Saturday, July 5, 2014

FUSE14 and Designing for Engagement

Sometime last fall I stumbled onto design thinking (DT) and was immediately drawn to its grounding in working with and for people. DT, to put it simply, is a process (or, if you prefer, the DT "mindset") that can be summed up as "people-centered problem solving with a bias toward action." Since learning about it, I've been working with it as often as I could, including participating in the #dtk12chat to meet others interested in DT in education. So when I learned about FUSE14, a two-day design thinking workshop hosted at the Mount Vernon Institute for Innovation in Atlanta, I jumped on the opportunity, given that it was scheduled immediately before ISTE2014 this summer (on which cf. my reflections). At FUSE14, I was very eager to work on some problems we've been uncovering at our school with the hopes of designing prototype solutions for them.

At the event, +Melissa Strong, the chair of our MS World Languages Dept., and I represented our school in the 201 track, to which we brought our problem of "time" to put through the DT process. Using MVIFI's DEEPdt process (standing for Discover Empathize Experiment Produce; digital editions of the fantastic DEEPdt playbooks can be purchased here), we had hoped to gain a better understanding of how we manage time, with the goal of bringing back to suggestions to our community. And that's exactly what we accomplished, though not in the original way we had intended.

Discover

Our Middle School campus has 9 periods each day, with 40min in each period. It's an exceptionally short amount of sit-time to have with students each day, and more faculty of late have begun to identify problems with our schedule and have suggested that we again explore block schedules, among other ideas, making it the perfect "wicked problem."

Before jumping into the deep end of the 201 track, we were asked to organize interviews with our "users" to be held during our first day. Time affects all users (e.g., students, faculty, staff, parents, etc.) in our community, but because we were biased toward our schedule, we decided to focus mainly on our students. After 75min of great Q&A with two students and two faculty members (thank you, Regan and Ian!), we realized that we needed to take a few steps back: our problem isn't as much about time as we initially thought.

Empathize

Our interviews exceeded all expectation and gave us some very useful data to work with. In particular, they bore out a few interesting observations:
  • Kids are more engaged when introduced to new material, and they're more engaged when they're reviewing material in preparation for a test. They don't find the middle stages in a particular unit as engaging as the beginning or end.
  • When asked to "think about something" at home, kids rarely do so. Unless there's some tangible activity to be done, kids don't do work outside of the classroom, and even then, they report less engagement than when doing work in class.
  • When rushing through material, kids don't often feel that they should ask questions, and they sometimes feel that tangential questions, when not answered, must be irrelevant to the topic at hand.
  • Double periods (only in English and science) are more engaging than single periods, on account of the types of activities done in class.
  • 50min periods aren't necessarily more productive than our current 40min periods, since small talk often gets in the way.
  • Regular breaks in the middle of the day are more welcome than random breaks throughout the day. 
Based on our subsequent empathy mapping of the interviews, we concluded that time and our current schedule aren't our primary problems. Rather, time was more of a symptom of other problems, namely the problem of overall engagement and "flow" (cf. Csikszentmihalyi's TED Talk). It's not that we don't have enough time, as much as it's about how we're using the time that we do have together. In other words, a different schedule, with longer class periods, wouldn't by itself fix any of the issues that our users identified. That's not to say that I wouldn't warmly welcome more time and longer class periods, but the interview results suggest that we need to work on engagement to give our community clear reasons for using time differently, before we can tackle more concrete schedule issues. With that, Melissa and I began to dig deeper into the assumptions and obstacles standing in the way of the kinds of engagement that we believe are possible.

Experiment and Produce

Now that our discovery work has uncovered engagement as the deeper issue, we, with the help of the outstanding FUSE14 coaching staff, next needed to uncover the long-held assumptions governing how we use our time (cf. Kahneman's idea of "theory-induced blindness"). We now believe that, by challenging these assumptions to produce "How might we?" (HMW) questions that have the potential to engage our community in productive discussions around these ideas without seeming confrontational, we can start working toward new kinds of environments for not only our students, but our faculty and staff too. Our users, then, have become faculty.

1. Assumption: Students learn best through regular content-based testing.
 HMW transform our feedback system to reward process over product?

We broadly use the word "feedback" to include not only rote testing but everything we do that informs students of their own progress through our courses. It's the way we answer (or don't answer) questions, it's the work we do with them in class, it's our body language, and more. With this in mind, we need to think through our feedback systems in much greater detail, starting with the fact that a test isn't the only form of feedback.

