Well, now that I've been successful in this particular exercise - establishing an account with a hosting service, recording a podcast and then publishing it - I will say it can be fraught with problems, if you want to do a bitof a decent job of it, as my previous rantries (rant + entry = rantry).
I am sure with a bit of investigation I could have eventually worked out how to do a better recording without resorting to the use of the digital voice recorder.
I also think that I could have just gone with the first recordings I did and uploaded them. However, I also think that dependant on the nature of the recording, the quality of the recording is of some importance. My recording for example is a tour of the library, something we would hope is downloaded multiple times and may be an intitial point of contact for the library and university with a student or parent, so it should sound professional.
A personal short podcast's quality might not matter so much, and dependant on the length of the podcast, a teacher's lesson may be of variable quality - just so long as the quality doesn't detract from the content.
I am quite aware of the growing use of podcasts at university to complement and augment subjects. Whether it is content recorded from a lecture for further reference to students, or to enable distance learning, or original content to be considered as pre-reading for the lecture and tutorial.
I am also quite aware of the use of podcasting in use for assessable material, after all, why would the library possess digital voice recorders? For some students, it is a great way for them to express their creativity as well as complete the assessment.
Really, it is all a win-win situation... as long as the support is there to enable staff and students to use it.
Training and equipment. Both in the recording and uploading, and in the downloading and re-play.
We have had students seeking assistance in downloading podcasts to their MP3 players at the library because they were not adequately shown how to do that.
If a technology shy lecturer came across the initial troubles I had in my efforts, I can't see them following through or revisiting it again.
One last thing to take into account is the location of the people accessing the podcast. Quite a few of our students are in the country, where their Internet access is limited to dial-up, if at all. Many of them are unable to download large files, so keeping files small and accessible is of importance if you are not sure whether your audience is going to comprise those still on poor access to the Internet.
Saturday, July 31, 2010
Podcasting pt. 2
When last I left you dear reader, there was a small bout of madness that had taken root in 'Peggy's Adventures in Podcasting', due to an infection of n00b-ishness. Whilst there are still lingering effects of the dread condition, I feel it safe to report that the goal has now been attained, that is to say, there is now a published podcast. \0/
As reported, I did establish an account with Podbean. As also reported, I tried a number of methods to record a podcast with varying results, but always the same element of a loud hiss overlaying the recording. Luckily I had access to MP3 voice recorders through work.
My original plan was to record my podcast at work in an unused meeting room, to lessen the chances of interruption. However, the recorders do not come with battery, so I needed to bring it home anyway, and I'm glad I did.
The recorder comes with an internal mic and a jack to plug in a mic. I decided to record with out a mic, and one with the mic I had previously tried using.
Happily uploading the results was super-easy since there was a USB connector, so it was simply a matter of drag and drop.
Listening to the first recording (sans mic) sounded okay, until I plugged in earphones. *hissssss*
The second recording (with mic) sounded good with and without headphones.
I logged on to PodBean, clicked on the Publish tab, filled in information such as the name of the podcast, description, and tags, attached the MP3 file of the podcast, then clicked on publish.
I should probably add that beforehand I did the barest minimum of personalising the channel with some tags and other information.
As proof of my success here is the link to the UBLibrary podcasting channel.
And just to show off a bit, here is the podcast itself ( I got the embed code from the website)
As reported, I did establish an account with Podbean. As also reported, I tried a number of methods to record a podcast with varying results, but always the same element of a loud hiss overlaying the recording. Luckily I had access to MP3 voice recorders through work.
My original plan was to record my podcast at work in an unused meeting room, to lessen the chances of interruption. However, the recorders do not come with battery, so I needed to bring it home anyway, and I'm glad I did.
The recorder comes with an internal mic and a jack to plug in a mic. I decided to record with out a mic, and one with the mic I had previously tried using.
Happily uploading the results was super-easy since there was a USB connector, so it was simply a matter of drag and drop.
Listening to the first recording (sans mic) sounded okay, until I plugged in earphones. *hissssss*
The second recording (with mic) sounded good with and without headphones.
I logged on to PodBean, clicked on the Publish tab, filled in information such as the name of the podcast, description, and tags, attached the MP3 file of the podcast, then clicked on publish.
I should probably add that beforehand I did the barest minimum of personalising the channel with some tags and other information.
As proof of my success here is the link to the UBLibrary podcasting channel.
And just to show off a bit, here is the podcast itself ( I got the embed code from the website)
Friday, July 30, 2010
Podcasting Pt. 1
OMG - what a n00b!
That is what I've been thinking to myself over the last 24 to 48 hours with this podcasting lark.
This is the first time I've tried my hand at podcasting. I know what it is, but I've never felt like I've had a need to try it out. So read on and laugh, cry, and pound your little fist on the table with me as I recount part one of 'Peggy's Adventures in Podcasting'.
First of all the link on the course did not work - but that is of little concern to a person with access to Google. I just looked for 'free pocasting host' and the search engine did the rest. It was about this time the first of my troubles really began to make themselves known - which are not actually course related, but impacted on my experience. Clicking on links to various podcasting sites, I found that I was being redirected to other websites. At first I thought that I was being obtuse and clicking on the wrong link, but upon trying these links again, I found that I was indeedy being redirected to other websites, every darned time.
A bit of investigation into this it is discovered that I had 'something-wrong-with-my-computer' which involved a full virus scan (which takes fohevah), downloading a malware program - and running that, then downloading AdAware - and running that. It was worth doing, 2 viruses that weren't picked up by the daily scan, 4 things picked up by the malware program, and 187 things picked up by AdAware. So kids, remember to disinfect your computer on a regular basis.
Now, the great naive n00b that I am, I thought that some of these podcasting sites might just record your podcast for you and then upload them. In fact the one I chose, PodBean, certainly seemed to give that impression with their "Easy to publish your podcast in 3 steps. No tech to learn." statement (or maybe it was one of the others - I looked at quite a few of them trying to decide with whom to sign up).
It was at this point I discovered I needed another program to actually RECORD my podcast, save it, then upload it to PodBean. *huff, sigh*
I looked upon the other PC I was using (as my original was being scanned x 3) - nuttin'. Nothing that could record voice. So I do another search, and find Audacity, which seemed to be highly regarded amongst the how-to's. Download that, grab a headset mic that's lurking around, and do a test recording. More nuttin'. Actually I lie, something, but it is very very faint, and very very hissy. It's late now, so try again tomorrow.
Tomorrow. My other computer is now disinfected. It is running Vista (whereas the other was XP) and Vista offers some of its own recording software. I've remembered we actually have a microphone so I get that, thinking I'll get better quality, less hissy sound from it. Nothing. Try again, nothing. Try a different program, nothing. What's happening??? A bit of messing around later, finally get something which is still a bit hissy.
I decide at this point that I-don't-care, and record something. I wrote a script for a virtual library tour. Thought I might do something for work if I'm gonna do something. Part way through, my husband who is playing a game on the XBox in the other room shrieks incoherently at some perceived injustice in the game he's playing. Upon listening to the playback, it comes through quite well.
I record another. This time he starts shouting 'f***, f***, f***' x 3, which once again came through quite clearly.
Take three. This time my son decides to emerge from the cocoon which is his bedroom. In my head I can hear him coming to ask what I'm doing, or shouting about what's for dinner. My anxiety comes through in my voice, and in the recording, so does the sound of the toilet flushing. *SIGH*
Take four - much later. I finally record a better take, but it is still hissy. Jeebus Cripes - I don't have the energy for this anymore. So I use Audacity to edit out a flubbed line. As an aside, I'm lucky enough to have some experience in using video editing software, so it doesn't take too much to drag out those old skills to do a simple cut - but I don't know how other people would cope with that functionality.
Audacity saves it in its own file, and PodBean requires a MP3 file. No problemo - Audacity can save as an MP3. I go to do that and discover... I need to download a file to enable that to happen. *AAAARRGHH -- sigh*
To employ the common parlance - Podcasting sux.
Although I'm sure it will be better once I become accustomed to the process. But right now, getting all of the proverbial dominoes set up is time consuming and frustrating.
Through work I'm going to borrow a digital voice recorder and see if that creates a better quality file.
So until the next installment dear reader, adieu, and good luck with your podcasting endeavours.
Next on 'Peggy's Adventures in Podcasting'
- Using the digital voice recorder.
- Uploading the file to Podbean.
- Working out where the podcast has gone after that for the URL.
- And problems not yet conceived by my little mind!!!
That is what I've been thinking to myself over the last 24 to 48 hours with this podcasting lark.
