The amazing power of 140 characters

Application or Web App, DS106, Professional Development, Social Networking 8 Comments »

With the initial release of Twitter, I couldn’t see how this application could act as an effective way to communicate when each tweet was limited to only 140 characters. Those who have followed my writing over the past three decades know that I am severely challenged whenever I try to share educational information in a concise manner. Furthermore, when I initially signed up for a Twitter account and started following educational colleagues, I couldn’t see any value in receiving miniscule messages such as “I had Corn Flakes for breakfast this morning” or “Have just picked apples off our backyard tree & am helping my wife bake apple pies.” True, I learned about other interests that my “friends” might have, but I wanted to quickly separate the educational “wheat” from the “chaff”. To illustrate this point, I ask you to examine the tweets of Dean Shareski, an innovative educator from the province next door.  As of today, Dean has in excess of 22,200 followers, who if they had started following Dean when he first started using Twitter, would have subscribed to more than 93,500 of his tweets. One might suggest that Dean generates a great deal of chaff but I can assure you when you do encounter Dean’s  educationally relevant tweet “nuggets”, they are well worth engaging in the winnowing process. In fact Dean has a YouTube video warning potential followers entitled “So You’ve Decided to Follow Me on Twitter” in which he shares his reasons for tweeting about all interests in his life.

We are in the midst of the holiday season, be it Chanukah, Christmas, or Kwanza, and most of us are in a gift-giving mode. In today’s post, I want to share how, through the serendipitous use of Twitter, a gift was created for Alan Levine by a number of individuals who have only virtually connected in cyber-space.

Many of my regular readers know that in 2012 I participated in a free, online, digital storytelling DS106 class that was offered though the University of Mary Washington in Fredericksburg, Virginia. Jim Groom and Alan Levine were my instructional leaders for this innovative course which engaged me right from the start. Alan Levine (aka “Cogdog”) continued to teach and refine DS106 over the past couple of years as he introduced new learners to this amazingly, creative DS106 educational environment.

One of the motivational activities that challenged DS106 participants was “The Daily Create” (TDC) which is described as:

The Daily Create provides a space for regular practice of spontaneous creativity through challenges published every day. Each assignment should take no more than 15-20 minutes. There are no registrations, no prizes, just a community of people producing art daily. Developed as part of the ds106 open course on digital storytelling, TDC is open to anyone who wants a regular dose of creative exercises (and it more fun than jumping jacks, pushups, and P90X).

To appreciate the wealth of creative prompts and ideas shared here, I encourage readers to visit The Daily Create Archive.

Even though I actively engaged in a host of DS106 assignments for four months in 2012, I still subscribe to The Daily Create feed which arrives daily by email. In fact it was The Daily Create #1069 that arrived in my in-box on December 12, 2014 that jump-started me again.

Alan Levine challenged us to “Generate a Meme Image That Emphasizes the Spirit of DS106″. However, it was Alan’s request for assistance that resonated with me when he stated “You can help me (@cogdog) out for a presentation I am doing January 8 by using something like the Meme Generator to create an image that highlights the experience of DS106 in one loud, proud utterance.”

Not fully understanding what constitutes a meme, I used Flickr’s “Advanced Search” to find Creative Commons licensed images that I could modify by adding text that I felt might help outsiders to better understand the DS106 learning experience. My fist two meme attempts included the remix images “Learning the DS106 way” and “DS106 is Engagement!”. In keeping with my DS106 training, I documented what I had learned in the process and shared my reflections in my blog post entitled “Engaged Leaning is Authentic Learning”.

Tweet AOnce I had uploaded my two memes to my Flickr photostream, I tagged them with “dailycreate” and “tdc1069″ so that images would be automatically transferred to the DS106 “The Daily Create” web site. In addition, I sent this first tweet to Alan Levine (@cogdog) and anyone who was filtering or searching for tweets based on the #DS106 hashtag.

