A couple of weeks ago, GSB hosted its first ever TEDx conference. It was our second time through as a school participant, though; last year we partnered with Blair Academy for a TEDx conference in Blairstown. This year, we again partnered with Blair while hosting the event.
What is a TEDx conference? How does it differ from a TED event. Is it connected to TED Talks?
Decades ago, in the 1970's, the TED (Technology, Entertainment, Design) idea was born. The idea centered on bringing people together to hear speeches about a wide range of topics connected to technology, entertainment or design. Speeches were both personal and analytical so the audience not only had new ideas to think about but could also connect ideas to human concerns. These TED conferences occurred once or twice a year in specific west coast locations. Over time, the popularity of the TED conference idea led to notable growth. A YouTube channel, a smart TV app and podcasts all addressed growing interest. The development of the TEDx concept, in which licenses are distributed for local communities, non-profits and schools to organize and host their own TED events allowed for TED-style talks to be heard in persons by tens of thousands of people every year.
Our TEDx conference involved two schools so it is officially a TEDx Youth event. We have a tag for our event, searchable on the TEDx site: TEDxYouth@GSBSchool. Click on the link and you'll open our TEDx page. On this page you'll see information about our conference, notably biographies for our eight speakers.
Four of the speakers are Blair Academy students. Three of the speakers are current GSB students. Adam Aresty, the day's final speaker, is a GSB alum. All gave speeches on our conference day, November 16, and the topics vary quite a bit. Below, a listing of speakers and speech titles in the order they were delivered:
Alex Schachne (GSB '18) - Unlocking Motivation, Applying 10,000 Hours: A Rational Approach to Success
Emily Choi (Blair '17) - La Conexion: Connecting Voices From Within the Latino Community
Patrick Reilly (GSB '17) - Using Math to Your Advantage
Helen Mercedes (Blair '18) - #BlackGirlMagic: Issues of Race and Social Media
Chris Liu (Blair '18) - Your Mind is Bigger on the Inside: Using Imagination for Individual Empowerment
Helena Digney (GSB '18) - What's the Fascination with Superheroes?
Gareth Patterson (Blair '18) - The Pale Blue Dot
Adam Aresty (GSB '03) - Transitions in Art and Life
All eight videoed speeches have been uploaded and accepted to our TEDxYouth@GSBSchool site. Click on a highlighted title above for a speech. Every TEDx speech is recorded, made into a viewable video and uploaded to the TEDx site. Then each is viewed by a TEDx staffer and approved or flagged. This process is time consuming but guarantees quality control of the video content. It's great to see all eight of our videoed speeches accepted online.
Hope you enjoy listening to our students, and Blair's students as well, speak about topics important to them. Without exception, each presenter gives us all food for thought.
Monday, December 5, 2016
Wednesday, October 26, 2016
VOTES
In 1988, an idea was hatched by a history teacher named Jim Shea at Northfield Mt. Herman School (NMH) in Massachusetts. The idea emerged from a conversation he was having with a history class about the upcoming presidential election. That election, which pitted major party candidates George H.W. Bush and Michael Dukakis against one another, featured all the usual punditry, predictions and polls which have characterized elections in this country forever. In Shea's class, however, a new question was raised: "Why aren't high school students polled for their preferences?"
Shea, and a group of student volunteers, acted on this question. They conceived a program that would solicit participating high schools throughout the U.S. to poll their students and submit results to a central clearinghouse at Northfield Mt. Herman. VOTES was born. VOTES, by the way, stands for Voting Opportunities for Teens in Every State.
Results would be tabulated in the week leading up to the actual election and the results could later be compared to actual election results as well as to other pre-election polls conducted by major news outlets. Shea saw an opportunity to deepen his students' civic engagement as well as sharpen their skills in statistical analysis.
A call went out to solicit participating schools. The NMH hope was for one public school and one private school from each state. (In that first presidential election year, they fell a bit short of their goal. Ever since, they have met the goal.) Keep in mind this is well before the internet was developed, so to say "a call went out" means a combination of utilizing print journalism (e.g.: the journal of the National Council of the Social Studies, Independent School Magazine and Education Week) and word of mouth.
The History Department chair at Gill St. Bernard's School heard of the program and signed on. Dr. John Ripton, then department chair, saw an opportunity for more than a straw poll of GSB students. He envisioned GSB students learning more about the election process. Together with a group of student volunteers, he set into motion a model that has been replicated at GSB every four years since 1988.
At GSB, students take on the roles of presidential and vice-presidential candidates. Candidate roles include non-major party candidates such as the Green Party or the Libertarian Party. There are also student campaign managers. Events such as debates, town hall meetings and press conferences are also held (all roles taken by students) for the benefit of the larger Upper School student population. In this way, all the Upper School students learn more about the candidates and the party positions so when it's election day (at GSB), students are informed.
Not all schools participating in VOTES involve students as thoroughly as happens at GSB. In fact, the prevailing model is simply that students vote on their election day. The GSB model, which involves deep immersion in the election process, is certainly a commitment of time and resources but the yield is significant. Students, and faculty as well, are made aware of issues and party policies in a way unlikely to otherwise happen.
This process of truly immersing our students into the election process has caught the eye of others. GSB candidates have gone to other schools and conducted mock presidential debates as part of school assembly programs. Local press like the Bernardsville News have regularly covered our VOTES program. Even the Christian Science Monitor picked up the VOTES story and featured GSB's approach in the 2000 election. The two part story appeared on November 7, 2000 and November 14, 2000.
