{"success":true,"data":[{"ID":468,"Class":"Conversation","Created":1414897497,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"#edsec: Information Security and Privacy in the Classroom","Handle":"edsec--information_security_and_privacy_in_the_classroom","ShortDescription":"Every day, educators pass valuable digital literacy skills to students. In the rush to explore content creation, online privacy and security are frequently overlooked. This discussion will explore information security challenges in the classroom, and will giving educators easy-to-implement information security strategies to minimize the privacy + security breaches online and in the classroom.","Description":"If anything, 2014 has been the year of the hacker: each month, we\u2019ve learned about new security breaches that affect millions, and security researchers have exposed several critical code flaws in the infrastructure of the web. The new reality of the Internet we rely on is not \u201cif\u201d but \u201cwhen\u201d we will be the target of malicious hackers. \r\nWhile educators and students everywhere are encouraged to become digitally literate and to find and use their voices through blogging and social media on the web, however, important digital literacy skills in online security and privacy are overlooked and ignored in favor of focusing on content creation. But because educators are in charge of copious amounts of student data, it is important that they adopt secure online practices to model this valuable tenet of digital literacy to students. \r\n\r\n\r\nThis discussion will focus on the unique security and privacy challenges teachers face in the classroom by exploring the threats facing educators and schools, and discussing privacy issues facing educators as more and more classroom data makes its way online. The goal of this session is to raise security awareness among educators, and to give educators easy-to-implement information security strategies that can minimize privacy breaches in the classroom, in addition to real-world advice on how to secure online accounts to protect student and classroom data and minimize the risks posed by the brute-force technological attacks sweeping across the web. Wherever possible, I will go past just telling educators why they should follow certain security practices and walk through examples of the technological processes (i.e. password cracking, using Google as a hacking tool, etc.) that better demonstrate how easy it is to gain unauthorized access to improperly secured accounts.","Link":["http:\/\/www.jessysaurusrex.com\/"],"Audience":["All School Levels"],"Practice":"This discussion would follow the \"What? So what? Now what?\" conversational protocols to encourage educators to reflect on their own practices and explore security issues and technology usage in their classrooms.","Presenter":["Jessy Irwin"],"PresenterAffiliation":["None"],"PresenterEmail":["jessy.irwin@gmail.com"],"ScheduleSlotID":51,"ScheduleLocationID":15,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":404,"Class":"Conversation","Created":1411055324,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Autism Expressed & Digitability: Digital Life Skills for All Styles of Learning","Handle":"autism_expressed-digitability--digital_life_skills_for_all_styles_of_learning","ShortDescription":"The Autism Expressed and Digitability program is an award winning Digital Literacy and Life Skills Curriculum designed to increase inclusion into the workforce and social fabric of society.","Description":"According to the US Bureau of Labor Statistics, \u201cmore than 50% of today\u2019s jobs require some degree of technology skills, and experts say that percentage will increase to 77% in the next decade. \u201d However, the lack of access to digital skills training is creating a critical barrier for individuals with disabilities, especially during transition planning, and is limiting postsecondary outcomes for these students, further supporting an existing paradigm of pigeonholing into unemployment or low-wage paying jobs. it is limiting the extent to which they can participate in our technology driven society and economy. \r\n\r\nNot to have the opportunity to develop these essential skills is to be denied access to and participation in the most vital information and communication modalities of today\u2019s society.\r\n\r\nAutism Expressed and Digitability makes digital literacy accessible to mobilize and integrate this growing population into the workforce and social fabric of society. Designed to reach a wide range of learning styles, the Autism Expressed and Digitability program is an online curriculum that feels like a game. It\u2019s design enhances social and emotional development, time and task management skills and preparation for transition to a life of independence in a technology driven society. \r\n\r\nThe goal behind programming is to empower both learners and educators and change the paradigm and approach to educating individuals with disabilities.","Link":["http:\/\/autismexpressed.com"],"Audience":["All School Levels"],"Practice":"Audience members will collaborate to identify common behavioral, cognitive and developmental issues and delays that can be circumvented through the use of technology.  