Imagine my delight when Alan responded to me with the adjacent tweet which I immediately made a “favourite”. Not only was he extremely pTweet Bpositive but his tweet was shared with not only the #DS106 community but also with more than 8300 of his Twitter followers. In fact, it was through these Twitter connections that I was once again complimented. To my knowledge, Mariana Funes, was not enrolled in my 2012 online course, but she practices one of the DS106 “ABC” mantras. Although “Always Be Creating” was the focus for DS106 participants, the power of “Always Be Commenting” should not be overlooked.

Tweet CWhether it was a instructional comment on another DS106 student’s blog post or a positive tweet highlighting the work of a colleague, such feedback is indeed an intoxicating elixir. Tweets like Alan’s and Mariana’s are powerful motivators which encourage you to continue to share online. Furthermore, I was delighted with Mariana’s next tweet which indicated that she was “inspired” by my efforts and decided to create her “Doge does DS106″ meme to help out Alan.

Tweet DI must admit that I didn’t know that the dog in Mariana’s DS106 meme was called “Doge”. In fact our son, who is a software engineer and returned home from San Francisco for Christmas, patiently explained to me that the true memes were pictures that had gone viral. Perhaps, if I had researched Mariana’s reference to “Doge”, I would have found “Know Your Meme” and become somewhat more aware. As our son said … “Just because you uploaded an engagement ring image into Meme Generator, and added some text, doesn’t make it a meme”. I suggested that perhaps my remixes of Creative Common licensed images with DS106 text attributes were actually ideas in their infancy waiting to go viral :-)

Tweet ERegardless of my lack of understanding of memes, another “favourite” tweet from Alan Levine, which complimented my life-long learning passion, motivated me to create more memes for my mentor. Although they are really “remixes” and not “memes”, my efforts were to try and capture the essence of what DS106 meant to me and to share my creativity with Alan and other members of the DS106 community.

Having been an educator for 40 years, I was quite familiar with the delivery system where “one assignment fits all”. Imagine my delight in the DS106 process which encouraged me to choose a variety of innovative activities, which captured my imagination, from the DS106 Assignment Bank. As of today, this repository contains 809 assignments with 7292 examples created by engaged learners. Each of these assignments was given a difficulty rating from 1 to 5 stars and the instructor might challenge students to complete 10 stars worth of work in one of the 10 categories including Visual, Design, Audio, Video, Web, Mashup, Writing, Fanfic, Animated GIFs, or 3D Printed Assignments.

Tweet FWhen I was enrolled in the DS106 online course, I was intrigued by assignments like “Fat Cats Make Art Better”. I thought that I might create a meme using the “fat cat” theme together with the DS106 “ABC” mantra “Always Be Creating”. In addition, I was so intrigued with the flexible nature of the assignments in DS106 that I thought it was important to try and capture this powerful idea in a “Metcalfe meme” (not to be confused with the real memes). The resulting remixes of “ABC” and “Flexible” were uploaded and Alan was advised with the tweet at right.

Tweet GOnce again Alan sent me a tweet indicating that he loved my “Flexible” meme. He reinforced that thought by adding a comment associated with this remix image in my Flickr photostream. Not only did I appreciate his feedback regarding my artistic remix of  “Flexible”, but also this activity allowed me to learn how to add text to a curved line. I know that in Photoshop and Photoshop Elements v.10 there is a built-in feature where one can simply add text to a curved path. Unfortunately, I own Photoshop Elements v.9, so I had to search Google for ideas. I imported the Creative Commons licensed image into PowerPoint, added the spaced-out letters “F L E and X”, and then individually positioned each of the remaining characters I, B, L, E and ! to create the effect.

HoweTweet Hver, it was Mariana’s next tweet that I believe was the critical tipping point in all this Twitter communication. By suggesting that perhaps Rochelle Lockridge (@Rockylou22) might consider creating an “HTML book” for Alan Levine, members of the DS106 community went back to this “5 day old” Daily Create and designed more memes to help out with his January 8th presentation. In fact, when I uploaded my last “Flexible” remix on December 17th, there were 14 memes in the list. Now there are 21 with the last entry, to date, being uploaded on December 22nd.

