Archive for June, 2007

Ramapo Island: Another Dimension of Learning

Tuesday, June 26th, 2007

DSCN0234.JPGThis was moblogged, but I’ve cleaned it up considerably. In my professional opinion, this was the most important session of the conference. This was the first example I’d ever seen of students engaged in meaningful role-playing in a massively multiplayer environment. NOTE: Peggy is pictured here at the Second Life lounge, where I caught a better image of her. Here is a picture of her presentation, taken with my Treo.

In short, Peggy and her colleagues are working with 8th grade students on a private Island in Second Life. Sadly I came in late, but I saw more than enough to justify the claim I made above. She covered ways they are using the Island for role-playing in many subject areas. For example, in social studies the students role-play immigrating to the US via Ellis Island (complete with a giant model of the Statue of Liberty). In literature class they role-played a mock trial (trying Lenny for murder – from Of Mice and Men). They also hold their literature discussions in-game (in fantastic flying pods), and have more participation for it – among other things, students were less intimidated.

The lack of game-like features in Second Life became an immediately obvious advantage. Like a good tabletop role playing game, the scenarios were designed by the teachers and students and played out in an open ended fashion between live players. The lack of any formal “combat” system or competition of any kind – or even a rule system – was no liability. Obviously we want our educational games to be non-violent, and that is the default option in Second Life. Also, sans game rules, the role-playing is primary.

As an aside, Peggy mentioned that they have learning environments that look like castles and all sorts of fantastic forms, not just real-world architecture. Students are building now, too. They even have an entrepreneur project where students start in-game businesses, complete with business plans. Peggy showed a video of a student who sells furniture in-game. Awesome.

In health class they explored their concepts of body image. First, students were asked to create the most beautiful avatar they could. Then the reflected on and discussed the experience. Next, they were asked to create the most beautiful cross-gender avatar they could, followed by reflection and discussion. Finally, they create an avatar as close to possible to their real-life bodies. Complete with discussion of the Dove beauty adds, the student discussion and reactions were “nothing short of profound.” Remember these are 8th graders!

In general they reported that students were more comfortable discussing such things in the virtual world than they would ever be in a classroom. Also, they saw an effect where they would here from students, “I’m hanging out with kids in SL who would never hang out with me in real life.”

One of my overall reactions at this point was, “I need this lady on my delphi panel!

There was then some discussion of the options educators have for using Second Life with their students. The most attractive option is a private island with 16 acres of land, complete access control, complete terrain customization, and -most importantly – the potential for being a persistent online classroom. Private islands are half-price for educators… a few thousand dollars a year, I think… easily something an institution could afford.

This was followed by a discussion of several “steps to success’ including getting the administration on board, hiring a consultant, setting up and checking hardware, working with Linden Labs to acquire land, planning meaningful curriculum, and – of course – listening to your students.

They also shared some challenges, including frequent updates and downtime, network lag, booking lab time (of course), and as Peggy put it “time, time, time.”

She ended (as she started apparently) with a visual summary… a video that began with sleeping kids powered down followed by great images of students being digital natives, reading the world is flat, and a Hithickers Guide “don’t panic” sign to boot. With “there’s beauty in the breakdown” as a soundtrack, the text “come down the rabit hole” lead the way to lots of in-world images of Second Life. I had goosebumps.

She ended with a list of resources and the closing statement “I look forward to seeing you in second life.”

I was impressed. Peggy had IT and admin colleagues there to help with the Q&A. I was also impressed by the questions from attendees! They got it! For instance, someone asked if in-game attitude changes have transfered over into the classroom. Peggy responded that she was not sure, but that the relationships have. There were also questions about security that were well handled. Happily, I got to meet Peggy (briefly) when it was all over.

Session link: Ramapo Island: Another Dimension of Learning

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Virtual Worlds: A New Frontier for Integrated Self Expression

Monday, June 25th, 2007

This was moblogged… and I arrived late, so it’s a bit rough even though I’ve re-written much of it after the fact. I didn’t capture a meaningful picture, so I’m leaving this post text only.

