September 30, 2014

#EdGames : Where Ed Meet Games And Gamers meet Educators

I’ve been toying between the education and games worlds for ever. Really, it’s been years. At the risk of sounding ridiculous – I always played games. And I’ve always learned. Education is probably the later of them all. Had to become a parent to an education-system child to really get into it. But it wasn’t until I saw the conflict in my kids’ lives, between their own passionate interest in both learning and playing games that I realized – these two should go together.

It was about 7 or 8 years ago that my eldest child, a student today, played Maple Story with her classmates. The summer vacation brought it to new heights. They all used English of course, not their mother tongue, to chat with other players and trade goods – and I observed how much they have learned through this process. Maple Story was never designed with education in mind. No ESL thoughts.

During these years I’ve designed an MMO (massively multiplayer online game) twice. But before, during and after I spent tons of time just studying about both game design and education: innovation in education, technology in education, new methodologies, different pedagogic approaches, types of learners, learning disabilities and difficulties, challenging students, classes and learning environments,  different teachers – with teachers needs, abilities, limitations and dreams. I’ve connected with teachers all over the world: US, Canada, Brazil, Japan, Australia, New Zealand, India, Pakistan, Afghanistan, Romania, France, the UK, Ireland, Scotland, Italy, Germany, Holland, Egypt, Jordan, Lebanon, Greece, Spain – need I go on? There’s one thing in common to all the teachers in my constantly expanding network: they are teachers because they want to teach, and they do no settle for dreaming on improving or changing education – they are actually doing the change, pursuing innovation.

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There’s an interesting thing that has happened to my game designer friends during the same several years. Lots of them have grown up and mainly became parents. Suddenly – they are also exposed to the urgent need to make something for it, to change, to affect.

I couldn’t be happier standing here right in the crossroad of these two innovative communities. Now I am doing my little thing: I founded #EdGames Meetup, which is designed to be the meeting place between teachers and game designers. Education professionals, and programmers, designers, animators and gamers. It’s an interesting cross and an important one. Too many game designers attempt to create games for education without understanding needs or constraints of the systems and audiences they design for. And too many educators convince themselves they are using games in the classroom when in fact they barely understand true gamification the way it works today. This conversation, this meeting place, is essential if we want to grow and expand the use of games in education and the surrounding industries. It is a challenge, however, to create a meeting place between communities who differ so much from each other. I am lucky to have partnered with the local Game Designers Association, GameIS, where I chair the education committee, and the constant support of Google Tel Aviv who are hosting most of the meetings.

I started it here, in Israel. I hope to grow it across the world and have more #EdGames meetups all over the world. In the meantime, I announce our monthly meetings here: https://www.facebook.com/groups/edtechIS/ and twit under #EdGames and #GBL. You are welcome to join the conversation.

August 16, 2014

Age of No Age

It must have been one of the strangest days in my life.

Met a 20 year old entrepreneur. Thought about how society’s age discrimination stands in the way of any successful partnerships between such young entrepreneurs and those who are twice their age. Then read about another entrepreneur who is doing a crazy thing: he wants to build his founding team based on 5-6 people who are all 35 or older. Yea, that’s right. He appreciates experience. In the world of “20 under” . Whatever happened to my “40 over 40” survey?

Should age become an obstacle? Should it be a consideration at all in the world of entrepreneurship? Personally I find that age is one of the last things I check for when a candidate applies. The relevancy of experience is much more important. Not to mention your online presence.

A couple of weeks ago I posted an ad on Xplace for a technological partner to join my startup. I made sure what I wrote is pretty clear. It’s a person, not a company, it’s a partnership, not a service, and it’s pre-funding. All of the replies I received except for one were from companies or freelancers who didn’t bother to read what I wrote, or decided that perhaps if they send me their lovely price proposal I will give up on a partner and come up with funds. Hmmm. But what made it even worse was the way some of these people responded: They didn’t bother to present themselves, their curriculum, their experience or portfolio. It was a “one-line-proposal” in the form of “tell me more about your project”.

Sorry, but I don’t get it. Or rather, I do get it. This is why these people are having trouble getting a position. Not because they are young or old. Because it’s all about how and what you communicate. We live in an age and a professional environement where age has the least significance it ever had. Whether you are 20 or 60 if you have a valid idea and you know how to communicate it – you have a chance at success.

So back to the 20 year old. This was a delightful encounter. I don’t know if something ever comes out of it. I offered my help as a mentor in marketing and business strategy aspects through the wonderful Tomorrow Israel  project started by my friend Nir Kouris. I had the pleasure of meeting one of the more mature entrepreneurs, acknowledging where his knowledge is insufficient and needs help, respecting his team say in any involvement of third parties. A refreshing look on a traditional line of apps. And a general impression that working with this entrepreneur (note I’m not calling him “a kid” or “a young…”) – working with such a person would be great.

