Immersive HyperDocs in Minecraft Education Edition

Guest Post by Matthew Nickerson, Instructional Technology Specialist, AACPS

Professional Learning Specialist, i2e, @dadxeight

Author: All the Microsoft Tools You Need To Transform Your Classroom

 

 

Are you familiar with HyperDocs?  You can learn more about them on their website, but essentially it is using one document (They specifically say a Google Doc, but it works the same with a document in Word Online.) that contains all the elements of your highly engaging lesson.   Although the “hyper” refers to hyperlinks, it is not just a bunch of urls pasted on a page. HyperDocs should have a blend of multiple ways to access content as well as a variety of activities for students to engage with the content in addition to alternatives for assessment os learning.  In short, a good HyperDoc addresses all of UDL– multiple means of engagement, multiple means of representation and multiple means of action and expression.

If a HyperDocs are supposed to be “visually engaging and packaged learning experiences as it says on their site, how much more visually engaging can you get than being fully immersed into a Minecraft world?

 

Let’s take a look at applying the principles of a HyperDoc within Minecraft Education Edition.  First, there is an immersive world to build a story in.  Any way we can build a story is a great way to get students engaged.  This has been widely known in business, particularly marketing, but as usual, education is a little bit behind.  (You’d think this is one trend education wouldn’t  be behind on!  The Minecraft platform has multiple ways to distribute content, but it can also be a portal to other content platforms.  Likewise, there are several ways of encouraging students to create or engage with lesson content, as well as ways to assess student learning.  Once again, it can also be the doorway to other tools that accomplish these tasks.

 

First, let’s build a story.  You can start from scratch with an infinite world in Minecraft and build what you need.  Well, maybe you don’t even need to actually build it. I recently had a request for a specific lesson topic, and I found a lesson plan on Education.Microsoft.com that addressed that topic, as a murder mystery.  It used some Word documents to deliver the lesson material.  I adopted the murder mystery idea, but used the /locate command in Minecraft to find an existing mansion, teleported my character there and turned the mansion into a hotel.  I then filled the hotel with NPC characters, and took each of the puzzles from the Word document, each of which was a clue, and “distributed” those to students through the NPCs.

 

Because there are multiple biomes to choose from in the Minecraft:EE library, it’s easy to select a custom setting for your story.  Another way I like to start is by taking an existing lesson from the Minecraft Lesson library and just replace the academic content.  Some of the lessons have great bones- the world’s have already been created for you, and you can swap out the questions and prompts with your own topics. 

 

Now let’s consider ways to distribute content to students.  The most time intensive way might be to build structures. For example, you can create the setting for a novel or short story.  If I need to do that, I pay my 9-year-old. He works for cheap, since, well, I’m paying him to play Minecraft. In the absence of a 9-year-old coworker, don’t fear.  Within Minecraft there are signs, slates, posters and boards 

that you can write on if you want to deliver instructions, guidance or questions via written text.  You can also grab a book and quill and write things there, and leave them for students to pick up.  Each of those items (except the “sign”) can also be edited so students can write their responses in or on those tools. 

All of them also have Microsoft’s Immersive Reader, an entire suite of reading accessibility tools, built in.  All text inside of Minecraft Education Edition has these accessibility features.

 

However, what makes Minecraft amenable to the HyperDocs model, is that NPC’s (non-player characters) can be easily programmed to send students to websites.  

You can essentially insert a Quizlet set of vocabulary in your world, or even an entire self-paced Nearpod lesson.  Looking for more collaboration? Remember that every Word document, Google Doc, PowerPoint or Google Slides slideshow have a unique URL.  You can give that url to an NPC so when a student clicks on that button, that document opens online. When multiple players, each playing in their own copy of the Minecraft world (or in the same copy if the teacher is hosting it), they can all collaborate in that same document or slideshow.

 

The same holds true for student work and assessment.  Within Minecraft students can build, then take a picture with the camera.  Pictures are saved in a portfolio, where students can type in a caption.  Or, they can choose pictures to insert into a book and quill, where they have far more space to write, or simply write without pictures.  They can also take pictures of any signs, slates, posters or boards they write on. Both portfolios and books can be exported as a PDF and shared with the teacher through Microsoft Teams, Google Classroom, OneDrive or Google Drive.  However, you can also use an NPC to send students to FlipGrid to record a video response, Padlet to brainstorm together, link to a quiz in Microsoft Forms or Google Forms, or an assignment in Teams, OneNote Class Notebook or Google Classroom, among many other options.

 

The idea of a HyperDoc is solid pedagogy in an engaging format that provides variety and student choice.  They can include a story component or not. They are usually visually compelling. By taking these same principles into Minecraft, it’s like a far more immersive HyperDoc, a Hyper-HyperDoc!

 

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

Providing Different Learning Tools

As educators, it is important that we find ways to provide more personalized learning experiences to meet the individual needs of our students. What this means is that beyond simply offering more choices in the types of assessments we offer students, we must do more by learning to understand the specific learning styles and interests of each of our students. We must differentiate our instruction and to do so requires that we develop a clear picture and gain a deeper understanding of the various learning styles of the students in our classrooms. When we do this, we can then design lessons that are focused on the specific student learning styles and offer more individualized choices for students. Whether that offers more options to work independently or in groups based on a specific topic, an area of interest or even based on the level of understanding of the content, we serve them best by having the right resources available for them.

