Education is not preparation for life; education is life itself. ~ John Dewey

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This is going to come as a shock I know…but pre-service education programs are not preparing teachers for a technology rich classroom teaching experience. Or to put that another way the classrooms of today.

According to a Project Tomorrow Report

…principals concluded that they want to hire new teachers with creative ideas about how technology can be leveraged to create authentic and differentiated learning experiences. But student-teachers report that their tech training focuses only on simple management tools. At the same time, the report concludes that those who have the biggest influence on new teachers — veteran educators –  don’t always embrace new ways of using technology to engage students. ~MindShift

Photo Credit: uoeducation via Compfight cc
Photo Credit: uoeducation via Compfight cc

This is an issue and one I have seen first hand. I have had the privilege of meeting with pre-service educators in both undergraduate programs and Master’s In Teaching programs…mostly here in the State of Washington. Now some of these programs are doing things different, trying to do things differently or bring a different approach. However, for the most part what I’m finding is technology is still an afterthought in these programs and not a true representation of what is happening in schools.

One of the main issues I see is that technology, in many programs, is a separate course and is not integrated into each of the subject/classes that a pre-service educator takes. History teachers….as part of their program should be required to know how to use all the amazing layers found in Google Earth. Math teachers should know about things like PhotoMath and how you could leverage this in the classroom. English teachers should study and understand how writing has changed over the years and have students practice writing in mediums that apply to 2014. Blogs, Tweets, Status Updates, images and videos. Those are the writing tools of today and of the future.

Or how about just on an professional level. I wonder how many pre-service program cover things like:

  • How to respond to an upset parent over email
  • How to respond to an upset student over email
  • How to respond to colleagues professionally over email
  • How to write a professional email that conveys your message and will be read
  • How to handle a situation in which a parents sends you a DM on Facebook about their child (yes they can…yes it happens)
  • How to handle yourself professionally when everyone has a camera in their pocket
  • How to update your “class website” in a manner that is appropriate, within school guidelines and gets your message across to your community

That’s a list that just rolls off my head in about 5 minutes…I’m sure you can add more to the list in the comments.

Teachers-in-training say coursework focuses on technologies that help a teacher stay organized, rather than ways to engage students. In their methods courses, where teachers learn the mechanics of running a classroom, 71 percent report that they’re taught to use simple word processing, spreadsheets and database tools, 64 percent report learning how to create multimedia presentations and 55 percent say they’ve learned how to use interactive whiteboards. ~MindShift

It’s not just that technology is not being integrated into the course subjects and methods courses but that what is required to be produced is not good stuff typically. Sure 64% report learning how to create multimedia presentations but are they good presentations that take into account what we know about brain research? I’m going to guess not.

Are pre-service programs and methods courses looking at what skills need to be replaced for this generation? Are they studying new approaches to learning such as gamification and reverse instruction. Where they might work and where they might not. Are they studying new and emerging learning theories like Connectivism that was written and has been around since 2005 and is the foundation to what MOOCs are based on.

I shouldn’t be complaining I guess this is exactly what has made COETAIL so popular. We cover all these topics and so much more over the course of our program. BTW a new cohort is starting in February…feel free to spread the word!

We have work to do throughout education and preparing students for their future. We can’t rely on new teachers coming from pre-service programs to be the answer. Yes…they use a ton of tech in their own lives but have never been taught how to apply that to the classroom in a safe and learning focused way. Are they ahead of the game….sure….but without the focus on how and why learning changes when we have access to a connected classroom that tech life skill is wasted.

We can do better…..

Over the past few weeks while visiting different schools I have observed while walking down hallways, peeking in on meetings, or just end up watching presentation being delivered by educators that….well….are really bad.

By Tomwsulcer CC-BY-SA-3.0

I’m not talking about classroom teachers standing and giving presentations to students, I’m talking about counselors explaining the PSAT results to students, administrators presenting to staff, staff presenting to staff and presentations to parents. We’re talking presentation that have 5+ bullet points per page, text somewhere around 16 size font, and just an overall presentation that would put the most passionate person to sleep.

I look at all these presentations and then look at the type of presentations our students create for the classroom and projects and see a direct correlation….they’re bad!

The idea of giving a presentation has changed over the years, thanks in part to books like Presentation Zen (a must read for anyone that does presentations), TED Talks, and even Keynotes by Apple, Google and other companies of late. Presentations that are based both on sound fundamentals of presenting as well as telling an engaging story.