July 14, 2014

Collaborative Project: Humanity’s Face

There’s a say “when the guns are roaring the muses are quiet”. As if inspiration is out during times of war, when survival is what occupies our minds. Yet, some wonderful works of arts are known to be inspired by or created during war time. I’d like to say that I am inspired by peace, or rather by the hope for peace. My other source of inspiration is the urge to create games. Preferably have one ready in less than 3 months, for when I finish my 1-year game design program. HumanFace

So I came up with an idea to create a peace inspiring game. For this project to happen I need your help. Everybody’s help. I need photographs of faces, portraits of people of any age, color, race and sex. The photo needs to be a head shot only. No background or environment. I don’t need to have a name or any identifiers. Only city/country of residence or nationality. This is going to be a fun and simple look on human faces. Or humanity’s face. Please help me by sending your photos to: le_game@ymail.com and by sharing this post. Thanks.

June 11, 2014

What do you want to do when you grow up?

And how can I, your mother, help you achieve it?
I’ve been toying with this discussion for the past couple of weeks, after being approached by one of the TV networks, who’re doing a series of reports on the topic. Tying education to it all brought them to my doorstep.

So I asked my kids this very important question. The 16 year old said “I want to eat”. A very typical answer from a 16 year old, who just wants to… well, eat. The 12 year old said “I haven’t got a clue”. The 19 year old said what she has always said “I want to be a physicist” which in her case means a lot more than a single occupation.

So what’s my role in their future? To open as many options as possible before them.
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Going a little deeper into the conversation, the 12 year old admitted he wants to save whales and other endangered species. Something he has been talking about since he was 4 years old. The 16 year old expanded to “I want to be happy” and then said that currently the 3 most important and enjoyable areas in his life are music, games and food and “I’d like to develop some concept venture to put all those together into the best hanging out place in the world”. And my oldest, in between tests and studies she’s developing at least 2 startup ideas, following the previous venture, Globalvert, an organization to push forward the study of Algae as an alternative energy source.

What we all have in common is entrepreneurship. The urge to solve, innovate, create.

Several months ago I met with a wonderful entrepreneur and a business man. After sharing his rather apocalyptic view about the deterioration in entrepreneurship and number of entrepreneurs he shared a plan he has of adding a set of topics to pre-school classes, to train the minds of the 3-4-5 year old and develop them into our future entrepreneurs. “Entrepreneurship is at the very basis of sustaining the human race, with the ongoing depletion of resources on earth”, he explained, “We are dependent on those who will become entrepreneurs in 30 years and their breakthrough ventures”.

I strongly believe in entrepreneurship and the need in entrepreneurs. But while he’d start with external enrichment classes, I would much rather work with the teachers and educators first. With the correct state of mind and a basic set of tools they can achieve much more than any fantastic “thought shaping” “mind developing” external content that hosts an hour a week.

This state of mind is the one I’m struggling for at home. Trying to keep doors open, or at least within reach. Keeping the creative vibe going. Being attentive to my kids’ interests and passions, putting those well ahead of any concepts of “should and shouldn’t”, but not striking off rules. And, not ignoring society’s high road called “schooling” although sometimes I wish I could.

By now I have a 19 year old student at a university, a 16 year old in high school and a 12 year old in elementary school. I’m counting 28 years in the schooling system as a mother. I must admit that even though all three of my kids enjoy what constitutes the best to elite schooling in Israel, I’m generally dissatisfied with the education system. It’s the same disappointing system worldwide but it doesn’t make me happier. As a parent I am doing my best to offer the widest possibilities to my kids. However, the schooling system limits them.

What’s happening to my brilliant girl at the Nobel Prize winners’ academic institute reminds me of what happened to my wide eyed youngest in first grade. From the shining smile, sheer excitement and hopeful dreams of knowledge and exploration down to a thin reality of memorization and teachers’ mind-reading. She might be better equipped today to deal with it, looking at it as just a phase to go through, it still feels like a system putting you down.

And so does the whole testing system I’m going through, for the second time as a parent, with my high schooler. “Teaching? I wish I could teach”, one of his gifted teachers told me, a fantastic creative and beloved teacher, “I’m not teaching, I’m prepping for exams”.

So back to “what are we doing to help our kids prepare for a vague future we have no way of predicting?”. One thing is for sure, 3 years wasted on test preparations hardly contribute to it. Education must develop a stronger affinity to the entrepreneurship state of mind if we want it to contribute to our future. To be blunt, for a period in history lead by the workmen, the manufacturing line approach to education was fine. For an era lead by entrepreneurs – education needs to be recreated as something else, something different, some fertile ground for budding entrepreneurs.

May 25, 2014

What about the Team?

I started to write this blog post about team work. Then I restarted it. I wasn’t always a team player. When I started my career, a young and daring journalist at the age of 15, a journalist was in most cases a solo flyer. I was a journalist for 15 years. Most of the time it was indeed a solo performance. When I ejected from print journalism to the online technology world I started to discover team work.

Investors often tell you that when choosing whether or not to invest in a startup they look at the team harder than they look at the idea. Yea, showing off with a shiny new prototype is impressive, but if the team is a screeching machine, then no thank you. Better luck at your next meeting.

