Kevin Ryan in Tokyo

Category: Learning

  • Attention! is important

    The first of the 5 Digital Literacies in Howard Rheingold‘s book Net Smart is Attention. At first, I thought this was just a warm-up to the other literacies, one to get things going to study Critical Consumption (crap detection), Participation, Collaboration, and Net Structure. Then I started teaching with the book. Then I started doing research, and have come to the conclusion that Attention is the most important of the five.

    I have noticed in my classes that there are more kinds of attention. I have noticed myself managing different levels of attention. Managing your own attention is key to all of the others. Indeed, meditation shows both how and why.

    I have been able to focus more as a result of monitoring my own (lack of) attention. Here are 20 Ways to Win the War Against Seeing by Rob Walker (Medium). They are great ways to practice Attention, and will help you manage your own. Here is part of a newsletter (called Noticing) by Jason Kottke about, well, noticing things.

    So here’s the skinny. The book is called The Art of Noticing: 131 Ways to Spark Creativity, Find Inspiration, and Discover Joy In the Everyday, will be out in May 2019, and can be preordered from Amazon right now. Walker describes it as a practical guide to becoming a better observer, “a series of exercises and prompts and games and things you can actually do (or reflect upon) to build attention muscles or just get off your phone and enjoy noticing stuff that everyone else missed”.

  • Edutopia and EdSurge, too many Edu-websites

    Steven Herder interviewed me for the iTDi Teacher’s Room a few days ago. In it he said he liked Edutopia and I said that it was primarily funded by big tech stakeholders in education. The truth is a little more complicated.

    Though I hold to my opinion, I will have to admit I was confusing Edutopia with EdSurge. Edutopia was created by George Lucas of Star Wars fame as a non-profit to look into ideas for education.

    Edsurge, on the other hand, is a total creation of the edtech companies and is little more than a front for its PR. Audrey Watters in her essential weekly run-down of edtech news (that run-down can be taken both ways), often berates EdSurge as company pablum.

    So both websites depend on money from large corporations and thus are suspect. Edutopia is a bit more balanced, as it is more separate from its corporate parent. But mostly I agree with Steven, that the articles in Edutopia are very uplifting.

    So there you have it. I haven’t even covered EduCause and a couple of others.

  • Short URLs: Goo.gl going under

    Graphic from Strategic Planet

    News today (and not it is not April Fool’s) is that goo.gl URL shortener. Here is the message:

    Starting March 30, 2018, we will be turning down support for goo.gl URL shortener. From April 13, 2018 only existing users will be able to create short links on the goo.gl console. You will be able to view your analytics data and download your short link information in csv format for up to one year, until March 30, 2019, when we will discontinue goo.gl. Previously created links will continue to redirect to their intended destination.

    I have hundreds of shortened URLs. They are good for making easy links for students. And everyone else. And I have a year to continue, and the links will continue after that, so not such a big deal.

    Alternatives: I like bit.ly better in many ways, you can make a custom URL. But they don’t do QR codes. All my students have phones, and using QR codes makes things even easier for them. Here are some alternatives (Thanks, Richard.)

    I have discovered tiny.cc, which looks like a spoof of tinyURL, one of the first shorteners. It looks a bit iffy, but Web of Trust says they are moderately safe. The neat thing is that they incorporate QR codes right into the process, making it perfect for me. The add-ons for a pro account looks like they may be monitoring traffic a little too closely. Will keep you updated, but this is the direction I am looking for now.

    Kind of reminds me of the problems with RSS readers, but that is for another post.

  • Games in Class

    I have two games lined up for classes when they begin next month. I have been reading and exploring on ways to up the experiential level in a boring class setting.

    Classcraft looked cool at first. Making classroom behavior into a group-based RPG fit right into my small group structure for teaching and interaction.  I considered my audience of college women and started to doubt whether they were familiar with MMORPGs. They could always ask their brothers, or even fathers. I asked in my class and happily about 25% (6/24) had played a similar type game on their Playstation or phone before. I was also wary about the thing being just a juiced up behaviorist trick, with the gold stars wrapped up in a pretty package. Not after the research. It is used in 20,000 schools. Granted, most of those are Jr. hi and HS, but close enough. The features lead to team-building and if my students can do that in English, perfect. I can build in using English as part of the settings as well. There are random events which spice up things, and make them more real. The only thing that still worries me is the reliance on competition, of which my students don’t have much of. Yet. Good for my first-year speaking and listening class.

