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CLASS14

This week Shirley evaluated Glogster, which is a social network structured around interactive posters called "Glogs." The concept is very cool and it has all the necessary web 2.0 functions like comments, fans, profile pages, "likes" etc. Users are able to upload any type of multimedia element to integrate into their glog. Several templates are available as well as some stock multimedia. It's fully interactive and creates an opportunity for collaborative learning because of its robust communication features. Educators are provided some bonuses. It seems like an excellent service and Shirley explained it well.

Katherine evaluated ToonDoo maker, which is a comic-strip creating service. Users are able to upload their own avatars, create their own characters, upload images, draw, create strips and string strips together to make a complete book. The service allows for a significant amount of detail to characters and avatars and is an excellent example of a potential multimedia-project service. Thanks for the great evaluation Katherine!

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PEP14

This week I evaluated GoAnimate, which is an animation service that students and teachers can easily utilize in the classroom to create short (10-line) animations. It's free, but can really be expanded by paying for the service. It might be useful for an entire school to get a full account and share it to get their money's worth as I can't really imagine paying $4.50 a month for this on a teacher's salary. I suppose if it was used daily to present content to students, it could be justifiable. Regardless, this and tools like it are excellent ways to grab attention. If I had learned about it sooner, I would have probably utilized it with our advent VBS program where I'm teaching the kids about fair-trade and nations around the world, concepts that are difficult to explain to K-2nd kids. I can see this being used in a variety of ways and I may recommend it to a few faculty if the need arises.

The reading this week dealt with the "what's next" question regarding technology in the classroom. It seems like a futile endeavor, but it is interesting none-the-less. The book, published in 2010, gets several things right, though it couldn't have understated the impact of the iPad and tablets more. It's amazing that in 2-3 years tablets have gone from the "pricey and not very practical" to sub-$100 machines that will be in the stockings of students of all ages. The ideas were relatively loose and no firm time "predictions" were given, so this is largely a thought exercise. I often think about the prospect of A.I. and think about how far away we actually are from that milesone... yet, it's regularly touted as a technology of the near future. Analytics and CMS (incorrectly named) are already widely available and MANY K12 institutions have hopped on board, especially Moodle. LMS (Learning Management System) is the new and correct term for the systems. I am surprised that the Kahn academy and flipped-classroom model are not mentioned, but I think they perhaps weren't popular in 2010. Computer-training is actually a very real possibility for students in certain subjects, Math is an excellent candidate where teachers can monitor the progress of students working during class time (or at home) and where they are having the most difficulty, they can then come alongside the student and offer help in areas of deficiency. The book provided some good content, I would like to see what a revision would include.

#PEP

TAPE 14: GoAnimate

I decided to evaluate GoAnimate, which is a service that allows for the creation of animated training or lesson videos. Signup was simple and only required an e-mail address, username and password. After signup, you can choose to use a template or create the video from scratch, I chose to utilize a template. Users are provided with about a dozen template categories with characters and scenes already created and available to choose from. I chose to make an animation with animals. I then chose a setting (The Savannah) which was only one of two free settings, the rest you can use if you purchase the "GoPlus" service for $4.50 a month. It gives you storage space, unlimited animations, and a variety of other "enhancements." Anyway, after the setting, you choose your characters. I chose a Hippo and Giraffe. Then you provide up to 10 lines of dialogue. You can either record your own voice or use the text-to-speech engine provided by the service. If you choose text-to-speech, you can choose different genders, accents, and even different languages. Then you are taken to a preview when all the dialogue is entered and you can see the characters dialoging with each other, the animation is quite good. After you save your video, you can share it via. facebook, twitter, e-mail, tumblr, url, etc.

Overall, it's an excellent service. I think it could be very useful for students and teachers. I imagine students would be able to utilize it easily to create multimedia projects and teachers could use it to grab the attention of their students prior to doing a lesson. I'll add it to my list of tools to use in the future for training events.

