{"success":true,"data":[{"ID":250,"Class":"Conversation","Created":1351826280,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Breaking down classroom walls - open learning","Handle":"Breaking_down_classroom_walls_-_open_learning","ShortDescription":"To break down the walls of our classrooms we need to consider how to blend online and face to face learning. This conversation will focus on how open learning can transform education by giving students and educators the confidence and tools to think and learn for themselves.","Description":"We can break down classroom walls by considering open learning. Open learning is transforming education in different ways. This conversation will focus on three aspects of open learning that help encourage change: 1) open resources and content, 2) open leadership and 3) open pedagogy. \r\n\r\nOpen Educational Resources (OER) have the potential to bring education to the masses and promote educational opportunities for all. What are the most widely used resources and why? How can we find these resources and how do we curate the content?\r\n\r\nOpen leadership encourages transparency and deeper communication between communities of practice. Who is demonstrating open leadership and what are some of the common characteristics? What influence does social media have for open leaders?\r\n\r\nThere are a wide variety of options in open pedagogy, from common web tools, to open online courses and even open online projects. Open pedagogy encourages educators to consider blended learning opportunities and integration of technology into all curriculum. Open pedagogy also promotes collaboration within communities of learning and alternative methods of learning like inquiry based projects. Open pedagogy engages and connects learners with people outside classroom destroying that myth that only teachers can teach. What are some examples of open pedagogy that instill confidence in in learners? How can we transfer this confidence systemically throughout the learning community? \r\n\r\nHaving a conversation around three aspects of open learning will promote more awareness and about the open movement. The conversation will also create learning networks to extend these examples throughout the world in sustainable ways. By sharing examples, we will be able to build a bigger learning village and break down the classroom walls that have limited learning","Link":["http:\/\/openlearningk12.wikispaces.com"],"Audience":["High School","Middle School"],"Practice":"I will start a wiki before the session and provide resources about open learning on the wiki. These resources will include slideshares, videos and some written text.\r\nOn the day of the conversation, I will split the participants up into groups. They will each have an opportunity to give examples about the three aspects of open learning. Each group will have 10 minutes to add to the \u201cspecific\u201d wiki page, then I will switch the topics. That way every group will have the opportunity to give examples about each aspect of open learning from their own environments.  (Total 30 minutes)\r\n\r\nThen I will ask the group to look at the combined information, and choose as a group,  the first \u201caspect\u201d to integrate into any learning environment and why. I will have an online survey on the wiki so we can see the data. (10 minutes)\r\nI will ask each group to give their answer and explain their choice. (10 minutes)\r\nWe will then have an open discussion where we can add to the wiki, or just listen. (10 minutes)","Presenter":["Verena Roberts"],"PresenterAffiliation":["ADLC Alberta Distance Learning Centre"],"PresenterEmail":["vroberts@adlc.ca"],"ScheduleSlotID":17,"ScheduleLocationID":8,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":257,"Class":"Conversation","Created":1351888495,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Honoring Our Learning Philosophy Through Our Learning Reports: Is it about learning and progress or is it about grades?","Handle":"Honoring_Our_Learning_Philosophy_Through_Our_Learning_Reports:Is_it_about_learning_and_progress_or_is_it_about_grades","ShortDescription":"In 2013, how do schools report learning and growth? Is it through test scores, a \u201creport card,\u201d a \u201cprogress report,\u201d a portfolio, or  __________? Are we modeling 21st century communication and collaboration as we offer formal feedback and document student growth and progress?","Description":"We want this conversation to be active \u2013 reflecting and dreaming big while also taking small (or not-so-small) steps to plan on how to move a classroom or a school to dynamically describe, document, report, and celebrate learning. How might we honor and