Sustainably Digital

In my travels through the InterTubes, I find many interesting, clever, fun, or intriguing items that just cry out to be shared.

You’d think since I have this fairly well-established blog (i.e. it’s been in existence for >1 year) this would be the place to share. However, I like that this blog focuses pretty specifically on education related topics, yet so much of the good stuff I find isn’t directly related to education.

Delicious (or Diigo)! Why not just bookmark it on one of these great social bookmarking sites I already use? Well…I would…but I use those tools to stash away items that I might like to revisit sometime in the future. It’s cool stuff, but I don’t really have any need to find it again.

Twitter! Of course Twitter is a great place to share this fun stuff. Yet Twitter is pretty lacking in the visual display department (i.e. pictures, videos, etc.), and it just doesn’t seem to do many of these things justice.

And so I’ve created my own tumblog: WillyB’s Schtuff

On it will be links to many of the fun, interesting, clever, and intriguing items that the ‘tubes drop into my lap. Check it out.

As an aside, I’ve tried to integrate the tumblog’s RSS feed into the sidebar or on another page on this blog, but have been unsuccessful so far. If you know how to easily do this I’d be grateful for the help.

I realized earlier this week that I’ve figured out several workarounds for when I’m working on my school computer. With filtration that would have Mao crying foul mixed with a lack of administrative access to install programs or change settings, what works at home doesn’t at school.

The setup

• PC: running Windows XP.
• Internets: Filtered.
• Administrative rights: None.
• Browser: Firefox 3 (for whatever reason, I’ve found that Firefox will often install even on machines where you don’t have administrative access. However, the computer tech at school did put Firefox on my computer when I asked.)

How to get YouTube videos at school when they’re blocked

There are many ways of doing this, but the following is simply the method that I have found the most effective.

At home: Find a video you like. Go to Zamzar.com. Click the “Download Videos” tab and paste the URL of the video into the appropriate box. Enter the file format you want the video to be downloaded in. For school I usually use the .mpg format, simply because it meshes well with all the Microsoft stuff. Put in your school email, hit convert. It can take a couple hours for your video to be converted, but it’s usually ready within an hour.

At school: When the file has been converted Zamzar sends you an email with a link to a page where you can download your file. My school doesn’t block Zamzar (so I doubt yours does), so I just go to the download page and save the video to my school computer to use as I see fit. I like this method because it automatically sends the email to my school address and I don’t have to remember much.

Accessing Twitter from school

This is only a trick if Twitter is blocked by your school’s internet filter. You need to be running Firefox for this one. Ask you tech people to install Firefox for you if you can’t do it yourself. I’d bet they’d be okay with it.

Install either the TwitBin or TwitKit Firefox add-ons. For some reason they’re able to retrieve and post tweets even when Twitter is blocked. I suggest both because at my last district TwitKit didn’t work with the filter, but TwitBin did. Currently the opposite is true. I don’t know enough about how these programs work to give you insight into why that might be, my best advice is simply to try one- if it doesn’t work; try the other.

Saving and editing screenshots images on my school computer

My school computer’s a PC, so the clearly superior Skitch program is right out. Other free screenshot tools that are PC compatible generally require administrator access to install, which in my situation is a deal breaker.

1. Use your PrintScreen button to copy your screen as an image.
2. Paste the screen image into PowerPoint.
3. Crop the image, add text, arrows, emphasis, etc.
4. Save your edits in one of two ways:

• One: Use the “Save As…” function to save the entire slide as an image. This only works if the screenshot you want is as large as the entire slide, otherwise you get a lot of unnecessary white space.
• Two: Select all the shapes and text you’ve added along with the image (do this by holding Ctrl while clicking on each element). Right click on the image. One of the options should be “Save as Image…” Pick that one and it will give you the options of saving your selection in a variety of formats. I generally use .jpg or .gif.

Hopefully you’ll find these useful. What workarounds do you use to get around overly protected digital environments?