See: Lecture as content delivery is dead

Now I understand that there isn’t anyway to make the PSAT sexy. That there is information that counselors need to give to students. I get it…but that doesn’t mean that you don’t put in the time to make the presentation something that they will actually remember.

Brain Fact:

We remember 65% more when we attach an image to information (Rule #10)

Whether that is a graph, a chart, or an memorable image. Images are the most important part of the information you should put on a slide.

 

Brain Fact:

We can’t listen and read at the same time (Rule #4)

Try it….try reading a book and watching your favorite movie at the same time. You either are missing the movie or you’re not reading the book. We know this…..yet we put lots of words on a slide for people to read and then talk over them or about them while people are trying to read. You are making your audience choose to either read the slide or listen to you. Worse yet is having people take notes copy word for word what is on the slide. What’s the point of this? If you want people to have the information give it to them in a handout. Unless you are assessing the skill of copying there is no reason anyone should have to copy information from a slide onto their own piece of paper. Again we can’t write and listen at the same time, so you are making your audience choose between one or the other.

 

Yes…you can’t make a talk about the PSAT sexy…but you can make it memorable. You can make it more likely that students will remember the information by using what we know to be brain based-research around giving presentations.

presentation-224108_640I give a lot of presentations….and not that I think they are amazing presentations, but what they are is accessible to people. They take these facts above and apply them to a presentation that allows people to access the information, gives them space to think, and doesn’t make them choose between listening to me or reading the screen. In fact….I don’t give them an option….you’re going to listen to me because the only thing on the screen is an image and a word.

Why do we not see better presentations? Because good presentations that take these brain facts into consideration take time….take a lot of time and presenters are just not willing to put in the time to make great presentations. They get rushed, they don’t know how, or have not been taught, or have not taught themselves, and then they end up just like our students…rushed and through bullet points on a slide for your own sake and not the sake of your audience.

We then end up sitting through horrible…yes horrible presentations done by students. Students who have sat through horrible presentations and know no different so they copy what they have seen. Bullet point heavy slides that do not engage the audience in anyway whatsoever.

 

Presentation Tips:

  • Take every bullet point and put it on its own slide. If it’s that important of information for it to be on a slide then it should get its own slide.

  • Images, Images, Images – Find big beautiful images that help frame the point. Not some little image off to the side…but an image that fills the whole screen…that is the point, that makes the brain see the connection between the image and the content.

  • Handouts are your friends – whether they are digital or paper based doesn’t matter. Give people the information, the links before your presentation. Allow them time to look through it, get to know it, and then they will pay attention when you’re actually talking.

  • A presentation is about the presenter not the slide deck. You the presenter are the focus of the presentation not the slides. You want people to listen to what you say, you are important…the most important part of the presentation. Get words off your slides and make people pay attention to you. Nervous? Yeah…..it’s hard work giving good presentations. It’s nerve racking to know that people are actually paying attention to you and not to the 50 words on the slide behind you.

  • Expect more from our students. We need to do better for them. We do not need another generation growing up believing that a presentation is about bullet points. We can do better, we must do better. We can only expect our students to give good presentations when we ourselves are willing to take the time to give good presentations every time we have to. They are watching us….and we can do better.

At the end of last week I flew to Seoul, Korea to spend two PD days with educators at Seoul Foreign School (SFS). SFS, like so many other international schools in Asia are in the midst of rolling out their 1:1 program. This year their 5th adn 6th graders are in the program and next year they will be expanding that upwards through the grade levels as they continue the role out. 

It was a fun two days filled with conversations and ideas. I met with math teachers on the second day and promptly stole everything that Dan Meyer has to offer (Thanks Dan!).  

I also met with the primary teachers who teach 3-5 year olds. I had my hardest time talking technology with this group of educators. I believe what the brain research is telling us in that this age group should be spending as little time in front of computers as possible. The TED talk below is a good place to start and talks about how to develop the language center in the brain you can’t substitute computers for human contact.

I’m not sure it’s a good move for a consultant who is brought in to champion tech to say….you shouldn’t be using very much. I do think limited exposure isn’t a bad thing, but the key word there is limited. I still want these kids playing with blocks and with each other.

In the end it was great to spend time at a fantastic school who like the rest of big schools in Asia are asking big questions, innovating at every turn, and taking a risk on what the future of education might be. 