Each of our students have specific needs and preferences for how they learn and we do the best for them when we help them to identify these preferences and then offer a variety of materials and resources for them to explore. It is not about always using a digital tool or shifting away from traditional methods, but rather being able to determine which of these options will work best for each of our students. It also means helping students to become more self-aware of their own interests. One change that has helped me to better identify these styles and guide students in my classroom is by using the station rotation model.

Through the use of stations, I am able to provide multiple activities that enable students to interact with the content in a variety of ways. There are tech and no-tech options, student and teacher-created materials, hands-on activities to choose from, and times where students decide on a focus for their group. By providing a variety of learning options for each student, giving them all the opportunity to explore, we empower students with more meaningful and personalized learning that will lead to more student engagement and content retention.

Learning Styles: The VARK Model

In 1987, Neil Fleming designed what has become known as the VARK model. Fleming developed this model as a way to help students learn more about their individual learning preferences. The VARK learning styles include: visual, auditory, read/write, and kinesthetic.

Personally, I have always been more of a visual and somewhat kinesthetic or “hands-on” learner. At varying points throughout my life, I can recall taking a test and being able to see specific notes that I had written in my notebook, but still being unable to respond to questions. I tended to create graphic organizers and had my system for making more visual connections with the content. Many of my students are visual learners and over the past two years, have often noticed that they have specific ways of processing the information in class as well as how they prepare and respond during assessments. We must be able to provide different options for our students where they can choose a format that will best suit their interests and needs in more authentic and personalized ways.

Visual Learners

Visual learners are more likely to use charts, icons, images and are able to more easily visualize information and as a result, can retain it longer. An estimate is that visual learners make up approximately 65% of the population, and remember 75% of what they read or see. Visuals learners prefer to do projects and presentations that involve creating visualizations of their learning. For visual learners, some good options include creating infographics, using Augmented and Virtual reality for creating immersive experiences, designing 3D objects, sketchnoting, or using digital tools such as Padlet or Wakelet to curate content in ways that promote better visualization of content. Visual learners would also benefit by creating a mindmap or making flashcards, which can also be done using a digital tool like Quizlet.

Auditory Learners

Auditory learners listen carefully and often focus on the tone or the rate of speech, and may also benefit more by having supplemental resources made available to them such as videos or audio recordings. Learners of this type can recall information such as song lyrics and conversations, and can often recreate a story more easily because of that auditory connection they have. There are many options to engage auditory learners more by selecting options that promote listening and speaking skills. Some ideas include using video response or podcasting tools to have students explain concepts or brainstorm ideas. Another option is by creating a more interactive presentation using a tool such as Voice Thread, students will connect with the sounds, dialogue, and tone used in a presentation such as this, where they can listen and respond.  Another idea is to use Flipgrid to post a question and have students also respond to classmates to further the discussion and promote higher-order thinking. Try using Synth to create a podcast for students to have the active listening component addressed, and invite students to listen and respond to the prompts by adding a thread to the podcast.

Read/Write Learners

Read/write learners prefer to have the text available to them in some written/tangible format. Whether students first take notes and then decide to rewrite their notes for additional practice, or read over their notes each day for review and class preparation, these learners benefit from sustained interactions with the text. The more they interact with written formats, the better equipped they are to understand the content. Beyond writing in pen or pencil, or creating a document, using some tools such as Kidblog, for writing a story and getting started with blogging is a good way to promote reading and writing opportunities. Another idea is to have students create a multimedia presentation with a tool like Buncee to tell a story, adding text and icons to make the content more meaningful. These options make the activities more authentic and aligned with the needs of learners of this type.

Kinesthetic Learners

Kinesthetic learners learn best through hands-on learning opportunities. Students spend a lot of time sitting in classrooms and perhaps more passively learning. We need to design ways for students to be more active in the classroom. Some choices would be through a STEAM curriculum, the use of makerspaces, place-based learning, game-based learning and creation, designing projects and having students engage in project-based learning (PBL).

Multimodal Learners

For some students, providing options that foster a multimodal learning style is most beneficial. A multi-modal learning style means that you benefit through multiple ways of processing the information which can be through images, sounds, movement, speech, audio, visuals and more.  When I have used stations in my classroom, providing the different options at each station was helpful for students who are multimodal learners, to be able to interact with the content in different ways. Some of the tools that I have used include NearpodKahootQuizlet, in addition to giving students options to create something based on their own choice, which lends itself to more hands-on learning. The use of infographics, hyperdocs, choice boards, and even digital breakouts can give students a variety of ways to engage with the content and provide activities that will meet each learning style.

All students benefit from multimodal learning options that support a Universal Design for Learning (UDL). Providing something for each student and offering a mix of learning tools will help students to master the content in more authentic and personalized ways.

Interested in learning more about your own learning style preferences? You can take the VARK questionnaire and find out what type of learner you are.

Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

3  books.png

 

Buncee: Learning Anywhere

Providing Ways to Keep the Learning Going

Over the past week, there has been a lot of conversation about what educators can do if schools need to close for a period of time, especially due to recent events related to the Coronavirus. Finding ways to extend the “space” of learning for our students has been a topic of discussion for many years, so it is not entirely something new. However, with the current situation, educators and schools are seeking to find the right resources that can be put into action right away.

Over the past few years, many schools have started to offer flexible learning days to deal with school closures due to weather conditions, environmental issues or something else entirely. Being able to keep learning going and have ways to collaborate without being in the same physical space is important. Having a specific platform or digital tool in place that all educators can use and making sure that all students will have access is very important. With so many choices out there, it can be tough to figure out exactly where to begin, especially when time is a factor.

As I’ve been talking with some friends this week, a large part of our conversation has focused on what to do if our schools were to close and even in the general sense, how can we also provide more for our students for times when we need to be out of the classroom? For times when I have not been able to be in class, whether due to illness or a pre-planned conference, I rely heavily on technology to be able to connect with my students so that they can ask questions and have the support they need. However, I also rely on it to provide them with rich learning experiences through versatile tools that they can work on independently wherever they are. With Buncee, we can work remotely and provide meaningful learning experiences that engage students in the digital space.

Buncee = Learning Anywhere

As I have been thinking about some of our recent Buncee projects, my 8th grade STEAM course has been working on a few activities. They have created an About Me Buncee, a few for gratitude and most recently, “Tech Over Time.” In the Tech Over Time project, students have been exploring the transformation of some digital tools or electronic devices over the past 10, 20, 30+ years and also making predictions for the future.

As students create, they can work from school, at home, or anywhere, and be able to share their work with me wherever I am. Teachers can assign fun projects for students or choose from the many ideas in the Buncee Ideas Lab.

We have used Buncee for years in all of my classes and through it I have been able to provide opportunities for my students to engage in more authentic and meaningful learning, to be creative and to drive their learning experience. Whether students use it to design a Buncee to share their experiences, engage in project-based learning, summarize a book they have read, explain a concept in math or science, for a few examples, the possibilities are endless for what students can create.

As teachers, we have so many choices for how we can use Buncee in our classrooms. It can be used to have students work through a Hyperdoc, or used as a model template for students to then create their own Buncee, make a timeline, solve word problems, and more. The idea is that we can leverage the tool to provide something that will connect with each student and it can be done from anywhere.

Ideas for your Classroom

1.Make an interactive book

2. Create a timeline

3. Design a digital business card

4. Explain steps in a process

5. Teach a lesson, add audio and video

6. Book summary

7. Design classroom signs

8. Create study aids

9. Create an ebook

10. Recreate a moment from history, personal experience, or make a future prediction

5 Ideas for Learning About Digital Citizenship

Digital citizenship is a topic that educators must continue to be mindful of within their classrooms and our schools. Because so many tasks involve the use of technology, it is our responsibility to embed digital citizenship into our lessons so our students are prepared and knowledgeable about the responsibilities that exist and also expectations of them when it comes to digital learning. There is an increase in technology being used in our classrooms, students have more access to digital resources and global connections than ever before, so regardless of our roles in education, we must stay current with issues, trends, and resources related to this topic. Digital citizenship skills have to be a part of what we teach and model for students, especially because we ask our students to do research, to collaborate online and perhaps even use social media as part of our coursework.

There are many resources available to learn more about digital citizenship, ranging from participation in virtual or in-person learning events held throughout the year to websites, books, blogs, and more that bring attention to and inform about this important topic. When I first started teaching about digital citizenship, I recall myself telling students the things that they should not do rather than focusing on how to use the tools safely and responsibly and showing how they could enhance learning. I recognize this now as I’ve researched more and become more aware of the different resources available for use in education today and following the conversations happening in different educational networks. And along with what’s being done out there, I believe that we need to convey the message to our students of how to use digital tools, to interact responsibly, and also share the importance of knowing how to use these tools for good.

Building these skills is critical because they will transfer to the real world space as well. For some students, they build confidence and comfort by interacting with peers and become better collaborators in an online space first, then apply these to the physical classroom setting and the real-world.

Here are five resources to explore and which offer activities for students to explore on their own and construct their own knowledge and apply it.

1. Events Educators can participate in Digital Citizenship Week, happening from October 14th through the 18th online. During this week-long event, educators can participate by connecting with other classrooms globally, joining in a panel discussion organized through the DigCit Institute and EduMatch Tweet and Talk, or listening to a DigcitIMPACT talk. Sign up on the website and stay connected by following the #digcitsummit hashtag on Twitter.

 

2. Online resources There are many interactive ways for students to explore DigCit topics. Common Sense Education’s Digital Compass provides interactive lessons, tutorials, and fun activities for students to engage in to learn about digital citizenship. One of the many benefits is that students choose how to proceed through the interactive lessons, and can see the positive or negative effects of these choices. Digital Compass addresses topics such as cyberbullying, fake news, social media, and more that are in alignment with today’s trends. Be Internet Awesome by Google has students explore four lands and complete activities and games to build their digital citizenship skills. This is another good way to let students drive their learning, to become curious and develop their own understanding in a space that is safe and that we can support. 21 things for students offers 21 different lessons on topics related to digital citizenship, technology skills, cyberbullying and more. Nearpod offers interactive lessons on Social Media use and topics related to Digital Citizenship in addition to many other content areas and levels.

3. Books Three books that I recommend are Digital Citizenship in Action by Dr. Kristen Mattson, Digital Citizenship in Schools by Mike Ribble, and Digcit Kids: Lessons Learned Side by Side to Empower Others from Around the World by Marialice Curran and Curran Dee. Each of these books offer a wealth of resources for getting started with lessons on digital citizenship and they provide activities for use in our classrooms. Dr. Mattson’s book is also used for the ISTE U Course on Digital Citizenship.

4. Social Media Students are using more social media, especially Instagram and Snapchat, and need to develop an understanding of how to post, the type of information that is okay to share, and how to interact responsibly and respectfully in these spaces. Depending on student grade level, it can be helpful to have students participate in a simulated Twitter chat, create a Padlet wall, or use post-it notes and a space in the room to have students create posts and write responses. It is important to help students understand how social media works and how to properly post. We want to emphasize the safety of our students and knowing how to distinguish between reliable and unreliable sources.

