Ah... 23 Things, come and gone. We had some good times, the Things and I. Sure, there were some rough patches - nothing's ever easy all the time - but we got through it. To paraphrase an excellent and admirable hobbit, I don't know half the Things half as well as I would like, and I like less than half of them half as well as they deserve.
Alright, so that last part didn't make a whole lot of sense. Whatever. Bilbo is awesome.
Feedback: I mentioned over and over again that I'm not 100% on board with the idea of "learning 2.0" or whatever, and most of the Things seemed to involve something either entirely frivolous or of questionable educational value. I do think it's important for teachers to be more or less up to speed with technology in general, so the 23 Things assignment works on that level, but I have a lot of trouble picturing MOST of the Web 2.0 technology presented therein as being useful in an educational setting. I also think the presentation of certain Things could be reorganized - for instance, Thing 16 repeats much of the same information as Thing 12, depending on which Google tools a student chooses for Thing 12. If Thing 16 happened first, then in Thing 12 a student could just choose different tools to avoid redundancy.
Where do I go from here? Lunch. I'm starving. After that, though, it will be time to consider what I may or may not do with this blog in the future. If I see a use for it in my classroom a couple of years from now, I may revive it, but for now I believe I'm content to let it lie while I go back to doing the things I was already doing. At this point in my life, a teaching blog is just one more thing to keep up with, and since I'm not going to be teaching for some time (or ever, if APSU continues to schedule classes the way they do), I don't see much point.
Did I learn some stuff? Yeah, I suppose. I was certainly exposed to some things I haven't been interested in checking out on my own. Have my technological horizons been broadened by this assignment? Not really, but then I was pretty comfortable with technology to begin with. Am I going to change my tune about cutting-edge technology in teaching? Not likely - at least not until society and economy catch up with technology. When I can be reasonably sure that all my students can access the web at home, then I'll worry about web-based assignments. When I can have unfettered access to computers for my students in the classroom, then I'll worry about using computers in class. Until then, I suppose I'll just keep an eye on the horizons of technology and think of what I might possibly be able to do one day, if the stars align properly.
Thursday, November 26, 2009
Thing 23: Creative Common Sense
Since I am required to find an attribution in the 23 Things assignment, let's get that out of the way first:
Learning 2.0 - 23 Things for Teachers is based on Learning 2.0 - 23 Things. That program is based on the Learning 2.0 program that was designed by Helene Blowers, Technology Director at the Charlotte Mecklenburg County Public Library system, with the support and assitance of several staff. Helene's program was loosely based upon Stephen Abram's article, 43 Things I (or You) might want to do this year (Information Outlook - Feb 2006) and the website 43Things.
That's from the "About" page of the assignment.
Anyway, Creative Commons does offer a more sensible alternative to standard copyrights, but I don't see that it solves the problem of major corporate copyright holders. The copyright holder, after all, has to CHOOSE to put things under a Creative Commons license instead of a normal copyright, so it's hardly a panacea for all a teacher's copyright woes. I think a wise and prudent teacher would also be well-served by becoming familiar with the ins and outs of Fair Use doctrine as well as looking for Creative Commons material.
Learning 2.0 - 23 Things for Teachers is based on Learning 2.0 - 23 Things. That program is based on the Learning 2.0 program that was designed by Helene Blowers, Technology Director at the Charlotte Mecklenburg County Public Library system, with the support and assitance of several staff. Helene's program was loosely based upon Stephen Abram's article, 43 Things I (or You) might want to do this year (Information Outlook - Feb 2006) and the website 43Things.
That's from the "About" page of the assignment.
Anyway, Creative Commons does offer a more sensible alternative to standard copyrights, but I don't see that it solves the problem of major corporate copyright holders. The copyright holder, after all, has to CHOOSE to put things under a Creative Commons license instead of a normal copyright, so it's hardly a panacea for all a teacher's copyright woes. I think a wise and prudent teacher would also be well-served by becoming familiar with the ins and outs of Fair Use doctrine as well as looking for Creative Commons material.
