Monday, October 07, 2013

Thing # 14 Podcasting and Bookmarking

Yeah! Let's cheer for Podcasting and Bookmarking. Podcasting has been around for a while.  It is like old Radio and TV.  Podcasts are audio and/or video files that are streamed via RSS feeds to your iPod, smart phone, tablet or computer.  There are numerous podcasts to listen to and learn all sorts of things.  Rick Perry helped create educational podcasts with the Texas Education Agency.  They are easily found through iTunes. Just look for the iTunes U button and search for TEA.  At first all I could find were old 2012 podcasts, but with a little probing I found more recent ones from this summer.
There was one in particular called Metaphor and Contrast that provided clear examples in just 4 minutes.  It used clips from President Kennedy and other world leaders.  Another one I liked, "I have a question: What is 21st century learning?" This was an audio visual podcast that was exceptionally clear and through wonderful graphics demonstrated how the 21st century learning revolves around creative thinking and the power of an inquisitive mind.

Podcasts are easy to make and easy to upload to free access locations like iTunes U.  It takes a bit of skill to define metaphor and contrast in just 4 minutes with examples.  This is a good tool to help develop the ability to articulate ideas eloquently and with economy of speech.

 Don't get fenced in or limited in research because you can't remember how to locate all those perfect URLs from the sites visited over summer vacation. Next time, bookmark them!

No, not the browsers bookmark, that limits you to one computer and one browser.  Many people use an iPad at home, a computer at our desk, and one in the classroom.  That could mean Mac OS, iOS and Windows 8, or it could mean Safari, Chrome, Explorer and, my favorite, Opera. So check out Delicious  .  Delicious lets you save a site from the browser plug-in or cut and paste the URL.  Then add a description and some clarifying Tags, and it's saved.  Next time you can search by tag or title or topic and Delicious will collect all of the sites that are similar or that you want together.  This really saves time.

Tags?  A tag is like a fast find.  Take the site http://epltt.coe.uga.edu/index.php?title=Bloom's_Taxonomy for example.  I could find it by Blooms Taxonomy or UGA.EDU and get thousands of suggestions. Or I could go to Delicious and search for the tags I gave the site: Critical thinking, Blooms, HLT, and PinE. I would find six sites that I have seen before, and liked, and that are about the same idea.  But wait there's more! Delicious is social as in web 2.0.  You can search you friends' site and get even more suggestions.  Plus you can share them with your students, sending them only the sites you select.
So next time you get boxed in, use a social book mark like Delicious.  Tags are great, but work best when develop a system.






Saturday, October 05, 2013

Things # 12 & 13 Discovering and Using You Tube


YouTube is a powerful tool in education.  As I often say " if a picture is worth a thousand words, then how many words is a video worth?"  It's use is beyond comparison to most other forms.  What I like best about YouTube is its ease of use. Almost everyone who uses the Internet has seen a video from YouTube.  I have even heard students and teachers refer to a video as a YouTube just like we do with Kleenex.   I choose a YouTube of  Dr. Tina Seelig at Stanford. She teaches a course on innovation and entrepreneurial thinking. Since I first saw this video, I have sought out several more of her.  I find myself asking how I can use her message to instill persistence in our students.

An assignment from my tool box is to ask students to define a certain idea, word, process, or object by using a YouTube video.  For example define how mirrored triangles can be used to show the height of a three story building in feet and you can't leave the ground.  Well this was such a common task that I found dozens of videos.  Some were terrible and some were good and a few were excellent.  Then next time I proposed this assignment,  I suggested students to find three good videos and a fourth excellent one.  Then to write a paragraph about why one stood out from the other.  So in the tool box goes, define an item with there good videos, and one great video, then write what stands out, that made the fourth so much better.


For a new twist, make your own video.  With almost any digital camera sold today, you are able to record at least 720 P video.  Or you can take still pictures like I have done here and create a video of those pictures.

YouTube makes video easy.  Once you create a log in and password, you are able to up load you video file.  Youtube then indicates where that video is located. For example HTTP://youtu.be/uF7W7DeY3Jo is the actual address for the video on the left. YouTube also has a B blogger icon that sends the video straight to your blogg and creates a new live post or a hidden edit ready post.  With blogger.com you can also use the insert video command and choose youtube as a source for your video file.

Video is so easy to use that teachers ought to create lessons that create alternative mapping routes in the brain to where the brain has stored the information you want them to remember.  Think TPACK and think pedagogically as you create a lessons around video.  The Tina Seelig video above has taught me about innovation and creativity.  Her lesson is easier for me to remember than the same out line if it were printed.