Participants will have access to our learning platform and supplemental materials. Using the Equity Protocol and principles of Applied Behavior Analysis, participants will evaluate given scenarios and share common experiences to determine appropriate adaptations for diversified learners. Through this collaborative process, groups identify ways to differentiate given activities to meet the needs of diverse learning profiles they work with, thus creating new materials and approaches for use in homes and schools. The conversation will focus on shifting the perspective on the current approach for educating students with disabilities of all age and ability.","Presenter":["Michele McKeone"],"PresenterAffiliation":["Autism Expressed & Digitability"],"PresenterEmail":["michele@autismexpressed.com"],"ScheduleSlotID":51,"ScheduleLocationID":14,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":493,"Class":"Conversation","Created":1415994905,"CreatorID":88,"RevisionID":null,"Status":"Accepted","Title":"Convergence Re-imagining Education Project: Envisioning the Future of Learning.","Handle":"convergence_re-imagining_education_project--envisioning_the_future_of_learning.","ShortDescription":"Over the last 18 months, a startling group of diverse, extraordinary education practitioners and advocates came together, built trust and resilient relationships, and aligned on a vision of learning that addresses questions like: What do we want most for our children? They are now acting together to realize their vision.","Description":"The Convergence Re-imagining Education Project began with these questions: What do we want most for our children? And what learning experiences and environments can best foster that? \r\n\r\nOver the last 18 months, a startling group of diverse, extraordinary education practitioners and advocates came together, built trust and resilient relationships, and aligned on a vision of learning that addresses those and other questions. They are now acting together to bring their vision alive and transform education.\r\n\r\nParticipants in the Convergence Re-imagining Education project include, for instance: Randi Weingarten, President of the American Federation of Teachers; Lily Eskelsen, President of the National Education Association; Stuart Butler, Senior Fellow at Brookings and former Director at The Heritage Foundation; Stephan Turnipseed, Executive Director of Strategic Partnerships, LEGO Foundation; Liz Fogel, Director of Education, Walt Disney Company; Maddie Fennell, former Nebraska Teacher of the Year; Michael Hinojosa, former District Superintendent, Cobb County, Georgia; Bobbi Macdonald, Founder and Executive Director of City Neighbors Charter School; Marc Magee, CEO of 50CAN; Jen Humke, Program Officer, MacArthur Foundation; David Andrews, Dean of Johns Hopkins School of Education; and Sam Chaltain, writer. \r\n\r\nThe group came together recognizing they had strongly held and often divergent views on a number of current issues and controversies in public education. They were tired of the same recurring debates about what is wrong with today\u2019s education system and who is to blame for its inadequacies, and realized that no amount of tweaking the current, industrial-era system would create a truly fulfilling learning environment. The group was determined to create a vision of the future of education that could achieve that and unite them. And they did. \r\n\r\nAfter engaging in a challenging, dialogic process spanning six 2-day meetings, the group stands united behind a vision of a learning environment that is structured with the learner at its center. In this vision, all children thrive, are able to deeply engage in their own communities and the global community, truly enjoy learning, and are prepared and excited for their future. Learners are seen and known as wondrous, curious individuals with vast capabilities and limitless potential. \r\n\r\nLearners seek mastery not only of core knowledge but also of skills (such as communication, collaboration and metacognition) and dispositions (such as curiosity, adaptability and resilience) that promote lifelong success. To ensure development in these three domains for all learners, the group envisions learning experiences characterized by five interrelated elements. Taken together, they form a new design for learning:\r\n\r\n\u2022\tCompetency-based\r\n\u2022\tPersonalized, relevant and contextualized\r\n\u2022\tLearner agency\r\n\u2022\tSocially embedded\r\n\u2022\tOpen-walled\r\n\r\nIn addition to the elements, the vision addresses core components of a transformed system, including for instance: how learning spaces might be re-imagined; how a coordinated network of adults will support each and every learner; the meaningful use of data and technology; and, assessments \u201cfor\u201d and \u201cas\u201d learning. \r\n\r\nThe group\u2019s vision document is designed to catalyze a new national conversation about education transformation and to become a rallying point for a network of pioneers who are already, or would like to be, working along similar