Tweet IUsing a variety of remixes and memes created by the DS106 community, and a tweet prompt from Mariana Funes, Rochelle Lockridge created an amazing, online flip-book called “What is #DS106?” using Flip PDF Professional. She presented the link to Alan Levine, through the tweet on the left, and advised some of the DS106 Daily Create #1069 contributors of her creation. This innovative present to Alan was a fitting tribute to a mentor who so willingly shared his expertise and motivated so many within the DS106 community.

Tweet JOnce Rochelle sent out her tweet regarding this innovative flip-book gift, the accolades starting flooding the Twitterverse from the #DS106 community. Like Sandy Brown Jensen, many individuals that Rochelle credited on page 2 of her online flip-book, sent out a congratulatory tweet or connected with Rochelle to acknowledge her efforts and creativity.

Tweet KAlan was “totally blown away” with Rochelle’s innovative flip-book and considered perhaps forgoing the use of slides at his upcoming January 8 presentation. Obviously the contents of this “What is #DS106?” flip-book highlighted, in a very unique way, the experiences that participants had when they were engaged in the DS106 learning environment.

Stephanie Jeske also sent out a congratulatory tweet to the flip-book creator as well as several of the DS106 meme generating participantTweet Ls. I, too, felt that it was important to provide Rochelle with feedback as to my thoughts on her creative present for Alan Levine. I think it is very important to acknowledge the good that people demonstrate. I believe that as educators we can identify with the small pebble that is tossed into a quiet pond. The ripples spread out forever in concentric circles and we never fully comprehend to what degree we have influenced others.

Tweet MThus, it is very important to acknowledge the work of our colleagues, be they creative DS106 members or K-12 educators. It takes very little effort to send out a Twitter message of 140 characters. However, in many cases that motivational comment or educational link may motivate them or help them be a better educator. Not only do they, as teachers, profit from the message in the tweet but ultimately, and perhaps indirectly, their students benefit from this same action.

Tweet NIn summary, I want to thank the members of the DS106 community who took time to construct their Daily Create #1069 memes. Undoubtedly, Mariana Funes was a key player because she saw the potential in showcasing these remixes and memes for Alan in an on-line flip-book.

Tweet OUltimately, it was the creative work of Rochelle Lockridge who blended these memes and ideas into a digital story that represents so well the creative talents and caring of the DS106 participants. Indeed, I am so proud to be a part of this DS106 community and know that through the judicious use 140 characters I, too, can share my learning with others.

Take care & keep smiling :-)

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Engaged Learning Is Authentic Learning

Application or Web App, DS106, Food for Thought, Problem Solving 1 Comment »

For me DS106 was an amazing learning experience. I enrolled in this free, online Digital Storytelling class, hosted at the University of Mary Washington, in the Spring of 2012. Jim Groom and Alan Levine (aka “cogdog”) were the instructors who introduced me to a completely new style of authentic learning.

Having conducted numerous workshops for educators over the past 35 years, I always prepared appropriate handouts to distribute to participants. If, for example, I was reviewing the elements of Microsoft Excel, I made certain that all attendees had step-by-step resource material which corresponded to the version of Excel that they would use on their computer.

In DS106, we spent time manipulating images and creating animated GIFs. I expected that the instructors would also provide step-by-step resource material that would help class members learn the basics of Photoshop or GIMP. Not so … rather the class was encouraged to search the Internet for tutorials which matched the application and version to which the student had access. Also we were encouraged to share what we learned, comment on other student’s blog posts, and network with our classmates so that we formed a true learning community.

Additionally, the flexibility of the course “hooked” me. I was impressed by what Jim Groom stated in his welcoming post entitled “ds106: We’re open and you’re invited“.

… what made it amazing was that anyone can do as much or as little as they wanted as part of the open, online section and leave the rest. We don’t accept apologies and we don’t believe in guilt, there is no sorry in ds106. Simply come prepared to make some art, have some fun, give some feedback, and leave when you want.

Although I was retired at the time and had much more time to devote to this endeavour than the average teacher, I liked the idea that I could opt in or out whenever I wished. In fact, I continue to subscribe to the “The Daily Create” activity which continues to stimulate my imagination.

