Got a YouTube account?

New: enable viewer-created translations and captions on your YouTube channel!

English subtitles

← Fabrizio Bartoli, Lucia Bartolotti organize a discussion of the cMOOC ltis13

Get Embed Code
2 Languages

Showing Revision 32 created 07/14/2013 by vances.

  1. [//// PLEASE DO NOT ALTER THE NUMBER OF LINES][Vance Stevens] Welcome everybody.

  2. This is Vance Stevens in Abu Dhabi and we're in a Learning 2gether session on June 23rd, 2013.
  3. We have an interesting story about how this session started.
  4. I suppose I should let the participants introduce themselves, but very briefly:
  5. we're going to be talking about a MOOC, LTIS13, a cMOOC that found Learning 2gether
  6. and we can talk a little bit about how that happened and how this session came about.
  7. But we'd like to welcome our participants.
  8. I'm not sure if I might leave somebody out, but we've got Fabrizio Bartoli and we've got Luisella Mori and Gioachino
  9. and, I suppose, all participants of the MOOC, and we've got Lucia - let's see, she's also - Bartolotti - Lucia Bartollotti.
  10. And if anybody else is here, they can introduce themselves.
  11. Rita has joined us from Argentina and Claire has joined us from Pittsburgh, Pennsylvania.
  12. And so, let the people in LTIS13 introduce themselves. How are you today?
  13. [Fabrizio Bartoli] Hello everybody, I'm Fabrizio Bartoli and I'm a teacher.
  14. I teach English as a foreign language here, in Acireale with children between 11 and 13 at the scuola media.
  15. I joined this MOOC a few weeks ago and - we're going to talk about it in a few minutes.
  16. I leave the mike to Luisa maybe.
  17. Or Lucia, do you want to introduce yourself?
  18. I don't - I can go on, but I think we're having a round in introducing ourselves, am I right?
  19. [Vance Stevens] Yeah: let's -- anybody who wants to speak, introduce themselves and say why you're here.
  20. That includes Rita and anybody else just joining us.
  21. [Claude Almansi] Sono Claude e -- I am Claude and I am also a participant in the LTIS13 MOOC.
  22. I'll leave the mike to someone else as well.
  23. [Luisella Mori] I'm Luisella from Italy and I'm also a participant in this MOOC.
  24. [Vance Stevens] OK, well, I'll tell the interesting story about how LTIS13 found Learning 2gether.
  25. Errh, as you know, I just ported all our Posterous recordings, our archives of Learning 2gether into WordPress
  26. and it was - yes, oh, Lucia, now we didn't hear you. Let me get you to introduce yourself, you press the Talk button.
  27. The Talk button is just below the big black space: it probably says "Vance Stevens" on it right now. So you can try. Go ahead.
  28. [Lucia Bartolotti] OK, now -- Oh yes, now you can hear me: I can see the icon of the microphone.
  29. OK, this is Lucia from Trieste, which is in the North of Italy.
  30. I'm very glad to be here and let's see what we can do together.
  31. [Vance Stevens] Great, OK. So nice to meet all of you.
  32. There's a feature in WordPress that allows people -- well, first of all, I should say that I'm getting quite --
  33. when I started the WordPress blog -- I'm getting a lot of spam posts.
  34. So I'm a little bit wary about things that are coming to my e-mail.
  35. And one of those things that started coming was I found people from this MOOC were reposting my blogs
  36. and I wasn't sure why they might do that -- maybe I can find the link with the comments in a moment, where you can see how it happened --
  37. but I didn't understand what they were doing, but Lucia came -- commented on my comment and explained that they had just started this MOOC.
  38. And they seemed like friendly people, as cMOOC people are, so --
  39. and we are a MOOC-like kind of group, we have something called Electronic Village Online,
  40. which you surely, from Italy, are welcome to join us.
  41. We can talk more about that later, but it's a serious of lots of -- it's been going on since 2001, I think.
  42. So for the last 10 years, there have been annual sessions, but we can tell you more about that.
  43. But it's kind of a MOOC, so we're -- the people in our group are trying very much to share information with one another across the world.
