Educating With Technology: Changes for the Better

Food for Thought, Info, Professional Development, Reflection 6 Comments »

After 60 years in the classroom as a student, teacher, and K-12 Educational Technology Consultant, I have seen many changes. I maintain that the changes, particularly as they relate to the infusion of technology into K-12 classrooms, have improved the lives of both students and teachers.

I plan to address how technology has changed and improved education over the years. First, I want to make sure that the reader is aware of what drives educators. Regardless of whether a teacher uses the latest technology or the more traditional blackboard, I believe that what matters most, can best be described in Kathy Davis’ quotation:

Teacher Feature #3 - Kathy Davis 300 x 225

Since the child is the most important ingredient in the educational process, I thought that I would use the letters in the word “child” as an acrostic technique to frame my thoughts regarding educational change.

C is for: Computer Science & Change

I began my teaching career in 1967 teaching Grade 7 & 8 students Mathematics. In those days, my only form of technology was a spirit duplicator, a hand-cranked calculator, and my slide rule that I used to determine report card marks. I must admit that when I taught Mathematics, I assumed that all students solved problems using the same strategies and algorithms that I used and taught.

A few years later, I proposed teaching Computer Science to Grade 11 & 12 students. In those days, my Grade 11 & 12 students either used a school keypunch or pencil-marked optical cards to create a program on a deck of cards. I maintain that they were better programmers than today’s student because they only had “one run per day”. In other words, they flow-charted, traced their code extremely thoroughly, and assembled their program(s) into elastic-enclosed decks of cards which I drove out to the university each evening and ran through the U of M mainframe. The next day my Computer Science students would be waiting eagerly at my classroom door at 8:00 a.m. when I arrived. I would distribute their print-outs wrapped around each program deck of cards. There would be those who whooped with delight if their program ran successfully and printed out the correct answers. Others would frown as they carefully searched their print-out for the easy-to-spot syntax errors or the more challenging coding flaws in logic. It was while teaching programming to high school students that I had a real epiphany or change.

Teaching students Computer Science ... brought about four important changes in my teaching:

I remember reviewing an assignment and noting that while most students solved this one particular problem using the same logic that I would use, there was one student who tried a different approach. Although his print-out provided the correct answer, he took a rather unique approach in his logic. Perhaps it wasn’t the most efficient program because he used more lines of code but the important thing was that his coding showcased for me that not everyone thinks the same. In teaching junior high Mathematics, I had always assumed that all of my students would problem solve using the same algorithms or steps that I demonstrated and taught. Furthermore, I was quite proud that no Mathematics students could ever stump me and that I could solve every problem in the textbook to arrive at the correct result displayed in the answer key.

Teaching students Computer Science, and how to program computers, brought about four important changes in my teaching:

  1. The revelation that not everyone solved problems using the same methods or steps that I used;
  2. No longer did I feel as confident in always being able to solve all programming problems using the framework or existing coding proposed by each, and every student;
  3. Teaching programming helped me realize that I was no longer the “gatekeeper of knowledge” and that students often learned so much from their friends; and
  4. I learned how important it was for me to be able to say “I don’t know …”, but I always quickly followed this remark by stating “… but, when you figure it out, please show me.”

I have to agree with Steve Jobs who stated “Everybody should learn how to program a computer because it teaches you how to think”.

 

H is for: Help, Hand-outs & Hardware

Teaching a brand-new school initiated Computer Science course in the early 1970’s had its challenges. Unfortunately there was no one from your own school to mentor you in computer-related problems. Rather, you had to search out others who were, like you, introducing Computer Science to their Grade 11 and 12 students. Long before the Internet, we had to phone one another or meet face-to-face to gain help and share resources. Whenever I used the school’s ditto machine to duplicate Computer Science hand-outs, tests, or resource pages, I always ran off 10 extra copies. Each of these copies was carefully filed into a large manila envelope addressed to another educator in our city or province that was also teaching Computer Science. When the envelopes were filled, I would “snail mail” my resources out to my 10 Computer Science colleagues. I eagerly looked forward to the arrival of similar “hard copy” resources that I could modify and share with my students. Long before the acronym “PLN” became popular, we thrived and survived thanks to a willingness to support and share with one another.

In the late 70’s, the Apple II, Commodore PET, and Radio Shack TRS-80 microcomputers entered the market place. I bought my own Commodore PET 4032 with its cassette tape drive on which I stored programs. Within a year, I purchased a Commodore dual floppy disk drive to speed up access and to improve reliability. Undoubtedly, lower prices and increased storage capacity have dramatically changed over the past 30 years. For example, my first package of 10 Dysan 5.25” diskettes cost me $70. In other words, in those days, I had to pay $7 for a mere 170 KB of diskette storage space. Today by comparison, one can buy an 8 GB USB flash drive for the same $7 which can store the equivalent of 49,344 of my old Dysan floppy diskettes. Furthermore, today’s cloud storage has become very inexpensive with Flickr, for example, offering new users one free terrabyte of data storage. To put this in perspective, this free offer of storage capacity compares to the equivalent of 6,316,128 of my Commodore PET diskettes. Storage capacity and hardware improvements have definitely improved immeasurably over the past 30 years and with it improved ease of use for today’s educators and students.

 

I is for: Internet, Initiatives & Innovation

During the 80’s and early 90’s, my home and work computers were used in isolation. During those years, most of my computer use consisted of exploring computer assisted learning software, creating word-processed documents, managing databases, and manipulating spreadsheets. With the Internet came connection to other like-minded individuals and the excitement in education exploded as we learned and shared electronically. As access speeds increased, so did our capabilities.

When I first became the Educational Technology Consultant for the Winnipeg School Division in September 1981, I realized that I would be challenged to keep current with this technological explosion and to inform educators and students in our 80+ schools. To facilitate such sharing, in October 1984, I created a monthly educational newsletter called Bits and Bytes. In October 95, I started sharing my newsletter on the Internet as well as continuing to distribute it to each school through a limited number of printed copies. Teachers were delighted when this newsletter appeared on the world-wide-web as now many more readers could gain access to this resource. Furthermore, many teachers liked the fact that they now could quickly search my “Bits and Bytes” web site to find information rather than have to visit their school’s library and flip through past archived hard copies. Although “Bits and Bytes” is no longer available on our school division server, the Internet distribution undoubtedly facilitated the ease of sharing of information and resources during the majority of this newsletter’s 23 year existence.