“How many of you have done the 18 minute, right before class, copy and paste, plagiarized, bullet point, turn and read off the screen PowerPoint Presentation? Be honest.”

Every hand in the room goes up.

We know it as educators, kids know it as students. The presentation really is about finding information, putting it on some slides, add some transitions and then telling the rest of the class what it is you found.

Then there is the audience who is suppose to take notes on the information. A.K.A. copy the bulletpoints in bulletpoint format onto a piece of paper. Because there is so much learning in copying words from the slide to paper….NOT……and of course as you are busy copying the words you’re not listening to what the presenter is saying…not that it matters they’re just reading the words off the slides anyway. 

 

Pecha KuchaWhat if there was a different way? What if the presentation was a story, a journey, an in-depth look into some aspect of a book, a time period as told through images and the research of the storyteller. What if the preperation of making the presentation was about learning? What if it was about crafting a story and understanding a topic to the point where you could stand and without notes, without bulletpoints tell your story. 

That’s exactly what I’ve been working with in partnership with one of our high school English teachers. Let me give you the outline.

Students in 9th grade English are reading To Kill a Mockingbird. A classic read for many students in high school. To help students understand the novel and the time period in which it takes place. Each student researches some aspect of the 1930’s. Students are given a list of topics or are free to come up with their own. Some topics include, Adolf Hitler, Fascism, The Great Depression, FDR, Women in 1930 America. 

Students have free range to choose a topic (Autonomy) as long as they can tie it some how to the book, or how this might have affected the characters in the book in that time period. 

Once they have chosen their topic and had a conversation about the angle they are going to take with it and how it ties to the book, they are set free to research (Mastery). 

The Purpose is to craft a story on how or why they feel their topic ties to Kill a Mockingbird

Students use a modified Pecha-Kucha format. Because of timing instead of 20 slides 20 seconds a slide. We went with 15 slides x 20 seconds for an even 5 minute presentation.

Time Period: 2 Weeks (including 2 weekends)

Why a Pecha Kucha:

  1. Equality: Every student gets exactly 5 minutes. No 3-5 or 5-7 minute presentation. Everyone gets 5 minutes to tell their story.
  2. Style: The style of a Pecha-Kucha which is very much telling a story through pictures allows students to think both literally and symbolically about the pictures they use to tell their story. The focus is on the story not the slides. The slides act as a visual representation of the story and are not the story themselves.
  3. Content Knowledge: When using the Pecha-Kucha format there is no faking content knowledge. Students need to know their content to a depth that they can stand and deliever a story using pictures as a visual trigger to the story telling process.
  4. Examplars: Using the Pecha-Kucha.org website students have a vast array of examplar presentations to learn from and get ideas from. 

Assessment:

Because telling a story is all about whether or not you made your point, the audience (students) rated each presentation right after it was given. We created a form in Google Docs. Kids would listen to the presentation and takes notes. Once the presentation was over and as the next presenter was setting up the students would fill out the rubric on the presentation, hit submit and get ready for the next presentation.

Questions on the rubric. Answered on a 1 – 5 scale of 1 = Stongly Disagree to 5 = Strongly Agree

  • The presenter has answered the ‘so what’ factor effectively
  • The presenter has a clear thesis statement
  • Vocal features (tone, pace, volume) are present
  • The presenter has used visual images symbolically and has linked them clearly to the thesis statement
  • The presenter has utilized eye contact and not referred to notes
  • The presenter has provided a handout with sources and a Works Cited page
  • The presenter has shown creativity in their use of Pecha Kucha (15×20 – 5 mins)
  • The presenter – answered questions from the audience with confidence
  • Comments to the Presenter

Use of Class Time: The research and the creating of the actual presentation where done outside of class. Class time was used to teach about creative commons pictures, creating compelling presentation, research skills, a clear thesis statement and answering the “so what” factor as the presentation related to the book. In other words class time was used to teach skills and context of the presentation. (Reverse Instruction)

Student Reaction:

  • Hate it: A lot of work for 5 minute presentation. (Love it!)
  • Hate it: Had to come up with my own topic, just tell me what to research. (Love it!)
  • Hate it: Finding pictures and thinking about how they fit with my story was tough. (Love it!)
  • Like it: I really learned what it was I was researching and in some cases ended up going in a different direction then where I started.
  • Love it: Being in the audience you really had to listen and figure out how the picture tied to the story. 