Tonight, after supper, was the first time I turned on my computer today. Today’s “Daily Create” asked us to “Generate a Meme Image That Emphasizes the Spirit of DS106″ I must admit that I was not that familiar with the “meme culture” so I skimmed over the explanatory text and viewed the visuals submitted earlier today. My first thought was that I might be able to add some text to a Creative Commons photo and create the following remix to pay tribute to the amazing learning opportunity afforded me through DS106:

DS106 Learning - 400x300

Thankfully, I went back and read the directions more closely. Alan Levine suggested that the visual should attempt to explain DS106 “to the outsiders, the people who just do not know or understand what you have been doing?” I then realized that baby’s message above did not explain how learning in the DS106 way was any different from other learning techniques.

I then noted, in The Daily Create’s fine print that we could use Imgflip’s Meme Generator to produce a visual that highlights our experience with the DS106 learning community. Ever ready to try out a new application, I searched Flickr for an engagement ring with Creative Commons attributes which allowed me to modify the image. I uploaded this image into Meme Generator, added the top and bottom lines of text, and produced the following meme with a message:

DS106 Engagement 400x286

When I enrolled in the DS106 course and was challenged to manipulate images, create audio and video segments, without my familiar step-by-step handouts, I was forced outside my comfort zone. However, it made me realize that teachers today may be doing a dis-service to their students by supplying too many instructional step-by-step resources. When our students graduate and enter the work force, they are going to have to learn on their own. Undoubtedly they are going to have to become problem solvers and find answers online or learn new tips and strategies from their colleagues. Regardless, if they are to be successful, they are going to be engaged in authentic learning. We, as teachers, need to foster such authentic learning by having students successfully search for answers on their own and engage in more challenging collaborative learning opportunities.

Take care & keep smiling :-)

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December Difference-Maker Project

Activity, Application or Web App, How To, Project 1 Comment »

I would be remiss it I did not remind teachers of an innovative and engaging classroom activity for December. Not only will your students remember this special endeavour, but also I can assure you that needy individuals in your town or city together with others world-wide will benefit and remember this special project long after your students have graduated. Of course, I am referring to a student-inspired activity that I first shared in my November, 2010 post entitled “How to Make a Difference in December”.

donating a coin

The main steps in this activity, which was initiated by 10 year old Laura Stockman in her powerful blog post entitled “Twenty-Five Days to Make a Difference”, include the following:

  1. Ask students to contribute a coin a day in December. For younger students, it might be a nickel whereas middle school students may contribute a quarter. As Chris Harbeck states, it is important that each student contributes from his/her allowance rather than ask Mom or Dad to fund this project on their child’s behalf.
  2. Following up on the “We Day” philosophy, students are encouraged to make a difference in their school, community or world. As funds start to accumulate, ask students if there are local charities to which they would like to contribute half their donations.
  3. To extend the power of giving, I encourage teachers to explore Kiva.org to see how a $25 loan can be contributed to needy individuals in third-world countries. The Vimeo video entitled “How Kiva Works” is an excellent resource to explain how the Kiva micro-loans process can help.
  4. Engage students in exploring the various third-world countries and individuals that Kiva supports. Make a donation and monitor how the recipient repays the $25 micro-loan so that your students can reinvest this same $25 with another person in need. Make certain that parents are also made aware of the individual(s) that your class is supporting so they, too, can go on line and monitor the difference that their son or daughter has made to those less fortunate.

If, after perusing the related resources, you feel that there is not sufficient time to get this challenge operational in December, I recommend talking about it with your students and targeting 25 days in January to make this important difference. With many, making “New Year’s resolutions” as of January 1st, it might be more appropriate for your class to consider this activity as a “Resolution Revolution”.

If you do accept accept Laura Stockman’s challenge, I’d appreciate if you would share feedback and tips through the comments at the end of this post so that other reasders can benefit from your practical, classroom ideas.

Thanks, in advance, for caring and sharing.

Take care & keep smiling :-)

Resources:

– Flickr – Creative Commons image “Gimme a penny” by Marwa Morgan
https://www.flickr.com/photos/marwamorgan/3064562992/

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Problem Solving – A Matter of Perspective

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Motivating students to solve problems has definitely changed over the past 40 years. When I first began teaching Mathematics, and in particular Geometry, to junior high students, I had a number of posters decorating my classroom. Of particular interest were the ones that showcased the creativity of the Dutch graphic artist M. C. Escher. His mathematical art, with its unique tessellation symmetry and creative transformations was truly amazing. However, it was the impossible constructions shown in creations such as “Belvedere”, “Relativity”, and “Waterfall”, that captured the imagination of most students.

Forty years later, imagine my delight when our younger son, who is a software engineer in San Francisco, shared with me the artistic puzzle game Monument Valley.

Monument-Valley-2

This Android, iOS, and Kindle puzzle, which only costs $3.99, is described as “an illusory adventure of impossible architecture and forgiveness”. One attempts to guide the silent Princess Ida through a series of remarkably artistic formations. Each screen, which can be printed, is a work of art that utilizes perspective altering images based on the Penrose Triangle and Escher’s “impossible cube”.

Knowing that some educators do not have access, while at school, to YouTube videos, I screen-captured 39 images and created the following animated GIF to provide a better perspective of this unique adventure. This looping animation starts with a black slide, together with the Monument Valley title and information slides. Follow Princess Ida as she travels from within her black circle at the bottom ever upward in her quest to navigate this creative environment:

 

[Editor: Please be patient waiting for this large animated GIF to load & display.]

I would encourage readers, who wish a more complete overview of this magical puzzle environment, to view the “Monument Valley Release Trailer” on YouTube.

In addition, older students, particularly those who have an interest in artistic design, mathematics and/or computer programming may enjoy exploring the following two resources which give insight into how Monument Valley was created:

Spoiler Alert
Should you decide to purchase this puzzle for your students, for your family members, or friends, I recommend that you advise them to not explore YouTube videos to help with solving any of the 10 different levels of Monument Valley. As all educators know, true problem solving comes from involvement, struggling, manipulating a puzzle and exploring different paths. Searching for a solution on the Internet or in a YouTube video is akin to looking at the Answer Key at the back of the book.

Regardless of whether we are experiencing a challenging puzzle or aspects of life, in general, we should remember Gail Lynne Goodwin’s quotation … “Perspective can make our problems look bigger than they really are.”

Take care & keep smiling :-)

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Teacher Feature #34 – Holiday Thoughts

Application or Web App, Bits and Bytes, Food for Thought, LwICT, Teacher Feature No Comments »

Today, K-12 students are on their winter break in Manitoba. Tomorrow, many of our students’ families will celebrate Christmas. As a result, a good number of our youngsters will return to school, in the new year, having received gifts which employ the latest technology.

What impact does such technologically-enhanced gifts have on our students and, more importantly, what impact will it have on our teaching?

Teacher Feature #34 - Marc Prensky - 400x300
Teacher Feature #34 – Marc Prensky – December, 2013

I suggest that there are two actions that all teachers can take.

First, we reduce asking factual questions that can easily be found through a simple Google search. Rather we must challenge our students to use higher order thinking skills (HOTS) and, where possible, encourage them to complete activities and projects in a collaborative manner.

Secondly, we must focus on teaching students digital citizenship and how to protect their digital footprint.

For example, one of my favourite research activities demonstrates how creative teachers can challenge students in new ways. Gretchen Offutt, a grade 5 teacher in Bellingham, Washington, designed this innovative research project for her students. I contacted Gretchen and asked for her permission to share her creative activity in the December 2001 issue of my “Bits and Bytes” online newsletter.  The article was entitled “HOW TO … engage your students in meaningful research”.  Twelve years later, this innovative project still has extreme relevance for today’s teacher.

Rather than ask her students purely factual questions such as:

  • “In what year did Ferdinand Magellan sail though the “Straits of Magellan?”
  • “Off what continent is this passageway located?”; and
  • “What were the names of Christopher Columbus’ three ships?”

Gretchen challenged each student to use higher order thinking skills and teamwork to research and defend:

  • “Under which captain, be it Christopher Columbus, Ferdinand Magellan, or Sir Francis Drake, would you have preferred to serve and why?”

Thankfully Gretchen shared this amazing resource with her students and other educators by creating an Internet web page called “Explorers Homeport”. Although these links might be rather slow, I can assure you that they are well-worth any delay for readers to experience this well-crafted and thought-out research activity.