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CHAT13 (week 15)

Chapter 9 of web 2.0 explores the "future of the web" and Solomon/Schrum evaluate several trends in educational technology and provide some guidance regarding these trends. Where Web 1.0 was a visual experience where the display of content was king, Web 2.0 demands interactivity and it "moves users from read-only pages to read-write." It's now a democratic experience dependent on collaboration and communication. The chapter provides a few "potential" focuses of web 3.0 including a "3D Web," "Media-Centric Web," and "Pervasive Web." The 3D web is self-explanatory. The book describes the media-centric web as an interaction from medito-to-media, instead of text-to-media. The example it gives is taking a picture of a painting and an search engine displaying dozens of similar paintings. The Pervasive Web is also self explanatory, but the chapter describes it as being everywhere and anywhere... spread throughout home, office, etc. Always on, always connected. The speculation regarding web 4.0 is "about ubiquity, identity, and connection. We need ubiquity"..."because it is about activity, not just data, and most human activity takes place offline." Identity is essential because "the deliverable is based on who you are and what you do and what you need." And the connection is important as well. "Web 4 is about making connections, about serendipity and about the network taking initiative."

The chapter specifically discusses how the new web 3.0 4.0, etc. will affect teaching/learning. It predicts that hardware prices will come down and computing will become more portable and 24/7 web access and 1:1 hardware to student rations will become commonplace. Customized-learning applications will be tailored to learning style and learning level and provide communicative and collaborative features. Multimedia will be commonplace and tools will be integrated.

Eleven specific technologies are explored.

Communication--

"The power of communication tools can be harnessed for learning when students can reach outside the walls of classrooms into the global community."

Collaboration--

Online word processing tools, wikis, social networking, PLNs, etc. are already present, but will be utilized further to facilitate virtual learning in virtual schools. Online textbooks have a fast refresh cycle and teachers will be able to "share their expertise to create book chapters and supplemental materials that others can retrieve as needed."

Mobility/Portability--

Hardware is continually decreasing in cost and smaller devices are becoming more popular. Anywhere/anytime learning is trending upward. The book is starting to show it's age (it's being proven correct) in that iPads and Tablets have exploded and it's not uncommon to find a very good 7" tablet for less than $100. Access to apps is crucial for the iPod touch and iPad. One school ran a pilot program, giving all the students ipod touches and the students enjoyed them and regularly used them to research what teachers were teaching about, look up vocab words and read on the devices.

Personal--

Personalized learning "means that students are able to find and learn what they need to know, when they need to learn it, and in a manner that suits them based on their learning styles or the way they like to approach learning." In the future, it may be possible for students to received customized lessons based on their learning style with an assessment component to provide feedback and analytics for the teacher.

Transparent, Integrated, Intuitive--

Even though the same tools may exist well into the future, the chapter predicts a higher level of integration between the tools and seemless transitions between them as well as customizable, intuitive interfaces that transition from device to device well.

Extensible: Apps, Gadgets, and Widgets--

The chapter cites Facebook as a potential platform for application expansion. Educuation-specific apps "could include digital content that is integrated into a personal start page."

Mashups as Metaphor--

Content aggregation is already happening, the chapter cites iGoogle, netvibes, and pageflakes. Mashups should become more user friendly without the need to know a programming language to make them happen.

Content Management Systems--

The chapter suggests that these CMSs provide multiple tools and security as well as integration, with a cost. Moodle, Blackboard, echalk, and school fusion are all cited.

Intelligent Search--

Improved capabilities in search should be expected which will benefit students and teachers with more accurate and relevant searches.

Assessment--

"the semantic web is all about managing content and managing data, so it is possible that schools can translate the results of students' work online into quantifiable assessments."

Cloud Computing and Infrastructure/Schools in the Cloud--

The chapter projects that schools will follow businesses into the cloud due to the cost benefits and natural demand for resources and maintenance. High availability and efficiency should "reduce costs, staff workload, and energy consumption." A feedback loop managed int he cloud could provide for educational interventions. "As assessment becomes mor eintegral to learning, performance analytics, whcih monitors data to ensure that students ar emeeting learning objectives and then adapting instruction accordingly, will play a bigger role." Additionally, the software of the future may be more intelligent and make alternate recommendations to students when learning a variety of topics. The SaaS model will become more prevalent and cost less and scale easily. "Cost efficiencies will be the driver into online learning"

This chapter concludes by explaining that everything changes in technology and it's difficult to predict what trends will take off, but change happens regularly and rapidly at times. It predicts that IT departments will be downsized and "streamlined" as operations are moved into the cloud. Other school operations may also be performed online. "Web-based tools are just ways of accomplishing what needs to be done" and teachers will continue to be essential and will "remain the designer of curriculum, planner of activities, and the one responsible for assessing student learning and requirements."

