Serendipity35

Back to the Future day came and went yesterday and I saw no sign of Marty, Doc or Jennifer in 2015. Another disappointment to those of us who want to believ in time travel. And the Chicago Cubs will not win the World Series as the second film in that series predicted.
In the original 1985 film, Back to the Future, they only had to portray 1985 and the past. That's easy stuff for filmmakers. In the second film, they travel to the future of 2015 and that's a lot harder to do. Predicting the future, which often focuses on technology, is tough work. Still, many writers and filmmakers have tried and will continue to try..

When George Orwell wrote 1984, he flipped his own year of 1948 and probably wasn't too worried about when his predictions would come true because he was hoping his cautionary tale might help prevent it from ever coming to be.


When Arthur C. Clarke wrote 2001: A Space Odyssey and the sequels 2010: Odyssey Two, 2061: Odyssey 3 and 3001: Odyssey Four, I think he was trying to be scientifically accurate in his predictions.  Later, director Stanley Kubrick would have to update 2001: A Space Odyssey's technology and interpret the visuals.
Since none of us will be around to post online about how well Clarke was at predicting 3001, he was free from criticism. In that novel, 1000 years after Frank Poole was sent out into frozen space by the supercomputer HAL in 2001, he is brought back to life. That future is full of  human minds that are connected to computers, space elevators and genetically-engineered dinosaur-like servants. Good old David Bowman and HAL are now one consciousness and those damn monoliths are still causing problems.
When the first film version of Orwell's novel was released in 1956, that horrible future probably still seemed quite possible. Thankfully, when the 1984 film version of 1984  was made, the Cold War had passed, but many of Orwell's predictions seem to have come true (NSA, privacy etc.). I think Clarke sets a good model for writers of the future: set the plot in a time after your own death, so no one can call you out for your predictions to your face.

I did a presentation titled "Flipping the Learning Model" for the annual conference of the Connecticut Education Network in May 2015. The flipped classroom has been a hot topic in education for a number of years, but more recently, the idea of flipping professional development has been experimented at schools and in corporate training. That is a topic I did a presentation on last fall at NJEDge.Net Annual Conference. Taking the flipped classroom into the world of professional development is a relatively new step in the flipped learning model.
What I was more interested in in the CEN presentation was rethinking how learners work before and after a face-to-face training session to make it more self-directed.
That leads us into discussions of technology integration and andragogical concepts that maximize the time online and during the live group sessions.In both cases, the idea is to rethink what we want to spend our time with in face-to-face (F2F) sessions and how can we move training before and after those sessions to be self-directed.
The flipped learning model using technology, even in our personal learning, maximizes the F2F time for interaction.
I paired my session with another one on makerspaces and I asked attendees to try this flipped learning activity before coming to the conference and the plan was that we would complete it in the face-to-face session. 


As I anticipated, only a few people took up the challenge to do something prior to the session. They were asked to to experiment with one or more ways to increase the volume and sound quality of a smartphone using simple materials and no electronics or additional power. The sample provided online were simple - from just using a cup or bowl to a built object. A few people brought a result of their DIY experimentation to the live session. I would expect a bigger response from students in a course or a group involved in a class, project or makerspace. But, as my slides indicated, as with assigning students "homework" any flipped model must anticipate that some attendeees will not have done the preparation for the session.
In our face-to-face session, I tested a few samples with a decibel meter, but the presentation and my intent was to discuss how this simple exercise can be applied to classroom learning.
I asked some questions of those who did try experimenting, as I would with students.
What did you learn from your experiments? What materials made the greatest improvement in sound? What is more important: volume or sound quality? How would you define "sound quality?" What additional equipment or learning would be necessary for you to go further with this experiment? How might you use this exercise (or a similar one) in your classroom?
I recall reading EDUCAUSE's "7 Things You Should Know About Makerspaces" in 2013. They ask and answer, "What are the implications for teaching and learning?"
"The makerspace gives room and materials for physical learning. Because these spaces can easily be cross-disciplinary, students in many fields can use them, often finding technical help for work they are undertaking in their areas. At the same time, those in engineering and technology will find their work enriched by contributions from those in other fields. Makerspaces allow students to take control of their own learning as they take ownership of projects they have not just designed but defined. At the same time, students often appreciate the
hands-on use of emerging technologies and a comfortable acquaintance with the kind of experimentation that leads to a completed project. Where makerspaces exist on campus, they provide a physical laboratory for inquiry-based learning."
Whether you call your space for creative work and play a classroom or a makerspace or an innovation lab, hackerspace, tech shop or fabrication lab, what we need to focus on as educators is what goes on inside that space. More important than the name of the space is the pedagogy for its use and how it reaches out to a larger community - whether that be a school, campus or city.