2. Assumption: Rigor usually excludes creativity.
 HMW: Use curiosity to drive our curricula and content?

That kids are most engaged when introduced to new material underscores the power of creativity and wonder in the learning process, I think. There seems to be a widespread assumption that rigor and creativity are mutually exclusive, but this isn't the case at all, as cognitive science is proving. We need to think hard about how we can continue to challenge our students, while also encouraging them to be creative, along with building on other non-cognitive skills. This goes for us too: if we're not feeling creative in teaching, I can't imagine that we're feeling truly fulfilled.

3. Assumption: Our purpose is driven by our obligations to the school.
 HMW: Separate true purpose from duty or obligation in what we do as educators?

Students and faculty have a frightening small amount of free time, thanks to the regular ancillary duties and obligations (i.e., external motivators) that are asked of us within our communities. Many seem to equate such obligations with purpose, thereby using such obligations to drive purpose; but Melissa and I would like to challenge this assumption and have larger conversations about purpose (i.e., intrinsic motivators), under the belief that our purpose as educators far exceeds these obligations.

4. Assumption: Kids need daily homework and class meetings to learn.
 HMW: Get rid of homework?

This assumption speaks for itself. A growing body of literature (e.g., a recent Stanford study), however, including our own school's Workload Study, makes a strong case for the relative lack of value that homework offers, especially within the traditional framework. That said, this HMW question may be the most controversial, with homework being so culturally ingrained in education.

In sum, if we can challenge these assumptions and work toward engaging both our faculty and our students in different ways than we currently do, we may be able to treat the symptom of time that we've been discussing in our community. No one would say that our classes lack engagement, but after talking with students and faculty and thinking through our wicked problem, we see the big picture differently and believe that there is still opportunity for improvement. A 40min class, while still short, can still be productive, if we have more of an active understanding of how engagement works. This is only the beginning of this process, and we're hopeful that we can unpack more assumptions in conversations with our community and conduct even more interviews, when we return in the fall.

#dtk12chat at MODA

FUSE14 included a trip to MODA, the Museum of Design Atlanta, where we had the opportunity to view the Design for Social Impact exhibition and watch a live broadcast of the #dtk12chat show, hosted by +Trey Boden and +Dan Ryder. The exhibition is amazing and included a number of remarkable works by designers driven by change.


DT Resources

If new to DT and interested in learning more about it, I recommend any of the resources below. More than anything else, DT is inherently social, and so it's best to talk about it with others. Regardless of experience, I highly recommend stopping by #dtk12chat on Twitter on Wed. at 6pm PST.




Throughout our workshop, our coaches were insistent that we do all the work, while they only gave us guidance and some of the tools to do it. For that reason, FUSE14 was one of the most intense and rewarding PD experiences I've ever had, and I can't recommend it enough to other educators seeking to rethink how we work with people. We came to Atlanta with a problem and left with a few questions that can offer opportunity for innovation within our department and at our school. Leaving Atlanta, I have more of a designer mindset than ever, and I'm eager to get to work. Thanks to everyone who made the experience so valuable for us, including +Bo Adams for his fantastic work as MC and host, Trey Boden for designing the experience, and the entire 201 team of coaches, led by +Greg Bamford and +Jennifer Chan.


Thursday, July 3, 2014

ISTE2014 and Collaboration

After a week in Atlanta for FUSE14 (cf. my reflections) and ISTE2014, my head is spinning. It was an extraordinary experience, and I learned so much that it's going to take months to sort it all out. Most of all, it was a invigorating and inspiring to spend quality time in person with so many amazing people (thanks +Dominique Dynes for the picture below!).


Last year in San Antonio, I spent a fair amount of time reading the ISTE Tweet stream, which helped me to learn what others were doing at the conference. This year, however, I spent the majority of my time presenting and talking with people in person, including meeting a number of Twitter friends for the first time. While I regret not being able to follow ISTE on Twitter as closely as I'd have liked, I thoroughly enjoyed the conversations I had, since this is what ISTE is all about.


