The New Classroom

Active Learning with Technology (ALT) Classroom from GMU-TV on Vimeo.

This video covers a lot of what we have discussed in this course. It is interesting that this is something that is currently going on at Mason. I have the tendency to think that the actual layout of the classroom is not as significant as the personal commitment and involvement as the individuals in the classroom (students and teachers). While discussed the classroom set up, I agreed that it would have been nice to have the freedom and ability to alter classroom set up. Through observing and learning about Compass Academy, I now understand how deeply the classroom layout affect classroom attitudes and learning. Having and open layout and roundtables truly gives the instructor more of an opportunity to be a mentor rather than a person in charge. This layout also seems to be a large contributor in making students feel that they are guiding their own learning. This video also touched on flipped classrooms. Having students do a large amount of leg work outside of class to then come into class and flesh out their learning. This is something that I think will take a large time to work well. Through our education and technology class, I was able to see how an intentional commitment to change the classroom culture fosters bonds among the students. The physical layout of a classroom also has that tendency.

Internet Access and Education

The question of whether or not education is a fundamental right seems to have been answered. With programs and policies in place  providing resources and additional assistance for students with special needs or special learning necessities, it seems that civil society has determined that access to education and access to educational opportunity is a right that should be provided to all. Though education is not a federally granted right as according to the Constitution, states have put policies in place that attempt to ensure equitable access for education. 

Now the question has turned to how much responsibility the state has in providing resources that allow for educational opportunity. Recently, in a Democracy and Education course, we have been exploring the question of what is considered a factor that relates to educational opportunity. In his book, Why Social Justice Matters, Barry discusses factors like pre-natal care, access to healthcare, family status, and multiple other factors that occur far before students ever register for classes. Again, it seems that as a civil society we have in a sense deemed that there is a state government responsibility to regulate and provide assistance in these areas. 

As technology awareness increases and technology usage becomes more prevalent, the question arises: do we have a responsibility to provide access to technology? This question can be asked in a general sense. Is it right of people to have access to the internet? This question can also be asked in a more specific sense, is it a right of students to have access to the internet while learning? As access to resources and materials increases, the standard of what inherent rights are increases as well. For example, previously, access to books was not something that was deemed essential. However, as the access to materials to print books and the cost of printing books became more reasonable, this is when the thought of not all students have access to books became outrageous. This is now the role of the internet. As we progress with this technology, it becomes expected that we work to allow access to this technology to all. Whether this is out of moral principle or out of the need to "keep America competitive,"it has become a priority. 

All these thoughts are to introduce the article, "Making Progress on ConnectED." The executive branch is taking a definitive stance on how heavily involved the government should be in the journey to provide internet access to students. This reminds me of Clinton's initiative for globally connected classrooms (page 72, Disrupting Class). In this blog, the statistic states that by 2017, 99% of students will have access to "next-generation broadband." At least this is the goal under ConnectED, the program that the President is supporting. Further, there is financial backing from big companies to make this a reality. 

This statistic of 99% seems reminiscent of Bush's proposed 100% pass rate under No Child Left Behind. However, access to high speed internet is something that we are rapidly and continually moving toward. While the anomalies (ESL, SPED) hadn't been identified when testing students under No Child Left Behind; internet is moving at a rapid pace and progression seems to be the trend for now. So it seems rational that places like Appalachia, Virginia will have access to the same internet access that Fairfax, Virginia does by 2017. However, I have no facts to support this claim, other than the fact that technology development continues to move so rapidly and seems to be steadily continuing to do so. 

In our society, it is an injustice to have school systems that have inequitable access to resources that develop students and teaching and learning strategies. As our nation (and global society) move toward this highly technologically dependent society, it will and has become necessary that efforts are made to ensure that schools, and students (and the public) has access to these resources. We progress as a community. When some of our members are held back, our community as a whole is held back, whether it be local or global community. 

Disrupting Class - A Video Essay

Storyboard

Disrupting Class Storyboard

Our storyboard is a picture board projected through video slides. We will use robots to signify the image of technology and disruptive innovation, because the market for robots is against non consumption. The robots also represent a futuristic world since it will take time for the desired outcome of a school system in Disrupting Class to emerge. Our robots are also high functioning, meaning they are like humans, with emotions to depict that student-centered learning is a personal matter.

The cover will be an image of the book.