Thing # 11 Web 2.0 Tools





What came before the "Store" in Windows 8 or the iTunes Store for the iPad? Plan old web browser based web 2.0 tools. In the past the trick was to find the gems out there.  Google has apps listed and many bloggers compiled their own lists.  Some sites popped up to cash in on those of us searching for a variety of tools.  Go2Web20 is such a site. I found Mindomo in and educational trade journal.  I have made several mind maps this way.  The interface is one of the best that I have found.  But what if you need to make a mind map in a hurry and have smaller tools like an iPad mini.  Go2web20 recommends Text 2 Mind. I made the Text 2 Mind map below with just a list of terms in the form of a bulleted list.  This tool could be invaluable to teach some learners who are more visual than others how to see a bulleted list in terms of one items relationship to another. The ease of use of Text 2 Mind means that it is attainable by the youngest users.  The map begins forming in an intriguing and entertaining animation sequence.


It is my opinion that may of the sits listed were programmed simply and were long on promise and short on delivery. There were also some wolves in sheep's clothing. For example under the Tag screencast I found free screen capture tool that promised to capture my movements as I demonstrated how to do something on the computer.  But when I tried to create a demo for this class, the free site passed me to Camtasia which is a superior albeit costly tool to use.  As an educator, we don't have time to waste on bait and switch sites.

I found sites that recommend tools that I appeal to me to be listed by some of the educational trade journals that I subscribe to like Discovery Education which recommended Slideshare which makes slide presentations available to everyone with a browser.  This is a great way to share you power point slides with students who may not own a computer and rely on public access computers.

Teach Learning is another periodical that I read regularly and that offers several web 2.0 lists. Teach Learning is written and hosted by teachers and former teachers who imbue there lists with pedagogically sound suggestions and age appropriate tools.
Purdue Edu has a great list of tools in an accessible format. They use a wiki to enable student teachers to prune the list as tools fade and appear over time. They also offer a screen shot of the site and detailed reviews that help one find the most proven tools.
I spent hours looking at the Purdue wiki for cool sites to use when I realized that I was picking up some very good suggestions on how to use these tools in class. 


Thing # 10 Online Productivity Tools

By online productivity tools I mean doing your typical cannon of office related tools. The word processor, spreadsheet, email, and  presentation. In the early, 1990's word processing, spreadsheets, and relational data bases were just getting the gui or WYSIWYG interfaces. Word Perfect Word were the two biggies in the family and every other year there was a new set of features and options. Email was added in the late 90s along with desktop publishing. Then in the late 1990's the tablet PC started gaining ground in vertical markets like Patient care and Parcel Package delivery. Just after the turn of the century the smart phone improved the palm held devices and solidified the love for touch screen devices.

With improvements in Solid Stat Hard Drives, Touch Screens, Styluses, light weight processors like the ATOM chip, Wifi and Cellular access points almost everywhere,  Aluminum bodies and gorilla glass ushered in the need for fast, compact, devices.  These new devices used smaller hard drives; however, they promised quick and reliable connections.  So what was once on giant sets of hard drives are now on the cloud.

The Online Productivity tools business has taken off.  Microsoft moved word in to its Skydrive as win 360.  The once feature rich and cluttered word processor lost weight and became less distractive.
With the new set of Intel Chips shipping in Apple computers the need for a common file type was observed.  The Cloud offered operating system and or manufacturer independent use. In other words, I log on to me Android, iOS, Windows, or OS X device and I can type in a app on my Skydrive using win 360.

Win 360 at first had some challenges when used by educators and to on a dark cloud.  Most educators in a room of students with a wall projector on will tell you that having an astatic interface is second to reliability. Google's raise as a search engine enabled it to quickly adopt schools who wanted a word processor and collaborative tools but on the low cost side. At almost no cost, Google quickly absorbed much of Microsoft's business with Google Docs. 

As a user of many devices, I gravitate towards the tool that is cross platform, reliable, networkable, and doesn't care where, who, or what I am using.  It is just there.  Google Docs is just that.  But is it really? Don't you find its cursor annoying? I used Google docs a lot this morning and could not tolerate the fact the curse holds the last character and seems to float over the previous character.  So where do I insert an semi forgotten letter or adjust for the double "i" that I just typed.  I was grateful to end that assignment and move to BlogSpot which has a really nice interface and the rectangle cursor shows me exactly where I am.
I used Google Docs just this morning as I shared my thoughts in a collaboratively written assignment.
It was not half bad, bit as the batteries weakened in my blue-tooth keyboard, my keystrokes were misrepresented and that cursor slowed me down a lot.