So much happened in Atlanta, but I'll share some brief highlights:
  • Our #brewcue was very successful, and the Google events were awesome, where we were able to reunite some of our GTACHI colleagues. It's amazing to see what we've all been doing in the past year, and I'm beyond honored to be part of such an illustrious group. The Instructure party was also quite heavily attended, and I enjoyed meeting other independent school folks at our #isteisen dinner, where I got to catch up with an old friend and colleague +Jennifer Carey. The #isteball baseball game was a lot of fun, too. All in all, there was plenty of great socializing in Atlanta.
  • HackEd was again fantastic. I had the opportunity to lead a session on design thinking, following up on FUSE, and we had some good conversation about bringing DT into the classroom.
  • At the GlobalEd Day "min-conference," +Melissa Strong and I led a discussion on world language study and globalization. We learned what others are doing at their schools to make their language programs more global, which gave us some ideas of our own to try out.
  • I've been experimenting with gamification in our Latin program, and so I was geeked to chat with +Michael Matera about some of my ideas. He gave me some extremely helpful feedback that I'm very excited to test next fall, and I look forward to continued collaboration with him.
  • +Zee Poerio invited me to join her poster session on using technology in Latin classrooms, focusing on the project-based learning approaches we've been taking. We had fun sharing some of the projects we've been working on with our students and hopefully offered an attractive plug for the study of Latin.
  • +Isis Stephanie Cerda and I gave a session on using Google's Fusion Tables in the design thinking process at the Google Playground. This session was particularly interesting, in that it generated a number of questions about how we collaborate that I think are worth exploring in more detail.
The State of Collaboration

Given that ISTE is all about bringing people together, Stephanie and I decided to send out a brief survey on collaboration to collect data that we'd use in our Fusion Tables session. In particular, we collected standard demographics like gender, role, experience, etc., followed by research questions on collaboration. Using a 4-point scale to prevent selection of an unhelpful "no opinion" middle response, we asked respondents to rate their agreement with the following statements, with 1 representing "strongly disagree" up to 4 "strongly agree":
    • I collaborate with others in my organization.
    • I collaborate with others outside of my organization.
    • I participate in regular PD activities.
    • I organize regular PD activities.
With the collected data, we demonstrated how Fusion Tables can be used for quick analyses in our session (cf. the overall Collaboration by Experience results below). All told, 90 people submitted a survey (we thank them all!), and the data are summarized in this Fusion Table (feel free to copy).

A few caveats: We pushed out the survey on Twitter at a ISTE and must acknowledge that the sample size is both small and certainly skewed toward the more collaboration-friendly; but our numbers are nonetheless interesting. And we must remember that correlation does not imply causation, so any apparent relationships in the data will need to be investigated further, before conclusions can be drawn. With that in mind, here's a summary of our findings:

  • It is certainly significant that 60 of the 90 respondents were female. Any comparisons between males and females must thus be taken with caution.
  • Not one male response had more that 20 years of experience in the current role!
  • Participation in PD is relatively stable across experience levels (i.e., no one experience group participates with greater frequency).
  • Overall, there seems to be an apparent correlation with experience and organizing PD: the more experience one has, the less PD she organizes. Those with 0-5 years of experience report an average response of 3.77, while 21+ stands at 2.67. That's a huge drop.
  • Female administrators (3.92) and tech specialists (3.78) organize significantly more PD than respective male counterparts (3.4 and 3.5, respectively), but male teachers (3.15) organize more PD than female teachers (2.71). Female teachers with 21+ years of experience only report a 2 for organizing PD.
  • The less and most experienced administrators and tech specialists organize PD more often than those in the 6-10 year range.
  • Less experienced educators collaborate more inside of their organization, and more experienced educators collaborate more outside. This phenomenon is more pronounced with males (a statistical by-product?). 

Even in an informal survey of this sort, we can ask some potentially powerful questions about the data we collected and dig deeper into problems that we may not have known existed. Among a number of interesting questions, we can ask why the more experienced teachers are not leading as many PD opportunities as others. I've witnessed veteran teachers who believe they have less "value" than their younger colleagues who are more tech savvy, but this simply isn't true. Now knowing this, how might we encourage educators with more experience to share their experience inside and outside their communities? How might we learn to better appreciate the diverse value that everyone brings into our communities? To gain a better understanding of the problem and begin to work toward solutions, we should next talk with more experienced teachers about their thoughts on PD.

It could be quite interesting to repeat this process in a Twitter chat sometime. If we pushed out a survey, ideally asking students questions, and gave our communities a week to respond, we could spend the discussion time analyzing the results and generating more questions for investigation. Any takers?