I walked in during a video of students playing a game. I wasn’t able to sus out all of the context. Then the presenter began Stage 2 of her presentation, but I didn’t catch the title in time. However, another participant shared some of the related links that had already been presented. Three were new to me:

She then proceeded to give us a tour of one of the virtual worlds she was working in with students. I noted that there were tons of “worlds” on her server. She showed us one with piers (over a sort of virtual shoreline) and a variety of content areas represented. Sadly, we could hardly hear her… I’m sure it was great stuff but we could hardly hear her at all, especially over the water sound effect of the world, which was blaring on her computer speakers. Amazingly she was also answering IMs! (I’ve been guilty of this from time to time in a workshop, but never in the middle of a presentation segment.)

At any rate, back to the tour… the storyline is embedded into the game world. She showed us a “gene machine” which allows students to create genetically accurate DNA. Very cool. Unfortunately much of what she showed was just not connecting with me, perhaps because the images on the screen held very little meaning for me.

In any case, it was interesting to hear that they have 3D modelers working with the kids to offload the burden of designing and programming 3D objects. They also look for free (or donated) models. I was hoping I could more about what platform they’re using at their website.

Everything she showed was kid created. For instance, “Liz put that piece of mars down.” The students got really excited when they realized they could put their own recordings in.

During the Q&A I couldn’t hear… and she didn’t repeat the questions. But I did hear that these worlds may be available for others with paid registration. Someday they may be free. For an example, see the Vangough World at activeworlds (above)… Or The Bar from Cassablanca (at the same link).

My ending comment: I’ll have to look into this stuff, but for now it’s back to the bloggers cafe for juice – for the macbook and me.

Sweet! I just noticed this session will be available as a video from ISTE. I’ll link to it as soon as it’s available.

Session Link: Virtual Worlds: A New Frontier for Integrated Self Expression

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How Virtual Worlds Help Real Students: The River City MUVE

Monday, June 25th, 2007

Following the interview Chris Walsh did with Dr. Dede, I got the chance to see he and his team present on the River City MUVE. I’ve read about this project, and Dr. Dede for some time, so it was great to finally see it presented and discussed… and to be able to ask a question of the panel as well. You can see many of the slides presented in Julie Lindsay’s flickr stream, where I found this picture, which was much better than any I managed to take with my CoolPix L3 and my Treo. The notes below were live blogged on my MacBook and I’m leaving them largely as they are.

Chris Dede: Let’s not start with the technology and look for a problem to solve… Let’s start with the problem.

Technology is doing three things at once:

1. Changing the skills we want from students.
2. New methods for teaching and learning.
3. Changing the characteristics of learners in the classroom (because of how they use technology outside of school).

Great short video to introduce their preso… a bit glitchy though. Brilliant… kids using laptops, cellphones, and video games… and then using chalk… and then going to work in a high tech workplace. Excerpt from a panasonic commercial.

Some review about the way education got it wrong in his generation.
Some review of Friedman’s The World Is Flat.
Also review of The New Division of Labor.

You can major n anything, but you better come out with complex communications and expert decision making.

He’s focusing on 21st Century Skills
– Problem finding before problem solving.
– Making Meaning Out of Complexity
– Comprehension as a team (to make meaning out of complexity)

We can’t teach this skill completely in the real world, because part of what we have to teach in the 21st century is not just how to collaborate across a table – but how to collaborate with someone at a distance in a virtual environment – just as we don’t need to teach the dewey decimal system, we need to teach what to do when you get 2 million hits on Google.

Interfaces for distributed learning.
– World to the desktop
– Multi-User Virtual Environments
– Ubiquitous Computing (the inverse of MUVEs)

Most people associate MUVEs with MMORPGs like WoW – or like SL. As we study those games, there are findings relevant to education.
– The range of users has widened.
– People spend a lot of time exercising an alternate persona (it’s very engaging)
– The learning processes are active (mentoring etc.)
– The content and the skills that people are learning are garbage.

So how do we take this powerful engine with junk in it and do something worth while?

For seven years they’ve tried to do that with the River City MUVE. They try to substitute meaningful content and keep the elements of engagement.

They hope to get to the kids who give up on themselves and give up on science (the hardest thing that they teach).

Students go back in time in the River City environment…

Another great video introducing the environment.

Dede sat down during the video. A grad student got up to speak. Edward Dieterle? They are trying to get River City into classrooms.

Styles are theoretical constructs… wow new idea for me and it went to fast. Maybe I can link to it later. Ah, learning styles? Here… he cited:

Sternberg, R.J. (1997) Thinking styles. Cambridge: Cambridge University Press.

Media based learning styles… I’m a bit tuned out.

