Successful coaching happens when there is an environment of trust is needed. Coaching is collaborative and sustained and is foucessed on improving teacher’s pracitce. Peer coaching combines three important factors 1) communication and relationships, 2) Education and 3) Change. Following the notion that the coach is not the expert but merely a helper to enabling the teacher to access their own solutions. Peer coaching can cover a wide range of issues.

Nobody washes a rental car
The issue that is being mentored needs to be owned by all involved in the coaching. Goals need to  achievable and usable by all.

The GROW Model is one model which can used in peer coaching, there are other models available.

Some points to consider when determining whether software is usable:

Metaphors: using the same icons throughout the software, for example a dashboard and a trash can. Using the metaphors throughout your software helps users to quickly identify themes and how the software will work and what actions certain buttons and icons perform.

Familiarity: when using the software does the way it works feel similar to previous experiences using other software. Software that is “familiar” is quick and simple to learn and use.

Control: What level does the user have over the actions of the software.

Forgiveness: does the software punish you for your errors. How does the software respond to errors.

Stability: when using open-source software selecting the latest stable version would be preferred to using a “nightly build.”

Interoperability: Can the program be across systems, is the data exportable and importable using open standards.

Accessibility

Its the law for Government Departments to create public facing websites that meet accessibility standards so that they can be used people with disabilities.

• Doesn’t require a particular browser
• Doesn’t require flash or javascript
• Doesn’t need a mouse
• Doesn’t require on graphics or colours to provide information
• Isn’t unduly complex

Links

WSC
Apple development
eGovernment Resource Centre
DEECD Developer Resource Kit

Task
Have a look at the websites you’re using with your classes. Are they useable and do they meet accessibility guidelines?

We began by looking at the principles and their components and identifying the ones that specifically relevant to the trials.

For example,

• 2.2) uses strategies that build skills of productive collaboration.
• 6.1) supports students to engage with contemporary knowledge and practice
• 2.1) encourages and supports students to take responsibility for their learning
• 3.4) capitalises on students’ experience of a technology rich world.

PoLT as Data
The impact of projects can best be assessed by obtaining baseline data before beginning the project. Evidence can be collected via student surveys, teacher surveys and  component mapping.

PoLT as Evidence
Kate shared how PoLT can be used to plan how evidence will be acquired. Lotus diagram can be used to work how evidence can be collected. A lotus diagram starts in the center and then branches out as ideas/plans are expanded.

This week’s activity

• From your curriculum plan select 2 or 3 principles that you think will best help you obtain the data you need to answer your research question
• Use the lotus diagram to have a go at fleshing out your data collection in regards to PoLT

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If so, we’d love to hear from you!

Every week through Term 3, I’ll be reporting on what is going on in the KBNG PLP Program, where 20 teachers from across Victoria are trialling blogging and podcasting in their teaching and learning program.

We’d love to hear your ideas about the various implications of Web 2.0 technologies.

Last week we looked at digial content, next week we’re looking a PoLT and in the coming weeks we’ll investigate Multi-literacies, Human Interface, Peer Coaching and Evaluation. We’d love to hear your ideas and thoughts as we work throught these.

Are you blogging and podcasting currently in your classrooms? We’d love to hear about what you’re doing and learn from your experiences.

Is there any way we can assist you in your trials?

Post a comment or send an email to olsen.richard.r@edumail.vic.gov.au

We’ll also post links to various resources available for blogging and podcasting.

• How much of a resource can we use as “fair use”?
• Is “viewing” different from “using”?

To simplify things a traffic light system has been proposed:

GREEN
All users may engage in Educational Use.
DEECD will not incur liability to pay remuneration to Copyright Agency Limited (CAL) for Educational Use
YELLOW
Authenticated users may engage in Educational Use provided all restrictions are observed
DEECD will not incur liability to pay remuneration to CAL
RED
Authenticated Users may engage in Educational Use.
DEECD may incur liability which may include remuneration to CAL

This weeks task is to use the attached tool to assess and identify the intellectual property and copyright implications when using a particular resource.

What resources do you use in your classroom and where do they fit within this traffic light system?

One of the many exciting Professional Learning Projects is the “Blogs in Maths” project run at Lalor North Secondary College.  Lalor North SC is currently involved in an AGQTP Partneship with MAV ‘Mathematics for al students” and Dajarra Golding has identified blogging as a suitable platform to record, document and reflecting upon student learning.

Dajarra has identified global teacher site has suitable for hosting the class and student blogs.

Expected Project Outcomes

• Improved student numeracy and literacy outcomes (PATMath and TORCH results).
• Students adapt new learning to further current knowledge and are enthusiastic and self motivated by using emerging technologies.
• Parents will take an interest in student learning and the impact of Web 2.0 and emergent technologies in the classroom will become clear. Improved community (parents) engagement with school.

Dajarra says, “The project will aim to produce student blogs that document learning using rich hands on activities. These examples will show maths teachers how blogs can be a powerful tool for assessing Working Mathematically, as well as meaningfully incorporating literacy-teaching strategies and ICT into the classroom. This project will also demonstrate that live, web-based blogs can be used effectively within a legally compliant framework within schools, with appropriate school level and policy and administrative support.”

The students began by setting up their blogs and then going over the rules when using blogging. As part of his project planning Dajarra has identified possible risks asssociate with blogging and how they can be planned for and minimised. These include developing a school level plan covering student blogging and Web 2.0 use and communicating with parents.

Listen to short podcast where Dajarra speaks about his Professional Learning Project.

We’ll keep you posted on the developments at Lalor North SC as well as the other Knowledge Bank Next Generation Professional Learning Plan Projects.

For Andrew it began with the issue of having 200 minutes of class time a week to prepare the students for the exam. Wouldn’t it be fantastic if we could use the student’s downtime for learning. Subject relevant podcasts give the opportunity for students to be connected to a classroom anytime and anywhere. Podcasts can be listened to as a whole or listened in bit-sized chunks.

Podcasts can be interactive, students can ask a question via a voice message which can then be addressed in a subsequent episode.

Web 2.0 Applications raise a number of issues but also a number of opportunities.

The class website at Andrew’s school is shared by the teachers and has resulted in a unified biology program across all of the classes. Students from previous years have returned to mentor of students.

MSN Chat allows students to use false identities and to block bullies or other unwanted people.

Each episode of Andrew’s podcast is downloaded by over 3000 students around the world.

Screenshots can be added to enhanced podcasts or videocasts can record what is happening on the screen or interactive whiteboard.

Results
After adopting websites, discussion boards, podcast and IM, Andrew has been able to stop taking lunchtime and holiday classes. Students results are all above “Like Schools.” Students are engaged by these technologies, there is a lot of power in this kind of teaching. Podcasting has produced better teaching and learning outcomes from less hours.

Issues
There is a real risk that students will use these technologies inappropriately.
So what do we do? Ban them? Do we wait to see what happens?Or do something in between.
It is too late! Our students are already using these technologies. Do we ignore this? Or take the responsibility to supervise them.

There are other risks that we take in school but if there are valuable learning opportunities then we manage the risk.

IP Issues
Music and sound effects in podcasts
Quoting within podcasts
Pictures in podcasts (and blogs etc.)

Contact the authors/owners ask for permission.

Student Privacy & Safety
You need to get parental permission. Edit out surnames. Inappropriate use of cameras/video/voice. If you take away student’s phones then you take away there favoured way to communicate.

Invasion of Life
Students can login and logout when they want. Andrew doesn’t send his students invites instead he asks his students to IM when they choose.

Appropriateness of communication content
We need to be aware that online, in the yard and in the classroom we are teachers. MSN logs all communications.

Cyberbullying
Bullying with mobile phones is an issue? Working on bullying is the answer not banning the phones. With MSN you can block someone who is bullying them.

Equitable Access
The vast majority of students now have Internet access at home. Podcasts can be downloaded at school.

Questions?
What microphone do you use? Samsung C01U about $200 USB plug

There are a lot of things you can do using ICT but at the top of the pile is blogging.

There are lots of uses for blogs. Global teacher is a blog, it is not a diary and it is not a journal. A blog is a container, it is a showcase, it is a place where your work goes when you have created it. Blogs potentially have a massive audience.

Value your audience.
Showcase the best of your work.
Never lose sight of the fun.

Global teacher blogs comments are all moderated. Blogs require management.

Heather then showcased ejourney with technokids drawing attention to the links to podcasts in the sidebar of the blog.

When creating a podcast start by asking, “What is the purpose of the podcast?” this dictates who to interview. Tackle the research, and find out what you don’t know. Find volunteers, find voices that you don’t know, a range of voices make the podcast much more interesting. Access free sounds, or create your own.

Using audio removes the limitations of presented by video, eg in audio I can blow things up just with a paper bag. What if animals could talk? Well in podcasts they can! Use dream sound to indicate when animals or objects are talking so that the audience understands what is happening.

Get a really, really good microphone. Create an atmosphere where your talent is relaxed.

Ask the same question twice, often the second answer is the best one.

Threading ideas together requires a link. Recording the question or a different question at the end helps the link the ideas of the podcasts together. Think about where to interview your guests, outside or create a location by recording the sounds of a lift. The sound effects shouldn’t distract or drown out the content. You will surprised about how noisy a world it is, and just what sounds are available. Use a dreamy sound to indicate that the animals are now talking.

Find the teachable moments.
Think about the narrative arc. The journey that occurs through the podcast.

Don’t despair, the first podcast is the hardest. Try using who, what, when, where, why and how. Try creating a news report for the school. Do some background reading. Send the questions beforehand so that the guest will feel prepared and confident.

Time limits? Cut podcasts down to 10 minutes and split into multiple episodes if necessary.

And closing thought from Andi, it is such a privilege to have an audience.

Andrew charted the evolution of written communication from scroll to books and from audio tape to CDRoms and digital recordings. Books and digital recordings allow the consumer to “dip into the information” in ways that scrolls and audio tape do not. Hypertext offers more. Hypertext allows additional connections to made. Blogs are not one-many publishing (as books are) but rather a broader community engaging in learning. The world has become the classroom.

Andrew shared How to talk about books you haven’t read - Pierre Bayard
There is too much read and too much too know, the libraries are full to the rafters, so focus on the connections instead. The relationships between ideas are far more important than the ideas themselves.

Andrew then demonstrated Wikimindmap which takes the information from wikipedia and structures it as mind map. From networks you can find the information you need and then come out again.

So where to now? Face to face still matters, although the technology is getting better at bridging the gap.

Souce: http://headrush.typepad.com/creating_passionate_users/2007/03/sxsw_interactiv.html

In closing, Andrew shared what makes the best learning experiences:

- actually doing something
- doing it with others
- having support from a teacher/coach/parent
- having an audience for the learning
- a sense of having learn
- a sense that the task was toug
- having some sense of personal progression
- some passion about the whole activity

Footnote: The State Library of Victoria is a partner with the Department of Education and Early Childhood Development, please contact the Innovation and Next Practice Division about opportunities for collaborative projects with the State Library of Victoria.