So much for ISTE2014. Atlanta was a fabulous host, full of friendly people and great food. I enjoyed talking with you all, and I can't wait to do it again. And in the meantime, I'll be looking forward to kicking around these ideas.


Friday, June 20, 2014

My "Go Bag"

Following +Trey Boden's share of his "Go Bag," or what gear he carries around with him, I'll share my own gear that I have with me in my DT manpurse, with an eye on FUSE14 and ISTE2014. These are the things I find useful while traveling and/or conferencing:

My Go Bag
Rickshaw Zero Messenger Bag (medium, custom) — Really love these bags. The medium size forces me to compromise on what I really need to have with me.
Rickshaw Deluxe Drop Pocket — Pockets can be swapped out of all bags.
Rickshaw Classic Folio — Great for carrying pens, cards, small notebooks, etc.
• 13in MacBook Pro
• MotoX
Sennheiser CX215 earphones — Great sound for the price.
Anker 5600mAh portable battery — Absolutely indispensable. Can get 3 charges from it.
Extra large Moleskine soft cover journal (squared, gray)  For detailed sketchnotes.
Pocket Moleskine hard cover notebook (squared, red)  My "commonplace book" for random notes and ideas.
Field Notes notebook (dot-grid, pitch black) For notes from FUSE and ISTE.
Small Post-It notes
Lexar 32gb flash drive
• Business cards and a Y&G business card holder
• uni-ball 0.7mm roller pens (assorted)
MUJI 0.5mm gel ink pens (black) — Trying these out on a recommendation, but I'm more of a 0.7mm kind of guy.
Sharpie retractable markers (assorted) — An addiction.
USB dual-port adaptor and 6' micro USB cable
• HDMI and VGA dongles
• Microfiber cloth — Handy for cleaning screens, glasses, etc.
• Reading (Clay Shirky's Cognitive Surplus and David Mitchell's Black Swan Green)

Add a pack of Starbucks Via, and I'm good to go. What's in your go bag?

Saturday, June 7, 2014

Finding Purpose on #slowchatED

The Purpose Economy
N.B.: This post is duplicated in the #slowchatED blog.

I'm excited to host a #slowchatED discussion on finding purpose within education the week of June 9, since it's a topic I've become very invested over the course of this past year. Our school is on the verge of making some potentially big changes, based on a quite thorough "Workload Study" we recently completed with all of our students, and purpose has been one of the more salient talking points in the discussion. In thinking about how to design more engaging classroom experiences for my students and more engaging PD opportunities for faculty, as well as considering reworking our school mission, we've been doing a lot of thinking about purpose, focusing on the question of why do we do what we do.

Alongside autonomy and mastery, purpose is one of Dan Pink's three essential requirements for intrinsic motivation, which he outlines in his fantastic book Drive (cf. some of my thoughts on the book). Pink (2011:137) points out that we don't often enough ask "Why?" in the workplace, and I think the same is true within the classroom and at schools in general. Now that we're starting to understand the value of the so-called "non-cognitive" or "soft" skills like creativity and empathy that play a central role in engagement and happiness, it's the perfect time to call more attention to purpose and think hard about this question, as we're pushing change in our schools.

When I learned about Aaron Hurst's new book The Purpose Economy, I couldn't wait to read it and see what he had to say on this idea. It's an excellent book to add to the list of "books not about education that have everything to do about education," and if anyone is looking for something to inspire deep thinking about important ideas, I highly suggest picking it up (cf my notes on it). In the book, Hurst (2014:18) makes it clear that his idea of purpose goes beyond service, thinking of it within the following framework:
"When I say purpose, I mean more than serving others and the planet. Service is certainly at the core, but in speaking with hundreds of professionals and reading thousands of essays, I've discovered that there are two other key sources of purpose people seek: a sense of community and the opportunity for self-expression and personal growth. In other words, they pursue personal, social and societal purpose."
That said, the book (cf. also Hurst's blog) have served as the inspiration for me to have a wider discussion on the topic, with the hope that we can bring together a number of diverse ideas on purpose and start to answer the question "Why?" for both ourselves and our greater communities. "Much like technology a few decades ago, purpose has now become a business imperative," Hurst (2014:21) claims, and in my opinion, purpose should also be an educational imperative. If interested in discussing more on the book itself, by the way, share any thoughts or questions in our EduRead G+ community and/or use the hashtag #eduread14 on Twitter.

