{"success":true,"data":[{"ID":1104,"Class":"Conversation","Created":1666279672,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"A \"Schoolpunk\" Future","Handle":"a-schoolpunk-future","ShortDescription":"","Description":"\"Schoolpunk\" envisions how the future of schools might look if humanity succeeds in solving the major contemporary challenges we face with an emphasis on sustainability, relevance, wellness, and justice.  It is an idea for a movement  (similar to \"solarpunk\") that seeks to answer and embody the question \u201cwhat is an aspirational future for schools (and \/ or schooling), and how do we get there?\u201d","Link":["https:\/\/bigquestions.institute"],"Audience":["All School Levels"],"Practice":"This conversation will focus on some (but maybe not all) of the following:\r\n\t* what a movement for \u201cSchoolpunk\u201d might look like and how to grow a community around it\r\n\t* how to \u201cimagine harder\u201d with others to create new artifacts and narratives to help lead others to create a more desirable future. \r\n\t* how we can use the concept of \u201cDesign Fiction\u201d to create tangible aspects of the futures we desire for schools\r\n\t* how to feel more optimistic about our potential paths forward","Presenter":["Will Richardson"],"PresenterAffiliation":["Big Questions Institute"],"PresenterEmail":["will@bigquestions.institute"],"ScheduleSlotID":142,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1152,"Class":"Conversation","Created":1667767935,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"The Attention Economy and Our Collective Responsibility","Handle":"the_attention_economy_and_our_collective_responsibility","ShortDescription":"Today, our devices are set to notify us about everything from a \"Like\" on Instagram to breaking news about the world. \r\n\r\nAttention has become a commodity, and schools are struggling to help students deal. Join a conversation around how we can help students learn in the Attention Economy.","Description":"Our phones, our laptops, our watches have become more and more sophisticated about how they demand our attention, and many adults (myself included) struggle to manage how we allocate our focus. For students, this problem is often even more acute.\r\n\r\nAs a result, the 2022-23 school year has seen a return of the \"Cell Phone Ban\" wars as schools struggle to help kids regain their in-class focus, post-Zoom school. Districts are buying Yondr pouches, students are posting TikTok videos on how to subvert cell phone bans, and teachers and administrators are often caught in the middle.\r\n\r\nBut - what if we considered that learning how to manage our attention was a fundamental part of being a fully engaged citizen of our world?\r\n\r\nCan we develop ways to teach kids to value their attention? Can schools be the place where students learn to understand the attention economy and to understand their role with in it?\r\n\r\nLet's spend 90 minutes thinking about how we could teach our way through the Attention Economy.","Link":["http:\/\/practicaltheory.org"],"Audience":["High School","Middle School"],"Practice":"5 minutes: Preparing yourself -- how many 'pings' do you get in an hour? \r\n\r\n15 minutes: Defining the problem. What is the attention economy? How do we help students understand the commodification of their own attention?\r\n\r\n20 minutes: Collaborative Goal Setting - What would be your desired outcomes for a unit on the attention economy? What would you like student to know more about? Be able to do? Understand?\r\n\r\n20 minutes: Collaborative Unit Planning - how might you structure a unit to achieve those goals? What would the activities be? What could a culminating project look like?\r\n\r\n15 minutes: Share out.\r\n\r\n15 minutes: Check your \"ping\" count. Discussion - what does this make you consider? What reflections does this cause you to make about you? Your students? How we all manage the attention economy?","Presenter":["Chris Lehmann"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["clehmann@scienceleadership.org"],"ScheduleSlotID":143,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1099,"Class":"Conversation","Created":1665691980,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Wonder, Curiosity, Expeditions and Journeys","Handle":"wonder-curiosity-expeditions_and_journeys","ShortDescription":"Join a provocative conversation about the role that wonder, curiosity and imagination plays in the design of a new learning journey for students.  We\u2019ll focus on understanding that journey, how it can emerge and be sustained, and how professional educators must challenge themselves to invent and lead a new experience worthy of serving our students' future.","Description":"In the spirit of rejuvenation, there is an opportunity to reshape our practice as educators by rekindling the beliefs and actions that contribute to the design of an education that matters.  Moving beyond the expected and mundane, and past different and better, reimagining education means developing a new path and a new journey - one that leads to a remarkable future for learners.  This path, fundamentally grounded by the childlike learning behaviors of wonder and curiosity, requires that educators recapture the imagination required to think and act in completely new ways.  This conversation focuses on understanding that journey, how it can emerge and be sustained, and how professional educators must challenge themselves to invent and lead a new experience worthy of serving our students' future.","Link":["http:\/\/davidjakesdesigns.com"],"Audience":["All School Levels"],"Practice":"The session will begin with a short 5 minute presentation on the Shackleton Expedition to frame the concept of an expedition and journey where the destination is somewhat known but that the outcome is defiantly not known.  The conversation then initiates with a series of provocations associated with identifying key elements of a journey, the role that wonder and curiosity play in establishing a canvas for learning, with the upshot and final synthesis of the conversation being focused on the need to think big and with renewed vigor about the potential of the educational opportunity that schools offer.  