Since 1988, GSB has been one of 35 high schools that have participated in each of the 7 previous VOTES programs. We are now in our 8th consecutive program. This year, History Department chair Dr. Leo Janas has teamed with faculty member Christine Chan to oversee the program. Four candidates (Republican, Democratic, Libertarian & Green parties) and staffs are making their positions known. Voting is occurring in advance of the November 1 due date to submit results to Northfield Mt. Herman School.
And this year, for the first time, a new element has been added to the electioneering at GSB. Each of the parties has put together a campaign advertisement. As someone very interested in video as a learning tool, I was happy to see the addition of these promotional videos. They're worth a look:
Shea, and a group of student volunteers, acted on this question. They conceived a program that would solicit participating high schools throughout the U.S. to poll their students and submit results to a central clearinghouse at Northfield Mt. Herman. VOTES was born. VOTES, by the way, stands for Voting Opportunities for Teens in Every State.
Results would be tabulated in the week leading up to the actual election and the results could later be compared to actual election results as well as to other pre-election polls conducted by major news outlets. Shea saw an opportunity to deepen his students' civic engagement as well as sharpen their skills in statistical analysis.
A call went out to solicit participating schools. The NMH hope was for one public school and one private school from each state. (In that first presidential election year, they fell a bit short of their goal. Ever since, they have met the goal.) Keep in mind this is well before the internet was developed, so to say "a call went out" means a combination of utilizing print journalism (e.g.: the journal of the National Council of the Social Studies, Independent School Magazine and Education Week) and word of mouth.
The History Department chair at Gill St. Bernard's School heard of the program and signed on. Dr. John Ripton, then department chair, saw an opportunity for more than a straw poll of GSB students. He envisioned GSB students learning more about the election process. Together with a group of student volunteers, he set into motion a model that has been replicated at GSB every four years since 1988.
At GSB, students take on the roles of presidential and vice-presidential candidates. Candidate roles include non-major party candidates such as the Green Party or the Libertarian Party. There are also student campaign managers. Events such as debates, town hall meetings and press conferences are also held (all roles taken by students) for the benefit of the larger Upper School student population. In this way, all the Upper School students learn more about the candidates and the party positions so when it's election day (at GSB), students are informed.
Not all schools participating in VOTES involve students as thoroughly as happens at GSB. In fact, the prevailing model is simply that students vote on their election day. The GSB model, which involves deep immersion in the election process, is certainly a commitment of time and resources but the yield is significant. Students, and faculty as well, are made aware of issues and party policies in a way unlikely to otherwise happen.
This process of truly immersing our students into the election process has caught the eye of others. GSB candidates have gone to other schools and conducted mock presidential debates as part of school assembly programs. Local press like the Bernardsville News have regularly covered our VOTES program. Even the Christian Science Monitor picked up the VOTES story and featured GSB's approach in the 2000 election. The two part story appeared on November 7, 2000 and November 14, 2000.
Since 1988, GSB has been one of 35 high schools that have participated in each of the 7 previous VOTES programs. We are now in our 8th consecutive program. This year, History Department chair Dr. Leo Janas has teamed with faculty member Christine Chan to oversee the program. Four candidates (Republican, Democratic, Libertarian & Green parties) and staffs are making their positions known. Voting is occurring in advance of the November 1 due date to submit results to Northfield Mt. Herman School.
And this year, for the first time, a new element has been added to the electioneering at GSB. Each of the parties has put together a campaign advertisement. As someone very interested in video as a learning tool, I was happy to see the addition of these promotional videos. They're worth a look:
Tuesday, October 11, 2016
Keeping Your Data Safe
Recently, Yahoo announced it had been hacked. Personal profile information from roughly 500 million people had been compromised. Perhaps most disturbing, Yahoo announced that the hack of this data had occurred about two years earlier without their knowledge. Account holders were advised to change their passwords.
I've had an account with Yahoo for many years and have good reason to believe my account was hacked. I changed my password. Additionally, last year, one of my credit cards was apparently hacked. A purchase that I had not authorized and that originated in a foreign country was charged to my account. I cleared up the discrepancy and was issued a new card.
Data breaches are an enormous problem. They are in the news all too regularly. Rather than a listing of some of the more newsworthy examples, why not CLICK HERE for a vivid infographic?
On a walk through our Upper School library, I was handed the current issue (November, 2016) of Consumer Reports. The cover story, about digital data, is titled "How to Protect Your Privacy." I think it's a nicely done piece that has advice worth our time and attention. In fact, 66 specific strategies are offered to take control of your data. The strategies address password management, device usage, encryption, home WiFi networks and Google settings among other topics.
I'd like to highlight a few of these topics in order to remind all of us that we live a thoroughly digital world where data protection, data value and data control matter to all of us. We may not want to deal with the complexities of phishing nets and secure hypertext transfer protocols (https://), but we'd be well served to master a basic understanding of data security and embrace safe computing practices. The good news is that a little common sense goes a long way, so using your good judgment as you surf the web or create a new password will make a difference in securing your data.
Let's start with passwords. I can safely assume no one likes the idea of remembering multiple passwords for various accounts. I would also guess that most readers are easily in the double-digits in terms of password-protected accounts. In part because of my job, I keep track of over 50 passwords now. Crazy, right?
A good password is a random mix of letters, numbers and symbols. ABC123 is not a good password. &kw5lJD9%/2?*r8/ is an excellent password. But the problem is immediately obvious; who can remember that random example?
There are a few strategies that can help. One is to create a string of random words that form a nonsense sentence. The trick, of course, is to make it memorable. But this strategy can only work with sites that do not demand numerals or symbols in the password. Another approach; utilize a password manager. Password manager sites generate strong passwords for you. The only password you'll need to remember is the password to access your password manager account. There are a number of password account managers available such as LastPass or 1Password. Fees may apply.