So to this end, we'll discuss the questions below next week using the hashtag #slowchatED on Twitter, beginning with Q1 on Monday, June 9, followed by a new question each subsequent day of the week. All are welcome to participate throughout the week, whether it's just for one question or for the duration of the discussion. As always, there are no wrong answers in a discussion like this, and I'm excited to see what ideas we can come up with together.


Suggested Reading

There's no need to read The Purpose Economy for our #slowchatED discussion (though you certainly should at some point!), but it may be helpful to read through a couple good blog posts on the idea:
Questions

Q1 Why is purpose important? What does it do for us as community members?
Q2a Define what purpose means to you as an educator, sharing examples. What is your own personal purpose?
Q2b Define what purpose means to you as colleague, sharing examples. What is your societal and social purpose?
Q3 What are some myths or misconceptions about purpose? Why isn't purpose often pursued?
Q4 How can we find, celebrate, and sustain our purpose as educators?
Q5 Why is finding purpose more important than ever for students? How do we help them find it?
Q6 Share a purpose project you intend to work on in the next academic year.

Sunday, May 18, 2014

Summer Reading and Discussion

Cognitive Surpluss
Now that summer is fast approaching (and since I'm long overdue for a blog post), I've been thinking about what sorts of professional development I'l be doing over the next few months. Last summer, I spent a lot of time at conferences, and while it was a fantastically productive period of time, this summer I'm looking forward to doing more reading and reflection on the past year of experimentation.

Making Thinking Visible
In particular, I'm interested in exploring ideas on innovation and cognitive science, and to that end, I've compiled a list of books that have caught my attention in the past year (cf. some notes here on a few I've already read). I'm hoping that others in the PLN will be interested in reading and discussing some of these ideas. At the moment, I've got my eye on Shirky's Cognitive Surplus and Ritchhart, Church, and Morrison's Making Thinking Visible, but I'm interested in all of them. If any of the books or ideas look interesting, upvote any of them in the comments section at the bottom of the book list document.

There are also a few books I've recently read that I'd love to discuss in some way, including Hurst's The Purpose Economy (cf. his blog) and Pentland's Social Physics (cf. his blog). I'm open to suggestions on others of value, and I welcome comments on them. And if anyone interested in book discussions will be at ISTE this summer, perhaps we can put together a time and place for conversation in person. Feel free to circulate the list among faculty, and cheers to a productive summer!

Sunday, March 2, 2014

EduCon 2014 and Engagement

The Franklin Institute

The more conferences I go to, the less I find myself interested in discussions about specific tools. Instead, it's the new ideas that excite me, in that ideas have the power to outlast tools and make more of an impact on what we do in our classrooms. So, when I learned about EduCon in Philadelphia last December, a conference dedicated to innovation and building schools of the future around these ideas hosted by the rather impressive Science Leadership Academy, I immediately signed up.

EduCon is very similar to the EdCamp model, with "conversations" proposed by attendees, in place of invited speakers and vendor-driven content. I was pleasantly surprised at how little "tech talk" infiltrated the conversations. The sessions were all fantastic, as were the student hosts at SLA, who were impressive for their leadership and gratitude for being at the school. The Twitter buzz in advance of EduCon was as energized as I've ever seen, which was complemented by the conversations that were had while at the conference. All in all, I hope to make EduCon a regular part of my conference rotation, and I'd love to host a conversation of my own someday soon.

Love Park

In particular, I was drawn to a conversation on design thinking, run by +Trey Boden, James Campbell, TJ Edwards, and Jenny Novoselsky from the Mount Vernon Institute, one on mindfulness in education with Sarah Macdonald and Lydia Maier, and another on positive psychology, given by Alexa Dunn and her graduate students. Over the past year, I've found my own thinking to be heavily influenced by design thinking and mindfulness, and so I was eager to discuss these ideas with other educators in the open "unconference" forum at EduCon. They didn't disappoint (cf. my conference notes).

But there was so much more happening at the conference that I had the good fortune to participate in: David Jakes and Christian Long's inspiring session "Wonder, By Design" served as a call to action for the importance of wonder and creativity in schools, and Carey Pohanka introduced me to the concept of the "gemba" (cf. Deborah Adler's TED Talk) in her session "Going to the Gemba," which is the Japanese word meaning the "real place." Going to the gemba is basically making a direct observation of the process as it is happening, and fits in quite well with the empathy component of design thinking.

