"There is incredible opportunity for schools to use infographics to help promote the great things that happen in schools. When I read the CHCCS infographic, I immediately thought of some banners our school could [and will] create to share some cool, great things we have going on:"
1) Manage everyone's expectations.
It's not uncommon for Edcamps to have many newbies in attendance. At the start of the day, clearly explain that it's normal for some downtime and that a series of conversations which "sputter out" is completely normal.
2) Don't overplan.
Sometimes Edcamp organizers plan every last detail, only to later realize that this level of overplanning actually disempowers the participants. You are only there to create the conditions for learning. Participants create the learning themselves.
3) Remind people - "The only person to blame for a bad day at Edcamp... is YOURSELF."
At an Edcamp, each participant is in full control of their learning. If something isn't working, they should move and find something that IS working. By constantly reminding people that they too are responsible for making the day awesome, you'll get a lot farther.
"After learning that the pipes had burst in the Nairobi, Kenya classroom of another Skype Master Teacher, and that his students were getting sick from drinking dirty water, Friend’s students sprang into action.
“[It’s] an ongoing project that has been completely student-driven – where my kids built water filters,” Friend says. “They only used items that would be found in Nairobi. So we’re talking buckets, sand, towels and rags. And they were able to create water filters that actually worked. We brought in experts (like engineers) from Skype to help grow that seed of knowledge and information.”"
"Cementing learning takes reflection. Long-term memory and the ability to organize and access information at a later time requires making sense of the information that you're retaining shortly after you acquire it. This step is often the Achilles Heel of adult learning. Even when educators take notes or talk to others, it requires an intentional reflective practice to make the learning rich and real. Have you ever had the experience of remembering reading or hearing about something without remembering the details? This can result from not spending the necessary time reflecting."
"Was ist Lebenslanges Lernen für dich?“. Eine Diskussion darüber entbrannte, ob man denn immer lerne oder eben nicht. Hier gingen die Meinungen schnell auseinander. Lernt man immer und überall oder lernt man dann, wenn mal will? Lernt man durch Beobachten und Wahrnehmen? Lernt man dann, wenn man explizit auf Lernen eingestellt ist? Lernt man dann, wenn man muss (z.B. für Prüfungen – das berühmte Bulimie-Lernen)? Kann man verlernen? Kann man Lernen lernen? Wie sieht es mit Kompetenzen aus – kann man diese lernen? Und wie kann man sie überprüfen?"
"When ideas and related concepts can be encapsulated in an image, the brain remembers the information associated with that image. William Klemm, a professor of neuroscience at Texas A&M University,"