Image	Message Conveyed
Charlie Brown Teacher talking to real class.	Chapter 1: Why Schools Struggle to Teach Differently When Each Student Learns Differently -using a monolithic system -not catering to individual needs
Parents and politicians demanding more and more from schools (rallying with picket signs, captions on signs; International competition, economy, democracy)	Chapter 2: Making the Shift: Schools Meet Society’s Jobs -many different demands from many different parties = Chaos!
Robot as a teacher with Charlie Brown Teacher commentary	Chapter 3: Crammed Classroom Computers -Great we installed computers. But are we using them right?
Student's computer transforms into a robot.	Chapter 4: Disruptively Deploying Computers -computers are slowly meeting the needs of the students when innovations are tested against a ‘nonconsumption’
Students with robots build pyramid	Chapter 5: The System for Student-Centric Learning -The future classroom
Students is really only dreaming of his computer turning into a robot.	Chapter 7: Why so Many Students Seem Unmotivated -students must see education as a means to make their lives better, in terms make them happy -self-esteem and social acceptance is viewed more important than school to students
A school system that looks like a brain dissection	Chapter 8: Improving Education Research -we’re asking the wrong questions -too much generalizing
Re-designing the dissected brain into a super brain (school system)	Chapter 9: Organizing to Innovate
Happy students, robots, teachers, politicians, parents holding hands on the brain. (mimicking the image where people stand on the world.)	Conclusion: We can do it!

Credits Page:

Screenwriter: Jessica Christensen

Voice and Editing: Anna Martinez

Storyboard creation: Jessica Christensen, Fatima Zadran

Art: Anna Martinez, Jessica Christensen, Fatima Zadran

Video Calligraphy: Fatima Zadran

Copyright And Fair Use

There are many instances when educators deal with copyright and fair use. What is interesting is that a large portion of the time, teachers can be unaware of the situations that involve copyright and fair use regulations. A common occurrence specifically with fair use is related to the usage of films in class. I had assumed that because I purchase either a song or movie, then I am able to view or use these items in the classroom as I please, however, I have learned that there are regulations. For example, something that I have seen done a fair amount is the screening of a film as a reward. This is a violation of fair use. However, I also learned that the regulations that are in place allow for some flexibility. In many cases, one is able to use works, however, the portion of works should be limited in word count, time, or percentage. I was pleasantly surprised to find that there is compromise in what can be used, with proper citation. I think that in specific situations involving projects and presentations, this flexibility is essential. Access to works is not completely restricted. The websites like pics4learning and freeplaymusic are a good resource to have in the classroom. 

Image Link

I will attempt to explain the creative commons licenses, however, I will admit that I do not have a full grasp of these as of yet. Essentially the introduction of creative common licenses was to facilitate the ability to use a piece of work without forcing direct communication with the creator of said work. To my understanding, there are six forms of licenses that allow for different liberties and usage.

First, we begin with the attribution license which is abbreviated, BY. In this format, changes and additions can be made to the original work, as well as distribution of said work, as long as credit is given to the creator. 

Next is the attribution no-derivs. This license allows for distribution for profit, as well as not for profit, as long as no changes are made and full credit is given to the creator. 

The attribution share alike license. I believe that in this license, when changes are made, these changes must be subject to the same license. As in the attribution, changes and additions can be made, with credit given to original creator. 

The attribution non-commercial share alike license allows for changes to be made under the same license and without the purpose of profit. 

Attribution non-commerical allows for changes to be made, however the same license does not have to apply to these changes. 

Finally, the attribution non-commerical no derivs license has the most 'no's.' No changes are allowed in this license, no commercial usage is permitted under this license. 

This is the video that I watched for this assignment. 

The Art of Collaboration

After reading Group Genius, I have become more aware of collaborative learning in action. During the snow day, my roommate and I decided to go build a snowman. We both rolled large snowballs and realized we couldn't lift one on top of the other. Our next move was to make a snowman that was lying down. We began to place one snowball in front of another. Then after completing this, we realized we could design anything, not just a snowman. So we decided to create a cat.

The cat we created was in a crouching/pouncing position. We gave him four legs, a tail, and a face. Some would describe it as tiger face, cougar body. The next day, we woke up to check on our cat and found that there had been some additions made. 

Someone etched lines on his tail. 

He was given eyes and fangs

Individual toes were added. 

In reality, we had expected to walk out and see that someone had destroyed or peed on our cat. It was pleasant to see the improvements that someone had made. While this example is nothing like the creation of a new marketable shopping cart, it was a fun experience to be able to relate the conception of an idea and the final production to the process of collaboration. And we created a cat, which is much better than a snowman, so I guess it is lucky that we are too weak to lift large snowballs.