In the fall of 1995, as the Internet and the Netscape web browser were evolving, Rod Brown and I came up with an innovative plan to run a “Let’s Get Connected” contest in the Winnipeg School Division. Schools were challenged to demonstrate how their staff and students were collaborating as they used technology to enhance learning. This innovative contest was scheduled in May 1996 and I asked other Computer Education Consultants, from nearby school divisions, to help judge the creative applications. These adjudicators were so impressed with the concept, that Richard Burkett, a Computer Education Consultant from the River East School Division, and I teamed up to expand this initiative to schools throughout our entire province. The goal of all “Let’s Get Connected” activities was to “connect” teachers and students in learning opportunities using technology. Not only did the Minister of Education declare May 12-16, 1997 as “Let’s Get Connected Week”, we also encouraged educators to design 32 innovative technology-related activities that engaged students. Through Internet connectivity with other innovative educators, we were proud to be able to facilitate a “Let’s Get Connected” learning adventure for four years in succession.

Without the Internet, the following powerful and inspirational initiative would not have blossomed.  Laura Stockman, a ten year old girl, decided to save her December’s daily allowance of $1.00 to donate to a worthy charity on Christmas day in honour of her recently deceased grandfather. I (@bkmetcalfe) shared Laura’s story in a blog post entitled How to Make a Difference in December. Chris Harbeck (@charbeck), a dedicated middle school colleague in the Winnipeg School Division, shared this idea with his students and challenged other educators and students to do the same. Chris’ UnPlug’d 2011 video entitled Why Digital Citizenship Matters celebrates how Laura’s initial idea caught on with his students. Three years later, thanks to Internet connectivity, I was enrolled in an innovative Digital Storytelling (DS106) open, online course. Our instructor, Alan Levine (@cogdog), challenged us to create a video describing an unexpected positive outcome after sharing something openly online. My Sharing is Caring video describes Laura’s inspirational story and how Internet connectivity facilitated the sharing of this inspiring initiative.

Clarence Fisher (@glassbeed) of Snow Lake, Manitoba and Heather Durnin (@hdurnin) of Wingham, Ontario have embraced the Internet and demonstrated innovative teaching with technology. Although these two middle school teachers and their classes live in two different provinces and are separated by 2700 kilometers, they have effectively used the Internet and social media tools such as Google Docs, Twitter, Skype, virtual bulletin boards and WordPress blogs to build a caring community of learners. The Idea Hive is where the collaboration between the students in the two different schools occurs and their powerful online learning takes place. Using different technologies, these two educators continue to explore innovative ideas and exciting ways to engage their students.

Undoubtedly the Internet has facilitated easy communication, so that educators and their students can benefit from the innovative ideas and resources that are shared by both master teachers and master learners.

 

L is for: Literacy with ICT & Leveraged Learning

In 2006, after much research and working closely with educators throughout the province, the Manitoba Education, Citizenship and Youth produced a state-of-the-art model entitled Literacy with ICT Across the Curriculum.

“Literacy with Information and Communication Technology (LwICT) means thinking critically and creatively, about information and about communication, as citizens of the global community, while using ICT responsibly and ethically.”

The inquiry-based LwICT developmental continuum continues to be updated with many resources including the LwICT teacher handbook, parent handbook, posters, and web-based support.

This remarkable initiative continues to foster dramatic learning opportunities in Manitoba classrooms as teachers infuse technology to engage students on their journey to becoming responsible digital citizens.

Today, “just in time”, real-world, learning is the key. The Internet, together with its various social media applications makes learning so much easier. Not only can teachers search for and share engaging lesson activities but educators can also get inspired. No longer does one need to travel to expensive conferences to hear well-respected individuals.  Rather, one can stay at home in one’s pyjamas and become inspired by watching TED Talks presentations. Certainly one can learn from amazing presentations like Sir Ken Robinson’s How schools kill creativity. Similarly, Matt Henderson (@Henderson204), a high school teacher in Winnipeg, also presents his inquiry-based teaching model at the TEDxManitoba. Matt’s passion for inspiring and engaging his students is aptly shared through his powerful Teaching Ourselves to Last Forever presentation. Educators are encouraged to examine the powerful and creative conversations of the learning communities that Matt facilitates by visiting his Henderson Hallway blog.

Andy McKiel (@amckiel) has been an amazing catalyst to foster learning. As an active executive member of the Manitoba Association for Computing Educators (ManACE) and the provincial BYTE Conference, Andy has created and archived a multitude of online learning resources. Undoubtedly, one of his most exciting learning opportunities was the week he spent in Churchill, Manitoba studying polar bears. Working with scientists, Andy learned many important aspects about polar bears and their habitat which he shared with students and teachers world-wide via his blog Chilling with Nanuq.

Moving from bears to birds, we find Andy active tweeting (@amckiel). To facilitate learning amongst Manitoba educators, Andy has been collecting the Twitter “handles” of Manitoba teachers. He then uses the Paper.li content curation service to collect daily tweets of Manitoba educators and display them in The Manitoba-educators Daily. If you want to find out what Manitoba educators are tweeting, you need to investigate Andy’s online newspaper.

With Twitter becoming so popular, three Manitoba teachers, decided to create a process by which educators could use this social networking tool to connect and chat about topics of interest. Zoe Bettess (@ZBettess) from Thompson teamed up with Winnipeg educators Georgette Nairn (@GeorgetteNairn) and Tanis Thiessen (@tjthiessen) to organize the “Manitoba Education Chat” (#MBedchat).  Every Wednesday night from 9:00 – 10:00 CST, interested educators filter tweets using the hashtag #MBedchat and provide answers to five questions related to the evening’s topic. Past chats have focused on our provincial SAGE Conference, the new Manitoba report card, the connected classroom, picture book month, and sharing strategies to support EAL students. All tweets are archived on the Manitoba Ed Chat blog so that others may learn. This #MBedchat educational chat provides great learning opportunities as ideas are shared and connections are made between like-minded educators. I encourage readers to sign up for Twitter, explore tutorials, utilize an interface like HootSuite, TweetChat, TweetDeck or another client which allows tweets to be displayed in columns, and join in the learning and fun.

