Group items tagged

Joy, Thanks for locating and posting these Quality Matters videos. I won't be able to get to this hour long one until this weekend.

Your very welcome Burce. I have to admit I only watched 1/3 of the video and will continue this weekend, myself!

I'm so glad it was fun for you! I've found that I have to reduce the size of the browser window if I'm recording on a widescreen monitor. Usually you can just hover your mouse over the corner of the browser window and drag it to the size you want.

Your video on youtube is set to private. I think you can go in and manage your videos and change it to public for others to see it.

I am going in to do this now!

Great, because I couldn't get in.

I just viewed your project video, Joy. It appears that you worked hard, had a great time, and came out with a good product. I agree with the problems you had, though. The screen was difficult to view because it was so small (Youtube screens are tiny) but if I squinted, I could make things out. The sound quality was not there. I could hear your voice but it was a bit "distant". Knowing you and your intelligent approach to problem-solving, I'm sure you will be able to rectify these things. I look forward to viewing the project again if you choose to change anything. You are a trailblazer, Joy!! Thanks for leading the pack!

Marry Ann, there's a little button at the bottom right of youtube videos where you can make it full-screen. Joy, did you use a headset with mic, or are you recording using the mic on the computer/laptop? A headset with mic should make a big difference. If you are using a headset, try moving the mic closer to your mouth.

Yes, Jennifer.

Thanks! Just got your message. I'll add it to my page at http://injenuity.wikispaces.com/WIIFM

Thanks for all the great links in that http:// !! I will use some of that information, and it is another great resource for material and how to work with Wiki Spaces.

Jennifer, Please do share your wiki workshop experiences...

The two videos shared here reinforced my understanding and views - i.e., the babyboomers (people born between 1946-1964, according to the PBS video) are planning to enjoy life to the fullest and are often seeing retirement from their primary career as an opportunity fo other careers and opportunities. As babyboomers do retire, I think it could be a different experience for those born closer to 1946 than those born later. Resources will probably be more limited and the earlier retires will probably have more serious, age-related health issues.

Hi Ann...I think the articles I have presented show that the early boomers are the healthiest and will live longer than any generation in the future. The later boomers will have increasing shorter life spans and willnot be as healthy. There are a variety of reasons for this.

http://www.babyboomer-magazine.com/news/127/ARTICLE/1215/2009-07-24.html This video and article might shed some light on the comments I made to your comments Ann. There are many more.

I agree about the boomers being the healthiest. I did not walk away with a strong differentiation between those born in the late 1940s and those in the 1960s, but it resonates with my common sense.

On my wiki space...I have a hour long video that goes into all of this aging of the boomers and stats, etc.

Thanks, Joy. As one of those baby boomer folks I am hoping there is a next step after retirement to perhaps new ways to use the skills and information we have acquired over time.

I needed that! I have the hardest time getting those sheets folded!! (Still grinning.)

So do you think we can learn new skills from video only?

Probably not brain surgery! Yes, we can learn certain basic skills; like this video. I think we will need to apply it and the video doesn't allow for that.

Your question - How do you represent ideas with images? - is a very powerful one. We are bambarded with images all day. I often think of these images as trying to sell me something - such as a commerical to buy something - or sometimes a quick reference to information - such as a symbol for a restroom. I realize now that technology has allowed for the production of images to be so accessible that they are now a part of our normal dialog. It is easy to make a video or take a picture. On Facebook, we see this all the time; people adding content to their story with images.

Just looked at your portfolio which is a learning course in itself! You've done a great job of summarizing what we've been working on. Our portfolios are a perfect place to store this. You've inspired me to take a few steps back before I move forward with Module #4. Thanks, Bruce.

Ann and Helen, Thanks much for your feedback on the website. It's much appreciated!

Bruce...I have a question. I wrote a story blog this week. Can you tell me if your course would help me create a video presentation of this blog? http://joystechtool.blogspot.com/ I don't have your email, except maybe the one you have at BC. I would have to take it as a senior. Which means space available. Can this be done?

Joy, Just to let you know... the visual storytelling class won't be offered again until Fall 2011. It sounds like your story would make an interesting educational online comic or presentation - explaining the idea of backwards design. One approach, is that you could use a virtual world environment like Second Life or BlueMars to engage virtual characters/actors, and set your camera positions to tell your visual narrative. You could synchronize narration and other audio, and then post it to the Web via YouTube, Google Presentations, or some other presentation application like SlideRocket. Just a thought...

