1. Strategic Data
1.1. Right data, people and analysis = Right decisions
1.2. Project: Strategic Data Project
1.3. Ideas
1.3.1. "The Sets" monthly data points
1.4. Tools
1.4.1. Schoolzilla
1.5. Put data in the middle of your organization
2. Teacher PD
2.1. Future15 - BloomBoard
2.1.1. Facilitating individualized teacher PD
2.1.2. Whitepaper recommendation: Carrie Leana, The Missing Link in School Reform
2.1.2.1. Need social capital in the teacher learning environment
2.2. Level Up! Gamification of Teacher PD
2.2.1. Matt Baier, @mattbaier1234
2.2.2. 10 Positive Emotions (TED Talk)
2.2.3. Mapped out a plan via Spreadsheet
2.2.4. Episodes, levels, challenges
2.2.5. Used iTunes U as a delivery mechanism
2.2.6. teachers of all levels need to experience success
2.2.7. Tool: Sign up Genius
2.2.7.1. Teachers need to prove mastery
2.2.8. Reward
2.2.8.1. Badges
2.2.8.1.1. Displayed on the teacher webpages
2.2.8.2. Certificates
2.2.8.2.1. they "barge" into rooms to award certs in front of students
2.2.8.3. iTunes Gift certificates for completing episodes
2.2.9. Teacher Feedback
3. Serendipitous Finds
3.1. Brck
3.2. Kindle Single as an English assignment
3.3. Stanford Uni Design Thinking Process
3.4. ThingLink
3.5. Cornel Method of Notetaking?
3.6. No digital natives, we need Digital Vikings!
3.7. @amyburvall
3.7.1. History vidz
3.7.2. Blog
3.8. Growth Mindset vs. Fixed Mindset
3.8.1. Been hearing a lot about this
3.9. Accredible
3.9.1. Create visual personal narratives for job applications
3.10. Hoot.me
3.11. Movenote
3.12. Quora as a Research Tool
3.13. Tableau - Data analytics software
3.14. Sapling Learning
3.14.1. Ebooks for Physics, Chemistry and Biology
3.15. Chronozoom
3.16. "Leveraged Leadership" - Mentioned in BloomBoard pres
3.17. Research paper: Flow in Schools
3.18. ExitTicket
3.18.1. Classroom responder system
3.19. LaunchEDU
4. Gamification
4.1. Game Dynamics can be a Game Changer
4.1.1. CEO of Brainrush
4.1.2. Schools make it harder and harder to maintain enthusiasm
4.1.3. Enthusiasm, creativity and optimism are key attributes of the "Steve Jobs" of the world
4.1.4. "Success is the ability to move from failure to failure while maintaining enthusiasm"
4.1.5. In 5 Years, Learning will be 10 times faster.
4.1.6. Brain science is maturing
4.1.6.1. Exercise before learning
4.1.6.2. We will know what the optimal fuel for the brain within two years
4.1.6.3. We'll know more about the brain in the next 3-4 years by an order of magnitude
4.1.6.4. Brain activity "lights up" when you ask for a response
4.1.6.5. Brain loses 1ms per year of speed after the age of 19
4.1.7. Learning should be
4.1.7.1. active with extreme time pressure
4.1.7.2. adaptive (personalized)
4.1.7.3. mastery based
4.1.8. "If you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid" - Albert Einstein
4.1.9. Training out creativity
4.1.9.1. Divergent thinking indexing creativity
4.1.10. Jobs of future
4.1.10.1. Half of the jobs in 10 years will be new
4.1.10.1.1. e.g. Who is repairing auto-drive cars?
4.1.10.2. 10% of new jobs will be self-created
4.1.11. Gamification is just code for good brain science
4.1.11.1. Through the pursuit of the almighty dollar we made games very addictive
4.2. Future of Games in EDU
4.2.1. Students need to develop games as well as use them
4.2.2. Gamesalad.com
4.2.2.1. Another visual game development environment
4.2.3. "Persuasive games" as form of communication in English class
4.2.4. Game deconstruction exercises
5. Brain Science and Learning
5.1. Hardwiring the Brain: Better, Faster, Strong
5.1.1. Test (in particular) SATs are an insane way to look at learning
5.1.2. Testing and memory are not as closely related as we think
5.1.3. Process is much more important than outcome
5.1.4. Crammer vs. Diligent Studier
5.1.5. Need technology to quantify what we know
5.1.5.1. Cerego
5.1.5.1.1. iPhone / iPad app
5.1.6. Mindfulness
5.1.6.1. We're able to build a system that is aware when your mind is wandering
5.1.6.1.1. e.g. Tool to allow ADHD child to drive a car with his/her mind. Improvement close to the use of Ritalin (without the use of drugs)
5.1.6.2. The ability to stay focused on the moment, not distracted by external environment or internal thoughts (wandering mind).