For years, John Evans (@joevans) has been a prominent sharer of educational ideas and resources. In fact, his Why Sharing Matters video, in which he uses an apple basket metaphor as a measure of teacher wellness, imparts a powerful message to us all. John starts each weekday by rising early and sharing a wealth of educational ideas and resources through Twitter. Not only does he distribute educational information through his The Tech News Daily online newspaper, he also uses the Scoop-it online publishing tool to curate news, reviews, and resources which he shares through his online iPads in Education. However, John is perhaps known by more educators as the champion behind MAPLE – the MAnitoba Professional Learning Environment (MAPLE). This new Manitoba Education social networking service can be used to connect Manitoba educators to each other, to curriculum content, and to a variety of professional learning opportunities. This unique endeavour will provide Manitoba educators with new ways to connect with their curriculum, communicate, collaborate and learn.

 

D is for: Devices & Dedicated Dynamos

Lately there has been much discussion over the “Bring Your Own Device” (BYOD) initiative. Starting in 2010, Dakota Collegiate, in the Louis Riel School Division, was one of the first schools in Winnipeg to facilitate this endeavour. As one of the school leaders, Roy Norris (@Roy_Norris) teaches English in a 1:1 environment where each student brings his/her own technological device to school to enhance his/her learning. When visiting Roy’s class, I was astounded by the variety of devices that the students in the classroom were using. Some had Mac laptops, other classmates were using Windows netbooks, while others were connecting wirelessly using smart phones or tablets. My initial two thoughts were …Wouldn’t it be simpler, if all students in the class had the exact same device; and, as a teacher, is Roy expected to know everything about how each of these different devices work? From observation and discussion, it was clear that Roy empowered his students and encouraged them to collaborate to find solutions to both technical as well as subject-related problems. Furthermore, despite the variety of technology employed by his students, it was evident that they were all engaged in the learning process.

Some of you might wonder “what changes when every student has a computer in class?” To investigate such opportunities and challenges, I invite you to explore Roy’s wiki where he reflects and shares his thoughtful insights into his teaching in a dynamic BYOD classroom.

The leadership team in the St. James-Assiniboia School Division implemented a division-wide initiative to place devices into the hands of all K-12 students. The school division purchased about 3000 iPads which were distributed to every student in grades 6, 7 and 8. Students in lower grades will share 6 – 8 iPads in each classroom, while the senior high students will be encouraged to bring their own device from home. Undoubtedly the digital learning team of Andy McKiel (@amckiel), Darren Kuropatwa (@dkuropatwa), and Joan Badger (@jbadger) were extremely busy implementing this well thought-out plan.

As one would expect, the leadership team conducted a number of workshops and one-on-one mentoring to help teachers implement their school division’s Digital Learning Project’s 5C’s of: Communication, Collaboration, Creativity, Critical Thinking, and Citizenship. However, I was impressed with the attention to detail with other tasks that needed to be addressed. Right from the start, the middle school parents were informed of this iPad 1-to-1 initiative through a Learning in the Digital World presentation. Additionally, a Parent Information Page was created on the divisional web site to further inform parents about Technology Acceptable Use Policies, Creating an Apple ID, the iPad Take Home Agreement, and Caution Fees.

Other school divisions in Winnipeg, and throughout the province, are watching to see how this Learning with an iPad endeavour progresses and the benefits that these devices bring to the domain of learning.

The previous two references demonstrate what can be accomplished on both a school-wide and a division-wide basis when devices are introduced to each student. With such wide-spread support and effort, one would expect success. However, it is equally important to showcase the work and effort of individual teachers who encourage their students to learn in new and exciting ways. I have selected innovative ideas from Early, Middle and Senior Years environments to demonstrate how dedicated and dynamic educators can inspire and engage students.

What innovative learning can be implemented in two Early Years’ classrooms with the acquisition of two iPod Touches? Erin Clarke (@erinbrie) and Jeff Hoeppner (@bluebomber6), of the River East Transcona School Division, applied to the Manitoba Association for Computing Educators (ManACE) for a grant. Their application was supported with a rather creative Haiku video. These two teachers created a monthly Instagram challenge which presented a different word or theme each day. Teachers, students, and classrooms from across Manitoba (and beyond) shared their creative photos based on the theme of the day. Their #eduphotoaday blog traces their innovative journey as well as shares useful tips on photo apps, or important considerations such as Public vs. Private Instagram. Their November challenge was particularly interesting as they attempted to improve students’ picture taking by using daily prompts associated with photography such as “rule of thirds”, “birds-eye view”, and “reflection”. Erin and Herb, together with their students, demonstrate how technological devices used with dedicated dynamos can bring about engaged learning.

At the Middle Years level, Miles MacFarlane (@milesmac), from the Seven Oaks School Division, encourages his students through innovative ideas and projects. His students are engaged learning History as they create ancient civilizations using the Minecraft program. Furthermore, Miles’ blog entries and comment conversations are a powerful learning resource. Miles is the consummate blogger. Regardless of whether he is sharing his parenting thoughts in TeacherDad or his teaching journey through his Miles’ Tomes blog, his learning is transparent and genuine. How many educators do you know who would risk sharing online their Annual Reflection on Learning for all to see and comment upon?

This past June, Miles organized the first EduCamp – Winnipeg which was an “un-conference” where participants planned their day and learned and shared ideas and resources in an open environment. Not only does he have a busy teaching day, Miles is also engaged in online graduate work at George Washington University. Sharing his instructional workshop package for delivering a Creating a Twitter PLN definitely helps other educators “make connections with a global professional community using Twitter”. Although Miles and his family will be shortly leaving our province for a teacher exchange in Australia, we know he will continue to share with us through his Teacher Exchange blog. With Internet access, educators like Miles, can connect and share world-wide.

Phil Taylor (@ptaylorsjr), a Senior Years’ teacher at St. John’s-Ravencourt School, has always been one to share. Not content to only focus on sharing through his Learning Technologies blog, Phil is passionate about micro-blogging through Twitter. He uses a variety of applications to curate and distribute resources through such channels as Phil’s Learning Technology News, Trending Ed Tech News or his RebelMouse feed.

To facilitate and share learning, Phil created the SJR Learners wiki. For the past two years, Phil has been exploring Google’s 20% time concept with his students. Others may know this initiative as Genius Hour where students are given a portion of school time to explore, with the help of technology, any area of interest to themselves. As Phil states, it is remarkable to witness the time and effort that students will invest when focusing on an area in which they are passionate.

Like his students, Phil is passionate about sharing with fellow educators. As an early adopter of the Diigo personal information management system, Phil maintains and publically shares nine Diigo lists ranging from Android, Google Drive/Docs – Resources, Student Digital Footprint Guidelines, to Tablets in Education. However, the one which resonates most for me is his list of bookmarks shared in Building a PLN. I believe the key to survival in today’s fast-paced teaching environment is for educators to get connected and share through a Personal Learning Network or PLN. I have attempted to address the power and potential of a PLN in my own blog post entitled My PLN: A Teacher’s Treasure.