5. Organizations ISTE (the International Society for Technology in Education) offers a Professional Learning Network (PLN) focused on Digital Citizenship for members. In PLNs such as this one, educators can find many resources for teaching about digital citizenship that match the grade level, content area, and specific needs of their students. Individuals can sign up to be a part of the #digcitcommit movement. DigCitCommit is a coalition with the mission of providing educators with the right resources for teaching students about digital citizenship. Educators can sign the pledge and become more involved in promoting digital citizenship around the world.

To provide the best possible opportunities for our students to learn their roles and responsibilities when it comes to digital citizenship, we simply need to start with one of these resources and include it in our daily activities. The idea is not that it’s something extra added onto the curriculum but rather becomes woven into our classrooms each day throughout the year.

*Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

3  books.png

Pushing Ourselves Professionally: 5 Ways to Share Our Educator Talent

Previously posted on Getting Smart

As educators, we need to actively take part in the reflection of what we do in our classrooms and schools, our interactions, and make sure we are intentional about setting aside time to think about each day as we plan for the next. As humans, we need to reflect on who we are, our growth, our goals, and be mindful of what we are doing to make a difference in the world and how we can support others each day.  Here are five ways to reflect on our practice, push ourselves personally and professionally, and also highlight the work that we are doing. We each have special talents and need to share them with other educators so that we can continue to grow.

Blogging

One way to reflect more closely, beyond simply processing our thoughts is by starting a blog. Finding the time to sit and write a blog, can present a slight challenge, however, a blog can take whatever form that we want it to. Getting started might simply mean having a stack of post-it notes, where each day you write down one thought on the post-it notes and then at the end of the week or over the weekend, reflect on the questions or comments you made. Compile your thoughts into a document, use voice to text to save time, and share with your PLN.

Another option would be to create your own blog site and start a draft to gather your thoughts in a short or long post. Whether you just keep a draft for your own personal review and growth or choose to publish it and share it with your PLN and the larger educator community, it will still benefit your growth. Sharing our thoughts like this makes us vulnerable, which can be uncomfortable, but if we truly want to grow, we need to put ourselves out there. It is important not only for our own growth but also serves as a good model for our students and our colleagues.

Podcasting

There are a lot of podcasts available to educators today. Some choose to launch a podcast focused on a specific topic or theme, or to create a podcast for the purpose of highlighting other educators and the work being done in our schools. Podcasts can be another beneficial addition to our practice not only for reflecting, but to share the ideas of what we are doing in our classroom. One might ask, what would I talk about? What would I have to contribute? We all have our own unique ideas, skills and perspectives. Even if we reach just one person with a word of advice or a new idea, that still makes an impact. It might be exactly what that one person needed to hear. Again time can be an issue but there are many tools out there that make it easy to create a short podcast. It might be just 5 minutes sharing what happened in your classroom, or 10 to 15 minutes spent talking about a specific topic that was part of a conversation within your PLN or brought up in class. Other options include inviting other educators to be guests on your podcast to share what they are doing. Podcasting is another option for pushing ourselves to continue to grow personally and professionally. I recently started my own podcast after thinking about it for a few years, and it has been a good way for me to think about different topics and reflect on my practice.

Live Streaming

Technology has really enabled educators to do so much more and engage in learning that far extends the reach of classrooms and schools.  Being able to talk about an activity that we did in our classrooms, or describing projects that students presented, of course does not provide a clear picture of what that actually looks like in practice.  We can be as descriptive as possible, we can even share photos and talk about it, but to be able to live stream and invite other classrooms, students and educators into our learning space to see it firsthand is far more powerful. As educators, we can also use these different tools to give a quick update, to talk about topics that are important to us, to share new ideas, to ask for help, and sometimes, to escape the isolation that can happen in our profession. Selecting from options like PeriscopeInstagram, or Facebook Live, we can leverage the platform that makes the most sense for us. Each month, a group of educators hold #PassTheScopeEDU and throughout the day, educators from around the world stream using Periscope to share their experiences and thoughts based on a monthly theme. Look at the different platforms and how educators are using these tools to make connections, and give one of them a try. It can definitely stretch us beyond our comfort zone, but the personal and professional benefits that can result are worth it!

Educators at ISTE presentation. Image courtesy of Rachelle Dene Poth.

Presentations

There are many ways for teachers to share the work they are doing and make new connections. For years, professional development in schools often involved sessions that were presented by outside organizations who sent trainers into the schools for the PD days.  However, more recently, teachers are taking the lead on professional development days within their own schools, traveling to local schools to share the work that they are doing, or even planning special learning events at their own school as my friend Zee Poerio does with a “Taste of Technology”. Opportunities like these foster a more authentic learning experience for educators, just as we want for our students, and also provides the opportunity to receive peer feedback and build our knowledge base. There are many in-person and virtual learning events that seek presenters. Find a conference to submit a proposal for or create your own meet-up with educators and stretch yourself a bit. Taking advantage of these opportunities is important as it pushes us to take some risks, enables us to expand our own learning network, and fosters our professional growth.

Video Tutorials

Something else that not only benefits our own practice but helps to create a resource that we can use in our classrooms, is to create video tutorials or screencasts. For times when we may not be in our classroom and need to have lessons available to share with our students or our colleagues, having video lessons or tutorials available can make a difference. It is something that can take as little as a few minutes to create. Using tools like Screencastify, you can record your screen and navigate a website, explain a project, discuss a concept, work through a problem, teach a lesson, or anything else on your screen. Taking advantage of this technology makes this fairly easy and quick to do. You can also create screencasts and other helpful videos to share with other educators which can explain how to use a certain digital tool or showcase some examples of student projects or other work that you have done. Creating these can be more comfortable because we control the recording and can redo as often as needed. However, the benefit is that we are continuing to build our skills and share our expertise with others; creating more learning opportunities that will benefit educators and students.

Each of these ideas offer many benefits for educators and students. If our students engage in these learning activities or create presentations for our classes, we should also engage in them ourselves. Modeling this for our students, being willing to take some risks, to put ourselves out there, and stretch beyond our comfort zone, is important for our growth as well as theirs.

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

3  books.png

Buncee + BETT = What a week!

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What an amazing week it was spending time with Buncee at BETT, the biggest edtech conference in the world held in London. I am so thankful to be a part of the Buncee family and to have had the opportunity to travel to London and share in this experience with Marie Arturi, Francesca Arturi, Eda Gimenez, and Bryan Gorman. It truly was an honor to be there. I love having an opportunity to share Buncee with educators from around  the world and to be able to talk about the impact it has made for students in my classroom and for me as an educator.

 

BETT was unlike any other conference that I have attended. It was definitely a unique experience to be in a space with around 34,000 people,  many educators who traveled from around the world to learn about trends in education, emerging technologies, best practices and to exchange perspectives with one another. There were so many exhibits and learning sessions happening, but for me, my favorite part of conferences are the connections that are made and the learning from the conversations that happen with those connections. 

 

Promoting Awareness

For me, being able to spend time learning about what the educational system is like in so many different countries and to better understand the challenges that are faced by educators around the world was eye opening. During my time at the conference, we had so many groups of educators come to the Buncee booth, eager to learn more about how to amplify student choice in learning, promote creativity, nurture a love of learning and support all students. We had conversations with educators from countries like Nigeria, India, the Netherlands, Pakistan, Belgium, France, Saudi Arabia, Portugal, and many others, almost all of whom had never heard of Buncee before coming by the booth and being drawn in by the “Unlock the Power of Creativity” and the beautiful booth display and many Buncee examples showing on the monitor. Educators and students were curious about what Buncee was and how it could be used.

ImageMarie, Eda, Bryan and Francesca

The booth set up was beautiful and everybody who passed by stopped as soon as they saw it and wanted to capture a picture of Unlock the power of creativity. It might have been the most photographed area of the conference if I were to guess, because there were so many pictures taken during those four days!

 

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Francesca had a whole team come together to learn about the power of Buncee

Working Together

There was so much activity in the Microsoft Education space, which highlighted themes focused on personalized learning, student voice and choice, accessibility and learning tools, unlocking the power of creativity, and collaboration, for a few. Educators moved throughout the Microsoft and partner spaces to learn about each of these topics and find out how to provide more for students using the tools available. It was interesting to see the collaboration of colleagues and teams from the same district or even government organizations showing up to learn about what Buncee has to offer students and educators.

Sharing the Power of Buncee

Every time that I have the opportunity to introduce someone to Buncee, I love seeing their response as they observe all of the possibilities for creation that are available. During presentations, I always ask attendees about their familiarity with Buncee, whether they have heard of it or used it before, and I’m always very excited when a lot of hands  go up to say that it is new to them. Being able to share and show all of the options and ways that it can be used at any level, with any content, is always a good experience for everyone. And I always learn more from those attending because of the specific needs they have for their classroom or the ideas that they are looking for.

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Francesca and Bryan

Powerful learning

Something that I find to be so beneficial in conferences like BETT whether from presenting in the booth, doing demos, or even through poster sessions, is that you get to have those one-on-one conversations to find out exactly what educators are looking for and hoping to learn. You can really connect and work together to explore the tools and strategies out there and personalize it to exactly what each educator needs for their students and themselves. 

When you can make that direct contact and work with closely with them, they walk away with new ideas that they can put into practice right away, and with the reassurance that is sometimes necessary when it comes to technology, that it can be easy to get started, especially with tools like Buncee.

Sharing a love of learning and love of Buncee

nullI was honored to present a session with with Eda Gimenez, about using creativity to nurture a love of learning and the power of immersive reader for accessibility for all learners. We worked on the presentation for a while and I was excited and nervous of course, to present. But what always makes a difference is talking about something  that you are passionate about and believe in and also making a connection with the attendance.

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Ready for our presentation

What made this session special is that those in attendance had not experienced the wonder of creating with Buncee and were there to learn about it for the first time. Being able to share all of the potential it has for empowering our students with choices and creating opportunities for all students. I admire Eda and the work that she does, the message she shares about the power of Buncee and Immersive Reader for language  learners and for nurturing “a sense of participation, inclusivity, fun and creativity.”  

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We checked out our presentation room early.

An added bonus is that we were also able to try out the live captioning during our presentation. For attendees in our session, they could join with a code and then select their language of choice for captions during the presentation. Being able to communicate your message, tell a story, share learning between students and families is vital for educators and for student learning. With the power of technology, through tools like Buncee and Immersive Reader, we can make sure that families are involved and information is accessible for every student and their families. 

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Eda shared Christine Schlitt’s story during our presentation

There are some common questions when it comes to using technology: 

 

What are the ways you can use it? 

How much time does it take to get started? 