  44. And so, that's how we hooked up and Lucia and Fabrizio and Luisella and Claude and Gioachino - I'm sorry I'm mispronouncing this --
  45. but in any event, they all participated in the MOOC and they agreed to come and join us to tell us more about it.
  46. So I think that's what Fabrizio is going to start to do right now. (6:07)
  47. [Fabrizio] I happened to reblog a post with an interesting webinar and...
  48. And that's what I usually do, I mean, I just find something interesting on the Web
  49. - it might be a webinar , or a resource or a tutorial about a Web tool -
  50. and either I bookmark on Diigo and then share it with my -- with the group, I mean, or on my blog.
  51. And I was in this - it is a group-- a MOOC and it is a Diigo group as well.
  52. And so I thought they might be interested in joining.
  53. So I just did it. It was a bit naive maybe, but I just reblogged it without any comments.
  54. And after that I thought, OK, it was a bit rude of me, not saying anything, why and all this stuff
  55. You hardly ever have the time to do all that ... you just, you know,click the button and go on to the next thing.
  56. But it was, it was nice, it was -- you know, we had the chance to meet together
  57. and I had the chance to meet Vance again, because I followed one of his webinars with the EVO session this year
  58. and I thought it was a great chance to put the two things together, two really big events. And with really experienced people.
  59. [Vance Stevens] Well, I'm quite interested in your MOOC, and especially this document that you and Lucia - and Claude I believe - have been working on
  60. and that's the one that's on the screen - on the webshare right now.
  61. And if you scroll through it, you can find that -- let me read something from it if I can find it.
  62. There's a philosophy: "Who should join this MOOC?" Let me see if I can find it, just scrolling down.
  63. But that's worth commenting on if I - I'm getting way down here. Here we go.
  64. "Potential inhabitants of the MOOC:
  65. Those who fear everything will disappear if they press the wrong key: this village is for them.
  66. Those who are thinking 'Where the deuce are the instructions?'
  67. Well, they don't have to like this method, maybe this method is not for them."
  68. [paraphrasing] There are different ways to do these things... They might decide to go somewhere else, but this is a rich and varied way of working.
  69. "On the contrary, those who are fed up with strict instructions"
  70. [paraphrasing] who will see different points of view and engage in critical thinking, will like this MOOC.
  71. "Those who already know it all don't really need to be here", of course.
  72. I like the way that's expressed.
  73. "Those who think they're going to get some university credits here", they're wasting their time anyway. [quote marks checked] So
  74. you can see that there is a philosophy here that's very much in keeping with George Siemens's philosophy of MOOC.
  75. He says that he likes this way of teaching, because he thinks that chaos is necessary in learning
  76. and where, as you've said, where the instructions are already there,
  77. George Siemens says that the instructor is setting the paths for the student to walk and the student learns better if the student finds his own path.
  78. So that's one of-- his famous philosophy in an interview he gave with Howard Rheingold, he expressed it like that.
  79. So, well, tell us more about your MOOC: how did your MOOC get started, and - oh, someone has just shifted the screen over to Learning 2gether,
  80. which is what we're doing right now: this event, you can see, is our June 23rd event that's announced here.
  81. So, how did you start the MOOC? How did you come to participate in it? What did you learn from it? And so on. (10:34)
  82. [Lucia] OK, so I'll start. I'm a member of teachers' network, which is called "La scuola che funziona"
  83. - in English it is "the school that works" -
  84. and they sent a newsletter, informing all members that this thing was going to start.
  85. So I just registered.
  86. I didn't expect anything because I was sure I would leave in a couple of days.
  87. So I said "Well, I'm just going to lurk and see what happens," and then I got hooked.
  88. And this is very much the philosophy of our professor. He said sometime during the course:
  89. "We want to hook our students, and then to hold them, and then to launch them into new worlds.
  90. This is the only way we can convince them to face the challenge and try and learn.
  91. And this is very true for all students, even our students, I think.
  92. On to somebody else. [11.51]
  93. [Fabrizio] I don't know if anybody else would like to have a go with the microphone?