The fact that my “Bits and Bytes” online newsletter and Gretchen Offutt’s “Explorers Homeport” are no longer available for perusal from our respective school district’s servers, leads us into the second action of teaching students “digital citizenship”.

Many Manitoba educators, who are infusing “Literacy with ICT” into their classrooms, find it easier to focus on the five “Big Ideas” within the Cognitive Domain. For example, “Plan and Question”, “Gather and Make Sense”, Produce to Show Understanding”, “Communicate”, and “Reflect” are all steps that teachers employ when teaching using the Inquiry process.

However, it is my feeling, that teachers find it more difficult to deal with the four “Big Ideas” within the Affective Domain. True, “Collaboration”, and “Motivation and Confidence” can be introduced and practiced in most classrooms. However, “Social Implication” and, in particular, “Ethics and Responsibility” are two areas that may not be dealt with sufficiently.

Yet, with the increased access to technology that students have outside school, they need to be taught how to use it in a responsible way. Although Flickr, Facebook, Instagram, Twitter, and YouTube are blocked in many of our schools, students need to be taught or modeled on how to use such social media in responsible ways. I feel that students need to know how to maintain their privacy and how to protect and preserve a positive digital footprint.  After all, once a photo or login name, which is associated with one of our students, is shared or created on the Internet, it is there forever!

As I wrote this month’s “Teacher Feature”, I certainly learned first-hand how this “publishing forever” concept could damage one’s reputation.  Although I’m sure both Gretchen and I are proud to share what we have uploaded or created on the Internet, this may not be true of all our students. For example, it has been 12 years since Gretchen created her “Explorers Homeport” and my last issue of “Bits and Bytes” was uploaded to the world-wide-web in June, 2007. However, if today one was to attempt to link to either of the original Internet addresses (URL), one would get an error message stating “The page you requested no longer exists” or “Server not found”. For a student who may have uploaded an inappropriate photo or had perhaps made some caustic remarks online, s/he might be extremely happy if the original indiscretion could no longer be located where it was shared online. However, more than likely that picture or comment has been transferred or shared on other servers and it cannot be totally removed. Even if it has been deleted from the original site, and has not been replicated elsewhere, the Internet archiving “Wayback Machine” may bring it “back to life”.

For me, the “Wayback Machine” is a useful tool to retrieve information that I may have published several years ago. For example, in my last post, I couldn’t remember when Rod Brown and I first came up with the idea to create a “Let’s Get Connected” contest. However, each June, I created an index of the topics and information shared in my newsletter during the previous school year. So I simply entered the following URL, for a specific June issue, into the “WayBack Machine”:

http://www.wsd1.org/bitsbytes/0203/bbjun03/default.htm

The “Wayback Machine”, without my knowledge, archived “snapshots” of my newsletter “12 times between January 1, 2003 and October 4, 2006.” I simply had to click on a black bar on the timeline (e.g. the last bar in 2003) and click on any blue circled date (e.g. August 3, 2003) to view much of my newsletter contents together with links to additional resources.

Students need to be taught that there exists applications like the “Wayback Machine” that can use to highlight indiscretions that one may have thought were deleted.

In summary, teachers need to create authentic learning activities which engage students using technology to which they have access. In addition, such learning must better prepare students to be responsible online digital citizens.

Take care & keep smiling :-)

Larger Image: Brian Metcalfe’s Teacher Feature “photostream”
http://www.flickr.com/photos/life-long-learners/

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Brian Metcalfe: A Life-Long-Learner

Application or Web App, ETMOOC, Info, Reflection 10 Comments »

The Educational Technology and Media #ETMOOC, that I recently joined, suggested that participants introduce themselves in a unique manner. Following in the creative steps of Jess McCulloch, I decided to try my hand at writing and narrating a poem to help others better understand my learning journey.

Learning Journey Poster

Once my poem was created, I thought that I would read it and share it as an audio file through SoundCloud. Readers should be able to hear my narration by clicking on the “Play” button below. Should the orange “Play” symbol not display, readers may have to click on the hyperlink to transfer and play my narration from the SoundCloud web site. I have also included the text of my poem so that one may more easily follow along.

