My youngest son and I had an interesting conversation this past Sunday as we were leaving the arena after his speed skating practice.  Rather than sitting in the bleachers fiddling with my iPhone as I am usually wont to do, I had instead just completed 20 exercise laps (walking) around the perimeter of the . . . → Read More: The Day Without Technology]]>

My youngest son and I had an interesting conversation this past Sunday as we were leaving the arena after his speed skating practice.  Rather than sitting in the bleachers fiddling with my iPhone as I am usually wont to do, I had instead just completed 20 exercise laps (walking) around the perimeter of the rink. During the 20 laps,  I listened to music on my iPhone, posted 3 messages to Twitter, and on my final pass, recorded a video of the loop for subsequent sharing. I figured that was an acceptable improvement over my usual practice.

But maybe not. It would appear that my continued use of the iPhone technology for walking is still problematic. Check out this conversation:

So, the Saturday in question is tomorrow.  That gives me about 150 minutes now to make use of technology, and then I’ll be off for 24 hours.

[Subsequent to the recording, we negotiated that my use of technological amenities around the house for basic human needs is permissible, but not electric lights once it get dark. Also, apparently, cameras fall into the "not okay" list, so I'll be foregoing pictures, too.]

However, I’m certainly looking forward to tomorrow. I’m guessing that my son will be less enthralled with his technology tomorrow, too.

We learned this evening that Steve Jobs has passed away. The founder and visionary leader of Apple, Inc. had announced a month or so ago that “the day had come when he could no longer fulfil his obligations at Apple, and that the time had come for him to step down.” Having been on . . . → Read More: Reflecting on Steve Jobs …]]>

We learned this evening that Steve Jobs has passed away. The founder and visionary leader of Apple, Inc. had announced a month or so ago that “the day had come when he could no longer fulfil his obligations at Apple, and that the time had come for him to step down.” Having been on medical leave since January, the news suggested that his health concerns had continued. And now we know that must have been the case.

To combat the sombre tone of the news, I chased down some music reminiscent of Steve’s vision and dreams, and together with a recording of his 2005 Commencement Address to graduates at Stanford, and shared a broadcast on #ds106radio at around 9:00 pm. During the broadcast, some thoughts and memories started to emerge. I’ll share those thoughts in a subsequent post. For now, here are some excerpts from selected lyrics from the playlist.

“When you dream, what do you dream about?” 
–  from When You Dream by The BNL

 ”A man has dreams of walking with giants
To carve his niche in the edifice of time
Before the mortar of his zeal
Has a chance to congeal
The cup is dashed from his lips
The flame is snuffed aborning
He’s brought to rack and ruin in his prime.”
– from A Man Has Dreams from Mary Poppins

“Birds singing in the sycamore trees …
Stars fading, but I’ll linger on …
Sweet dreams till sunbeams find ya …
Dream a little dream of me …”
– (excerpts) from Dream a Little Dream of Me by Louis Armstrong

“I’ll give you panavision pictures, ’cause you give me technicolour dreams …”
– from Technicolour Dreams by The Bee Gees

“Cheer up, Sleepy Jean.”
– from Daydream Believer by The Monkees

“…take a sad song, and make it better …”
– from Hey, Jude by The Beatles

Steve Jobs Commencement Address, Stanford 2005

Click here to view the embedded video.

“Stay Hungry. Stay Foolish.” – Steve Jobs, 2005

Think Different*

Here’s to the crazy ones. The misfits. The rebels. The troublemakers. The round pegs in the square holes. The ones who see things differently. They’re not fond of rules. And they have no respect for the status quo. You can quote them, disagree with them, glorify or vilify them. About the only thing you can’t do is ignore them. Because they change things. They push the human race forward. And while some may see them as the crazy ones, we see genius. Because the people who are crazy enough to think they can change the world, are the ones who do.

The words from Apple’s Think Different campaign seem to describe Steve Jobs to a T.

We’ll miss you, Steve.

* Gizmodo has a great Steve Jobs Tribute Video based on the “Think Different” audio.

Chapter 1: The Change We Need

However, one of the early and tangible products to emerge from Unplug’d 2011 will be a multiple-format publication, “Why ________ Matters.”   Comprised of a series of short essays written by unplug’d delegates, the . . . → Read More: Unplug’d 2011: The Change We Need]]> It is clear that many significant and long-lasting effects will result from Unplug’d 2011: Canadian Education Summit 2011.

Chapter 1: The Change We Need

However, one of the early and tangible products to emerge from Unplug’d 2011 will be a multiple-format publication, “Why ________ Matters.”   Comprised of a series of short essays written by unplug’d delegates, the book shares the unique perspectives of each participant, and gives a compelling voice to educators from across Canada.