PLN-Get Connected

Having showcased dedicated Manitoba teachers in the Early, Middle and Senior Years areas, I thought I should finish with a brief look at the contributions of a Manitoba educational curriculum coordinator. Knowing that this last section focuses on the acrostic “D-words”, many readers might suggest that it would be a true oversight, if I did not include “Darren”.

Over the years, Darren Kuropatwa (@dkuropatwa) has been an inspiration for many educators looking for ways to integrate technology and improve student engagement and learning. Undoubtedly his scribe post, which he developed with his high school Mathematics students, continues to be an innovative learning process. Those unfamiliar with the background and benefits of this endeavour are encouraged to listen to Alan November’s interview of Darren about the specifics in Student Scribes 1, Student Scribes 2, and Student Scribes 3.

As a founding convener of the K12 Online Conference, Darren has provided educators world-wide with an opportunity to participate, share, and learn together. Darren is a well-respected international keynote speaker who is a dedicated, sharing, professional. Not content to research and keep his learning private, he shares his creativity and new-found knowledge with everyone. With more than 1000 slides displayed through Slideshare, Darren continues to enlighten educators with the wealth of powerful ideas and resources. For example, some of his creativity includes:

Lately Darren has shifted sharing his thoughts and ideas on his A Difference blog to a new video blog mechanism. He has now uploaded and shared more than 100 #WhileWalking YouTube videos where he poses questions and shares his thoughts about improving education in short, articulate video messages.

Clay Shirky states that “The change we are in the middle of isn’t minor, and it isn’t optional.”  Darren realizes this and does everything in his power to help educators adapt to this change.

In closing, it is obvious that changes in education have increased dramatically in my 40 year educational career. However, teachers today have so many more ways of connecting and sharing resources with other like-minded educators.

The key, I believe, is connectivity! Teachers today, who want to connect effectively with their students, must connect with other educators.

Connect or be Side-lined

One way that educators can improve is to examine the wealth of information that is being shared by these Manitoba educators. Take time to learn about your colleagues and investigate the related hyperlinks that I have identified. I purposely have listed each one’s Twitter “handle” in brackets following their names. For example, if you were to enter into a Google search field “Twitter @bkmetcalfe” (without quotes), regardless of whether you subscribed to Twitter or not, you would be presented with the particular educator’s real name and Twitter profile. In many cases, you would learn a bit about the educator and possibly gain access through a hyperlink to his/her blog. Below this information, one can see the number of tweets s/he has generated, the number of individuals s/he follows, together with the number of individuals following the particular educator. In addition, you would be able to scan the past tweets shared by this educator and gain a sense as to whether you might benefit from the information s/he was sharing.

Regardless of where you are in your journey to use of technology to enhance learning, it is important to remember that it is the “Child” that should always be your focus. Perhaps this final acrostic might summarize this post:

C onnections

H elp

I ndividuals

L earn

D ifferently

Take care & keep smiling :-)

Credits:

- Flickr – Creative Commons image “A hundred years from now …”  by Brian Metcalfe
- http://www.flickr.com/photos/life-long-learners/5200425803/

- Flickr – Creative Commons image “Get Connected!” by Paco Paco
http://www.flickr.com/photos/metaweb/4345676181/

- Flickr – Creative Commons image “Expand your Global Connections” by Langwitches
- http://www.flickr.com/photos/langwitches/5119205490/

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Teacher Feature #33 – What was war?

DS106, Food for Thought, Reflection, Teacher Feature No Comments »

Today’s “Teacher Feature” focuses on remembering. I have been reflecting on which moments in my life have left me with an indelible memory. For me, there are important images that come to life such as when I first met my wife, being present at the births of our sons, certain classroom “teachable moments”, outstanding family get-togethers, and images linked to various vacations.

Teacher Feature-33-What was war - 400x300

Teacher Feature #33 – Eve Merriam – November, 2013

Today’s remix was inspired by an unforgettable memory that I had while cycling through Holland. Although this experience happened more than 43 years ago, it left me an important memory and message that seems fitting to share with readers prior to November 11th. I encourage readers to view my YouTube video entitled “Are two minutes, too much, to ask?” to learn about my most unforgettable experience.

 [http://www.youtube.com/watch?v=77TKyIU02gM]

What will you be doing … this 11th month, 11th day, 11th hour?

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

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Teacher Feature #32 – Assessment Today

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As an educator who taught junior and senior high students (Grades 7-12) Mathematics and Computer Science, I was proud of my assessment strategies. The percentage mark that appeared on each of my student’s report cards was extremely precise. In fact, it was so accurate that I never had any difficulty explaining to parents the mathematical formula that I used to determine each grade.

Teacher Feature-32 -Irmeli  Halinen

Teacher Feature #32 – Irmeli Halinen – October, 2013

However over the years, K-12 assessment has moved from my somewhat analytic procedure to a more anecdotal process to better capture the essence of the individual student’s strengths and weaknesses.

One of my past serendipitous learning opportunities, led me via Twitter to Joe Bower’s thought-provoking blog “for the love of learning”, which was subtitled “Assessment is not a spreadsheet — it’s a conversation”. I was so impressed with this assessment quotation, that I emailed Joe asking who was the originator of this powerful idea. He replied that he had heard this awesome statement from Irmeli Halinen who was Head of Curriculum Development for the Finnish National Board of Education. For more background, Joe recommended I read his blog post entitled “Irmeli Halinen on Finnish Curriculum”.

As I was writing this post and reviewing Joe’s blog, I was once again, by chance, exposed to a powerful assessment question entitled “Who Will Pack Your Parachute?” by Cherra-Lynne Olthof.  For those, like me, who used to feel so confident with our formula-driven, assessment procedures, this parachute packing anaolgy might causes us to think differently. Do you not agree?

Take care & keep smiling :-)

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

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Teacher Feature #30 – Focus on the Future

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As the Canadian school year officially draws to a close today, I thought I’d take time to reflect on the future.