And team work is indeed key to success. In a good startup you’ll have several founders, each assuming responsibility on another domain. While in many cases each member of the team can probably do more than just his or her own job, and at the early stages – that’s what they have to do, it’s critical that every member of the team is the chief of another domain. Has the last word in this domain. Not the only word, the last word.chess-set

This distinction is important: early on the team all share the exciting notion of creating something new. They all pitch in. They all have a contribution to the production process from planning to execution. But in each area there’s supposed to be the top decision maker of the arena: one person decides over technology, one person deciding over design, one person over business strategy. Even if all team members have degrees in programming and business, each member must honestly acknowledge which is his or her area of expertise. Where they would be better than any other team member. And that’s your domain.

This mastery is of course accompanied by a lot of ego. Which makes it hard to listen to other people’s opinions or advice. But if you’re truly an expert – then you will embrace the fact that every input can enrich you and benefit the greater good of the venture you’re all producing.

Which takes me back to school. So the high school typical behavior I’ve encountered so far, through my kids mainly – is that in each group there’s one who does all the hard work. Well the easy work too. In fact, why bother, when there’s one in each group who really cares about the grade? Unfortunately I’ve seen this attitude drag into college, first degree studies. There are those who care about the grades, so why bother contributing to the shared project? In further studies I’ve also encountered the complete opposite behavior, with similar non-team-work results: condescending team members competing with each other on their status within a team, all in the name of credit and prestige.

Do education systems give it another thought? Do they know how important is the ability to work within a team? The whole deal: contributing, learning from each other, sharing ideas, feeding the team, respecting, communicating politely and efficiently, putting your ego aside. And enjoying it.

I sincerely believe that if tests where replaced by projects with correct guidance and supervision – we’d be looking at better chances for all those future team members. There’s a limit to how far you can fly solo and without wings.

May 13, 2014

Teachers: Innovate or Vegetate? (Or: Why teachers hold the key to society’s innovation)

On the road to innovation, success, evolution and generally doing good we have to go through the education systems. Where ever we are. Tomorrow’s innovators are being educated today. While Peter Thiel with his 20-under-20 Thiel Fellowship is doing a rescue operation to fish entrepreneurs out of the higher education system before is squashes their dreams and plans under frames and debts, I’m thinking that the only operation we can have for the younger students is recognizing that teachers today hold the key to innovation. I need to create a clear separation between innovation and entrepreneurship. There’s a factor of bravery, risk taking and daring in entrepreneurship that is not always present with pure innovation. Teachers can and must innovate all the time. They don’t have to assume the role of entrepreneurs. But it’s “innovate or vegetate” for them. Going out with my dear friend Miri to a bar the other night, we spoke about career choices. Miri loves being a teacher. It’s the only thing she has ever done and she’s one of the more innovative teachers I’ve had the pleasure to meet. Without innovation – how could she survive around 3 decades of teaching science to middle school students? Day in day out, year in year out, same curriculum approximately. But she’s a master in improvising. She knows how to read each unique group of students, as well as specific students, and how to raise the curiosity and tease their own inquisitive minds into the same thing she’s teaching. They keep surprising her, and she keeps surprising them. Yet, teachers’ professional development is extremely weak in Israel. To encourage it the government with the teachers unions created a framework that recognizes specific programs or institutions as an official supplier of professional development. Going through any of those a teacher is then compensated financially for the investment. This framework created a terrible situation in which most teachers limit their quest to develop professionally to only these programs or institutions that will “pay off”. There goes innovation. An enthusiastic participant at Twitter’s #edchat I’m learning so much about education and educators around the world. It’s a sheer joy even if I am just a listener and not participating. I am not a teacher, and nobody pays me to learn education. But all of the participants, who are teachers and educator by trade don’t spend that 1 hour (sometimes 2 hours) per week in a multi-national conversation about education because they are paid to do so. They do it because they are passionate about what they do and they want to innovate and grow. They don’t want to get tired and worn, they want to keep the enthusiasm going on in their lives and careers.

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Why I think teachers hold the key to society’s innovation

Here’s innovation for you. These teachers are in fact cultivating tomorrow great entrepreneurs. When their students will grow up, I hope they can appreciate it. Because we hear so much about the successful entrepreneurs and their grand startups, but we rarely hear about those who showed then the way.

March 18, 2014

My Dad Knows

It’s my dad’s birthday. He should have been 79 years old. The past 7 months without him have been the saddest in my life. He passed away suddenly and without warning. 3 weeks before embarking on his big trip to the US to visit 2 of his kids and their families. I look at his recent photos and there’s something crazy going in my head. The knowledge that he’s gone doesn’t work out very well with the feeling that he is very much alive and with us. It’s all a trick.

I miss dad so much. My kids miss him too. It’s amazing to discover just how much he’s been a part of our daily lives, though he lived 100 kilometers away from us. His diverse and extensive knowledge has always been a source of pride: not so much for him as for us. We always had some sort of a a living Wikipedia in our lives. And let me tell you, the living version is a lot more fun. It smartly adjusts the way knowledge is conveyed to the curious child.