The first chapter is titled, “The Change We Need.”  I had the wonderful pleasure of working together with 5 other Canadian educators on this section of the book. Together with Lorna Costantini (St. Catherines), Darren Kuropatwa (Winnipeg), Shelley Wright (Moose Jaw), Jaclyn Caulder (Penetanguishene), and Chris Harbeck (Winnipeg), we collaborated to produce this first chapter, which releases this week. My contribution, entitled “Why Self-Direction Matters,” appears within (as PDF) (ePub).

To accompany each chapter release, groups selected one personal narrative to illustrate the chapter’s chosen theme. Our group was unanimous in selecting Shelley Wright’s piece, “Why Social Justice Matters.” Her story appears below. I encourage you to listen to Shelley as she tells a story of remarkable student-led engagement.

Click here to view the embedded video.

Isn’t that an amazing example of learners engaged in a real-world task? Wow. Shelley’s students’ project truly exemplifies The Change We Need.

Subsequent chapters of “Why _________ Matters” will be released online according to the following schedule:

Chapter 2: Voices and Choices  week of August 22nd
Chapter 3: Shift Disturbing week of August 29th
Chapter 4: I Wonder  week of September 5th
Chapter 5: Creating Conditions for Change  week of September 12th
Chapter 6: Empowering Self – Empowering Others week of September 19th

Print copies of the publication will be available this fall.

Central to Unplug’d was the notion of leaving the Internet behind. Various thoughts on connecting, unplugging, and focusing attention have started to emerge.

Close to The Edge by aforgrave, on Flickr (CC)

Kim: I didn’t have far to go from ‘plugged’ to . . . → Read More: Unplug’d 2011: Unplugging to Connect]]>

by Andrew Forgrave and Kim Crawford

Central to Unplug’d was the notion of leaving the Internet behind. Various thoughts on connecting, unplugging, and focusing attention have started to emerge.

What did it feel like to unplug?

Close to The Edge by aforgrave, on Flickr (CC)

Kim: I didn’t have far to go from ‘plugged’ to ‘unplugged’. I scaled back my online presence a year ago.  Since then it has been sporadic; I lurked, but rarely participated.  For me, unplugging was only difficult in that I couldn’t text with my teenage children or search for information online (which I do a lot).

Andy: If I have the time, I tend to be online, keeping tabs on conversations that occur at all parts of the day. So while I was fully prepared to unplug, I found myself wrestling with how to choose the right time. In part, I was observing others to see how they would handle the transition to disconnect. With other folks posting to Twitter on the train north to The Edge, there was an interest in participating in the recording/telling of “the departure story.” However, upon arrival at South River, there was a great flurry of activity, and a while thereafter, about halfway through the 22 km bike ride to The Edge, I simply realized I would turn off my phone to conserve its charge. I was unplugged.

How did being unplugged shape your experience and interactions with people?

Collaboration by Kim Crawford on Flickr (CC)

Kim: I was present and focused on the moment, so I fully embraced and engaged in the experience.  At The Edge, I think we were able to practice mindfulness, without the distractions of news, people and information from outside of our Unplug’d circle.  Throughout our formal and informal conversations, we listened to what people’s eyes conveyed. We listened to gestures and body language.  We listened to the emotion in a wavering or cracking voice that we wouldn’t hear, couldn’t hear, in a tweet, and we were there to place a comforting hand on a shoulder.  We couldn’t hide behind online personas, so we exposed ourselves for who we are.  We accepted each other for who we are. And, with the focus on connection, we couldn’t help but ask “what is my connection? What can I offer?”  We formed deeper relationships by removing the barriers of time, space and pretense.

Andy: Without devices buzzing in my pocket, supported by the hyper-natural setting of The Edge, and with real-live friends front and centre, awareness of the Internet melted away. Maybe I shifted into a former at-camp mode (years ago, working at summer camp for weeks at a time, the only news came in the form of a newspaper — which I ignored).  At Unplug’d, without phones or Internet, we worked with primitives: paper & pens, even markers, paints, rocks and stone. And canoes. Without distractions of plugged-in life, conversations went deep. Really deep. These are experiences that just can’t happen online. Internet? We didn’t need no stinkin’ Internet.

How did you react to the ability to plug back in?

WiFi on the Bus, by tomfullerton, on Instagram

Kim: After sending some texts to my children, it was all about the pictures and the conversation.  We were still together on the bus when we could plug back in, so it was a group share out to those who weren’t at The Edge.  I wanted to tell a part of the story, so I used my pictures. I started editing them and planning captions.  I uploaded everything on the train from Toronto to London.