5.1.6.2.1. Default Mode Network (a loop that the brain goes into in the absence of stimulus) - i.e. a wandering mind
5.1.6.3. Lots of research on mindfulness in the classroom
5.1.6.4. Group mindfulness
5.1.6.4.1. studies showing two musicians playing and whether their brain waves are in or out of sync
5.1.7. Executive Functions
5.1.7.1. Switching
5.1.7.2. Updating
5.1.7.3. Inhibition
5.1.7.4. Shift
5.1.7.5. etc.
5.1.8. Brain training games "Hype Cycle"
5.1.8.1. What does adaptive learning really mean?
5.1.8.1.1. Automated adaptive learning forces students into a path and disempowers the learning "we know better what you need to do next"
5.1.9. Standardized testing is "faulty data"
5.1.9.1. Brain science might provide "better" data
5.1.9.1.1. Not in the absence of teaching
5.1.9.1.2. More fined tuned data
5.1.9.2. Standardized data collection should be done in small chunks across the year
5.1.10. Scientific methods in Educational Theory
5.1.10.1. "Is it working or not?" is incredibly hard to answer in Education... response is always "compared to what?"
5.1.11. Blooms taxonomy & revised taxonomy of learning
5.1.11.1. more info
5.1.12. Example: Memory in different environment
5.1.12.1. Memorizing word lists on shore vs. in SCUBA gear at bottom of lake
5.1.12.1.1. Memorizing at the bottom of the lake
5.1.12.2. a "crass" but illustrative example according to presentor
5.1.13. Practical and free suggestions
5.1.13.1. Reduce homework and give as an assignment: "Get some sleep"
5.1.14. Books
5.1.14.1. Whole Brain Child
5.1.14.2. Brain Rules for Baby
5.1.14.3. Paradox of Choice
5.1.14.3.1. TED Video
5.2. Neuroplasticity
5.2.1. Brain exercise is a must
5.2.2. Overview of brain anatomy
5.2.2.1. great breakdown of major brainwaves
5.2.3. Neurofeedback (brain training)
5.2.3.1. electrodes reads brain activity and measures response to stilmulus
5.2.3.1.1. Sounds / video is used to provide stimulous to alter brain waves to the desired level
5.2.3.2. Neurotherapy
5.2.3.2.1. Yonkers Project
5.2.3.3. use for therapy and also for high performance situations such as surgeons and pro athletes