Active learning based on experience…

Some description of the characters in the game… the mayor, the reporter… opportunities for reflection (that goes beyond just explanation… students are expressing their understanding through multiple pathways).

Another speaker… Diane Jass Ketelhut. She’s been with the project almost seven years, too.

She cited the speak up survey, which showed that parents felt schools are not preparing students for the 21st century.

New pedagogies and tools
New Pedagogies
-Scientific Inquiry
-Situated Learning

New Technological Tools
-Simulate Authentic tools.
and more…

What does river city offer?
– Scientific Inquiry
– Avenue into the technological skills and intersts of students
– A non-linear approach to learning
– Situated learning experiences without leaving the classroom!
– Ability to explore identity as a scientist

Virtual Experimentation
– Students change one factor about the world.
– THen, they check to see the effects on water pollution, hospital admissions, etc…

And they can revert time (and other magical things) because its simulated. Kids could never do this sort of controlled experiment in real life.

Inquiry has a positive effect on learning.
Students like the elements of inquiry – having their own question to solve etc.
They like being “like a real scientist.” It’s like real life to them even though they know it’s fake.

Another video (this is well planned out) – student focus groups. Great. Are these online somewhere?

Awesome: “I can experiment without getting a whooping.” (Middle School)

They tapped into teachers well trained in the inquiry process to see what they have to say about River City.
– Raised student awareness of inquiry*
– Student-centered experimental design most valuable element
– Best instruction elements-develment of research skills.
– Would teach River City again.

Priceless: “My school should make sure that the science teachers are good and the computers are always working.” (3rd Grader)

She was engaging. Dede’s back up.

Extended Metaphor: Learning is more like bonding than sleeping. (I don’t know if I really captured this.)

We need to expand the ways we teach to handle the variety of ways people learn. Our measures of success are much more difficult to measure than, say, being a doctor. A flu shot works or not, regardless of socio-econmic status or language skills.

Learning technologies are more like clothes than fire. You can’t just stand near them to get the full effect… they have to be tailored.

Now the bar has been set high by the activities students do outside the classroom… and they recognize that sitting and listening doesn’t work. (I’m having a small moment of hallelujah right now – I’m glad I’m involved in this… I slept through far too much of my schooling… in retrospect, though, I wish I had been talking to the people around me more.)

Dede: We looked at what to do with students who do best with direct instruction when we put them in a learn by doing environment. (I’d LOVE to hear more about this. It makes me think of Fiona Littleton’s research that seemed to say that gaming is not a good way to learn for non-gamers. Also, my own students, especially AP students, complained for this reason.)

Now he’s talking about wellness and personal health… and things he knows and doesn’t do. He has the information and he still doesn’t do it. Unlearning isn’t just intellectual… it’s emotional, it’s social… a cohort of people learning together and providing emotional and social support for one another. They try to create that kind of community for students who are unlearning in River City. He says we have it here at NECC, but we need that everyday. Very eloquent talk off the top of his head.

Q & A: It’s Windows only.

I asked more about supporting students who have adapted to directed learning.
– Support from their group (of three)
– Supplemental “workbook” materials
– They get engaged and learn even if they don’t realize it

River City is a 17 hour curriculum and i’s not teacher proof. They wrote the score, the teachers are conductors, and the students are the musicians. We embrace variety… you wouldn’t want a room full of musicians playing trumpet.

Question: Is there potential for distance learning with River City.
Dede: Yes, but the distinction between face-to-face learning and distance learning is going to disappear. All learning will be blended. (He explained this so well… I said “wow” outloud.)

They have used River City in teacher education classes… they invited folks to talk to them more if they are interested in that.

Q: Are you working on future content or updates?

Session link: How Virtual Worlds Help Real Students: The River City MUVE

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NECC Live: Video Games

Monday, June 25th, 2007

This post was moblogged on my Treo and I’m going to leave it largely as is. Chris Walsh (far right) interviewed Chris Dede, Damon Talley, and David Gibson. Chris Dede, on the left, is from the Harvard GSE and is responsible for a good deal of research into Multi User Virtual Environments (MUVEs) and the River City educational simulation. Damon Talley, in the middle, is involved with the NASA Toys in Space program, about which I know very little. David Gibson, on the right, is responsible for SimSchool and something called the Global Learning Challenge, which I also know very little about. Here are some highlights of the dialog that caught my attention:

CD: Immersive shared simulation as new definition of games, including engagment and problem solving
DG: games can bring challenges, goals, self-discovery – simulations bring mode building… We’re bringing them together into something that doesn’t have a name yet.
CW: How do we do more than just engage?
DG: are you desinging games or just playing them?
CD: kids are figuring things out when playing games
DG: self determination is key
DT: ours has curriculum integrated
CW: mmo’s and augmenter reality games are hot – can we define and talk about these things.
CD: exqmple: klopfer environmental detective… Also virtual revolutionary war battlefields
DG: in SL we will have handhelds with augmented virtual reality, too. Also our existing tools will be integrated in.
CD: the challenge is replacing what teachers are already doing – not adding to it. These environments do save time spent on classroom management.
CW: where are we going with this?
DG: increase in computational tools…
DT: more videoconferencing
CD: a big issue is research… The power is in the pedagogy and content, not in the tool
DG touched on collaboration.
CW: what are the first steps for teachers?
DG: there are a lot of things out there that are free for the searching and taking, but time is needed to understand it and create the pedagodgy.
CD: there’s much that’s been research
CW: one thing?
DG: learningarcade
DT: nasa kids club
CD: biology materials (didn’t catch it)
Participant: what kind of research is happening?
CD: lots… And some of it is not as rigorous – but is still valuable for making classroom decisions.
What kinds of things do u see happening in 5 years?
GD: I hope we see a turnaround in funding for experimentation.
DT: lower costs for video conferencing.
CD: hopefully breakthroughs in assessment… Games capture a ruch stream of data… If we can find ways of automating understandinh parts of that data it would be an enormous breakthrough.
GD: more authoring toos for students and teachers.

Sadly, I didn’t have a good questions for the panel at the end. The entire interview, though, will be available as an NECC LIVE webcast. I’ll link to it as soon as it is posted.

Considering 1-to-1: Here’s a Toolkit to Get Started

Monday, June 25th, 2007

I started this post on my laptop, but ran out of power. The following is composed from the moblogged notes I took on my treo. Beginning in media res, I found it interesting that the presenters noted that they have seen higher parent participation at the 1-to-1 schools because of laptop orientations they offered. More importantly, they offer what they call a TIP toolkit (or Technology Immersion Pilot Toolkit) for others considering a 1-to-1 implementation. This professionally designed document includes (among other resources) “TIP Factors” or “factors to consider before implementing technology immersion” and “TIPS for Success” or “lessons learned from their technology immersion pilot.” Though the presenters had the slides with the most bullets I’ve seen in a long time, I suspect the actual document will be a good resource for my 1-to-1 work with Salem School over the next year.

I was happy to discover that their tips seemed very familiar based on my experience and reading on the topic so far. Frankly, though, it’s hard to focus on all of these elements during an implementation. I believe the key factor, the one that can help you overcome a shortcoming in any other area is stakeholder buy-in. Other bits that caught my attention in this presentation were the assertion that principals need time to learn, too! Also, they were explicit about the need to have a PLAN for staff turnover, something I learned the hard way during the EETT grant implementation that gave 1200 middle school students in Newport-Mesa Palm Tungsten E handhelds. Naturally, they also noted that curriculum integration and pedagogical support is at least as important as tech support. I was particularly happy to see them recommend using students for technical support. This session and the others like it left me looking forward to working in a 1-to-1 situation again soon.

Session Link: Considering 1-to-1: Here’s a Toolkit to Get Started

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Second Life at NECC

Monday, June 25th, 2007

DSCN0235.JPGSecond Life has a big presence at the edubloggercon and at the aquarium last night. Personally, I’m drawing the line at spending time in a virtual world while we’re all here in Atlanta. But, I’m definitely reinvigorated about the possibilities and there is no arguing that others are too. I started taking pictures of all the SL booths in the “Playground” here on level 2 (near the blogger’s cafe), but quickly realized that a video was the best way to capture it. So, here you are… my first TeacherTube upload: Direct Link (The embedding doesn’t seem to work with WordPress… any one have any tips?)

A Computer On Every Desk? Now What?