High schooler instructor

High schooler instructor

As we go through his things we discover this accumulated knowledge is mainly the result of years of extensive reading of books, magazines and publications. His ability to self-teach was really impressive. From languages, to clocks and watches, to aircrafts, to engineering, to materials, to management. And music, art, history, geography. Not to mention technology. In his way, his pace, his order and emphasis of interests. But it seems he’s been all around. That sharing of his knowledge really connected us all, his kids and grandchildren, all that passion for knowledge!

And in that spirit I keep on the flame. I keep learning. I keep sharing my knowledge. I keep nurturing that love of learning and knowledge with my kids and do my best to spread it around. And I strongly believe in doing it at your pace, with your emphasis. For your pleasure. Guided by your passion.

January 31, 2014

Global Game Jam 4 Change

I spent the last weekend developing a game at the Global Game Jam 2014 site in Tel-Aviv. The 2nd largest site in the world this year, I can proudly say. It was the 5th GGJ I participated in. It was the also 5th for my son, now 16. Though for him, it was the first time he joined a team (not mine) from start to end. I think that’s a great mother-son experience to share. We are both pretty proud of each other.

The Global Game Jam event is taking place during the same weekend at dozens of sites across the world. Not going into the whole history, the participants are presented with the Jam’s challenge or topic of the year and that starts a fantastic brain storming session – everybody’s trying to come up with an idea for a game. Eventually most attractive ideas get teams formed around them and within 48-72 hours those games take form and can perform.

There were interesting takes from this year’s event.
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One is looking at the number of kids who participated: they are programmers, artists, graphic designers, story tellers, musicians, science enthusiasts and not all of them are gamers. The majority is still boys, not enough girls come in.

But, and here’s the next take, the number of grown up females who took part also grew immensely compared with previous years.882926_471029929686190_1692142279_o

So if I am taking these two random statistics from the 2nd largest GGJ site of 2014, it’s a good projection for the games industry. The more inclusive the industry is, the wider and wilder it gets.
The other take was the growing number of serious games presented. The basic idea of a game is to play it for fun. But Serious Games groups and organizations like Games For Change harness the fun element to achieve serious goals. It’s a relatively new use for games. But I like the fact it is evolving. I admit I am a fan of comedies, but can’t imagine life without some drama, action or documentary, right?
So here’s to the worldwide games industry: may you grow and flourish and surprise us every year.

December 11, 2013

#edchat: Teach Digital Literacy?

I do my best to join or at least follow one #edchat per week on twitter, using my own twitter account @lemino. It has become one of the best sources of learning about education innovation, about the ins and outs of education systems, and about the shakers and movers in this field. It’s actually very exciting when you try to follow a conversation on a single topic with dozens of educators from around the world talking together.

Sadly I missed this week’s edchat. 7PM here (noon eastern time) is a tricky hour. But it was such a great topic I had to browse through the chat. Fantastic chat. So I decided to bring some of the excitement here, with small modifications (of abbreviations) and the #edchat hashtag removed from all the updates. Note the twitter names and follow these education leaders. The opening statement by Jerry Blumengarten (Cybraryman1), the host of this session, is the topic of the chat:

Cybraryman1: If all educators will be required to teach digital literacy – what do they need to know in order to be digitally literate?

MadameWells: Teachers need to know what digital literacy means. Many don’t know the meaning of the word.

Cybraryman1: What is digital literacy?

EarthEcho: Difficult task but needs to happen before we begin teaching (define digital literacy).

Shyj: @MadameWells I don’t think it has a common definition. Need to be on the same page.

Jdferries: Digital literacy is so broad! Let’s start with information sourcing, the role of human filtering, coping with infowhelm & echochambers.

DrDougGreen: They need to know that their learning never stops and should be a daily affair.

Bobloch: Educators need to know how online tools make many current practices obsolete. How to adapt, stop thinking of curriculum in linear fashion.

Aceedu: @bobloch Exactly. Educators have to make changes in the way curriculum is taught/learned

MaxScholarLLC: Ability to effectively and critically find, evaluate and create information using technology.

Cybraryman1: @DrDougGreen @sdroyer That is true for all types of learning. Important to be a constant learner.

Sjunkins: Literacy was once the ability to read and write. Today it’s about making sense of and engaging in so much more.

Katie_M_Ritter: Digital literacy: how to navigate & evaluate the internet, familiar with social media and digital technologies, can create content online.

Cybraryman1: Digital literacy is the ability to find, understand, evaluate, create and communicate digital information.

Aceedu: @sjunkins Digital literacy was not something we thought about a decade ago. It changes everything.

ScholasticTeach: What say you? Should schools teach social media skills?

Tkraz: @sjunkins It’s still the ability to read and write, but I’d add view. Same core but wider spectrum of choices.

4bettereducatio: Digital Literacy means creating empathy, understanding of bias, opportunities to create, curation techniques and context for info posted online.

Shyj: Locating, sorting through, analyzing, using and creating information. So much more than what it used to be.

DrDougGreen: Key skills are finding & evaluating information, blogging, multimedia production/editing and writing skills.

EarthEcho: Educators also need to understand the power and permanence of internet in tech in education.

Shyj: Even the term digital literacy has morphed: information literacy, media literacy etc.

