Punahou Brain Symposium - June 2012

The theme for the Punahou Brain Symposium 2012 Conference...create a bridge between brain science and the classroom intrigured me.  I've always been interested in brain development and how it relates to education.  Overall, I enjoyed these past two days of neuroscience research immersion with the focus on how we could apply it to education and learning. 

1. Brain Rules key note session - Dr. John Medina (Part 1)
• Language verbal acqusition rates are highest between the ages of 6 months to 5 years old (research by Patricia Kuhl) and the American education system teaches foreign language in middle and high school = learning gap.
• "We are natural explorers...The human brain is designed to solve problems related to surviving in natural settings during unstable outdoor environments in constant motion."  How does that relate to how we design an learning environment?   
• Cognitive functions increase with long term aerobic exercise (minimum 3 years) - 150 minutes of moderate activity over a 7 day period. - Aerobic workout changes the brain chemistry.  Why would we cut out P.E. in education?
• Would exercising twice a day with students in gym clothes create smater, more productive students? 
• How do you push information from declarative --> immediate --> working memory --> long term memory?  "90% is gone if you don't repeat the information within the first 60-90 minutes"  How would we structure school? 
• "It takes 10 years for the brain to consolidate information...We should give kids immune booster shots in learning, giving them the information repetitively." 
• My reflective thoughts: For online learning, I wonder what type of activities could be seamlessly incorporated into the curriculum to encourage aerobic exercise to increase cognitive function?  To increase repetitive information scaffolded throughout multiple curriculum?
2. From Cradle to Graduation: Movement Makes Body/Mind Connections for Optimal Learning - Dr. Paul Zientarski 
• Direct correlation between physical fitness and academic scores (studies in CA, TX).
• "Consistent exercise, and certain typse of specific exercises, can both temporarily and permanently affect the way your brain is able to focus, its ability to deal with stress and anxiety, and its ability to learn..." - Dr. John Ratey, Harvard Brain Researcher
• Brain Delivered Neurotrophic Faceotr (BDNF) - regardless of age, aerobic workout generates new brain cells.  Brain cells need to be stressed (new learning) to increase problem solving.  High sugar, high fat diet significantly decreases BDNF.
• Google will not hold a meeting longer than 20 minutes. 
• Neuroscientists believe students learn 10% more when they are standing as opposed to sitting.
• Brain breaks: David Sladkey, Scott Miller
• My reflective thoughts: I enjoyed the "brain break" activities.  I think it would be a good idea for me to incorporate these types of activities into our team meetings, which normally lasts longer than 20 minutes. 
3. Brain Rules keynote session - Dr. John Media (Part 2)
• "People don't pay attention (arousal states) to boring things."
• Only 4 years ago, we knew why we need to sleep (not for energy restoration).  Time of day and quality of sleep impact the "whole brain" attentional state.
• During the "nap zone," (1:30 - 3:30 p.m.) you have decreased attentional state, memory and ability to problem solve.  Simply nap for 26 minutes that time to re-energize. 
• "What other management strategy will improve people's performance in just 26 minutes?" - Mark Rosekind.
• People have genetic sleep patterns (late or early productivity).  Could we have schools open 24 hours?
• Mike Posner: study indicating that the brain cannot multitask.
• It will take twice as long to complete tasks if you multitask(brain interruptions) with 50% more errors.
• Neuroplasticity: every brain is wired differently and we all learn differently based upon that wiring. 
• My reflective thoughts:  Classrooms of the future can address individual sleep and attention span needs by providing online learning opportunities for students and teachers. 
4. Sensory-Cognitive Functions for Language Processing -
• Students need to picture things before they can learn it.
• 3 sensory-cognitive functions: phonemic awareness (auditorily perceive the identity, numer and sequence of sounds within words, symbol imagery (visually image sounds in words), concept imagery (create an image as a whole from oral or written language).
• My reflective thoughts: What type of activities could we incorporate into our A'o Makua program that would increase these skills for parents to share with their keiki (children)?
5. How to Support All Learners with Universal Design for Learning (UDL) - Kimble McCann
• "Technology does not make the teacher...focus on strategies, tactics & skills"
• Universal design not only benefits those with disabilities, but everyone.
• "UDL is a framework for making our curriculum more inclusive."
• Universal Design for Learning Guidelines:  Provide multiple means of representation, action and expression, and engagement.
• My reflective thoughts: The hands-on group activity provided me with the opportunity to immediately incorporate UDL guidelines into a product.  This session reminded me of the importance of online accessibility and ensuring we are able to design and provide learning opportunities for all.