Another strategy for password management is to create a document with accounts, user names and passwords listed and then secure that particular document with a password. Storing the document in password-protected cloud storage (e.g.: OneDrive, DropBox) means that double authentication is needed to access the listing. This solution offers 24/7 accessibility and reasonable security. You'll need to memorize two passwords to gain access to all your passwords.
Even with strong passwords, devices like phones or laptops can be vulnerable to data theft. Let's take laptops, for instance. Using your laptop at home is no more risky than using any other type of computer, but laptops are made to travel and that creates a set of unique risks. In public WiFi settings, for instance, data thieves may attempt to link to your laptop via the local wireless network. Stop them cold by activating your system's firewall via your computer's Security settings.
Another quick, common sense fix when out and about is to limit file sharing. When at home or in another known environment, file sharing can be a convenience. In public settings, you should disable this function in the Sharing settings.
Encryption is another powerful tool to thwart the efforts of data hackers. Encryption refers to the ability of software to scramble data so that it is not accessible to anyone without proper permission. Computer files that are of particular importance or value might benefit from encryption. Encrypting specific files on a Mac is done through Disk Utility. Windows users will need a free app download such as Gnu Privacy Guard.
Don't neglect to check your phone for data liabilities. Modern phones have built in encryption for data transfers. Models running older operating systems can usually be adjusted in Settings. While you're considering your phone's exposure to illegal activity, don't forget to set an entry password and a password for your carrier's account. One last item; check your phone bill monthly to be sure account charges are accurate.
The Consumer Reports article has many more tips, 66 in all. It's worth a look. And of course there are many other sources, in print and online, to help you through the process of creating a safer, more reliable digital experience for yourself. It's a bit of a pain to be sure, but it's also worth the time. Exposing your data to theft or impersonation is simply not worth the risk and you should be finding ways to minimize the chances of stolen data.
I've had an account with Yahoo for many years and have good reason to believe my account was hacked. I changed my password. Additionally, last year, one of my credit cards was apparently hacked. A purchase that I had not authorized and that originated in a foreign country was charged to my account. I cleared up the discrepancy and was issued a new card.
Data breaches are an enormous problem. They are in the news all too regularly. Rather than a listing of some of the more newsworthy examples, why not CLICK HERE for a vivid infographic?
On a walk through our Upper School library, I was handed the current issue (November, 2016) of Consumer Reports. The cover story, about digital data, is titled "How to Protect Your Privacy." I think it's a nicely done piece that has advice worth our time and attention. In fact, 66 specific strategies are offered to take control of your data. The strategies address password management, device usage, encryption, home WiFi networks and Google settings among other topics.
I'd like to highlight a few of these topics in order to remind all of us that we live a thoroughly digital world where data protection, data value and data control matter to all of us. We may not want to deal with the complexities of phishing nets and secure hypertext transfer protocols (https://), but we'd be well served to master a basic understanding of data security and embrace safe computing practices. The good news is that a little common sense goes a long way, so using your good judgment as you surf the web or create a new password will make a difference in securing your data.
Let's start with passwords. I can safely assume no one likes the idea of remembering multiple passwords for various accounts. I would also guess that most readers are easily in the double-digits in terms of password-protected accounts. In part because of my job, I keep track of over 50 passwords now. Crazy, right?
A good password is a random mix of letters, numbers and symbols. ABC123 is not a good password. &kw5lJD9%/2?*r8/ is an excellent password. But the problem is immediately obvious; who can remember that random example?
There are a few strategies that can help. One is to create a string of random words that form a nonsense sentence. The trick, of course, is to make it memorable. But this strategy can only work with sites that do not demand numerals or symbols in the password. Another approach; utilize a password manager. Password manager sites generate strong passwords for you. The only password you'll need to remember is the password to access your password manager account. There are a number of password account managers available such as LastPass or 1Password. Fees may apply.
Another strategy for password management is to create a document with accounts, user names and passwords listed and then secure that particular document with a password. Storing the document in password-protected cloud storage (e.g.: OneDrive, DropBox) means that double authentication is needed to access the listing. This solution offers 24/7 accessibility and reasonable security. You'll need to memorize two passwords to gain access to all your passwords.
Even with strong passwords, devices like phones or laptops can be vulnerable to data theft. Let's take laptops, for instance. Using your laptop at home is no more risky than using any other type of computer, but laptops are made to travel and that creates a set of unique risks. In public WiFi settings, for instance, data thieves may attempt to link to your laptop via the local wireless network. Stop them cold by activating your system's firewall via your computer's Security settings.
 |
| A quick and easy security measure: cover your computer's camera lens when not in use. |
Encryption is another powerful tool to thwart the efforts of data hackers. Encryption refers to the ability of software to scramble data so that it is not accessible to anyone without proper permission. Computer files that are of particular importance or value might benefit from encryption. Encrypting specific files on a Mac is done through Disk Utility. Windows users will need a free app download such as Gnu Privacy Guard.
Don't neglect to check your phone for data liabilities. Modern phones have built in encryption for data transfers. Models running older operating systems can usually be adjusted in Settings. While you're considering your phone's exposure to illegal activity, don't forget to set an entry password and a password for your carrier's account. One last item; check your phone bill monthly to be sure account charges are accurate.
The Consumer Reports article has many more tips, 66 in all. It's worth a look. And of course there are many other sources, in print and online, to help you through the process of creating a safer, more reliable digital experience for yourself. It's a bit of a pain to be sure, but it's also worth the time. Exposing your data to theft or impersonation is simply not worth the risk and you should be finding ways to minimize the chances of stolen data.
Sunday, September 18, 2016
The Lower School TinkerSpace
Among the many projects completed during the summer of 2016 was the creation of a TinkerSpace in the Lower School. Honor and Nancy moved down the hall and what had been the Lower School office area was converted into a learning space for all Lower School children. It's defined by a wide variety of resources to facilitate integrative, experiential learning.
