Hi, When will this MOOC run again?

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"The best type of learning takes place when students are asked what they want to learn." I've been running an inquiry-based learning program as an extra-curricular for the past three years, but this semester I've been able to launch the IBL program in my school as an elective. Here are the results so far of what happens when you let students be creative. 

Great panel again today on exhibiting student work.  Thanks to all the panelists for their insight and wisdom.  I learned a lot.

I love the ideas for designing projects with audience and exhibition in mind and the notion of simply not being content with "dumpster work".  I say, YES, definitely, to all of that.  AND I want to say yes to something else.  

Let's also think beyond the walls of the school.  A lot was said about displaying student work on the walls, and I get that that is a good first step, but, for me, to be honest, it isn't enough.  What happens to it when it comes down from the walls - mom's garage or worse.  So, I want to suggest, that we can think bigger for student work and for audience.  

If the learning and the work we have our student doing does not have a life in the world outside of school walls, it probably lacks a sufficient degree of relevance.  Student work should be relevant to the world outside of school.  If it isn't, think of the message we are sending our students about school work.  It has to be real.  Students should be doing work that has a real-world purpose and a real-world audience of folks who don't already know them.

So, for me, exhibiting student work is more about putting it to use in the world than it is about display or show.  It is more about civic engagement than it is about curating one's life.  Students today have lots of opportunity to put their life on display.  I think we need to give them more opportunity to contribute to the common good.  Because their school is not their whole world.  It just seems that way sometimes, especially when their work never makes it past the walls. 

Question for organizers:  How long will the DLMOOC be available to us?  We have a PD group of public high school teachers on the MOOC at our high school.  One question that came up last time our group met was how long we could access all of the information.  We are all teaching full time at a high school that has too many required initiatives (all at once) so we are having trouble finding the time to view and contribute as much as we would like to.  But we do have vacations and summer and many people in our group are hoping to be able to spend more time viewing it later because we like what we read and see.  However, we are surrounded by many adolescents all day and also we are trying to meet the required 'things' that come from somewhere.  All love, all love. 

I have a (late) question about assessing student learning: Can anyone recommend a rubric for assessing multimedia digital presentations? I'm looking for something similar to the "Peer Critique of Descriptive Writing" form that +Kevin Denton and +Matt Strand shared with us during the Week 6 "Lens into the Classroom" discussion.  

I've been sifting through many rubrics online, but most seem overly focused on standards rather than deeper learning. Does anyone have a relatively simple rubric I could use as a starting point for discussion with my students? 

So far, the attributes I'm thinking about having the students critique are:  

1. Originality (Is the project just a mash-up of borrowed content or did the student create something new and unique?)
2. Relevance (Do the sights and sounds clarify or merely decorate the essential content?) 
3. Organization (Do all the pieces flow together in a logical way?)
4. Design/Aesthetics (Is the overall style likely to appeal to the intended audience?)
5. Scope/Focus (Is the message clear and complete?)

For each attribute, I'm not quite sure what would qualify as "Advanced," "Proficient," "Partially Proficient," or "Insufficiently Developed." 

Is there anything major that I'm overlooking? A better way to help students conduct effective peer reviews of multimedia projects? 

Thank you for your help!

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This is my first-ever badge.  I've  really enjoyed the #DLMOOC and look forward to giving back, if possible, by reviewing others' projects.   

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(This is a duplicate of the Feb. 27 email sent to registered participants.)

Dear DLMOOC participants:

Today we are very excited to announce BADGES! We have two deeper learning badges you can apply for: Deeper Learner and Deeper Learning Guide. More information is available here: http://dlmooc.deeper-learning.org/dl-badges Show us how you've experienced deeper learning and earn a badge!

We have a great academic mindsets assessment survey from PERTS (http://survey.perts.net/share/dlmooc)  that you can do for this week’s Put it into Practice, and there are also some new interactive video segments from Zaption (http://dlmooc.deeper-learning.org/pip6) to try out.

And don’t forget our panel discussion today Feb. 27 at 4:00pm PT (Los Angeles). In this session, we’ll be hearing the dilemma of teachers Matt Strand and Kevin Denton talking about what academic mindsets looks like in the classroom.


Ben, Rob, Laura, Ryan, Karen, and the whole DLMOOC team

One question we didn't get to on tonight's Lens session: "One question I am wrestling with is: When is it effective or important to be explicit about mindsets?" from +Peter Poutiatine

Thoughts? cc: +Eduardo Briceño +Carissa Romero +Rob Riordan +Ryan Gallagher +Kevin Denton others

Great panel today on mindsets.  Thanks, again, to all of the organizers and panelists.  I learned a lot.  I wanted to put out there a piece of the conversation that challenges me a bit.  There seems to be a certain tension in the point about whether work on mindsets should be explicit or stealthy.  Tell students what mindsets you are looking for?  Or let mindsets emerge from the structure of the learning they do?  I think it is a great question and a deep one, and the panelists almost addressed it outright.  But not quite.  My own feeling is that the focus of educators ought to be on the architecture and sequencing of the experiences kids are having (informed by educational intent and desired outcomes, of course.) Choreograph the activities, the projects, and the performances but let the experience of the student emerge like a jazz improvisation.  A positive growth mindset is an effect of a positive growth experience.  Not the other way around.  I doubt whether you can effectively begin with the mindset.  I seems to me you begin with the experience.  The mindset emerges.  The moment we start to prescribe and dictate a mindset, it becomes closed.  What do you all think?

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Thinking about student agency and mind sets, I came across this article. I believe it summarizes many of the qualities that facilitate deeper learning and growth. Would like to know: What have people here done to help students develop "mental strength," particularly in students who seem to be (mentally) weaker and more vulnerable than their peers? Might also be interesting to consider what we've done to increase our own mental strength to become better teachers, mentors, leaders.
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