Jdferries: I think it is also using digital tools to leverage info in general: using multimedia to persuade, analyzing competing claims.

DrDougGreen: They need to understand how to stay out of trouble with social media themselves. Some teachers don’t.

Sjunkins: Modern literacy means being able to read, write AND use various forms of media.

Katie_M_Ritter: I like the emphasis on “modern” RT @sjunkins : Modern literacy means being able to read, write AND use various forms of media.

4bettereducatio: @Katie_M_Ritter Yes, I think creating the content and getting past consumption is a huge area of Digital Literacy need.

Cybraryman1: What types of professional learning is necessary to help educators learn about being digitally literate?

ITDean: @cybraryman1 very much along the similar lines of pre and post testing. Teachers also need to see a reason. Why learn it otherwise?

Tkraz: Digital literacy requires the same basic read/write skills but also requires more independence in finding and evaluating.

Shyj: Yes, locating and searching for info – all a part of digital literacy as well as using info to create.

Shyj: with emphasis on creating as well. Think the create part had changed a lot over the years.

Tkraz: @shyj creation tools have changed and evolved expanding the options and possibilities.

Shyj: and attached to that are the copyrights, staying safe etc. So when do teachers have time to teach all of this?

DrDougGreen: @cybraryman1 professional development needs to be small bites daily and individualized. Each teacher needs to be responsible for own plan.

Defstef98: I think we have to go back to heightening students’ awareness of genres- within the digital genre there are sub genres

Fishtree_edu: @defstef98 Digital literacy is a broad topic and it needs to be divided into sub topics to make it easier to teach

MadameWells: It’s important to be able to search, evaluate and create, knowing what is legal to use and what is not.

MaxScholarLLC: @ MadameWells also, how to identify a fake website and inaccurate information.

Shyj: @ MadameWells Ugh. You mean… copyright? (runs out of room screaming…)

MaxScholarLLC: Teachers need to be able to explore, understand and use digital technologies to find, create, and share information

Iatlearning: @ MadameWells Digital is becoming a huge part of the student’s world. Bringing it into the classroom will help to connect with them.

Tkraz: with emphasis on creating as well. Think the create part had changed a lot over the years.

Sjunkins: Literacy is a curriculum fundamental but being literate today requires much more than the traditional literacy of yesterday.

4bettereducatio: @tkraz @sjunkins and possibly add evaluate? Same skills but a much larger range of information and perspectives.

Katie_M_Ritter: educators need to be connected and engage online. Can’t teach digital literacy if you’re not engaged with it yourself. Bloom

CecileMcVittie: @cybraryman1 Perhaps “transliteracies“ implying movement across all literacies are what educators need?

Cybraryman1: @DrDougGreen Thanks to wonderful #eduvue now say Professional Learning rather than Professional Development

Shyj: Have we even mentioned staying safe online as part of digital literacy?

Aceedu: @MaxScholarLLC Yes, it’s not simply knowing the basics. We need to be able to take it further and make it effective.

Itechbob: Becoming digitally literate should not be an option. The days of I don’t do technology should be over.

Sjunkins: Forget the 21st century, literacy is an every century skill.

Madamewells: I am trying very hard to be a connected educator. I am helping teachers here build a PLN (Professional Learning Network).

Itechbob: getting people started with a PLN seems like a great way to learn digital literacy. Hands-on learning at its digital best.

Isminc: Do your teachers collaborate for homework assignments?

MadameWells: @ismin elementary teachers do, but the high school teachers do not.

Fishtree_edu: is digital literacy a skill or a mindset?

Defstef98: @fishtree_edu I vote for the second option

Fishtree_edu: @defstef98 @shyj Digital literacy is a skill to learn, re-learn and un-learn which comes from the (learning) mindset

MadameWells: Connected Ed is a key to digital literacy. We learn from others and then teach it to more.

Cybraryman1: what type of professional learning is necessary to help educators learn about being digital literate?

AdamGoldberg1: @cybraryman1 Teachers need to learn what kids already do online to exchange in meaningful conversation about responsibility

DrDougGreen: @itechbob ever since the school got internet in 1996 I only hired tech savvy teachers. Today I ask to see their blog.

Earthecho: @ DrDougGreen completely agree! Educators need to find the way to use tech to empower themselves and their students.

Katie_M_Ritter: you can read and you can write but can you collaborate with others effectively online? (projects, email, google docs)

Shyj: @MaxScholarLLC When are teachers building their digital literacy skills? What role should that play in the classroom?

CurtisChandler6: In this century there is likely to be a difference between those who are literate and those who are fully, functionally literate.

DigitalJLearn: @cybraryman1 content creation VS content curation and the importance of doing both.

CurtisChandler6: Reading, writing, listening and speaking are great starts. I also think that empathy could be added.

Sjunkins: New forms of media bring about new forms of literacy.

CurtisChandler6: @sjunkins new literacies often evolve faster than our ability to examine them; therefore the ability to evolve is a crucial skill.

