Google Forms take the pain out of fitness testing... well at least for the teachers!

Ok, so we all know that PE teachers hate paperwork (well most of them), but there is one thing that seems to frustrate us all... when paper work takes away from activity time and our own time.

In my current school we have been using the FitnessGram tests to complete our triannual fitness testing. In the past all the results were taken manually and entered into either excel, the FitnessGram software or onto PowerSchool (our online reporting software). We thought we were pretty good at keeping the kids 'connected' by getting them to log onto PowerSchool to check there results and then use these in moodle via an online worksheet which allowed them to reflect on their results and where they were positioned with the different fitness zones. This proved to be a effective way for the students to reflect on their fitness levels out of class time, while also increasing activity time and integrating IT into our subject.

What was a hassle was the process of transferring the data from the little sheets the kids recorded their results on, into our online reporting system (PowerSchool). What should be an easy task tended to take a few hours going through each child's fitness result form, collating the results and then manually entering them onto PowerSchool... not any more.


All we did was create a GoogleDoc form, which allowed the kids to input their data, which was automatically collated, and then exported, sorted using excel, and finally uploaded into PowerSchool.

Very sweet, very smooth.



To ensure the kids didn't loose activity time we built the input session into a fitness circuit around the gymnasium. At one station we had 12 laptops ready to go with the GoogleForm bookmarked for each child to input their data into. Students referred to charts to work out their fitness zones and in a short time got a clear picture of their fitness level. This station served as a rest and drink station as well, which all combined to create a meaningful learning experience, while saving us time. Good times! We had class sizes from 30 to a combined block of four classes with 110 students in the gym entering data within the lesson. Never again will I manually enter this kind of data again!


If you haven't tried GoogleDocs check them out. They are very easy to use and effective in the classroom.

Fantastic Picture...

This is well worth looking at... Check out the original; it allows you to click to each of the famous people on Wikipedia.

COETAIL Course 2 Project Reflection

'Thai-ing in'

For my final project I wanted to create a wiki that attempted to follow the theme of 'mass collaboration'. The first challenge is how do you start mass collaboration? Answer: one link at a time. The other major issue is when does mass collaboration become 'mass' collaboration as opposed to collaboration amongst a few people? Wikipedia defines the key difference of mass collaboration to normal collaboration being 'that the collaborative process is mediated by the content being created - as opposed to being mediated by direct social interaction as in other forms of collaboration' Perhaps this assignment was an attempt at 'mini-mass-collaboration', m-m-c. Sure the content is under constant creation, especially in the social aspects of the wiki, however some would argue this isn't really mass collaboration.

The purpose of the wiki is to help Integrate new staff into ISB, our community and Thailand, no easy task alone, hence the idea of mass collaboration works perfectly. If all people are able to contribute, edit, add and are aware of their ability to change the course of a wiki to suit the needs of all, then the final product is better off and more effective in achieving it's original goal. The wiki isn't just for the new staff coming in this school year. The idea is that it can grow, evolve and become a site which is a one stop new staff member site for all future ISB teachers.

Setting up the project using wetpaint was easy, however I still get frustrated at their little bug which causes you to appear to be signed in as someone else (requires a refresh to fix). In order to set up the wiki effectively I ensured new staff signed on first to introduce themselves, then collegial partners (who are still signing on). The next step is to invite all other staff to join the wiki to enlarge the possible contributions. The wiki is evolving as we speak, new pages, comments and updates seem to be added consistently.

I have enjoyed registering the page with Google Analytics, which is giving me some pretty awesome feedback. From this data I have been amazed that each day the site is receiving between 15 and 25 logins daily, averaging 7 minutes a session on the site. This kind of information is inspiring me to keep on improving the site.

The issues that I encountered fall around the fact that the site needs to be 'invitation only' as some of the information on the site is of a private nature with regard to individuals and the school. This limits the potential collaborative size of the site. The second issue has been getting people on board with the wiki when they don't have the technical skills to do so. In order to assist people in overcoming their phobia of technology I created video help guides using Jing (a fantastic screen capture tool by TechSmith. The reality is that many people still need one on one guidance in setting up their wiki, here again is where collaboration can occur with our fantastic Tech Team: Jeff Utech, Chad Bates, Dennis Harter and Kim Cofino.

