Where Doodles & Data Meet

“Your message is only as good as your ability to share it.” These powerful words sum up a great video explaining the importance of infographics.

These days there are many ways to grab someone’s attention through infographics.  Canva, vizualize.me & Piktochart, to name a few, are in my opinion some of the best ones out there. I’ve used them all in the past for various projects and presentations.  Just three days ago, fellow Coetail’er Pana Asavavatana used Canva to quickly add some aesthetic appeal to the Twitter questions I created in preparation for our upcoming Digital Citizenship Twitter Chat on February 28th.  Here’s a sneak peek &  a shameless plug 🙂

Speaking of infographics and Coetail’ers I couldn’t help but think about the recently redesigned Coetail website which prominently features an awesome infographic documenting the Coetail Learning journey.  I find the new website to be fun, engaging, and informative.


Sketching, Doodling & Synthesising Data

With all the sites, apps and tools out there now to help you collect and organize information. I’ve recently been made aware of the beauty of sketchnotes. Being a visual learner,   I’ve found myself being drawn to sketch notes more and more. (no pun intended)  The ones I’ve come across on Twitter lately have been quite engaging and I’m seriously considering giving it a go. Craighton Berman’s website, Sktechnotes 101, was a great jumping off point and inspired me to dig a little deeper. After a while down the rabbit hole, I found out there’s actually a World Sktechnote Day (Jan 11) &  that sketchnoting is a creative, relaxing, AND efficient way to synthesize information. What I once thought was silly or a bit out of place, now seems like the perfect way to personally conceptualize data.

In the following TED Talk  Doodlers, unite!,  Sunni Brown discusses some other misconceptions about sketching and doodling as well as our inherited cultural bias towards them. Check out the video from Sunni or alternatively the Sketchnotes from ,  below.

Discuss Sktech Notes and TED using Sketch Notes….

 

 

 

https://twitter.com/andymcnally/status/960694599214948352
Created here  by @andymcnally 


In short:

  • Sketching notes helps us understand concepts. 
  • When we make our thinking into images we synthesize our ideas
  • Visual Notetaking enhances memory and improves understanding. 
  • Visual Notetaking and sketching exercises your brain by connecting verbal material to visual material

Infographics in Kindergarten

As I alluded to in my previous blog post, Unpacking Visual Literacy in Kindergarten, visual material plays a massive role in the development of my Kindergarten student’s vocabulary, conceptual thought, and imagination.  It is the cornerstone of their comprehension.

https://www.tes.com/lessons/SfcwZrqsnSblGw/learner-profile
https://www.tes.com/lessons/SfcwZrqsnSblGw/learner-profile

Aside from picture books, the most popular items in my classroom are our “Learner Profile Badges”.

Inspired by the Olympics, I turned the LP images into medals (or badges as my students know them) as a way to introduce the language and visually represent the Learner Profile attributes. When a student sees another student embodying these attributes they will take the badge off the wall and hang it around the next of that student. Since it’s inception, they’ve really taken to it. The way they proudly wear the “Risk Taker badge” or “Thinker badge” around on the playground, you would think it’s actually a gold medal – to them, it is.  Because of these images and the idea of passing them off as badges, my students have developed an understanding of the vocabulary and continue to make a strong commitment towards living out the learner profile.

Another Infographic that I use in my Kindergarten class is for self-management and it’s known in class as the Kelso’s Choice Wheel.  Have a look!

https://www.tes.com/lessons/nKPKtoZ6DgI_mQ/kelso-s-choices
Source: TES Connect (linked)

Teaching children to reflect on their actions is an important yet challenging aspect of Kindergarten. Our Kelso Wheel acts as an intervention infographic that provides students with multiple choices allowing them to feel empowered to take their own action.  A self-governing classroom of five-year-old students will certainly take time but as seen in the image below, my students often revisit the image throughout the year to work on working out their conflicts.

For more information on Kelso’s Choices, including other images, videos, and songs check out TES Teach here.

In this case, the two ways in which I use images to convey meaning help my Kindergarten students make informed choices to solve conflict and model positive behavior and attitudes inspired by the Learner Profile.  Both the Learner Profile badges and Kelso’s Choice Wheel act as aids to connect the verbal to the visual. From foreign vocabulary to understandable concepts, both visual aids have allowed them to responsibility for their own actions. 


Final Wonderings

Knowing that the Kelso Wheel and Learning Profile images are not your typical or classic infographics, I’m wondering what other types of infographics could you introduce to Kindergarten students?

What other ways could I incorporate infographics into a Kindergarten classroom?