A couple of days ago, I had a conversation with Honor Taft to learn more about our new TinkerSpace. I wanted to know about how the idea got started and how it was to fit into the larger pre-K - 4 curricula of the Lower School.
Over the course of last year, Honor began thinking about the floor space the Lower School office occupied. It seemed to her excessive and she thought she and Nancy could be nearer to the front door of the school and occupy a more reasonable amount of room thus freeing up considerable space for a student learning area. What that area would become was still an open question. At the NAIS conference in late February, Honor realized the space could be used to pull related arts and classroom teachers together in a TinkerSpace. (A TinkerSpace is a MakerSpace with a different name to differentiate the type of age appropriate projects typically done.)
In the Lower School, grade levels 1-4 have capstone integrative learning projects that allow students to learn across disciplines and take a deep dive into a topic. Grade one has the bluebird study, grade 2 looks at butterflies, grade 3 examines the relationship between environment and culture by studying different Native American tribes and grade 4's Brainiac project asks students to identify a problem and create an invention that offers a solution. These types of projects pull together a variety of teachers and subject areas and require collaboration and communication among peers as students develop, create and revise projects. In short, they really lend themselves to a TinkerSpace learning environment.
Of course individual classroom teachers can bring a class into the TinkerSpace as needed. For instance, last week a Pre-K class was using the space as part of learning unit about shapes and sizes. Teachers Jamie and Amy gave students foundation instruction about length and thickness and then created an activity in the TinkerSpace that reinforced the lesson. The activity had students create figures from a variety of materials. Teachers' questions insured students understood the differences between long and short, thick and thin.
A couple of days ago, I had a conversation with Honor Taft to learn more about our new TinkerSpace. I wanted to know about how the idea got started and how it was to fit into the larger pre-K - 4 curricula of the Lower School.
Over the course of last year, Honor began thinking about the floor space the Lower School office occupied. It seemed to her excessive and she thought she and Nancy could be nearer to the front door of the school and occupy a more reasonable amount of room thus freeing up considerable space for a student learning area. What that area would become was still an open question. At the NAIS conference in late February, Honor realized the space could be used to pull related arts and classroom teachers together in a TinkerSpace. (A TinkerSpace is a MakerSpace with a different name to differentiate the type of age appropriate projects typically done.)
In the Lower School, grade levels 1-4 have capstone integrative learning projects that allow students to learn across disciplines and take a deep dive into a topic. Grade one has the bluebird study, grade 2 looks at butterflies, grade 3 examines the relationship between environment and culture by studying different Native American tribes and grade 4's Brainiac project asks students to identify a problem and create an invention that offers a solution. These types of projects pull together a variety of teachers and subject areas and require collaboration and communication among peers as students develop, create and revise projects. In short, they really lend themselves to a TinkerSpace learning environment.
Of course individual classroom teachers can bring a class into the TinkerSpace as needed. For instance, last week a Pre-K class was using the space as part of learning unit about shapes and sizes. Teachers Jamie and Amy gave students foundation instruction about length and thickness and then created an activity in the TinkerSpace that reinforced the lesson. The activity had students create figures from a variety of materials. Teachers' questions insured students understood the differences between long and short, thick and thin.
How to best integrate the TinkerSpace into the overall Lower School program was a question that Honor considered carefully. Understanding that the faculty were at varying levels of comfort and understanding about how a space might be used, she began with a couple of activities in the TinkerSpace for faculty in late August. The first activity, called the Beautiful Oops activity, had teams of teachers take "mistakes" and using creativity and a team approach, create something interesting, useful or aesthetically pleasing. (There's a book and lots of information about Beautiful Oops....just Google it...or check this site.)
Students had a chance to try The Beautiful Oops project after teachers gave it a try.
The second activity, The Marshmallow Challenge, put teams of teachers together to build towers that could hold marshmallows. (Again, Googling this project will give you plenty of information....or check this site.)
Lower School Teachers working on the Marshmallow Challenge in the new TinkerSpace
With a taste of how this new space might be used, faculty went away from their activities with ideas and not a little excitement about their new space. Over time, it will be used more and more as faculty see the potential for learning in a space that encourages creativity, design, innovative thinking and experiential learning.
Bonus Pics: A third grade class working on boat designs.
Tuesday, July 19, 2016
Pokemon Go
In the world of cultural phenomena, the summer of 2016 is likely to be remembered as "The Summer of Pokemon Go." As with any cultural fad, it's impossible to predict how long the fanatic excitement will be sustained. But there's no question that Pokemon Go has taken the gaming world by storm and that its popularity could well seep into the fall and beyond. In other words, a new school year might include the need to understand and monitor students' behavior as it relates to hunting down pokemons.
Clueless about Pokemon Go? Want to know more? This article gives a great overview: "Pokemon Go, Explained."
Want to see what it looks like? This video should help:
Clueless about Pokemon Go? Want to know more? This article gives a great overview: "Pokemon Go, Explained."
Want to see what it looks like? This video should help:
Friday, May 6, 2016
Filmmaking: The Silent Era
In the period of time that spanned the 1890's through the 1920's, silent movies were an entertainment staple for millions of people. These movies are quaintly charming by today's production standards, but at the time, they were nothing short of miraculous for people of that time. These films typically featured strong, simple plot lines, fairly long shot takes and musical backgrounds. The final cut often appeared choppy or sped up because of varying standards in film speeds and projectors.
In our filmmaking class, students took on the challenge of creating a black & white silent film in the spirit of that long gone era. Below, four completed projects that are all successful attempts at recreating films from about 100 years ago.James' film is called Teen Chef. It's the story of a young man who needs cash badly so that he can take his girlfriend on a date. It reminds me of many Charlie Chaplin films.
