This week’s podcast in the As We May Teach… series is now online:
Synthesizing Information: Google Docs and Mashups
In this podcast, I outline how to use the Google Docs spreadsheet module to create mashups, and what the advantages of this approach are for data integration and visualization.
The resources for this podcast are listed below; all feedback on these resources and the podcast is welcome.
My podcast series, As We May Teach, is currently featured in the “Highlights” section on iTunes U, together with the University of Oxford’s Internet Institute and PRI/BBC/RockhopperTV’s Survival:
Needless to say, I’m really happy about this — it’s an honor to have my work featured in this company.
The next podcast in the As We May Teach… series is now online:
Networked Collaboration 101: Exploring Google Docs
This podcast takes a first look at Google Docs as a platform for collaboration, showing how it can be used for both discussion and the creation of projects that can be shared via the Web.
Resources for this podcast are listed below; suggestions for other associated resources, as well as comments on the podcast are always welcome.
A new podcast in the As We May Teach… series is now online:
Three Easy Pieces: Putting Google Earth to Work
This podcast continues the exploration of Google Earth begun in the previous podcast in the context of three educational projects, ranging from economics data visualization, through literary analysis, to environmental citizen science.
The resources for this podcast are listed below; suggestions for other associated resources are always welcome — please post them in the comments.
I am happy to announce that, as part of a joint project with the Maine Learning Technology Initiative (MLTI), I have started a new weekly podcast series. These podcasts will look at several models for the use of educational technologies, and how to apply them in teaching via hands-on examples. The iTunes U podcasts can be found at:
As We May Teach: Educational Technology, From Theory Into Practice
The first two podcasts in the series are now online. The first, TPCK and SAMR — Models for Enhancing Technology Integration, presents the two theoretical frameworks that will guide much of the rest of the series. The second, Power in Simplicity: Virtual Thumbtacks on Virtual Maps, shows how ideas from these models can be applied to educational uses of Google Earth-generated cartography. All of the podcasts have associated online and offline resources — the ones that accompany the first two podcasts are listed below. Each weekly podcast will be accompanied by a blog post here, containing resources, as well as an opportunity for people to ask questions and provide feedback via the comments.
While the specific software and examples have been selected to be particularly useful to Maine educators, I hope these podcasts prove useful to educators in other places. If you have any thoughts about the podcasts, post them in the comments — I really would like to hear from you.
TPCK and SAMR – Models for Enhancing Technology Integration
The TPCK Model:
TPCK – Technological Pedagogical Content Knowledge
AACTE (Eds.) The Handbook of Technological Pedagogical Content Knowledge for Educators. New York:Routledge, 2008.
The SAMR Model:
Ruben R. Puentedura. Transformation, Technology, and Education. (2006)
John D. Bransford, Ann L. Brown, and Rodney R. Cocking (Eds.) How People Learn: Brain, Mind, Experience, and School. (1999)
Education Resources Information Center
Institute of Historical Research – Reviews in History
National Council of Teachers of Mathematics – Lessons and Resources
Center for Applied Linguistics – CALdigests
Apple iLife Support
EDUCAUSE Learning Initiative – 7 Things You Should Know About…
The Sloan Consortium – Effective Practices
Education & Information Technology Library
Harvard-Smithsonian Center for Astrophysics – MicroObservatory
William Shakespeare. The Tragedy of Macbeth.
Flickr Shakespeare Group
Macbeth in Second Life
Prof. Wyn Kelley: MIT OpenCourseWare – 21L.003 Introduction to Fiction
Prof. Oded Meyer: Carnegie Mellon Open Learning Initiative – Introduction to Statistics
Prof. Edward L. Ayers: Virginia Center for Digital History at the University of Virginia – The Rise and Fall of the Slave South
Prof. Jon Beasley-Murray: University of British Columbia – Murder, Madness, and Mayhem: Latin American Literature in Translation
Power in Simplicity: Virtual Thumbtacks on Virtual Maps
MacEachren, Alan. How Maps Work. New York: Guilford Press, 1995.
Monmonier, Mark. Mapping It Out. Chicago: University of Chicago Press, 1993.
Making Maps: DIY Cartography
ESRI GIS Education Community
Moretti, Franco. Graphs, Maps, Trees. London: Verso, 2007.
Stuart Sinton, Diana and Jennifer Lund. Understanding Place. Redlands: ESRI Press, 2006.
Google Earth Community
At this year’s Educause Conference, Cyprien Lomas, Wayne Brent and I presented a workshop on strategic planning and innovation in educational technology. The materials from that workshop can be found below:
Wordle is a new free visualization tool that generates “word clouds” for any text provided. While the most immediately obvious use for the tool is to generate visualizations of tag clouds (such as those for del.icio.us), I’ve had quite a bit of fun seeing what happens when you supply Wordle with literary texts — here’s one example:
That particular image corresponds to the top 100 words in Macbeth, after removing stage directions and regularizing spelling. Analyzing the patterns that emerge will be left as an exercise for the reader…
With thanks to Alan Levine and Bryan Alexander, whose respective blog posts steered me to Wordle.
I’ve been testing a new Web 2.0 application on the Scripting News website called Firefly. It allows visitors to the site the option of turning on a “chat layer”, where anything they type will show up for other site visitors in a bubble at their cursor position. The bubble is displayed for a few seconds, then fades out — hence the name of the application. Avatars are supported, and web addresses are automatically converted into links.
I have absolutely no idea whether the startup behind Firefly will make it — the application has been out in the wild for less than a day, as of this writing. It is also clearly an early beta: server delays and other bugs are definitely present, and some important features (e.g., spam prevention) are currently missing. Nonetheless, I would encourage educators to give it a try, and potentially consider signing up for the beta. Why?
Well, first of all, Firefly is one of the few Web 2.0 projects out there that emphasizes ephemerality, a valuable property for certain types of learning interactions that is frequently overlooked. True, the current version of Firefly stores a full log of all chat entries, but I have no doubt that this could be easily turned off. Even if it cannot be turned off, I suspect that — much as is the case with Twitter — the appearance of ephemerality will encourage types of interactions that are not seen in other forms of social software.
Additionally, I can imagine uses for Firefly that, while they can be accomplished otherwise, can be carried out in a particularly easy and lightweight fashion using this tool — here are two that occurred to me in the first five minutes of using the application:
- Image/text commentary: participants in a discussion can point at portions of a photograph (e.g., a microscope slide) or a text passage, and type questions, answers, descriptions, comments, etc. next to it;
- “Spatialized” text chats: a common complaint about chat tools is that, even with avatars and threads, it can be difficult for many people to follow the overall discussion. However, Firefly allows for using a picture as a “room backdrop” for text interactions: people can “move about” the room by changing their cursor position, so that they are typing in the vicinity of other people who are following that particular thread in the conversation. Even if this doesn’t happen, the addition of spatial cues should help people better follow the discussion, much as they do in the physical world. Of course, the spatial backdrop need not be an overhead photograph of a traditional meeting room: it would be both fun and productive to experiment with nature settings, maps, diagrams, etc.
I’m keeping my fingers crossed that this Firefly makes it past the end of summer…
Having been active in Second Life since early 2005, I have found it to be an exciting environment, with huge potential for educational applications. Part of my interest In Second Life is related to my research into Third Places; part of it is related to new approaches to learning made possible by virtual worlds; and part of it, to be perfectly honest, is related to the fact that Second Life is a lot of fun.
As part of this work, I have been helping newcomers to Second Life dive into the world as quickly as possible. One item that I have designed as part of this process is a “cheatsheet” containing keyboard shortcuts for the features of Second Life most useful to beginners. All the shortcut lists I could find online were both incomplete (missing important shortcuts), and over-detailed (containing shortcuts that only the most advanced and specialized users would ever need.) More importantly, the lists were generally not organized in a manner that would be helpful to a Second Life beginner.
Which is where this cheatsheet comes in. I’ve refined it over a series of training sessions so that it:
- contains the commands that newcomers (and not-so-newcomers) will likely need;
- groups together commands according to the task to be accomplished;
- organizes the groups so that more fundamental commands are encountered in the first column, more advanced commands in the second column;
- and works equally well for Windows or Macintosh.
The cheatsheet is licensed under the Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
One of my research interests is cooperation in human societies: how it comes to exist, when and how it breaks down, and how to leverage it within the context of education. Of late, I’ve been looking at some of the structures of place that are intertwined with the functioning of cooperation, and how those structures translate into the online world. In particular, I’ve been interested in how “third places” are constructed in the online world, and how they connect to educational institutions.
I have uploaded the slides and audio for a talk I gave on this subject at the 2006 NMC Regional Conference. I will be interested to hear all feedback and comments that people might have, as well as links to relevant research.