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Index
Images/figures, boxes, and tables are indicated by f, b, or t following the page number.
Access to information, 40, 42
Action research importance of, 232–233
learning layers and, 68t, 69t, 71–72t
students documenting own learning and, 66t
Action steps amplification degrees, 80–81b
audio documentation, 164b
blue color photo challenge and, 94–96, 95b, 97f
branding, 215b
conference hashtag feed unpacking, 181–182b
decision making for the future, 238–239b, 244f
display amplification, 58b
documenting opportunity, 34b
hashtag chats, 130b
platforms for, 9–10b
reflection, 116–117b
sharing and amplifying perspective, 70b
video documentation, 164b
Administrators. See Branding
Airasian, P. W., 33
Alcock, M. H., 218
Ali, Muhammad, 219
Amplification overview, 81
degrees of, 75f, 76–80, 119
learningflow routine and, 118–119, 119f
learning layers and, 69t
as purpose of documenting learning, 21–23
sharing and, 74, 75f, 75t
as step in post-documentation phase, 102, 108
Amplified writing. See Hyperlinked writing
Analysis, 35–36
Anderson, W., 33
Annotation, 49
Annotexting displaying versus, 57
image/photo documentation and, 133–134, 134f
tools for, 176
21st century skills challenge, 195, 195–196f, 196t
Application of new knowledge, 36
Arter, J. A., 12
Artifacts, 6, 27–28t, 33
Assessing versus assessment, 68t
Assessment, 68t, 233–237
Assessments AS learning, 12–14
Assessments FOR learning, 12–14
Assessments OF learning, 12–14
Attribution, 31, 171
Audiences, 23, 32, 118, 162
Audio documentation, 93t, 148–150, 149f, 151t
Augmentation, 46, 47f, 49
Authenticity, 33
Autonomy, 53
Backchannel clean-up process, 183
Backchannel platforms Google Docs, 48, 131–132, 184–186, 185f, 201
purposes of, 124
TodaysMeet, 130–131, 182–184, 183–184f
Twitter, 9b, 39, 124–129, 176–181, 177–178f
unpacking and, 182–185, 183–185f
when used, 93t, 105
Basic literacy, 26–29, 27–28t, 170
Berdoussis, N., 29
Bitesize learning, 155–156
Blogfolios, 39
Blogging challenges, 165, 166f
Blogs assessment of student work with, 235–236
> documentation and, 164–167, 166–167f
as platform, 10b
unpacking, 173–176, 174–175f
when used, 92t
Bloom’s Taxonomy of Educational Objectives, 33, 107
Blue color photo challenge, 94–96, 95b, 97f
Bowman, Travis, 21
Bragging, 219, 219f
Branding overview, 208–210, 220
amplification of community interactions and, 211–216, 212–217f
big picture learning and, 210–211
professional development and, 218–219
teacher observations and, 217–218
from teachers to schools, 219–220, 219f
Brown, J. S., 232
Buhl, L., 189
Bullying, 31–32
Burgess, D., 211, 226–227
Byrnes, Richard, 22
Cable News Network (CNN), 37
Calibration, 229
Capture learning, 114–115, 114f
Cartographer role, 98
Casa-Todd, J., 12
Categorization, 39
#CDeduchat, 176, 177f
Challenges, 213, 213f. See also 21st century skills challenge
Chappuis, J., 12
Chappuis, S., 12
Choices, 11, 22, 39
Church, M., 14, 15, 20
Clark, T., 15, 164
CNN (Cable News Network), 37
Collaboration amplification and, 21
during-documentation phase, 96–99
documenting FOR and AS learning, 14
impacts of, 19
unpacking and, 133
See also Amplification; Sharing
Collages, 143–144, 143f
Comic strips, 135–138, 137f
Communication, 37, 102, 211–212
Communities, 71t
Complexities, 17
Conference hashtag feed unpacking, 179–180f, 179–181
Conferences, 139–140
Confession videos, 154–155
Confidentiality, 30–31
Connection making digital citizenship and, 33
hyperlinked writing and, 169
information literacy and, 40
as step in post-documentation phase, 102, 105–106
as thinking move, 17
Consumers/producers, 32, 117
Contemplative questions, 108–109
Continuous learning, 103
Copyright attribution, 31
Costa, A., 102, 108–109
Cotton, Tom, 223
Couros, George, 3, 119, 155
Creation digital citizenship and, 33
global literacy and, 37
of information, 39
mental models and, 76
as step in post-documentation phase, 102, 107
Crowdsourcing, 37, 125, 215–216, 216f
Cruikshank, K.A., 33
“Cs.” See 21st century skills challenge
Culberhouse, D., 232
Cultural perspectives, 34–35, 36
Curation defined, 20, 40
hyperlinked writing and, 169
information literacy and, 39
as literacy skill, 185
Curricular focuses, 229
Curricular goals, 229
Curriculum21 (Jacobs), 223–224
Curriculum design, 68t
Davison, L., 232
Debriefing, 203–204
Decision making for the future overview, 223–224, 237, 238f
action step using, 238–239b, 244f
what to cut, 224–228, 225f
