Today I spent sometime reflecting on the tools I want to leverage when designing my online learning infrastructure. In doing so, I went back and revisited a 2013 opening keynote presentation I gave at the Fall CUE Conference in which I challenge teachers, and myself, to develop an "Ed Tech Mission Statement". Click here to view the entire presentation. 

The idea is simple: In order to not get overwhelmed with myriad of tools out there, many of which are being increasingly advertised to teachers given the current situation, as educators, we must decide on our respective, AUTHENTIC pedagogies, and choose tools that align with them. 

For me, I am only looking for tools (as argued in the video), that relate to 1. Sparking Student Curiosity, 2. Tracking Student Curiosity and 3. Quenching Student Curiosity. For the past 10+ years I have been searching for tools that do the above three things well, and those things only. This has been my lens and this lens will not change as I move into this new phase. 

Keeping the above in mind, below are the tools I will be exploring over the next nine days. My goal is SIMPLIFY and STREAMLINE the deliver. Thus, I am confident only a few of the below tools will ultimately be used, but for now, below are the contenders: 

Google Drive (Tracking)
Google Docs (Tracking/Quenching)
Google Forms (Sparking/Tracking)
YouTube (Sparking/Quenching) 
Screenflow (Quenching) 
Omnidazzle (Quenching)
Zoom (Sparking/Quenching)
Flipgrid (Tracking) 
Miro (Tracking/Quenching)
IFTTT (Tracking) 
Kialo (Sparking)
PearDeck (Tracking/Quenching)
BitPaper (Sparking/Tracking/Quenching)
Circuits on TinkerCad (Quenching)
Reverse Engineering (Sparking)
PDF Element (Quenching) 

Like teachers all around the globe I am in the process of transforming my face-to-face classroom instruction into one that is delivered 100% virtually from my living room.  Below is the daily schedule that my school, Sonoma Academy, is transitioning to. 

Currently I teach 3 courses that all pose their own unique challenges in preparing for this transition: 10th grade Honors Chemistry (CD Period), 10-12th grade Biochemistry (EF Period), and 10th-12th grade Engineering for Social Good (AB Period).  

The Pedagogy in each course ranges from an Inquiry Learning approach in Honors Chemistry that I have been developing for the past 20 years, to Biochemistry and Engineering for Social Good, two new elective courses that I developed and was teaching for the very first time. 

Biochemistry following a similar Inquiry Learning approach, while Engineering for Social Good is a heavily Project-Based. Transitioning each course to an online version that is MEANINGFUL, EFFECTIVE, and most importantly: LEVERAGES THE ONLINE LEARNING MEDIUM is proving to be a very daunting task. 

Our online learning program launches 10 days from now. My plan is to write a short blog post each day, sharing lessons learned, resources acquired, frustrations, modifications, reflections, tool, ideas, etc. etc., as I embark on this scary and vulnerable time with all of you. 

I hope you find the posts to come useful, and please feel free to respond with your own ideas, questions, concerns, or feedback! 

Ramsey 

I used to host an internet TV show called The Infinite Thinking Machine with my good friend Chris Walsh. This week, while away from my students and family, I spent time tonight reflecting on that period of time and the excitement associated with negotiating the ever changing educational technology landscape during the first ten years of the 21st century.  My goal was, and still remains, to share my experiences in the classroom with others. Below is the first of many episodes seasons Chris and I recorded. Enjoy!

Engage Hero is Called

1. Watch video below. 
2. What are you curious about?

​Explore ​Hero is Challenged

1. Using the below materials,  design an experiment to find the optimal Alka-Seltzer water combination. 
2. Hypothesize a macroscope and microscope explanation for your optimal ratio. 

​Explain Hero is Mentored

1. Introduce "ICE" Stoichiometry (see related video below). 
2. Facilitate stoichiometry practice session. 

​Extend Hero is Transformed

1. Click here and here to learn  about the "Hindenburg disaster".  
2. Generate optimal H2 and O2 needed for a mini "Hindenburg" in a 2L bottle. See video and slides below. 

​Evaluate Hero is Judged

1. Present slides above. 
2. Formal assessment on limiting and excess reactant stoichometry. 

All lessons based on the 5E Learning Cycle/Hero's Journey overlap shown below: ​

Engage Hero is Called

1. Play Operation. 
2. What are you curious about?

Explore ​Hero is Challenged

1. Take apart Operation and inspect how it works. Explain using words and a diagram. 
2. Create your own game by repurposing the materials. Additional materials are welcome. 

Explain Hero is Mentored

1. Play with this simulation
2. Complete this digital handout. 

Extend Hero is Transformed

1. Using only the materials provided, create a circuit that serves a useful purpose.
2. Pitch your idea here. 

Evaluate Hero is Judged

1. Follow rubric here. 
2. Present project. 

All lessons based on the 5E Learning Cycle/Hero's Journey overlap shown below: