Wicked Problem Implications

Overall, I was very happy with the results of my first formal attempt to address a technology issue with my diverse staff. The training went pretty much as planned, though the initial direct instruction portion went a little long as there were several questions that slowed things down.

The group collaboration went better than expected and 5 of 6 groups went above and beyond and presented the material in an interesting way, with several extra pieces of evidence including some great videos. All the groups were able to implement the added features of Nearpod (polls, Q&A, quizzes, Videos, Slideshows) and everyone seemed excited about the real time reporting of the assessments. The polls, in particular, were more useful than many of the other polling options because Nearpod requires the student to login to participate with the presentation, so the instructor not only has real time evidence of learning, but can see who, if any, is lagging behind or messing around.

The exit poll, (again, modelling a technology solution) let me know that most of the teachers were happy with what they learned and felt the hour's activities were valuable. I hear a lot that the teachers are tired of going to training to hear more of the what and want to learn more of the how. 80% indicated they would be trying Nearpod in their classrooms following the training. I will be following up with all the teachers to see how they do and providing the support they need.

I am glad that I sent out the email to remind teachers to bring their iPads to the training, but also to have them download the Nearpod app and install it before the training. It appeared that most followed that instruction and were ready to go when the training began. One piece I did not remember was to have them all bring earbuds or headsets so that the video I pushed to them as an example would not have been so distracting.

I will be approaching similar projects all year long. My job is to introduce technology into the lives of my teachers, helping them integrate it with their pedagogy and learning to become comfortable with it so they can engage students in authentic learning. I will have the same faculty of 30 who range from first year teachers to those with nearly four decades of experience. My veteran teachers, for the most part, are the ones most resistant to technology. My approach for the next PD is to try the flipped format. I will give the teachers two weeks before the training to go through the video presentation on their own, at their own pace. I will then facilitate a face to face session that will have more collaboration and problem solving. I think that embracing the active learner model will be most effective with my staff.

I will continue to use Nearpod and will push it as a standard app for my staff starting in the Fall. I believe this is the most effective presentation app I have come across so far this year and the real time assessments really make it a dynamite solution. I have browsed through the Nearpod library and have found 2-3 presentations for each of the subject areas. This way, as I meet with these teachers individually, I can share some pre-designed presentations to give them a starting point.

The last point I would like to make about the Wicked Problem is that I enjoyed doing the Pod casts and as a result will be starting a Podcast broadcast on my website covering Ed Tech tips and solutions.  You can find them on my website at www.EdTechQuickTips.org.

The Wicked Problem project was a valuable experience because it provides a framework for approaching the wicked problems in our lives and classrooms.  To take a problem that seems unsolvable, define it, create a plan, implement the plan and then reflect on the plan really takes the wicked out of the problem and makes it solvable.  There will always be roadblocks and speed bumps, but if you keep driving forward, you can find a solution to any problem that comes along!  I think the part that I enjoyed most, and probably have done the least in my past, is to take the time to reflect on the plan and implementation and make course corrections based upon my reflections.  I guess at some level I do this instinctively, but have not taken the time to formally write down my reflections and act upon them.  

I think that the other important piece is to seek collaboration for your problem.  Get some other eyes on your defined problem, have them review your implementation plan and then have them comment on your successes and your reflection.  Having a voice beside your own will strengthen and encourage you to keep tackling these problems that are sometimes easier to ignore.  Good luck!

Professonal Learning Plan

 Last year, January of 2012, I began on a new educational and professional journey.

I had been involved in technology for three decades and during that time, I had also had several opportunities to instruct and facilitate adults in different subjects, from teaching new recruits how to organize a business, create and implement a marketing plan and run a successful company, to training someone to save a life in an emergency. I very much enjoyed teaching and facilitating learning.

So, after thirty years doing telecom and IT work, I decided to switch gears and focus my technology knowledge and experience into the education field. I researched the options and settled on Educational Technology as my focus, and Michigan State University became my new home. I began an Ed Tech consulting company and enrolled in the MAET program. The more I researched and learned, the more sure I was about the path that I had chosen.

This would be my last career change and I was excited about the chance to inspire and motivate classroom teachers to integrate technology into their existing pedagogy... not just so they would be more competent and relevant teachers, but that kids might be inspired, get excited and engage with learning. I wanted to have a small part in creating lifelong learners.

My goals from the start were to complete the MAET program over the course of two years, and in that time, find a position at a local school. I approached the Asst. Superintendent at my wife’s school and we set out a plan for me to work with the Middle School and High School teachers. I started in August 2012 as an outside Ed Tech consultant with a plan for a part-time position next year and a full-time position as Director of Ed Tech when I get my MAET degree. The school is in the first year of our 1:1 iPad integration so my progression will somewhat mirror the rollout. Juniors and Seniors this year, the rest of the high school next and the middle school the following year. When I finish the MAET program, we will have nearly 400 students with iPads and a K-5 program that is clamoring for them. There will certainly be many opportunities to influence and guide teachers into the use of technology.