  94. Otherwise I can go on.
  95. I got to know about this MOOC because I was in another university course with University Line, "Lingue nella rete"
  96. and they advertised the MOOC, it sounded interesting.
  97. It was the first one I actually had seen here in Italy.
  98. So I said: "Why not?"
  99. And as I tried to explain in my "impressions" that I -- posted them beforehand --
  100. it was really different from any former experiences of MOOCs. (12:45)
  101. Here, you had no fixed assignments, no -- very flexible times and as I said, a lot of talking
  102. nice talking, very high quality talking about things that mattered for education,
  103. the philosophy behind what we do when we use technology and when we try to integrate technology,
  104. a lot of coding, which was something really new to me and I'm-- am willing to learn.
  105. It's a hard job.
  106. And a lot of people with a great experience behind, so, really a lot to learn, I mean.
  107. [Vance] You're probably familiar with the -- the videos of Dave Cormier.
  108. He's put up videos about how a MOOC progresses,
  109. for example it starts off with declaring your intentions, why you are there in the MOOC.
  110. And then he works through orienting in the MOOC,
  111. and then networking with other people, eventually collaborating with them.
  112. And he says that the main thing that you take away from a MOOC is the network.
  113. And I find that to be so true: when I interact in a MOOC, I generally meet people that I didn't know before.
  114. Did you find that to be true? I mean, your network --
  115. well, one reason I'm interested is that is because our networks collided at the WordPress blog and that brought us together.
  116. And so, here again, we increase our network, we find like-minded people
  117. in other places that, you know, that gives us other people to follow and to learn more about what they do
  118. and to bring them as -- how learning together works.
  119. So, did you find that you met a lot of new people in the cMOOC that you just finished?
  120. Did you know each other before, the people who are here now, or did you meet just in the MOOC?
  121. [Fabrizio] Ah no. Personally I didn't know anybody: I didn't know Lucia, didn't know Claude, Luisella
  122. or, you know, Andreas, who is the teacher and a super teacher (15:13)
  123. nobody at all.
  124. It was a pleasure because being an English teacher, I'm always searching for English resources,
  125. English websites and in English language and having to do with technology and -- it's exactly the same.
  126. But now I'm finding out that there are lots of resources thanks to this MOOC and
  127. It's true Claude: we had a ..very strong chat on the Google Drive, talking about the Italian resources and--- we'll keep on later.
  128. But I think, yes, things are improving a lot in Italy and there are a lot of people I didn't even know of and they are doing a good job. (16:08)
  129. It was a very important chance to meet other people here in Italy,
  130. doing-- getting interested and involved in technology and online courses.
  131. [Vance] Do you find that, as an English teacher in Italy, do you find it hard to, in your context, let's say, that is where you speak English
  132. and all of you could address this.
  133. First of all, you're an English teacher. I don't really know what the others do.
  134. Were the people in the MOOC mostly English teachers or the --
  135. For example, Rita teaches English, Claire teaches English, I'm an English teacher.
  136. So, we're like-minded in that way and we expand our networks through participation in MOOCs, and also in learning 2gether,
  137. and in a community we call WebHeads, and other communities that we follow as well,
  138. TESOL for example, Teachers of [English to] Speakers of Other Languages.
  139. I met Claire first through that, many, many years ago.
  140. So, do you find that it's difficult to connect with like-minded teachers if you don't use a MOOC
  141. or the MOOC -- did it, you know, expand your horizons to find out there other people who thought like you? [17.35]
  142. [Lucia] Well, there are a couple of questions there.
  143. I already knew a few of my colleagues, here in the MOOC but the vast majority was unknown to me.
  144. And the vast majority was not made of teachers of English.
  145. I think most of them are teachers from primary school,
  146. because primary school teachers are very innovative here in Italy,
  147. they're very active and creative,
  148. and so they like joining in and sharing new ideas, they are very interactive, so to speak,
  149. But interaction in the cMOOC started from the start.
  150. I need to explain a little how it worked so that your guests can understand how it did work,
  151. So it started from the professor's blog.
  152. He already had his blog and he used it to give us the first instructions.
  153. And the interesting thing is that at the second post he published, there were as many as, I think, 260-something comments.
