Analytics Won the Election and Other Hard Truths about New Literacies

I joke with the few family and friends I have in the analytics business and call them a bunch of "click counters." Yet analytics as a field is shaping our lives in ways we simply do not know. Most recently Barack Obama can thank his analytics team for a second term. It was a a socially connected ground game driven by analytics support that help to seal the White House. In fact Mitch Stewart who directed much of the analytics team drove this point homw to campaign staffers in the eve of the election:

Our analytics team constantly evaluates our program so we can ensure these volunteers are making a difference in the conversations they have with voters, especially after graduating from our interactive trainings.

On the flip side the Romney camp, Rassmussen Polling, and American Crossroads failed to utilize analytics correctly had distorted polls and lost the White House.

This failure was especcialy true for Romney headquaters on election day. They had a voter identification and analytics machine dubbed ORCA. It was more of a beached whale then a killer whale. Politico's MAGGIE HABERMAN and ALEXANDER BURNS report that the ORCA analytics was a disaster:

Numerous Republicans in and around the Romney campaign called the ORCA platform a total bust, stranding thousands of volunteers without a way of reporting data back to headquarters and leaving Romney central command without a clear view of developments on the ground.

Sure there were other mitigating factors that lead to the President's win (Romney's careening to severely conservative principles,  backfired efforts to limit access to the polls, an improving economy, etc) but 2012 was the year analytics helped to win the white house.

This why I tried to stress the issue of social networking and data driven marketing when I spoke at the Connecticut Business Educators Association Annual Conference. My basic premise was if you are not preparing business students for a world in which data drives your marketing decisions then you are not graduating students that are college and career ready.

If 2012 taught us anything it that data is everything. I attach my talk below:

A Space is Place to Begin: #MNLI Day 4 Reflection

I had a conversation with Polly today that the majority of work we are seeing during design studio involves teachers creating a Wikispaces for their classroom.

This was not intentional. We used Wikispaces to organize or conference. Maybe providing the model lead to many teachers using this as their platform for connected learning. I like more robust solutions such as Canvas, Google Sites, or Wordpress but I understand the comfort teachers have and the control they get with Wikispaces.

Building your Online Space.

At the same time I also joined the personal learning seminar yesterday as part of the Connected Educators Month. It was hosted by Barbara Bray, Darren Cambridge, Mimi Ito, Steve Nordmark, and Sylvia Martinez.

They asked the audience, where teachers should start. I argued, after seeing the work teachers have done at #MNLI12, that you have to start by building an online space for you classroom.

So in the end it doesn't matter what tool you use just get your class online. When you open your classroom up to an online space you:

• Provide voice to the disenfranchised.
• Open up opportunities to assess process over product.
• Model the creation of a digital footprint
• Create opportunities for reflective learning and teaching.

I am amazed, and slightly disappointed, that so many of the participating districts still do not have a district wide solution for a CMS or a LMS.

Kevin Leander and Michelle Knobel have long argued that new literacies involve new spaces and new stuff for learning. I am so happy to see that many teachers built an online space as an extension of their classroom. Maybe their districts will respond:

gmsevaluatesources.wikispaces.com
casegrade5.wikispaces.com
readingcompweb20.wikispaces.com
plcww.wikispaces.com
bpmsipadbasics.wikispaces.com
projectmocktrial.wikispaces.com
loyaltymatters.wikispaces.com

#HackJam: #MNLI12 Day 3 Reflection

On day 3 of the Massachusetts New Literacies Institute I hosted a #hackjam. We all fought some torrential rain and found a restaurant with wifi. It was spotty so we couldn't develop too may remixes but still participants were amazed about x-ray goggles.

Basically a #hackjam is a self-organized event to show some of the great Mozilla tools such as x-ray goggles that allow you to remix websites.

It is such an easy tool to use and a great way to introduce some basic coding to students. I have used it in the past to highlight how words can shape persuasive language.




We began by remixing the New York Times and giving everyone at the table an Olympic medal. We then discussed classroom implications.

No Publishing Feature


This is when we noticed a hiccup. The publishing button for x-ray goggles no longer works. I posted a message to the hackasaurus google group.

Atul Varma, of the Mozilla, Foundation, suggested it was a litigation or security issue. Emma Irwin said it was x-ray goggles getting ready for full deployment out of alpha release.

Either way we needed a work-around. We developed three: screenshots, screencasts, Evernote Webclipper, and Google Drive.

Screenshots


The easiest solution was to take a screenshot. Stephanie did this with her remix of a Facebook page. She created one for a math class studying prime numbers:

The screenshot only worked with very small frames. We could not take a screenshot using Skitch, or Grabit longer than the window.

Screencast


I used a screencast to share my remix. It was a tribute to our logistics team Zach and Jim. I apologize ahead of the time for the feedback. I should have downloaded the audio track and reuploaded rather than record it through the speakers. It also short as I clicked on a video link I embedded. It must have refreshed while I was using x-ray goggles.




Evernote Webclipper

The work around that I see with the most potential is Evernote. We took a screenshot with Evernote woebclipper and then added it to a shared notebook. I see potential for this for educators. They could share the notebook with everyone in the class. Teachers could then add comments on the remixes and students could add reflections. This would provide important evidence.

Here is Jared's example

Google Drive

Jared also printed his screenshots as a pdf. He then combined the two documents into one PDF document. He then uploaded that document to Google Drive.

This is nice because you can embed the pdf on other sites.

Conclusion


The #hackjam was very successful. Teachers found new ways to teach code and the ideas for the classroom were huge. I look forward to sharing more events in the future.