lines.","Link":["http:\/\/www.convergencepolicy.org"],"Audience":["All School Levels"],"Practice":"We expect this to be an interactive, dialogic process involving everyone in the room. We will ask people to explore questions like: How do you see a child? What beliefs about children are embedded in the current system? We will also solicit an exchange on our vision, including the elements and system components.","Presenter":["Kelly Young"],"PresenterAffiliation":["Director","Convergence Re-imagining Education Project"],"PresenterEmail":["kelly@convergencepolicy.org"],"ScheduleSlotID":51,"ScheduleLocationID":2,"SubmitterID":88,"AdditionalComments":"Hello Chris, As we discussed on the phone, we would like Kelly to present with one of the educators in our group. I have asked Maddie Fennell, a former Nebraska Teacher of the Year and a current literacy coach at Miller Park Elementary School in Omaha, to join us. If Maddie cannot join us, we may bring Dwight Davis, an educator here in Washington, DC. Both would be excellent. Thank you!  Laura","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":479,"Class":"Conversation","Created":1415122337,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Empowering Critical Relationships with Media","Handle":"empowering_critical_relationships_with_media-2","ShortDescription":"The American Academy of Pediatrics recently acknowledged a distinction between \u201centertainment\u201d screen time which should be limited, and educational and \"active\" screen time that can be beneficial. So how do we tell the difference? and how do both impact thoughtful consumption and critical creation of new media?","Description":"There is a place and means in every grade and subject area to help students become more thoughtful consumers and creators of media. Rather than focus on the inherent content of specific media itself, this conversation will leverage the collective wisdom and varied experiences of attendees to help us all better define empowering media experiences for our students.","Link":["http:\/\/www.roughcutschools.org"],"Audience":["High School","Middle School"],"Practice":"This conversation will be guided by Josh Weisgrau and Douglas Herman of Rough Cut Schools, as well as current and former SLA students who have made the critical leap from consumers to creators of media.\r\n\r\nRough Cut Schools aims to inspire critical and creative approaches to consuming and creating media for all students that will lead to an empowered relationship with media in an overwhelmingly mediated society.","Presenter":["Douglas Herman and Josh Weisgrau"],"PresenterAffiliation":["Rough Cut Schools","Science Leadership and Friends Central"],"PresenterEmail":["doug@roughcutschools.org","josh@roughcutschools.org"],"ScheduleSlotID":51,"ScheduleLocationID":8,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":444,"Class":"Conversation","Created":1414723029,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Encouraging Student Voice","Handle":"encouraging_student_voice","ShortDescription":"Mentors from the Philly Youth Poetry Movement facilitate a discussion on incorporating creative writing, performance skills, and public service into a powerful, student-centered humanities curriculum.","Description":"We will discuss the importance of adding a meaning full performance component to project-based learning. We will share strategies for developing more effective public speaking skills, and for growing student confidence.","Link":["http:\/\/www.pypmslamleague.org","http:\/\/www.pypm215.org"],"Audience":["High School","Middle School"],"Practice":"We will build 2-3 sample projects together, thinking up ways to make developing student voice the backbone of the process, and not just an ancillary component.","Presenter":["Matthew Kay"],"PresenterAffiliation":["PYPM","SLA"],"PresenterEmail":["matt@pypm215.org"],"ScheduleSlotID":51,"ScheduleLocationID":16,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":442,"Class":"Conversation","Created":1414691722,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Exercising Our Superpower: How every school can build empathy in children.","Handle":"exercising_our_superpower--how_every_school_can_build_empathy_in_children.","ShortDescription":"In this session, participants will learn about how two Title I traditional public schools build empathy in their students. The session will include storytelling with accounts from a teacher and counselor, modeling and practicing methods the schools use, and sharing out of best practices for building empathy from the audience. \u200b","Description":"The session will begin Laura Pladson telling a story from Eastwood Elementary in West Fargo, ND, describing her school and the impact that social and emotional learning and empathy-focused practices have had on individual students and the whole school. Then Laura will share an overview of the practices used at Eastwood Elementary, modeling some of them and then giving participants the opportunity to try some of them. Laura will be followed by Jean White, who will describe Salem Hills Elementary in Inver Grove Heights, MN and the impact that the empathy-based practices her school uses has had on individual students