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Image sources:

• Twitter icon for fluid app by mfilej
• Vestigial (Print Screen) by KCIvey
  

As I’ve mentioned earlier, I’m using Wikispaces for my online classroom space this year. I’ve been slow about getting students involved in using the wiki, mainly because of my limited experience using Wikispaces but also because of the limited time I had before the school year to do any sort of planning.

Locked down

Initially, I locked all the wiki pages that I created- The class home pages, weekly schedules, assignments, etc.  Students did not have the rights to edit these pages. They could create new pages and edit them, but I was worried about the slim risk of a student vandalizing a main page, which might then be seen by a parent or administrator before I (or someone else) deleted the vandalism.

I know this reasoning was fear-based, and I didn’t like it. I want students to be able to edit anything and everything. I want to give them the chance to improve and collaborate online. What I needed was a better way to monitor page edits.

RSS saved my life

After minimal searching, I realized that in addition to providing RSS feeds for the edits made to individual pages, Wikispaces also provided a “master” RSS feed for every page edit made on my space.

I quickly subscribed the the “all page edits” RSS feed via Google Reader, and instantly every page edit made on my class space was pushed to my reader. Suddenly I was confident that if anyone chose to vandalize a page I would notice it right away. I check my Reader at home, at school, and often via my phone. Gone on vacation? I can still check page edits no problem.

Currently many of the day-to-day page edits are my own. During class wiki projects, there’s a deluge of edits, but it doesn’t take much time to flip through them since you really only need to pay attention to any changes that were made.

To date there’s been no vandalism on the class wiki. I doubt vandalism will ever be a problem. But now I can unobtrusively monitor editing activity so I don’t even have to worry about it.

What it looks like

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RSS Image by photopia / HiMY SYeD

The NEA recently posted an article about teachers who have been unknowingly taped digitally recorded by their students who then posted the videos online. The article mentions some cases where teachers are clearly acting inappropriately. However, it also mentions a few cases in which the video clip was taken out of context or edited in a manner that created the appearance of unprofessional behavior.

The article goes on to describe how one might go about requesting videos be taken off of YouTube, and right near the end it states:

Problem is, kids aren’t always responsible. That’s why cell phones and other digital media should be banned in classrooms, advises NEA General Counsel Michael Simpson. He also suggests that schools make it a punishable offense to post a video of another student or teacher without that person’s permission.

But the safest course of action is to prevent students from capturing humiliating or damning video in the first place.

Questions

• Why is the first reaction to this “ban ‘em all?” Shouldn’t we recommend first that teachers not go on mad rampages, call students hateful names, or physically assault students?
• How do you teach students to use digital cameras responsibly?
• Is it inherently a bad thing to record a teacher in their classroom without their permission?
• Is it ever OK to post video of a person online without their permission?

Comments

• The suggestion to ban cell phones based upon these instances seems lacking to me. There seems to be two classifications of video recording according to this article: (1) students purposely trying to get teachers fired, and (2) students recording honest-to-goodness atrocities committed by teachers. The first group of students aren’t going to be affected by a ban. They’re clearly looking to create trouble. I doubt a ban on cell phones would prevent their mischief. As for the second group, I have a hard time believing that what they’re doing is all that wrong. It’s very likely that when students make serious accusations of teacher misconduct their complaints are fully believed. So to prove their point, they get hard evidence.
• This is a tough issue. Take five 30-second clips of my worst teaching moments throughout a year and play it back to me. I’d be horribly embarrassed, feel like a terrible person, and anyone you’d show it to would believe that as well.
• I don’t think teachers should live in fear of being taped. I think teachers should be comfortable with anyone see them teach at anytime. What’s to hide? I realize we all have bad moments, but as a profession we should be striving for transparency and professionalism. Teachers should be managing their classrooms in such a manner that being covertly video taped won’t turn up any dirt.

What do you think?

Check out the NEA article. Is my thinking on track? Or am I a certified wacko? Have you ever been caught on tape (for good or ill)? Is banning cell phones the way to handle this issue? Am I wrong to not be very sympathetic towards many of these teachers being taped?

