Online 5 – Course 5 Final Projects Part 2

Photo Credit: spelio Flickr via Compfight cc

Photo Credit: spelio Flickr via Compfight cc

It’s been an awesome learning journey with all of you in COETAIL Online 5! I’ve been able to experience a window in your transformation as educators and you’re willingness to learn new practices and reflection on the experience. Your students and schools have benefited immensely from your commitment to this program and more so to your drive to learn and impact learning. Be sure to celebrate this chapter and choose where the next will push you. It’s been an honor to learn with and mentor you along the way in the process. Thank you!

 

Here is a snapshot into your culminations:

 

Lauren P and Morgan worked collaboratively on a literacy focused unit that purposefully leverage technology. ES teachers looking for flipped approach to reading should check out their unit or you might see this in a conference near you!

 

Danieal and Shaza’s project was fully collaborative project that leverage the platform (Seesaw) with young students to give them a voice (and be risk takers).

 

Rahila, wanted her student to develop digital citizenship skills and collaborated with Danieal in Qatar.

 

Becky continues to find ways to transform her classroom within public education and give students choice and freedom to demonstrate their learning in alternative ways.

 

Trina’s coordination a collaboration to build a community of learners among schools brought this unique TEDesque event to Bahrain.

 

Lauren S focused her unit on students developing digital toolkit for beginner elementary English Language learners.

 

Rebecca spearheaded a global collaboration between HCMC, Vietnam and NYC, USA! Students used traditional and digital art techniques using the iPads creating a joint book on endangered animals. The books are being sold on Zulu to support a local charity.

 

Greg uses free verse poetry unit focused on digital storytelling and intentionally pulls aspects learned from all five courses.   

 

Suzy’s project take grade 1 learners in a collaborative inquiry through Minecraft. Abby’s project also was collaborative and developed relationships with Suzy’s class (Kuwait to Luxemburg).

Nicky develops her kindergarten student character (specially responsibility) through empowering her kindergarten students to have a voice.

32180136621_175725f966_bPhoto Credit: billydorichards Flickr via Compfight cc

Prepared to be amazed: Course 5 projects

I was incredibly lucky to have an amazing group of teachers, educators and thinkers in my sub-cohort of COETAIL Online 5. It was a real privilege and honor to learn with this group of people over the past five courses. I will miss reading their posts, chatting in emails, and getting peeks into their classrooms. Like all COETAIL grads, they should be so incredibly proud of what they have accomplished. noun_14997_cc

 


Joel’s  amazing Traveling Tales project was probably a favorite of everyone in our cohort. This amazing global storytelling project shows the power of a PLN, how visible thinking and technology can (and should be) integrated, and the amazing creativity of our young students. I know he hopes that more people get involved so check out all of the thoughtful work he has put into the project. If interested here is   noun_78156_cc

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Chris, who has always been one of our most thoughtful bloggers, did some amazing work investigating and trying formative assessment tools. His reflection on using GoFormative in his middle school math classroom is incredibly powerful: “Much like peering into the working minds of my students, it is the closest that I have ever come in 20 years of teaching to being able to instantaneously observe, analyze, and compare an entire class of students’ thinking and problem solving strategies” and really speaks to the power of formative assessment”


Stephanie asked her middle school science kids “Did you eat dinosaur toenail for breakfast?” And with that fantastic provocation, her kids jumped into creating a digital story that tells the story of carbon. Taking the place of a traditional lab report, Stephanie (and her co-teacher)noun_553445_cc took risks, tried new things, and saw kids really engage in their work. And in her really honest reflection,  she states:  “ It [the final project]  also reaffirmed my belief that we need to give students opportunities to create and make something authentic – something they couldn’t just google the answer to.”


Megan K.s global book club had teachers from all over the world reading, thinking, and discussing Tony Wagner’s book Creating Innovators. The project  was an amazing  re-mix of a lot of the ideas of COETAIL, includingnoun_180313_cc global collaboration, innovation, visual note-taking, and much, much more. And as Megan reflects, “This project has and the group members I learned with have inspired me to find little ways to look for innovation in each day, as well as push the norms of traditional teaching.”


Magali showed how genius hour can work in her grade 5 language class. I never would have thought of genius hour in a foreign language acquisition class, but of course that is how so many of us learn other languages…curiosity and need to learn how to communicate. You can really sense thnoun_447303_cce kids enthusiasm and Magali’s excitement at the things they are learning. And I love how perfectly 5th grade their topics are (Madame PacMan made me laugh!) It’s clear they were learning the language and were feeling pretty geeked about it


Valdir, also a French teacher, shows in his video how changing both a physical space in a classroom noun_205565_ccand by blending learning, kids will engage in their learning  in all sorts of authentic ways (even when there is “apparent chaos” :) The use of timelapse video really shows how important our phsycial spaces are, in addition to our virtual learning environments.


 

Iain’s Stranger Things-inspired video shows how Breakout.edu and games can be an amazing starting point for conversations about creative thinking and collaboration.noun_663745_cc


While I love Danelle’s final project on creating videos in middle school science, what I really love about her video is her tenacity, flexibility, and high levels of reflection. With a lot of life-changes, including a move to a new school, Danelle really showed how the journey is a huge part of learning in COETAIL.noun_691094_cc


Nadine also moved before she could launch her final project and her final video showed  her continuing enthusiasm and energy, even in the madness of the moving and changing schools. Nadine also  showed the power of the PLN for international teachers who are always on the move and finding them teaching in new places and teaching new things.

 


So many people are engaging with Seesaw (a digital portfolio). Shaza showed how she used Seesaw to help with an unit on “How do we express ourselves?”. Paul showed how how easy it is to use and discussed some of the ways he is helping parents engage with the online portfolio.noun_712 Lauren shows how to blend analog work with reflections and commenting on Seesaw. And as Joy states in her reflection about using Seesaw with a club, “for genuine student reflection to happen, students have got to be given sufficient support and opportunity to reflect on and upload work on a frequent and regular basis, and for a proportion of the uploads to be shared with and reflected on by the class”


 

Community Engagement:noun_739666_cc

There is no doubt that the community built by Online 5 and the risks people took in builiding an online PLN has been incredibly impressive. Some fantastic posts on what community engagement can look like in Course 5 can be found here: 

 

Wendy talks about an amazing group of people who supported her in introducing badges to her library and shows how community can make a good idea even better!

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Yolanda deserves a huge “woot woot” for developing a strong and vibrant PLN! I have continually been impressed with Yo’s enthusiasm and positive attitude towards building an online community.
Tanya (and the whole ISLux crew) shows the power of focused collaboration. I am amazed at the changes I have seen through the COETAILers at ISLux. And I’m pretty sure people felt free to take risks because they felt they had the support of others at their school. If you are interested in joining COETAIL with a group of people from your school, this post will show the power of school-based collaboration and learning. 


 

I am going to miss my COETAIL crew a ton. I am can’t wait to see what they do next!

Course 5 – Wrapping up and Next steps

We are almost there!

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photo credit: Wasfi Akab Mamma Mia via photopin (license)

Many of you have already added your final projects to your blog. Please remember once you’ve submitted your project to complete the final steps (the same information is on your Course 5 Week 6 COETAIL page):

To officially submit your final project, follow these steps:

  1. Upload your final video to your own YouTube account and make it public. (We highly recommend uploading your video to YouTube as a 10 minute video can be quite a large file.  See YouTube Support for instructions on how to upload a video to YouTube).
  2. Use the YouTube embed code to embed the video on your blog and add the link to your grading spreadsheet.
  3. Add your link to your final blog post (which has your final presentation video embedded) to this survey  The responses will be automatically published here (and embedded on the sidebar) – this is the how other participants will find and watch your video, so that they can leave you feedback. This will be the quickest and easiest way to view all of the final projects. However, your final project blog post will also be linked on the cohort blog along with the feedback survey link so that everyone in our cohort (and beyond) can both watch your presentation and provide feedback (but since I have to do this manually, it will not be as quick as the automated results above and embedded into the sidebar). Between 24 Nov – Dec 7, check back to the cohort blog to see links to all Course 5 participant videos.
  4. Watch at least 5 videos and provide feedback on the linked survey. Your assessment of their work will be anonymous and they will receive the feedback on their grading spreadsheet. Likewise, you will receive the anonymous feedback on your grading spreadsheet. If your name isn’t there, please let me know so I can update it ASAP.  It was updated on Nov 22, sorry if you tried before. 

If you have any questions, issues, or just need someone to motivate you please get in touch. We have already started providing feedback and final grades and will aim to have all completed by Dec 16th.

If you requested an extension, please be sure to email your instructor once you have posted.

Again, congrats on all you have accomplished. We have and continue to learn so much from all of you. Thank you! Look forward to the continued journey.

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photo credit: Stuck in Customs The Long and Twisty Road via photopin (license)

 

Not to freak you out, but…

Hi lovely COETAILers,

Not to freak you out but …

…the due date is looming. Everything is due on November 24th. 

via GIPHY

At this point you should have:

  • Chosen your project/topic and checked it against the rubric
  • Started to implement and reflect via blogging your project. This may lead some tweeking of your project, which is both more than okay and expected.
  • Started to address the community engagement component of Course 5. Remember, community engagement does not have to directly relate to your project, but should be focused on developing your post-COETAIL PLN.
  • Added and linked any blogs you have written on your grade sheet.

Other suggested ideas:

  • Do some backward planning. You all know creating a video takes more than just a couple of hours. How much time do you want to be dedicated to the creation phase? And know that you will also be writing your final blog post and your community engagement post at the same time. (anyone else feel empathy for their students right now?)
  • Get some feedback. Getting feedback from other people (COETAIL-friends, strangers on Twitter, people you work with, your kids!) will help you. And it will also give you something to reflect on when the time comes.
  • There is no such thing as too many artifacts. Don’t forget to be documenting like crazy. Take pictures. Take quick videos of the kids. Do a feedback survey and keep that. You want as much evidence of learning as you can find

Also, those of you that are blogging may have noticed less feedback from me and Robert. We mentioned at the beginning of this course that this would happen. But if you really want feedback right away or have a question, do reach out. We know you can do this without us, but we are here to help you any way we can.

The amazing work so far

There are some fantastic projects going on in Course 5 that you might have missed as commenting is no longer required. I am, as always, blown away.

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Some worth checking out:

Good luck with all of your work. You all are working hard, but I know it is having an impact on the people you work with and with the students you teach. As always, let us know how we can help.

Course 5 – Building Community, Connecting and Sharing

The is year is in full swing by now and it feels like we’ve been back for a long time! Quarter 1 is nearing the end in the first semester of the year. Where did time go? Thankfully the October recharge is on the horizon.

Over the past two weeks there have been some questions about Course 5 and the COETAIL Community Involvement which is 25% of the grade. Here is a quick screenshot (you can review this more thoroughly in Week 4 Module).screen-shot-2016-09-15-at-11-37-53-am

We want you to contribute to the #COETAIL community and also find/build your own. Building your community will look different for everyone. If you are an art teacher you might want to join a community at Deviant Art, participate with Artsonia, #arted on Twitter or the contribute to the Art Education community on Google+. We understand that all of you have different comfort levels with this but we want to essentially find your tribe.

If you need suggestions for Twitter hashtags be sure to check out this extensive page of educational hashtags. There is something for everyone.  Also, the Google+, Pinterest, Facebook among others can be helpful.

One of my favorite aggregators of content is Flipboard. You’ve been reading our ‘flips’ throughout the course. Start making your own flips and follow topics and communities that interest you.

At this stage in the course, be sure to look at Week 5 under the Examples tabs. Here a few to get you started on this post:

As always, please let us know via email if you have any questions.

Image by kamaljith

Image by kamaljith

Course 5 – Let’s do this!

Hi all! Is it weird I missed all of you? Hope you all had a wonderful summer, things are settling down as your start a new school year, and you are ready to jump into Course 5!

Course 5 Overview

And the training wheels come off! Fickr photo shared by amypalko under a Creative Commons ( BY-NC-SA ) license

We’ve probably been saying since the start of the Online 5 that Course 5 is different. This course is deliberately structured with less scaffolding and that freedom can be both exciting and a little scary.
 The weekly blog posts, the weekly reading and prompts, and the common weekly topics of discussion are all gone. Instead, course 5 is a chance for you to show what you know, to build your own PLN, and to take control of your own learning.

Here is a quick video where I give an overview of the course (but I’ll be repeating a lot of information below)

Course 5 has three main components:

  • Blogging
  • Community Engagement
  • Final Project

Since you’re already familiar with the blogging aspect, the important thing to know is that you’ll only need to write 4 posts for this course, instead of the usual 6. If you’d like to write more, that’s great! (Check out Week 3 for more details.)

The Community Engagement element builds upon the commenting you’ve been doing in the previous four courses, and asks you to extend your reach beyond just commenting on COETAIL (and other) blogs. (Check out Week 4 for more details.)

The final project allows you to apply everything we’ve been discussing in the previous four courses in your classroom. You will take at least one of the project ideas you developed at the end of Course 4 and actually teach it, reflect on it, and get student feedback over the course of this semester. As you’re teaching, reflecting and hearing from students, you’ll be recording samples for your final project presentation (to be shared online by the end of this course). (Check out Week 2, 5 and 6 for more details.)

As you work through each of these components, please make sure to include the links on your grading spreadsheet so I can keep up with your work.

All assignments for this course are due are due on November 24th. This gives you time to complete everything before the other participants watch your finished final product video.

Some Tips

flickr photo shared by @superamit under a Creative Commons ( BY-NC ) license

  • Start by browsing/reading all the units. Or at least the rubrics  It says “week 1” or “week 6” because the machine likes it that way, but you can work through them at your own pace. And I think if you take some time, explore all the resources, the rubrics and the requirements now it may save some uneasiness about what is expected of you.
  • Perhaps think about doing some backwards planning, in terms of timing. November 24 sounds far away, but it will come quicker than you think and you don’t want to be writing four blog posts and completing a final 10 minute video and planning Thanksgiving dinner on November 23rd.
  • Networking: Lurker to Leader: The community engagement requirements asks you to build your online PLN. Think about what tribe you want to be a part of after COETAIL and get in there sooner rather than later.
  • Don’t worry if things don’t go to plan. We know theoretically that it’s okay to fail. But I find teachers in particular hate when we mess up. But if you don’t mess up, you don’t have anything to reflect on.  So celebrates mistakes and be honest in your sharing!
  • Ask for feedback and ask for help. There is the Course 5 Google+ community. The hundreds of COETAILers on Twitter who remember being in your shoes. Use your blog to ask for feedback. But don’t feel like you have to work in isolation.

Communication between us and you

As course 5 is different, the way Robert and I communicate with you may be a little different. There may be fewer posts on this page. We won’t have the same weekly conversations in your blog comments. But do let us know via the gradesheet if you have posted something new so we know to check your blog. Do check back here to see what we have posted. If you have changed your email since last semester, tell us so we can update our lists.

And finally….always feel free to reach out for help or when you need someone to geekily cheer a win with you. We are so excited to see what you do next!

