Slides for a session on Passion-Based Learning at the Lausanne Laptop Institute, 2012. More session info/resources available here: http://pwoessner.wikispaces.com/Passion-Based+Learning
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Passion Based Learning: Lausanne 2012
1. Fostering Digital Literacy Through
Passion-Based Learning
Patrick Woessner
Lausanne Laptop Institute 2012
http://bit.ly/passionbasedlearning
2. Session Goals
Identify key elements of Digital Literacy
Recognize the importance of passion in learning
Empower students to identify their passion
Design learning experiences that leverage passion to
foster Digital Literacy
Enable students to share their passion with the world
4. What is Digital Literacy?
“A person’s ability to perform tasks effectively in a
digital environment... Literacy includes the ability to
read and interpret media, to reproduce data and
images through digital manipulation, and to evaluate
and apply new knowledge gained from digital
environments.”1
What is your definition of digital literacy?
My definition: “Digital Literacy is participatory
culture.” 2
6. What is Passion?
“ A strong inclination toward an activity that people
like, find important, and in which they invest time
and energy.”4
What is your definition of passion?
My definition: “Passion is motivation in action.”
8. Factors that Influence Learning
School-Level Factors:
• A Guaranteed and Viable Curriculum
• Challenging Goals and Effective
Feedback
• Parent and Community Involvement
• Safe and Orderly Environment
• Collegiality and Professionalism
12. What Motivates Students?
“Students respond positively to tasks that they perceive as challenging but
“do-able” and that have relevance (value) to them. Also, creative tasks,
which provide the student a degree of freedom in their resolution (e.g.,
creating artworks that use design principles and functions to solve specific
visual art problems embodied in the standards; composing a musical
composition) can be a source of personal pride and intrinsic motivation.
To maximize motivation, then, teachers should develop tasks that are
authentic, appropriately challenging, relevant, and creative.”7
Passion Motivates Students!
13.
14. Digital Literacy Framework: UbD
Stages of Backwards Design
2.Identify desired results.
3.Determine acceptable evidence.
4.Plan learning experiences and instruction.
Establish Curricular Priorities
Worth being familiar with
Important to know and do
Enduring understanding
15. Digital Literacy: Essential Questions
Over the course of this semester, you
will work toward answering two
essential questions:
How does technology affect and
reflect who you are as a person and
learner?
How does your passion affect and
reflect who you are as a person and
learner?
16. Digital Literacy: Enduring Understandings
To answer these important questions,
you must come to understand that:
learning can be informal, social, and
networked.
information serves as the basis for
understanding our world.
content creators have rights; content
consumers have responsibilities.
learning and expression styles affect
how we acquire/process knowledge and
demonstrate understanding.
17. Digital Literacy: Evidence/Outcomes
By the end of the course, you will be able
to:
identify your personal
interests/passion(s).
communicate and collaborate in an online
environment.
locate, evaluate, utilize, and cite
information.
identify your personal learning and
expression styles.
create and share a product that answers
the essential questions.
18. Digital Literacy: Course Outline
Learning Styles
Passion-Based Learning
Networking
Social Bookmarking
Effective Search Strategies
Website Evaluation
Copyright, Fair Use, and Creative
Commons
Expression Styles
Final Product Presentation
19. Digital Literacy: Course Outline
Learning Styles
Passion-Based Learning
Networking
Social Bookmarking
Effective Search Strategies
Website Evaluation
Copyright, Fair Use, and Creative
Commons
Expression Styles
Final Product Presentation
20. Digital Literacy: Student Workflow
Course Materials Student Work
Schoology (Learning Network) Wikispaces (Research Project Pages)
Private to Course Public to School
21. Lesson: Learning Styles
Learning styles address how students acquire understanding and are
frequently divided into three main types: visual, auditory, and kinesthetic. The
C.I.T.E Instrument9 organizes and refines these styles into nine major categories
as they relate to information gathering, work conditions, and expressiveness.
24. Lesson: Passion-Based Learning
Passion-Based Learning is an experience that empowers students to Discover
and Consume, Communicate and Connect, and Create and Produce based on
their deep-seated interests.
The primary purpose of the Interest-A-Lyzer10 is to identify students’ interest
areas is to stimulate thought and discussion. Students not only come to know
themselves better, but also get a chance to share their discoveries with both
teachers and peers.
25. Interest-A-Lyzer Sample Questions
You are a photographer and you have one picture left to take on your roll of
film. What will it be of? Why?
Teenagers in your community have been asked to prepare individual time
capsules for future generations. You are allowed to include 10 personal
possessions that are representative of you. What would you include in your
capsule?
You have written your first book which you are ready to submit for
publication. What is the title? What is the book about?
26. Lesson: Networking
Information sharing (networking) will prove to be more than a passing fad for
Generation Y as the habit has grown to become an integral part of how
burgeoning and young adults find information, seek help, sustain and nurture
friendships and remain engaged with their communities.11
27. Digital Literacy Learning Network Profile
The first step in learning to network
is to create a profile.
Schoology provides a safe, “walled
garden” approach to networking.
Students can view their classmates’
profiles and begin making social
connections based on mutual
interests
schoology
28. Digital Literacy: Topic Outline
Learning Styles
Passion-Based Learning
Networking
Social Bookmarking
Effective Search Strategies
Website Evaluation
Copyright, Fair Use, and
Creative Commons
Expression Styles
Final Product Presentation
29. Digital Literacy: Research Project
Learning Styles
Passion-Based Learning
Networking
Social Bookmarking
Effective Search Strategies
Website Evaluation
Copyright, Fair Use, and
Creative Commons
Expression Styles
Final Product Presentation
31. Managing the Research Process
Wiki permissions can/should be
managed to afford students privacy
The History, Discussion, and Notify
Me tabs make it easy to monitor
and comment on student work
32. Supporting the Research Process
Each student completed a Google Form on which she identified her passion.
Affinity groups were created for each topic within Schoology.
Students joined the affinity group relevant to them. This space became a
source of student-led support and inspiration.
33. Lesson: Expression Styles
Unlike learning styles, which focus on how students acquire and process
information, Expression Styles reflect the types of products students prefer to
create to demonstrate their understanding.
The My Way…An Expression Style Instrument, developed by Karen Kettle,
Joseph Renzulli, and Mary Rizza, identifies 10 broad categories of
products/forms of expression.13
36. Technology to Support Expression Styles
Shared Document for Technology That Supports Expression Styles
37. Final Project Requirements
Your research project will culminate in a final product that will be shared with
your advisory. Although you have a great deal of flexibility, your final project
must:
Reflect your preferred expression style (e.g. if Written Expression is your
preference, your final product should take a written form) and have been
created (at least in part) by technology (e.g. no dioramas).
Address/answer (directly or indirectly) all six driving questions
1. What is your passion and why is it more than a mere interest for you?
2. Who or what got you interested/involved in your passion?
3. What aspect(s) of your passion would you like to learn more about?
4. What would other people need to know about your passion in order to understand it?
5. How has your passion influenced/affected the St. Louis area?
6. How does your passion affect and reflect you as a person and as a learner?
Be uploaded/embedded/linked/displayed on your personal Digital Literacy wiki
page and include a description of the project (i.e. what the project is all about).
38. Final Project Assessment
All final projects, regardless of topic or form, were presented in advisory and
graded using a common rubric.
Providing a rubric helps ensure that (1) students clearly understand the
requirements/expectations and (2) all topics/products are valued equally.
Assessment Categories
42. Final Project Examples
Expression Style: Written
Passion: Creative Writing
Technology Tool: Myebook
43. What Did the Students REALLY Think?
Several months after the course ended last year, a brief,
anonymous survey was sent to all students:
How important was the role of passion in your learning?
Did you notice a different level of commitment or
engagement during this passion-based project compared to
past project work?
How many other times in your schooling have you had a
chance to formally explore and share your passion with
others?
44. Student Survey Results: How important was the
role of passion in your learning?
My passion moves me along and keeps me happy and helps
me to learn. I can think in terms of my passion to understand
something better and that helps me learn.
Very important. Passion is everything.
Learning my passion was important to me because I got to
learn how I learn and more about my self that I didn't realize
before.
It was very helpful for extending my learning in other subjects
It was very important because the fact that it was about me
made me more motivated to research and participate.
45. Student Survey Results: Did you notice a
different level of commitment or engagement?
Yes, because your passion is something that interests you and
sometimes school projects do not.
It encouraged me to make it good since it was about
something I loved.
Yes, because it was on a more personal level, instead of
"homework". Also, it was fun to do because it was about
things we like to do.
Yes, I learned more because I actually cared about the topic I
was researching and making a final project for.
No. I say this because I give a full amount of effort and
commitment to ALL of my work.
46. Student Survey Results: How many other times in
school have you explored/shared your passion?
None. I haven’t had any chances to do that at all so far in my
learning life.
Not any other ones, it was only this project.
None other times besides people asking "oh what do you like
to do?" or "what are some of your favorite things?" and stuff
like that.
Not a lot, if at all.
This is the first time, and I really enjoyed it!
Rarely ever. The only times 'passions' come up are with
conversations with friends, and they are usually labeled as fun
activities
47. Lessons Learned
Students come to us with incredible knowledge and skills that we may
never see because we never ask.
If we expect students to explore and understand our passions they must
first come to explore and understand theirs.
The content/skills acquired in a passion-based learning experience are
mastered more deeply and thus can be more easily applied/transferred.
Students understand that learning is social; they don’t understand how
it translates to school.
Utilizing different learning styles can help students learn but they do not
help them demonstrate what they know.
48. Making it Work for You
Focus on student passion
Connect like-minded learners
Share their passions with others
50. Works Cited
§ Barbara R. Jones-Kavalier and Suzanne L. Flannigan: Connecting the Digital Dots: Literacy of the 21st Century; http://
connect.educause.edu/Library/EDUCAUSE+Quarterly/ConnectingtheDigitalDotsL/39969
§ Jenkins, Henry, Puroshotma, Ravi, Clinton, Katherine, Weigel, Margaret, & Robison, Alice J. (2005). Confronting the Challenges of
Participatory Culture: Media Education for the 21st Century, available at
http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf.
§ Jenkins, Henry. “The New Media Literacies.” Video. 11 Nov. 2008. YouTube. 14 Oct. 2011. http://
www.youtube.com/watch?v=pEHcGAsnBZ
§ Vallerand, R. et al (2003). Les passions de l’aˆ me: on obsessive and harmonious passion. Journal of Personality and Social Psychology,
85(56), 756-767. Retrieved from http://
www.psych.rochester.edu/SDT/documents/2003_VallerandBlanchardMageauKoesterRatelleLeonardGagne_JPSP.pdf
§ Motivation Problems Scene from Office Space Movie (1999) | MOVIECLIPS. Dir. Mike Judge. Perf. Ron Livingston. MOVIECLIPS: Movie
Trailers, Previews, Clips of Old, New & Upcoming Films. MovieClips.com. Web. 14 Oct. 2011. http://
movieclips.com/2pyJo-office-space-movie-motivation-problems
§ "Motivation Demotivator® - The Original Demotivational Posters." Despair, Inc. - Creators of Demotivators® Posters, Calendar, Coffee
Mugs, Apparel and More. Web. 17 Oct. 2011. http://www.despair.com/motivation.html
§ Source: Kellaghan, Thomas, and George F. Madaus. The Use of External Examinations to Improve Student Motivation. Washington:
American Educational Research Association, 1997. Print.
§ Wiggins, Grant P., and Jay McTighe. Understanding by Design. Upper Saddle River, NJ: Pearson Education, 2006. Print.
§ Babich, Burdine, Albright, & Randol (1976). C.I.T.E. Learning Styles Instrument. WVABE Instructor Handbook, Section 3, 2003-04. Retrieved
October 17, 2011 from http://wvabe.org/CITE/cite.pdf
51. Works Cited
§ Source: Renzulli, Joseph S., Mary Rizza, Thomas P. Hébert, Michelle F. Sorenson, Vidabeth Bensen, and Ann McGreevy.
Interest-a-lyzer Family of Instruments. Mansfield Center, CT: Creative Learning, 1997. Print. Available online from: http://
www.gifted.uconn.edu/siegle/CurriculumCompacting/SEC-IMAG/ialsecon.pdf
§ "'Millennials' Leading the Way on Social Media | Pew Research Center's Internet & American Life Project." Pew Research Center's
Internet & American Life Project. Web. 18 Oct. 2011. http://
www.pewinternet.org/Media-Mentions/2010/Millennials-leading-the-way-on-social-media.aspx
§ Hill, Karhmir. "How To Teach Kids 'Digital Literacy'? Build A Private Social Network Playground For Them. - Forbes." Information for
the World's Business Leaders - Forbes.com. Forbes, 13 Oct. 2011. Web. 28 Oct. 2011.