Cam's film is a morality tale, reminding us that many of the early films were designed to be instructive. With his modern take on an old theme, Cam suggests that honest, hard work is rewarded in the end.
Ryan's short film brings back memories of the old Keystone Cops. They were always frantically chasing someone or something. Their chase was earnest, but always funny to the audience.
Mikaela takes a contemporary cultural figure - The Minion - and makes it the star of short film that does a great job of recreating the silent film genre. Her use of sped up footage and overly dramatic acting really rings true.
Monday, April 18, 2016
Social Media Use Examined
Last week, I had an opportunity to visit a couple of Debating Social Issues classes. Students in the classes completed a brief technology survey. Their responses helped to guide conversations about how students use social media and how they evaluate the impact of technology on their lives.
The survey began with a simple question: "Are you engaged actively in social media?" Every student in both classes said yes. Taking these students as reasonably representative of GSB upper schoolers, it's safe to say that our students are very likely to be engaged in social media platforms.
The students were then asked about their preferred social media apps. They were provided with a list of eight apps that I thought were good possible choices, but were also given the ability to write-in responses. (The eight listed apps were Instagram, Snapchat, Twitter, Facebook, Vine, YouTube, Yik-Yak and a personal blog.) They were asked to select their two top choices. Instagram and Snapchat were clear winners with 19 and 17 selections respectively. Facebook had 5 takers, YouTube 3. No other app was listed.
These results mirror a recent survey conducted by Piper Jaffray which polled 6500 U.S. teens. In that survey, 28% claimed Snapchat as their more important social network followed by Instagram with 27%. In the Piper Jaffray survey, Twitter came in third with 18% followed by Facebook at 17%. No other app had significant results.
A survey question asked students about time spent on social media each week. Answer options were divided into groups: 0 -7 hours/week, 7 - 14 hours/week, 14 - 21 hours/week, 21 - 28 hours/week and more than 28 hours/week. Self-reported results? Two students answered their usage was 0 - 7 hours/week, or an hour each day or less. Six students selected the 7 - 14 hours/week option. Twelve students chose 14 - 21 hours/week. Two selected 21 - 28 hours/week, and no one said they spend more than 28 hours each week with social media. In other words, more than half the group self-reported they spend 2 -3 hours a day on social media.
In both classes, students generally agreed that social media time went up in the summer. I was reminded that between school and activities, especially sports, time for social media is somewhat limited during the school year. But the more flexible schedule of the summer allows for much great usage, sometimes as much as ten hours a day.
Though plenty of time and attention were spent talking about social media and its impact on student lives, we also looked at the larger issue of technology as a shaping force. To that end, students were asked about other facets of technology that occupy their time and attention. Some examples of the "other facets" might be web surfing, video and music streaming and video games. Students mentioned listening to music, web surfing and watching movies with Netflix as top answers. A conversation built around SoundCloud as both an individual and a social activity. Music can be streamed for personal enjoyment. Music can also be shared out of the SoundCloud platform. In other words, it can function as a personal and a social media platform.
In addition to these top three answers, there were other answers with multiple respondents: online shopping, working on homework online, viewing YouTube content, making phone calls and playing video games/Xbox 360. (Like SoundCloud, video games can be personal or social.) Watching TV was mentioned by one person, as was the usage of design-oriented software.
Students were asked to make sense of the technology in their lives. These students grew up with the internet and smart phones have been part of their lives. They were asked "In your lifetime, what's been the technological change that has had the most impact on your life?" The number one answer was smart phone with 10 respondents. (Most specifically said iPhone.) Three others said cell phone remembering their older flip phones as transformative. With either two or one respondents, the following also made the list: Microsoft Office, Instagram, Snapchat, Facebook, Internet, working with design software and touchscreens.
The survey, and the conversation, wrapped up with students asked to consider the role of technology in their lives. Has the impact been positive or negative? Most students saw both positive and negative elements of technology as a force in their lives. On the positive side, many cited how easy it is to communicate and stay in touch (12 respondents). Seven students mentioned the accessibility of information. A few mentioned that technology provides a way to occupy time as a source of entertainment.
When considering the negative implications of technology, six students mentioned how technology facilitates procrastination. It's a source of distraction according to six respondents. Four other students said that it reduces time for actual face-to-face contact. A couple of students mentioned technology as a source of anxiety or a source of too mcuh information that can be overwhelming.
Without drawing too many conclusions from such a small sample, we can still assume that at least among GSB students, technology plays a significant role in student lives in and out of school. It occupies their time and attention for large blocks of time and shapes they way they do school work and the way they spend their leisure time. But our students have the ability to reflect on their own behaviors and see both benefits and liabilities to their technological dependencies.
I came away from our conversations with a more full understanding of the ways in which technology is shaping this generation of school students and with an ongoing appreciation of our students' thoughtfulness and honesty.
The survey began with a simple question: "Are you engaged actively in social media?" Every student in both classes said yes. Taking these students as reasonably representative of GSB upper schoolers, it's safe to say that our students are very likely to be engaged in social media platforms.
The students were then asked about their preferred social media apps. They were provided with a list of eight apps that I thought were good possible choices, but were also given the ability to write-in responses. (The eight listed apps were Instagram, Snapchat, Twitter, Facebook, Vine, YouTube, Yik-Yak and a personal blog.) They were asked to select their two top choices. Instagram and Snapchat were clear winners with 19 and 17 selections respectively. Facebook had 5 takers, YouTube 3. No other app was listed.