 

New job? New school? — You can still conquer course 5 (may also apply to non-movers)

Hi all —

As international school teachers we know the cycle of saying goodbye and starting new. This looks really familiar: fea5ec3751ea21b82cc9850c0c0b7f5e

Even if we are staying put, you may be finding yourself in a new role in your new school (funny how so many tech coaches are born in Coetail!). So this post if for you

If you are worrying about getting course 4 final project done here are some advice. And if course 5 is terrifying because of all of the questions when  you get to a new place, here are some words of wisdom I collected from other COETAIL instructors:

We are very flexible. We have lots of teachers that transition at this time. Here are a few things people have done in the past:
  • It’s about the process more than the final product – we’re interesting in how it’s all put together (hence the high expectations for reflectiveness). Projects that tank can give us so many opportunities for learning and growth so you’re not penalised if your project isn’t as successful as you thought it would be.
  • You can plan something that would work with your current class and then see if you might have a teacher willing to work with you in your new role.
  • You can connect in advance with teachers in your new school to see what they might be interested in.
  • Chat with the people that currently are in your role for next year and see what they might suggest.
  • You can think of something that you think would work in your new role and give it a try.
  • As I’m sure you read in the Course 4 project description, you don’t have to end up doing exactly what you plan now – it just makes things easier for you. In your situation, it probably won’t be the case, and that’s OK.
  • Tom was in the classroom at the end of course 4 but shifted schools and began a new role as Tech & Learning Coach at his new school. Here’s his updated final project overview (the first post for Course 5)

     

    Robert says:

  • I think for now, plan your project but with change in mind as you may need to adapt next year depending on the school you work at.
  • If you don’t work for a school perhaps there are other opportunities through online communities or a local organization

Kim

  • Reflect on the moving experience as part of your work – meaning your new school might not have the same access as your old school and how did that change what you could or could not do.
  • Everyone (in my cohorts) has been able to complete a project (not always what they planned in course 4, but that’s fine)
  • It’s okay if you scale back
  • Some COETAILers have done collaborative projects with colleagues at the old school.
  • Main point: we are flexible and will work with them to find something works.

My advice:

  • Decide the balance between dreaming big and not wasting your time. I’m a big fan of dreaming big and even if I miss then I’ve probably tried and learned something new. But also, don’t dream so big that you will never achieve your goals in a new school. Culture shift in particularly hard to do in a short amount of time.
  • Only a few people know you at your new school…and that can be a cool thing. They don’t know you were a lurker a year ago. They don’t know that you didn’t know how to embed an image or you thought blogging was boring. You can be as forward thinking as you want, because (probably) that is one of the reasons they hired you.

Finally, a common theme from all Coetail instructors is the idea of flexibility. I think the idea of flexibility and kindness is incredibly important this time of year and when you’re moving and that is no different with this final project. I hope you know that Robert and I will help you in any way.

Hope that helps a little.

 

Course 4: Week 6

And it’s Week 6!

flickr photo by Luigi Rosa has moved to Ipernity https://flickr.com/photos/lrosa/514968394 shared under a Creative Commons (BY-SA) license

flickr photo by Luigi Rosa has moved to Ipernity https://flickr.com/photos/lrosa/514968394 shared under a Creative Commons (BY-SA) license

We’ve reached week 6! Remember this is time for you to catch up on any missed work for Course 4 and to wrap up your Course 4 final project. The due date for all assignments is May 16. If you are concerned about finalizing Course 4 by May 16 be sure to email your instructor.

By now you should have:

  • read and completed all readings in “Week 5″ in Course 4 under “My Courses”
  • written 5 blog posts and 5 comments
  • recorded the URL of the post and comments you would like assessed as part of COETAIL on your grading spreadsheet in the Course 4 tab
  • Begun your final project for Course 4 – again, different from previous courses, this one is designed to help you start thinking about your Course 5 project (coming up soon!)

Course 4 Final Project

As you prepare your Course 4 project, you’ll want to think about how you’re moving towards redefinition. The ultimate goal will be for you to actually teach this project next semester, so thinking about practicalities is also important. As you develop ideas and sketch them out in your Course 4 final project blog post, try to include as many details as possible – not only so that you are thinking through each idea, but also so that you can get quality feedback from other COETAILers. The purpose of this final project is to give yourself time to think through several options and get feedback, so it’s certainly worth taking some time to really flesh out a few different ideas.