5.2.4. Neurobalancing Center
5.2.5. Presentation File available here
6. Teacher Ed Tech
6.1. SAMR SLAMR
6.1.1. Substitution
6.1.1.1. Technology acts as a direct substitute with little or no functional improvement
6.1.2. Augmentation
6.1.2.1. Technology acts as a direct tool subsitute with functional improvement
6.1.3. Modification
6.1.3.1. Technology allows for significant task redesign
6.1.4. Redefinition
6.1.4.1. what you couldn't do before the technology existed
6.1.4.1.1. characteristics
6.1.5. Blog: Ruben R. Puentedura
6.1.6. Examples
6.1.6.1. Keynote
6.1.6.1.1. Substitution
6.1.6.1.2. Redefinition
6.1.6.2. iBooks Author
6.1.6.3. Published podcasts with listener feedback / who has the best stats?
6.1.7. Don't have to always be Redefining
6.1.7.1. But should always be asking yourself, how could I kick it up to the next level?
6.1.8. It's about characteristics and discussion
6.1.8.1. Every lesson might have characteristics of multiple SAMR levels
6.1.9. Apps need to focus on a learning process (not just content)
6.1.10. Look for apps that give the opportunity to CREATE for an authentic audience
6.1.11. It's not the app. It's what you DO with the app. Transform it.
6.1.12. Enroll Code for iTunes U course: JFZ-QDT-L55
6.1.12.1. Enroll on iPad through the iTunes U app. Scroll to bottom and click on Enrol.
6.2. Learning with Digital Maps
6.2.1. Tools
6.2.1.1. Korsakow
6.2.1.1.1. http://korsakow.org/
6.2.1.1.2. Software for creating database films / interactive narratives
6.2.1.2. History Pin
6.2.1.3. Sidewalk
6.2.1.4. Kullect
6.2.1.5. Everplace
6.2.1.6. TagWhat
6.2.1.7. Findery
6.2.1.8. Ushahidi
6.2.1.9. Mapskip
6.2.1.10. Open Street map
6.2.1.11. CartoDB
6.2.1.12. Open Data Kit
6.2.1.13. Geocommons
6.2.2. Ideas
6.2.2.1. Place as a laboratory
6.2.2.2. Everyone remembers their first address
6.2.2.3. Location-based stories
6.2.2.4. Place as a container of memories
6.2.2.5. Location projects enhance the sense of place
6.2.2.6. Mapping as a process as much as it is an end product
6.2.2.6.1. Maps are constantly evolving
6.2.2.7. Engaging with Real World Learning (PBL)
6.2.2.8. The "thickness" of place - D. Massey
6.2.2.9. "Journey Map"
6.2.3. Info
6.2.3.1. Concordia Mobile Learning lab
6.2.3.2. Project: AdressKnown
6.2.3.2.1. http://www.mobilities.ca/portfolio/addressknown/
6.2.3.3. Participatory Mapping projects
6.2.3.4. MOCA (Museum of Chinese in America) - dialogic museum
6.2.3.4.1. Mapping our heritage
6.2.3.5. DGZiN
6.2.3.5.1. Digital and Design Summer Camp
6.2.3.6. Example: childhood obesity and toxic food environments
6.2.3.6.1. Layers
6.2.3.6.2. Mapped out presence of food at their school and neighbourhoods
6.2.3.6.3. Used google maps
6.2.4. Follow up
6.2.4.1. Possible collaborative project (address known.ca)
6.3. Global Collaborations in Science
6.3.1. Project: Road to Doha
6.3.2. Organization: Global Nomads
6.3.2.1. Schools need to apply to be involved
6.3.2.2. Share all their curriculum on OER Commons
6.3.3. Talked about the results of running collaborative science projects with schools in Qatar, US and Brazil
6.3.4. To join, one of the requirements is a "minimum Internet speed"
6.3.5. Students need to be content producers and not just content consumers
6.4. The Coded Curriculum
6.4.1. @BCDschool
6.4.2. If coding is a big picture skill, we need to treat it into a big picture way.
6.4.3. code
6.4.3.1. Creative tool
6.4.3.2. Helps algorithmic thinking
6.4.3.3. communications mechanism
6.4.3.3.1. code is a universal language understood across other language barrier (e.g. Australian working on robotics in Japan)
6.4.4. Examples given
6.4.4.1. History
6.4.4.1.1. Histograms
6.4.4.2. English
6.4.5. School integrated coding throughout the curriculum
6.4.5.1. Helps with gender gap in coding
6.4.6. Early publicity actually drove faculty forward
6.4.6.1. Almost used it too much, had to dial back to make it authentic
6.4.7. Relied on a culture where teachers are not afraid to work alongside students
6.4.8. UK: Coding is mandatory curriculum
6.4.9. Estonia: Starts teaching programming at age 6
6.4.10. Can outsource coding to India but still need engineers for design work
6.4.11. Tools
6.4.11.1. Scratch
6.4.11.2. Processing
6.4.12. Assessment
6.4.12.1. don't really do standards because that's "dry"
6.4.12.1.1. More about "what did you learn" or "what were your goals"
6.5. Future15 - Connected Classroom
6.5.1. More than just putting ipads in the classroom
6.5.1.1. It's about how apps come together for a quality user experience
6.5.2. Google Connected Classrooms
6.5.3. Blended Learning as defined by the Christiansen Foundation for Disruption
6.5.3.1. Some control over time, space, place or pace
6.5.4. Target
6.5.4.1. Critical Thinking
6.5.4.2. Learning Strengths
6.5.4.3. Digital Fluency
6.5.5. Showed Blended learning model (need to find image)
6.5.6. Civic Engagement is both global and local)
6.5.7. 4 tools to teach communication
6.5.7.1. Hear me roar
6.5.7.2. The way I see it
6.5.7.3. Speak my language
6.5.7.4. ?
6.6. No TextBooks Please - Students as content creators
6.6.1. WIthout dialogue there is no knowledge
6.6.2. Importance of fieldwork
6.6.2.1. let students play, then talk with the expert at the end
6.6.3. Laptops are $2000 typewriters
6.6.3.1. what makes laptops interesting is the Internet
6.6.4. Tools
6.6.4.1. Tags Explorer
6.6.4.2. Google Spreadsheet with twitter archival script
6.6.4.3. ThingLink
6.6.4.4. Storify
6.6.4.5. TimelineJS
6.6.5. learning = Collaborative Project
6.6.6. Oral Culture vs. Book Culture
6.6.6.1. Oral cultures grow and develop knowledge
6.6.6.2. Books try to control knowledge
6.6.7. The problem with Problem Based Learning is the the problems aren't really problems because we usually know the answer