As I participated in what was one of the highest sustained levels of conference engagement I've seen (look back at the #educon Tweets and those that continue to come in), I started to think about what engagement really is. I've used the term quite often but never really though about what it is and how we measure it, until we had conversations about it at EduCon.

A few weeks ago, +Krista Moroder mentioned Philip Schlechty's book Engaging Students: The Next Level of Working on the Work in the ISTE Young Educator podcast #3, in which Schlechty defines engagement and argues convincingly that designing for engagement (rather than planning for outcomes) should be a top priority in schools. Without true engagement, in his hierarchy, students become compliant or worse (cf. the "Levels of Engagement"), and the ingredients necessary for intrinsic motivation to learn something that Daniel Pink discusses in Drivenamely autonomy, mastery, and purpose, won't be found.

With this in mind, the idea of engagement and the importance of designing learning environments to support it has become my new focus. Engagement encompasses the design thinking process, mindfulness, and everything else I've been working toward, I think, and it has direct application to both students and teachers. To my mind, it makes more sense to me than the often-used terms "student-centered" and "21st century," and it doesn't need to involve anything special (i.e., no tech guarantees engagement, nor does IdeaPaint, etc.). I intend on spending the spring and summer thinking about designing more engaging environments that encourage creativity and innovation for both faculty and students, and I'm very eager to hear what others think about engagement and how it's approached at your schools. #HMW design for more engagement?

Wednesday, January 8, 2014

Top #EdBlogs2013 Posts

2013 was a productive year that saw quite a bit of professional development and new thinking, highlighted by traveling, where I made new colleagues, and attending the Google Teacher Academy in Chicago. In reflecting on this year, +Eric Saibel has inspired colleagues who blog to share their most influential posts of 2013 for the #EdBlogs2013 series he's collecting, and I'm honored to participate (read his own post here). Taking a page from +David Theriault, who reworked the organization of the #EdBlog2013 idea (cf. his fantastic #EdBlogs2013 post), I'll reflect on 2013 thematically, organizing my post around some of the ideas that I've been interested in this year. And I'll keep the summaries of each post, so be sure to give them the love they deserve.

Innovation and Mindfulness

I've been very interested in creativity and innovation, along with the part that mindfulness plays, thanks to my PLN. I now believe that creativity is one of the most important skills that we should be teaching (alongside collaboration and empathy), and the following posts are just of the few of a growing body of literature that has helped me to think this way.

 Daniel Goleman, whose book Focus I enjoyed, has a couple of posts shared in LinkedIn on mindfulness and creativity that I enjoyed reading: Three Must-Haves for Team Creativity and Mindfulness: When Focus Means Single-Tasking.
New Pioneers blog

• Collisions of Creativity from the magazine Mindful is a good piece on the relationship between mindfulness and creativity.

• Lee-Anne Gray (@DrLeeAnneG) wrote a great post on the need for mindfulness in education as a source of innovation titled Why Mindfulness is Needed For Education Innovation.

• I love the idea of starting a "life hacker" club build around the modern world, as outlined in Start a Life Hacker Club at Your School by Adam Renfro in the +Getting Smart blog.

• Stephanie Harrison's (@cultivaceThis will make you happier at work is a great post on bringing mindfulness into the workplace, offering several suggestions for doing so. Creating a mindful culture within the workplace is one of my long-term goals, assuming that, if teachers are generally more mindful and happy, we can also help students to be more mindful and happy.

• Finally, this academic year I began to realize the importance of the relationship between pedagogy and physical space and never fully appreciated it, until +Alice Keeler led a revelatory session at #edcampSFBay last August on the topic. The conversation was inspiring, and +Kevin Ashworth followed it up with his own room redesign in a 2-part blog post on his work (Part 1 | Part 2). We're undertaking our own room redesigns of History, Visual Arts, and World Languages classrooms, and Kevin's work will serve as a source of inspiration for us to craft true collaborative space for our students in a mindful manner.

Design Thinking

Mindfulness and design thinking are very similar in a number of ways; to my mind, mindfulness is an internal application of the external principles of design thinking, and they're both critically dependent on problem definition and system awareness. In designing new forms of pedagogy, especially around technology, I've tried to keep a number of basic principles in mind, and the following posts.