Thing 22: Invasion of the Podcast People
For this Thing, I listened to the most recent few episodes of Onion Radio News. I found it on iTunes, which was my directory of choice because I'm already an iTunes user, and then subscribed to it, so now the new episodes will automatically download to my iTunes Library as they become available. For those who are interested, the most recent episode is embedded below. It's short, but the mid-week episodes of ORN are. The Sunday episodes are a little over two minutes and cover more than one "story."
I don't see myself doing much, if any, podcasting in the future, for reasons I've mentioned before - primarily unreliable accessibility for my students outside the classroom (or even inside the classroom, depending on where I teach).
I don't see myself doing much, if any, podcasting in the future, for reasons I've mentioned before - primarily unreliable accessibility for my students outside the classroom (or even inside the classroom, depending on where I teach).
Wednesday, November 25, 2009
Thing 21: Animoto
I tried for like ten minutes to come up with a clever title for this one, and just couldn't do it. I blame Sudafed, personally. Anyway, here's the music video I made:
I think Animoto falls into that Web 2.0 category I've been complaining about: "toys." It's neat technology, but I don't see much point in it, especially with regard to education. You have no control over HOW the video turns out, so it's really like putting a slideshow on autopilot, with a soundtrack. I don't see myself ever using this again.
I think Animoto falls into that Web 2.0 category I've been complaining about: "toys." It's neat technology, but I don't see much point in it, especially with regard to education. You have no control over HOW the video turns out, so it's really like putting a slideshow on autopilot, with a soundtrack. I don't see myself ever using this again.
Monday, November 23, 2009
Thing 20: People called Romanes they go the house?
I love YouTube. I could spend hours there just watching videos and clicking through to related videos. Sure, there's a lot of garbage, but there's also a ton of really good stuff. Like that clip up there from Monty Python's Life of Brian, for example. YouTube is sort of a video microcosm of the internet as a whole, which is to say that if you know where to look, you can probably find anything. I mostly use it for entertainment, but there's no reason you couldn't also use it for education. If you do it right, you could probably use it for both at the same time.
Thing 19: POP goes the Teacher.
Alright, so now I've got this TeacherPOP thing up and running. I really doubt I'll use it much, though. Frankly, I am already being pushed to the very limit of my social threshold, and I am pretty selective about with whom I will socially network. A site where I have no control over who is in my "circle" just doesn't appeal to me at all. Still, I joined, and I have commented, and I have placed my little TeacherPOP badge on this blog.
Even on the internet, I am something of an introvert. This is less apparent than in real life, where I am extremely introverted, but it is still true. As I discussed above and in my post regarding Facebook and MySpace, the idea of being part of a gigantic group of people all just chattering away doesn't appeal to me. So no, I don't belong to any other social networks, nor do I want to. I have a badly-neglected LiveJournal account and I belong to several message boards, but these are examples of older, more structured technologies that better suit my temperament.
Just to be clear: I have no problem with new technology. Social networking, however, is not for me. Not the way most people seem to do it, and certainly not in settings where I cannot control whose chatter I receive. The signal-to-noise ratio is just entirely too low for my liking.
Even on the internet, I am something of an introvert. This is less apparent than in real life, where I am extremely introverted, but it is still true. As I discussed above and in my post regarding Facebook and MySpace, the idea of being part of a gigantic group of people all just chattering away doesn't appeal to me. So no, I don't belong to any other social networks, nor do I want to. I have a badly-neglected LiveJournal account and I belong to several message boards, but these are examples of older, more structured technologies that better suit my temperament.
Just to be clear: I have no problem with new technology. Social networking, however, is not for me. Not the way most people seem to do it, and certainly not in settings where I cannot control whose chatter I receive. The signal-to-noise ratio is just entirely too low for my liking.
Thing 18: FaceSpace!