    Fantasy Geopolitics is a game to stimulate conversation about the world, about geography, and mostly about the news. I know my students are not familiar with Fantasy Football, but the concept I think they will latch onto quite easily. Instead of making up a team of football players at the beginning of the season, students choose a “team” or collection of countries (for my class, each student can pick 6). Then each class thereafter they can trade countries instead of players during the weekly “draft” at the beginning of class. The neat thing is that the countries are all rated by how much they appear in the New York Times. So instead of getting a hot running back for your team, you will be looking to see which countries have wars, revolutions, economic upheavals or other reasons to get in the news. After the first 3 weeks or so, goes the research, students start looking for signs that a country is ready to burst onto the newsfront, an embroiling scandal or whatnot. Each week, students are then rated on how much their exposure goes up or down. This means students need to keep reading each week. We use Newsela for graded reading access to news, but students can also look at authentic headlines in the NYTimes. The developer started with a Kickstarter campaign, but now the game resides at FANschool.org. They have other version of politics in general, and one for elections, but my students need geopolitics more.

    Both of these games were featured in one of the best games for education books I have read in years. The Game Believes in You by Greg Toppo has a dozen chapters, each using an exemplary software to show how games belong in and improve education. I will show my colleague who teaches English Literature the endless runner game Stride and Prejudice. Still in development is Eoghan (pronounced owen) Kidney’s VR (virtual reality) adaptation of Jame’s Joyce’s Ulysses. This has been in development for 3 years since getting money on FundIt, similar to Kickstarter, and it looks like a group at Boston U is starting up something similar called Joycestick (get it?). We can learn empathy and great storytelling through Inanimate Alice. Another way to center your thinking and do literature at the time is the game Walden, a game, now out in Apha ($18). We live in Thoreau’s world and learn to become more self-reliant and negotiate society on our own terms. Finally, we learn how to throw trucks and run like a chicken using our brains and an EEG collar as the only interface. What this really does is work like Ritalin or Adderall (the games are still in trial) to focus attention.

    Each of these games is an example of a different kind of software, each addressing a different kind of learning. The book is highly recommended. As soon as I finish reading the book, off I am to develop the first two to fit into my class, and have fun with the others.

  • Homework Exchange

    I am at a tech conference for teachers (Japan Moodle Moot) and over lunch I was throwing out ideas to see if they resonated with others who use Moodle for teaching. Gordon Bateson was answering follow-up questions about his morning presentation on Badges.

    This conference follows a week where the faculty admin from our Boston campus came to explain how the accreditation process goes on in the US. They use SMART (Business guru Peter Drucker’s 5 criteria for setting goals: Specific, Measurable, Achievable, Relevant and Time-bound (with a time frame). The course content is broken down into tiny bits, each with its own set of standards (actually, there are 4 sets, as Boston breaks the students into 4 levels). This requires a lot of work, but does force people (teachers and admin) to clearly define what they want to go on in class.

    One of the interesting admonitions from the consultants in Boston was to make sure that time was not the determining factor, only one of 5 parts. Also not about how much work is done, but how much learning gets done. I applaud this.

    It is looking like this kind of goal-setting (curricula and syllabi) are coming to Japan. Word around the Ministry of Education is that it is the next big thing after “active learning” runs its course.

    I was put in charge of our sadly neglected self-study center, repurposed as an unofficial event room called the English Room. We need regular activities next year (starting in April).

    With all these ideas, and Blockchain (technology behind BitCoin) applied to Education, I came up with an idea. Homework Exchange.

    It seems with our students doing so much of the same kind of homework, it gets less efficient. It also adds to the teacher load. An Exchange among department members (espcially in our language learning skills courses) would give students an opportunity to do things with other students outside their groups with teachers doing stuff they are good it. Here is how it works.

    I like playing board games. I set up Monday lunch as Gamer’s Lunch. Any student who comes can get recorded. If a teacher assigns that as a kind of speaking homework for their speaking class, she gets credited. But, for a teacher to assign an activity, they in turn have to offer an activity of their own. Say, watching a 10 minute video and leading a discussion. You build a series of activities, students get a lot more practice and teachers share the load.

    There are a lot of logistics to work out, but it does satisfy the Ministry’s current guidelines for homework, 45 minutes a week per credit hour. (Unrealistic in itself, with students carrying a load of 24 90-minute classes, plus the homework, that makes for a 54 hour work week.) But hey, they might have some fun for at least part of it instead of doing fill in the blanks.

    I see this starting as a face-to-face thing, then moving from a small group of volunteers to the faculty in the department, then across departments, at which time it will need to go online. Fortunately, tomorrow has a presentation on sharing activities in Moodle, at 9 AM. Takes an hour to get to the conference. Time for bed.