The Future - Yogi Berra

Teacher Feature #30 – Yogi Berra – June, 2013

To help readers understand my “future perspective”, I thought I’d share the process I use to create my monthly “Teacher Feature”. My procedure is based on an activity I created called “Image with a Message“. I maintain a list of thought-provoking, educationally-related quotations. Whenever I wish to create a “Teacher Feature” image, I choose an appropriate quotation. Next, I use the Flickr advanced search process to select a Creative Commons-licensed image which gives one permission to “modify, adapt, or build upon”. After downloading the appropriate image, I insert it into PowerPoint, add the quotation and Flickr URL credit line, and save the resulting slide as a “Teacher Feature” image.

While searching my list for an applicable June “Teacher Feature” quotation, I thought that Yogi Berra’s statement about the future seemed fitting. In particular, the future of education has changed dramatically over the years as technology and the Internet resources have impacted on students and staff.

When I began teaching Grades 7 & 8 Mathematics, the future was so much simpler. As a new  teacher, I could focus exclusively on curriculum. For me, there were fewer non-classroom-related issues. By comparison, today’s teachers have to worry about a plethora of responsibilities and are often forced to teach a multitude of different subjects to a wide variety of student needs.

True, I did “network” and share resources and ideas with other Mathematics-teaching colleagues in our school. However, with the introduction of technology, the Internet, email, blogs and a host of social media apps, teachers today can “connect” with teachers within their same school with the same ease as like-minded teachers throughout the world.

Without a doubt, I believe the key to survival of overworked educators is to belong to a supportive Personal Learning Network (PLN). To better understand what my PLN means to me, I encourage readers to peruse my earlier post entitled “My PLN: A Teacher’s Resource“. In fact, it was a serendipitous sharing opportunity that motivated me to write about the power of joining a PLN to be better prepared for the future.

As you recall, I had already selected Yogi Berra’s quotation “The future ain’t what it used to be.” Normally, I would have proceeded to the advanced Flickr search to find an image that I could use to enhance the quotation. However, I first happened to check a series of tweets of individuals and educators that I follow on Twitter.

In scanning my tweet feeds, I was intrigued by the following “Cloud busting” message shared by Darren Kuropatwa. Darren is a talented Curriculum Coordinator for Digital Learning with the St. James Assiniboia School Division. When I clicked on the link in Darren’s tweet, his creative Instagram image was displayed.

Darren Kuropatwa Tweet

Darren’s innovative image of clouds, viewed through a pair of glasses, was a perfect image to complement Yogi Berra’s quote about the future. So, it was Darren’s sharing of his creative image, that motivated me to write this June’s “Teacher Feature”.

Below his innovative image of clouds viewed through a pair of glasses, Darren asks viewers “What do you see?” ….

I see educators connecting and sharing resources so that the future with technology can be an exciting place where students and teachers learn together.

Take care & keep smiling :-)

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

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The Importance of Intangible Talents

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As the end of the school year fast approaches, teachers start to focus on final assessment. Too often, in the teaching profession, both educators and their students measure progress by “the almighty mark”. Today, I want to reflect on the importance of viewing students more holistically and suggesting that both teachers and students work through an assessment process that gives important consideration to the intangible qualities that we all have.

assessing

The idea of focusing on this important theme was indeed a collaborative family endeavour. It started with our younger son who is working as a computer engineer in an American software development company. He recently told me how his colleagues were saddened to learn that one of their engineering team members was “poached” by another firm. Apparently this happens frequently in the IT industry, where technical skills are in high demand and companies regularly entice perspective employees from other firms.

When this individual approached his management team, indicating that he had a “better offer” with another firm, a decision was made to let him go. The remaining staff members were disappointed that management did not appear to negotiate to keep him. Rather than focus exclusively on his talents in programming, they overlooked (in the eyes of his colleagues) the important intangible qualities that this person demonstrated. Rather than just being friends with his team-members in the programming section, he had important social qualities that allowed him to mix equally-well with individuals in all departments within the company. Furthermore, he was the catalyst that organized activities for all company members on weekends and outside regular work hours. Our son felt that this individual’s social endeavours, which fostered a special camaraderie and support for colleagues both at work as well as after-hours, had a very positive spin on the way many of the employees functioned and that the company benefited indirectly from this supportive intangible quality.

When I discussed this situation with our elder son, who is in a management position with a local Winnipeg firm, he said that it is very important to be aware of the “intangibles” that all people bring to the work environment. As educators, we know how we welcome the support of those who light up the room with their presence, willingly share suggestions, tips and resources and are always there to support us.

Let me illustrate the importance of intangibles by showcasing the unique activities that Canadian astronaut Commander Chris Hadfield demonstrated during his recent visit to the International Space Station (ISS) from December 19, 2012 to May 13, 2013. Although I believe that Commander Hadfield is an outstanding astronaut, I’m sure there were others who could have acted as commander and carried out related duties in a responsible fashion. However, in my mind, it was the extra “intangibles” that Chris Hadfield demonstrated that make him such an outstanding ambassador for the space program. For a start, Forbes described  Hadfield as “perhaps the most social media savvy astronaut ever to leave Earth”. With over 930,000 Twitter followers as of May 2013, together with his innovative YouTube videos, Hadfield was welcomed into conversations around many dinner tables. Whether Hadfield was providing insights into his duties Controlling the ISS, or the more personal daily hygienic routines of How To Brush Your Teeth in Space, or the challenges of using The Space Toilet, he shared information through amazing videos in a relaxed, informative manner with which we all could identify.

As an educator, I was particularly engaged in learning as Hadfield shared his “space experiment videos” which often answered questions posed by students. Although they ranged from the more simplistic How do you use Math in Space? to those involving the effects of zero gravity such as Can you cry in Space? or What happens when you wring out a wet wash cloth in Space?, Hadfield engaged his YouTube audience members through his short and informative videos. The culmination of Hadfield’s intangible talents were demonstrated in the following innovative “space to earth” musical collaboration with Ed Robertson of the Barenaked Ladies and the Wexford Gleeks singing “I.S.S. – Is Somebody Singing”:

Chris Hadfield and Barenaked Ladies: I.S.S. (Is Somebody Singing)
http://www.youtube.com/watch?v=AvAnfi8WpVE

Undoubtedly, the collaborative endeavour shown in this video is literally “out of this world”. Yet Hadfield continued to push the envelope and engaged close to a million students from across Canada and around the world to help him simultaneously sing “Is Somebody Singing” as part of the Music Monday initiative.