Andy: As with “the departure” from Toronto, I was interested in observing our collective response to “the return,” and the opportunity to plug-in. It came as a shock to me to discover that there would be WiFi on the return bus. I somehow felt as if nature was testing us, to see if we had learned a lesson — or not. I avoided the immediate temptation to check what was being shared on Twitter. In my head I was hearing, “I have four more hours to connect with these people face-to-face.” And I’m glad I did.
The next day back, however, after some time spent sleeping, presented the opportunity to continue conversations with Unplug’d delegates as they travelled home. And that meant being online. And online I was. Looking to carry on the discussions that we hadn’t had time to finish. Looking to make plans for future projects. Caring for new friends who were now getting further and further away. And not wanting Unplug’d to end.

How did being (at) unplug’d inspire you?

Tilting the keel by Tom Fullerton, on Flickr (CC)

Kim: I will make more of an effort to be connected both online and off.  In order to do this, I’ve generated these reminders for myself:

• Listen first
• Stay open to people
• Don’t be afraid to speak your truth, but share it with kindness
• Participate online
• Keep moving forward even if you don’t know what the path or destination look like
• Join forces

Andy: Unplug’d was an inspiration in many ways. With regards to the connected/disconnected tension, Unplug’d was a wonderful reminder of the benefits of stepping away from day-to-day routines to renew connections with things we overlook in our busy lives. So I’m going commit to continue to unplug; to break the habit of continual online connectedness. I do know that there’s an issue of balance in here. Too little connection and the conversation gets lost. But the other conversation is important, too. The Unplug’d experience made that very clear.

We’d like to hear from you.

What does it feel like to unplug?  How does being unplugged shape your experiences and interactions with people?  How have you reacted to the ability to plug back in?  How has being (at) unplug’d inspire you?

by Andrew Forgrave and Kim Crawford

This past weekend, 37 connected educators from across Canada gathered in Toronto for the Unplug’d: Canadian Education Summit 2011. While we shared a few initial hours getting to meet one-another face-to-face within the relative comforts of the Toronto Westin Harbour Castle hotel, after a few hours . . . → Read More: Conversations about Unplug’d: Canadian Education Summit 2011]]>

Unplugd 2011

by Andrew Forgrave and Kim Crawford

This past weekend, 37 connected educators from across Canada gathered in Toronto for the Unplug’d: Canadian Education Summit 2011. While we shared a few initial hours getting to meet one-another face-to-face within the relative comforts of the Toronto Westin Harbour Castle hotel, after a few hours sleep, we boarded an Ontario Northlands train to South River, Ontario. From there we travelled 22 kilometres into the bush to the Northern Edge Algonquin resort. Off-the-grid (solar power only), and no Internet.

The Journey to Unplugd11

The purpose of the summit was to allow us to gather and explore present-day issues and themes within education. Each of us came from various backgrounds in education, prepared to share and discuss an important-to-us element in education. The resulting work will be shared over the course of the next few weeks. But the relationships that were made, extended, and strengthened have a wonderful potential to take the Unplug’d 2011 experience even further.

Conversations at Unplugd11

Over the the next while, Kim and I will be reflecting on this amazing experience. Won’t you join in the conversation?

First Topic:
Unplugging to Connect (publishes Friday, August 12th)

Kim’s unplugd11 photos on Flickr
Andy’s unplugd11 photos on Flickr

Outside, like a knowing parent, patient and amused, the Experience of Life glides around the bricked-in school-box.

Inside, sequestered, we struggle to learn, isolated from Truth, in our compartments, with our Rules. Walls of brick and mind dividing us from It.

“This IS the real world.”

They say.

In a long-faded . . . → Read More: The Bricked-In School Box]]>

Image: 'Schoolkeeper.' http://www.flickr.com/photos/23565432@N05/2986035445

Outside,
like a knowing parent, patient and amused,
the Experience of Life
glides around the bricked-in school-box.

Inside,
sequestered,
we struggle to learn,
isolated from Truth,
in our compartments,
with our Rules.
Walls of brick and mind dividing us from It.

“This IS the real world.”

They say.

In a long-faded comic book,
the bare-footed Kung Fu, accosted by a booted security guard,
replies,
“Does not the pavement distance your feet from Earth enough already?”

