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Clay Burell

Screencast-O-Matic - 0 views

  • Clay Burell
     
    Create screencasts online.  Java-based.  Still in beta, but a great tool.  Resolution much higher than what I've been able to achieve with SnapzPro on my Mac.  And yes, it's cross-platform!  So far, you can't embed, though you can download as Quicktime, upload to Google Video or YouTube, etc, and embed from there, I guess--which might cause the same fuzzy resolution I've been fighting with SnapzPro all along.  iShowU, by the way, is a new Mac screencast software--about USD $20--that is far superior to  SnapzPro, if you want to buy software for your Mac.

    Screencast-o-matic seems  eager to add features and improve its  service, so it's definitely something to watch.  Thanks to Jeff Utecht and Chris Craft for the tip.

Clay Burell

Collaborative Writing - 0 views


  • Based on the results of the study conducted by Ede and Lunsford
    [39], seven organizational patterns for collaborative authoring were
    identified. These patterns are:

    1. the team plans
      and outlines the task, then each writer prepares his/her part and the group
      compiles the individual parts, and revises the whole document as needed;
    2. the team plans and outlines the writing task, then one member prepares
      a draft, the team edits and revises the draft;
    3. one member of the team
      plans and writes a draft, the group revises the draft;
    4. one person
      plans and writes the draft, then one or more members revises the draft
      without consulting the original authors;
    5. the group plans and writes
      the draft, one or more members revise the draft without consulting the
      original authors;
    6. one person assigns the tasks, each member completes
      the individual task, one person compiles and revises the document;

    7. one dictates, another transcribes and edits. Results from the study
      indicated that the percentage of writing groups that use these methods often
      or very often range from 3% (method 5) to 31% (method 3).
    • Clay Burell
       
      Interesting research on collaborative writing models.  Obvious relevance to classroom wiki workshop designs and roles.

  • Survey one, which was administered to a large group of writers
    (approximately 800), provides information on the amount of time spent on the
    various phases of the writing process. The results show that generating
    ideas (14%), note-taking (13%), organizational planning (13%), drafting
    (32%), revising (15%), editing (13%) contribute to the total writing
    process. Ede and Lunsford [39] also examined co


    llaborative authoring and the results
    indicates that the level of satisfaction in the group writing process is influenced by eight items:

    • the degree to which goals are articulated and shared;
    • the degree of openness and mutual respect;
    • the degree of control the writers have over the text;
    • the degree to which writers can respond to others who modify the text;
    • the way in which credit (directly or indirectly) is acknowledged;
    • the presence of an agreed upon procedure for managing conflicts and
      resolving disputes;
    • the number and types of (bureaucratic) constraints imposed on the authors--
      deadlines, technical/legal requirements, etc., and;
    • the status of the project within the organization.
    • Clay Burell
       
      Again, interesting for wiki-based projects.  The percentages of total project time taken by each phase of the writing process is especially relevant to the student-created wiki textbook project I'm launching in my history class this week.
Clay Burell

1-to-1 Computing :: A Measure of Success : February 2007 : THE Journal - 0 views

  • WHEN TEXAS' TECHNOLOGY
    IMMERSION PROJECT (TIP)
    began in the spring of 2004, a grant
    from the US Department of Education
    allowed a parallel project to launch—
    eTxTIP—to evaluate and measure the
    success of the program, which equips
    middle school students in high-risk,
    high-need areas with laptops.
    • Clay Burell
       
      "High-risk students" shouldn't throw us off to the wider application of this research.  Seen in a non-economic (class) sense, "high-risk" can apply also to students of sub-standard literacy scores on external, norm-referenced tests like the SAT and so forth.  So this applies, I would argue, to any students whose academic literacy scores fall below the norm--which makes this especially relevant to international schools and schools with high numbers of non-native English speakers.
  • According to Givens, "The first-year report showed an
    increase in technical proficiency, engagement between the students
    and the teachers, a spike in parental involvement, and
    greater communication between the school and the home."
    She says the second-year report is close to completion.
    • Clay Burell
       
      This is definitely true in my case regarding the "increase in. . . engagemennt between the students and the teachers," though less so with parent involvement.  I just sent a parent letter home with students explaining our web-logging "Writing Across the Curriculum, Writing Across the Years" program, and hope this will increase parent involvement.
  • Data is beginning to come in on several of the first 1-to-1
    initiatives that were launched three or more years ago, an adequate
    time frame for obtaining measurable results. Just as
    expected, formal analysis shows that students are learning
    more through this new, collaborative instruction that opens the
    doors of communication and takes education beyond the classroom
    and into the community at large. Anecdotal success—
    accounts of positive transformations in the classroom from
    students, teachers, administrators, and parents—only serves to
    bolster the formal evaluations of these programs, which for
    most, were mandated when the programs were implemented.
    • Clay Burell
       