[https://soundcloud.com/brian-metcalfe/brian-metcalfe-life-long]

Brian Metcalfe: A Life-Long-Learner

Here’s an audio introduction
to a Metcalfe, named Brian
who keeps on learning each day,
without really tryin’.

My educational career
spanned 40 great years!
I shared resources and ideas
with any, and all my peers.

I taught grades 7-12 students
Computer Science & Math,
and for my last 25 years
took on a new, career path.

Towards Educational Technology
in a consultant’s new role,
To help K-12 teachers
use technology was my goal.

I created a monthly newsletter
which was called “Bits and Bytes”.
For 23 years I shared resources
and worked on it many long nights!

Some say I’m somewhat anal ;-)
with a perfectionistic passion.
I believe in … a “job well done!”.
I trust it’s still “in fashion”.

I really value family and friends
and am truly lucky as well,
that my “best friend” is my wife
with a family … that is swell!

My teacher-wife & I retired together
and are no longer wage earners.
So I created an educational blog
which is called “Life-Long-Learners”.

I’m now enrolled in a MOOC –
a massive, open, online course;
where one gets to choose assignments
where engagement is the force!

When you start to chart your own path
MOCCs make learning fun!
Supported by a creative community,
Your learning’s never done!

So I ask … what do you value?
What can you share
with educators world-wide
to show that you care?

So I’m passionate about sharing
and learning for me is beguiling.
So I’ll sign off, as always, with
Take care & keep smiling :-)

***

Credit: The “Learning is about the journey …” image was created by Krissy Venosdale and is available from her {Free} Posters web site.

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“Tools For The 21st Century Educator” – P.D.

Application or Web App, How To, LwICT, Professional Development, Tutorial No Comments »

Sisler High School, the Winnipeg School Division, Eyeconic Media and Microsoft Canada will be hosting a five day Professional Development session on cutting edge ICT skills for digital learners during the week of July 9 – 13, 2012. Our goal is to engage and empower educators through hands-on workshops.

Although the cost for each workshop is $50.00, anyone may sign up for individual morning or afternoon workshop sessions which are of interest:

  • Workshop 1: The Cloud Classroom – Monday July 9th, 9:00 am -11:45 am
  • Workshop 2: Web & Gaming Graphics – Monday, July 9th, 12:45 pm – 3:30 pm
  • Workshop 3: Video Conferencing in the Classroom – Tuesday, July 10th, 9:00 am – 11:45 am
  • Workshop 4: Video Editing for the Web – Tuesday, July 10th, 12:45 pm – 3:30 pm
  • Workshop 5: Photo-imaging for the Web – Wednesday, July 11th, 9:00 am – 11:45 am
  • Workshop 6: Introduction to Web Design – Wednesday, July 11th, 12:45 pm – 3:30 pm
  • Workshop 7: Web Graphics & Animation – Thursday, July 12th, 9:00 am – 11:45 am
  • Workshop 8: Audio Composition – Thursday, July 12th, 12:45 pm – 3:30 pm
  • Workshop 9: Game Design for the Web – Friday, July 13th, 9:00 am – 11:45 am
  • Workshop 10: Online Teacher Presence – Friday, July 13th, 12:45 pm – 3:30 pm

Additional P.D. details and specific workshop content can be found in the E3 Workshop Booklet which may be downloaded in PDF format.

There are still some workshops seats available, so register as soon as possible at: Eyeconic Media (www.eyeconic.ca)

Take care & keep smiling :-)

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Under the Influence – Shaping History

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Teachers of History or Social Studies may find the following “Famous People Painting” to be a unique way of engaging students. If one clicks on the hyper-link or the image below, one will be presented with a much larger picture painted by the Chinese artists Dai Dudu, Li Tiezi, and Zhang An. However, when one mouses over an individual on this web site, a tag identifies the person by name, whereas clicking automatically transfers one to an appropriate Wikipedia resource.

(Click the above image to transfer to the interactive site)

I encourage educators to share this resource with their students. Who knows, such interaction may engage students and help them appreciate how these individuals impacted society.