Ontario educator Doug Peterson (@dougpete on Twitter) sent out a tweet yesterday morning which immediately caught my attention, “Just blogged: Great opportunity for Ontario Teachers. Yesterday, the Ministry of Education announced . . . → Read More: The Future is Already Here]]> The Future is Already Here … it’s just not very evenly distributed.
– William Gibson
Attribution
Listen to the NPR Interview Nov 30, 1999

Ontario educator Doug Peterson (@dougpete on Twitter) sent out a tweet yesterday morning which immediately caught my attention, “Just blogged: Great opportunity for Ontario Teachers. Yesterday, the Ministry of Education announced …”

A short link through to Doug’s Off the Record blog had me reading about the immediate availability of a new piece of OSAPAC-licensed software for use in Ontario publicly-funded schools, Bitstrips for Schools.  The Ontario Ministry of Education, supported by the direction of OSAPAC, had finalized licensing arrangements to procure a modified-for-education version of the existing Bitstrips, and was announcing that the augmented site was ready-for-access by Ontario teachers and students. Not only would the modified version provide an “education-friendly” environment, but it would also include an easy-to-use management framework.

Here’s my first attempt with the software (with a small measure of editorializing thrown in for spice):

So, as referenced in piece above, shortly after reading Doug’s post, I was on the Bitstrips For Schools site. Within mere moments, I had activated my account, created a class grouping, and set up my student accounts. (The registration page included a drop down selector for school district, and then school — it then validated against my district email account. Easy Peasy.)

And it is in this ease-of-access that I find a profound potential.

The ease with which Ontario teachers can access this new software application, with all of its attendant student-collaboration potential, is unheard of in my experience  for an OSAPAC release. (Certainly the local implementation of Gizmos, for example (another OSAPAC-licensed web-app) — and the attendant user codes — have yet to make their way out into our schools from the district office. Not sure what’s up with that.) Granted, some teachers may require some support and/or training to make use of this software. Finding an appropriate curriculum context will also be important for others. But there’s no doubt in my mind that students will take to this with ease. The fact that it requires NO installation or subsequent technical support on the part of district IT departments, however, really strikes my fancy. And the ability for students to access the web-app from home, bodes well for where we need to be going. As an initial case-study, I see this as a wonderful indication of what is potentially to come. If the easy registration of teacher accounts and subordinate student accounts (as established via OSAPAC/EDU) works in this application, then it paves the way for OSAPAC and the Ministry of Education to employ the same strategy in rolling out other web/cloud-based applications. The sooner, the better. A provincially-licensed blogging or writing process tool, anyone?

Granted, this may run the risk of being potentially perceived by some as a bit of a challenge to local district edicts/policies — if they’re not already onboard — but I hope not. After all, the times, they are a’ changing. With eLearning providing education directly to some students in their homes already, we all need to be looking forward and embracing the aspects of educational technology that can truly work to empower learners and educators alike.

As for the Gibson quote, there’s no doubt that the uneven distribution of the future remains a significant issue for us all to wrestle with.

But I,  for one, applaud OSAPAC and the Ministry for their vision in taking this step forward. This act clearly demonstrates the potential for a more even distribution of the future moving forward …  :-)

What are your thoughts?  Is this a good way for OSAPAC and the Ministry to keep moving?

They said whoever challenged him would die.

Their controls would freeze up. Their planes would buffet wildly.

. . . → Read More: Push Back the Outside of the Envelope]]>

There was a demon that lived in the air.

They said whoever challenged him would die.

Their controls would freeze up. Their planes would buffet wildly.

And they would disintegrate.

The demon lived at Mach One on the meter. 750 miles an hour, where the air could no longer move out of the way.

He lived behind a barrier through which they said no man could ever pass.

- opening narration from The Right Stuff

The first seven minutes of the film: (removed from YouTube) Another, edited version:

The metaphor of “pushing back the outside of the envelope,” as referenced here in the tangible attempts of breaking the sound barrier, has been a touchstone for me since I first saw this film in the early 1980s. Coupled with a reluctance to ever be satisfied with the Status Quo, the notion of continually working to advance methods and practice to support improvement in learning remains a prime motivator for me to this day.

If you have never seen Philip Kaufman’s “The Right Stuff,” I wholeheartedly recommend it. Based on the bestseller by Tom Wolfe, not only does it paint a truly heroic picture of the history of the flights of the early test pilots and Mercury 7 astronauts, it skillfully blends the work of many fine actors in both leading and cameo roles together with historic archival footage to produce in an incredibly entertaining epic. (8 Oscar nominations, 4 wins.)

Wikipedia entry on the Flight Envelope

Wikipedia entry on idiom Pushing the Envelope

Where did the phrase pushing the envelope originate?

• Is striving to “push the envelope” a component of your professional practice?
• How important is this metaphor in your context?