Is there a big learning curve? 

How does it benefit students?

I always anticipate these questions and appreciate the pushback that comes sometimes because that’s how we know we are truly looking at the tools and methods we want to bring into our classroom with the right lens. I enjoyed seeing attendees from our session head to the booth to learn more!  It was fun interacting with everyone, seeing their reactions to the Buncees on the screen, and many wondering how to unlock the power Several times there were requests to make sure that somebody would be available to explain Buncee, to do a demo, to answer questions later when they brought back the rest of their team.

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Image from Buncee

Highlights

One of my biggest takeaways from experiences like this is that regardless of if we are a teacher in the classroom or the one doing the presentation, we learn so much more from those who are participating in our session or the learners in our classroom. Without a doubt, I walked away with so many new ideas for my students and a greater understanding of how different educational systems are and the challenge that educators have when it comes to a lack of resources. 

It is definitely a joint effort where they want to have everybody involved and learning together with a theme of global collaboration, it surely was that. We made new connections, shared and learning experiences together and continue to learn and grow together.

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We got to meet Maria in person!

Meeting Buncee Ambassadors

Something else that made it wonderful experience was being able to connect with Buncee ambassadors from around the world. Meeting Maria in person for the first time was exciting and she even brought gifts for us from Argentina. She is a beautiful person and I’m so thankful to be connected with her! 

 

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Thank you Maria for the thoughtful gift from Argentina!

I am so thankful to be part of the Buncee team and Buncee family, who truly does join together to do what’s best for all students, and build a nurturing learning community fueled by a love of learning.

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Thank you Buncee for making a difference.

A Powerful Learning Community and So Much More!

A Powerful Learning Community and So Much More!

By Rachelle Dene Poth @Rdene915

Being an educator requires a lot. It requires a huge investment in time to make sure that we are providing everything that our students need and that we are making time for ourselves to grow professionally. Finding a way to balance the numerous responsibilities can be difficult sometimes and trying to do so can result in a lack of balance and a loss in time for personal and professional development. So what can educators do? Do we have to choose only one thing? How can we when it is all important to our students’ growth as well as our own?

We don’t have to choose. We have access to the support we need and more importantly, that our students need, through the ability to connect in the Buncee community. For several years I have been proud to be a part of this growing educator community and have learned so much from the connections that I have made and from the relationships that have formed with the Buncee team and Buncee Ambassadors. I am so proud to be a part of this Buncee family.

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Finding what we need

People often ask how to find resources and new ideas for their classes, how to become more connected, and where to find a supportive network of educators. Over the years I have been fortunate to become connected with a lot of different educators in various communities ranging from state and national educational organizations, to ambassador programs and a growing PLN from leveraging social media networks that enable me to learn and gather new ideas that will benefit my students and my practice.

There are a lot of communities out there to choose from, but one in particular has continued to make an impact in my life and for my students over the years, and in the lives of many students, educators and people from around the world. And that is Buncee.

Where to Begin

Whether you’re on Twitter or not, I would recommend checking out what educators have been sharing when it comes to Buncee. During the week there are many Twitter chats happening and discussion in online forums such as Facebook.

These are a few of the most common topics that educators have been exploring:

  • Finding resources and authentic ideas for assessment
  • Providing different types of learning experiences that are more student-driven and full of choices like project-based learning.
  • Building social emotional learning (SEL) or digital citizenship skills
  • Promoting global and cultural awareness
  • Engaging students in more authentic and meaningful work.
  • Differentiated instruction and how we can make sure that we are providing what each student needs in our classrooms.

For many years I kept myself kind of isolated and relied on my own experiences as a student and used only the materials that I had in my own classroom. Truthfully, I didn’t really know where to look to find support or other resources and didn’t feel like I had the time to do so. But today, all of that is so greatly changed, and it just takes looking outward to see what is happening in classrooms around the world. Finding the right connection and taking that first step.

Finding New ideas

Just in the last few weeks, I have learned how teachers are using Buncee for more than just creating a presentation. Educators are leveraging technology to help students to build confidence, facilitate global connections, foster social-emotional learning skills, and even for helping students to overcoming anxiety when it comes to doing presentations in class.

Recently a friend asked me if I had ideas for a different way to teach mythology. I posted my question in the Buncee community and it didn’t take long for someone to share a few project ideas and for many educators to offer more support.

There are so many unique ways to use Buncee and beyond just being a versatile tool for students and educators and anybody to use to create. Buncee has really brought people together in a welcoming community. A community that is focused on supporting one another so it can support all students.

If you are looking for a new idea, a different way to present information to your students, to have students create, to be engaged in learning, then I definitely recommend you check out Buncee.

If you are looking to become part of a supportive educator network, then I encourage you to become part of the Buncee Community. Engage in the conversations that happen each day, join in the monthly Twitter chats, take advantage of all the resources that they are so willing to give and to share. Explore some of the recent Twitter conversation and tremendous support in this community here.

Here are some of the most recent ideas shared that are definitely worth checking out:

Holiday Hugs Marie Arturi and Amy Storer Read about it here.

Tutorial Shared with Anyone Looking to Get Started: Dan Spada

Link to Video

Culturally Responsive Teaching: Submitted by Bonnie Foster to Buncee, this amazing board designed by Mary Gaynor & Colleen Corrigan.