Monday, June 25th, 2007

This is being live blogged during concurrent session one at NECC. In preparation for my 1:1 work with Salem, I decided to seek out sessions on 1:1 at NECC this year. I started upstairs in End-to-End One-to-One Computing Solutions: Engage Students and Empower Educators, but quickly realized it was a Gateway commercial (the first slide made this easy) and headed downstairs to A Computer On Every Desk? Now What?. On the way I went down the escalator with John Pederson and was very tempted to join him in Will’s session… he had a huge crowd, and like John I would’ve liked to have seen Will’s current presentation, but I opted for getting out of the echo champer after all.

So I’m here with James Gates (no relation to Bill), who opened with some humor and then his goals for the session. Among other things he has something of an open source focus. Cool. He also offered political background on Pennsylvania’s move to shared WANs and shared services, including netTrekker, Internet2, Moodle, & podcasting services. He talked also about their professional development programs, and an effort to put a laptop for each kid in all of the core classrooms. Other context included news about failures of laptops (and educational technology) in schools.

As he turned a corner in the presenation he focused on what students need to do…

The first hurdle – students become stenographers. Don’t be afraid to say, “close the lid.” Train students on how to take notes.

The second hurdle – accessing files from home. They used elocker hosted on their WAN (50 MB) and (1 GB), a free service. (This is cool – I tried it with, but James discussed some of the issues with it as well.)

Next he talked about using Moodle (instead of Blackboard). And, cool, the kids have blogs in Moodle, but there are no comments. (This is sad… and arguably not a blog.) He demoed the blog feature a bit. They are now experimenting with using elgg in conjunction with Moodle – for better blog features and locker space.

In addition to the Moodle submission tools, he’s using network shared folders for inboxes, outboxes, and shared folders.

Ah, he’s discussing wikis and He’s very Web 2.0 savvy. He keeps talking about tags, too. He even talked about Scuttle, an open source social bookmarking tool. Schools can even instal their own instance for their students (though, I think this defeats the social bookmarking element to some degree.) Man, now he’s on aggregators, including pageflakes, which I really only started looking at during the edubloggercon. Very cool… it’s a very visual aggregator. Cool! He talked about subscribing to Moodle discussion forums. I’m stoked to hear you can do that. And now he’s at Google Docs. So much for getting out of the echo chamber. I suppose that might be something of a futile exercise here at NECC. ;)

I suppose it should be comforting that I may be right in thinking that these tools are ideally suited for 1:1 implementations. Incidentally, he is acknowledging the “issues” related to these tools, but not letting them stand in his way.

Here’s something new to me… splashcastmedia, which allows you to create web based slide shows and embed them in your own site:

SplashCast enables anyone to create streaming media ‘channels’ that combine video, music, photos, narration, text and RSS feeds. These user-generated channels can be played and easily syndicated on any web site, blog, or social network page. When channel owners modify their channel, their content is automatically updated across all the web pages ‘tuned’ to that channel.

Now he’s talking about , which creates visual timelines from RSS feeds. Here’s a timeline for this site.

Ok… now Joomla:

Joomla! is one of the most powerful Open Source Content Management Systems on the planet. It is used all over the world for everything from simple websites to complex corporate applications. Joomla! is easy to install, simple to manage, and reliable.

He uses it for his school newspaper, a neat implementation

He said that in PA you can’t have public blogs in school, but “it’s a little better than pasted a word document on a wall.” This guy is great. This session is much more fun than I expected.

With ten minutes left, he’s demoing some real classes (password protected, so no link, sorry).

Hm. Then he returned to slides for his conclusion… and my own engagement went way down. I need to heed that myself.

The first question: Are you working with your staff to be sure they don’t over do it? Or to be sure that if something comes in, something goes out? (He pretty much responded yes, that’s a good point.)

It’s a big room and I can’t hear the other questions so much… and it sounds like he putting off some questions for after.

Oh! They don’t even actually have the laptops yet. Oh well, fun session anyway.

Wiki for this workshop:

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Link: June is the Cruellest Month (& More NECC)

Sunday, June 24th, 2007

Photo_062407_002.jpgJune is the Cruellest Month (Via blog of proximal development.) This is the blog post of the day in the edublogosphere. Personally, I spent the day recuperating from a long travel day followed by an intense day hunched over my laptop or hunched forward into a conversation (that would be the edubloggercon yesterady). I slept in, got in a workout, and worked on my presenations before heading to the keynote this evening. I suspect many of the edubloggers here did something similarly rejuvenating (or spent their day in traditional NECC workshops – or touring Atlanta) because there were hardly any posts in my aggregator tonight… even from my non-education feeds. It was almost weird. In any case, Konrad Glogowski offers this poignant reflection on a year blogging with his students… and the need to reduce it to a final grade. This post helped to keep things in perspective after a day and half with my head in the clouds already. (The student musicians from the keynote pictured here also served that purpose to some degree… and their musicianship seemed closer to what the edublogosphere is shooting for than NCLB and traditional education.)