These results mirror a recent survey conducted by Piper Jaffray which polled 6500 U.S. teens. In that survey, 28% claimed Snapchat as their more important social network followed by Instagram with 27%. In the Piper Jaffray survey, Twitter came in third with 18% followed by Facebook at 17%. No other app had significant results.
A survey question asked students about time spent on social media each week. Answer options were divided into groups: 0 -7 hours/week, 7 - 14 hours/week, 14 - 21 hours/week, 21 - 28 hours/week and more than 28 hours/week. Self-reported results? Two students answered their usage was 0 - 7 hours/week, or an hour each day or less. Six students selected the 7 - 14 hours/week option. Twelve students chose 14 - 21 hours/week. Two selected 21 - 28 hours/week, and no one said they spend more than 28 hours each week with social media. In other words, more than half the group self-reported they spend 2 -3 hours a day on social media.
In both classes, students generally agreed that social media time went up in the summer. I was reminded that between school and activities, especially sports, time for social media is somewhat limited during the school year. But the more flexible schedule of the summer allows for much great usage, sometimes as much as ten hours a day.
Though plenty of time and attention were spent talking about social media and its impact on student lives, we also looked at the larger issue of technology as a shaping force. To that end, students were asked about other facets of technology that occupy their time and attention. Some examples of the "other facets" might be web surfing, video and music streaming and video games. Students mentioned listening to music, web surfing and watching movies with Netflix as top answers. A conversation built around SoundCloud as both an individual and a social activity. Music can be streamed for personal enjoyment. Music can also be shared out of the SoundCloud platform. In other words, it can function as a personal and a social media platform.
In addition to these top three answers, there were other answers with multiple respondents: online shopping, working on homework online, viewing YouTube content, making phone calls and playing video games/Xbox 360. (Like SoundCloud, video games can be personal or social.) Watching TV was mentioned by one person, as was the usage of design-oriented software.
Students were asked to make sense of the technology in their lives. These students grew up with the internet and smart phones have been part of their lives. They were asked "In your lifetime, what's been the technological change that has had the most impact on your life?" The number one answer was smart phone with 10 respondents. (Most specifically said iPhone.) Three others said cell phone remembering their older flip phones as transformative. With either two or one respondents, the following also made the list: Microsoft Office, Instagram, Snapchat, Facebook, Internet, working with design software and touchscreens.
The survey, and the conversation, wrapped up with students asked to consider the role of technology in their lives. Has the impact been positive or negative? Most students saw both positive and negative elements of technology as a force in their lives. On the positive side, many cited how easy it is to communicate and stay in touch (12 respondents). Seven students mentioned the accessibility of information. A few mentioned that technology provides a way to occupy time as a source of entertainment.
When considering the negative implications of technology, six students mentioned how technology facilitates procrastination. It's a source of distraction according to six respondents. Four other students said that it reduces time for actual face-to-face contact. A couple of students mentioned technology as a source of anxiety or a source of too mcuh information that can be overwhelming.
Without drawing too many conclusions from such a small sample, we can still assume that at least among GSB students, technology plays a significant role in student lives in and out of school. It occupies their time and attention for large blocks of time and shapes they way they do school work and the way they spend their leisure time. But our students have the ability to reflect on their own behaviors and see both benefits and liabilities to their technological dependencies.
I came away from our conversations with a more full understanding of the ways in which technology is shaping this generation of school students and with an ongoing appreciation of our students' thoughtfulness and honesty.
Tuesday, March 29, 2016
Visualizing Information
I've long been a fan of infographics. These are visualizations of information. A good infographic is well designed, clearly portrays information and offers insight into how information can be interpreted or utilized.
A few years back, a bit on a whim, I enrolled in a MOOC out of the University of Texas that taught infographic design. The class was very well organized and informative and helped me to realize there are theoretical underpinnings to infographic creation. Font selection, color combinations, choice of chart design, etc. all can make a difference to the end product.
As part of the class, students created a few infographics. Those projects gave me a much fuller understanding of the challenges inherent in infographic creation. But I also realized that by creating an infographic around a topic, I necessarily immersed myself in that topic. I also was forced to consider if viewers would look at my infographic and come away with a better understanding of that particular topic. In short, I became engaged not only in deep learning, but also in empathetic presentation.
We want our students to deeply understand classroom topics. We also want them to have a sense that when they present information to other people, the information should be understood clearly. Perhaps having students create infographics as part of classroom learning is a useful tool towards these learning goals.
Some years back, designers at Cisco took internet megadata and created an infographic called "What Happens in an Internet Minute?" Their data showed that in a minute of internet usage (worldwide, on average), YouTube, Google, Facebook, Twitter and Flickr accounted for an outsized percentage of internet traffic. To me, the design gives the information an impact greater than the same information conveyed in text.
You can see that original infographic below as well as a number of design variations. It's interesting to consider the varying approaches with questions like "Which conveys the information most clearly?" and "Which grabs and holds attention best?"
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| Cisco's original design for the infographic. |
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| The same information is conveyed with a pie chart. |
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| In this infographic and the one below, a clock is the central design element. |
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| This infograpahic uses design elements from the Windows 10 desktop interface. |
There are a number of web sites that facilitate the creation of infographics. They generally have a library of templates which are editable for color, font selection and size and shapes, and allow images to be added or imported. Some sites offer a free level of service with additional features available at a cost. Best to check a few for your self to get started.
http://piktochart.com/
https://www.canva.com/create/infographics/
https://venngage.com/
https://infogr.am/
http://www.easel.ly/
If you'd like to look at examples of infographics, a quick web search will offer thousands of examples. Additionally, some truly great examples are available in a book edited by Gareth Cook called The Best American Infographics of 2015. It's part of the GSB library collection in the Upper School.