6.6.7.1. Need authentic problems
6.6.8. Give the ability to teachers to make decisions on buying apps etc.
6.7. Keynote: Keeping the Promise of Ed Tech
6.7.1. How many Steve Jobs, Einsteins, etc never got their chance in the end?
6.7.2. Promises made (that have not yet been fulfilled)
6.7.2.1. Make learning fun!
6.7.2.2. Democratize education
6.7.2.2.1. Khan Academy
6.7.2.3. Personalize learning
6.7.3. Silicon Valley
6.7.3.1. Build for scale!
6.7.3.1.1. doesn't necessarily engaged learners
6.7.4. Need to look at new data
6.7.4.1. example: On average, the US is way behind in PISA scoring. But when broken down by area and poverty rates, those areas with low poverty rates in the US rate higher than anywhere the world.
6.7.5. The Solutions
6.7.5.1. Active Engagement
6.7.5.2. Natural Systems
6.7.5.3. ??
6.7.6. Don't Disrupt; Integrate
6.7.6.1. Don't just connect, need to give a reason to connect as well
6.7.6.2. Stop trying to disrupt everything, try integrating existing systems
6.7.7. True Personalization requires flexible systems
6.7.7.1. Cracking the Credit Hour
6.7.7.2. We don't need to keep on testing. Need to build assessment into the learning process.
6.7.7.3. effective personalized learning fosters self-directed learning - Autonomy / Mastery / Purpose
6.7.8. A lot of ed tech is heavy machinery that bulldozes over everything in the classroom that was previously there
6.7.8.1. Need an approach the supports teachers and classroom practices without destroy them
6.7.8.2. Doesn't matter how good the ideas are, they need to be able to work in the real world, with real teachers
6.7.8.3. You don't sell product by saying "The way you do it is stupid, do it our way"
6.7.9. Input needs to be more than text
6.7.10. Use Data for Good
6.7.10.1. no shaming with data
6.7.11. Make people (not technology) more powerful
6.8. When does Ed Tech become Education?
6.8.1. Presenters
6.8.1.1. Tony Wan (Ed Surge)
6.8.1.2. Jame Casap (Google)
6.8.1.3. Caperton (Globaloria)
6.8.2. The lines are (finally) starting to blur between Ed Tech and Education. It's time to stop talking about "ed tech" separately.
6.8.3. What is "virtual" learning? Is that pretend learning? Almost learning? (joke)
6.8.4. Kids today are not superhuman, multi-tasking, etc. They are the same as we were but they do learn differently.
6.8.4.1. e.g. 9 year old wanting to learn Javascript because the Minecraft mods
6.8.5. Digital Citizenship is the bare minimum
6.8.5.1. We need Digital Leaders, Creators, Innovators
6.8.6. "Are we using technology to program the children or are the children programming the technology?"
7. Media
7.1. Energy at the Movies
7.1.1. Used film clips over time as a way to communicate history
7.1.1.1. Movies as historical documents
7.1.1.1.1. check the "born on" date
7.1.2. Lessons learned
7.1.2.1. Organize by Theme
7.1.2.1.1. makes more sense than chronology for external viewers
7.1.2.2. If using film to make a point, look around the periphery. Don't be distracted by main plot and details.
7.1.2.3. Need a good team
7.1.2.3.1. can't expect an instructor to know all those details
7.1.2.4. Needed to do it before they were able to get funded
7.1.2.4.1. Got support from corporate sponsors interested in STEM education
7.1.2.4.2. same for start ups. you need to invest your own money before venture capitalists will look at you
7.1.2.5. Costs go up with time in the TV world
7.1.2.5.1. first one is cheap
7.1.2.6. Test the Ideas in class
7.1.2.7. Need to be a good consumer of media in order to produce it
7.1.2.8. LIve Audience mattered
7.1.2.8.1. makes for more effective teaching on video
7.1.2.9. Put a lot of effort into the script - need to take time with all the planning
7.1.2.10. Quality is Important
7.1.3. How it was done
7.1.3.1. What models were out there
7.1.3.1.1. Ted Talks
7.1.3.1.2. Secret Life of Scientist & engineers
7.1.3.2. Partnered with PBS
7.1.3.2.1. Got studio time from them
7.1.3.3. Hoped for a national show
7.1.3.3.1. made with TV quality
7.1.4. Energy 101 MOOC
7.1.4.1. 68% completion!
7.1.5. Worked with...
7.1.5.1. PBS LearningMedia
7.1.5.2. PBS digitalstudios
7.1.5.3. YouTube EDU
7.1.6. Envisions a future of "watching a course" for evening entertainment.
7.1.6.1. At the end of the season, you get a badge or certificate - interesting idea.
7.1.7. Relied on Fair Use for movie clips
7.1.7.1. makes resale limited or more challenging