what to keep, 228–233, 230f
what to upgrade, 233–237
Description artifacts, 27t
Dewey, John, 115
Digital citizenship, 30–33, 31f
Digital learning farms, 160, 184
Digital literacy, 78
Digital media and technology authentic use of, 114–115
sharing and amplification with, 77–79
sharing with, 20
strategic thought about use of, 48
See also Backchannel platforms; Tools
Digital portfolios, 132–133
Digitization, 22
Displays, documentation compared, 54–57, 55–57f
Dissemination, 41, 118
District branding. See Branding
Documentaries, 157–158
Documentation & Blogging Challenge, 165, 166f
Documentation phases overview, 83–84, 84f
during-documentation phase, 93–99, 94f, 97–99f
planners for, 242–243f
post-documentation phase, 100–109, 100f, 104f, 108–109f
pre-documentation phase, 84–93, 85f, 86–89t, 90–91f, 92–93t
See also Learningflow routine
Documenting, defined, 4
documenting4learning, 59
Documenting AS learning overview, 8–11, 11f
metacognition and, 67t
mindset for, 228
post-documentation phase and, 101
Documenting FOR learning overview, 6–8, 9f
mindset for, 228
post-documentation phase and, 100, 101
Documenting learning educators, characteristics of, 3–4
Documenting learning layers overview, 65f, 72
institutional memory and, 70, 71–72t
students documenting own learning, 65, 66–67t
teachers documenting professional learning, 68, 69t
teachers documenting student learning, 67, 68t
Documenting learning types. See Types of documenting
Documenting OF learning, 4–6, 6t, 7f, 54
Downes, S., 39
During-documentation phase, 93–100, 94f, 97–99f
Earl, L., 12
Ecology, 33
Editing, 102, 106–107
edJEWcon, 208
Edublogs Teacher Challenges, 165
Educators, characteristics of, 3–4
#EDUin30, 155–156
Ehrmann, S. C., 123
Einstein, Albert, 108
Engagement, 32, 63–65, 64f, 211–212
Etiquette, 128
Evaluation and observation of teachers, 217–218
Evidence of learning learningflow routine and, 111–114, 113f
pre-documentation phase and, 89–91, 91f
what acceptable as, 57–60, 60f
See also specific types of documentation
Exit tickets, 132–133
Explain Everything, 158–159
Explanation artifacts, 28t
Explanations, 16, 77
Expository artifacts, 27t
Extension of learning, 22–23
Facebook, 10b
Face Time, 156
Face-to-face (F2F) amplification, 76–77
Filter/select step, 101, 104
Fisher, M., 14, 113, 226
Flashy busywork, 14
Focus, 87, 88–89t
Francisco, Peter, 21
Fry, D., 14
Fryer, W., 169
Future. See Decision making for the future
Gauss, Carl Friedrich, 111, 119
German language learning, 91, 91f
Gerstein, J., 73–74
Global audiences, 23
Global literacy, 34–37, 35f, 79–80
Godin, S., 226, 237
Google Docs, 48, 131–132, 184–186, 185f, 201
Google Hangouts on Air, 156
Grading systems, 233–237
Growth mindset, 66t
Guiding questions platform and tool selection and, 90
post-documentation phase, 101, 104–105
pre-documentation phase, 17, 85, 86–87t
Gutierrez, K., 155
Guyevskey, V., 29
Habits of Mind, 102–103, 108–109, 198–203, 199–201f
Hacking Assessment (Sackstein), 237
Hagel, J., III, 232
Hale, J. A., 14, 113, 226
Halliwell, Geri, 63
Harris, Stephen, 71t
Hashtag chats, 125, 127–129
Hashtags, 39, 125. See also Twitter
Hattie, John, 66t, 71–72t
Heick, T., 30, 33, 51
Hellweg, E., 41, 118
Hercules of the Revolution (Bowman), 21
Hernandez, Andrea, 208–209
Heutagogical documentation, 51–54, 66t, 69t
Higher-order hyperlinking, 169–170
Hunt, B., 168, 171
Hurley, Rushton, 119
Hyatt, Michael, 73
Hyperlinked writing, 167–171, 168f
Hyperlinked Writing Taxonomy, 168–169, 168f
I Can . . . statements, 198
Illustration, 169
Image/photo documentation overview, 133, 144
annotexting, 57, 133–134, 134f
audio compared, 148
collages, 143–144, 143f
comic strips, 135–138, 137f
infographics, 138–139, 138f
Pinterest, 144
screenshots, 92t, 135
sketchnotes, 92t, 135, 136f, 138
visual quote cards, 139–143, 139f, 141f, 143f
See also Video documentation
Images, when used, 92t
Infographics, 138–139, 138f, 186–188, 187f
Informational artifacts, 27t
Information literacy, 38–41, 38f
Information management, 39
Initiative implementation, 71–72t
Instagram, 10b
Institutional memory, 70, 71–72t, 207. See also Branding
Intellectual property, 31
Interpretation, 8, 16, 35
Interviews, 151t, 156–157
In the News podcasts, 151t
I see, I think, I wonder, 132–133
IT departments, 227–228
Jacobs, H. H., 218, 223–224
Janewicz, Laurel, 105–106, 107, 159–160
Kallick, B., 102, 108–109, 198–203, 199–201f, 229
Kashin, D., 46, 233
Keller, Helen, 133
A Guide to Documenting Learning Page 33