 

This post first appeared at Ronkowitz LLC
The flipped classroom has been used in different ways for the past decade in education. More recently, the idea of flipping professional development has been experimented with at schools and in corporate training. In both cases, the idea is to rethink what we want to spend our time with in face-to-face sessions and how can we move learning before and after those sessions to be more self-directed.
I am doing a presentation this week at the 2015 Annual Member Conference hosted by the Connecticut Education Network (CEN) on flipped learning. This event draws participants from educators (K-12 and higher ed), municipalities, libraries, local businesses and State of Connecticut agencies. I asked for my session to be paired with another session by Edward Iglesias who is the Educational Administrator for Central Connecticut State University on Library Makerspaces and Community Organizations.
I want to not just talk about how flipped learning might work in any school setting, but also to have the participants try some flipped learning before and at the session. My flipped exercise is to ask those who will attend my session on "Flipping the Learning Model" to try a simple activity BEFORE the conference. By flipping this portion of the learning, we gain time in the session, and get to focus on the portion that I consider to be more critical to the face-to-face learning.
You take a chance in doing this - What if no one does the pre-activity? It's the same chance we take as teachers at all levels when we assign homework that will lead into a class session. As an English teacher for the past four decades, I have often had the experience of wanting to discuss an assigned reading and finding that only a portion of the class has done the reading (or purchased the book!). What do I do in that situation? Stop the lesson? Do the reading in class? Proceed with the discussion using those who did the reading? I have probably done all of those things at some time depending on the lesson and the grade level, but how can we increase the number of learners who complete the activities before attending the live sessions?
For this particular "homework" the assignment concerns Smartphone Audio Enhancement.
The task I have set for attendees is to experiment with one or more ways to increase the volume and sound quality of a smartphone using simple materials and no electronics or additional power.
They are asked to bring at least one result of their DIY experimentation to the live session. I made a web page with samples but I am hoping that a few people will go deeper and experiment on their own with original designs.
In our face-to-face session, we will test samples with a decibel meter, and we will discuss how this simple exercise can be applied to classroom learning.
Those applications are deliberately not stated by me beforehand, though applying it to math and physics are obvious choices. But getting other areas to think about the applications of this pedagogy - if not this particular lesson - is more important.
Overall, I want attendees to see that flipped learning in a classroom or for professional development or personal growth is less about when and where we learn and more importantly about how we learn. We know students are learning in and out of the classroom. They are learning what we want them to learn and what they want to learn. They are using traditional educational tools and methods, and tools they have discovered on their own and in ways we never considered.
In a revolution, things get flipped or overturned. Don't back away. Join in!

 

In my preparation for presenting at the Connecticut Education Network's Annual Conference on May 15, I have been getting more into the maker movement and makerspaces.
My presentation is on "Flipping Professional Learning" but it is paired with one on makerspaces in libraries and my flipped activity for participants is from the makerspace world.
Makerspaces are frequently found in libraries. A makerspace is a place where people come together to design and build projects. Makerspaces typically provide access to materials, tools, and technologies that individuals probably don't own (such as a 3D printer and scanner) and allow for hands-on exploration and participatory learning. They are also known as fablabs (as in fabrication), hackerspaces (but don't think only of computer code) or tech shops.
The Do-It-Yourself (DIY) movement goes back a lot further - maybe centuries back. Your grandparents were probably DIY'ers out of necessity. But makerspaces strive to be more than workshops with tools.And libraries have evolved to be more than just collections of books. Libraries as community centers for people to gather and work together makes them a natural place for makerspaces. Those spaces are being reconfigured around broader learning and research needs and less around the management of a print collection.
Makers might be writing and illustrating a e-zine, creating an Arduino to program a robot, screenprinting t-shirts, or creating model houses with a 3D printer. Besides offering tools and equipment that are too expensive or specialized for most people to own, these spaces also provide a gathering place for like-minded makers who can mentor and collaborate.
As The Makings of Maker Spaces: Space for Creation, Not Just Consumption says “Maker spaces in libraries are the latest step in the evolving debate over what public libraries’ core mission is or should be. From collecting in an era of scarce resources to curation in an era of overabundant ones, some libraries are moving to incorporate cocreation: providing the tools to help patrons produce their own works of art or information and sometimes also collecting the results to share with other members of the ­community.
The maker movement rose out of hacker and DIY cultures and moved into community centers, church basements and libraries. But as the maker movement migrates into higher education, engineering schools have been a natural place for maker spaces, but in the best cases colleges are taking a more multidisciplinary approach. The space can be a meetup for artists, musicians, writers, engineers, architects, entrepreneurs and computer scientists to exchanges ideas.

• Makeitatyourlibrary.org has many activities for kids and adults
• Makerspaces, Participatory Learning, and Libraries
• The Maker Movement Goes to College
• Makerspaces Move into Academic Libraries
• http://oedb.org/ilibrarian/a-librarians-guide-to-makerspaces

Makerspaces: A New Wave of Library Service: The Westport (CT) Public Library  from ALATechSource