Social networking has taken the industrialized world by storm. It's a tremendous waste of time, if you ask me, so it is only natural that I've got a MySpace page (no, you can't see it) and a Facebook profile. ;)
I'm not what you'd call a power-user of these sites, though. For example, my girlfriend has 360-something friends on Facebook, and I know Morgan just broke 420. I've got something like 130, and it feels like too many. I guess I'm just not a terribly social person, but I don't like to "network" with people to whom I don't actually have some connection beyond simple common interests. Almost all of my FB friends, for example, are people I have known personally, and the ones I've never physically met are almost all "colleagues" of a sort in the Privateer Press Gang.
That said, it's neat, this social networking phenomenon. It allows people to form and maintain connections (of an incredibly superficial, limited sort) with pretty much anybody in the world. Facebook also allows people to become Fans or Supporters as well as Friends, so companies and organizations can also become part of the social networks. MySpace has some sort of similar functionality, but MySpace is such a train wreck (thanks to near-limitless "customizability") these days that I never bother with it any more.
Educators need to be aware of social networking for one simple reason: students ARE using it. If Law & Order - the origin of the fictional social networking site "FaceSpace" - and other police shows are to be believed, they're all doing something sinister with it, but I think we can safely take a less frightening view and just acknowledge that students are comfortable with the technology. We educators don't necessarily need to jump in the middle of their business, but it is always useful to know what they're up to.
Honestly, because of the extremely public nature of social networking, I don't think that MySpace or Facebook has much instructional value. Something more limited, like Facebook was at its inception (i.e. limited to one school or a small group of them), might have some use to instructors, but I think we're probably better off leaving the social networks for socializing - such as it is on the internet.
I'm not what you'd call a power-user of these sites, though. For example, my girlfriend has 360-something friends on Facebook, and I know Morgan just broke 420. I've got something like 130, and it feels like too many. I guess I'm just not a terribly social person, but I don't like to "network" with people to whom I don't actually have some connection beyond simple common interests. Almost all of my FB friends, for example, are people I have known personally, and the ones I've never physically met are almost all "colleagues" of a sort in the Privateer Press Gang.
That said, it's neat, this social networking phenomenon. It allows people to form and maintain connections (of an incredibly superficial, limited sort) with pretty much anybody in the world. Facebook also allows people to become Fans or Supporters as well as Friends, so companies and organizations can also become part of the social networks. MySpace has some sort of similar functionality, but MySpace is such a train wreck (thanks to near-limitless "customizability") these days that I never bother with it any more.
Educators need to be aware of social networking for one simple reason: students ARE using it. If Law & Order - the origin of the fictional social networking site "FaceSpace" - and other police shows are to be believed, they're all doing something sinister with it, but I think we can safely take a less frightening view and just acknowledge that students are comfortable with the technology. We educators don't necessarily need to jump in the middle of their business, but it is always useful to know what they're up to.
Honestly, because of the extremely public nature of social networking, I don't think that MySpace or Facebook has much instructional value. Something more limited, like Facebook was at its inception (i.e. limited to one school or a small group of them), might have some use to instructors, but I think we're probably better off leaving the social networks for socializing - such as it is on the internet.
Thing 17: Tag and release.
Del.icio.us, and social bookmarking in general, is perhaps not as ridiculous as I originally thought. I don't buy the argument that old-school bookmarks are necessarily cluttering or unwieldy, but maybe that's because I don't bookmark a whole lot and have a strong urge to categorize and file things anyway, so my bookmarks are pretty well-organized. The tagging feature, though, is nice. Being able to create multiple tags per bookmark, and then use those to cross-reference, is very handy, and feels like a positive step toward my insane, utopian vision of a totally interconnected web (which I won't get into here, but might be willing to explain a little further on request). I particularly like being able to create a "string" of tags that I can add to or subtract from at will, allowing me to hone in on just exactly the right bookmarked site for my current needs.
At this point, my only resistance to using Del.icio.us is its rid.iculo.us name - a pet peeve well-documented already in this blog.