Don’t forget, there are two options for the Course 4 final project.  Here’s a few key things to remember for your Reflection/ Final Project blog post:

  • Writing about one idea? Your blog post must include a UbD Unit Planner and include the answers to the four (4) questions listed under the Option 1 tab
  • Writing about two to three ideas?  You don’t have to include a UbD Unit Planner BUT your blog post must include the answers to the seven (7) questions listed under the Option 2 tab for each idea

Final Project Collaboration

You are more than welcome to collaborate with another COETAILer on your final project. However, please remember that your actual blog posts (in Course 4 and Course 5) along with your Course 5 final project must be individual.

Preparing for Blogging in Course 5

It’s worth mentioning that there will not be weekly question prompts in Course 5. You’ve had lots of great practice with blogging, and the prompts are there to help you if you’re not sure what to write. Now that you’re almost finished with COETAIL, your topics for your blog posts in Course 5 will be up to you. This will be a great opportunity to take your blogging practice and really make it personal – you can choose to focus on your Course 5 project, or you can share learning that’s happening in your classroom, or you can write about whatever interests you (use your reader for inspiration and include links in your blog post). Hopefully after Course 5 finishes, you’ll stick with the blogging as a way to reflect on your own learning – one of the perks of COETAIL is that you get to keep your blog as an alumni!

Looking ahead to Course 5 – Project Examples

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flickr photo by Reiterlied https://flickr.com/photos/reiterlied/26306034164 shared under a Creative Commons (BY-NC-SA) license

One way we love to inspire you is to showcase some of the fabulous Course 5 Final Projects that other cohorts have created.  We may have shared these before, but here they are again, just in case you haven’t had time to check some of them out yet.

The Online4 Cohort has just recently finished their Course 5 final projects in April. Here is a list of their Course 5 Final projects.

It’s really well worth investing time watching some of these awesome final projects!

You can see lots of others on the COETAIL site, and join the Course 5 Google+ community to see what other COETAILers are talking and thinking about.

The end of the semester can be very hectic. We wish you well and please contact us if you have questions or issues.

 

Course 4 Week 5: Living with Technology

In terms of technology, I’m probably the most unbalanced person I know. I have way too many devices. I get twitchy without wifi or 4G. Sometimes I’m convinced that I’ve run out of internet to read. If there is new social media platform that I even hear about, I’m on it.  I’m an early adopter, media consumer, drink-the-Apple-koolaid-regularly geek.

flickr photo shared by blakespot under a Creative Commons ( BY ) license

Sometimes I feel like I have to apologize for being a poor role model in terms of technology usage. But it boils down to I really really love information gathering and I really value feeling connected to a larger culture (be in one reading about new pedagogies, or one watching Jimmy Fallon or one getting engaged in the 2016 election). As a third-culture kid who lived a lot of my childhood overseas, I am still a little giddy at living in a world where I don’t have to wait to communicate with friends across an ocean and where I don’t have to wait weeks to get latest TV show or book from “home”. All of this is to say that I have empathy for kids who are seen as being unbalanced. I am them.

flickr photo shared by davis.media.access under a Creative Commons ( BY-NC-SA ) license

 Of course when it comes to my students, I want them to find balance. I want them not use technology as an means to avoid healthy conflict. I want them to sleep. I want them sit and have dinner with their families where a notification sound doesn’t cause them to jump. I want them have relationships offline and online. I want them to be critical consumers of media.  I want them to have enough knowledge and empathy to not let the misogynist, racist, terrible comments bleed over into schools or politics. I want them to recognize their shoulders hurt because they’ve been on the computer too long and they should stand up and dance.



