A Creative Summer

Over the past few weeks, I have been fortunate enough to teach in MSU’s MA in Ed Tech program here in Rouen, France. With the inspiration of Leigh Graves Wolf and Punya Mishra, one of the major foci of the program is on creativity. As I think about how to be more creative in teaching my own pre-service methods courses and leading professional development, this summer has been very helpful for me, allowing me enough flexibility to explore new ideas while also teaching about broad themes in education, as well as educational technology. To that end, we have been inviting the teachers to do “quickfire” types of activities each day, and I wanted to share some of my thinking on some of the creative works that I have developed in the past few weeks alongside my colleagues — and how they can be connected to digital writing — beginning with one that Punya led yesterday.

Multiplicity Photo

Troy's Multiplicity Image
Troy's Multiplicity Image (7-20-11)

Yesterday, Punya led us in a conversation about “tensions” in education, and we had to represent our tension through a multiplicity photo. Using my iPhone (solo, so I had to actually record this as a video and take screen shots from the footage), Pixlr, this tutorial, and help from colleagues in class, I was able to produce and submit the photo above. Don’t ask me which tension I was trying to represent exactly, as I am not really sure myself; my composing process got too focsued on the the outcome and the tech, and I really forgot what it was I was supposed to “say.”

What I do know is that it took me a great deal of thinking to do this quickfire because A) I did it alone and we were supposed to have a partner to take the photos, B) I got a late start, and C) even though Punya said we could repurpose a tool like PPT to blend photos together, I knew that I wanted to do something with an image-editing tool (once Photoshop wouldn’t work for me, I switched to Pixlr).

More importantly, I was learning with my students. I normally talk about the fact that I am only one step ahead, and helping them figure things out. But, because I am one step ahead, I look like a tech genius. In this case, I was walking right next to my colleagues, or even a step behind. I had to raise my hand when Punya asked us who wanted a tutorial and, after figuring it out, immediately had to explain the concepts of the layering, erasing, and blending to another colleague, leading her through the process.

This put me in the role of the learner, and only a slightly more knowledgable other. It was good to feel uncomfortable with a technology and process. This reminds me that when I am talking about digital writing tools, no matter how common they are to me, they can still seem completely strange someone who has never used them. Moreover, describing what we did as a composing process is critical, because it helps me frame the task in terms of purpose and audience.

Ignite Presentation

[iframe_loader src=”http://present.me/embed/625/350/1253-maety2-authentic-use-presentation” height=”375″ width=”640″ click_words=”Go to Present.me to view” click_url=”http://present.me/embed/625/350/1253-maety2-authentic-use-presentation” ]

Inspired by the idea of an Ignite-style presentation, in particular this one by Chris Lehmann, Greg and I wanted students to summarize the major problems and possible solutions related to technology integration in education. We also wanted our students to be concise and collaborate. We wanted them to develop an “Authentic Use Policy” for themselves and their colleagues. Knowing that Present.me would be the final tool that we used to share our work and record the five-minute presentation, we knew we needed to have slides in a PPT compatible format. Also, people needed to collaborate. Fast.

So, we went with Google Docs. And, while it didn’t allow us all the flexibility in terms of design, it did work as a collaborative composing space. I recorded the entire 30 minutes or so of the slidedeck coming together using Camtasia, and here is a quick clip of the few minutes that I was working on my slides. Watching what I am doing (playing with fonts, finding a CC licensed image, organizing slides) and what is going on in the background with other partners’ sets of slides shows us a quick glimpse into the collaborative composing process. We had talked about slide design and looked at some resources from Robin Williams’ Non-Designers Design principles, and that helped some of us guide our work.

This collaborative, quick process is one that many of the teachers said could be adapted to their classroom. Moreover, the slides contain information that could be adapted for future PD that they might lead. While it was fast, it captured a semester’s worth of learning, and brought all our voices into the process, both in terms of design and implementation.

[iframe_loader src=”http://www.youtube.com/watch?v=tnOqF-pKpPA” height=”550″ width=”510″ click_words=”Go to YouTube to view” click_url=”http://www.youtube.com/watch?v=tnOqF-pKpPA” ]

Stop Motion Video

[iframe_loader src=”http://www.youtube.com/embed/5KjsG_467do” height=”550″ width=”510″ click_words=”Go to YouTube to view” click_url=”http://www.youtube.com/embed/5KjsG_467do” ]

Punya has been exploring stop motion with his own children for a number of years, and I have also been inspired by the work of Kevin Hodgson, and I wanted to find a genuine opportunity to try it out with my own. After watching a series of videos that our MAET students created in response to a prompt about creativity, my own children were quite inspired. Lexi, Beau, and I took my iPhone, and some bowling pins that they had been playing with outside, and began to craft a story. Using a lawn chair to steady my camera, we shot dozens of pictures while, at the same time, trying to think about a good story to tell along the way.