 

 

After taking the first three courses in the MAET series, I have developed a new passion. I am

convinced that ePortfolios are an essential part of integrating technology. We must give our students a place to showcase their work and a place to reflect upon their learning. We are asking our students to create digital artifacts, yet we have no place for them to go. Our teachers are bogged down with traditional paper grading and see ePortfolios as an added burden instead of a time saving tool and a way to assess quickly where a student is instead of waiting for the high stakes test to determine it for us.

Another passion that is growing strong again for me is being a lifelong learner myself. I have always considered myself a lifelong learner as this was a character trait that was taught to me by my Dad and some of my favorite mentors. Even in my other technology business, I lost count of the number of certifications and licenses that I have obtained. Yet somehow, I hunger for more. Even though I started the MAET program thinking it would be my final formal journey into education, I now think it is but a stepping stone. I do not know what lies ahead, but I know that my thirst for education has not been quenched yet. The more I learn about pedagogy and technology, the more I want to know. 

The TPACK framework, in particular, is causing me to research more and dig for those nuggets of truth that are so abundant in the world of educators. The Personal Learning Networks I have joined are constantly adding to my knowledge base and my bag of tricks. I do not know if my next step is to pursue another discipline within the Education world, or maybe go on for my Doctorate. I do know, however, that I have found a new home. Go Spartans!

Addendum:  After reading through a few of my classmates blogs, I remembered that I did not address one other opportunity that I am pursuing.  I joined ISTE last year and atteneded their conference in San Diego last summer.  I had to squeeze it in and really only got a couple of days out of the 5... but I was hooked.  This is a gold mine of educational treasure.  I signed my wife and myself up for the 2013 conference in San Antonio and was part of the team that read seminar proposals for the Technology sessions.  My plan was to understand how to write a good session proposal and what was good subject matter. My Goal is to be a presenter at the 2014 conference.  Another way to push myself forward.

Mobile Learning Lab

Well, this lab was the least useful in my eyes... even though most if not all of the students at our school have smartphones, our school policy is not to have them out during school hours... before, after and at lunch it is ok... so I did not really have an opportunity at my school to try out any of the mobile learning apps... we are an 1:1 iPad school... or at least on the way to being one...

So... I decided to find a different venue to try out some of these apps... I was scheduled to teach a First Aid and CPR class last week and for fun, I set up several learning assessment check using Poll Everywhere.  At three points during my presentation, I stopped and put up the poll question on the screen... and had my students respond via sms with their cell phones... the responses were shown to the class minutes later... on one of the three sections, I found that most of the class had less than adequate answers, so I reviewed the previous section before moving on. 

All in all, I think that this was a helpful tool for this particular class.  Normally we don't really have  way to assess knowledge till the final test at the end of the class.  Often, it is too late to go back and remediate a section.

Wicked Problem Implementation

 

 

So now comes the hard part. Actually presenting a technology driven subject, using technology to deliver it and getting a wide spectrum of teachers to work together to learn this new tool.

First, though I think that nearpod can transform the classrooms of our teachers, and I am fully in support of it, we almost got shot down because of pricing. Nearpod just released their “Education Edition” which is supposed to give more features to teacher and be affordable... The pricing I got at first was crazy and basically would spend our entire app budget on this one app, which meant I really had to win over the principal before anything else. I spent alot of time in his office using and showing him how nearpod could really transform pedagogy and allow for immediate assessment of knowledge and understanding.

My first success was getting the Princapal, who also teaches a Senior Bible class, to use Nearpod for one of his presentations. All of his students also have iPads so he said he would try it... though he admits that he is really a “Gutenberg” at heart... He transformed one of his lessons and presented it to a small class of 12 students... the kids loved it and he tried all of the little add-ins.. polling, quizzes, website links, etc... they ate it up and he loved getting the “real time” feedback of their understanding of the materials.

My second success was negotiating a package with Nearpod that fits into our budget and opens the door for a school-wide implementation next year... I am so excited.... now all I have to do is train my faculty and get them excited....

Visualizing Data

So often, in higher ed, we are surrounded by pages of data that we are supposed to make sense of.  When I am looking for data to prove a point I am drawn to visuals more than tables of numbers.

In this week's assignment we were to find some data and represent it visually using one of the data visualization tools in the lab. 

I was disappointed to find several of the items on the list had either broken links or the programs just did not work for me.. but was also happy to see that many of the tools on the list are part of my regular repetoire. 