Overall the process of setting up the wiki has been well worth it. It has taught me the technical skills I need to moderate a wiki, it has reminded me of the different abilities of new and present staff when requiring people to use technology to collaborate. Finally and most importantly it has inspired me to use Technology more to connect real people in the cloud so that their feet can stand on a firm foundation when they meet in reality.

For a link to more about how my wiki fulfilled my project requirements please go to my project write up.

A clash of cultures...

Are we preparing students for a world of mass collaboration?

Rob Rubis offers some insightful comments on this question in his recent blog post, which points to the many structural barriers teachers erect when delivering curriculum that stop limit mass collaboration... I hear another Pink Floyd song coming on here! Here in lies the major issue... in order to prepare students for a world of mass collaboration we need to remove the barriers that stop collaboration, we don't another brick in the wall. The problem is that the barriers are often ingrained in our society.

Mass Collaboration:

• Involves working together
• Means being open for feedback from a wide range of people
  
• It can take on a life of it's own
  
• It is uncontrollable by an individual

Our Classrooms often contain:

• Individual assessment, very little collective grading opportunities etc...
  
• Feedback that is often uni dimensional (usually the teacher is feeding back to the student)
  
• Scripted, curriculum driven, objectives, standards and learning outcome driven.
  
• Teacher control
  

Our Current Western Society appears to be:

• Be individualised, competitve, consumer focussed ideals
• Valuing feedback limited to improving performance, products, accounability
  
• Goal orientated, self centered based on personal goals and achievement
  
• 'User pays', 'liability', state control point to individual responsibility

What we have is a clash of cultures. Many western classrooms reflect the values that are prevalent in our current society, these stem from a capatalist, individualistic society which runs counter to the ideals necessary for mass collaboration.

The Second issue lies in the ability to get students to engage in mass collaboration, a skill which requires a high skill level:

http://www.flickr.com/photos/35034347350@N01/541707092 By Ross Mayfield

If Ross Mayfield is correct in his representation of the level of skill and engagement needed to collaborate with others, then collaboration is a tough skill, let alone mass collaboration. The reality is that in our classrooms we rarely get to this level of community engagement, nor do the students believe they can contribute to mass collaboration sites.

So to answer the question, 'Are we preparing students for a world of mass collaboration?', no.

Perhaps we need to reword this question as Rob Rubis also suggests, 'how would we prepare students for a world of mass collaboration?' How do we do this?

• Create authentic opportunities for collaboration in the classroom
• Allow students to take control of their own shared learning
• Create a culture where feedback is a natural and muti-directional in the classroom
  
• Reward collective action over individual action
• Remove the technical 'block's in the wall' (enlarge bandwidth, access to computers etc...)
  

He tangata, he tangata, he tangata

Where does the power of the web lie?

http://www.flickr.com/photos/50491110@N00/2728600736 Katy Silberger

Simple Answer: Google it...

Long Answer: Spend the rest of your life reading the 87,300,000 search results, or alternatively why not harness the power of the web to answer this question...

http://www.flickr.com/photos/16851909@N00/93136022 Stabilo Boss

...delicious might give you some good references, facebook or your blog could create comments or writing on your wall, perhaps you could tweat it out, or even create a collaborative wiki to find the answer.

In my mind there are two things that make the web incredibly powerful:

1. It's capacity to hold and connect exponential quantities of information
2. It's capacity to connect people and evolve based on user feedback

Both of these processes are based upon the interaction of people with the web. As the web has evolved into web 2.0 we now see the power of the web lying not in static pages, but in active multi-dimensional web-pages where individuals are engaging with each other creating audiences bigger than ever possible in the history of mankind.

When Susan Boyle sang on Britains Got Talent, she had no idea her different 'You Tube' video's would total over 100 million views touching hearts all over the world. Neither did Alison Chang know that her photo posted by her youth pastor onto Flickr, would receive more publicity than the teenager could ever desire, need or handle (Thanks Virgin Mobile). The internet has the power to rise up and the power to crush. The power lies in it's users and the collective interactions they have.

Charles Leadbeater writes about this in 'People power transforms the web in next online revolution', a great article which points to numerous examples of the web being used as a powerful source of change, creative inspiration and space for inovation and development. Leadbeater challenges us to use this powerful collective element of the web to find answers that are real in society. His book, We Think: Mass Innovation, Not Mass Production is a book I want to read... going with the theme of working together his first three chapters are free on the his book's web page.