Fishtree_edu: @ MadameWells teachers can start by looking into what students are using. Kids these days can be smarter than adults 

MadameWells: @cybraryman1 I think they need to know they can find all the answers they need through a PLN

Shyj: Have we even mentioned staying safe online as part of digital literacy?

Aceedu: @shyj Great point! That’s a HUGE part of digital literacy and shouldn’t be overlooked or assumed to be known.

Shyj: @Aceedu yes assumed for teachers and students… just because we can “FB” doesn’t mean we have digital literacy skills.

Aceedu: @Shyj Exactly! Especially students. Just because they were born into it doesn’t mean they know how to use is effectively.

Itechbob: Educators don’t need to know everything. Digital change happens too fast. Evaluation skills become highly important.

DrDougGreen: as educators we no longer own the information. Any student can know things their teacher doesn’t.

Cybraryman1: we have to be constant learners and model this for our students

Sjunkins: our students should be able to actively create rather than just passively consume media. That’s today’s digital literacy.

TomWhitby: Have you ever tried to figure out what percentage of your school faculty was digitally literate?

Gooru: digital literacy=knowing not only how to use the digital tools but also how to find the ones that best fit your or your students’ needs

Defstef98: It’s in the collaboration that probably digital literacy and or transliteracy are achieved.

Shyj: @deftef98 @Katie_M_Ritter Yes, real application and situations when skills are needed

DrDougGreen: Every student should publish their best work on a regular basis.

Cybraryman1: @ DrDougGreen @sjunkins All students should also blog

MaxScholarLLC: @sjunkins and we should encourage them to evaluate their work throughout the process of creating it and not the final result

TomWhitby: Has digital literacy become a standard requirement for hiring new teachers yet?

DigitalJlearn: @CYbraryman1 They need to know that being digitally literate is as much about a culture of innovation and exploration as it is about tech.

Mamacita: Too many teachers view tech as one more burden when in fact tech relieves many burdens. Tech is no longer an extra. It’s a fact of life.

Sjunkins: having students create their own digital content gives them a whole new perspective on the power of media

QuinnEng8: Any ideas for differentiating digital literacy instruction in classrooms where some kids can program and others only see computers at school.

This is not all of the chat. Only about a third or half of the one hour stream. But I hope you have had the chance to learn from it as much as we did, and that you also got the urge to check out the #edchat stream next Tuesday at noon EST.

November 24, 2013

Coding Is The (New) Literacy

This week I’ve heard my friend, Idit Caperton Harel, been quoted again and again. She said very clearly and loudly that coding is this century’s literacy, the same reading and writing was 100-150 years ago.

I don’t think she meant that by teaching kids to code you are coaching them to become programmers. The same way that teaching kids to read and write 150 years ago didn’t mean you were going to turn them into authors and poets.

But over the last several months, I could even say a couple of years, it had become clearer and clearer and I chose to ignore it only because this fact made me feel uncomfortable. Coding is a life necessity. And since it’s really getting simpler – it shouldn’t be so scary or make us feel that uncomfortable.
kidscode

So this year I’ve decided to go study. I’m studying game design, nearly 5 years after I started to write my first game design document. One of the reasons I signed up for this expensive program is my hope I will get some technical tools that will enable me to create something. For the first several coding (C#) classes I was OK. I liked the simplicity and the logic. But I think somewhere around lesson 3 or 4 I got stuck because of an error I couldn’t decipher. The class moved on, I stayed behind and there was no rewind button to help me discover the missing parentheses.

Several years ago I studied multimedia. It was a full time 7 months course which taught me about 5 different software in graphic, video, sound etc. – plus a crash course in HTML, knowledge that I enjoyed even when using this totally friendly platform called “WordPress”. It went a lot better than the current software and programming classes are going for me. “Did I get stupid over the years?”, I asked myself. I guess not. But my pace have change, I am much more busy today. I read A LOT more than I have back then, and I really, and I mean really love Twitter.

And so I found myself on Codeacademy learning JS. Thought I should give it a try. A couple of hours and I’m over the basics. I have now reached the “program your first game” stage and I feel so proud of myself.

Then I started to think about this methodology. First of all – the very short intro, followed by a very short exercise of the topic. Then, the important role of the “back” button. I mean I haven’t finished a book in two years, but I’ve read on twitter and through it the amount of at least 100 books. It’s easier to gulp, spreadable, flexible, not tiring, not requiring the concentration of … well someone else. I don’t even know who.

Why is the codeacademy model not replicated as a math test prep model is beyond me. Teach math in 140#rythm seems like a pretty good idea. My 10th grader would have loved to learn math if he could do it like this. And math teachers would be able to finally concentrate on those students who need the extra attention, instead of giving useless speeches in noisy classes.

October 10, 2013

Under The Lime Trees

My first ever Berlin visit took place last week. It was a very emotional trip for me: To the city where my father was born, less than two months after he had left us. I was supposed to plan the visit with him, take some relevant addresses, and share my experience with him during and after that visit. Instead I found myself spending a 4 day journey into skipping between past and present of a city that has many stories to tell and loads of scars to show. And still it was sort of a memorial trip.