Another education design idea I’d put in the “really?” category (along with the multi-touch desks I commented on earlier):

Flexboards! Interactive whiteboards that don’t need an LCD projector to work, and include a workspace! While just a design concept, their description page at TheGreenerGrass.org has some silly things on it (IMHO).

While I’d agree that mobile interactive whiteboards that don’t require an LCD projector to function are likely to be useful in the future, the way TheGreenerGrass describes them strikes me as a little odd:

By configuring groups of these boards together in multiple ways, many of the learning modalities can be accommodated in addition to lecture…

and then:

Missing from the traditional classroom is collaborative work. By getting out of their seats and working in groups, students experience a visual way of learning that teaches them the creative problem solving techniques they need as professionals.

and still more:

Teachers can use Flexboards to create a small space within their classroom for one-on-one instruction, or a small breakout space with additional media such as special audio-visual aids.

So…a major selling point will be their role as room dividers? I’m sure district budgets will have space for at least five or six of these per room. Srsly.

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Images from “Flexboards Remake the Classroom” at TheGreenerGrass.org via NOTCOT.org

A recent education-related post from an unlikely source was pushed my way this week regarding new touchscreen desks designed to be used in educational settings.

“Multi-touch smart desks” could be used to authentically improve instruction. However, is it the best way? The most cost-effective method? The most relevant to our students’ future technology usage?

Some researcher needs to create a metric that compares the cost of an instructional tool with it’s effectiveness at increasing student engagement and learning. I realize that’d be a tricky thing to measure, but I think you’d find these multi-touch student desks to be pretty cost-ineffective at improving instruction. Perhaps even moreso than the “interactive whiteboard” hailed as a god-send by PR conscious school boards around the nation.  I could rant about the ridiculous amounts of money schools spend on interactive whiteboards without (1) providing training for teachers on how to use them, (2) thinking about anything other than PR, and (3) considering if there are more effective tools to improve teaching and learning.

Why use paper worksheets when you can drill & grill with a $10,000 multi-touch computer built into the students’ desks?

On a totally unrelated note: If you know of anyone giving away multi-touch smart desks for the classroom, I’ll take 30.

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For info on the multi-touch smart desks:

• Articles on the desks from ZDNet and Engadget
• Durham’s Technology-Enhanced Learning Project

I tried out the new laptop cart at my new placement today. No one was very confident that the laptops would work well, but I used them enough at my old job ( and mostly found them quite effective) that I wasn’t just going to let that cart sit there untested for long.

The last 20 minutes of each hour today I had students try to log into the school’s network. I was surprised I had so few who couldn’t login considering I have all 9th graders coming from 3 different middle schools and several who’re new to the district altogether.

Once they were logged in I had them take a survey on their technology experience¹.

Initial results

• 87% have their own cell phone
• 82% have their own mp3 player
• 92% have a computer at home connected to the internets

Conclusions

1. Remember these are all freshmen. Most are just 14 years old. I’d imagine by the time they’re juniors and seniors the percentage of students who have cell phones and mp3 players would increase to near 100%.
2. The student body is quite diverse socio-economically and yet my percentages are very high across the board. Only 8 of my students DON’T have cell phones. Only 2 don’t have internet access at home.
3. Currently, all cell phones are supposed to be confiscated on sight from the beginning of 1st hour to the final bell. Does this policy support 21st century skills? Even if the skill being taught is simply appropriate use of a cell phone in a “business” setting (i.e. not texting during presentations, learning when and where it is acceptable to pull out their phones, etc.)?
4. The school has about 1 computer for every 10 students (maybe even less), yet at home the ratio is probably much closer to 1:4. Are they being taught to effectively use online tools at home? They certainly aren’t getting much computer time at school.

I have more data from the survey that’ll take a little longer to disaggregate, but I’ll share that when I get a chance to break it down.

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¹ If you’d like to see it, here it is.

After doing a quick post on Saturday utilizing a new-found tool (Wordle) to make my Master’s Project Proposal into a word cloud, upon checking my RSS aggregator today it seems that Wordle has taken over the universe.