So I tried ZoHo.doc come, a lesser known tool.  It is a blend between the three.  One can log in using a Google account and link the two activities.  The interface is a awkward to move from home page to your first word document. It becomes better once a document is opened in the word processor.  Ditto for the spread sheet and presentation tool. True to its online character, ZoHo is in the cloud and does work across almost any browser.

On- the- go users, and the user like me who seems to use only borrowed or company issued computers, online tools are the only way to go. Zoho makes it easy to invite collaborators by sending them an email invitation with a direct link to the shared document.  I sometimes use these email links to quickly access and open shared projects.  The shared document is significantly faster to open from and invitation than through a browser.While some people debate which is better, the disc loaded word processor or the online word processor, I can only ask, "when was the last time you saw an iPad or tablet PC with an installed CD Drive?  So CD's will be something you tell your kids about, much like my memories of vinyl records and 8 Track cassettes.  Files these days are much bigger.  I can remember when Adobe fit its popular apps on a DVD. Now it takes over 7 similar discs, or an hour online to download the whole set. Industry can make hardware lighter and less expensive, if it is web based. The Microsoft Surface RT is under $300 to educators and the Google Chrome Book is similarly priced. 

I included screen shots of three popular online word processors in this blog so that you can see, they are remarkably clean, intuitive and similar.  There is another niche feature common to all three that will impress the old traditional HD saved users.  Each tool offers a downloadable hence installable application that mirrors the online storage for your account.  Google Drive, Zoho Docs, and Skydrive all synchronize files between your computer and in the cloud they reside.  This helps protect you from nasty lost data accidents. I find it helpful but not necessary.  These synchronized drives are like pacifiers or training wheels, they are just stepping stones for the conservative. By experience, I have toasted more hard drives and lost data than I have had lost data online.  What see more often is, people forget their user name and hence lose their files.  Having them on you hard drive is comforting.

In the classroom, there can no debate, online tools like Google docs are so popular because they work incredibly well.  The teacher can track which users have participated, students learn to cooperate, share and produce collaborative work much like they will in the business world where many are headed.





Tuesday, September 24, 2013

Thing # 9 Play with Wikis

After reviewing several online tutorials on wikis and exploring wikis other than wikipedia through wiki.com, I decided t explore what kind of assignments I could develop and deliver at Episcopal High School using a wiki as a foundation to explore many of the 16 things covered in this blog.  Here is what I developed.

First, what makes a wiki diferent from a Portal, Blog, or Google Doc assignment involving collaboartive work?
Second, How can wiki's be assessed? Is there a difference, consider Google docs that can record individual contributions to collaborative assignments?
Third, what type of assignment takes advantage of a wiki's tools?

I am not sure I have an answer to these questions yet.  I suspect, assignments that don't have an obvious ending would work best.  Assignments geared toward describing or reporting a topic.  I am thinking of course of wikipedia.  Students could pick historic figures to write about or greographic locations or scientic discoveries or any number of  classifiable topics of an endless depth and variety.  Each successive class could build upon previous classes.  Pedagogically, I would theorize that each successive class would improve upon the level of work tendered by preceeding classes.

How can you use a wiki in your classroom? Here is a sample "Grade Level Learning" assignment for the  Freshman Class.

Overview
During GLL 2014, the freshman class will divided into groups of 12 to 16 students and two teachers. These classes will learn several Web 2.0 tools while promoting a community services event. They will check each other's work in a peer review fashion and finally present their projects to the whole group.

Assignment:
Look at http://mashable.com/2007/07/20/online-productivity-god/ this site has 400+ web.20 tools to help you become more productive.  Have students go to thinkinginschool.wikia.com and select a combination of tools to promote  a non profit organization of their choice online.  An example would be to promote the Houston Food Bank  by taking pictures during our community service days, then loading the photos into flicker.  Then open a wiki page that describes the soup kitchen, it's mission, members of the community (with their permission) and history.  User tools like mosaica, jigsaw, Wordle, or Voki to tell there story and to encourage your classmates to volunteer at the Houston Food Bank.

45 Minute class periods.
You are the scaffolding to support students.

Day 1 Form Teams, Pick Non-profits, discuss project possibilities.
Day 2 Define projects per team, Obtain faculty approval.
Day 3&4 Research Non-profits
Day 5 & 6 Complete history page of wiki
Day 7 Add "tools" and finalize content
Day 8 Work day, Peer to Peer review
Day 9 & 10 Presentations.