Do you have a favorite website or app for creating infographics?

What experience do you have with Sketchnotes?

Thanks,

@NicholasKGarvin

Remixing The Art of Storytelling

For sale: baby shoes, never worn. 

The following six words have been attributed to Ernest Hemingway and his concept of flash fiction by telling a story with the minimum amount of words possible.

Hemmingway may have changed the game with his six-word novel, showcasing his art of storytelling but, Hemmingway never had access to emojis. Could you imagine the vividness?  What if we remix Hemmingway’s initial challenge and state the question “Can you tell a story using only 6 emojis?” Let’s think about that one…. could you?  I bet you can. I bet you’ve semi-accidentally accomplished this in the past without thinking much about it.  Similar to how video killed the radio star, the emoji along with memes, vlogs, vines, and video uploads have nearly obliterated text and completely remixed the art of storytelling. 

I proposed this emoji questions to my Kindergarten students when they were tasked with explaining their holiday adventures using only emojis.  Can you tell a story using only emojis??

What resulted were very detailed and thorough recounts that were not only fun for others to decipher but engaging and exciting for my students to create.  From the perspective of a Kindergartner, visuals allow for more depth and enhance their stories sevenfold.  The act of choosing their emojis also made for a fun and level playing field where both ESL students and native English speakers could fully express themselves.  It was here when I realized how much of the world is moving in the same direction, towards embracing visuals. From hieroglyphics to emojis; we’ve circumvented all the way back around.   🙂

If you’ve needed more proof that the world is moving towards visuals just look at Facebook’s  1 billion dollar purchase of Instagram. They know that this generation is becoming increasingly interested in producing its own visual content. With the likes of social media, mobile devices, photos, and videos the entire landscape has changed and we have completely remixed the way we consume (and produce stories.) And it’s not just a trend, there is a biological factor that lies deep within our love for visuals.  We’re are much more wired for visuals than we are oral storytelling or print on a page. David Jakes touches on this a bit in his opening paragraph of this blog post titled “Towards a Framework for Visual Literacy Learning.” when he makes the internet analogy of “a dial-up connection from the ear to the brain and broadband from the eye to the brain.” David also came up with awesome ideas of using other mediums such as Google Earth,  DNATube and or StartYourTube.com and to incorporate visual literacy.

The ability to navigate and create on more than one platform is exactly what our students are now doing in this new remix culture. The meme is a great example of this as is video blogging. Nobody wants to be a Hollywood movie star anyone. Ask anyone under the age of 15 and they’ll tell you.  They all want to be a Youtuber. Many of them already are. Video Blogging has been so successful that Youtube has installed a Creators Academy which teaches the basics of editing, sharing and thumbnailing.


Modern Versatility & Shareability with Filmora

Before becoming a teacher, my original university major was in Mass Media and Telecommunications, so it goes without saying that I have found feeling for creating and editing video content.  Although I started my video editing venture with the traditional analog AB roll, that has long been ruled obsolete. Looking back now it seems like such an archaic way to create a piece of work. Once you’ve spent hours creating it, don’t even think about sharing it with others unless you bring your VHS tape to their house and politely ask to use their VCR.  

Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Panasonic_AJ-D350_20020110.jpg

Flash forward some 15  years later and now it’s easier than ever to produce a film.  So much so that some have even been shot and edited solely on their smartphones.  These days loads of people gravitate towards iMovie, however, for the past three years, I’ve been using a software called Wondershare Filmora.   Far from the AB roll I began on, this iMovie alternative is inexpensive, open sourced, and extremely easy to use. The fact that it works on Windows, Mac, & mobile devices make it already more versatile than iMovie. Filmora has many other advantages over iMovie. So much so that about a year back, I presented this Google Slide during a Speed Geeking session at my previous school.  Have a look! 

I’ve have used videos in which I’ve created from Filmora in the classroom on multiple occasions. Whether it is for reflection, assessments, or simply to celebrate and document learning,  the use of videos have always been a cornerstone of my teaching practice.  This one, which has already been shared on Youtube,  was a way for me to document our EY inquiry into making paper.


The other video below was shown at a Primary School assembly. Its purpose was to emphasize the concept of perspective by showcasing what it “a day in the life” of an early years student looks like. 


The Timelapse video below showcases an example of some of the large ongoing projects that my preschoolers took on during our inquiry into outdoor learning spaces.


My most recent video was created earlier this week.  Its purpose was to celebrate Multi-cultural Day and the diversity of my Kindergarten students at UWC Thailand. 

