retained by the company.

The same laws might be seen as the impetus for public school students in British Columbia to be educated in owning once and for all their digital selves, as it is in the interest of so-called ‘protection’ of this information that the laws exist in the first place.

Since the University of Mary Washington launched its own riffs on Campbell’s cyberinfrastruture in projects such as Domain of One’s Own and Reclaim Hosting, I’ve often mentioned to Jim Groom that I would love to bring what he and Tim Owens and Martha Burtis have created to the TALONS classroom. For only my own hestiation has it taken this long to bring the project about though, as Jim has been enthusiastic about the prospect from the first. Within a day of sending Jim and Tim an email outlining where I wanted to go with the TALONS data, the class site had migrated to its new domain (http://talons43.ca).

The journey had begun.

In the week since, I’ve also moved the open course Philosophy 12 from its old WordPress digs to a subdomain on the same site (http://philosophy.talons43.ca), and will do the same with the school’s open Introduction to Guitar closer to the spring. Tim and I have begun to see if data from the class’ years’ old subject wikispaces will easily migrate to DokuWiki apps residing on the same site (eg. http://socials.talons43.ca), and in the next few weeks the TALONS will be setting up their own blogs as extension of the webspace which they will use to chart their learning over their two years in the program. When they come to graduate from the program, and move into grade eleven and beyond, they will have the opportunity to take their data with them, transfer it to their own domain, and continue in their digital educations.

As the province begins to etch out its vision of personalized learning, I submit what comes of our continued experiments to the discussion of citizenship education in the 21st century.

EDCI 335: Final Design Project

EDCI335 Final Design from Bryan Jackson on Vimeo.

You can read the full PDF of the paper here

Background Drawing identified-gifted learners from the Coquitlam School District, Gleneagle Secondary School’s TALONS (The Academy of Learning for Gifted Notable Students) Program offers Ministry-identified gifted learners interdisciplinary core curriculum (Social Studies, English, Math, and Science for grades 9 and 10, all at an honours level), as well as experiential opportunities to complete Planning 10, Leadership 11 and PE 11. TALONS learning is largely organized around inquiry-based projects that make use of outdoor education and community service elements to imbue learning objectives with a greater tangible relevance to students and their local, as well as global, communities. In addition to covering provincial Ministry of Education curricula in the above courses, the program is grounded in George Betts’ Autonomous Learner Model (Betts & Neihart, 1986), with an emphasis on metacognition and acquainting each member of the cohort with skills and habits uniquely tailored to their own social and emotional roles in cultivating interdependence and community.

This design project was conceived to align both the explicit and implicit foci of British Columbia’s Social Studies 9 curriculum (Social Studies 8 to 10 Integrated Resource Package 1997) with a larger narrative expressed in the personal and collective learning in the TALONS classroom. By bringing the “Hidden Curriculum” into the open in this manner, the learning design intends to conceive of means of engaging the course material which are congruent with its ends. 

Digital Environments, Emergent Knowledge & Citizenship Learning

Untitled

Mock trial of King Charles I

EDCI 335 Challenge 10: What are the strengths/affordances of the technology or learning environment you have chosen for your learning design that will promote or facilitate learning?

In preparing the TALONS socials units this semester, I have sought to align aspects of technology, assessment and unit planning within larger values of emergent epistemology and citizenship learning. By bringing these different elements of my teaching into congruence, it is my hope that the class’ individual and collective learning is enriched by uniting these various aspects of their experience into a coherent and transformative narrative that will build throughout the semester and beyond.

To reflect these principles, technology has contributed a means of collecting and sharing class knowledge: aggregating and vetting various resources for study in our prescribed unit, presenting and synthesizing different aspects of the learning at hand, and providing a venue for assessment and reflecting on the course of study thus far. As we proceed (after spring break) the process will then recur to provide the goals, direction and implementation of future units of study as prior knowledge is re-organized, reconstituted and re-contextualized within new course content and experience.

As I’ve written about the class’ collaborative unit planning, I want to use this challenge post to collect and point toward a few specific examples of technology at work in TALONS Socials this semester.

At the outset, the class began by taking the prescribed learning outcomes specific to the English Civil War Unit in Social Studies 9, and employed an embedded Google Form in the class’ Wikispaces site for participant/learners to submit potential study materials. The selected materials were then rated according to our interpretation of the CRAAP Test, and the form was edited to highlight different resources that were either “Good to Go” (green), “Acceptable” (yellow), or “Extra” (red).

This exercise was an important place to begin for me as it placed the onus of research and curation on the class – rather than a teacher or the textbook. The debate about which sources were best suited to our purposes put the relevance and context of the unit in the class’ hands to be then planned and executed within our timeframe (before spring break). It was also my hope that such a discussion would lead organically into an inquiry of what meaning we are (each) to make of the English Civil War and its historical importance, and provide a context within which our individual understanding would emerge as the process unfolded.

Building on the questions and themes arising from the assembled resources and materials, the class then set about employing media and technology in synthesizing and sharing their learning on a variety of topics associated with the unit. There were adaptations of popular songs written to narrate the lives of Oliver Cromwell and his son, Prezi’s made to illustrate the historical timelines of James and Charles I’s reigns, and documentary films made about the trial of the King, to name a few. And in addition to being shared in class – in mini lessons, presentations, mock-trials and other demonstrations meant to share discovered knowledge with the immediate community – digital artifacts of the projects were/are being collected on the class site (alongside past years’ collected work and resources on the same unit).

The class Wikispaces site has long-been a valuable addition to the class’ study of socials, collecting a variety of different resources and media both created by past TALONS as well as useful materials existing on the wider web. It is an online accompaniment and ongoing assemblage of knowledge pathways which navigate the Socials 9/10 curriculum in British Columbia; but beyond serving to complement the TALONS’ own studies, the wiki’s existence as a repository of class work goes on to have a life as an open educational resource that serves a global community of learners. For example, the site’s statistics show that only 1/5 (22%) of the wiki’s traffic is even Canadian, and that the United States is responsible for more than half of more of the site’s 100 unique visitors per day

Whatever value it has beyond our own purposes, however, the course wiki represents an ever-unfinished and imperfect project, constantly in need of a structure which organizes knowledge in an accessible manner reflecting such an exponentially complex process of discovery.  And while the class has yet to meaningfully undertake a significant renovation or reorganization of the site, I am inspired at the prospect such a project might represent as an opportunity for the class’ unique perspectives to shape and engage in the creation of course knowledge itself.

Where each of these first two opportunities have presented means by which technology has influenced and (hopefully) supported the TALONS collective learning, the unit’s individual assessment has incorporated technology as a means of creating and sharing personal reflections and synthesis of learning across the class cohorts. The morning group opted to submit more anonymous reflections (corresponding to their student number for my reference) by way of a Google Form that, upon completion, shares the assembled responses with respondents, while the afternoon class decided to answer similar questions in the form of a post on their individual blogs.

The individual assessment asks TALONS to reflect on their process, habits and contributions to their individual study of the unit, their group’s project, as well as the larger classroom learning. Each is asked to highlight examples of their own or others lessons, or discussions which informed their thinking on the topics covered, as well as to expand on themes and questions raised during the course of the unit. Additionally, there are questions about the organization and implementation of the unit itself, and opportunities to influence future studies that will begin to shape our very next topic, completing the cycle of critical praxis for a first time.

Next week we will be taking up Socials 9’s next revolution in Europe and making use of each of these threads of learning, as we continue to:

  • shape the lessons of the class’ emerging understanding of the course content in individual voices and meanings, and
  • reevaluate and reconstitute the means by which that understanding is created to best serve our unique community of learners.

Continually seeking ways by which the class might be more consistently and actively engaged with these processes is central to both my epistemological and social-political beliefs about teaching social studies. And in these and other experiments yet to be undertaken this semester, technology plays a vital role in creating the opportunity to realize these lessons’ practical application.

Social Media and Personalized Learning Project(s) Update

ThursdayRun

Given the way my own learning had unfolded this semester, it’s not surprising, perhaps, that I would be coming to identify (and experiment) with the idea of emergence in my classrooms and the extra-curricular projects I’ve undertaken. My goals of a month ago talked about my intentions:

“to create […] space to reflect on this year’s learning environments, and gradually engage in a manner that seems most appropriate to my own learning and thinking about teaching, facilitation, and collaboration.”

What might otherwise be seen as a failure to commit to any one thing in particular is something I’ve found aligning with emergent educationists Gert Biesta and Deborah Osberg:

“…if educators wish to encourage the emergence of meaning in the classroom, then the meanings that emerge in classrooms cannot and should not be pre-determined before the ‘event’ of their emergence.”

I’ve been thinking about how this type of emergence arrises in transformative learning on both an individual and a cultural level, and how the skills and behaviours required for this type of ongoing, lifelong learning might also be a requisite societal competency in maintaining a democratic society. Paulo Freire has added to these ideas, as has (again) Gert Biesta, who cites Wilfred Carr and Anthony Hartnett‘s assertion that citizenship education is a process by which

“individuals develop those intellectual dispositions which allow them to reconstruct themselves and their social institutions in ways which are conducive to the realization of their freedom and the reshaping of their society.”

These are a few of the ideas guiding me with the various threads I’ve been exploring in my classrooms and other learning spaces this semester as part of my personal learning project.

Philosophy 12 

While it might not qualify as Massive, my ‘open learning’ coursework this semester has found a natural home in critically reflecting on my work teaching and learning in the open with a group of grade eleven and twelve students (and occasionally Stephen Downes) in Philosophy 12. Setting out, my hope was

“that as we move[d] forward, both this semester and into future cycles of the class, we have an organic means of establishing a set of pathways for future exploration of the site, and the philosophical knowledge that is discussed, shared and stored on the site’s various pages and posts.”

But this direction didn’t seem inclusive of the – very real – hybrid nature of the classroom environment; Philosophy 12 has never been composed merely of its online components, but exists fundamentally between the connections of its daily face-to-face participants. In the class’ study of Metaphysics, I was particularly aware of Jesse Stommell’s post on Hybrid Pedagogy:

“When we build a hybrid class, we must consider how we’ll create pathways between the learning that happens in a room and the learning that happens on the web.”

Discussable Object in #Philosophy12

Here, the class’ personal studies went into the wild (with #PhilsDayOff), and returned to the classroom to be shared in a process that was both individually, and collectively, an act of synthesis. All of it was documented and ‘captured’ on the class site (and live on the web as it unfolded).

But this only accomplishes one aspect of the task: to cultivate – alongside the present artifacts of learning – a set of navigable pathways through the layers of annual learning ‘objects’ the course site will continue to house.

Screen shot 2013-10-26 at 3.43.29 PMOn the Philosophy site, there are already a number of means by which online participants and visitors (as well as for-credit face-to-face students) can locate content relevant and meaningful to their own exploration of philosophy. The Widgets sidebars on the home page have organized content by Recent Comments, Units of Inquiry, and a Tag Cloud of topics, themes and ideas generated over the course’s one full-semester.

This year I have looked to integrate ongoing class assignments into the connecting and filtering of course content by assigning for-credit students to act as members one another’s comment groups (so far either randomly drawn or organized by themes of inquiry). These groups are responsible for engaging one another in discussion and dialogue that will further the author’s exploration of the Screen shot 2013-10-26 at 12.11.11 PMoriginal topic, and help put each assigned post into context with larger class themes and ideas; we have also begun experimenting with a rating system of both posts and comments (corresponding to class-generated criteria) that introduces site visitors to a class-sourced collection of recommended site content.

Screen shot 2013-10-26 at 12.13.05 PM

Finally, as we approach the course’s mid-term, and a unit on Epistemology, participants are preparing portfolios of their collected work throughout our units and various assigned or unassigned blog posts. While serving as individual records of progress that will allow for ongoing reflection and the synthesis of summative learning assessments, the linked and communally curated portfolios will allow future Philosophy 12 participants (from for-credit to one-time visitor) to navigate the complexities of knowledge archived from year to year.

TALONS.bc.ca 

My learning intentions with regards to the fall curriculum in my TALONS classes has shifted somewhat from the heights of maintaining personal cyberinfrastructure to the creation of awareness around Bonnie Stewart’s ideas of “an ethos of participation” in blended online spaces. In adopting a communications approach, Bonnie “focuses on the Internet not as a technology but as a medium for human engagement,” which is an idea I’ve incorporated into a redesigning of the TALONS’ Eminent Person Study this time around.

“Because we hope to be transformed positively from this experience, each of us. But if we are to make these journeys, and come to these new perceptions, there is an almost moral obligation to share that wisdom with others who might make the trip themselves, something I’ll be interested to see unfold in the coming weeks.”

Screen shot 2013-10-26 at 12.30.23 PMAlready, as the Yahoo Pipes have aggregated the class initial explorations of their selected Eminent People, the corresponding RSS feed of blog comments has ballooned with the back and forth discussion of Individual Education Plan goals, notable biographies, and reflections on research adventures in the heart of downtown Vancouver.

In the coming weeks, the TALONS will engage in a portfolio cultivation of their Eminent Study not unlike the undertaking in Philosophy 12; in reflection and curation, the present learning will become the pathways for future TALONS learners and collaborators.

The Lunchtime Jam

Lunchtime Jam on @105theHive

Alluvium live on @105theHive

While outside the realm of an ongoing curricular project, I’m no less enthused about the development of Gleneagle Music‘s Lunchtime Jams on K12 distributed web radio station 105 the Hive. Something in Biesta’s citizenship education strikes me as relevant here, where he discusses that

“it can be argued that citizenship learning pervades all aspects of young people’s lives because, in principle, any aspect of their lives can be relevant for their growth as democratic citizens.”

On the other hand, he admits,

“there are very few experiences and events in young people’s lives that are ‘labelled’ as opportunities for citizenship learning.”

Lunchtime Jam

So it is that as I’ve watched various players from our school’s musical community stop by the music wing to create some spur-of-the-moment live radio for anyone who wants to tune in, I think of Bonnie Stewart’s “Trojan Horse” for literacies of participation, and how the emergence I’m perhaps most concerned with helping to facilitate and participate in is that of a more participatory democracy.

It is here, I believe, that my various learning projects this semester find common ground in striving to create opportunities for:

“individuals [to] develop those intellectual dispositions which allow them to reconstruct themselves and their social institutions in ways which are conducive to the realization of their freedom and the reshaping of their society.”

In his essay Transformative Learning and Transformative Politics Daniel Schugurensky talks about cultivating societies that

“generate public spaces of social interaction in which discourse is based on finding agreement, welcoming different points of view, identifying the common good in the myriad of competing self-interests, searching for synthesis and consensus, promoting solidarity, and ultimately improving community life.”

This potential creation of public space seems to mirror not only the implicit elements of the Philosophy 12 curriculum, but the aims of the TALONS blogged artifacts, and the shared rhythms of live jazz:


Eminent Person Study: Documenting Transformative Learning

Screen shot 2013-10-20 at 12.29.44 PM

We began talking about Eminent Person the other day by discussing Gardner Campbell’s quoting of Gregory Bateson’s work, and the idea of:

“…breaches in the weave of contextual structure.”

As I’ve mentioned here many times in the past, many experiential aspects of the TALONS program, and authentic learning wherever it happens for that matter, seek to create “breaches” in each participant’s “contextual structure.” In each bringing past experiences, expectations for ourselves and others, and other “contextual structures” to bear on the learning at hand, when these expectations are exceeded – above, beyond or laterally – we are given a view of the world and our relation to it that didn’t until then exist.

The knowledge of this expanded plane of perception leads us toward the action required to establish it as a new self-evident truth of existence. And we do this as individuals as well as cultures:

  • We see our first live concert and witness the magic of music as something made by people, and go about learning to play the guitar;
  • We watch Chris Hadfield sing with Ed Robertson and a choir in Toronto and know that the world is now this small, this connected;
  • We conduct interviews with experts thousands of miles away, and give speeches, and glimpse in ourselves strengths and talents we didn’t realize we there, and are never quite the same afterwards.

In a way it is impossible to settle for the previous way of imagining the world, and are forever drawn to the expanding horizon. And I think this is where the Eminent Person Study finds its particular stripe of ritual power from every autumn, as the new grade tens settle in to their first major opportunity for individual and collective learning, and the nines learn from their example.

The TALONS alumni often come away with having witnessed something profound:

In a way, I think Night of the Notables, especially the speeches, is the gr. 10 initiation. When I finished that speech and went to sit back down amongst the other gr. 10s, it was like taking my place among the elite. And every time someone came back, they passed the test, I suppose. I saw you all a supportive group being each others’ safety nets.

Having been privileged to be a part of the last seven incarnations of the TALONS Eminent studies, I’ve come to revel in the realization that:

From the college kids in the back to the grade nines sitting in the second row (to the teacher grinning in the balcony), everyone in the TALONS orbit [gathers] to give it up for those whose task it is this year to set aside their fears, come together as a group, and dare to do something exceptional.

The experience is something shared, yet something unique to each of us. And it is this particular aspect of the learning process that I wanted to honour in redesigning the project outline and assigned expectations to focus on the sharing of and in one another’s journeys through the project.

Alumni quotes

Alumni Advice

The project’s goals remain largely the same, but I have tried to have the various assignments move away from presenting a finalized product toward capturing a study in progressBiographical research is intended to be connected to each learner’s personal goals – expressed in blog posts from earlier in the year, or their IEP – and field studies and Night of the Notables postings are designed to become a synthesis of both presentation and reflection of individual learning.

Groups will be formed to facilitate commenting and feedback to help further one another’s inquiries into biography (and autobiography), and it is my hope that these conversations will begin to constitute an assembled ecosystem of narrated learning artifacts. The challenge I am looking to confront specifically this year is emphasizing an ethos of social media sharing and documentation to effectively archive and organize this year’s learning for future reflection and growth.

Because we hope to be transformed positively from this experience, each of us. But if we are to make these journeys, and come to these new perceptions, there is an almost moral obligation to share that wisdom with others who might make the trip themselves, something I’ll be interested to see unfold in the coming weeks.