and the school community as a whole. She will then model some of the school's empathy-building strategies and invite the participants to practice them. Laura and Jean will then invite the participants to share the strategies they use to build empathy in students. The session will end with a discussion of the key principles uniting the strategies: preparing the environment for empathy to thrive, engaging children in activities that build empathy, and giving them opportunities to reflect on what they know and act with empathy.","Link":["http:\/\/www.invergrove.k12.mn.us\/schools\/salem_hills_elementary","http:\/\/www.west-fargo.k12.nd.us\/schools\/eastwood\/"],"Audience":["Elementary School"],"Practice":"This session will make use of storytelling, modeling, interactive practicing, interactive brainstorming, and group discussion.","Presenter":["Jean White","Laura Pladson"],"PresenterAffiliation":["Salem Hills Elementary School","Eastwood Elementary School"],"PresenterEmail":["LPLADSON@west-fargo.k12.nd.us","Jean.White@isd199.org"],"ScheduleSlotID":51,"ScheduleLocationID":12,"SubmitterID":79,"AdditionalComments":"We cannot present in the last session on Sunday due to flight schedules.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":452,"Class":"Conversation","Created":1414780409,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Freedom, Autodidacticism, and Learning","Handle":"freedom-autodidacticism-and_learning","ShortDescription":"Autodidacticism is the act of teaching oneself.  There has been much discussion in edtech circles around autodidactism and how it applies to learning with technology in schools.  Let\u2019s discuss how autodidacticism impacts the range of learning experiences and professional development we offer our students and teachers.","Description":"Articles and \u2018research\u2019 appear that say; \u2018not everyone is an autodidact\u2019, \u2018some people can\u2019t be autodidactics\u2019.  Is autodidacticism a learning style, a state of mind, a set of skills, are their levels to it?  Before the fall of the USSR, they said entrepreneurship would not work in Russia, is autodidacticism a kind of entrepreneurship about learning that may be difficult for some schools based on their culture of learning?   Is our current system of schooling simply unprepared for autodidacts because they are structured on instruction?  \r\n\r\nHow do we, can we, should we, grow autodidacticism in our own schools among own students?  Do the current constructs of differentiated instruction and personalized learning support or limit the ability of our students to operate as autodidacts?  \r\n\r\nHow does autodidacticism influence professional development choices?  Doesn\u2019t meaningful professional development change a teacher\u2019s practice; is that kind of change a matter of self-learning?  How can classrooms and curriculum facilitate autodidactism?  \r\n\r\nSince mobile devices, BYOD, and 1-to-1 offer the potential for learner empowerment, how do they offer new opportunities to explore autodidactism in traditional schools?  \r\n\r\nThis will be an exploration of inquiry into questions surrounding autodidactism in K-12.","Link":["http:\/\/www.edtechleadership.com","https:\/\/docs.google.com\/document\/d\/1eCKE_vhmDNz1z5_zYPxIOR46mMLb2dc8qGBawmuJw-c\/edit?usp=sharing","https:\/\/drive.google.com\/file\/d\/0B_6JoKWfQCO5a1ltX1A4NVpCbTQ\/view?usp=sharing"],"Audience":["All School Levels"],"Practice":"Intro- Quick overview of the topic and introduction of the participants.  A Google Doc will be created to document the conversation and all participants will be encouraged to backchannel.\r\n\r\nThink\/Write- This conversation will begin with an invitation to write a few sentences about what autodidactism means to you?  \r\n\r\nShare your Writing  - each participant will share their writing with another participant with a focus on the how their writings are diverage about their definition of autodidactism.\r\n\r\nText-based Small Group Discussion - All the participants will be invited to read:\r\nhttp:\/\/hechingerreport.org\/content\/ed-tech-promoters-need-understand-us-learn_16821\/\r\nRather than merely discussing the article as a large group, the participants will be split into groups based on interest in the following sub-topics: autodidactism in professional development, autodidactism in our current classrooms, and autodidactism as mindset or skill to grow in learners.  \r\n\r\nLarge Group Sharing- Each group will report back on their small group discussions about the specific topics.\r\n\r\nNow what?