They quickly figured out that the one yellow pin should be excluded in some way, and had to figure out how to animate that. They worked together to hold the yellow pin off screen, having her “peek” back in as the bowling ball moved forward to knock down the other pins. At first, we ended the picture taking with the yellow pin standing in the middle, triumphant. But, they were not happy with that ending, as they didn’t feel like the story was really “over.” So, we brainstormed other options. One of them remembered that grandma had just thrown away a red twist tie, and we fashioned that into a smile to put on the yellow pin. After importing those shots, choosing a song, putting in the sound effect, and testing it out on an audience of siblings, we knew that we had created a good story.

While my kids did not “write” in the traditional sense, spending time putting words on paper (or screen), we were clearly engaged in a storytelling process. Also, the fact that they had to think about the story in such small, frame-by-frame increments led them to carefully consider what each pin would be doing. Finally, even though Lexi’s feet were accidentally included in one key shot (that we didn’t want to shoot again because we couldn’t get all the pins back in the exact place), they were able to creatively solve that dilemma by putting a note in the credits.

This has been a fun summer, both in terms of teaching and trying out new digital writing approaches with my kids.

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Notes from Erin Reilly’s “Remix Culture for Learning” at SITE 2010

The Gap Between Life and Art: Remix Culture for Learning

Erin Reilly, University of Southern California


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Reflections on NWP and NCTE 2009

As the holidays begin, another conference season comes to a close.

For the past week, Sara and I have been in Philadelphia at the National Writing Project‘s “Digital Is…” pre-conference, the NWP Annual Meeting, and the National Council of Teachers of English Annual Convention. As it is each year, we enjoy spending time with colleagues and find opportunities to learn about their work. Moreover, we pause to think about our own work including what we have accomplished in the past year and what we are looking forward to in the next.

To that end, I began writing this reflection in the lobby of the Sheraton in Philly, continued it at the airport and on the plane, and now post it as I spend Thanksgiving with my parents. Here is my day-by-day account of NWP/NCTE 2009.

Tuesday, 11/17/09

Arriving in Philly on Tuesday afternoon, we had some time to enjoy a quick walk and prepare for the “Digital Is…” reception. Sponsored through NWP’s work with the MacArthur Foundation’s Digital Media and Learning Initiative, the entire “Digital Is…” conference was designed as an opportunity to convene teachers, teacher educators, and other stakeholders in conversations about what we know about teaching and learning with digital media. The opening reception was fun, followed by dinner with colleagues from Science Leadership Academy. A great way to begin our week, for sure.

Wednesday, 11/18/09

Digital Is…“convened in the Sheraton, with two slideshows from Danielle DeVoss. The first ran as a background show during breakfast, the second was her keynote. There is no way to capture the energy that she shared during this session, except to say that she really framed the day with her eight key themes about “digital is…” that I outlined in a previous post. So, even though the experience is not nearly the same, here are the slideshows:

For the afternoon, I was again fortunate to present with Dawn about our work with podcasting, as featured in Teaching the New Writing. By doing a protocol analysis discussion of the work, we were really able to dig deeply and think about what was there. One of the more stunning realizations that we had in the conversation was about the ways in which the composing process changes when writers begin with the goal of creating a spoken and, in some sense, permanent text. I think that the line from the notes that captures it best is that the process of recording the podcast “reinforces writing as a capacity that changes across genres and audiences and mediums.” It will be interesting to see where Dawn goes next with this work.

The second round of discussion was interesting, too, as we mixed up groups and have conversations across the elements of student work. Rather than try to capture all the complexities of that conversation in writing, I will share two items. The first is a list of “final words” that I asked participants in our session to state in relation to their thoughts about composing in digital environments at the end of this hour-long conversation. The second is a concept map that I tried to draw while we were talking. Neither alone captures all that happened in our session, but perhaps will give you some insights into what happened.

Concept Map from Digital Is
Concept Map from Digital Is
  • Hybridity
  • Genre
  • Messy
  • Openness
  • Elegance
  • Excitement
  • Immediacy
  • Future
  • Mistakes
  • Surrender
  • Reciprocity
  • Space
  • Dirty
  • Play
  • Organic

I had the opportunity to then help close the day, asking participants to create “invitations” that could be used to ask other stakeholders to join in the conversation about digital writing with youth. One of the most consistent themes from throughout the day was the fact that most of the digital writing opportunities that students have are taking place outside of school. This is a travesty. If we can create these types of engaging opportunities outside of school, then surely we can consider how to do better at creating these types of learning spaces inside of schools. This is something to chew on in the weeks and months to come as I figure out where to go next with my own work and the direction of our writing project.