The video below is from the easel.ly web site. It gives you a sense of how most sites function to help students create their own infographics.
http://piktochart.com/
https://www.canva.com/create/infographics/
https://venngage.com/
https://infogr.am/
http://www.easel.ly/
If you'd like to look at examples of infographics, a quick web search will offer thousands of examples. Additionally, some truly great examples are available in a book edited by Gareth Cook called The Best American Infographics of 2015. It's part of the GSB library collection in the Upper School.
The video below is from the easel.ly web site. It gives you a sense of how most sites function to help students create their own infographics.
Monday, March 7, 2016
LibGuides
What's a LibGuide? (The name is an abbreviation of Library Guide.) A LibGuide is a website that allows a library to consolidate various sources of information for users. LibGuides have been established by public libraries, research libraries, school libraries K-12 and at the university level.
GSB has a LibGuide. In fact, it's probably more accurate to say we have three LibGuides, one for each division. The school's first LibGuide was created to serve the Upper School. Using a template that allowed for visual and text content as well as links and embedded video, a home page was created with a variety of information about US library resources.
This home page has undergone ongoing revision to highlight new accessions and programs. For instance, newly purchased books can be displayed so readers know what's available. Promoting an event or a celebration is also easy to do on the LibGuide's home page.
GSB has a LibGuide. In fact, it's probably more accurate to say we have three LibGuides, one for each division. The school's first LibGuide was created to serve the Upper School. Using a template that allowed for visual and text content as well as links and embedded video, a home page was created with a variety of information about US library resources.
This home page has undergone ongoing revision to highlight new accessions and programs. For instance, newly purchased books can be displayed so readers know what's available. Promoting an event or a celebration is also easy to do on the LibGuide's home page.
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| GSB's LibGuide home page offers plenty of information and is presented in a user-friendly format. |
One of the real strengths of a LibGuide is an ability to build custom LibGuide pages for particular assignments. Say, for instance, a Comparative World Cultures class is doing a research project on "Lost Empires." A LibGuide page might specify the holdings in the library that students would likely find useful for their assigned work. Additionally, this particular LibGuide page might also have information about citing work or about pertinent databases. Teachers can have LibGuide pages created for assigned work or simply as a class resource. On the Upper/Middle/Lower School LibGuide sites, you can take a look at the additional LibGuide pages that have been created by clicking on the LibGuide list prompt.
Looking over the LibGuides that have been created for GSB's three divisions, I have noticed that ways each division shapes their LibGuide to their students' age and stage. The US LibGuide, for example, has significant database information and a fair number of additional LibGuide pages built around class needs. In the MS, you can find YouTube trailers for books as a tool to encourage reading among middle schoolers. The LS LibGuide has built pages not only around subjects like coral reefs and large marine animals, but has also created pages around character virtues like Gratitude and Trust/Loyalty.
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| The Lower School's LibGuide List for Gratitude |
Curious? Want to know more? Probably the best place to start is by taking a look at our LibGuides. There are links on the Resources page of KnightSite, or simply click a prompt below:
For additional information about how a LibGuide might offer support for the work you do in your classes, you should speak to Hope, Lia, Kristen, Claudia or Emilia.
Thursday, February 25, 2016
Virtual Reality
A few months back, the New York Times sent me information about a new project. The paper was seeking to reinvent the way it produced video content to accompany online stories.
To date, many stories online were accompanied by a short video. These were quickly produced and did not in any way introduce viewers to new technology. These videos simply took the place of the photographs that for decades have accompanied stories in newspapers' print versions.
The new project would produce immersive video content. These videos would be created with the use of a 360 degree camera. To access these videos, viewers would need a phone, an app and a viewer.
This new project is an example of virtual reality (VR), defined by Wikipedia as "immersive multimedia or computer-simulated reality, which replicates an environment that simulates a physical presence in places in the real world or an imagined world, allowing the user to interact in that world. Virtual realities artificially create sensory experiences, which can include sight, touch, hearing, and smell." With VR, viewers get the experience of being in an environment even though they are not physically there.
The Oculus Rift made a big splash by bringing this technology to consumers in the form of personal entertainment. But what about this technology for educational purposes? Is there a future in schools for VR?
The NY Times project suggests so. For instance, imagine a history class examining the conditions in Syrian refugee camps. Accounts, pictures and video would offer information, but an immersive video might offer a more visceral understanding of conditions in these camps. These types of 360 degree videos are being produced as supplements to NY Times articles, but there is every reason to expect the technology to migrate to classroom environments.
Google is another major promoter of VR technology as a learning tool. The Google Expeditions Pioneer Program is specifically designed to deepen students' understanding of world geography and cultures through virtual reality. The program is in a beta stage as of this writing, but look for the program to gain traction in the months ahead.
In the video below, there is some brief description about how the technology works and, with the help of a student volunteer, a peek at what the experience is all about. If you're interested in checking out the technology, just let me know and you can try it for yourself.
To date, many stories online were accompanied by a short video. These were quickly produced and did not in any way introduce viewers to new technology. These videos simply took the place of the photographs that for decades have accompanied stories in newspapers' print versions.
The new project would produce immersive video content. These videos would be created with the use of a 360 degree camera. To access these videos, viewers would need a phone, an app and a viewer.
This new project is an example of virtual reality (VR), defined by Wikipedia as "immersive multimedia or computer-simulated reality, which replicates an environment that simulates a physical presence in places in the real world or an imagined world, allowing the user to interact in that world. Virtual realities artificially create sensory experiences, which can include sight, touch, hearing, and smell." With VR, viewers get the experience of being in an environment even though they are not physically there.
The Oculus Rift made a big splash by bringing this technology to consumers in the form of personal entertainment. But what about this technology for educational purposes? Is there a future in schools for VR?