\r\nParticipants will create a list of things that they can actually do in their schools and classrooms with their collegians and students around autodidactism based on what they learned.","Presenter":["Joe Bires"],"PresenterAffiliation":["Jamesburg School District"],"PresenterEmail":["joebires@gmail.com"],"ScheduleSlotID":51,"ScheduleLocationID":9,"SubmitterID":79,"AdditionalComments":"@joebires","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":503,"Class":"Conversation","Created":1420581119,"CreatorID":88,"RevisionID":null,"Status":"Accepted","Title":"Growing with Project Based Learning in the Classroom","Handle":"growing_with_project_based_learning_in_the_classroom-2","ShortDescription":"Staff at SLA Beeber are coming from various educational contexts to\r\ngrow as teachers of project based curriculum. In this session, SLA\r\nBeeber staff will facilitate conversations around our own\r\nchallenges, successes, and ambitions as teachers of the\r\nsophisticated pedagogical practice that the original SLA campus has\r\ndeveloped and promotes.","Description":"Staff at SLA Beeber are coming from various educational contexts to\r\ngrow as teachers of project based curriculum. In this session, SLA\r\nBeeber staff will facilitate conversations around our own\r\nchallenges, successes, and ambitions as teachers of the\r\nsophisticated pedagogical practice that the original SLA campus has\r\ndeveloped and promotes.","Link":[],"Audience":["All School Levels"],"Practice":"Staff at SLA Beeber are coming from various educational contexts to\r\ngrow as teachers of project based curriculum. In this session, SLA\r\nBeeber staff will facilitate conversations around our own\r\nchallenges, successes, and ambitions as teachers of the\r\nsophisticated pedagogical practice that the original SLA campus has\r\ndeveloped and promotes.","Presenter":["Brian Hussey","Luke Zeller"],"PresenterAffiliation":["Science Leadership Academy @ Beeber"],"PresenterEmail":["lzeller@slabeeber.org"],"ScheduleSlotID":51,"ScheduleLocationID":11,"SubmitterID":88,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":415,"Class":"Conversation","Created":1412801675,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Imagining Digital Spaces for Learning","Handle":"imagining_digital_spaces_for_learning","ShortDescription":"The Web now provides an infinite canvas for developing spaces that are boundless locations for learning.  At the same time, the types of devices that students have and can use to connect online are exploding.  Given these two ideas, and the potential they represent for learning, it is essential that schools begin to develop a dedicated digital spaces for learning.  In this conversation, we\u2019ll discuss potential models for the design of such a space while developing a manifesto that provides a declaration and invitation into digital learning.","Description":"Schools are moving toward ubiquitous technology access and students themselves own more devices.  Meanwhile, the opportunities to connect and learn online in a variety of formats are increasing exponentially .  The technology is present and now is the time for schools to consider what they offer with regards to online learning and the spaces that support it.\r\n\r\nIn this conversation, we\u2019ll explore the design of digital spaces for learning that are equal in stature to the learning that takes place in traditional physical locations.  How can the learning in a physical space be amplified by a digital location for learning?  How can learning in a digital space inform learning in a physical space?  How is blended learning encouraged?  Most importantly, what are the spatial implications of a contemporary learning experience that employs an ecology of digital tools to provide \u201clearning in the cloud?\u201d","Link":["http:\/\/www.tinyurl.com\/educonds"],"Audience":["All School Levels"],"Practice":"We\u2019ll address the questions described in the extended description section and more, and crowdsource a manifesto of beliefs that declare how digital spaces support learning.  From there, participants will be challenged to begin designing a prototype digital learning space.  Models will be shared online.","Presenter":["David Jakes"],"PresenterAffiliation":["The Third Teacher+"],"PresenterEmail":["djakes@cannondesign.com"],"ScheduleSlotID":51,"ScheduleLocationID":10,"SubmitterID":79,"AdditionalComments":"If accepted, please do not schedule late on Sunday.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":507,"Class":"Conversation","Created":1421188814,"CreatorID":62,"RevisionID":null,"Status":"Accepted","Title":"Personalized, not Individualized","Handle":"personalized-not_individualized","ShortDescription":"Personalization is a hot button issue as of late. The prospect of a student centered, inquiry-driven approach is enticing and personalization is a critical piece of that puzzle. The manner in which personalization is used broadly often invokes technology as tool for efficiency and streamlining that definitely individualize, but may not actually attend to the 'person'. Please join me to discuss the promises and perils of personalization in modern schools.","Description":"Personalization is a hot button issue. The prospect of a student centered, inquiry-driven approach is enticing and personalization is a critical piece of that puzzle. The manner in which personalization is used often invokes technology as tool for efficiency and streamlining that definitely individualizes the instruction, but may not actually attend to the 'person' part of personalization. Please join me to discuss the promises and perils of personalization in modern schools.","Link":["http:\/\/inquiryschools.org"],"Audience":["All School Levels"],"Practice":"A variation of Focus\/Framing Questions - http:\/\/www.nsrfharmony.org\/system\/files\/protocols\/focus_framing_qs_ex.pdf","Presenter":["Diana Laufenberg"],"PresenterAffiliation":["Inquiry Schools"],"PresenterEmail":["dlaufenberg@gmail.com"],"ScheduleSlotID":51,"ScheduleLocationID":13,"SubmitterID":62,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":431,"Class":"Conversation","Created":1414340205,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Teaching STEM with Fiction","Handle":"teaching_stem_with_fiction","ShortDescription":"Has an ecosystem ever been presented more memorably than in Richard Adams\u2019 novel Watership Down? Stories are humanity\u2019s most enduring form of knowledge and have a vital place in STEM learning. Join in creating a library of fiction for teaching STEM, a pioneering resource of material and practice!","Description":"Has the balance and interdependence of an ecosystem ever been presented with more memorable clarity than in Richard Adams\u2019 novel Watership Down? The Common Core asks teachers to distinguish between literary texts and informational texts, but is there really always a difference? \r\n\r\nStories are the most effective, enduring form of information exchange humanity has ever employed and there\u2019s no reason the power of fiction should be kept out of STEM learning. When presented through literary passages, plots and metaphors, STEM material becomes more approachable by a wider spectrum of learners. Future scientists and engineers learn to communicate their expert understandings through accessible, narrative models rather than technical jargon. Art and science openly fortify and vitalize one another.\r\n\r\nStep across those departmental boundaries and share that literary anecdote you use to present a logical principle! What\u2019s that movie scene you show to illustrate a math concept? Which novel must be the guidebook for some deep science exploration? With literacy now recognized as a component of all learning, we need to share our discoveries, enthusiasms and even our vague inklings of the fiction texts that fertilize STEM.\r\n\r\nIn this conversation we will pool our literary-scientific insights and inspirations and then explore and analyze the titles by discipline, genre and narrative principle. The resulting bibliography of STEM fiction can then be used to schematize and better understand the modes, capabilities and likely sources of fiction for the study of STEM. Join in creating this pioneering resource of both material and practice!","Link":["http:\/\/www.storycode.info"],"Audience":["All School Levels"],"Practice":"This topic is in such an undeveloped state exactly because there has never been a space to have the conversation. In the event that broad and forward thinking teachers are not overflowing with contributions to the conversation, a framework such as the one below could be gently put in place.\r\n\r\n1) Arrival Activity (10 minutes): contribute to a projected Google sheet...\r\nCol. 1: fiction work you\u2019ve used to model a STEM principle\/behavior\/concept\r\n            Example: Flatland for dramatizing 2 and 3 dimensional spaces\r\nCol. 2: a \u201crich text\u201d, a work of fiction you believe could be worth reading in its \r\n            entirety for a particular STEM exploration\r\n            Example: Moby Dick for marine biology and ecology\r\nCol. 3: a work of fiction you love\/hope to use in some way to teach STEM\r\n            Example: The Maltese Falcon for ...?\r\n\r\n2) Present (3 minutes):\r\n- image, Scratch\u2019s fundamental theatrical metaphor\r\n- drama: one of humanity\u2019s oldest forms of teaching\r\n- the power of metaphor, the power of stories\r\n\r\n3) Share Col. 1: fiction participants have used to model STEM material \r\n- Participants vote for the works of fiction they most want to hear about.\r\n- Individual contributors explain their practice. Others comment.\r\n- Note taker visibly records conversation on a new projected sheet:\r\n                Title \/ STEM Topic \/ Use \/ Notes\r\n\r\n4) Share Col. 2: \u201crich texts\u201d for teaching STEM\r\n- Proceed as above with titles and information added to the same sheet.\r\n\r\n5) Create Schema: organizing & understanding how texts support STEM\r\n- Participants suggest important top level elements of our texts, such as STEM areas to which a text applies, genre of text, mode in which the text is employed, etc.\r\n- Note taker records suggestions on projected word processing document.\r\n- Participants suggest methods of organizing our texts, such as lists and matrices  (e.g.: mechanical vs biological, applied vs theoretical).\r\n- Note taker presents suggested schema on projected slideshow document.\r\n- Share hypotheses drawn from various schema.\r\n- Note taker records suggestions on projected word processing document.\r\n\r\n6) Share Col. 3: using our favorite fiction to teach STEM\r\n- Participants brainstorm inspirations\/suggestions for using beloved fiction.