That night, we were treated to a panel discussion of “What Kids Learn When They Create with Digital Media” with Renee Hobbs, Founder, Media Education Lab, Temple University; Nichole Pinkard, Founder, Digital Youth Network and DePaul University professor; and Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project.

Thursday, 11/19/09

The NWP Annual Meeting kicked off with morning and afternoon workshops. In the morning, I attended one on developing site leadership and, in the afternoon, on integrating new literacies into the site’s work that featured Paige Cole, Joe Conroy, Shasta Looper, and Sara Beauchamp-Hicks. Along with Sara’s overview of how she integrated her own growth as a tech leader into her site’s work and securing mini-grants and creating professional development experiences, I was particularly interested in watching Paige and Joe talk about the work that they initially developed at Tech Matters 2007 and to see how they have grown work at their sites. Literally, I had goose bumps watching Paige’s video reflection. Taken with ideas from the morning about how to support and encourage site leaders, the two sessions reminded me of the power of the NWP network, and how small doses of encouragement from a mentor can turn into incredible work.

Friday, 11/20/09

More NWP today, with Billy Collins bringing down the house at the general session. Truly, truly wonderful. Also wonderful was the introduction of the Chippewa River Writing Project as one of the new sites in the NWP network! Later in the afternoon, I was able to attend a session on community partnerships, including a presentation from Joel Arquillos from the amazing 826 organization (which, if you haven’t heard about, watch Dave Eggers’ TED Talk and then visit the 826 website). Also, I got to hear about the Eastern Michigan Writing Project‘s Family Literacy workshops from their program director, Kim Pavlock. So many powerful ideas here from both Joel and Kim, but the biggest one being that we need to make learning to write purposeful for students and the process of doing so clear to their parents. What incredible programs to model from. To close the day, I got to hear from two of my mentors — Patti Stock and Peter Kittle — about the power of taking an inquiry stance towards teaching demonstrations in the summer institute. I am very much looking forward to returning to CRWP and talking over all this information with my leadership team, most of whom were there with me and will have ideas of their own to share, too.

Saturday, 11/21/09

An early morning brought both Sara and me to the NCTE booth, leading Tech-to-Go sessions for those beginning their day at NCTE. I talked about wikis, while Sara presented on Google Forms and then, later in the day, on iPod Touch applications. This led us to my presentation with Bud Hunt, “Reports from Cyberspace,” This was truly an amazing session, as we tried to incorporate a backchannel discussion through Twitter, delicious, and Chatterous. Also, in trying to use newer tools for presentations, I created a Prezi and Bud made a Voice Thread. The conversations that occured in the session, both face-to-face and online, were amazing, and we are thinking about repeating the session again next year. One recurring question was about access, and both Bud and I contended that it is reasonable to expect kids to do digital writing now, because there is access available in many more places and most of the tools are web-based. We also touched on issues of filtering, curriculum, assessment, and how to begin digital writing workshops.

http://prezi.com/bin/preziloader.swf

Later that night, Sara and I were able to join the Heinemann reception and found out that my book sold out in the convention hall! Thanks to everyone who picked up a copy there, as well as to everyone else who then ordered one online. I am  looking forward to where my next writing opportunity may take me…

Sunday, 11/22/09

We awoke Sunday morning for a wonderful session on erasing copyright confusion, and I was then able to interview Renee Hobbs for an aricle on fair use for CCCC-IP. We also were able to meet with the CEE Web Site Editors, and came up with a plan for developing some basic content for the site. Our afternoon found us on adventures in Philly with my friend Carl Young, and we enjoyed a visit to the National Constitution Center. In thinking about how and why we ask students to compose digital writing, our visit to this center was particularly appropriate, as we were greeted with remixed versions of “People” magazine covers, featuring such historical figures as Abraham Lincoln and Betsy Ross, as well as a highly-interactive multimedia experince in the museum.

Monday, 11/23/09

While we had planned to go to SLA, and appreciated the invite to be there, we ended up spending most of our day at at the Franklin Institute. Perhaps we will have to do EduCon instead. So, even though we missed SLA, we greatly enjoyed the Body Worlds exhibition, and felt that was a good use of our final hours in Philly.

Also, we realized that we missed the NCTE Centennial Preview, but John Golden provided the link for me, so you can enjoy it online!

As with all NWP/NCTE trips, this one game me so many good ideas and connections with colleagues. Next on my agenda are to begin planning next summer’s CRWP SI and, ideally, an advanced institute related to digital writing and copyright. Also, I am working on writing the article for the Cs Intellectual Property Caucus, CCCC-IP. Still thinking about so much, and hoping to get back to Philly with my entire family for more of the historical aspects of the town that we missed.

And, so goes another NWP Annual Meeting and NCTE Convention. Thanks for sticking with me through this whole pose.

Now, time to plan for the convention in Orlando, celebrating 100 years of NCTE.


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