 

But I also want them to get working on a project and hit a state a flow where maybe their eyes get tired. I want my lessons to be engaging enough that I don’t need to worry about kids gaming in class, because they want to learn social studies. I want parents to talk to their kids. I want people to understand that if a kid is reading voluntarily, I’m okay with that being a kindle or an ipad or a paper book.  I want the default to be that kids control their screentime, with a lot of support and conversations from the adults in their lives. But, as I’ve told you, I’m not really unbiased when making these arguments.

This weeks posts are about living with technology. This is a huge topic, so don’t feel like you need to address all of it. You can talk about parents or classroom management or helping kids find a balance. Talk about brainbreaks and self-management. Talk about “kids these days” but in a way that shows the awesome things they do now that they have such powerful tools in their pockets.  Actually have a conversation with your students about how they use technology.

Thinking about the projects

Thanks to all who have started to email us with your project ideas. I know it’s pretty amazing/intimidating to be thinking about your final course 5 project. Do take some time to read everything dealing with the Course 4 project and the Course 5 expectations. The best advice I can give you is to aim for the Redefinition level and use COETAIL as an excuse when trying to convince your boss, your colleagues and your students.

Some of you know exactly what you want to do and it’s full steam ahead. Others are still looking for ideas Use your networks to get feedback and support. And of course, you can always ask Robert or myself. Good luck!

Course 4 Week: 4

Welcome to Week 4!

By now you should have:

  • read and completed all readings in “Week 4″ in Course 4 under “My Courses
  • written 3 blog posts and 3 comments
  • included URLs to your posts and comments on your grade sheet
  • had a read through the final project for Course 4 – again, different from previous courses, this one is designed to help you start thinking about your Course 5 project

 Quick Announcements

A few of you asked for feedback on some of your initial ideas for your Course 4 Final project (which leads to your Course 5 Final Project). Please directly email us if you have any questions.

Links to Explore (perhaps save the courses for after COETAIL;)


The Future of Learning?

There is much to explore in this area and many different perspectives. Of course we’ve all heard about the many ways that our current school system is failing our students, and back in Course 1 we looked at some big ideas for re-imagining what school could be, This week we will explore some learning strategies that are becoming more and more popular and may have an impact on the way we think about schools. As an introduction, you might enjoy this RSA Animate: Re-Imagining Work (I think you’ll be able to make the comparison to schools quite easily):


 Badges

The idea of badges is not new, but the development of digital badges, allowing verification, tracking and recognition across schools and universities has become quite a hot topic (and very polarizing). For an overview of (as they claim) everything you need to know about badges in the classroom, check this article from The Journal.

HASTAC also has a great introduction:

We’ve developed badges for COETAIL recently, so it will be interesting to hear your thoughts on the concept – would you put a COETAIL badge on your website?


MOOCs

Massively Open Online Courses –  What happens when universities start “giving away” their content (taught by their professors)? What happens when students can design the perfect program of instruction from outstanding universities, without paying for anything, and receive a verified digital badge as evidence of completion? Or is this isolated learning environment doomed to failure?

Definitely check out a few of the links in the opening section of this blog post. But be warned, you can get lost for hours/days/weeks in them!


 Global Collaboration

Working in international schools we know the value of understanding different cultures, and how our experience living in different countries may change our own perspectives on the world, but what if you never left your home country? The concept of connecting students to their peers in different countries, to learn, collaborate and create together is one way that teachers are helping students develop those cross-cultural skills that are often quite common in international schools. If you’re interested in starting one of these projects, you might find Kim’s posts on global collaboration helpful.

One of the most well-known examples of these kinds of projects is Flat Connections (formerly Flat Classroom Projects), managed by Julie Lindsay. Here are some student-produced globally collaborative service projects proposed:


 Connectivism

Now that you’ve experienced the majority of the COETAIL program, hopefully you’re getting a good feel for connectivism. If you’re ready to start implementing some elements of connectivism in your classroom, here’s a great introduction to what that could look like: