A Compilation from several photos on Flickr
Brenda and I had dinner last night with some dear friends from my teaching days, back in the 1970s and ’80s. Frank and Karen Braswell both graduated from college around the same time that we did, majoring in technology education at Appalachian State University (archrival of mine and Brenda’s alma mater, Western Carolina University — “Go Catamounts”).
Karen was a graphic artist for an ad agency in Charlotte, where Brenda worked as a bookkeeper. We drifted apart when Brenda and I moved to Roxboro and to Raleigh. Meanwhile, Frank built up an innovative printing company and Karen joined Bojangles as art director (I think that was the title). After many years Karen burned out on the corporate world and was recently hired by an innovative middle school principal. He seems to have been looking for an outside the box approach to teaching the school’s technology course.
Karen and I have had numerous conversations about her teaching, specifically how she should rely on her experience as an art department director more than her notions of what a teacher is supposed to be/do. Some pretty interesting ideas have resulted from these conversations usually about making her classroom operate more like a workplace than a traditional classroom, where her learners engage in a more “on-the-job” fashion of learning.
Last night, we built up the following idea, in response to her principals desire for a digital yearbook.
Rather than establishing a class or club as responsible for collection, selection, laying out and publishing of the yearbook, based on some Josten supplied template, they would set up a social network for the school. It would be designed as a place where student interaction would generate the content that they would need for the yearbook. Students would create and maintain their own profiles, with pictures, favorite classes, etc, and then comment on each other’s profile. They would then select the content and comments to be included in the yearbook.
Students would earn points (coin, gold, permissions, whatever) by contributing to each other profiles, earn even more points when their contributions are chosen by the profile owner for inclusion in the yearbook.
The students in Karen’s class would manage the social network like a company, setting policy, policing the site, adding and removing features. At the end of the year, they would extract student flagged elements from the profiles and combine them in a digital yearbook, which would be burned to a CD, or DVD (with optional print versions, available through an on-demand book printing service).
So what do you think?