<http://www.forbes.com/sites/kashmirhill/2011/10/13/how-to-teach-kids-digital-literacy-build-a-private-social-network-
playground-for-them/>
§ Kettle, Karen E., Joseph S. Renzulli, and Mary G. Rizza. "Exploring Student Preferences For Product Development." Neag Center for
Gifted Education and Talent Development. University of Connecticut. Web. 20 Oct. 2011. http://
www.gifted.uconn.edu/sem/exprstyl.html
§ "Motivation Demotivator® - The Original Demotivational Posters." Despair, Inc. - Creators of Demotivators® Posters, Calendar, Coffee
Mugs, Apparel and More. Web. 17 Oct. 2011. http://www.despair.com/recognition.html
Editor's Notes
Introduction This presentation draws upon my experiences teaching a 7 th grade Digital Literacy course
Digital Literacy course: 1 Semester 11 lessons 8 sections ~140 students Pass/Fail
Source: Barbara R. Jones-Kavalier and Suzanne L. Flannigan: Connecting the Digital Dots: Literacy of the 21st Century ; http://connect.educause.edu/Library/EDUCAUSE+Quarterly/ConnectingtheDigitalDotsL/39969 Question: What is your definition of digital literacy? Video Timer Source: Video Source: 4noF. “[2 min] Timer.” Video. 10 Sept. 2010. YouTube. 28 Oct. 2011. http://www.youtube.com/watch?v=juHx72qmbok&feature=fvst Source: Jenkins, Henry, Puroshotma, Ravi, Clinton, Katherine, Weigel, Margaret, & Robison, Alice J. (2005). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, available at http://www.newmedialiteracies.org/files/working/NMLWhitePaper.pdf .
Video Source: Jenkins, Henry. “The New Media Literacies.” Video. 11 Nov. 2008. YouTube. 14 Oct. 2011. http://www.youtube.com/watch?v=pEHcGAsnBZE
Source: Robert J.Vallerant, Professor of Psychology at Universite du Quebec a Montreal. Vallerand, R. et al (2003). Les passions de l’aˆ me: on obsessive and harmonious passion. Journal of Personality and Social Psychology , 85 (56), 756-767. Retrieved from http://www.psych.rochester.edu/SDT/documents/2003_VallerandBlanchardMageauKoesterRatelleLeonardGagne_JPSP.pdf Question: What is your definition of passion? Remember: we are focusing on STUDENT passion, not YOUR passion or making them passionate about your class Motivation in action learning Video Timer Source: Video Source: 4noF. “[2 min] Timer.” Video. 10 Sept. 2010. YouTube. 28 Oct. 2011. http://www.youtube.com/watch?v=juHx72qmbok&feature=fvst
Source: Motivation Problems Scene from Office Space Movie (1999) | MOVIECLIPS . Dir. Mike Judge. Perf. Ron Livingston. MOVIECLIPS: Movie Trailers, Previews, Clips of Old, New & Upcoming Films . MovieClips.com. Web. 14 Oct. 2011. http://movieclips.com/2pyJo-office-space-movie-motivation-problems This clip is from Office Space; do you see any parallels with your students and/or have you ever taught a student like him?
In What Works in Schools, Marzano identified three types of factors that influence learning. Admins focus on School-level factors Source: Marzano, Robert J. What Works in Schools Translating Research into Action. Alexandria: Assn Supervn & Curr Dev, 2003. Print.
PD often focuses on teacher-level factors Source: Marzano, Robert J. What Works in Schools Translating Research into Action. Alexandria: Assn Supervn & Curr Dev, 2003. Print.
We can’t overlook the student-level factors because motivation affects learning. Source: Marzano, Robert J. What Works in Schools Translating Research into Action. Alexandria: Assn Supervn & Curr Dev, 2003. Print.
If it were only this easy… Source: &quot;Motivation Demotivator® - The Original Demotivational Posters.&quot; Despair, Inc. - Creators of Demotivators® Posters, Calendar, Coffee Mugs, Apparel and More . Web. 17 Oct. 2011. http://www.despair.com/motivation.html
Source: Kellaghan, Thomas, and George F. Madaus. The Use of External Examinations to Improve Student Motivation. Washington: American Educational Research Association, 1997. Print.
It’s important to have a framework for designing learning experiences. I chose Understanding by Design (UbD) to bring structure to the course. Source: Wiggins, Grant P., and Jay McTighe. Understanding by Design . Upper Saddle River, NJ: Pearson Education, 2006. Print.
An Essential Question: causes genuine and relevant inquiry into the big ideas and core content; provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions; requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers; stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons; sparks meaningful connections with prior learning and personal experiences; naturally recurs, creating opportunities for transfer to other situations and subjects.
These are the big content and skills “take-aways” from the course
This is how we’ll know if we achieved our goals.
These five topics are our focus today
It’s important to understand that the DL course has two strands for student work(flow): Internal and External
The CITE Instrument was administered to our students via a Google Form and the results presented in an individualized student report. The Learning Specialist helped students interpret the results; these results were shared with parents and advisors. Source: Babich, Burdine, Albright, & Randol (1976). C.I.T.E. Learning Styles Instrument. WVABE Instructor Handbook, Section 3, 2003-04. Retrieved October 17, 2011 from http://wvabe.org/CITE/cite.pdf.
These 9 categories represent the most common forms of student learning styles. When students understand how they learn best, they can more effective use technology to support their learning. Question: Which style(s) would you expect to be the most popular? Question: Which styles do you most frequently use in your classroom?
The two lowest areas are Auditory-Language and Expressiveness-Oral. The differences between boys and girls on these two areas is pronounced.
Developed by University of Connecticut professor Joseph S. Renzulli, the Interest-A-Lyzer is a questionnaire devised to help students examine and focus their interests. There are versions for younger students, MS/HS Students, and Adults This activity takes TIME because it causes the students to reflect Students were asked to share their results with their advisor, friends, and family The results could ultimately be added to a student portfolio Source: Renzulli, Joseph S., Mary Rizza, Thomas P. Hébert, Michelle F. Sorenson, Vidabeth Bensen, and Ann McGreevy. Interest-a-lyzer Family of Instruments . Mansfield Center, CT: Creative Learning, 1997. Print. Available online from: http://www.gifted.uconn.edu/siegle/CurriculumCompacting/SEC-IMAG/ialsecon.pdf
Source: Renzulli, Joseph S., Mary Rizza, Thomas P. Hébert, Michelle F. Sorenson, Vidabeth Bensen, and Ann McGreevy. Interest-a-lyzer Family of Instruments . Mansfield Center, CT: Creative Learning, 1997. Print. Available online from: http://www.gifted.uconn.edu/siegle/CurriculumCompacting/SEC-IMAG/ialsecon.pdf
Educators frequently speak about the power of networks; how many use them with students? The Digital Literacy Learning Network, powered by Schoology, connects students in a walled garden. Source: &quot;'Millennials' Leading the Way on Social Media | Pew Research Center's Internet & American Life Project.&quot; Pew Research Center's Internet & American Life Project . Web. 18 Oct. 2011. <http://www.pewinternet.org/Media-Mentions/2010/Millennials-leading-the-way-on-social-media.aspx>.
Students complete their profile and discuss what/what not to share Students can browse classmates’ profiles and make connections Creating this network provides perfect opportunity to discuss online behavior Resource: http://www.schoology.com
These topics are fairly mainstream but students need a context for exploring them. Ideally, they would be connected to the other core subjects but this isn’t always feasible given the varying pace of curricula
The research project is used to teach/connect the important digital literacy skills The topic for the project is the student’s choice (i.e. his passion) Each student learns the same core course content and skills but within the context of his topic of choice
The research project was outlined on our DL Wiki (Wikispaces Private Label) Each student has his/her own page This made it easy to monitor student progress and provide feedback
We chose to make the wiki public to the school but private to the outside world. At present the wiki is open for the benefit of this presentation. Displaying work online helps students develop a sense of audience.
The affinity groups remove the teacher as the content-area expert This is one of the hardest, but most important, aspects of this project Henry Jenkins would refer to this as a participatory culture
Although students have diverse expression styles, we often limit their forms of expression to oral and written work. Source: Kettle, Karen E., Joseph S. Renzulli, and Mary G. Rizza. &quot;Exploring Student Preferences For Product Development.&quot; Neag Center for Gifted Education and Talent Development . University of Connecticut. Web. 20 Oct. 2011. http://www.gifted.uconn.edu/sem/exprstyl.html
These 10 styles represent the most common forms of student expression. This approach facilitates differentiation and provides CHOICE Question: Which style(s) would you expect to be the most popular?
Question: which style(s) do you use most frequently with your students? Question: Which styles(s) do you use most often as a teacher?
Once students identified their preferred ES, they were directed to supporting technologies. https://docs.google.com/document/d/1OnRMXvjsgJiR9OPTLgYRM2zWsFIGIFfmN6m84oipQA0/edit?hl=en_US
These projects were visible to the School only but have been opened up for this presentation
Creating a rubric to assess different project types is challenging, but if you have the UbD framework it’s a lot easier.
I graded each project (pass/fail) and wrote a comment to the student Each student presented his project to his advisory The public nature of presentations cuts both ways; some kids were outstanding, some were lacking, but most enjoyed the experience and learned a lot about themselves and each other We now have a window into each student that can help us help them succeed Source: &quot;Motivation Demotivator® - The Original Demotivational Posters.&quot; Despair, Inc. - Creators of Demotivators® Posters, Calendar, Coffee Mugs, Apparel and More . Web. 17 Oct. 2011. http://www.despair.com/recognition.html
This student’s project was featured in a local paper and has been viewed ~15,000 times online since it was published in Nov 2010
Remember: passion was used to master the content and skills more deeply; they can now be applied to other subjects
The more support you get from colleagues the more powerful the learning experience