My father was born and spent the first 4 years of his life in a part of Berlin later known as East Berlin. His family history is entangled with this city’s history, and his wounds are, too. His first ever visit to Berlin as an adult was paid for by the German government. After years of deep resentment and anger, he was able, well, not to forgive, but live with what had happened and narrow his anger to the individuals and circumstances, and not a nation or a country.

We were so lucky to meet Aviva Brueckner in Berlin on our visit. She has made it into a really special visit. I think I found a kindred spirit there. She is an amazing story teller in person as well as through her remarkable art. The whole strange mixture of the Berlin history, the promise it keeps and the horrors it experienced, came to life. Touched us and confused us in a way we couldn’t imagine.

Unter Den Linden
Being an Israeli all you can think of when you first visit Berlin is The Holocaust. But Berlin is a war stricken city for centuries, and the last holocaust it experienced was actually the dividing of the city into east and west, good and bad, us and them. The city and its residents are still licking these wounds. It didn’t exactly end on 1989.

Since Aviva grew up on the east, and was only 14 when the Berlin wall was taken down, it was the first time we could learn how things look, or looked, from the other side. How the east was happy to find freedom, yet unhappy to feel concurred. How teachers became confused. Or how it is to be young people growing up in the 21st century in Berlin, belonging to the German nation and living with movies like Indiana Jones, who portray German as the ultimate evil. But young Berliners aren’t just living with it, they love these movies, exactly like their peers over the ocean.

And all through this trip, I could feel my dad’s presence, or lack of, in and around me. Pointing me to childhood photos like this one, taken 1938 or so on Unter Den Linden, the main avenue crossing Berlin. Taken by a loving father he didn’t get to know.

September 10, 2013

Back in a Classroom

Last week I went into a classroom as a student for the first time in 20 years. Very important for an education innovator who isn’t a teacher. I am very proud of the fact that motherhood dragged me into the education innovation, but experiencing a classroom as a student isn’t experiencing it as a mother of a student, not even similar to experiencing it as a teacher, I am sure.

You can’t really comprehend the enormousness of the education crisis before you are sitting behind a desk totally dependent on someone else for the pearls of wisdom you’re supposed to get, without any say about how you’re going to get them or when, and then you’re graded for your grasp. Hmmm.

classroom I am an old fashioned schooled one. I grew up without any digital mobile instruments around me, not even a PC. I think that even a walkman was too much of a luxury, had to work and save before I could get one. And I started my journalistic career with my dad’s Hermes typewriter and working in the print house with lead letters.

So the technicality of sitting behind a desk, writing a summary of the class, doing exercises, performing to the rhythm of the conductor – all this should be well imprinted in me.

But it’s not. I’m was slowly and gradually spoiled by various forms of computers. I think it started in the early 90’s with a DOS computer, and grew exponentially until today I spend about 14 hours a day online. I have a desktop, a laptop, a netbook, an iPad and an iPhone. I rarely get disconnected. In fact I can say I am pretty addicted. Can’t go through a day with no connectivity at all. Can’t watch a movie without playing something on my iPhone\iPad at the same time. Ahmm. Yep, in the movies too.

Reading a book is one of the toughest tasks for me. When I was 14, 8th grade, I got the school’s annual award for reading the largest number of books which I borrowed from the school’s library. 400 books. Some days I finished 2+. I couldn’t get enough. Nowadays, give them to me in 140 characters chunks. I am sure if I’ll do the math I’m reading much more today than I have ever – in characters count. But I’m down from 400 books in 10 months, to 1 book in 800 days and the sad thing, I miss the relaxed experience.

This rhythm my life has adjusted to is an immediate rhythm. I’m at The State of Now.

Now think about the generation born into this reality and this rhythm. About the toddlers trying to swipe the photo in the frame on their grandparents’ mantle. How are they expected to take a break for 5-9 hours a day and go back from rockets to horse-and-carriage?

People, when talking about the education crisis, worldwide, know that what you’re seeing is just the tip of the iceberg and think Titanic.

August 24, 2013

A Passing Thought

I wish I could be funny. I always wanted to be funny. From the very early days of noticing social positioning in elementary school – funny was something worth being. No one really hates funny people. No one bugs them. And they always seem to take life so smoothly. Laughing it over.

IMG_0556

I love to laugh. There’s nothing I like more than comedies – on theater, movies, TV and books. Humor is grand. Humor is a fantastic cure for bad moods, pains, and just plain sadness.

As I grew up I developed some sense of humor. A better tendency to laugh and join in the laughs. I still wish I could really be funny. When I make people laugh it feels like a little miracle. I admire comedy writers. I think I’m too serious most of the time.

For the past couple of weeks I’ve been thinking about humor and my dad. He just passed away and I’m filled with the deepest sadness I have ever experienced. I didn’t know sadness could get so deep. And comedies don’t make me laugh now.

But humor played a great part in my dad’s personality. He had a special sense of humor. The intelligent type. Cynical at times. But he always knew how to make us smile. Give it time, I say to myself, you’ll soon hear him make a few jokes about this situation. Humor got him through a tough childhood and not an easy life. Humor is the survival kit.

Love you, Dad. I miss you.