  154. And people already started interacting there.
  155. So they would - they would speak to each other through comments,
  156. for example: "Oh you Davide, comment number so and so, I would like to tell you this and that."
  157. So interaction started from the very start.
  158. This was very interesting.
  159. [Vance] Did you find the comments overwhelming?
  160. I notice -- I'm just looking at the figures: there were almost 500 people, thousands of comments.
  161. How do you keep up with so many comments?
  162. Or do you find that you can't keep up with so many comments?
  163. One of the things -- one of the steps in the MOOC that Cormier points out is where you cluster.
  164. That is, you find half a dozen or a dozen people that you start interacting with in the MOOC, and forget the other 450.
  165. Did you find it worked that way? [19.59]
  166. [Fabrizio] I got lost at -- right from the beginning.
  167. And it took me a while to see how it worked and all of this, the mail, the chat, the Diigo group and --
  168. It's quite complicated in a way, very difficult to get in touch with all of the participants. (20:26)
  169. we've got a huge amount of posts and if you don't have enough time,
  170. it's quite difficult to keep in touch with everything.
  171. [Lucia] Well...[metallic-like noise].
  172. Sorry: that was an ambulance going by.
  173. Ok, yes. Well, we're adults, so we all have families and we have jobs
  174. and it was the end of the school year.
  175. So, it is really remarkable that we spent so many hours doing the cMooc.
  176. Really professor Formiconi had us hooked. [21.15]
  177. [Vance] He sounds like a great teacher.
  178. I'm just reading again, to the bottom of your list
  179. of what the cMooc, "A few figures" -- and I noticed that
  180. some people did it for a university credit.
  181. That's one of -- that's an issue in Moocs is -- it's supposed to be a Massive Open Online Course
  182. but it's perfectly fine if you want to run one that will accredit people.
  183. That's actually one of the problems, that Moocs don't provide credit
  184. so people are looking into badge systems and
  185. of course, if you can run it through a university
  186. and get university credits that's fine.
  187. But the question is, are the materials open, that is,
  188. can anybody... I suppose so, you must have had 430 people
  189. who were able to go freely onto the Internet and find the materials.
  190. [22.11] So are those materials still up there
  191. in which case they will be open and anybody can go and look at them
  192. and learn from them? Is that the way the course works?
  193. [Lucia] Well, there weren't any separate materials.
  194. There were the posts that professor Formiconi published
  195. and he gave us his instructions there and he commented on what we were doing and how we were doing it.
  196. [22.43 ] We worked through comments maybe, as you can see from the numbers there
  197. and the material was made by us, the pupils.
  198. I mean, we were instructed to create..
  199. He used this metaphor of the village
  200. He said: Ok, we are going to build the village all together.
  201. In the village we're going to build houses, and the houses will be blogs that we're going to create
  202. Then we're going to build roads, and this will be via a web feed aggregator.
  203. And so we learned to import an OPML file and to aggregate the news from the blogs
  204. [23.32] to link the blogs together and so we had a network
  205. and we didn't need any other material, in that everybody started writing on their blogs
  206. and we kept going around and visiting and reading and commenting
  207. and then professor Formiconi introduced the next thing, or the next task which was to use tags
  208. and he presented us with the idea of classifying the information
  209. and wrote a long philosophical work about classifying and how you classify,
  210. what folksonomia is and so on, so we started classifying quite freely. [24.13]
  211. Then something kept on emerging - kept on emerging.
  212. And so it was creative. It was chaotic on the one side but very clearly structured at the same time on the other side.
  213. So, I hope I've been clear about how the thing went on.[24.39]
  214. [Fabrizio] I agree with Lucia and I just wanted to say thanks again---
  215. It was a bit shocking at the beginning, the difference between this Mooc and the others.
  216. I didn't even dare to ask where are the assignments and where is the syllabus,
  217. because there wasn't a blog or a Moodle block where you have all the assignments divided in weeks and all the rest,
  218. the usual way you find in an online course or in a Mooc.
  219. It looked, it seemed very improvised. I'm sure it wasn't, but that was the way they chose.
  220. [25.34] Having things to ...- how can I say - to grow along.