I decided to play with some that I have not used before and found my way to ConceptDraw which was a pretty cool draw program much like SmartDraw or Visio... 

I then wandered down to Cinecopa... which offered a number of tools to enhance your websites, from adding videos, to podcasts, slide shows or picture gallaries... pretty cool, but the best tools require a sign up.

I finally ended up at scribbus and did my visualization with that tool.  Very flexible design and layout tool. 

Data Visualization

The visualization is a representation of our 1:1 iPad rollout... enjoy!

Completing our first Flipped PD

Our group assignment for CEP812 was to develop a Flipped Professional Development seminar that we could / will present to our own faculty at some point.  I intend to present it on May 1 this year. 

Here is the link to the finished video.  It is quite comprehensive and instructive, and though it tops out at a little over 20 minutes, it is broken up into topics that are each about 2-3 minutes each.  A menu system is built into the video allowing the viewer to jump from topic to topic or skip basic topics if they are already an advanced user. 

The one thing that we considered adding, and I may do it before the May 1 training, is Closed Captioning... This would add an additional UDL piece to the trainng artifact.  We just ran out of time for this assignment and had to render what we had in the  can, as it were. 

Take a look at the video and the associated documents and forms we have created around our concept. 

Flipped PD - Learning with Google Docs

Learning with Google Docs Feedback Form

Pre-Assessment

Fliped PD Agenda

Post-Assessment

I will be presenting this Flipped PD session to my faculty on May 1.  The plan is to email blast the entire faculty with links to the Pre-assessnent, the Flipped PD Feedback form and the Flipped PD Video and tell them they have to do the pre-assessment, watch the Flipped PD video and fill out the feedback form before our May 1 PD meeting. 

During the face to face meeting, I am going to model the use  of Google Docs and will also be modeling th use of Nearpod as a platform to push info to the teachers, who all have iPad's at their disposal.  We will talk about the purpose of the day, the results from the Pre-assessment survey, in broad terms, and finally, to give them their group assignments.  The will be breaking up into collaborative groups of 3-4 (30 total) and will each be given an object-oriented assignment to research, put their results into a group shared Google Doc and format it in a way they can present their findings back to the whole group.  This will help reinforce the use of Google docs.  I will be walking from group to group giving guideance and answering questions to help keep them moving along.  Once all the groups have presented their findings, we will all take the Post-assessment.

Finally, the Participant feedback form ends with a place each teacher can record any questions that remain in regard to the access to and the use of a Google doc for themselves, but more importantly, in their classroom with their students.  I will meet with each teacher one on one in the following month and will address any lingering issues.

I believe that this Flipped PD format will be well received... and will strengthen my relationship to the staff who have not embraced my roll as Ed Tech Consultant yet.

Flipped PD Group Project

Things are coming along well.  I have the title sequence with credits and Objectives done as well as the basic, setup the account and open  your first google doc all complete and in the rough video.  I have shared a draft version with everyone for comment.

The objectives were cleaned up by Emily and I updated them.   Emily and Katy have split up the basic and advanced functions of the google docs and are working on scripts for their areas.  The plan is to have screen shots and voice recordings over to me by Thursday night... then I will get the rough draft done by Sat night and allow everyone to review and comment.. the final edit is Sunday and Sunday night I will post the final high res version...

  I think we are well on our way.  Below you will find a link to a Google Presentation with the rough story board of our flipped PD presentation... and a recording of our video conference session using Google Hangouts.

Storyboard

Group Video Conference Recording

Group Project and Conference

Well, this was an interesting week.  First, we were assigned 4 members in our group... One member we never heard from and he did not respond to posts in our group forum direct emails on msu.edu mail or invites and mail via gmail.  So we gave up on him and decided that he must have dropped the class.

Anyhow. Emily, Katie and myself started collaborating using a google doc that I created.  I find this a very useful tool for collaboration as you get a chronological discussion archive without having to juggle between multiple posts in the forum where you can lose pieces of the discussion.

Our collaboration thread was very productive and we tried to setup our video conference for midweek, on thursday.  We were going to use Adobe Connect using the msumeeting room... but we were unable to get it to work right.  so we abandoned it, and via our shared document, repointed to Google Hangouts.... after all this, Katie had to go, so Emily and I chatted about the assignment and pounded out some of the rough details...subject: google drive / google docs... and we rescheduled for Saturday.  I sent out an Event Invite for a Google Hangout and everyone responded...

On Saturday we were able to get all three of us on the Google Hangout, though I could not get my mic to work for some reason... but Katie did a screen record of our session and I did alot of typing.  We pounded out the framework of our presentation... made assignments for sections of the work and what we would cover.. We came up with an Objectives statement that was later refined by Emily... The final presentation will be produced in Camtasia Studio and edited by Craig.