I plan to upload this video onto SeeSaw to show parents and use it as a reflection piece to show students once they return from mid-term break.

No matter the purpose, images, and videos to me have always felt like the most authentic mediums for showcasing and representing student learning. It’s great for assessments, reflections, and provocations. When the controls are handed over to the students, creativity, student voice, and a plethora of digital skills ensue.


Final Wonderings

With all of the excellent and innovating ways teachers are using videos in the classroom,  with the likes of Flipgrid, SeeSaw, Bookcreator & Youtube,  I’m curious to know what ways you embed and promote the use videos to enhance learning in your classroom?

Also, are you on team iMovie or do you have another personal favorite when it comes to video editing software?

Bridging the Digital Divide

We live in a digital world, but we’re fairly analog creatures.

-Omar Ahmad

 Just think about the five most important technology trends of the 21st century: search, smartphones, mobile operating systems, media, and the cloud. Now think about whether or not any if of those trends made it into your school? Perhaps, if you’re lucky, they all did. Things change fast in the digital realm and the increasing changes have shaken up learning so much that schools are just now beginning to absorb the aftershocks. More and more schools and teachers are encouraging students to post to blogs, text each other, and do their own work on their own devices brought from home. The learning benefits of flip classrooms, gamification, and social media have taken the internet by storm all while delivering overwhelmingly positive results. Generally speaking, learning looks different now. Much of the firm foundation that education has comfortably sat upon for the last three decades has shifted and it’s time now that all of us recognize and admit that the landscape will remain altered forever.

Update Available

The following article from @MindShiftKQED titled, “Making Media Literacy Central to Digital Citizenship” does an excellent job summarizing the evolution of digital citizenship, alongside the rising popularity of teaching and learning through videos on the web. Seeing how students consume information and interact with each other on the web continues to change and evolved, it’s important to note that digital citizenship in itself should not remain stationary.  Tanner Higgin from Common Sense Education, who authored the above @MindShiftKQED article states that,

“We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes media literacy and savvy. A good digital citizen doesn’t just dodge safety and privacy pitfalls, but works to remake the world, aided by digital technology…”

So the question becomes,  why haven’t we considered changing the way we view Digital Citizenship after all of these years? A DigCit version 2.017.  Why can’t we look at Digital Citizenship as an evolving software or digital platform that occasionally needs updating? We update our phones, our apps, and our laptops at least once a year but, still somehow choose to maintain an outdated version of Digital Citizenship in our minds and in our classrooms.  


Engineering with Empathy 

In my view,  school documents pertaining to Digital Citizenship should be intertwined or merged with the Communication Charters or Essential Agreements that mirror how we speak and care for each other in the real world. This would help the school develop a shared vision of Digital Citizenship while also acknowledging the importance of including all stakeholders. It also places it at the forefront of many discussions pertaining to the parallel skills in and outside of a digital space.  

Getting the students involved in the creative process allows for each voice to be heard and for each class to develop a collective understanding of its importance within the school and at home.

The synthesizing of these two school-related documents should also occur with more explicit emphasis on Common Sense Media and the ISTE Standards.  This collective culture pertaining to #DigCit can be spearheaded by the admin or leadership team, but ultimately will be individualized and purposefully designed for and by each grade level. 

The following infographic from iste.org outlines the parallels between being a good citizen and a good digital citizen.
Citizenship in the Digital Age Infographic

Find more education infographics on e-Learning Infographics via 

Perhaps, once a common understanding is reached within each grade level, we could then ask teachers to share and compare their “tech agreements.” This will help the school and the teachers develop a better understanding of what it looks like it the grade level above and below them.  It also allows them to survey what the students want. This slow burn to the vertical alignment starts with the same sequence with teachers as it does with the students. Develop a shared vision by unpacking the language and understanding of each teacher’s perspective, and make connections between being a good citizen and good digital citizenship.  Afterwards, take the time to go through that delicate process of understanding the causation, the parameters, and the process to allow student-teacher ownership. This type of discussion will probably be ongoing, but that is a good thing!

The bridge between the digital divide separating digital natives from digital immigrants and outdated views from updated perspectives can be engineered with empathy, just as long as we don’t lose focus of our shared set of values. We can’t grow too comfortable in our acceptance of the way things are either, even if they might be okay today. Technology is an industry of increasing disruption and change, but within disruption and change, there is always an opportunity for growth, refinement, and behavioral action. Positively laying the structural framework, that connects everyone is our role as educators.


Final Wondering?

How do you identify consistencies that help bridge the digital divide and get everyone over to the same side?