  221. We had to find our way through the course, we had to pick up that pulse with the right assignments
  222. and try to do it by yourself
  223. There wasn't far as I know,a proper evaluation or assessment
  224. no fixed days,
  225. you know, first week you do this, second week you do that and then you get graded
  226. and things are going on, now, we keep doing that, that's a great thing, it never stops.
  227. [Vance] Yes, actually, Lucia's question was she making things clear: yes,
  228. and the course as I understand is over, We are coming into summer now, so...
  229. But you're continuing to meet in your community, your community continues, that's really interesting.
  230. I have a question about the OPML aggregation:
  231. how would you access each other's blogs? Is there a link where the aggregation occurred,
  232. so that you could go to one place and see the posts?
  233. How would you see the aggregation of everybody's blogs? How did you see that?
  234. [Claude] Can I try? The OPML file gathers all the RSS feeds of our blogs,
  235. so when you add that OPML file to an aggregator, for example Bloglines or RSSowl
  236. then you could see everything that's happening in the blogs,
  237. because there's a feed for the posts, and a feed for the comments for each blog.
  238. So it's a very long file, but it works. Is that clear?
  239. [Vance] Yes, that's clear.
  240. So, I'm going to really miss Google Reader. They're threatening to get rid of it, but that's what I would, erh --
  241. because with Google Reader you can... I suppose you can use an OPML file, within Bloglines, yes, OK.
  242. So... Yes, I can see how you can use an RSS reader to read an OPML file into your... into a reader.
  243. So, that's very good, that's... getting the basics.
  244. And then -- yes, ok, anything that aggregates content, anything that will take an RSS feed, I think you can put it there.
  245. So that's really good, that you got the building block, and then you learned how to build on that.
  246. And I also liked, as you said, I like the analogy of building the cities and then the streets connecting them
  247. I think that's ... that's really interesting.
  248. It sounds very much like what George Siemens would set up
  249. and one thing that fascinates me about Moocs is,
  250. of course the big problem is, Where is the centre? Where do you go, that's what Fabrizio has been expressing,
  251. confusion at first. How do you orient in a Mooc?
  252. You have to find the streets, you have to find the the ways... the highways that people are using
  253. and of course you can't find it all, which, that's the way the world is, you don't ever learn everything.
  254. [29.46] So, anyway, if you can speak of any techniques that helped you to find the things that other people were doing
  255. the OPML file would be one, you could see their blog posts
  256. I note that you must have shared bookmarks.
  257. You said 990 tags produced: so, can you tell me about that?
  258. What were -- you were tagging all over the place, obviously
  259. but when you say "tags were produced", how did you find the 990 tags, let's say?
  260. [Fabrizio] As I was trying to explain in the chat, I've also tried to - I've been trying since when things started
  261. to put things together, to put the blogs together, for example, [30:32]
  262. All the blogs were too many, actually. At present one of the problems is, there's more than 200.
  263. With then all the usual tools
  264. we used to bookmark, and-or visual book -- have visual bookmarking of the resources
  265. So, there's a padlet board that is available inside the Google Drive and in the wikispace,
  266. and I've also tried to do something on Pinterest
  267. And we've got a Diigo group for the MOOC that's working very very well
  268. And I'm also trying to have a map with the new Google map engine
  269. using the spreadsheet the teacher kindly shared through the Google Drive
  270. and it is interesting, you can have all the blogs on a map
  271. and being based on a spreadsheet, you can work on it, now, have them on different layers according to the tags,
  272. that is, the main tags, the secondary-- and later we... I think we can have them on different layers, so
  273. as regards the kind of school, primary schools, the secondary schools or the language:
  274. something interesting to work on for the future. For me, at least. I'm studying that.
  275. [32.22 Lucia] It is very interesting to see what professor Formiconi did to promote interaction between us.
  276. Sometimes he would encourage us to meet in order to do some very practical things
  277. For example there was a moment when he was introducing some very very basic XML code
  278. and so he opened a pad in and he had us go and watch there and experiment
  279. on the shared pad: so an experiment with some shared writing.