Obviously, Hadfield’s skills and talents were developed over a lifetime. However, we as teachers, need to be cognizant of the hidden “intangible talents” of all our students. To illustrate this process, I turn to experiences that my wife, who taught elementary children for 32 years, has shared with me. Like many educators, that I have had the privilege to work with, she was an extremely dedicated teacher. However, in my mind, her greatest “intangible talent” was her ability to foster self-worth and confidence within all her students. Students in her classes knew they were part of an important classroom family, where inclusion was reinforced on a daily basis. Rather than focus exclusively on “marks”, she made certain that her Special Needs students knew that they were indeed “special” and that they all had hidden talents that others needed to appreciate.

When preparing to write this blog post, I was discussing with my sister my belief that all students have “intangibles” that teachers need to recognize. After mentioning my wife’s passion for finding the hidden talents in her students, it was my sister who asked if I had ever heard the message about “Johnny the Bagger”?

When I admitted that I was unaware of this story, she suggested I search the Internet to learn how a young man was able to use his “intangible talents” to foster goodwill and develop a sense of community.

The following true story is told by Barbara Glanz:

A few years ago, I was hired by a large supermarket chain to lead a customer service program – to build customer loyalty.

During my speech I said, “Every one of you can make a difference and create memories for your customers that will motivate them to come back. How? Put your personal signature on the job.

Think about something you can do for your customer to make them feel special – a memory that will make them come back.”

About a month after I had spoken, I received a call from a nineteen year-old bagger named Johnny.

He proudly informed me that he was a Down Syndrome individual and told me his story.

“I liked what you talked about!” he said, “but at first I didn’t think I could do anything special for our customers.

After all, I’m just a bagger.

“Then I had an idea!” Johnny said.

“Every night after work, I’d come home and find a thought for the day.”

“If I can’t find a saying I like,” he added, “I just think one up!”

When Johnny had a good “Thought for the Day”, his dad helped him set it up on the computer and print multiple copies.

Johnny cut out each quote and signed his name on the back. Then he’d bring them to work the next day.

“When I finished bagging someone’s groceries, I put my thought for the day in their bag and say, Thanks for shopping with us.”

It touched me to think that this young man – with a job most people would say is not important – had made it important by creating precious memories for all his customers.

A month later the store manager called me…

“You won’t believe what happened. When I was making my rounds today, I found Johnny’s checkout line was three times longer than anyone else’s!

It went all the way down the frozen food aisle. So I quickly announced, ‘We need more cashiers; get more lanes open!’ as I tried to get people to change lanes. But no one would move.

They said, ‘No, it’s okay – we want to be in Johnny’s lane – we want his ‘Thought for the Day.’”

The store manager continued, “It was a joy to watch Johnny delight the customers.”

“I got a lump in my throat when one woman said, ‘I used to shop at your store once a week, but now I come in every time I go by, because I want to get Johnny’s ‘Thought for the Day.’”

A few months later, the manager called me again…

Johnny has transformed our store.

Now when the floral department has a broken flower or unused corsage, they find an elderly woman or a little girl and pin it on them.”

Everyone’s having a lot of fun creating memories.

Our customers are talking about us… they’re coming back, and bringing their friends.

A wonderful spirit of service spread throughout the entire store… and all because Johnny chose to make a difference!

Johnny’s idea wasn’t nearly as innovative as it was loving. It came from the heart – it was real. That’s what touched his customers, his peers… and those who read this story.

Great service comes from the heart…

Will you be a Johnny today?

In summary, I encourage educators to pay particular attention to their students and to seek out and identify the powerful “intangible talents” that each student has. Furthermore, by modelling your own “intangibles”, be it your positive outlook, your compassion, your energy, your sense of humour, your ability to focus on assets rather than disabilities, your support of colleagues, or your gift of being a good listener, you will demonstrate to your students how an individual can be recognized as much more than a good teacher … namely, a great teacher.

Lastly, I feel that it is so very important that I acknowledge the “intangible talents” of my immediate family, who have provided me with the important ideas and insights that I have shared with you.

Take care & keep smiling :-)

Credits: – Flickr – Creative Commons image “Today I am mostly …” by Danny Nicholson
– http://www.flickr.com/photos/dannynic/6924278976/

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Teacher Feature #28 – Pay It Forward Day

Activity, Info, Reflection, Teacher Feature, Tip No Comments »

I must admit that I look forward to reading the regular Saturday’s “Random Acts of Kindness” page in our local Winnipeg Free Press newspaper. With all the drama and sensationalism, that is often dispensed through our news media, it is so refreshing to read about individuals who do good deeds for others without any thought of thanks in return.

For this month’s “Teacher Feature” remix or mashup, I thought that I’d attempt to accomplish two tasks – one to inspire and one to remind:

Teacher Feature 28 - Pay It Forward Day

Teacher Feature #28 – Aesop – April, 2013

Following the inspiring pattern that I have established in my previous 27 “Teacher Feature” remixes, I blended a powerful message with a complementary Creative Commons licensed photo, together with its Flickr address. However, I also took the liberty of including a reminder for teachers and students that, each year, the last Thursday in April is reserved as “Pay It Forward Day”. Unfortunately, due to family commitments, I have not recently been blogging as regularly as I would like. As such, I missed giving adequate warning this year of the very powerful teaching opportunity of the “Pay It Forward Day”. It is hoped that teachers will print out this image reminder, or at least mark their calendars well in advance, to take advantage of this teaching opportunity in future years. Perhaps, Aristotle said it best … “Educating the mind without educating the heart is no education at all.”

Take care & keep smiling :-)

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

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Without an “O”, we can’t s_lve pr_blems!

Activity, Food for Thought, Project, Reflection, Tip No Comments »

The purpose of this post is to discuss problem solving, the “Oh” moment, and to request help from readers to identify additional examples of K-12 problem solving activities/projects that engage students.

The Back Story
“What prompted this focus on problem solving?”, you ask. This past Christmas, my wife received an iPad as a gift. One of the first free apps that we installed was “Draw Something“. This problem-solving activity asks participants to draw representations of one of three different words. In our case, the drawing was then shared online with a particular family member. The recipient watches a short video of the drawing being created, together with clues as to the number of letters in the word as well as a variety of letters that may, or may not, be part of the word.

For example, our older son sent us the following picture which represented a seven character word which might be considered as a “university activity”.