leverage current cultural buzzwords and eduspeak \u2013 risk-taking, failure, personalizing learning, design-thinking, grit \u2013 and authentically make these concepts part of our learning report for each child?","Link":["http:\/\/bit.ly\/LearningReports"],"Audience":["All School Levels"],"Practice":"We will ask participants to bring a current report card and have a \u201cgallery walk\u201d of the reports for the first 20 minutes of the session. Using post-it notes, participants will comment on things they like and things they wonder about. Seeing various types of reports will serve as our jumping off point for conversation. \r\nWe will lead participants in discussion about how to best honor our learning philosophies through our learning reports with guiding questions and with a lively backchannel. We are in the process of prototyping a report card of the future and will bring mock-ups to stir conversation and discussion.\r\nParticipants will drive the conversation as we brainstorm how to make learning reports about learning\/growth and not just about grades.","Presenter":["Megan Howard","Jill Gough"],"PresenterAffiliation":["The Walker School","Trinity School (Atlanta","GA)"],"PresenterEmail":["marymeganhoward@gmail.com","jgough@trinityatl.org"],"ScheduleSlotID":17,"ScheduleLocationID":10,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":195,"Class":"Conversation","Created":1351545688,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Makeover: Classroom Edition","Handle":"Makeover:Classroom_Edition","ShortDescription":"Have you ever experienced the Web 2.0 in a classroom 1.0? Have you had trouble using 21st century technology in a 20th century space? This hands-on, interactive conversation \r\nis seeking innovative learners and teachers who are ready to take on an extreme makeover that impacts teaching and learning.","Description":"The advent of the Web 2.0 has brought many affordances to instructional practice - except in the area of classroom design.  The presenters are currently experiencing the phenomenon of engaging in 21st century learning in a 20th century classroom.  The time has come for our classrooms to enter the 21st century; it is time for an extreme makeover.  The conversation will begin with an exploration of two different classrooms, and the question: \u201cWhat type of learning occurs in this space?\u201d  In this conversation, participants will explore what constitutes a 21st century classroom space and how we create classrooms that support 21st century learning.  Participants will be asked to help design a 21st century classroom, imagine what it is like to be either a teacher or a student in a classroom designed for the 21st century, and discuss the challenges of creating 21st century classrooms.  \r\n\r\nWe hope to engage participants in a meaningful conversation that leads to the creation of a 21st century learning space.","Link":[],"Audience":["All School Levels"],"Practice":"Participants will begin the conversation by evaluating images of learning spaces and responding to the questions \u201cwhat do you see\u201d and \u201cwhat does this mean for learning.\u201d They will then share their responses to the questions. \r\n\r\nEach participant will draw a picture of their ideal 21st century learning space. Images will be displayed in the form of a gallery where others in the group can provide feedback and ask questions about the spaces.\r\n\r\nBased on their images and gallery walk, participants will create a working list of \u201cmust haves\u201d in their 21st century learning space and explain why this must be included in the classroom design. Once the list is created, participants must identify what challenges exist in making a 21st century learning space a reality. How does one address those challenges?","Presenter":["Christie-Belle Garcia","Alexandria Garino","Sarah L. Hamilton"],"PresenterAffiliation":["Christie-Belle Garcia","Fordham University","NY","Alexandra Garino","Fordham University","NY Sarah L. Hamilton","PS 44","Staten Island","NY"],"PresenterEmail":["cgarcia@fordham.edu","agarino@fordham.edu","shamilton12@fordham.edu"],"ScheduleSlotID":17,"ScheduleLocationID":3,"SubmitterID":62,"AdditionalComments":"We are doctoral candidates in Fordham University's Graduate School of Education in the Contemporary Learning and Interdisciplinary Research (CLAIR) Program","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":273,"Class":"Conversation","Created":1355240808,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Online Vs. Face-to-Face PLNs","Handle":"Online_Vs-Face-to-Face_PLNs","ShortDescription":"Are we moving towards a Surrogates society?  Are online PLNs taking the place of face-to-face PLNs?  