  280. At moments, some other moments he would just stop and step back and watch and wait
  281. and he used silence in a very active way. I know it sounds strange
  282. but he would use silence and waiting as an active tool in order to give us time to know each other.
  283. So... It was great fun! I was very tired in the evening,
  284. I would do the washing up and then I would sit in front of my computer and then dive into Bloglines,
  285. literally dive among the blogs and read it here and there and contact people and read a comment here and there,
  286. and very soon I found the people who were most similar to me in a way or who had similar interests
  287. and it was clear that we were interacting more often than with other people.
  288. I'm quite aware that I don't know most of the people who were there
  289. and I mean to go on exploring, because I think that there's riches there in the course.
  290. The course will go on living for a long time for me, I think.
  291. [34.29 Vance] Look, that's very interesting.
  292. Steven Downes, I'm sure you're familiar with him,
  293. says that the teacher's role is to model and demonstrate and the students' role is to practice and reflect.
  294. And Dave Warlick says that teachers are really master learners, and to me that means
  295. that teachers are both teachers and learners at the same time,
  296. that is, they're always modelling, demonstrating, practising and reflecting.
  297. So it works like you make coffee, you know: you percolate these four things, and do that all the time.
  298. So this is obviously a teacher who models and demonstrates and then you practise and reflect
  299. and with your students it's your turn to model and demonstrate.
  300. And I'm wondering, have you applied these techniques in courses that you yourselves have created? Have you--
  301. How have you applied the techniques you learned from your professor in your work
  302. and... Not yet, says Lucia. Ok. Or maybe, how would you anticipate doing that,
  303. how would you structure courses, so that you can use some of these things that have been modelled to you
  304. and as you say, you're reflecting now and you're thinking - how can I ..
  305. I'm learning so much from this, how can I do it, how can I... so, I don't go into my first classroom
  306. and tell the students: "Open your textbooks", you know?
  307. How would you make that leak now into your own work, your own courses that you teach?
  308. [Lucia] Well, this is a very hard question, Vance, because...
  309. For example, I teach in a high school, and in this high school we have a lot of limitations I would say.
  310. I don't feel free to create and explore. If you like.... you have to do things, in a way.
  311. So I feel the most important lesson I'm taking from this MOOC is, you really need to hook your students,
  312. you need to create something that hooks them, so that they will be willing to explore.
  313. Actually with what we - with what I do every day, I try to be creative, but I'm not very successful, in fact,
  314. and so my students, who are supposed to be digital natives and are not...
  315. resist me, they push back. So, this is going to be a great challenge.
  316. [37.30 Vance] Maybe Rita.. She's still here, she's commenting on the chat,
  317. maybe you can talk a little bit about how you motivate your students
  318. because we've been participating in a community of practice called Webheads for a long time,
  319. and some of the things that we do to help each other to learn, we apply to our own students.
  320. I guess I'm thinking of writing matrix (?[metrics?]) just off the top of my head but I'm sure there are other things as well.
  321. Maybe Rita you would like to address how you use the things that you've learned
  322. from interacting with other teachers, in your own courses.
  323. [38.10 Rita] Yes Vance thank you very much for giving me the floor.
  324. Yes, you know, we started working together on this integration of technology many many years ago,
  325. and in fact when I started, that was about 2002 or 03, nobody here was really into technology,
  326. so I must have looked to people as a kind of a freak.
  327. But anyhow I tried to understand that, well, my students were new to this as well
  328. and the crucial thing was motivating them, to make them feel this question, I mean
  329. the thing that they had been learning English for so many years and using it in a very limited context
  330. the environment in which we teach our students is very constrained, I mean
  331. we just do everything within the four walls of the classroom
  332. and in Argentina, same as in Italy, both... maybe in Italy it's a little bit different,
  333. but we don't have too many people ready on the streets to speak naturally with students in English
  334. so students are not used to practising their English in an everyday context.