So, to finish I want to share a famous Maori Whakatauki (proverb) which points to the power behind the web...

Unuhia te rito o te harakeke,

Kei hea ke te komako e ko,

Whakatairangitia,

Rere ki uta,

Rere ki tai,

Ui mai koe ki ahau e aha te mea nui o te ao,

Maaku e ki atu,

He tangata, he tangata, he tangata,

Tihei mauri ora.

Translation...

If you should tear out the heart of the flax bush,

Where will the bellbird be,

Will it fly inland,

Fly out to sea,

Or fly around aimlessly,

But if you should ask me what is the greatest thing on Earth,

I will tell you,

It is people, it is people, it is people.

Would you climb without a rope?

So when faced with the question of "who's responsibility is it to teach students to be safe online?" The answer lies in the following metaphor...

http://www.flickr.com/photos/65525704@N00/88282901

Imagine, the web is a rock face, users 'climb' the web instead of 'surfing the web', moving freely over the face of the rock, navigating the different arete's, overhangs, cracks while not only engaging with the rock face but also with what lies on it. Climbers learn from experience becoming more effective 'users' as they spend more time on the rock. They move quicker from one site to another, learn the easiest routes, and as they work together, more routes are marked out, anchors are placed, top ropes added and climbing becomes easier and safer. Now imagine taking a whole class to this rock face, let's say a 7th grade class with a range of abilities, experience and confidence.

What is the 1st thing you would teach these kids?

Safe climbing procedures

What's the 2nd thing we teach them?

Good technique for climbing

You see, we don't send kids wild on a rock face as we know the dangers are too real. So why do parents and educators (including myself) often send kids online without reviewing online safety, and checking that our students have good technique to ensure they are using the web effectively? I think this answer lies in the reality that many parents and teachers see themselves as technologically challenged and in a position not to offer advice to these techno-savy teens.

To overcome this we must educate teachers and our parent population of the risks associated with online use, we need to ensure we are all up to date with basic technology and web tools and ensure that we all role model appropriate use. The reality is that as adults we are more likely to have a good understanding of what is appropriate and what is not, therefore we are definitely in a position to assist our youth on how to operate online.

So, the responsibility to teach online safety is a shared one, in my mind between parents, teachers and the student. Parents have a responsibility to be 'tutors' with their children, reinforcing what is taught at school. Many need to assume a greater role in ensuring they are working with their children to help them be safe online; after all parents wouldn't let their kids lose on a rock face without ensuring they knew what they were doing either.

In the article 'When Dad Banned Text Messaging', Geiger shares her struggles with her husbands decision to ban text messaging. This article demonstrates the lack of thought many parents put into extreme decisions such as banning texting or internet use. Geiger has major issues with her daughter texting 100 times a day and is particularly concerned of 'the mean-girl texts, the ones no one would have the nerve to say to a person’s face but are easy to send from one nonconfrontational phone to another', she appears to support her husbands decision of no texting, but also wishes her children were given the chance to text. Why do parent's resort to extreme stances? Is banning technology the solution? No, the answer lies in educating your children on 'climbing technique', how to use the tools safely and effectively. It is teaching children discernment and self discipline... words that aren't too popular in our impulsive, self centered society.

If Ann Collier's comments are correct on her second life presentation on online safety, then the web has evolved from the depository of documents, web 1.0, to web 2.0, which is ultimately the connection of people. As there is now more at stake with regards to safety online due to the personal connection people are creating, it is now more important to ensure students know what appropriate online behavior looks and feels like.

As schools we need to take the bull by the horns and assume the key responsibility of not only teaching children online safety, but assist in assessing online safety. Any teacher who expects students to use online technology in the classroom has to ensure students know how to 'rope up' and be effective while online, this involves teaching and assessing online skills. There are cases where the school's role with online behavior has been challenged such as shown in Kenrick and Zetter's articles, both cases show how schools can get caught in the grey areas of what happens 'in school' and what happens 'out of school'. The reality is the two are connected. Schools need to be bold in protecting children's welfare to ensure they can effectively learn, part of this welfare now extends to their online welfare... just another area for schools to take responsibility for!

http://thefourthside.files.wordpress.com/2008/02/noose.jpg

So, are you roping your students up or are they tying their own nooses?

Copyright or my Right2Copy?

I remember searching for information as a 16 year old at our local library, looking through the microfiche and the index cards to find the books that would help me for my most special assignment... it was my first computer processed assignment on my favorite sport, mountain biking. Some of the books I needed were already borrowed, so next I was cycling to another public library to pick it up copies they had. Hours after I had started my initial stage of research I had three books, each full of prized information that I used to complete an assignment that I was proud ot, an assignment I have kept until this day as it was my first computer generated assignment, check it out as a google doc!

It is no wonder I wanted to recognise the authors of the books and no surprise I wasn't tempted to use their ideas as my own as I had put so much time and energy into finding the books and researching the sport. I was proud of this effort, and I wanted to show that I had become more knowledgeable because of my interaction with the information. Back then I didn't have access to the internet, it would be another two years till I came into contact with it upon entering University.

Fast Forward 15 years and the same assignment on Mountain Biking could be reproduced by any student anywhere around the world in less time, with less effort and all without leaving their seat. Researching these days consists of little more than typing the words 'mountain biking' into a Google search box, doing a quick filter for the best information from the ...

... search results and picking the the best pictures out of nearly 5 million pictures provided by a google image search, to enhance the project.


All this information available faster than I can type. With less effort involved at the research stage and with overwhelming numbers of sites of reference material, students must feel less attached to the material they find and more overwhelmed and 'numbed out' of the worth of what they find. It is therefore no surprise they see it as their right to copy this into their own projects; surely that is what the net is there for... to provide information?

Copyright is changing... Right2copy is the norm.

So do we as a global society need to rethink copyright laws? Copyright evolved to protect creativity, it was never in place to stop the sharing of such creative thought and works. It appears that what underlies the concept of copyright is giving credit for work, and in the case where profit or full use of an idea is involved, it is about ensuring that an agreement with the creator of the work is achieved. The effects of globalization as propagated by the internet show some of the dangers of copyright issues. Information is readily available for anyone, anytime, anywhere. You can't even be guaranteed of privacy on the net by removing yourself from the internet. This was clearly shown in the case of Alison Chang vs. Virgin Mobile, or Allison Stokke's unwanted nightmare online attention (enough to make any father worry), both show cases where neither girl posted the pictures that made them famous online. It is the norm for students to download music, photos, movies, games, programmes and file share online, along with a wide range of practices that blatantly break copyright laws.

So what is the solution? Is there a solution?

Copyright is changing and is continually challenged by the global nature of the internet. As there is no governing body over the internet the jurisdiction falls in whatever country you lie, some countries allow file sharing others don't. America will follow through with legal action and will even do so in the few cases of educators breaking copyright. Even where countries have firm copyright laws, a number of terms within these laws which have relevance for educators are vague and relative: 'fair use' and 'transforming'... isn't this dependent to the setting, student age, and goals of a learning project?

So what is the answer?

The biggest breakthrough in copyright over the past 8 years has been the evolution of creative commons. These give a more explicit intent of copyright and appears to help us in the sharing process of material online. Creative commons allow us to licence our own work and agree to share under certain conditions. It allows people to become more aware of their rights and take personal responsibility for their own copyrighted works. It also gives users of online material greater understanding of the intent of the creator. In essence it clears up the murky waters of 'fair use'. Creative commons don't by any means keep us safe (as shown in the Alison Chang case above), and this is something we need to be aware of. The potential for building a greater pool of knowledge and information by using open creative commons is limitless.

As educators our role is to ensure students understand the ethical side to fair use, and are able to judge what is transformative and what isn't. We need to promote the use of creative commons images, music, video and other works so that students feel safe about what they are using. We must encourage respecting authors work in the process of referencing material, and encourage students to be creative and build upon the work of others. By promoting a sharing aspect for our students and their work, we encourage them to contribute to a greater pool of knowledge than their own. Finally we must model this.

So does our AUP take this issue into account? No, Nothing there... hmmmm

Reflecting on my last two blogs, perhaps it it is when we take personal responsibility to maintain our privacy online, by being reflective about our digital footprint that we can also balance how we share our copyrighted works to others.