Teacher Reaction:

  • By far the best presentations I’ve seen from kids hands down.
  • The bump up in learning was amazing.
  • Watching some kids who struggle in class shine blew me away.
  • Will never go back to an “old” presentation style for this project again.

Lastly invite every administartor you know to come in and watch. You can’t help but listen to a couple of these presentations and go WOW. The level of learning, the content knowlede, the creativity and use of pictures is far beyond what even I expected. On top of that some of the angles students took on their research and how they believed it tied to the book was far beyond my own comprehension. Kids are at all different parts of the book as they read To Kill a Mockingbird. More than once students were caught whispering to one another “I haven’t gotten to that point in the book yet…..I need to get reading.” The teacher, loving the format and the learning he was seeing also did this same process with 11th grade IB students. What they produced was college level thinking and the depth that some of them with their thinking can’t be put into words. Simply an amazing project that I believe has changed both classroom practice and student knowledge for years to come. 

Intel

Just a quick announcement that I will be running a Webinar as part of the Intel Education Community on December 1, 2010 5:00pm PDT/ 8:00pm EDT (click on the link to register.)

Here’s the discription:

Using Cell Phones and Scan Codes in the Classroom
QR CodesYou’ve probably started seeing these scan codes popping up around your neighborhood, in stores, on packages, and in airports. If you haven’t then you will be seeing them soon. They’re called QR Codes or “Quick Reference” codes and they are taking the world by storm. Join Jeff Utecht and explore the possibilities of using QR Codes in the classroom and with the larger school community. Click the date below to register to attend.
December 1, 2010 5:00pm PDT/ 8:00pm EDT

Hopefully some of you can join me. We’ll have some fun…look at some sites and have a great discussion around how QR Codes can be using in the educational environment.

What I love about presenting is how themes emerge within my presentations that I was never thinking about before the conference begins. But somewhere in the process of doing 6 presentations at the EARCOS Teacher’s Conference a theme in my sessions emerged.

What is your container?

We talked in many of my sessions about having a container to house all of your web “stuff”. What that contain looks like really doesn’t matter as long as:

A. It works for you
B. It allows EVERYTHING to be embeded

When you create a “class container” think of it as not just a place to actually put stuff, but a place that allows you to pull in information from other parts of the web. It should allows you to the following:

1. Embed YouTube Videos
2. Embed RSS Feeds
3. Embed Slideshare Slides
4. Anything else that has a standard embed code.

Using the above criteria your container could be:

1. A Blog
2. A Wiki
3. A Ning
4. A Moodle Course
5. Netvibes.com
6. Pageflakes.com
7. Share your container in the comments

All of these above containers work. Find the one that fits your needs and either is unblocked at your school or your school has adopted system wide and start creating your online classroom.

At our school we’ve adopted two formats school wide. Our Elementary Teachers are using blogs and when you view them as a container you can see what I’m talking about. Here are a couple of good examples:

There are others, but I think these four when viewed as “Blogs as Containers” make the point clear.

In our Middle School and High School we’re using Moodle. I can’t show you any examples as our Moodle Courses are password protected but within Moodle you can embed all of the above and put RSS feeds in the sidebars. A Moodle course can easily become your container.

Once you view your class website as a container it allows you to think outside the walls of that container and ask yourself:

What can I pull into my space to enhance the online learning landscape for my students?

You don’t have to create it all….you just have to know/understand that you can pull things into your space to create a rich learning environment.

The Netvibes page we are using with all 5th graders is starting to become a grade level container. You can see how we’ve pulled in a couple of things, we can do more with it, and next year I think as this idea sinks in, teachers will want to use it more as a container than just an RSS Feed reader.

Then there’s the Ning that Alan November set up in about 5 minutes in a presentation at the EARCOS conference. As he was talking to the audience I created the site in literally 5 minutes, added a video, embedded the Twitter feed for the conference, embedded a custom search engine, and created a link to notes from another session. We didn’t even use any of the built in features to get started. Instead we were able to instantly create a container for the conference and pull all of the information on the web into that one spot. A one-stop shop for everyone online about this conference and for the educators of EARCOS. If you are an EARCOS teacher or you are looking to connect with teachers in the Asia region to do a project EARCOS-Ed is the place to make those connections happen.