  335. So I tried to make them realize the importance of their being learning English for so many years
  336. and I also tried to see what it was that motivated them to use English in natural contexts [39.48]
  337. such as, for example, the possibility of getting together with other students from other countries
  338. with whom they would be able to interact, to pass on information, share experience
  339. even see in fact, what life was, in other places, in other countries, and share in what they were interested in
  340. so I tried to see what it was that each group would be motivated by
  341. and by.. by saying this, I'm really implying that the most important thing in teaching with technology
  342. is motivating our students,
  343. because we can see that on a computer they learn [check] how to really work with a programme, with a new tool
  344. but the most challenging thing for us teachers is motivation,
  345. how to see what students would be interested in,
  346. what appeals to students, to come up with a tool and with a new task that they will enjoy working on.
  347. In fact that's it, really.
  348. [Vance] And I think it's so important, as our Italian colleagues pointed out,
  349. that you let the students build their own highways, you know, put [up] their own content.
  350. I really like that kind of concept, where the teacher doesn't build the course
  351. the teacher sort of makes a Petri dish, and then the students populate it, you know,
  352. and you find out their interests that way. So obviously, they've been motivated. That's really interesting. [41.39]
  353. Ok, we have about 10 minutes, or even 13 or 20 minutes
  354. it's really up to you, we don't have any... nobody closes us down at any time.
  355. [Referring to the shared screen] So, well, I've put a web page up in the share...
  356. I think in one of my versions of it, there is -- that from English,
  357. but I don't know, maybe you can tell a bit about this page,
  358. this must be the page that... organized the MOOC, that announced the MOOC
  359. so you can comment on it for those of us who aren't so good with Italian.
  360. [42.25] So, I'll really st-- oh I'm sorry, I'm having trouble releasing the mike, let me try that.
  361. [Vance] Oh, not sure what's going on here, let me just -- [clattering noise]
  362. I'm so sorry I'm not able to release the mike.
  363. It's not responding ...] Oh, oh, I see, I've got an error message on my computer also,
  364. I might have to go back, I might have to come back in as a session moderator,
  365. I might click "close programme", I'm not sure what'll happen, but anyway, I'll do that.
  366. Yeah, I think I've solved the problem.
  367. So, the page I've just put up: this is an announcement of the MOOC, in case there's anything to comment there,
  368. you can, if not, we can pass on to some other things we can show you.
  369. Are you ready for any other questions that anybody else has...
  370. Would you like to ask questions of each other?
  371. [43.27 Lucia, referring to the shared screen] What you can see is the teacher's blog.
  372. So, this is where he wrote his tasks and comments and philosophy and everything.
  373. We also had video tutorials, he published 23 video tutorials here.
  374. [43.52 Vance] Ah, ok, yes, I was confusing Lucia with Rita, I wasn't sure who was that.
  375. OK: I'm going to pull out something that one of our teachers is doing.
  376. We have a teacher in Amazonia, who has been using some of these techniques with her own students.
  377. And recently in Brazil they've been having protests, and so she organized her students to...
  378. She's already connected with Webheads on a few of her students' projects,
  379. Webheads had been commenting on her students' blogs,
  380. but the one they did just recently, she said it was the best thing she had ever done in her career,
  381. and that was getting the students to put online...
  382. Because they've found an audience, you know, so they are motivated to connect with the audience.
  383. The audience in Webheads is responding to them, you know, commenting on their blogs,
  384. and with Cintia's encouragement
  385. And so I'll find that URL and put it there, and show you some stuff from somebody in our community
  386. who is motivating her students using these techniques, give me a moment here.
  387. Please continue. [pause]
  388. Ok, keep in mind we're recording, we're hoping to have the conversation continue.
  389. Oh, I should say, by the way, that this is an event of...
  390. Ah, well yes, ok, that's a good one. Let me... I'll share that.
  391. That's not the one I was looking for, but this is actually a MOOC that we participate in,
  392. "Goodbye Gutenberg", this is something that started.out as a multiliteraces course
  393. and, ah, I'm just trying to type its URL in here.