DrawSomethingPuzzle

Now both my wife and I attended university but struggled to figure out what the person was holding. We utilized a popular problem solving strategy in which we dialogued and thought “out loud”. Our conversation went something like this …

Wife: Do you think it’s a coil ring binder?
Me: No there is not a “B” as one of the 7 letters.
Wife: Maybe it’s a sheet of music held by a choir member?
Me: Well if I had drawn the picture of a person singing, I’d have included musical notes.
Me: I know. It’s a beer tankard.
Wife: Well there are two “E”s, but no “B”.
Me: I note that there are two “E”s and two “O”s. Perhaps they are double letters as in “beer” or “food”. What do you think?
Wife: With only seven letters in the word, both double “E”s and “O”s cannot be included together.
Me: Well … we’ve successfully solved the previous 19 games so I hate to give up.
Wife: Why don’t we press the “crossed-arrows” button (on the right) to rearrange the 12 letters in a different format? Perhaps we will see a new letter pattern.

We repeatedly clicked on the “crossed arrows” and no matter how those twelve letters were re-arranged, we did not get any inspiration or clues as to the nature of the drawing.

The critical “Oh” or “Aha moment” occurred for me when I turned off the iPad (by holding down Wake/Sleep button) and restarted it. When I selected the “Draw Something” game, the same “university activity” challenge picture was still displayed and the following 12 letters were offered up as clues.

1ST Letter Grid

However, the important clue was that they were not just the original 12 characters, in a new, scrambled layout format as generated by the  “crossed arrows” button. Rather, this new set of 12 characters were different from the ones presented in the original drawing shown above.

This revelation was a problem solving break-through! I wrote down the above 12 characters and repeated the process. Each time the game was re-booted, I wrote down the new 12 character display and repeated this five more times.

My wife and I wrote down the six sets of 12 character clusters as shown below:

RED Letter Grids

Our next step was to identify which characters were common to all six sets. To illustrate this process, I have coloured in red the seven common letters that appear in all of these 12 character clusters. We finally were making headway as we identified the following seven letters that needed to be unscrambled to solve the picture:

U   L   O   O   S   P   C

My wife and I looked back at our son’s drawing and started to rearrange these seven characters. I finally thought that perhaps the last three letters might be “C U P” and suggested that perhaps there was a Norwegian trophy known as the “O S L O C U P. Unfortunately, when we dragged the seven letters into the available spaces, the application prompted us with “guess again!” My wife took over and after several minutes, she dragged and arranged the letters to spell the word “S O L O C U P”. The “Draw Something” app congratulated us and my wife and I looked at each other with a dumfounded amazement. While we share a total of 11 years of university, we were never exposed to this activity. In fact, I had to search Google to find out what the term “SOLOCUP” meant.

However, the challenge of this “Draw Something” activity got me thinking about the different ways that people, and in particular students, solve problems and how we, as teachers, might foster thinking “outside the box”.

How does this relate to the classroom?
As a former Mathematics and Computer Science teacher, I have always been passionate about puzzles and problem solving. In fact, I still maintain that my high school Computer Science students focused not so much on proper syntax of the Fortran programming language but more importantly on the task of problem solving. In the early 70′s, my students had only one “run” a day (as I took their punched card programs to the university each night), so they focused on attention to detail and the art of problem solving.

Is there a way that K-12 teachers today can introduce engaging, problem solving activities/projects into their teaching. I admit that we all require some rote, lower-level thinking and learning. However, if today’s  Kindergarten students are going to be successful when they graduate from high school in 12 years, they must acquire critical, higher order thinking and problem solving skills. Certainly we cannot imagine what new technologies and jobs will be created and evolve over the next decade. However, I think that we can be quite confident that graduates that have practiced and honed their problem solving skills will be much more successful.

Audience Participation
Here is where I ask my readers to help me. I will list below a series of problem solving activities that I think educators should adopt/adapt for their classrooms. To enhance each entry, I’ll provide a hyperlink to more adequately describe the problem solving endeavour. I encourage readers to add their favourite problem solving activity/project, together with a descriptive link, in the comment area so that this post can benefit others through our collaborative actions:

aTdHvAaNnKcSe for sharing, in the comment area, other favourite problem solving activities/projects with an appropriate hyperlink.

Take care & keep smiling :-)

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DS106 – The weeks in review – Jan 1-27/2013

Activity, DS106, Professional Development, Reflection No Comments »

As Sunday midnight fast approaches (perhaps on the West Coast), I find myself documenting and, more importantly, reflecting on the various learning opportunities that I have been engaged in during the first few weeks of the DS106 Spring term for 2013.

While the newbies struggled through DS106 “Boot Camp” and established their own domains and WordPress blogs, I verified that my blog category feeds were being received into “The DS106 flow” and continued on my amazing learning journey.

The Daily Creates (TDC)
Each Daily Create is listed below in two lines. The first line indicates the date, TDC number, and link to the item that I created. The second line, in italics, is the prompt that was used on TDC blog site to initiate the task.

Assignments
Ds106 participants are encouraged to complete activities from an extensive data bank of assignments. “As of Jan. 28, 2013 this collection includes 521 ds106 assignments and 4116 examples created from them.” With such a wide choice, individual students can meet course outcomes through varied and unique learning journeys. Each assignment has been given a difficulty rating (from 1 to 5 stars). As the course proceeds, students will be challenged to complete, for example, “15 stars worth of assignments in a particular week”.

Although the DS106 course has just started, I have written the following extensive blog posts and have documented my learning journey as I have improved on the process to create animated GIFs from video clips.

Here’s an outline of the assignments and posts that I have shared. Entries beginning with “DS106″ (in bold face) and ending with a star rating, have a link to the actual assignment on the DS106 web site. Entries immediately following (with the date in bold face) provide a link to my post containing my actual assignment submission. The remaining non-bolded dates and entries provide links to DS106 blog posts that I have written in addition to specific assignments.

Value Added
Ben Rimes (@techsavvyed), who has been actively engaged in DS106 since the summer of 2010, mentioned in one of his posts that he was hoping to join the Educational Technology & Media MOOC, known as #ETMOOC. Furthermore, Alan Levine (@cogdog) who is the Spring 2013 instructor for the DS106 course was instrumental in getting the #ETMOOC “Blog Hub” established so that participants could more easily share their posts.  Thanks to the willingness of these two dedicated individuals to share information about #ETMOOC, I signed up as well. For this reason some of my posts may be written in such a way to appeal to both #DS106 and #ETMOOC participants. However, the key issue is this “Value Added” paragraph is to encourage all participants in both learning environments to share ideas, tips and resources to help one’s readers improve and move along their own learning journey.

aTdHvAaNnKcSe to those who care and share.

Take care & keep smiling :-)

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DS106 Tasks: You Snooze – You Lose!