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CLASS13

Huang Pei evaluated teachertube and schooltube this week after striking out with youtube. Schooltube apparently has many videos by native english speakers with educational value for students and teachers. Teachertube has more than just videos and includes formats such as photos, audio, and docs as well as video. Huang had some problems creating an account and with loading times, so this may be an issue for international users. Thanks for the eval Huang!

Lai Wei provided some excellent evaluations of both Flickr Visual Story Group and Jing. Apparently the Flickr Visual Story Group allows the telling of a story with 5-or-less images. It's confusing as to why they only allow 5 images, but I assume there is some pedagogical trend the decision is based on. Regardless, you could potentially get around this issue by structuring your pictures like a comic-book and splitting each individual picture into 4-5-6 or more individual blocks to tell your story. It sounds confusing so I might look into it further. Lai also evaulated Jing, which I've used before. It's a very neat service (downloadable software) that allows users to capture their screen contents, add narration, and upload for sharing. One interesting thing I noticed is the "edit in Camtasia" button from the screenshot that Lai posted. I wonder if Camtasia is providing advertising money or a plugin or something similar? Very cool evaluation.

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PEP13

This week I evaluated NextVista, which is a video lesson service that hosts 5-minute or less educational videos. It's an interesting niche service catering to educators and students. They offer several contests through the year and accept only educational videos submitted by e-mail or upload. The service is a bit lacking, with no interactive features (comments/forums/user profiles) and no user-interface to speak of. This sort of service could really take off if they implemented some basic "web 2.0" features. It has a very good niche and a good "mission" to provide short 5-minute edu-lessons. Since many online courses are trimming "lectures" down to short 5-7 minute clips because long lectures don't hold the attention of students as well, there is a real opportunity here. I would like to find a similar site for higher-ed lessons, which would be extremely beneficial to our professors.

The reading this week dealt with visual learning tools, which represent a wide variety of tools from powerpoint to full-fledged documentaries. The chapter did a good job of covering the basics and then introducing the issue of multimedia literacy, which, I feel is an extremely important part of educating today's students. Producing students who are comfortable with editing, producing and critiquing multimedia is crucial. Students who are comfortable with both producing and analyzing multimedia benefit most from their developed critical eye, since they are bombarded with so much multimedia in the forms of television, radio, games, etc. The also benefit from the unlocking of creativity and self-expression that multimedia projects allow.

Several of our courses allow for some type of artistic expression in assignments, but multimedia skills are terribly lacking from our student body. It seems as if only a few dozen of our students are equipped to produce something beyond a basic powerpoint presentation. I think that many middle/junior/high schools are not equipping these students well enough so that when they arrive at College, they are not able to produce these projects. I think it's important for students to be able to express through creation and I see so few outlets that lacking multimedia abilities is a pretty drastic blow to student creativity. As for personal reflection, I would like to see more opportunities for students to utilize multimedia tools as an expressive and educational medium... what form does that take? I'm not quite sure. Perhaps a seminar-type course, or a section in the freshman orientation.

#PEP

TAPE 13: NextVista

I decided to evaluate NextVista this week. I had never heard of the service and it just so happened that I needed some videos explaining some regions of the world for an Advent VBS that our church is doing. NextVista is a video-learning repository for short (5-min or less) educational clips. The site is very raw and apparently still in an early stage. There are, however, over 900 videos and more are added regularly. All users who submit videos agree to submit them via. the Creative Commons Share-Alike Attribution license. In addition, the site has these requirements:

The NextVista.org library encourages anyone interested to submit short, creative videos that could help students learn anything one might encounter in school. Please be aware of these guidelines before submitting:

videos must be for a student audience

videos should contain no copyrighted content

media used should be properly cited

videos should be no longer than five minutes

videos should be factually accurate

We encourage students not to make themselves identifiable in videos they submit to NextVista.org. If appearing on screen, we suggest not using one’s name. When a teacher assures us that he or she has proper release forms for students who in videos identify themselves, we will post the video, but we recommend that those making videos keep themselves from being easily identified.