At this point, my only resistance to using Del.icio.us is its rid.iculo.us name - a pet peeve well-documented already in this blog.
Thing 16: Brought to you by the Department of Redundancy Department.
Okay, 23 Things, I think I've been a pretty good sport so far. But seriously, this sixteenth Thing is just a rehash of several previous Things. Customized start page? Already covered here, in Thing 12. Online calendar? Also already covered in Thing 12. In fact, going down the list of suggested Web 2.0 apps to consider, it appears that nearly all of them have been covered in detail in previous Things.
I will say, though, that I enjoy the irony of a Thing about online productivity that is, itself, not productive. Going over the same material multiple times is not a good use of anybody's time and energy.
I will say, though, that I enjoy the irony of a Thing about online productivity that is, itself, not productive. Going over the same material multiple times is not a good use of anybody's time and energy.
Thing 15: Wikity-wack.
Ah, the wiki. The epitome of Web 2.0. A website you can alter at will! Ultimate collaboration! True interactivity!
Feh.
Call me an elitist, but personally I believe that knowledge needs gatekeepers. Auctoritas is not something we should scoff at. We should definitely value the contributions of experts over the contributions of Joe the Blogger.
I'm not saying amateurs don't have valuable insights, or that all experts are necessarily right and should never be questioned. Not at all. "Question everything" is an excellent motto, in fact. The problem with an unregulated wiki environment, though, is that the wiki itself cannot question anything, while lending legitimacy to all its contents equally. I have mentioned before how much that bothers me, so I won't belabor the point further in this post.
Having said all that, I do think that a moderated wiki is a fantastically useful tool for gathering many ideas together in one place and creating a font of mutually-acquired wisdom. My gaming and other geeky interests generate a host of group wikis, and these can be quite useful sources of information, so long as someone with some sense keeps a firm hand on the tiller, so to speak.
For education, then, wikis can be a great way to create whole-class projects and get every student to engage. The sample AP World History wiki looked like a great example of that sort of usage, and in education a wiki has a natural gatekeeper built right in: the teacher. So as long as the teacher him- or herself has some sense and is willing to exercise a little editorial control, maybe educational wikis needn't necessarily be wack. ;)
Feh.
Call me an elitist, but personally I believe that knowledge needs gatekeepers. Auctoritas is not something we should scoff at. We should definitely value the contributions of experts over the contributions of Joe the Blogger.
I'm not saying amateurs don't have valuable insights, or that all experts are necessarily right and should never be questioned. Not at all. "Question everything" is an excellent motto, in fact. The problem with an unregulated wiki environment, though, is that the wiki itself cannot question anything, while lending legitimacy to all its contents equally. I have mentioned before how much that bothers me, so I won't belabor the point further in this post.
Having said all that, I do think that a moderated wiki is a fantastically useful tool for gathering many ideas together in one place and creating a font of mutually-acquired wisdom. My gaming and other geeky interests generate a host of group wikis, and these can be quite useful sources of information, so long as someone with some sense keeps a firm hand on the tiller, so to speak.
For education, then, wikis can be a great way to create whole-class projects and get every student to engage. The sample AP World History wiki looked like a great example of that sort of usage, and in education a wiki has a natural gatekeeper built right in: the teacher. So as long as the teacher him- or herself has some sense and is willing to exercise a little editorial control, maybe educational wikis needn't necessarily be wack. ;)
Sunday, November 22, 2009
Thing 14: In the rain or in the snow, I've got the funky funky flow(chart).
If any of you can actually identify the source of this entry's title, I'll be shocked and amazed.
I've used flowcharts in the past to explain things to people who don't seem to be understanding my words, and to that end they can really come in handy. When a process gets even a little bit complicated, it really helps some people to have a visual representation of it so none of the salient details get lost. I've been trying to think of how I might use one in Latin instruction, and I think a flowchart might help some people in translating Latin sentences - at least from a structural standpoint, not a vocabulary one - but I'm not about to make such a monstrous chart right now. It'd take forever.