After attending the conference, I immediately shared what I learned with my colleagues.  During our KSDL Online Instructor gathering the day after the conference, I incorporated "brain exercises" that I learned into our agenda and everyone seemed to enjoy these activities very much and were excited about how it could be applied in teaching.  I'm looking forward to attending next year's conference and also getting a hand on Dr. Medina's book, Brain Rules.

KS Ed Tech Conference 2012

When the KS Ed Tech Conference was offered again this year, I was looking forward to participate.  In prep for the conference, I downloaded the mobile Event Board App to select my sessions.  The oli and hula opening by our KS Middle school hālau  was beautiful,which was followed by two full days of keynote and sessions.  Overall, I enjoyed my experience.  It was nice having the opportunity to reconnect with others, network with new individuals and get inspired by what others are doing.  Here are selected highlighted sessions that I attended.  For additional conference conversations, tap into the Twitter hashtag #ksedtech.

1.  Learning in a Networked World - Will Richardson
   • Introduced to a new back channel tool, http://todaysmeet.com/ksbe.  I tried creating a back channel immediately afterwards and it was very easy. :)
   • "How does giving multiple choice tests prepare students for a world with multiple networks?"
   • "How you teach and run classrooms with scarce content (before technology) is very different from classrooms with an abundance of content (now)?"
   • "What is our (educators) value in a world of abundance?" - Knewton (personalized learning system), Motuto (onine tutor), Slader (answers to math & science problems), FoldIt (solving puzzles for science)
   •  Seymore Sarason - "Productive learning is the learning process which engenders and reinforces wanting to learn more."
   • "If we don't find ways to measure what we value, we will value what we measure" - Do we assess creativity, social learning, etc.?
   • "Learning is personal (not personalized)" - personalized is something we do to kids and personal is something kids choose.
2. Mobile Devices and Digital Content: The Impact on Learning and Student Achievement - Dan McCormack
• Hands-on showcase of various apps for educational use...
• Cell and Cell Structure (science interactive app focused on cells), Brain Pro (learn about the brain), Tree Hut (loved this one...word pronounciation, ability to record, paint, etc.), Motion Math (learning fractions through movement of the iPad), Flow Math, Nine Gaps (learning the multiplication table)
• There are so many unlimited possibilities with the variety of apps that are available now for downloading.  
• I downloaded the Tree Hut app and had my 3-year old test it out.  She enjoyed it and was engaged for 15-20 minutes.
3. The End of Wonder in the Age of Whatever - Dr. Michael Wesch
• "Who are we?  What are we going to do?  Are we going to make it?"
• "How can we inspire our students to be in a state of wonder?  From knowledgeable to wonder."
• "If you leave burning questions with your students (spark passion), it will propel them where they want to go."
• "We live in the world of the vicious cycle of the age of whatever.  This is what we make of it."
• A Vision of Students Today - YouTube video,  http://www.youtube.com/watch?v=dGCJ46vyR9o
• "Embrace vulnerability and allow students to fail."
• How can we create space where students can embrace vulnerability to wonder learn?
4. The 21st Century Learning Environment: A Case Study - Douglas Kiang
• Course based on challenge-based learning,  https://www.challengebasedlearning.org/ with flipped model, lecture podcast, 1:1 iPads for a programming class that had students custom creating an app.  
• He was ok with not being the expert in the course, truly shifting from teacher-centered learning to student-centered learning.  I wonder how many teachers would be comfortable with this type of learning.
• "What would your course look like if it were a start up?" - would we educate differently?
• Photo Booth app used to capture reflection points of where students were stuck...30 seconds.   

For this conference, I also co-presented with Nick for our presentation titled "Driving Online Learning from Concept to Process."  Our presentation didn't have too many attendees (12-15), but was attended by those interested in online learning and was well received.  Nick and I were approached by two Punahou teachers following our presentation for engaged conversations related to our presentation topic.  For our presentation, technology-wise, we decided to explore the new software, Articulate Storyline, which added to our prep time, but was a worthwhile experience providing me with the opportunity to play with new technologies.

So how will I apply what I learned to my work? I definetly had lots of ideas floating in my head throughout the conference.  I thoroughly enjoyed Michale Wesh's keynote and hope to be able to apply his concept of creating environments in blended and online learning that will encourage students to "wonder" while providing opportunities for them to embrace vulnerability and be able to fail to learn and succeed.  Easier said than done. ;)  Many of my colleagues were in attendance at the conference and our lunch discussions were enriched with ideas that would impact our online programs as well as projects I'm currently involved with (Tri-Campus blended and online learning).  I plan to continually champion transformation of education for 21st century learning with the many ideas that were shared at this conference. 

Sloan-C Blended Learning Conference 2012 Virtual Attendee Experience

This was my first time attending a Sloan-C Conference as a virtual attendee, so I was interested in how I would be able to interact with the online interface and participate synchronously online. I was pleasantly surprised that I was able to view live streamed sessions and participate seamlessly via Poll Everywhere polls from presenters as well as an in-room chat, Twitter and Facebook feeds. Overall, I enjoyed my online conference experience and appreciated the flexibility to participate right at my desktop.  I'm looking forward to my next online conference.

Session Take Aways:

1. Blend Your Own Faculty Development Program Using Open Components from the Blended Learning Toolkit
   Speakers: Kevin Thompson & Linda Futch, Univ. of Central Florida
   • Great resource with downloadable templates with blended best practices, http://bit.ly/blendkit
2. Comparing Traditional and Blended Learning: Evidence From the ClassroomSpeakers: Geri Mason & Baine Craft, Seattle Pacific University
   
   • They captured both qualitative & quantitative data based upon Garrison & Vaughan's categories within their surveys.
   • Their Conclusion: Blended learning doesn't help (in regards to retention, but maybe facilitate more group cohesion), but it doesn't hurt (Univ. needs more classroom space, professor needs to take a sabbatical)
   • Confirmed that no new materials were developed for the blended course, which I personally viewed as a major item they should have addressed when transitioning to a blended environment and may have impacted their findings.
   • Noted that their course catalog didn't indicate "blended" as a designation and some students took that by surprise.
3. K12 to Higher Education, Two Perspectives on Planning for the Digital Future
   Speakers: Kurt Kiefer, Stephen Sanders, Johannes Britz, Wisconsin Dept. of Ed & Univ. of Wisconsin
   
   • Planning process included focus groups and questionnaires. They mentioned investing in infrastructure and bandwidth as an important foundation.
   • 
   • Faculty development is key.
   • Digital content repository has also been a focus.
   • End goal is to save teachers time and money while providing a global education for students.
4. Online and Blended Learning: Maximizing the Investment
   Speakers: Mary Niemiec & Laura Pederick, Univ. of Nebraska & Univ. of Wisconsin Milwaukee
   
   • Online programs are normally driven by a cost recovery model and income is used to fund resources (e.g. student support, instructional design, etc.)
   • Blended programs have less new $$. Therefore, there is a need to look at allocation of resources to support a blended model.
   • 
5. Defining K-12 Blended Learning: The Roles of Leaders, Teachers, Students & Parents
   Speaker: Allison Powell, International Association of K-12 Online Learning
   
   
   
   • Main theme throughout the presentation focused on addressing diverse learners through differentiated instruction with a combination of face-to-face instruction coupled with independent online digital instruction.
   • 
   • Model blended schools shared: Rocketship Education, New York School of One, Carpe Diem School,  New Line Learning Academy.
6. Start Strong: Residential Support for New Students of Blended and Online Education
   Speaker: Joanne Dolan, Rasmussen College
   
   • Found many students apprehensive with online courses. Optional learning center/tutor program to support students with a goal of getting students off to a strong start (reduce anxiety).  
   • 30 minute session with experienced blended and online students; will start by asking students to log into their courses and assess their level and support needs.  Ensure students leave with something concrete and useful.
   • Improvements: brought advanced students (probed needs, e.g. APA formatting, reference pages) in and adapted program to focus on nursing students.  
7. How to Successfully Evaluate Blended Learning
   Presenters: Chuk Dziuban & Patsy Moskal, University of Central Florida
   • Common term that arises is "quality" and is difficult to measure (clarity, authenticity, unity, suspense, economy, depth, proportion, vividness, emphasis, authority, flow & precision).
   • 
   • UCF Blended Learning Toolkit survey instruments, http://blended.online.ucf.edu/evaluation-resources/survey-instruments/.
8. Designing an Inquiry-Based Approach to Blended Learning
   Presenter: Norm Vaughan, Mount Royal University, Canada
   
   
   
   
   
   
   
   • Dennis Littky, The 3R's of Engagement: 1) Relevance, 2) Rigour, 3) Relationships, http://bigpicture.org.
   • Mihaly Csikszentmihalyi, Optimal Flow: the mental state of operation in which the person is fully immersed in what he or she is doing by a feeling of energized focus, full involvement, and success in the process of the activity.
   • Daniel Pink, 1) Autonomy, 2) Mastery, 3) Purpose.
   • Dimensions of engagement: social engagement, academic engagement, intellectual engagement
   • 
   • 
   •