We are conditioned to observe learning and teaching methods solely within the context our a school system. As future educators, we are encouraged to examine educational policies, standardized testing, group work, etc. Yet rarely are we given the tools to be able to explore these concepts in the context of social interactions, family interactions, and community interactions outside of the classroom.

When Group Genius identified the Wright brothers as a collaborative pair, the fact that this collaboration was organic and as a result of the two brothers living together was strongly explained. I am not sure why I myself have been viewing things that I learn in the classroom as solely things that I learn in the classroom. In the days after reading Group Genius, I began to pay attention to interactions I have with the people that I live with, the interactions that I have with my co-workers and interactions other people have with each other.

The concept of collaboration seemed so structured in my mind before. Group projects have a specific framework with guidelines. However, as a result of Group Genius and the making of a snow-cat, I am realizing that all of our interactions and the way we learn how to interact are part of our educational experiences. Further, I am coming to understand how organic so many of these interactions are.

Summary of Systems

Summary of Systems Table

MOOC's

There is a new dialogue centered around Massive Open Online Communities (MOOC). Many argue that MOOC's are detrimental to education, taking away the face to face interaction and taking place behind the anonymity of a computer screen. Others argue that the nature of MOOC's attract those who want to ask questions while learning, as well as facilitating access to education. My discussion of MOOC's will focus around the Huffington Post's article "What are MOOC's and Why are Education Leaders Interested in Them?"

There are a lot of questions regarding online education and whether it is valuable. There are also a lot of questions regarding the high (and increasingly higher) costs for higher education. I have many questions regarding both topics. Is online education the future of education? What are the benefits? What are the downfalls? Who are the big supporters and who are the people against it? 

When Teresa Sullivan was dismissed from UVA, one of the reasons cited was her hesitancy to jump aboard the online education trend. When she was rehired in July of 2012, she announced that UVA would be partnering with Coursera and offering four UVA courses at no cost to the general public.*1This demonstrates that universities are taking note of online education. 

MOOC's are a way to grant easier access to education. The thought is that people who sign up for these free courses are eager to learn. However, Forbes examined this thought and reported that an average of 4% of enrollees complete the courses, while only half of the people who register for a course ever look at an online lecture.*2 While there seems to be a lot of initial interest in MOOC's, there seems to be a lack of follow through. 

I signed up for an MOOC course last year. I dropped the course after a week. It was a lot to handle as a current full time student. The particular course I signed up for utilized four different types of websites, including social media. MOOC's (at least the one I signed up for) seem to overdose on the number of resources they utilize. 

Those that argue for MOOC's state that they can serve as the equalizer to education. However, Forbes data seems to discredit this statement. 80% of MOOC users around the world already hold an advanced degree. *2 Forbes further pointed out that in order to access MOOC's, users had to have some relative wealth and access to internet, thus missing a large target audience. 

Forbes identified an interesting concept that I think could gain great popularity. Using MOOC's or online education as an addition to face to face teaching. Similar to the way students use Kahn academy to receive tutorial videos on material, university course could utilize MOOC's to supplement their teaching. This fits very well with the idea of innovative education. The reality is that online resources need to be used in the classroom, further, I think that schools should be teaching students how to use the web as a tool for life; the internet is simply a fact now, schools should use this as a tool while educating students on the 'internet/technology.' 

I agree with the conclusion of the Huffington Post and Forbes, online education is here to say, but it is too soon to deem it a success or failure. Similar to the telegraph, there is a lot of failure to happen before there is success. I think that professors and teachers need to start examining how to use online education as an additional tool in the classroom, not as a rival. 

*1 news.virginia.edu "University of Virginia Enters Agreement to Distribute Courses Online."

*2 forbes.com "Are MOOCs Really A Failure?"

Introductory Post

Hello class!

My name is Anna Martinez, I am a senior at George Mason University. I am majoring in Government and International Politics with a minor in Educational Studies. My long term goal/plan is to teach English Language Learners (ELL) and work with educational public policy. Immediately after graduation in May, I will be working full time with a non profit non denominational Christian organization called Young Life. I will specifically be at Falls Church High School, which is a Title I school and in the top ten for the most diverse schools in the nation. Here is more information about Young Life.

I am the oldest of four. My family lives in Mt. Sidney, Virginia (10 minutes outside of Harrisonburg). I am thirteen years older than my younger sister, Veronica.

My siblings and I



My family makes me laugh, kind of like this video of dancing brothers.