• Last winter/spring's #etmooc was the first digital experience that opened me up to the value of taking risks and the importance of building a PLN. In particular, +Christina Hendricks wrote a post Etmooc: Rhizomatic Learning In Philosophy Courses on the concept of "rhizomatic learning." which was one of the first blog posts I read that challenged the way I thought about learning and pedagogy.
Creative Confidence

• Eric Saibel wrote a great piece The Art of Coaching: Or, Disrupting the Echo Chamber that has helped to give me a framework to apply design thinking at our school, particularly the concept of the disruption and the "echo chamber," or the repetitiveness of thinking that we can find ourselves stuck in as a group that too often prevents us from identifying the core of a problem.

• Grant Wiggins, in his post Beyond teacher egocentrism: design thinking, has some great thoughts on what design thinking means in education, and he share some of the same ideas I have about the ways that the ego gets in the way of creating this type of environment.

• In an important discussion about transparency in education, Brad Ovenell-Carter (@Braddo) asks the question Can a radical transparency replace grading?. It's short but asks a great question that opens up discussion of standards-based grading and general openness, of which we still have far too little.

• Though not published in 2013, Cathy Davidson's (@CathyNDavidson) idea of crowdsourced grading in How to Crowdsource Grading grabbed my attention. I haven't yet put this idea to use in this form, but I love the approach to empowering students in this way.

Gamification

2013 was the year of gamification for me. I got to know the concept in the spring, though through some ideas of the summer, and now I'm working toward creating a gamified Latin IA course around our new 1:1 BYOL program. Fortunately, a number of excellent blog posts have helped me with the work.

• Tanya Sasser's (@TanyaSasser) post 3 Things I Wish Everyone Knew about Gamification corrects some common misconceptions about the role of game-based learning and gamification in education.
playwaresrudios.com

• +Rory Newcomb has a fantastic blog series on gamification, starting with Gamification 101: Why Gamify? Part I. It's a minefield of great ideas for anyone interested in game-based learning.

• +Jennifer Roberts has some helpful words of advice on the importance of good game design  in her post Broken Games.

• And last but certainly not least, IDEO founders Tom and David Kelley have a great post on the real-world value that games have for learning with How Daydreams and Videogames Can Make Us Confident In Real Life (Yes).

Quisquiliae

I'll close with some random yet influential posts on professional development, the MOOC, language study and the humanities in general.

+David Theriault's The Magnificent 60: Introducing Your #gtachi Participants is brilliant for so many reasons, mostly because it paints such a colorful picture of all the amazing people who participated in the #gtachi last July.

• At the beginning of last summer, +Jennifer Peyrot shared her Summer Learning Fun on her blog, which helped me to rethink how I approach the summer. In particular, it's a good idea to plan out some activities to ensure a fairly high level of productivity, lest it go by too quickly.

• In August, I had the opportunity to help +Nancy Minicozzi organize and run the PlaydateLA conference. Her reflections in Playdate L.A. capture the excitement I also felt for providing PD to over 100 people, rather than receiving it at an event. It was such a positive experience that the PlaydateLA team is already looking forward to doing it again next August.

• If you're not yet a regular reader of the digital journal Hybrid Pedagogy, run in part by +Jesse Stommel, I highly recommend having a look. His post The March of the MOOCs: Monstrous Open Online Courses, along with the #moocmooc event last summer, helped me to see the larger possibilities of connectivism and constructivism that the MOOC can bring to education.

• Language teachers are always concerned with promoting language programs, especially as STEM disciplines grow in popularity. +Dana Ariss wrote a great post Learning Languages: Who Says You Can't? that underscores the value that language study has for resilience and taking control of learning. I'm now interested in promoting an "Hour of Language" in a way similar to December's Hour of Code event.

• Along with the diminishing interest in language study, the Humanities have also been suffering (cf. what's happening at the university level). Ben Stern understands Why Humanities Still Matter In 2013, however, and argues a strong case for the importance of the Humanities in understanding the world we interact with.

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That wraps up my 2013, more or less. In addition to blogs, I've also been reading a fair number of books that have all shaped my thinking to a large degree, and I've share some thoughts here on a few of them. But as we begin 2014 (and now that my coding streak has finished!), I plan on carving time to read more blogs, and I'll be looking forward to the ideas that develop from them in this year.