Take care & keep smiling :-)

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Tagxedo: A Time-Saving Teacher’s Tool

Application or Web App, Freebie, How To, Info, LwICT, Tip No Comments »

Teachers are always looking for resources that can aid them in the teaching process or engage students in their own leaning. Some may be familiar with a free web-based tool called Wordle which can be used to create generate “word cloud” images from text that the user supplies. Although many educators and students have embraced the use of Wordle, one of its big limitations was that users coluld not easily print their word cloud creations. In early January, I created a “DS106 word cloud“, and like many of my colleagues, I had to use a screen capture process to save my Wordle creation as an image or to print out the design.

However, today I wish to share with readers a new word cloud tool, called Tagxedo, which has a built-in print feature as well as other options that will excite educators. This free web application is unique because it can create complex portraits like the one of Steve Jobs. I encourage readers to click on the thumbnail at right to see the detail and words used to describe this industry game-changer. However, rather than focus on the advanced portrait feature, I will share ways this product might be used, with a minimum of time and effort, by students or teachers.  The Tagxedo web site describes this application as follows:

Tagxedo turns words — famous speeches, news articles, slogans and themes, even your love letters — into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text.

Tagxedo which is pronounced as [tag-SEE-doh] can, like Wordle, create simple displays in which word sizes are based on the frequency of the words provided in a list or web site address. However, teachers and students will appreciate the added features of this educational tool in that users can display Tagxedo word clouds in different shapes, colors, themes and may save and/or print the result in different sizes.

As a way to celebrate St. Patrick’s Day on March 17th, I chose to have Tagxedo display words in the shape of a four-leaf clover or shamrock. Rather than enter a list of words, I selected Manitoba Education’s “Literacy with ICT Across the Curriculum” web site and entered this URL, “http://www.edu.gov.mb.ca/k12/tech/lict/show_me/continuum.html” (without quotes), as input.

Imagine the impact that teachers and students might have using shapes such as following:

  • Treble Clef: outline formed by a variety of different musical terms;
  • Shark: outline shaped by the different predator types;
  • Check Mark: outline formed by all students that have completed  a certain activity or project;
  • Bus:  boundary delimited by the names of all the students in one’s class who travel by bus to school;
  • Bird: display of migratory or endangered birds help  shape this image; and
  • Tree: outline defined by coniferous tree names.

In order for teachers to fully utilize Tagxedo, I recommend that they investigate these web sites:

So what are you waiting for? Go play with Tagxedo and see how it might be used in your classroom.

Take care & keep smiling :-)

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World War I: Nothing to sing about

Activity, Application or Web App, DS106, Tip No Comments »

Our next audio Daily Create challenged the DS106 learning community to:

“Using your voice as the only instrument, create a recording of a verse and/or chorus from your favorite song.

Readers who have followed my posts over the past year know that I try, whenever possible, to include what I refer to as “teachable moments”. When these situations occur in the classroom, it is a wise teacher who takes advantage of the opportunities to add some extra element to the instructional process.

So too, whenever I am provided with such an opportunity. Rather than record a verse and chorus of my favorite song as suggested, I chose the following rather poignant song from World War I.

Hanging On The Old Barbed Wire by Brian Metcalfe

Educators who are reviewing World War I, with older students, may want to look at the war through music such as the following:

  • Pack Up Your Troubles In Your Old Kit Bag
  • It’s A Long Way To Tipperary
  • For Me And My Gal

Interesting discussion can result regarding what the lyrics mean and what was the purpose of the song.

Teachable Moment
Rather than asking students to write a traditional essay about World War I, I know of educators who have engaged their students by giving them creative alternatives such as:

  • building models of a battle-field or a trench system
  • researching a particular soldier who was killed in battle
  • writing a soldier’s letter home from the trenches
  • interviewing a veteran and sharing his/her story

After studying these various World War I songs, ask students, working in pairs, to write the lyrics of their “war song” which matches a tune with which they are familiar.

I encourage educators to view the following YouTube videos which showcase both images from World War I as well as an accompanying musical track.

 

Take care & keep smiling :-)

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