Take a look at your classroom site…..is it a container? Does it allow you to pull in information from around the web. Can you create a container of learning?

Feel free to show us your example of a classroom container in the comments!

A big thank you to Elizabeth Helfant for inviting me into St. Louis for a chance to spend a day with the staff of Mary Institute Country Day School. I was the last in a string of one day workshops that Elizabeth put together for her staff. Being the last of the summer was nice as it allowed us to talk about how tools such as Google Earth, Blogs, and Wikis can be used in the classroom. We spent the first part of our time not talking about the tools but looking at examples of how they are being used in the classroom.

We spent some time searching and exploring the Google Earth in Education section. Where teachers can download some amazing layers into Google Earth to teach with. From there we looked at some high school examples of how wikis and blogs are being used in different high school classrooms.

We spent some time discussing Welker’s Wikinomics still one of my favorite class based wikis. What’s great is that Jason Welker freely shares his rubric for grading the wiki and his rules of conduct for students. Teachers appreciate seeing exactly what the student expectations are for such a site.

From there we talked about WikiBooks.org and how teachers could use this site to not only study, but create the textbook of the future with students. I’ve yet to hear of a teacher actually doing this…but still feel it has some potential in the classroom.

Next we looked at some examples of blogs. My two favorite student blogs Theory of Knowledge and Chemical Paradigms where perfect examples of just how introspective high school students can be. Teachers were shocked at how personal and in-depth some of the posts from students were. How they took pride in their work and how having an authentic audience engaged the students in meaningful ways.

After spending the first half of the day discussing how these different tools might fit into their classes we took the second half of the day and just allow teachers to start and build their wiki or blog or play with Google Earth. The history department got together and laid out some ground work for a wiki they want to use this year. Others explored the use of Nings from previous presenters in the summer. In the end we just gave them time to work….the kind of time teachers say they never have.

It was a nice relaxing day in beautiful St. Louis and I hope the teachers that spent the day with me learned as much as I did.

We can not expect teachers to take a risk and try something new if we ourselves are not willing to try something new.

I held a PD session for K-12 teachers after school today. It was one of 5 technology sessions we offered to teachers in what is known as TECH Wednesdays. Basically one Wednesday a month is set aside for tech PD. Today’s sessions included:

Blogging: (Brought 15 more teachers online)

Netvibes: Learn about Ginger and the new Universe function (Netvibes is the dominate RSS reader at our school)

Photoshop: Basic photo munipulation (resize, crop, rotate, etc)

Beginner Basics: For those who need just basic computer help at a beginner level

Why Not?: My session which focused on the question Why (BYOL=Bring Your Own Laptop session).

Not only did I want to try and help teachers understand why we need to be using technology to teach but I also wanted to demonstarte how one of these tools could be used in a classroom setting.

If I was asking my teachers to take a risk in their own classroom, then I felt I needed to show that I too was willing to take a risk with my presentation and push myself to try something new. So, I set up a chat room using chatzy.com. As people filed into my session I had them open their laptops and helped them to log into the private chat room.

I was taking a risk on a couple of different levels.

  1. I had never used chatzy.com before and was praying that it was stable enough and easy enough for teachers to be able to figure out with little instruction.
  2. I was worried that our wireless access point would not deal with more than 20 laptops in the room. So earilier in the day I asked the IT department to install two other access points…praying we could make it work.
  3. We are in China…and there is always the “China Factor” that you need to worry about.
  4. Would the teachers take the chat room seriously or would it, like it could with students if not structured correctly, become a place to play rather than to think deep?

And of course…just in case something failed I brought chocolate! Teachers, after a long day of teaching, will forgive you when you fail if you have chocolate….I always have chocolate. 🙂

I began the session by explaining that I was taking a risk, and quickly explained what a back channel conversation was and how it could be a very powerful learning tool in a classroom. I of course, couldn’t watch the chat on my computer as it was playing videos and held my notes for the session (I did however have two spys in the audience that I had asked ahead of time to try and focus the conversation if it did get off task…teachers are the worst students 😉 )

So I began where you usually begin when you are talking about change…the beginning. I started with the constructivist theory of learning seeing that all of us in the room went through teacher school learning this theory. It’s not a bad theory and one that I do believe in. The problem is it was created in 1967 and things have changed since then. It’s a good theory that needs a couple updates. In comes the connectivism theory. A theory that looks at the connected nature of information today and the role networks play in the learning process.