Activity, DS106, How To, Reflection, Tip 2 Comments »

I’m having fun learning how to create animated GIFs with frames extracted from digital video. In fact, with practice, and the support and feedback of my DS106 learning community, I think I am getting better!

I created this animated GIF and then chose my title. The message combination resonates with me on two levels: the primary one which I’ll address now and the more subtle, subliminal suggestion (which I hope you can figure out), I’ll share at the end of this post.

Zorro as an animated GIF

DS106 Task Tips
This post’s title warning “You Snooze – You Lose!”, with its animated GIF, is a reminder to both DS106 participants (and me) to begin work early Monday morning on the current week’s “Daily Creates” and/or assignments. Those who wait until Sunday to complete the majority of projects assigned during that week will be not only frustrated but will miss out on many positive support and learning opportunities.

As the Digital Storytelling DS106 course moves into more participant-selected assignments and projects, I’d recommend the following:

  1. Plan out your upcoming week’s work early.
  2. Select your first weekly assignment carefully. Pick one that you feel you can accomplish in the least amount of time and, if necessary, with little time spent learning new applications or techniques. Once you have completed your first weekly assignment, you will be motivated and inspired to continue with others.
  3. In your blog posts, document your learning journey. Where possible, provide hyperlinks to tips and resources that showcase how you “tweaked” or made the assignment “your own”. Indicate, what you might do differently if you were to attempt this assignment again.
  4. Choose your “Daily Creates” with care. As an example, if you are instructed, as a minimum, to “do three ‘Daily Creates’ this week”, do not wait until Friday, Saturday and Sunday to tackle this task. Also, if you are weak using Photoshop (as I am), I might be tempted to bypass the Wednesday challenge asking me to “Design a poster of an action movie starring Julia Child” because I know it will require me to spend more than 20 minutes. However, don’t skip a “Daily Create” hoping that the next one will be easier. In reality, the “Daily Creates” are designed to stimulate your creativity and engage you in your learning adventure. No one appreciates this endeavour better than Norm Wright (from the Spring 2012 DS106 course) who shares more than a year’s worth of each days’ creativity in “All My Daily Creates”.
  5. Leave some “percolation time”. In order to be innovative in completing or designing your own assignments, you will need “think time” to explore all aspects of the endeavour before jumping into the task at hand.
  6. Investigate the DS106 Handbook for ideas and tips to help you progress, with fewer hassles. The associated links have been compiled from previous DS106 courses and represent the best resources.
  7. Invoke Google Reader’s RSS feeds in order to keep up-to-date with blog posts and resources shared by the DS106 learning community.
  8. Read other student’s blog posts and provide positive, constructive comments.
  9. Connect with other DS106 students (face-to-face or online) so that you have an idea of whom you might like to work with should a collaborative project be assigned.
  10. Sign up for Twitter so that you can monitor and reply to DS106-related tweets, which can be filtered, using the hashtags like #ds106, #dailycreate or specific iindividuals like #cogdog. I personally like to use TweetDeck, to organize Twitter feeds, as I can setup individual columns for “All Friends”; “Mentions”; “Search: #ds106″; “Search: #dailycreate”; “Favorites”; etc.
  11. Take time to send 140 character tweets (with the #ds106 and/or #dailycreate hashtags) to share your accomplishments. You will be surprised how many of your DS106 colleagues will check out your creativity and provide you with motivational comments.
  12. Faithfully read CogDog’s Blog posts and Twitter feeds (@cogdog) so that you are kept up-to-date on the many facets of the DS106 course.
  13. Always be generous when scheduling each project’s time estimate. Remember that when using technology, Murphy’s Law states that “Anything that can go wrong will go wrong.” If you have completed a DS106 assignment in less time than you previously estimated, then you are “laughing” :-)
  14. If you leave projects to the weekend you will miss out on the valuable aspect of reading colleagues’ blog posts and commenting. This important step helps build a productive and caring learning community.

Creating My Animated GIF
Without repeating myself, I worked through the basic tasks that I have already documented in my post entitled “The eyes are the windows into the soul. In fact, as someone who does not easily internalize processes, I find that if I document the steps in my learning journey, I can go back to that post whenever I need to repeat the process. In summary, I used these steps:

  1. I began, by selecting the YouTube movie trailer “The Mask of Zorro – Trailer”
  2. Since I am using an older Windows computer running the XP operating system, I used the PWN YouTube bookmarklet process for downloading the trailer and saved it as a High Quality MP4 file. 
  3. Next I used MPEG Streamclip to extract only the clip showing Zorro’s “sword play” near the start of the trailer. I was careful determining the “In ” and “Out” points along the timeline by using my arrow keys to move one frame at a time. Ideally, I wanted the final sword slash to end at a position near where the initial slash began. Such positioning would promote a cleaner, cyclic animated GIF. Unfortunately, I was unable to find a video footage where Zorro uses his rapier in repeated, distinctive “Z” slashing moves, so I did the best that I could in selecting the start and end points of this trimmed video clip.
  4. I extracted 16 frames that I imported into GIMP as separate layers. I then followed the detailed steps in the DS106 Handbook link “Creating Animated GIFs with (free) Open Source Software”.

I admit that I do not understand the complexities of GIMP and follow the instructions blindly. However,  having a link to these important instructional documents, always helps me in the future. I know that if I enter “animated GIF” (without quotes) into my right-hand “Search L-L-L Blog” field on my blog, I will find posts explaining how to create animated GIFs. I know that if I scan each post for hyperlinks, I’ll find valuable resources to help me create another animated GIF.

I’ll always like to ask myself … “If you were to repeat this assignment/project, what would you do differently?”. For this activity, I’d like to follow up on Alan Levine’s suggestion to try and reduce the size of animated GIFs. To do so, I would like to see if I could delete some of the 16 frames that I extracted without diminishing the visual appeal of the sword play.

Did you find the subliminal message?
At the start of this post, I suggested that the title “You Snooze – You Lose!” and Zorro’s distinctive, three stroke rapier cut “Z mark”, shared a subtle, subliminal message. One might suggest that the animated GIF, that I created, produces a repetitive pattern of “Z Z Z Z …”. In the English language, the symbol of repeated Zs often means that an individual is snoozing or snoring. Thus Zorro, with his distinctive sword-play, is subtly reinforcing the title message that snoozing or snoring during the DS106 term not only causes the individual to lose out, but perhaps equally important, the DS106 learning and support community loses an important contributing component … You!

Take care & keep smiling :-)

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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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