While I tend not to necessarily be a big fan of the latest fad tools (I can be a bit oppositional at times), the pure ease of operation and the beauty/meaning inherent in the created word/tag clouds is quite enrapturing. Although it is extremely interesting and perhaps a big enlightening to see people’s del.icio.us tags in a beautiful cloud, perhaps the true power of this tool is to turn any text into a word cloud. The question that is most important (to me) is whether or not this is just a fun tool to perform a quick trick, or if it can be used to change the way text is interpreted. Any insights?

I did a quick perusal of backlinks and trackbacks from Wordle related posts in my reader just now. Here’s what I found:

• My favorite of the bunch: Amit Argawal turned well known speeches into word clouds. They include A More Perfect Union (Barack Obama), I Am Profoundly Sorry (Bill Clinton), and I Have a Dream (Martin Luther King, Jr.), among others.
• Over at think:lab, Christian Long turned Macbeth into a word cloud

Del.icio.us tag clouds

• Chris Lehmann‘s is overly education[al]
• Will Richardson likes tools
• Mike Sansone is more of a business, strategy, marketing, blogging kind of guy
• Tim Stahmer seems to enjoy free, web 2.0, photography, tools
• Anol Bhattacharya goes for web 2.0, business, design
• D’Arcy Norman likes to wordpress, blogcomment, [on] drupal, photography
• Bryan Alexander is all about web 2.0
• Gardner Campbell is into education[al] blog[s and] podcast[s]
• Sarah believes in web 2.0, education
• Wendy Smith likes SCIENCE (and some other stuff)
• Alan Levine is the most well rounded of the bunch, but seems to like hz’s followed by numbers.

And I leave you with my own del.icio.us tag cloud, which I don’t feel gives you a full picture of my interests, but if you knew very little about me, it would certainly give you a little insight:

UPDATE- To emphasize the craze that Wordle has been in the last week, see the image below:

I have just finished writing my Master’s project proposal. It’s been an experience. Since I’ve known I’ll be moving out of state (circa November), I’ve been trying to finish all the classes I can to avoid the horrors of transferring graduate-level credits. Since January I’ve taken 10 credits, including my weenie 1 credit I get for the completion of my project proposal. Needless to say, I haven’t had to worry about how to spend all my free time the last few months.

Below is a word cloud for my Master’s project via Wordle. Care to guess the topic?

Thanks to Terry and Kevin for bringing Wordle to my attention via Twitter.

I’ve just wrapped up a class in which I was required to participate in online threaded discussions. I was hoping for some good discourse on curriculum theory and development. Instead it turned into a lot of, “Why, yes, I agree with you completely,” and “I couldn’t have said it better myself.” I found myself becoming purposely oppositional in my responses. How can any really good thinking and learning happen if there isn’t a healthy dose of differing viewpoints? And, pray tell, was the  response to my opposing viewpoints? Silence. Last time I recall so many people with similar thoughts was 1984¹.

My classmates were just trying to be nice, which is understandable. It can be awkward and uncomfortable to deal with conflict. However, it’s that dissonance in opinion where real meaning is made; that hacking it out between differing opinions, that purposeful attempt to sway people with differing views while they try to sway you.

Recently, in response to a new “top edublogs” list posted on a well-read blog, Dan Meyer and Darren Draper have expressed differing opinions on (perceived) motivations for blogging, what constitutes quality in a blog, and even “proper” Twitter use. I’ve found this disagreement extremely interesting to follow. I subscribe to both their blogs and find them both to be excellent at starting good conversations through their posts. They both create dissonance and then ask for their audience to weigh in with their opinions. While Dan tends to stir the pot² and Darren tends to ask quite nicely, they’re both doing essentially the same thing.

It’s been enjoyable to see these two heavyweights (they’re 23 & 35 on the best edublogs list of all time, after all) discuss whose method is superior. While I don’t think they’re going to change each other’s mind, they’re laying some excellent framework for the edubloggers of the future. These types of public disagreements are important- perhaps necessary³- for hashing out what exactly it is to blog about educational matters. Think of it as a modern, blogging version of the Continental Congress.

Anyone care to disagree?