Edcamp Tokyo 2017

The experiences of organizing and participating in Edcamp Tokyo in 2014 and 2015 have been so inspirational, I wish to share them with all of my colleagues and teacher friends. The best way to do that is to organize an event.

Last Fall, I approached my administrators about empowering teachers within the elementary school to self organize one of our own professional development days. Strictly speaking, the event was not Edcamp, because it was a limited to our own staff. However, we followed the Edcamp model and the results were fantastic.

‘Creative Connections’ group at Edcamp @ KIST via Instagram

The only logical step was to offer to host the next Edcamp Tokyo here at my school. The process began as usual with assembling an organizing team, surveying the local community for optimal dates.

One change we made was to move the organizing team away from seemingly endless email threads to Slack. Slack is a slightly ironic update to the ‘chat room’ circa 1994. However, for facilitating communication and collaboration in a team, it is far superior to email and has the potential in my opinion to supplant social network ‘communities’ as a space to organize around events, ideas, and movements.

Community involvement

Industriousness is one of the hallmarks of Edcamp, so I utilized Twitter’s polling function to gather votes for this year’s theme. The initial ideas were gathered from the organizing team and then put to a vote.

The winner was ‘Make learning personal’. As an organizer, it is also heartwarming and exciting when the #EdcampTokyo hashtag begins to warm up on social media.

Astounded that I hadn’t made it sooner, I created an @EdcampTokyo Twitter handle, which can also be integrated with Slack to stimulate interaction and ‘buzz’. This will be useful in the future, as the login details can be easily shared with other organizers and hosts.

Given the current global political and social climate, it was also heartening to read an announcement of a new anti-harassment policy from the Edcamp Foundation.

The day arrives

Hosting and Edcamp has plenty of joys and the greatest among them is meeting curious and passionate people. Our event attracted approximately fifty participants from thirty different schools and other organizations.

Browsing and voting for sessions at #edcamptokyo! #edu

A post shared by Bart Miller (@bartlmiller) on Apr 7, 2017 at 5:42pm PDT

Student panel

One fantastic idea this year was to include a session with a panel of KIST students to provide perspective on issues from bullying to technology in and out of the classroom.

What most surprised me about the students’ perspective was how unenthusiastic they were about technology, as though only Generation X and older people are excited by carrying a supercomputer in our pockets.

Critical thinking

I was happy, in between relaying messages and ushering late arriving guests, to stumble into a Critical Thinking session which I would characterize has having a theme of ‘making the complex simple, but not simplistic’.

The most stimulating feature of Edcamp is diversity of perspectives. When many points of view focus on a conceptual topic like critical thinking, the conversation is certain to be enlightening.

Viral On Twitter

It’s a fact that Edcamp itself was born on Twitter, as was Edcamp Tokyo. Consequently or coincidentally, it’s also our favorite social network and the #EdcampTokyo hashtag hosted a fair amount of chatter around this event.

This kind of backchannel interaction is fun and provides another channel by which people, including those not necessarily in attendance, can participate.

Looking ahead

Hosting or organizing professional development is usually a different experience than participating in it. Fortunately, this year I had such a helpful organizing team and KIST hospitality team that I was able to engage in discussions without being overly busy with logistics and problem solving.

In the future, I would like to see Edcamp Tokyo grow into a community which includes more local Japanese educators as well as more enthusiasm from the international schools.

In terms of the organization, I would like to see our function transform into an advisory role empowering teachers to organize and host their own Edcamp Tokyo events with the support of our expertise and promotional tools.

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Expert in the classroom, virtually

By definition, a generalist teacher is not an expert in any particular discipline. Fortunately, most of us are, and enrich our classrooms with our interests and passions. Unfortunately, the scope of a school year of inquiry stretches far beyond any one teacher’s expertise.

Excursions and guest speakers can make up the difference, and video communications technology makes it possible to bring experts into the classroom from anywhere.

Near the conclusion of a recent unit which focused significantly on advertising, it occurred to me that one of my friends, Adam Lisagor, is the founder and owner of Sandwich Video, one of today’s premier creative advertising organizations. It only took a few text messages and time zone conversions to have him on the big screen in the classroom.

Honored to have Adam Lisagor chat with my class today about Sandwich Video! #edu

A post shared by Bart Miller (@bartlmiller) on

 

To prepare students for the interview, we first viewed several of Adam’s videos, then set a home learning task to explore more. Then, I asked them to submit questions via an online form so that I could sort and select in a way that promoted a conversational mood. As questions were chosen, students approached the camera one at a time to speak with Adam. Not surprisingly, their questions were insightful and elicited excellent comments on persuasion, honesty, and creativity.

In addition to an excursion, I would attempt to schedule a guest speaker, either in person or more likely via video, for every unit of inquiry.