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July 16, 2013

Test All Mathematicians in Music Performance First

My boy is 15 years old, going on 10th grade next year, and he is one of those lucky people who have that mix of ADHD and Giftedness. So up to a certain point his giftedness got him through without drugs. Lately it’s not working that well.

He studies at the Jazz department of the lucrative National High School For the Arts here in Israel, plays the trumpet. Only unlike most accepted players, he joined with a little less experience… well, a lot less. One year less than the minimum usually required and no orchestra experience. He only decided he is into Jazz about 2-3 months before the audition. His trumpet teacher nearly had a fit when the kid announced he needed 2 pieces for the audition. Yet, somehow he got in.

High school is a lot different than what he had experienced before. Especially since he moved from the incubator called “a class for gifted” to a “high school for excellence in arts”. Those are the top of the top of young artists in Israel and the school has a reputation to maintain.

Now think ADHD.

It’s a struggle, and with drugs or without them, it’s still a struggle. Too many topics, too many demands, too many expectations. And, in a recent talk with the school the topic of Math came up. And I was asked what I think is the worst case scenario in terms of my son and his matriculation exams… hint hint … Math. I said, well matriculations exams don’t matter to me. Least of all math.

This is a reply that puzzles school officials. The school is first and foremost to provide the kids with the matriculation certificate, sort of a Baccalaureate, SATs or similar and parallels. This school throws in exams in arts topics too. And here I am saying all I really care about is that my kid gets to experience his arts, learn and develop with his chosen form of arts – Jazz music, and have fun with his friends – and really, honestly, I swear, I do not care one bit about his success in math.mathtrumpet

In fact, I care about math being removed from high school obligatory topics for matriculation. Remove it from high school graduation certificate altogether. I think math, in the level they require here (yes, I am talking about the minimal level) is just too much. I really don’t believe that solving equations is that important for the life of my son, whether he chooses to be a jazz musician, an illustrator, a chef, a game designer or any other profession he might be fantasizing on now or in the future when this profession will pop up. You know why?

Google.
You can solve your equations on Google. Or this app or the other. And if you want to test my son’s skills in coping with the demands of the real world, let him take the test at home, with Google access and a 24 hour time limit. That’s the only way to convince me there’s any point in testing this or any connection between the test and the real world these kids are growing into.
No? So leave him alone. If you can’t force the mathematicians to take tests in Trumpet playing, you shouldn’t force the trumpet players to test in math.

June 23, 2013

Say “Passion” instead of “Engagement”

“Engagement” seems to be the key word, the major buzz word, where educational technology is concerned. Ask an Edtech entrepreneur what their app or software is doing, and at least 90% of the time the word “engagement” pops up. The other 10% are administrative apps that do not presume to change any classroom or student experience.

Last week I attended several events, one of them was the Demo Day of the first wave of graduate startups from the MindCET incubator. MindCET is the first and currently only incubator for educational technology startups in Israel. Obviously, there wasn’t a single startup that skipped the word “engagement”. And there’s nothing unusual about it: Dozens of edtech startups I met during SXSWedu and SXSW also made sure they slip “engagement” into every pitch or presentation. At one moment during last week’s presentations I found myself trying to build an image to go along with “engagement”. That promise of engagement seems to be the main attractions teachers feel towards educational technology: something to keep their students wide-eyed, open-mouths, hung on the teacher’s every word. Something like hypnotized. With built-in recorders in their heads.engagedclass

And then today I read this wonderful blog post by Angela Maiers, “an Educator, Author, Speaker passionate about literacy, learning, and power of social media”. “The Passion Gap” is the title, and she tells that “As a teacher at the K-2 level for 14 years, I had the privilege of spending each day with children eager to learn and explore. Yet this begins to change somewhere around the fourth grade.”

She doesn’t mention the word “engagement”, but points out that in Education conferences “you are far more likely to hear the words “assessment,” “standardize,” “common core” and “pedagogy” than you are to hear the word “passion.”…” And let me add, as an edtech entrepreneur, that I am much more likely to hear the word “engagement” in tech solutions for the classroom, and I don’t think I heard the word “passion”.

So what is passion? I love her quote: “Passion is what you must do, even if you have to suffer to do it”. I should know, I experience passion in what I do and it is costing me every day. Because at some point I decided pursuing my passion is more important than getting a salary. Silly me?

Angela Maiers refers to the human teachers, not the tech they might use or not use, as the first circle needed for students to find their passion. Sir Ken Robinson is devoting his messages and books to this topic too; The Element: How Finding Your Passion Changes Everything, is a New York Times bestseller and has been translated into 21 languages and Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life has just been published.” The Element is the point at which natural talent meets personal passion. When people arrive at the Element, they feel most themselves, most inspired and achieve at their highest levels”, is the introduction to his first book.

Yet, Edtech startups are still mostly concerned about engagement of students in the classroom. How does this contribute to helping students find their passion? Or element?

Education systems are so hung on educational technology to reform, change and modify. But obviously, no real revolution can be achieved without striking the personal passion fuse of each and every student.

Touching kids’ passion is what I’m doing with my new startup. More to come.

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