Thanks Bruce. Fall would be perfect! That is if I could get in the class. I suspect it is very popular on campus. I would like to use second life; but have not tried. Is it free. My understanding is it is very expensive. While I would like a video of the story to put with the blog, it can be done at a later date. What I do not know how to do is synchronize the narration and other audio. My husband uses camcording to capture band performances. Could you maybe email me on this issue? jal8008cel@comcast.net. Unless I am taking advantage of your knowledge here. Please?

Thank you, Bruce, for sharing the objectives of your Course. It sounds so intriguing that I would love to be a part of it! Perhaps that will become a reality for me as time passes.

Joy, I could probably begin to answer your question here, and then if you have more questions we can connect via my other email address: bcweb20class@gmail.com. Probably the best online multimedia delivery application that I know of is SLIDEROCKET. I've been using it in my courses for about a year. You can upload Powerpoint slides, incorporate video directly from YouTube (or uploaded video), images, graphics, text, and integrate these all with a sound track. Everything is built online, and the interface works well. The catch is this - after the 30 day trial period, it costs $12 per month. I taught a very challenging online course this summer, and I didn't mind paying that fee because of the excellent results I got. SlideRocket saved the day by pulling me out of a jam. It also now integrates well with Google applications. Another (this one is free) cloud-based multimedia authoring application is EMPRESSR . Here's a quote from the website: Empressr is the first free online storytelling tool that allows you to create, manage and share rich media presentations online. Earlier in the quarter, Jennifer recommended another audio editing tool called AUDACITY , which is really terrific! It's simple to use and produces good results. I actually prefer Audacity for audio editing over some other commercial products that have a lot more bells and whistles. I hope that helps!

Here's my post for mapping an evidence for understanding to specific learning objectives.

Bruce, I especially liked the "evidence" requiring students to create their own business card. Each item you posted was very concrete and would definitely indicate understanding on the part of students.

I second that business card lesson. It will prepare them for job hunting in the future. I think creating ePortfolios are another good practice.

I felt this video had an important message, but it was delivered without foundation. I agreed with the concept of student learning centric education and that the current model of schools does not always reflect this. However, this is not a new concept. Montessori education, for example, has this approach. The reasons for this "factory line" approach, as the video refers to, is multiple factors. I think it is the parents and the teachers and the students. Technology might enable more student-centric education, but there is still individual responsibility.

Wow! The background of this course and what you taught is fascinating. I'll limit my comments to a few points, but definitely look forward to an interactive, in-person session. 1. Video Logistics. You sounded poised on the video, as opposed to me, where I felt self-conscious knowing I was being recorded. I was also interested in how clearly you transition from one screen to the next - I used multiple windows, but it felt you had a different technique. 2. Course logistics. As for the course, one thing was interesting is how - like Jennifer - you posted a new lesson each week. Our prior class in this series we were provided everything at the beginning. I like the pacing, however, for the most part, as it keeps you focused. As for feedback, which you indicated you would do more explicitly, my guess is that your weekly audio sessions where you went into the studio, provided feedback as part of the process of teaching the lesson. 3. Content. Very interesting. Thanks for including the second video which provided texture on what you were teaching. The metaphor of the Christmas tree, with students putting "decorations" on the wiki was a good one.

I agree with Ann...what a great resource for the rest of the class. Putting the presentation together, I can tell you followed all the best practices of this tool...very polished. Showing how elements of your online material relates to the best practices was thoughtful and student centered.

Ann and Susan, Many thanks for your comments! One of the great benefits of this class and the Conrad/Boettcher textbook is getting a solid framework for understanding how to build and run an online class. Up until now, my learning process for creating online classes has been 1) suggestions/advice from colleagues 2) experimentation (flying by the seat of my pants!) 3) feedback from students 4) online resources. I really enjoy the dense concentration of information provided in the class and our ongoing conversation. The University of Tasmania class gave me the opportunity to pull out all the stops, and integrate everything I'd learned up until that point. Thankfully I made it through that stretch of white water, with an approach that seemed to work pretty well for that teaching situation. The final project exercise gave me a chance to identify key areas of every course that need to be attended to.

Aside from the logistics, how did you get involved in doing this and how did the lab get started to begin with? It sounds fascinating for the locations to be so far away. Its a wonderful example of elearning in the "one" world concept we are developing into.