So we have a theory that states: individuals construct new knowledge from their experiences.

and a theory that states: Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual.

So together we get:

A theory that states: Individuals construct new knowledge from their experiences. Experiences that occur within nebulous environments of shifting core elements.

We’ll call it the Constructive Connective Mashup Theory of Knowledge Acquisition for now. 🙂

We talked about the two theories for awhile and how in a world where information is chaotic connected and complex that we need to find ways to make that relevent to our students and engage them in creating new meaning from what they themselves have experienced.

We then went on to talk about how Bloom’s Taxonomy of High Order Thinking Skills has been revisited based on research that learning is an active state. Therefore, Bloom’s Taxonomy needed to be updated to reflect this by using verbs.

external image Bloom_1.jpg

Again, remember as I’m explaining all of this the room of about 15 teachers are chatting in the private chat room and I don’t have any idea of what they are saying. It’s an interesting moment when you look up to get an audiences reaction to something you just said to find that not one person is looking at you, but instead staring at their laptops. I didn’t know if it was a good thing or a bad thing…but it is different and it is something that as presenters and as teachers we need to get use to if we want our audience to engage in reall meaningful conversations (again creating meaning from personal experience).

After I had my 15 minute talk. I opened it up for discussion on what teachers were thinking and any thoughts they had on using the chat room. We had a quick discussion about the theories and the taxonomy but not one comment about the chat room. I started wondering if it was just to much for the teachers. Did they not get it? Should I have explained it more? To late now…..

I then showed two videos and asked that they just reflect on their message and use the chat room to learn and think from each other.

We watched

Pay Attention

and

Do Schools Kill Creativity?

I had more to share and planned on bringing it back to some of the things that teachers are doing already in our school but we ran out of time. We finished with a discussion about the two videos and again I asked about their experience with the chat…and again no response. The nice thing about chatzy is that it archives the chat so I sat down tonight and went back through to see what the conversation was about. Here are some of my favorite thoughts from the chat.

how do we set up the chatzy?

As long as you structure your lessons to make the use of the technology tool it will work

The diversity of opinions is key… especially with our population. So many of our students still want to be told what to think.

The Web = Chaos – we have to make sense

Why aren’t we all aware of a new Blooms? Should we be sharing it? Who decides

perhaps it’s also – can we ourselves create new knowledge? how can you teach creation without experiencing it yourself?

cell phones give our kids confidence, (
My 6 yr old) had access to one the other day to play by herself and she utilized it like a pro

Go to http://www.ceap.wcu.edu/Houghton/learner/Think94/NCmarzanoThink.html for a link to Marzano’s New Blooms

i love that comment about the students only asking a question every 10 hours, the tech they can access is so much more immediate and real to them than that

DEAR is spent reading blogs in my class, twice a week

I can’t believe that even 39% think school will matter later in life

IPod + podcast = anytime learning… I need to put that in my elective description.

creativity requires thinking

risk taking

success in NCLB is not on how well teach the test but on how well we teach kids to think…personal experience has taught me that the best teachers teach kids to learn not a content

And to create an environment of risk-taking the teacher cannot serve as the know it all… they serve as the facilitator of the creativity!!!

absolutely – facilitating activities, providing models to tweak etc

The HS digital media club impresses me and is almost all student driven beyond what we have ‘schooled’ them in. Students drive the creativity though like jim says the test driven format of HS limits us and them.

We can all end up at the same point it is how we get there that makes the difference

I think that young child stop taking risks and stop being creative when they stop playing or when we organize their play too much

I think there is far too little time for PE for our elementary kids – they need to run and play more often!

one of the best experiences I had was when I had a classroom without desks and every lesson we used the outdoors to learn things. the kids were engaged and interested and thinking. I didn’t have paper assessemnts I watched the students and assessed them. basicly the students played at tasks while I watched and then we talked about their learning. And this was with grade 7’s and 8’s. I would love to have a classroom like this again

The chat: can be used in so many ways

Now I don’t know how they actually felt about using the chat as a back channel as none of them spoke up to tell me. But I learned a lot by going back and reading the chat and there is a part of me that wishes I could have been a part of it. Note to self…next time bring two laptops. One for the preso and one to chat. 🙂

[tags]21st Century Learning, connectivism, presentation[/tags]

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