Let\u2019s debate between the use of online and offline interactions to develop and advance our professional and personal learning.","Description":"","Link":[],"Audience":["All School Levels"],"Practice":"","Presenter":["Brandon Lutz"],"PresenterAffiliation":["School District of Philadelphia","SEPAECT"],"PresenterEmail":["blutz01@gmail.com"],"ScheduleSlotID":17,"ScheduleLocationID":14,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":275,"Class":"Conversation","Created":1358876472,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Serving all Learners: Special Education in Modern Schools","Handle":"Serving_all_Learners:Special_Education_in_Modern_Schools","ShortDescription":"At SLA, we view acceptance of students with special needs as vital to our culture of diversity.  Supporting all students in the general education curriculum requires communication and cooperation amongst all members of a school community.  We are always working to develop and build upon systems to support a wide range learners, with the end goal of moving them towards independence beyond the walls of our school.","Description":"https:\/\/docs.google.com\/document\/d\/1Vji_aHylGSoVv6BCQao4aliUWsZSthIV0qh_TeW4Ads\/edit","Link":["https:\/\/docs.google.com\/document\/d\/1Vji_aHylGSoVv6BCQao4aliUWsZSthIV0qh_TeW4Ads\/edit"],"Audience":["All School Levels"],"Practice":"https:\/\/docs.google.com\/document\/d\/1Vji_aHylGSoVv6BCQao4aliUWsZSthIV0qh_TeW4Ads\/edit","Presenter":["Beth Menasion","Michael Ames"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["emenasion@scienceleadership.org","mames@scienceleadership.org"],"ScheduleSlotID":17,"ScheduleLocationID":12,"SubmitterID":62,"AdditionalComments":"https:\/\/docs.google.com\/document\/d\/1Vji_aHylGSoVv6BCQao4aliUWsZSthIV0qh_TeW4Ads\/edit","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":267,"Class":"Conversation","Created":1352222684,"CreatorID":1,"RevisionID":null,"Status":"Accepted","Title":"Teacher evaluations: Towards a more democratic process","Handle":"Inquiry_and_teacher_performance_assessments:Getting_teachers-voices_into_the_conversation","ShortDescription":"How do we incorporate teacher voices into the debate over assessing teacher performance? I want to start the conversation by asking various education professionals their opinions, then pose my ideas about using inquiry to help teachers create a more formative and democratic approach.","Description":"Assessment of teacher performance has become theme in recent political discussions that is not going away. A recent flare-up was the strike in Chicago, which was not about money; it was about how teachers were assessed. Now that begs the question - if we don't want to be assessed by our students' performance on standardized tests, then how do we want to be assessed? How do we incorporate the democratic process into this discussion? Can we make these evaluations formative? I want to start that conversation and hear from teachers, administrators, people involved in unions, charter schools, and anywhere else who feels as if they want to listen and give input on the matter.","Link":[],"Audience":["All School Levels"],"Practice":"The whole session will be conducted in the form of a discussion. I have two over-arching questions that I want to pose to the people in the session to help direct the conversation, but much of this is me gathering data for myself. To that end, a web forum would help center the discussion, with maybe three short opportunities to write and respond to each other.","Presenter":["Juan Gabriel Sanchez"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["jsanchez@scienceleadership.org"],"ScheduleSlotID":17,"ScheduleLocationID":2,"SubmitterID":1,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":238,"Class":"Conversation","Created":1351817408,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Teaching Frameworks For Creative Collaboration","Handle":"Fostering_the_Creative_Leaders_We_Need","ShortDescription":"We want our students to be collaborative solution-finders, but group work alone doesn\u2019t get there. Students need frames for creative leadership \u2013 and practice to grow into leaders who foster collaborative, creative teams. In this session, we\u2019ll practice using tools from Leadership+Design Studio and explore how they develop young creative leaders.","Description":"We want our students to be collaborative solution-finders, but group work alone doesn\u2019t get there. Students need frames for creative leadership \u2013 and practice to grow into leaders who foster collaborative, creative teams. In other words, we need to develop a curriculum for creative leadership that can operate in the authentic context of project-based learning.\r\nAt Leadership+Design Studio, we\u2019ve developed a leadership curriculum that operates in parallel with a three-day design thinking project. Students practice creative leadership while working in a small group to create new solutions to a design problem. \r\nIn this conversation, we\u2019ll practice using some of the tools from Leadership+Design Studio and explore how they can help develop young creative leaders. We\u2019ll also share case studies from our work in the field.\r\nTopics for rehearsal include:\r\n\u2022\t\u201cTask\u201d and \u201cMaintenance\u201d \u2013 and teaching students to observe the difference\r\n\u2022\tWaterline Model \u2013 learning to diagnose problems in group dynamics in a way students can apply\r\n\u2022\tSpeedback \u2013 learning to give behaviorally specific feedback\r\n\r\nParticipants will benefit from watching a 30 minute video introducing core concepts before the workshop so that we can spend the bulk of our time together engaged in hands-on practice. This video is posted at www.leadingislearning.org\/resources.\r\n\r\nThis is a hands-on, participatory conversation that will prepare participants to use to classroom-ready resources available on-line at leadingislearning.org\/resources to continue the work once they leave.","Link":[],"Audience":["High School","Middle School"],"Practice":"Laboratory. Participants will participate in an activity, practice core concepts in a fishbowl environment, and analyze group process.","Presenter":["Greg Bamford"],"PresenterAffiliation":["Leading is Learning"],"PresenterEmail":["greg@leadingislearning.org"],"ScheduleSlotID":17,"ScheduleLocationID":13,"SubmitterID":62,"AdditionalComments":"This sounds awesome. Hear great things from lots of folks I admire. Going to self-fund this one!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2},{"ID":232,"Class":"Conversation","Created":1351804928,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Visualizing Data with Fusion Tables","Handle":"Visualizing_Data_with_Fusion_Tables","ShortDescription":"Google's Fusion Tables enable the connection of data to locations on Google Maps.  Come and see maps showing how student performance and poverty compare geographically.  Add teacher pay onto the map to see how that factors in.  Have some data you want mapped?  Come and share.","Description":"The conversation will focus on Fusion Tables\r\n\r\nhttp:\/\/www.google.com\/fusiontables\/Home\/\r\n\r\nThis free Google Drive based application permits spreadsheets with geographic information (addresses, zip codes, latitude & longitude, etc.) to be combined with Google Maps to create interesting visualizations of data.  As an example, here is school building rating data from an Ohio Department of Education Excel spreadsheet imported into Fusion Tables.\r\n\r\nhttp:\/\/bit.ly\/FT-EDUCON\r\n\r\nThe application will import Excel spreadsheets, CSV and KML files.  As long as the data has geographic information, it can be \"mapped\" on a Google Map.  Additional data within the set can be used to set markers or color of objects.  Thousands of data sets are available within Google Drive and can be merged with imported data sets.  Hundreds of Geographic shapes (countries, states, counties, school districts, etc.) of data have been created in the system.  Here is an example showing Ohio school districts color coded by poverty rates.\r\n\r\nhttp:\/\/bit.ly\/FT2-EDUCON\r\n\r\nDuring the session many examples will be shared and new data visualization maps will be created.","Link":["http:\/\/www.trustyetc.com\/trustyblog\/"],"Audience":["High School","Middle School"],"Practice":"Fusion Tables are part of Google Drive and can be shared in the same way as other Google Docs.  During the conversation some pre-created Fusion Tables will be shown.  The process involved in creating the Fusion Tables will be demonstrated so that all involved in the conversation will be able to create new Fusion Tables.  All Fusion Tables will be shared in Google Drive and a Google Doc with links to all projects created in the conversation will be shared with the public.  Anyone with access to Google Drive will be able to access all the projects.","Presenter":["Alvin Trusty"],"PresenterAffiliation":["The University of Findlay"],"PresenterEmail":["alvin.trusty@gmail.com"],"ScheduleSlotID":17,"ScheduleLocationID":7,"SubmitterID":62,"AdditionalComments":"Darren Kuropatwa and John Schinker have agreed to supply the Mead for the session, provided that sort of thing is permitted in SLA.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":2}],"conditions":{"Status":"Accepted","ConferenceID":2,"ScheduleSlotID":17},"total":8,"limit":false,"offset":false}