Ann, Tom Furness started up the Human Interface Technology Lab (HitLab) at the University of Washington around 1988 - he's been called the "godfather of virtual reality". At the HitLab, he was on the forefront of virtual reality technologies, working on immersive displays for medicine, engineering, architecture, education, etc. Before then, his background was in designing virtual cockpit simulations for pilots of high performance military jets. They needed to augment the pilot's cognitive field, in order to manage the complexity of 50 onboard computers, while flying the plane at supersonic speeds. He decided that he wanted to apply this technology to civilian, rather than military uses, which is how he ended up at the UW. About five years ago, New Zealand and Australia decided to set up their own HitLabs because of their remote locations. They see virtual world technologies as way to develop an exportable information-based industry for real-world applications. Video games and interactive simulations are currently leading the way in terms of artificial intelligence, information design, and sustained attention (entertainment) experiences. I've been teaching a class in game theory and interactive entertainment for the past five years at BC, which is how I got involved with this University of Tasmania course. You might be interested to know that one of the offshoots of the HitLab work in Seattle is the retinal scanner, which is pointing the way to portable immersive multisensory experiences. Microvision of Redmond is working on these wearable computing devices which may provide a new alternative to desktop/laptop/smartphone devices. And I agree, Ann - culturally and socially, the world is shrinking exponentially because of the Internet.

A small world. I was in technology development and management prior to a career transition to teaching. My first job out of college was working on out-the-window portion of cockpit simulators. I was the program manager for the B-52 simulator program at Singer-Link. We called the people that did the actual design of the scenes via computer softwre illustrators, which when I first heard the title always thought of someone drawing pictures on the code, rather than comments. Anyway, I checked out Tom's page, very interesting. Thanks.

Now that is an interesting concept! A bit backward isn't it?

Totally relate to the "studio takes". I liked your beginning "hook" of having some introduction youtubes and the clear explanations of the tools and modules for your course and the idea of a "group" project was a wrap-up is an effective close.

Thanks for your comments Ann. I still made a mistake when I stated Elluminate was asychronous instead of synchronous...I was not going to do it over again! I keep doing takes for several hours until I liked the tone of my voice and was so tired it had to be a "wrap!" I chose Jing and and have Jing Pro which allows me to seamlessly upload to You Tube and make video. I hope to use this tool in class for short instructive videos per module. The student can reach me by email, Skype, Elluminate or by cell ( whihc I hope to discourage a bit). I want to make certain they feel I am there and connected to them at all times. During our next class meeting on the 22nd, I want to make a camcordering of the class and upload it to jing and make a You Tube video for us to review and enjoy. I hope your willing!

The idea that information which used to be one-way (published by someone for everyone else) is now interactive (instant publishing and response via the internet) is a good articulation of the catalyst that is and will continue to change how we learn and how our learning institutions will change. However, what caught my attention in the video was that analysis of links and connections - that basically search engines/Google migrated from analyzing the content of the material to analyzing the number of accesses to the information. What came to mind was the discussions on critical thinking and how analyzing the access and not the content takes us away from critical thinking. It substitutes popularity (how often do we google something and then go to the first few links listed?)

Ann, that's a great observation. If you apply that to developing your online presence, what does it say about how we value popularity? How do we feel when our own material online doesn't sort to the top? What do employers think when they can't find our work? Are we okay with that?

It is interesting how quickly and pervasive how information accessibility has changed things. These videos on job hunting underline that. With the advent of massive databases that can maintain thousands upon thousands of resumes, job searches and hunting become about keywords and what I will call "information commercials". You have to understand how computers "see" your resume. The other highlight that stood out for me in these videos was how the personal relationships between the hiring manager and recruiter became more impersonal - as technology is inserted into the process.

I've got a document from one of the hiring software companies about how to optimize your resume for those systems. I'll see if I can dig it up to share.

I for one, would like to see that resume. I want to rebuild my eportfolio as well. Listening to Prolange gave me some food for thought, regarding how one is seen through their resume vs social media or porfessional media like Linkedin,

I thought I would share this as food for thought: 1st Amendment Rights: Consequences of Using Cyberspace Technology on Future or Current Employment http://joystechtool.blogspot.com/2010/10/1st-amendment-rights-consequences-of.html

This is what teaching is all about. Each day I see children exposed to violence and see the injustices when they and the survivor are sent to the streets for lack of housing. They must go to food banks to beg for food. Really! These are the children we are teaching to tackle the worlds problems when we are gone. How is our behavior different from our words?