Daily Reflective Thoughts by Don Sturm

Book recommendations: Rachelle Dene Poth

Hopes and Dreams: Laurie Guyon

Law Enforcement Appreciation Day: Barbie Monty

Welcome Back messages: Laura Steinbrink

Student Reminders: Barbie Monty

Student Focus for the year: Heather Preston

Barbie Monty

Student Business Cards and Goals: Loni Stein

Task Cards: Amy Nichols

Teacher PD: Barbie Monty

Student Projects: Todd Flory

Test Prep and Motivation: Amy Nichols

Video and Buncee with Greenscreen: Jennifer Conti

What if Students Designed Their Education?

In education today, there have been a lot of discussions in regard to what skills students may need for the future. Many times we hear conversations about “21st-century skills” and how to best prepare students for life and work in the 21st century. Often these 21st-century references are followed by reminders that we are well into the 21st century. We are not only thinking of the future, but these are also the skills that our students need today.

According to Alan November, keynote speaker and international leader in educational technology, there are certain skills that students need and that teachers need to promote within the classroom. Students need to be taught “how” to learn and prepare for more than knowing the content, by developing skills that are transferable to multiple areas of life and work. During a keynote presentation, November stated: “I think we should begin to move more and more toward the skill side, because if we teach you to memorize and regurgitate content and your job is wiped out by technology, you’re not well prepared to reinvent yourself if you didn’t learn how to learn.”

November’s message reinforces the importance of students developing skills such as being able to communicate, collaborate, problem-solve, think critically, to name a few. These are some of the key skills that will enable students to be adaptable to whatever type of work they ultimately find or whatever the next steps are once they leave high school. They are skills they will need whether they enroll in college, seek employment, pursue specialized training, or even take a gap year to decide. With changes in technology and in the capabilities when it comes to learning and the future of work, we can’t truly know what employers will look for five years down the road. The best we can do is to give students access to the right tools to equip themselves with not only the content that we are teaching, but infuse the curriculum with choice through independent learning and exploration of interests that students have. An important goal in schools today should be for students to drive their own learning and develop skills that are authentic and meaningful for learning but at the same time are unique to them.

Changing the Look of Schools and Learning

We’ve heard about the “gig economy” and how students need to have the capability of working in different industries and with different types of work. In a gig economy, each job or work assignment is comparable to an individual “gig” or temporary employment. The generation do-it-yourself (DIY) ties into that same thinking. We need for students to do more than simply consume content, we need for them to create and beyond just creating with the content we have given them, they need to come up with their own questions and problems to be solved. Students need to be the designers of their learning journeys.

So what can we do to help our students become part of Generation DIY?

We need to give students the space to design their own learning path and to take charge of their education. There are a lot of instructional strategies that lend themselves to this “generation do-it-yourself” such as a genius hour, project-based learning, service-learning, experiential learning, and makerspaces, among others. As educators, what can we do to ensure that all students have an equal opportunity to explore and have access to whatever it is that they might need? How can we truly know what they will need in the future to enable us to help them? We can best prepare by giving and being open to options that diverge from the traditional look of schools and learning.

Schools around the country have started to offer more courses based on emerging trends and what the “predictions” are for future-ready skills. Some courses or components of courses available in schools, including my own, are entrepreneurship, web design, sports and entertainment management, and other courses with content and opportunities to help students develop the skills necessary to design their own learning journeys. Students need more real-world opportunities to engage in that connect them with their community and develop the skills to assess needs in the community and globally, and brainstorm ways to offer services that will be beneficial for others. It happens that educators often assume that students have certain skills, for example, they know how to use and leverage technology effectively because they have grown up in a technology-infused era. However, the reality is quite different. We need to make sure that students have time to learn basic skills and then can push themselves to go beyond. Students need time to learn to adapt and be flexible and move beyond the traditional format of school and move into more learning that does not necessarily have clear-cut specifications.

Options for Generation DIY

You might wonder what options exist for students in the Generation DIY. Here are a few ways for students to explore different choices after high school that would promote some of the skills they will need as they prepare for the uncertainty of the future of work and learning.

  1. Schools can consider creating more opportunities for students through Career and Technical Education (CTE) programs. Through these programs, students can explore careers and work on building skills that are transferable to diverse types of work. When students have access to  CTE programs, they get to look into emerging trends in the workforce, explore different careers and walk away with certifications that can increase their marketability in the workforce. For students who may be unsure of the next steps after graduation, CTE programs can offer them time to be curious by exploring possible career options, while developing their skills in high school.
  2. Place-based education gives students the opportunity to explore their communities, learn about the geography and immerse more in authentic learning by stepping out into the “real-world” for more meaningful ways to develop skills in math, social studies, science, language arts, and other content areas. There are six design principles in PBE, which are not required as part of the place-based education, however, when they are included, lead to more authentic and higher quality experiences. The Place Network is a collaborative of rural K-12 schools which provides a wealth of resources for learning more about PBE and becoming a PBE school.
  3. Service learning programs give students an opportunity to learn by exploring real-world issues, even investigating on a global scale and then taking action in their own community. Educators can implement methods such as project-based learning or inquiry-based learning to engage students more by addressing problems or challenges identified in their local environment. Involving students in service learning programs gives them the chance to build skills for the future and learn about their own interests in the process.
  4. The Generation DIY Campaign is aimed at giving students the chance to “chart” their own course through high school and college by exploring different careers and developing diverse skills that are transferable to multiple areas of work. The Generation DIY toolkit provides information and resources for educators and students to get started and also includes personal stories about the process and impact of Generation DIY.
  5. Artificial intelligence (AI) is a growing area in which students can design their own technologies to address issues they identify in the world. AI use is increasing and students can become the creators of AI that can possibly change the way students learn, by creating things like chatbots, or learn how to code and create a virtual assistant. There are many tools available for students to explore how AI is used in everyday life and design their own project based on  AI. These technologies help students to build skills in problem-solving, critical thinking, collaboration, and creativity, to name a few, which are essential skills for whatever the future holds for them.