Files need to be submitted via. e-mail or dropbox. It feels like a very "manual" system and there is no login or users area or anything of the sort. You can add and remove favorites, but it's either based on a cookie or it doesn't work. Videos are presumably tagged by the employees of the site. One cool feature is contests that the site regularly has, where they ask students to submit videos based on a certain subject. These contests are probably the biggest reason to post to the site, quite frankly, because no interactive features are available. It would be better to upload to youtube or teachertube to get some interactive features. As for content, it's a decent place to find some short videos if the other video sharing sites don't have what you're looking for.

CHAT12 (week 14)

This chapter discusses visual learning tools. It doesn't explicitly define visual learning tools, but it implies that these tools can be web-delivered images, videos and presentations, as well as an information that can be conveyed in a digital visual fashion. According to Solomon, "students need skills to understand the power of the various media and skills to use media to communicate." She suggests that many students are visual learners and visual learning tools can help them learn. She says that "visual or media literacy involves both the ability to understand and interpret and the ability to create visual messages: students must develop the skill to process and analyze information delivered through images as well as understand the impact images have on a viewer."

Visual Learning Tools are useful because they help students learn how to "create meaning and communicate." Creating digital media projects and analyzing other visual learning tools will help students to objectively evaluate the intended effects on the viewer. Media literacy is an important aspect to student learning. According to the Partnership for 21st Century Skills, it's an essential skill and it's demonstrated by "the ability to analyze media and create media products." In order to analyze media, students must:

"understand both how and why media messages are constructed, and for what purposes"

"Examine how individuals interpret messages differently, how values and poitns of view ar eincluded or excluded, and howe media can influence beliefs and behaviors"

"apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media"

And in order to create media, students must:

"understand and utilize the most appropriate media creation tools, characteristics and conventions"

"understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments"

Besides slide shows, screencasts, digital storytelling and documentaries are the most important methods of communicating and sharing ideas in a visual way. Digital Storytelling can be an excellent way to help students express their thoughts in an organized way. It is a powerful tool of expression and can be done easily with free photo-editing tools. Visual creativity can enhance the "power of narrative" and it's not difficult for students to find images to utilize. Video documentaries are an excellent way for students to engage with the subject matter, collaborate with others and do hands-on learning. It can demonstrate and improve skills such as researching, reading, writing, speaking, problem solving, collaboration, and data gathering and analysis. It's an excellent way for teachers to assess the work of students. There are several examples of this, including Lynn Pomerantz's class, who documented their journey of creating a documentary. The students blogged about the process and created screencasts as tutorials. It even includes written and video exit interviews about the project.

Solomon mentions the importance of adhering to copyright laws and suggests the use of creative commons materials. She also provides a list of tools that can be utilized when creating visual learning projects.

One interesting way that these learning tools are being used is in Hempfield High School, where the spanish teachers have setup a system where students can utilize Voki to create an avatar and a piece of dialogue in Spanish and the post it in Moodle for student peer review. The students are able to comment on their classmates work and for many it's the first they have heard themselves speak in spanish. Another school, Traver School in Lake Geneva, WI is using Goanimate to create digital stories entirely in spanish. The students write their entire scripts in spanish and have a lot of pride in their creations.

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CLASS12

This week Shirley evaluated Audiopal which is an audio recording and embedding service. It's free and allows the recording of messages via. computer mic or phone in and then users are able to quickly and easily embed those messages in any website that supports html. It seems like a pretty cool service and I appreciate Shirley's detailed explanation of it.

Nancy evaluated a couple podcast sites, eslpodcast.com and kids.podcast.com. eslpodcast is for non-native speakers of english and it has several categories of podcasts including English Cafe, Business, Travel, daily life and relationships. It also has a teachers area where teachers can learn about podcasting, how to use ipods, etc. The kids podcast site has plenty of family-friendly podcasts including some about practical parenting. Both sites seem quite useful for the podcast-searching teacher. Thanks Nancy!

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PEP12

This past week I evaluated Audacity and read about podcasting. Audacity is an excellent tool that can be easily utilized to create podcasts or edit audio files. It's a free-to-use open source piece of software that I regularly use at work and home along with Goldwave. It's the perfect tool to pair with podcasting and can be utilized by novices as well as experts.

Podcasting is quickly becoming a new channel of media alongside television, radio, and other internet mediums. The quantity and breadth of podcasts have exploded over the past couple years. For teachers, podcasting can be an effective way to both acquire content knowledge and dispense/create knowledge. Students are able to download podcasts on subjects related to the subjects they are learning and podcasting can be an excellent multimedia project that students can implement to share their research with other students and the public at large.

Some of our teachers are utilizing podcasting already, but I think regular podcasts could be an excellent addition to the online classroom. They need to be interesting, however. Boring podcasts are counter-productive and difficult to listen to. I've found that the most effective podcasts have two or more hosts that are able to banter with each other and they have guest-hosts who are experts in some regard of the content. Extremely engaging podcasts with plenty of content can be long (40-60 mins) but most podcasts should be shorter, especially when focused on younger audiences. I've thought about personally doing a podcast, but I'd have a hard time finding a co-host and I'm not quite sure what I'd talk about and who the audience would be. Perhaps it's something to think about for the future.

#PEP

TAPE 12: Audacity

This week I evaluated Audacity. Audacity is a free, open source audio editing software system. It's simple, yet, powerful. It is available for windows, mac and linux. There is no sign-up process because it's free software. It can be downloaded at: http://audacity.sourceforge.net/download/windows

For the purpose of podcasting, it's extremely simple to use Audacity. Ensure that your mic is plugged in and not muted in the system settings and hit the big red record button to start talking. The options are very straightforward and understandable. One downside is that when exporting to .mp3, you must point audacity to an already-installed mp3 encoder or go through the LAME encoder download process. This is due to .mp3 licensing being incompatible with the open source licensing model of Audacity. There are many advanced options, effects and filters that users can play with in Audacity, but most aren't necessary for a simple podcast.

I have used Audacity in the past and will continue to do so. It's an excellent program to recommend to teachers for recording lectures or whatever. Another great audio-editing program is GoldWave, which allows for batch-scripting for encoding or editing work.

CHAT 11 (week 13)

Chapter three in Web 2.0 deals with podcasts (and vodcasts) which are a/v "netcasts" that can be streamed or downloaded. There are thousands upon thousands of types of podcasts and millions of unique episodes. Podcasts support RSS syndication which lets listeners/viewers receive updated episodes directly to their reader or listening program. Podcasts are useful in that they allow quick and easy access to episodes on thousands of topics for the classroom. These episodes can be delivered to teachers automatically. Podcasts are simple to create and use, which makes them ideal for students to demonstrate their grasp of material, research, etc. Allowing students to create their own podcasts allows students to express themselves and share with family and friends. "Podcasts have changed the ways in which educators conceptualize their content and pedagogical strategies."

This chapter provides several examples of in-class podcast use. Among these, my favorites are from Brenda, who teaches High School and has her students post a 30-second movie review and do a commercial of something of their choosing. She creatively setup grandcentral.com so that her students can call in their podcasts using a phone. Eric Langhorst's "speaking of history" is an inventive podcast who's goal is "not only to extend his students' learning beyond the classroom, but also to be a way of reaching out to parents and families."

There are five skills podcasters need to learn before creating a podcast, according to this book.

1. How to recod audio and save it to .mp3

2. How to create an RSS file

3. How to write the RSS "directions"

4. How to upload the RSS feed and .mp3 file

5. How to validate that the file is written correctly and will work

Additionally, Allisyn Levy provides five steps for creating the podcasts.

1. Write a thoughtful script/outline

2. Teach students how to use the tools, hardware/software

3. Have students take turns being the "audio engineer"

4. Teach students how to edit the podcast with silence at the beginning and end of the cast

5. Export the podcast, play it for the class, burn it, or post it online

Podcasting seems like a simple-yet-effective tool in online learning. Several of the resources provided by this chapter link to shows of all topics. Personally I listen to two podcasts regularly and I think implementing a podcast or two on campus would be very effective. We have several clubs on campus, preaching, missions, etc. and a podcast would be an excellent way to keep up with what's going on in those areas of campus.

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CLASS 11

Lai Wei also evaluated Second Life this week. She did a great job of describing the process and included several tricks that I didn't know about. It's great that SL can be such a rewarding experience for so many people and it's impressive that someone helped her out in the world, I experienced similar hospitality from users in the game.

Shirley evaluated SecretBuilders, which is an environment specifically for children 5-14 years old. It has many educational games to keep Chidrens' attention. They are allowed to chat freely and collaborate on tasks, but the system is monitored closely for language and general safety. It sounds like an excellent immersive experience for kids who can even publish content to the platform.

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PEP11

This week we learned about Virtual Environments. The book introduced several MUVEs (Multiuser Virtual Environments), the most notable (for educational purposes) was Second Life. I feel that Second Life has quietly become the defacto "mainstream" environment for learning. Many educational institutions have a second life presence and some even offer classes within the world. One particular avenue that I'm interested in is a system called Sloodle that integrates Second Life with the Moodle LMS: http://www.sloodle.org/

If I could implement sloodle, it would be an excellent way to open up some faculty to some "outside the box" teaching. Also, Opensim is an interesting project that allows for the creation of virtual worlds via. an extensible open source, multi-platform system. It could be perfectly suited for a professor, or institution that wants to create an isolated world apart from SL.

Anyway, Virtual Environments are very interesting to me, I hope to learn more about them and implement them in some way in the future.

#PEP

TAPE 11: Secondlife

I evaulated SecondLife this week. I have some limited experience with the platform, but I decided to take a second look (no pun intended) because there really isn't anything comparable to SL that I can find, at least not to the scale and complexity. I didn't have to create an account, but I went through the process anyway, which is quite easy. Just go to the webpage and click join now, you'll be presented with five categories of avatars, or you can choose random. Put in a name for your character, then you'll be asked to provide a real name, DOB, security questions and a password. After that, you are asked to choose between the free or pay-version, then you can download the application.

After downloading, installing, and logging in, the world is quite interesting. It can be chaotic or beautiful, depending on where you are. I didn't make anything or buy any land, but I was able to chat with people briefly. SL feels like game, but there isn't a "point" to the game, if it is. So, it seems unique in that respect. I'm going to try to find some of the educational destinations in the future, but for now I think it's a good avenue for future educational endeavors. It truly is the educational frontier. In my setting, I could see this being used as a "what's next" demonstration or a good pedagogical challenge for one of our more adventurous faculty members. I'll shop it around and see what kind of response I get. :)

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PEP10

This week's technology topic was "Wikis." I evaluated Picowiki, which was a guerilla-type to-the-point wiki solution. It's simple and fast. The chapter introduced wikis and sold them as a solution for facilitating group writing projects. I think it's an excellent use for them. The chapter provided some good insight for how to make wikis really work well in the classroom setting by providing some in depth guidance, tips, etc.

I appreciated this chapter and Solomon's desire to not only get classrooms to utilize wikis for group projects, but to have pedagogically-sound projects so that students maximize their learning time. Personally, I think that wikis are a brilliantly simple tool. I have suggested utilizing wikis to friends who are working on writing projects together and I'll continue to recommend it. As for integrating it for my own use, I think that I'll develop a Moodlewiki for our specific installation, which differs to some extent from Moodledocs. Also, some faculty are intimidated by Moodledocs, so some replication wouldn't be horrible.

#PEP

CHAT 10 (week 12)

This week's reading was about virtual environments. The book quotes Meadows in defining virtual worlds as "online interactive systems in which multiple people, sometimes millions of people, share in the devlopment of an interactive narrative." It suggests that MMUVEs or Multiuser Virtual Environments such as second life can be used to facilitate learning.

Second Life, unlike World of Warcraft or other MMO games, is primarily intended to allow for social interaction. The point of the program isn't to "win the game" or "farm gold" but to interact, explore and build. Second Life is only available for adults 18 or older, but teen second life is a safe and controlled universe for ages 13-17. SL provides a modeling interface and scripting language for the creation of objects in the world. It also enforces copyright and ensures that creations are credited to their creators.

The chapter claims that this type of experience "sits at the intersection of education, entertainment and social commitment and suggests an expansive focus for instructional designers." It also says that research is beginning to show that students may learn well in this type of environment.

One of the more interesting MUVE projects it the Quest Atlantis project where students aged 9-12 embark on an immersive educational experience to assist the Atlantan Council in saving their city. The students engage in the world by interviewing members of the community, studying other cultures, and making action plans.

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