I see too much of traditional, too much stagnant practice and too much acceptance of a pathway that leads to an unremarkable destination.  This session is about provocation, getting people to think bigger and in different directions and dimensions, while respectfully challenging them to reflect on their own practice and what the ideas discussed in the session mean to them.","Presenter":["David Jakes"],"PresenterAffiliation":["David Jakes Designs LLC"],"PresenterEmail":["david@davidjakesdesigns.com"],"ScheduleSlotID":144,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":"Glad to see Educon back!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1124,"Class":"Conversation","Created":1667256357,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Reclaiming Project-Based Learning","Handle":"reclaiming_project-based_learning","ShortDescription":"The growing popularity of learner-centered approaches, like project-based learning, are susceptible to being hijacked, trivialized, and then dismissed as \"ineffective\" by cynical critics. This session offers a coherent progressive vision of PBL, that withstands scrutiny and produces more productive contexts for learning. Practical strategies and learning adventures will be shared.","Description":"This session is an opportunity to think outside of the rubric and reclaim project-based learning for creative educators and students. The presenter will connect ideas developed in his four decades of work in schools around the world with progressive educational traditions, and lessons from the Reggio Emilia approach in a coherent fashion to inspire educators to embrace the best of what project-based learning has to offer.\r\n\r\nTopics discussed will include the following:\r\n\u2022 Why a project should be a teacher's smallest unit of concern\r\n\u2022 The limitations of instruction\r\n\u2022 A good prompt is worth 1,000 words\r\n\u2022 The subtlety of prompt setting\r\n\u2022 Making the case for project-based learning\r\n\u2022 Projects are not tests\r\n\u2022 Elements of rich projects\r\n\u2022\u00a0Playing a junior version of the whole game\r\n\u2022 Moving beyond inquiry\r\n\u2022 The critical role of computing\r\n\u2022 Teacher as researcher\r\n\u2022 Going big\r\n\u2022 Constructionism\r\n\u2022\u00a0Habits of Mind\r\n\u2022 You don't have to put on a show\r\n\u2022 How do you know they're learning?\r\n\u2022 What do you mean by \"real world?\"","Link":["http:\/\/professorgarystager.com"],"Audience":["All School Levels"],"Practice":"In addition to sharing examples from learning environments around the world, situated in a historical perspective of PBL's roots, the presenter will engage participants in the process of designing and evaluating effective prompts for project-based learning.","Presenter":["Gary Stager"],"PresenterAffiliation":["Constructing Modern Knowledge"],"PresenterEmail":["gary@stager.org"],"ScheduleSlotID":145,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10},{"ID":1137,"Class":"Conversation","Created":1667338167,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Twenty Things to Do with a Computer - Your Tech Plan for the Next 50 Years","Handle":"twenty_things_to_do_with_a_computer_-_your_tech_plan_for_the_next_50_years","ShortDescription":"Cynthia Solomon and Seymour Papert's 1971 paper \"Twenty Things to Do with a Computer,\" predicted 1:1 personal computing, the maker movement, computational thinking, robotics, Computer Science for All, and computing across the curriculum. They not only predicted much of the educational technology to have emerged over the past fifty years, they demonstrated how it might amplify learning and democratize knowledge construction.","Description":"Educators benefit when they understand that they stand on the shoulders of giants. Without the vision of Seymour Papert and Cynthia Solomon educational computing and the maker movement might not exist. They created a progressive vision for the field and many of the tools and many of the pedagogical metaphors that continue to guide effective practice.\r\n\r\nIn 1971, they not only predicted 1:1 computing for every child, physical computing, computer science for all, and the maker movement, but they demonstrated what it looked like in practice. Despite that, their provocations remain unrealized in far too many schools a half century later.\r\n\r\nThe presenter's recent book project assembled nearly four dozen of the world's leading technologists, educators, scholars, educators, and visionaries to explore the wisdom of Twenty Things to Do with a Computer, reflect on our progress, and set a course for the next 50 years.\r\n\r\nSchools seeking a tech plan, would be well served by recognizing that we stand on the shoulders of giants and that the goals of a 1971 document remain sadly elusive for too many of our students. This workshop hopes to help remediate that situation.\r\n\r\nThe scenarios presented not only inform technology planning, but prepare educators to be sufficiently future-ready to sustain pedagogical progress and maintain the viability of schooling.\r\n\r\nAt EDUCON, the presenter and author of the new book, \"Twenty Things to Do with a Computer - Forward 50: Future Visions of Education Inspired by Seymour Papert and Cynthia Solomon\u2019s Seminal Work,\" recounts the vision of Papert and Solomon, share the reflections of the book's extraordinary contributors, and propose epistemic lenses for guiding educational progress over the next fifty years.","Link":["http:\/\/constructingmodernknowledge.com\/?p=38865"],"Audience":["All School Levels"],"Practice":"Discussion, question, scenarios, historical perspective, exploration of emerging technologies, planning exercises.","Presenter":["Gary S. Stager"],"PresenterAffiliation":["Constructing Modern Knowledge"],"PresenterEmail":["gary@stager.org"],"ScheduleSlotID":147,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":10}],"conditions":{"Status":"Accepted","ConferenceID":10,"ScheduleLocationID":26},"total":5,"limit":false,"offset":false}