Striking the Balance: #MNLI2 Day 2 Reflection

Its Tuesday (or it least it was when I was supposed to write this post) and we are moving into the hard work at the Microsoft NERD Center. Teachers worked to  shape their final products, attended a wonderful keynote by Polly Parker, and got to pick digital text and tool sessions.

I am left with one major take away. Striking a balance is hard.

It has always been our goal at MNLI to be agnostic about the tools and stress the pedagogy, but working with teachers demonstrates how important differentiating technology will be for students.

I came up with my solution. I am not going to teach you how to use a tech tool. Period.

I cannot strike a balance. I have to stress the digital text  side and show you how to transform the classroom.

The Basics

If you want to learn the basics I will show you, but it will be in the context of using digital text and tools to enhance your pedagogical goals.

If you want to learn the basics teach yourself. I have posted videos for all of my sessions on how to use the basic features of the digital tools we will be working with.

Trust me. After doing professional development around technology for the last decade I have come to the conclusion that this is the best solution.

The alternative is me saying, "Now click here" over and over again as I work the room to make sure everyone clicked at the same time. It is not a good use of instructional time.

Play Time

Instead I will offer play time. Experimentation is at the heart of the #MNLI12 experience. You see this in design studio and in the digital text and tool sessions.

So in my DT&T session I offer play time. This is after I share my pedagogical reasons for using a digital text and tool. During play time you can try out the lesson or you can sit and watch the video tutorials.

This approach builds in the level of differentiation necessary for our success. It also frees me up to provide support to participants regardless of their ability. If after watching the one or two minute clips you are still stuck...then I will help. But in the meantime I am going to focus on using the digital text and tool to enhance my pedagogical goal.

 As teachers we should do the same in our classroom. Provide resources to students, whether they are videos, peers, or handouts, that will reinforce basic skills of using technology while as educators we focus on transforming literacy practices.

Keynote From the Mass. New Literacies Teacher Institute

1st Reflection of #mnli12

Yesterday we gathered at the Microsoft NERD Center for the third annual Massachusetts New Literacies Institute (follow along on Twitter with #mnli12).

I enjoy every minute of the conference. The conference follows in a tradition of great educators who plan New Literacies Institutes across the globe. 

Each day I am going to try and share my basic take aways:

The learning matters not the tool

Our focus on the last two years has not been on technology. We define the issue as a tech issue and not a text issue. For us the goal is to get teachers to ask how are these digital texts and tools enhancing or inhibiting my pedagogical goal.

Digging Deeper

Thus every teacher will attend three different digging deeper sessions. These focus on online collaborative inquiry, online reading comprehension, and online content construction.

These 120 minute sessions focus on in depth pedagogical shifts in our schools. Two facilitators lead a series of hands-on activities.

Digital Text and Tools

They then get to choose eight digital text and tool sessions from a collection of twenty we have put together. Once again the learning takes precedent over the tool.

 Each session is designed to highlight digital text and tools can help students meet the College and Career Readiness Anchor Standards of the Common Core.

Design Studio

Participants also work each day in design studio. They have to self-organize into groups and create a learning activity to bring back to the class.

We had some great ideas yesterday. Librarians are focusing on source evaluation; math teachers on tablet integration to improve assessment and instruction; technology teachers working on digital storytelling; science teachers focusing on seismology; and many more.

We do a plus/delta chart each day. The teachers were so grateful to attend a PD workshop where they were actually creating classroom materials and not just warming seats.

The Internet is THE defining text.

Don Leu was our opening keynote presenter. Don reminded us that we are in epochal times and at no point in human history has literacy evolved so quickly.

He further pointed out that when it comes to online research and media skills are students are "digital "doofuses" not "digital natives." Don chared a series of assessments being developed by the New Literacies Research Lab. 

He left us thinking about three changes we must consider 

1. The internet is the text
2. The workplace has changed
3. Literacy will now always change

Teachers Need Support in Building Networks

We, as conference organizers, need to provide better support for teachers in building their professional learning networks. These are teachers, many who are paying out of pocket, to attend a summer conference. They want to effectively integrate digital texts and tools into the classroom.

Yet very few are connected. We did a brief tutorial on yotube, wkis, twitter, and blogs yesterday. Only a handful of teachers had a twitter handle or any online presence. 

As I move on to day two this will be my focus. I want participants to build connections that will help transform their classrooms.

Using Current Events, the iPad, and NEU.Annotate to Teach Argumentative Writing

As teachers address the  Common Core State Standrads they will have to make an instructional shift to  focus on Argumentative writing versus persuasive writing.

Argumentative writing requires a focus on evidence and not simply the emotional pull of persuasive writing. This does not mean, however, that persuasive techniques will not be used in argumentative writing.

In this tutorial I discuss how to use current events and NEU.Annotate to model, teach, and assess students ability to evaluate persuasive techniques.



Steps to Teaching Persuasive Techniques in Argumentative Writing.


1. Choose a current event article with an active discussion (the more vitriol the better). Take a screenshot. To take a screenshot you hit the sleep button and the home button at the same time.

2. Open up NEU.Annotate and insert the image. Click on the Mountain Icon. Choose the camera roll and pick the pic you just took.

 2. Add a second page. Cluck on the arrow icon. Then click on the gear icon. Choose add a page after. I would pick three pages so you can use the I do (model), We do (guided practice), You do (indpendent practice) model.

3. Find a persuasive technique. Using the drawing feature or the arrow point students to the technique.

4. Add a text box identifying the technique.

5. Move the text box above your arrow.

6. Finally have the students send the completed document to you. This can be done via email, as a pic, or Dropbox.

Overtime you will build a collection of annotated exemplars and mentor texts that students can use to model their own writing skills.