Joy, I can't believe I never saw this video! She said everything I have always believed and in a very small way, tried to inculcate in my organization of an environmental program I used to direct. "Walking gently on the Earth" was our theme--kids began to "get it" as they participated in the week's activities. I feel inspired to get busy with that once again. . . I'm thinking. . . . Thank you, my friend, for this renewed awareness. It definitely percolates well with my Course Framework on Biodiversity and Sustainability. We shall see what we shall see. . . .

Joy, I really enjoyed the Instructure/Canvas review video, where the engineer describes Vista/Blackboard as remaining basically unchanged from the mid-1990's. He also mentioned that this CMS model has been adopted by other developers, and that Instructure is one of the few companies that is beginning to effectively implement new Web 2.0 technologies. Another plus - it's free for teachers!

Yes...that is a deal maker!

I think the model of offering the product to free for teacher's, with the objective of it becoming the standard in education. This "marketing" approach is similiar to how Facebook and even Google got their foothold. Its interesting to see how ecommerce works.

Ann, what a wonderful video! The only problem I had was watching it as a complete stream--I think my network connection is slow this morning. My 250 class was introduced to this tool and as you know, I used it in my Course Framework posting, but another student used it similarly to you. She developed a video of herself when she is not teaching (activities with family and friends) and posted it as her "Course presence", Further, she said that all of the students in her Course would be making videos of this type and together, they would become the Course Roster! It's such a simple, cool idea!! Thanks for sharing!

Ann - what a great tool for introducing everyone and making the point that learning is a social activity and works best in an "intentional forming group." Perfect for creating a "Course Roster." Thanks for creating this demo!

Bandwidth is always a problem. I like the idea of "individualized" animotos that can be combined. The more advanced tool does allow for adding video. http://animoto.com/play/ye7XT0nzKSJvOWK8XGTh0A - this is an example of how I used in a personal way. My family and friends were more responsive to seeing this in this form and its an easy way for me to sort out pictures I want to focus on from all the hundreds I seem to take with the digital camera these days.

Ann, Nice to see your new baby Lilly wrapped up in this spiffy Animoto package!

Cool Tool! I loved it!

Hi Joy (and fellow classmates) - we were out-of-town for a week. Internet was available, but for a price $.75 per minute. I had planned on using some of our vacation time to work on this course without the hassle of juggling work commitments. At a price per minute, this idea didn't pan out. To get caught up, I checked out our Diigo communications and visited your blog. I like the way you insert YouTube videos to add dimension to your ideas! The two I looked at addressed the LMS system - Canvas. I was particularly fascinated with the young techy who ended his presentation, asking his audience about how they might define the role for SOCIAL MEDIA in both course structure and as a learning tool. Interesting how our course materials (and we) have also been pondering this same issue! Thanks for finding and sharing a very relevant presentation. I also enjoyed your thoughts as well.

Today our senior population is aging at a rapid rate. Is it possible we, as a society, are sending them to an early end of life dead line because of our attitudes and out moded beliefs regarding aging in America? Can we not help keep their minds alive and well by changing some of our society's institutions...of higher education?

Joy, I just finished reading your blog posts and viewing the videos. I agree with Bruce. . . they are quite sobering. I am angered that there is so much age discrimination out there, excited that Japan has such a unique way of addressing the needs of its aging population, and frustrated that a college degree does not necessarily translate into a job. My own daughter is in that position--she has a teaching degree earned two years ago and no prospects of a job anytime soon. Her income is earned through subbing in the Sultan School District and managing a horse stable. All of this translates into 7 days of work per week, a very minimal income and burnout. She is 37 years old (not quite a senior, but in line with the unemployed GWU grads shown in the video you posted). Your passion definitely comes through in all of the blog postings, Joy. What you say about assessment aligns with my beliefs as well. I have never been a proponent of grades--to me, they are just part of a hoop that must be jumped through in order to achieve a goal. With that in mind, I was overJOYed when authentic assessment came onto the education scene as it offered a way to monitor and guide students in their learning, not just give them a letter or number that was supposed to signify that they had "learned" the course content. In my experience, most students who memorize course content for tests within a given course, will not retain it once the tests have been taken. There is simply too much competition for good grades at all levels of education and not enough desire for a true understanding of ideas and concepts.