Technological
Allow students to form into groups of two or three students.  They should select their own non profits and in a class wide, teacher moderated discussion, toss out and discuss various combinations of wen 2.0 tools, themes, and techniques they could use to develop their wiki page and promote their venue. This is a Cloud based assignment and should therefore be accomplished on or off campus.

Pedagogical
Assessment will be based on student out comes and the assignments will be project based.  Encourage meaningful learning by empowering student teams to decide as many contributing factors as possible.
Remember to make students responsible to complete their tasks on time.

Content Knowledge

Student should be able to reflect one the tools they selected to use in their wiki. Each student team needs to provide clear, accurate , and motivational pages with the goal to persuade the viewer to choose their featured organization. Use appropriate citations for copyrighted material.


Reflection piece - Describe how you developed these skills in your student teams.
perseverance
collaboration
communication
Trust
commitment

Thing # 8 Wikis

Wiki,

A wiki is basically a website that many people can edit. It is a collaboration. If you believe that many hands make light work, then you will reveille in wiki. In the early to mid 90's, code generators were being developed that could translate simple word documents into HTML coded web pages.  In those days WYSIWYG [what you see is what you get], interfaces for operating systems and word processors were constantly being upgraded.  Recall MS DOS 5.1 and how Windows 3.1 and subsequently Window 95 solidified the movement into graphics. The world wide web at the same time was growing exponentially. The problem with the web's growth was the paucity in talented and knowledgeable website designers or programmers.

In education, the use of the Internet was immediately obvious for many but coding as site was an obstacle,  The solution arrived in the form or bulletin boards like Mustang and later code generators like Contribute and Dreamweaver. But these methods were still cumbersome and not widely adopted.  In 1995 the first Wikis appeared.  These were websites designed to allow WYSIWYG in put and editing by many people.  The key to the definition is website editing by many contributors.

Wiki Wiki is an Hawaiian vernacular for "fast." Many people collaborating together to create a website is a Wiki.  The most famous and the largest wiki is Wikipedia.   In Wikipedia, people around the world and in several languages contribute definitions to topics regularly.  Imagine the empowerment you could provide students in your class if you were to assign them the responsibility to create an encyclopedia of world geographic in your classroom.  Then, trust them to provide peer to peer review.

Here is a start Thinkinginschool.wikia.com  this is a wiki I set up to help research thinking in schools. My goal is to build up a body of research that can help teachers mentor higher level thinking skills while building a professional learning community. Here is an intermediate level of the same wiki above; but with, a different host. The Grade Level Learning Project. In grade level learning, the students were learning from eachother once the project gained momentum. The students worked in teams of three with each having a defined role to play.  The artist was tasked with audio, video, and still images that supported the assigned theme. The editor was assigned the task of proofing the copy the was used.  The last role was that of leader.  The leader filled in all the gaps, coordinated interviews and managed their wiki's overall structure.  All three had to deliver an equal amout of participation in the oral report that showcased their site at the end of the project.

My next wiki project is just beginning to take form.  I have selected peanut butter work's as the host.  I like their educational templates and role based permissions.  The free version allows for 100 users composed of either faculty or students. Thinkinschool.pbworks.com is the new site.


Thing # 7 Image Generators





Wordle rules this category.  Wordle almost makes you wish you taught English.  With a paragraph of your words, you can create magic.  Then you can take your magical design and print it on coffee cups and insert them in all manner of documents.




When I think of Wordle I think of word clouds.  Like clouds that challenge your imagination to envision all sorts of floating characters, Wordle uses words as opposed to water droplets to achieve the same thought provoking images for the consumers contemplation.

Wordsift is similar to Wordle only it truly adds a word cloud in the form of a linear map similar to a mind map.  I used text from a random blog on education and develop a  nice word design, in Wordsift the mind map is made automatically.  Wordsift like Wordle offers filter categories to determine the size, spacing, and frequency words are displayed

In class, you could demonstrate the importance of words by having students choose various filters and discuss their relevance.  For example the math filter in Wordsift looks for words related to numbers and formulas and then changes their color.  In Wordle your students could link word font size to frequency in which the word is used thus arguably liking frequency to importance. I once loaded class syllabus into Wordle to draw attention to TPACK, pedagogy and meaningful learning as points stressed in that particular test.

variable use thinking teaching teacher suggestion subject study strategy solution result research read question qualitative principle positive plan observation negative need matter learning learn knowledge know general form example empirical effectively effect draw develop datum critical correlation concrete conclusion concept class change challenge assumption appropriate allow action 1 0

These tools could be used by a teacher to facilitate a study in Gardner's multiple intelligences as it relates to visual, audible, and graphic learners.