The NY Times project suggests so. For instance, imagine a history class examining the conditions in Syrian refugee camps. Accounts, pictures and video would offer information, but an immersive video might offer a more visceral understanding of conditions in these camps. These types of 360 degree videos are being produced as supplements to NY Times articles, but there is every reason to expect the technology to migrate to classroom environments.
Google is another major promoter of VR technology as a learning tool. The Google Expeditions Pioneer Program is specifically designed to deepen students' understanding of world geography and cultures through virtual reality. The program is in a beta stage as of this writing, but look for the program to gain traction in the months ahead.
In the video below, there is some brief description about how the technology works and, with the help of a student volunteer, a peek at what the experience is all about. If you're interested in checking out the technology, just let me know and you can try it for yourself.
Thursday, February 4, 2016
KnightSite: Changes Ahead
KnightSite, our password-protected intranet, continues to change and evolve. I'd like to use this post to give a very brief overview of KnightsSite and mention some upcoming changes.
A few years back, Gill St. Bernard's made a decision to overhaul our web site. That decision involved considerable deliberation but ultimately the school decided on Whipple Hill as our provider. Whipple Hill was a company with deep experience building custom web sites for schools.
Part of that purchase included the construction of an intranet which came to be called KnightSite. KnightSite, as you know, connects students, families and school personnel in a way that gives users ways to distribute and access information. Because it is password-protected, it affords privacy as well.
Last year, Whipple Hill was purchased by Blackbaud, a company built on data services. Blackbaud should be a familiar name; we've used Blackbaud products for years to manage data in admissions, development, academic offices and in our business office. Because our web sites and databases would all be under one corporate roof, we hoped that services could be more efficiently integrated over time.
Looking in to the near future, some of those streamlined efficiencies are now on the horizon. Soon, student schedules that are entered into our academic database (Education Edge) will automatically populate the student's KnightSite account. Similarly, changes in parents' phone numbers or addresses in our databases will translate to KnightSite changes. These and other similar connections between our existing databases and KnightSite accounts should result in more accurate information across our platforms.
Blackbaud periodically issues an update report that informs system administrators about changes. These updates are generally both in text and video form. A recent update included a number of items, but I edited the video to focus on the increased functionality available to faculty beginning February 10th.
A few years back, Gill St. Bernard's made a decision to overhaul our web site. That decision involved considerable deliberation but ultimately the school decided on Whipple Hill as our provider. Whipple Hill was a company with deep experience building custom web sites for schools.
Part of that purchase included the construction of an intranet which came to be called KnightSite. KnightSite, as you know, connects students, families and school personnel in a way that gives users ways to distribute and access information. Because it is password-protected, it affords privacy as well.
Last year, Whipple Hill was purchased by Blackbaud, a company built on data services. Blackbaud should be a familiar name; we've used Blackbaud products for years to manage data in admissions, development, academic offices and in our business office. Because our web sites and databases would all be under one corporate roof, we hoped that services could be more efficiently integrated over time.
Looking in to the near future, some of those streamlined efficiencies are now on the horizon. Soon, student schedules that are entered into our academic database (Education Edge) will automatically populate the student's KnightSite account. Similarly, changes in parents' phone numbers or addresses in our databases will translate to KnightSite changes. These and other similar connections between our existing databases and KnightSite accounts should result in more accurate information across our platforms.
Blackbaud periodically issues an update report that informs system administrators about changes. These updates are generally both in text and video form. A recent update included a number of items, but I edited the video to focus on the increased functionality available to faculty beginning February 10th.
Monday, January 11, 2016
Filmmaking
I taught my first Filmmaking class in 2003. It was an upper school unit class. One of the class members, Adam Aresty, went on to film school and this year his script was used for a film that screened at the Tribeca film festival. The film is Stung, and it received critical kudos for among other things it's intelligent script.
Now I take no credit for Adam's success. None! But I did learn a valuable lesson from Adam. I learned that among student filmmakers, you never know who will chase a dream and catch it. Adam did. So did Sean Baker, another GSB alum. Sean graduated in the late '80s and also went to film school. He is now very successful in his chosen field of writing/directing independent films. In fact his latest film, Tangerine, screened at Sundance last winter and received significant focus as a possible Oscar nominee.
I mention these two alums as a reminder that each semester, we welcome some novice film students into the class and give them tools to create. The tools include not only assorted hardware and software, but also time and encouragement to do their work. As the first semester closes, I'd like to share a few student projects that reflect the type of work done in the class.
The first selection is a music video. Students are given an opportunity to put images to music.
Now I take no credit for Adam's success. None! But I did learn a valuable lesson from Adam. I learned that among student filmmakers, you never know who will chase a dream and catch it. Adam did. So did Sean Baker, another GSB alum. Sean graduated in the late '80s and also went to film school. He is now very successful in his chosen field of writing/directing independent films. In fact his latest film, Tangerine, screened at Sundance last winter and received significant focus as a possible Oscar nominee.
I mention these two alums as a reminder that each semester, we welcome some novice film students into the class and give them tools to create. The tools include not only assorted hardware and software, but also time and encouragement to do their work. As the first semester closes, I'd like to share a few student projects that reflect the type of work done in the class.
The first selection is a music video. Students are given an opportunity to put images to music.
The next short video responds to this assignment: create a short promotional video for any school club or activity.
This next video examines an important contemporary issue by drawing together words and images from two songs. (Though you see my name below on the title shot, it's not my film. I just loaded it on to my Vimeo account.)
One last video is a brief documentary on Home Winds, our most recent campus acquisition. It's worth a look.
One last video is a brief documentary on Home Winds, our most recent campus acquisition. It's worth a look.
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