If I were to undertake such a thing, I'd use Flowchart.com. It looks reasonably easy to use, and unlike Gliffy it is a dedicated flowchart thing as opposed to a general-purpose chart/diagram application that "can be used" for flowcharts. Also, Gliffy is a silly name.
On the subject of mind mapping, though, I'm kind of at a loss. What's the point? How is it supposed to help? I don't understand the concept of mind mapping, so it's hard for me to think of what I'd use it for.
That said, if I were to map my mind, I'd use MindMeister. It's easy to use and has a ton of features, and there's a mostly-helpful video tutorial that explains almost everything other than what the point of a mind map is in the first place.
I've used flowcharts in the past to explain things to people who don't seem to be understanding my words, and to that end they can really come in handy. When a process gets even a little bit complicated, it really helps some people to have a visual representation of it so none of the salient details get lost. I've been trying to think of how I might use one in Latin instruction, and I think a flowchart might help some people in translating Latin sentences - at least from a structural standpoint, not a vocabulary one - but I'm not about to make such a monstrous chart right now. It'd take forever.
If I were to undertake such a thing, I'd use Flowchart.com. It looks reasonably easy to use, and unlike Gliffy it is a dedicated flowchart thing as opposed to a general-purpose chart/diagram application that "can be used" for flowcharts. Also, Gliffy is a silly name.
On the subject of mind mapping, though, I'm kind of at a loss. What's the point? How is it supposed to help? I don't understand the concept of mind mapping, so it's hard for me to think of what I'd use it for.
That said, if I were to map my mind, I'd use MindMeister. It's easy to use and has a ton of features, and there's a mostly-helpful video tutorial that explains almost everything other than what the point of a mind map is in the first place.
Thing 13: Google Docs in a box with a fox.
Alright, actually I'm not in a box - I'm in a basement - and there's nothing remotely vulpine here in my subterranean lair. But I am here to write about Google Docs.
I opted not to check out Zoho Writer because I'm already so well-ensconced in Google. May as well keep it all in the Google family, you know? So I played with Google Docs instead. And by "played with," I mean, "looked over briefly to refamiliarize myself with." I'm no stranger to Google Docs, having most recently used a Google spreadsheet as the organizing force behind a gift exchange of sorts, involving participants from all over the world (my gift ended up coming from Arhus, Denmark). It's a handy thing, Google Docs. It's not fancy or flashy, but it allows easy collaboration on the real nuts and bolts of information - the humble word processor and spreadsheet. I'm a little curious about how secure it really is as far as only letting intended viewers/collaborators in, but then I can't imagine most things you'd use it for needing to be totally secure.
Of all the vast jungle of Web 2.0 stuff out there, I think Google Docs might be one of the very best inventions. I don't think it will replace full-blown productivity software for a very long time (if ever) because there's still so much more MS Office and the like can do (and internet access is not yet totally reliable), but for basic to moderate productivity needs, you often need look no further than Google Docs.
I opted not to check out Zoho Writer because I'm already so well-ensconced in Google. May as well keep it all in the Google family, you know? So I played with Google Docs instead. And by "played with," I mean, "looked over briefly to refamiliarize myself with." I'm no stranger to Google Docs, having most recently used a Google spreadsheet as the organizing force behind a gift exchange of sorts, involving participants from all over the world (my gift ended up coming from Arhus, Denmark). It's a handy thing, Google Docs. It's not fancy or flashy, but it allows easy collaboration on the real nuts and bolts of information - the humble word processor and spreadsheet. I'm a little curious about how secure it really is as far as only letting intended viewers/collaborators in, but then I can't imagine most things you'd use it for needing to be totally secure.
Of all the vast jungle of Web 2.0 stuff out there, I think Google Docs might be one of the very best inventions. I don't think it will replace full-blown productivity software for a very long time (if ever) because there's still so much more MS Office and the like can do (and internet access is not yet totally reliable), but for basic to moderate productivity needs, you often need look no further than Google Docs.
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