In the end, it comes down to the different choices that we make available for students in schools today. While we certainly cannot predict the jobs that will exist in 10 years, when the current kindergarten students will be entering their high school years, the best way to prepare is by having options in place and connecting school and community.

Buncee Holiday Hugs

 

 

Have you heard about the Buncee Holiday Hugs? This is an absolutely amazing project that has taken place during the months of November and December. Through this project, students from around the world have created Buncees and shared their work on a Buncee Board for everyone to see. There are now 957 Buncees added to this Board!

So what are these Buncees being used for?

 

Buncee is partnering with children’s hospitals from around the world to share the Buncees that have been created for Holiday Hugs. These amazing Buncees will be shared with children who will be spending their time in the hospital during the holidays.

The Holiday Hugs project was started by Amy Storer with inspiration from Michael Drezek. The idea evolved from Amy’s own experience as she was spending time with her mother in the hospital over the holidays. The idea for Buncee Holiday Hugs then came to life through the connections with Amy and Marie Arturi, Creator of Buncee. Holiday Hugs is another wonderful project that follows past projects such as the Buncee Buddies (a penpal project that connects students globally to collaborate on different themes) and Miles of Smiles with Michael Drezek.

To learn more, watch this interview with Amy Storer and Brian Romero Smith in which they discuss this amazing Holiday Hugs project and their hopes for it during this holiday season.

Here are a few of the wonderful messages shared with the children. What I love the most is that the messages written on each of these Buncees can be enjoyed by everyone through the use of Immersive Reader. A fifth grade class created this Buncee story for their Holiday Hug and with Immersive Reader, not only can the language be translated, but the story can then be read to the children as well. Beyond simply sharing a wish for the holidays, students can tell stories, send messages, tell jokes, express themselves and it is accessible and can be enjoyed by everyone.

Each Buncee is uniquely different, adding in winter themes, specific holiday traditions and celebrations, animations and even video messages for the children.

Seeing each student share a story, a joke, offer encouragement, record videos, or share their picture to lift others up, truly is inspiring.

Each Holiday Hug is heartfelt from student to student.

With Buncee’s integration with Immersive Reader, students can write a message and share it with any child around the world for them to enjoy. The use of Immersive Reader in Buncee enables students to create multimedia content, improve language skills and build global awareness in authentic and meaningful ways.

Please take time to explore the Buncee Holiday Hugs and read more about this project and its incredible impact on the lives of so many children and on everyone who has participated.

Look at the different creations! I hope you will take some time to explore the Buncee Holiday Hugs and read more about this wonderful project and its incredible impact on the lives of so many children and on everyone who has participated.

 

Connecting the Cool

Guest  Post by Kim Murphree, Educational Technology Trainer, Mansfield, Texas @murphree_kim

With the increase in accessible, affordable and abundant Augmented and Virtual Reality apps and programs, education can now provide these types of learning experiences for students. We see it with the popularity of the Merge Cube and Merge Goggles, and with free programs like Google Expeditions and Tour Creator. Teachers, and more importantly their students, have the opportunity to participate in these types of learning experiences with little monetary investment and not a super high level of technical knowledge.

And that’s what augmented and virtual reality provides in education- an experience. Learning through AR/VR raises a learning activity from a passive task to an immersive experience- connecting the user to the content in a way that has not been reasonably possible in the classroom before. Implementing Augmented or Virtual Reality raises your level of engagement through a multi-sensory experience. The experience itself is as close as you can get to having “special effects” in the classroom- and here is where teachers can take advantage of this magic. Teachers don’t have to work quite so hard for the “wow”. Countless PD sessions and books expound on how to “hook” students in or ways to increase engagement with the content- with AR/VR the cool is already there. Kids are already hooked and engaged. This leaves the content connection. Teachers can now concentrate on what they are the experts in- the content. However, It is important to connect the cool with the content in order to ensure that integrating AR/VR is meaningful and purposeful.

Below are some tips for “connecting the cool”:

  • Extend and Enhance your Curriculum– make sure your AR/VR integration doesn’t turn into a “movie day” situation. It should not be used as a filler but as a value-added addition.
  • Ensure Active Learning– Augmented and Virtual reality in the classroom has an inherent physicality to it, make sure you adapt your room and lesson to guarantee student interaction with the materials and with each other
  • Significance– As the content area expert, and with the built-in wow factor, use your lesson planning time to bring the content purpose to the forefront. The AR/VR experience should solidify the significance of the content you are covering.
  • Reflective Summary– AR/VR activities, while special, still require follow-up and feedback. Build opportunities for reflection in your lesson, just like you would for any good learning activity.

Augmented and Virtual Reality bring learning to a personal level and engages learning styles and modalities in such an easy way. This type of technology has far-reaching and limitless potential for use and has come so far that students and teachers are now able to move from simply being consumers of this type of technology to the creators. There are so many applications and programs that can bring your content to life- engagement and interaction are built into these applications. Students who are using a Merge Cube to look at the Solar System can immediately see its “cool”, therefore teachers can concentrate on the content and curriculum connection. Immersive technologies create genuine and unique learning opportunities that meet the needs of diverse learners of today.

 

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

 

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