\r\n\r\n7) Thanks much! Decide where & how to house and update our bibliography.","Presenter":["Lev Fruchter"],"PresenterAffiliation":["NEST+m","NYC DoE"],"PresenterEmail":["levfruchter@gmail.com"],"ScheduleSlotID":51,"ScheduleLocationID":3,"SubmitterID":79,"AdditionalComments":"Thanks for your consideration! - Lev","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":467,"Class":"Conversation","Created":1414896870,"CreatorID":142,"RevisionID":null,"Status":"Accepted","Title":"Tech Still Matters: Youth Voices","Handle":"tech_still_matters","ShortDescription":"Tools come and go, but what remains? Teachers whose students use http:\/\/youthvoices.net will talk about what we have learned about the technologies that seem essential to our pedagogy after twelve years of working together to build a social network that promotes youth voices and connected inquiry.","Description":"We will focus a conversation on the technologies that we are using in our classrooms to raise student voices and to connect students across schools. We are all teachers involved in the Youth Voices Inquiry Project, a cross-generational project focused on using reading, writing, and digital media in support of learners' own passions and interests. Starting as a summer pilot program in 2013, the project has expanded into a full-year inquiry, engaging youth and teachers as co-learners with the ultimate goal of supporting a peer-supported and making\/writing-centered orientation in their classrooms. Connected to the larger YouthVoices.net community and funded in part by the New York Community Trust\/New York City HIVE Learning Network, this project serves as a laboratory for the exploration of the relationship between interest-based and disciplinary learning with social media at the center. This session will show rich examples of how the principles and practices of Connected Learning are enacted, and will support participants in thinking about this work in their own communities and contexts. Specifically we want to show how important it is to keep both technology and pedagogy at the center of our work with students.","Link":["http:\/\/youthvoices.net"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"We will provide participants a wide range of work to choose from, then ask them to engage in responding to one discussion post on http:\/\/youthvoices.net. After sharing their experiences of working on the site for a short time, we will focus the conversation by talking about both the technologies we are using to sponsor such digital, multimedia conversations across schools on http:\/\/youthvoices.net and we will talk about how our pedagogical approaches depend on these technologies.","Presenter":["Paul Allison and Marina Lombardo"],"PresenterAffiliation":["New York City Writing Project"],"PresenterEmail":["allisonpr@gmail.com","MarinaPLombardo@gmail.com"],"ScheduleSlotID":51,"ScheduleLocationID":5,"SubmitterID":142,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4},{"ID":475,"Class":"Conversation","Created":1414914033,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Savvy Online Student","Handle":"the_savvy_online_student","ShortDescription":"Learn methods to prepare savvy online students in your online classes and programs. This session demonstrate effective methods (and metrics) for ensuring students are ready for their online learning experience.","Description":"How can faculty ensure that students are more likely to succeed in their online classes and have a more rewarding teaching experience?  In this session, we will show how NYU prepares students for online classes, and then model how seasoned instructors follow up in their individual classes to support the student learning experience. \r\n\r\nStudents will get more out of your online learning experience if they learn about how to learn online.  Your school should offer an orientation to being an online student.  It's more than learning which buttons to press.  It's about students being at the center of many learning activities.  Participants in this session will gain ideas for a range of online student orientation activities, from getting beyond the text-based \"introduce yourself\" to a model for what we call week zero, activities that immerse students in the practice of online learning before class begins.  \r\n\r\nGoals \r\n\r\nParticipants will be able to\r\n\r\n* Create new activities to introduce their students to their online classes \r\n* Help program administrators develop a model student orientation program\r\n* Describe methods for engaging new and seasoned online learners in orientation courses \r\n* Adapt the materials presented in the workshop for their own use","Link":["http:\/\/savvyonlinestudent.blogspot.ae","http:\/\/bit.ly\/educonsavvy"],"Audience":["High School","All School Levels"],"Practice":"* Model range of interaction activities\r\n* Questions and Answers from the audience \r\n* Live twitter feed comments & questions\r\n\r\nMaterials to be made available:\r\n\r\n* Presentation \r\n* Sample, adaptable lesson \r\n* One page summary of best practices for student orientation programs","Presenter":["Ted Bongiovanni"],"PresenterAffiliation":["New York University","Abu Dhabi"],"PresenterEmail":["tb317@nyu.edu"],"ScheduleSlotID":51,"ScheduleLocationID":7,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":4}],"conditions":{"Status":"Accepted","ConferenceID":4,"ScheduleSlotID":51},"total":13,"limit":false,"offset":false}