Incidentally, as I reflect on the edubloggercon yesterday, I remain thrilled to have had the opportunity for fellowship with my fellow edubloggers… but I can’t help but think that when we had those minds all in a room together we could have – and maybe should have – produced something or done something. More on this later (plus a post on the keynote and receptions sometime tomorrow), but sleep now.

Edubloggercon07: A Brief Reflection

Saturday, June 23rd, 2007

Photo_062307_005.jpgI want to say thank you to Steve Hargadon, everyone who helped him set up the first edubloggercon, and everyone who participated. This was an extraordinarily engaging and interactive day of thinking and learning. I actually wonder how difficult it will be for all of us to now “power down” to listening mode for NECC presentations. I would happily just attend a few more days with the folks at the edubloggercon hammering out some of these issues – maybe putting together some action agendas for while we’re apart. I would support the expansion of this event next year, OR the inclusion of follow up events in the evening one or more times throughout the duration of NECC. What do you all think?

Now on to NECC tomorrow. But first… sleep… finally! :)

Administration and School 2.0

Saturday, June 23rd, 2007

DSCN0223.JPGThese are my only slightly cleaned up notes on session four at the edubloggercon. I’m really not able to do these workshops justice here. I hope that this at least captures some sense of the excitement and collaboration happening here today. Chris Lehmann moderated this much larger group of people… in a much larger room.

Chris: We finally have the tools to realize Dewey’s dream. How do we need to structure our schools to make that happen? (Followed by some clarification of structures.)

Participant: How we spend out time…
Participant: NCLB has to change…
Participant: Use data differently… Not to judge school’s achievement but to improve practice?
Rushton: I’m no NCLB fan, but I’m not sure it’s much worse than the “ignore the student” situation we had before. We need something more to excite a broader swathe of the population (paraphrased).
Chris: I agree… and if School 2.0 is going to work we’re going to need to define our own data before others do. (He gave an example from his school.)

Me thinking: Why on earth is someone taking notes in WORD on the projector… shouldn’t that be on the wiki… or a Google Doc that multiple note-takers could contribute to. (Hm. There needs to be an easier way to get into an impromptu google doc than going through the invite process… people should be able to click their own way in.) Ironically, now Chris ‘s talking about how their planning document was done on Moodle – with weekly chats, asynchronous threads, and document sharing.

Chris: When we break down the walls of our schools, who do we invite in? (Again he gives examples from his school.)

I think I’m going to wander this session. I’m also already enjoying others’ posts in my aggregator. Chris Walsh just walked in… I’m wandering now…

I wandered into each of the other sessions and took pictures. I’m back now. The ISTE NETS refresh session isn’t happening – maybe that’s why this section is huge. I’m back there now, talking with Chris Walsh… while school 2.0 is discussed in the front of the room, Walsh bought a new domain and created a place-holding redirect for it… keep an eye on ;)

This is what I wanted… serendipitous conversations. Unfortunately, at this point, most people are sitting in this room listening. I thought the smaller sessions earlier in the day were more like conversations (with some meaningful structure), but while participants are still piping in here this session is the most like a presentation so far.

Lehmann concludes with “none of these ideas are panaceas, and all of them have dark sides. Ask yourselves what the worst consequence of your idea is… things will go wrong, but we’ll take care of them when they do.” This is a good caveat to the ‘message’ we are talking about spreading here.

Chris Lehmann is great, but this really isn’t an unconference session… he had to end with “thank you all so much.” I hope nobody takes this as a negative reflection on Chris… I was just one of the ones who advocated for more informal conversations. Also, I think this space (and the number of people in it) led people to behave as if it was a presentation. I suppose this is a part of the big experiment.

UPDATE: Based on the final summary of this session during the next segment of the day, it was clear I missed a lot, but much of it seemed focused on the same issues that professional learning communities focus on. I think PLCs and Web 2.0 tools mesh well, but it’s interesting just how much these ideals came up during the day… conversations nearly all quickly turned to discussions of systemic change.

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