      Again, personal experience in our classroom collaboration with students in Denver and Honolulu bears out the claim that "students are learning more through this new, collaborative instruction that opens the doors of communication and takes education beyond the classroom and into the community at large."  While there are still improvements to be made in our method of collaboration--only natural, since this is our first attempt, and we're learning as we go--the learning that is taking place is clearly richer, more authentic, and more multi-faceted than traditional, "walled classoom" writiing workshops of the past.  It will only improve as we teachers continue working out the bugs.
  • ...1 more annotation...
  • The Maine Learning Technology Initiative (MLTI), which
    began five years
    ago and provides
    each seventh-grade
    student in the state
    with a laptop, has
    also been undergoing
    evaluation, with two groups working in tandem to measure
    its success, says Bette Manchester, director of special projects
    for the Maine Department of Education. The first group, the
    Center for Education Policy, Applied Research, and Evaluation
    at the University of Southern Maine, looks at how the
    technology is being used, viewed, and accepted at the state's
    middle schools. Among the findings, which can be found
    here, the CEPARE report states:


    "There is a growing body of evidence that Maine's Learning
    Technology Initiative is impacting teachers, students, and
    learning in many positive ways:


    • Teachers are more effectively helping children achieve
      Maine's state learning standards.
    • Students are more motivated to learn, are learning more,
      and learning it more deeply.
    • Students are acquiring 21st-century skills.
    • The 1-to-1 laptop program is bringing about positive
      change in the acquisition of knowledge."

    Machester says the state continues to work with CEPARE
    to measure results at particular schools, noting that the center
    evaluates schools individually rather than the program as
    a whole. "We chose not to just look at statewide student
    achievement," she says, "because that doesn't tell the whole
    story. Plus, doing those types of assessments is very, very
    expensive."

    • Clay Burell
       
      The biggest limitations to our own initiative are these:
      1. students don't have their own laptops, which limits intstruction to availability of laptop carts on any given day.
      2. the laptops the school provides do not contain the software required for optimal student production of digital work (frankly, the iLife audio, video, teleconferencing, and multimedia suiite)
      3. classroom time management is negatively affected by set-up and breakdown time to remove and return laptops to the carts every  class.
      I include the rest of the article in case it has relevance for anyone else.


Clay Burell

One True Media - Beyond slideshows, dazzle your friends with amazing photo and video montag... - 0 views

  • Clay Burell
     
    If this exports to .mov or other common formats, it could be the solution to Photostory's and Windows Moviemaker's limitations of combining video and still photos.  For those schools too unenlightened to realize iLife makes this all a snap.
Clay Burell

The Dark Side of Web 2.0 and Kids - Practical Theory - 0 views

  • Pandora's Box is open, and kids are finding these sites and more of them are contributing to them than we'd like. What do we do?

    One, this reinforces, to me, the need to teach wisdom. To teach students about these tools and how to use them responsibly. We have no choice but to teach students to own the stories they tell about themselves and to consider thoughtfully and powerfully the way in which they allow their online persona to be created -- much like we would talk to them about the way they portray themselves offline. We cannot pretend these things aren't happening, and we cannot pretend that the curriculum of schools cannot teach kids about all of this. We have to be smart, caring mentors to students as we ask them to deeply consider the way they live their lives, because the stakes, it seems to me, are getting higher.
  • Clay Burell
     
    Relevant, again, to the student blogging minefield--and sanely points, again, to the need to confront that this is reality now, it can't be denied, and so it calls on some wisdom-watering in our students.
Clay Burell

Four Eyed Monsters » Blog Archive » "Humanity Lobotomy" - 0 views

  • Clay Burell
     
    Great example of digital storytelling: uses video, stills, archival stuff, tv, more.  And GREAT history of media economics and the threat to "net neutrality" by the US Congress and TeleCom corporations. 

    Thanks again to Bruce Shauble of Punahou for this.

Clay Burell

merrillproject » Alternatives to MovieMaker - 0 views

  • Clay Burell
     
    War of 1812 digital storytelling project, wiki-based.  Resource guides might be useful, and web 2.0 solutions for editing/mixing. 
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