  394. OK: yeah, this is... we've turned this into a MOOC concept. It was... What this is, it's a...
  395. Let's...somebody just switched this back to... Yep, ok,
  396. Ok, maybe I can grab this ...
  397. We're having more technical difficulties here. We have ... one of the moderators...
  398. switched us back to the - to us off the 'web share'
  399. So now I'm trying to get the URL back in there. Ok, so this is the Goodbye Gutenberg blog here.
  400. Ok, so, there used to be a way to put this into the text chat.
  401. Oh, you've put it in there already. [46.42]
  402. So that's -- what that tries to do is to try to get participants to make -- to keep ePortfolios.
  403. Is that a concept that you would think that your teacher had?
  404. You know, it could be, what you're doing is making ePortfolios, that is, commenting on your own learning:
  405. that is, in a way, an ePortfolio.
  406. An ePortfolio can be just about anything, depending on how you like to interpret it.
  407. But in this particular Web page here, you'll find the links to Dave Cormier's videos.
  408. - maybe I can find those for you -
  409. there is a -- and also a reference to George Siemens's interview with Howard Rheingold.
  410. I think that will be here, on this page.
  411. I just clicked on "Getting started."
  412. And there, you find a link to Siemens' conversation with Howard Rheingold
  413. and also Dave Cormier's videos.
  414. So there are some links that you can follow there.
  415. OK, I'm gonna go back to searching for the page I was looking for.
  416. OK: I've found it. There's going to be a little dead space in the recording there, but that's OK.
  417. OK, so this is one of the teachers who interacts with us
  418. -- oh, it looks like it's in Portuguese, but of course, you can translate that.
  419. But in any event, her students have posted some videos.
  420. I suppose "Our generation does care," that's the one that she had her students do.
  421. That's it, yeah, so that link will come up - should come up in a minute.
  422. I'm not sure if I -- it doesn't seem to be hyperlinking, but anyway,
  423. maybe you can search for "Our generation does care" on YouTube.
  424. OK, so, any further comments, coming up to the top of the hour?
  425. Claire is saying you can click on the YouTube text and then it will work.
  426. Oh yes, I see that's true, it does. OK, yes, gotcha.
  427. Yes, it just an example: this is a teacher who's been interacting with us and -- well, with her students --
  428. Oh, it came on in sound, I'm hearing it now.
  429. Now I'll have to turn that off, somehow.
  430. Are you hearing sound as well?
  431. I'm getting inundated with audio, that I'm not -- unable to turn off, I'm not sure how it came on.
  432. Oh, here it is.
  433. Ah, I found it.
  434. [some audio in background]
  435. [Vance] Hem [laughs]. Oh well. Yeah, I found it, OK, there we go.
  436. OK, it launched in a window and it was blaring in my ear,
  437. and I was unable to find the window that launched to switch it off.
  438. OK. So, what we do when the mic -- when people stop interacting, you're so welcome,
  439. Lucia is saying thank you. Please you can please say thank you or say goodbye,
  440. say your last remarks in the recording, so we can have that to end our recording with.
  441. And this will all go into,
  442. and that's where we archive everything,
  443. and we'll make an Elluminate recording, which you can have almost right away,
  444. as soon as everybody leaves the room, that Elluminate recording gets made.
  445. I'll post the link on Twitter, I'll post it to the #ltis13 hashtag, so you can find it there
  446. and so please, if you want to say goodbye, you can do that now, and thank you very much for coming.
  447. It's been really a nice session, I really enjoyed this.
  448. [Lucia] OK, thank you, Vance, it was nice being here,
  449. and it was very useful having to prepare everything for this event,
  450. because it helped me clarify ideas and it added some value to what I was doing, to what I did.
  451. So -- and it will be a pleasure to be able to go to your blog,
  452. and then be able to listen again and think again about what everybody said.
  453. So, thank you very much.
  454. [Vance] OK, well, ciao to all our friends in Italy,
  455. and thank you for coming, and I've just put the website up, where--
  456. you'll be able to go there and see the blog post of this event,
  457. which will have the link to the Elluminate recording and also, will have an MP file that you can download.
  458. So, as soon as everything goes quiet, I'll stop the recording
  459. and when everybody leaves the room, then that recording will get put online
  460. and I'll start processing it from there.
  461. So thanks again: I really appreciate your -- and nice to meet you all, and ciao - bye bye.