This is the first time I've tried my hand at podcasting. I know what it is, but I've never felt like I've had a need to try it out. So read on and laugh, cry, and pound your little fist on the table with me as I recount part one of 'Peggy's Adventures in Podcasting'.
First of all the link on the course did not work - but that is of little concern to a person with access to Google. I just looked for 'free pocasting host' and the search engine did the rest. It was about this time the first of my troubles really began to make themselves known - which are not actually course related, but impacted on my experience. Clicking on links to various podcasting sites, I found that I was being redirected to other websites. At first I thought that I was being obtuse and clicking on the wrong link, but upon trying these links again, I found that I was indeedy being redirected to other websites, every darned time.
A bit of investigation into this it is discovered that I had 'something-wrong-with-my-computer' which involved a full virus scan (which takes fohevah), downloading a malware program - and running that, then downloading AdAware - and running that. It was worth doing, 2 viruses that weren't picked up by the daily scan, 4 things picked up by the malware program, and 187 things picked up by AdAware. So kids, remember to disinfect your computer on a regular basis.
Now, the great naive n00b that I am, I thought that some of these podcasting sites might just record your podcast for you and then upload them. In fact the one I chose, PodBean, certainly seemed to give that impression with their "Easy to publish your podcast in 3 steps. No tech to learn." statement (or maybe it was one of the others - I looked at quite a few of them trying to decide with whom to sign up).
It was at this point I discovered I needed another program to actually RECORD my podcast, save it, then upload it to PodBean. *huff, sigh*
I looked upon the other PC I was using (as my original was being scanned x 3) - nuttin'. Nothing that could record voice. So I do another search, and find Audacity, which seemed to be highly regarded amongst the how-to's. Download that, grab a headset mic that's lurking around, and do a test recording. More nuttin'. Actually I lie, something, but it is very very faint, and very very hissy. It's late now, so try again tomorrow.
Tomorrow. My other computer is now disinfected. It is running Vista (whereas the other was XP) and Vista offers some of its own recording software. I've remembered we actually have a microphone so I get that, thinking I'll get better quality, less hissy sound from it. Nothing. Try again, nothing. Try a different program, nothing. What's happening??? A bit of messing around later, finally get something which is still a bit hissy.
I decide at this point that I-don't-care, and record something. I wrote a script for a virtual library tour. Thought I might do something for work if I'm gonna do something. Part way through, my husband who is playing a game on the XBox in the other room shrieks incoherently at some perceived injustice in the game he's playing. Upon listening to the playback, it comes through quite well.
I record another. This time he starts shouting 'f***, f***, f***' x 3, which once again came through quite clearly.
Take three. This time my son decides to emerge from the cocoon which is his bedroom. In my head I can hear him coming to ask what I'm doing, or shouting about what's for dinner. My anxiety comes through in my voice, and in the recording, so does the sound of the toilet flushing. *SIGH*
Take four - much later. I finally record a better take, but it is still hissy. Jeebus Cripes - I don't have the energy for this anymore. So I use Audacity to edit out a flubbed line. As an aside, I'm lucky enough to have some experience in using video editing software, so it doesn't take too much to drag out those old skills to do a simple cut - but I don't know how other people would cope with that functionality.
Audacity saves it in its own file, and PodBean requires a MP3 file. No problemo - Audacity can save as an MP3. I go to do that and discover... I need to download a file to enable that to happen. *AAAARRGHH -- sigh*
To employ the common parlance - Podcasting sux.
Although I'm sure it will be better once I become accustomed to the process. But right now, getting all of the proverbial dominoes set up is time consuming and frustrating.
Through work I'm going to borrow a digital voice recorder and see if that creates a better quality file.
So until the next installment dear reader, adieu, and good luck with your podcasting endeavours.
Next on 'Peggy's Adventures in Podcasting'
- Using the digital voice recorder.
- Uploading the file to Podbean.
- Working out where the podcast has gone after that for the URL.
- And problems not yet conceived by my little mind!!!
Tuesday, July 27, 2010
PowerPoint
heeheehee - the PowerPoint tutorial talked about floppy disks. *grin*
Looking at the date for the website, I see it's probably 1998, so they were probably using Windows 95. Still, I'm glad to see they have updated their tutorial for Office 2007.
Even though it is quite obviously an oooold tutorial using a fairly old version of MS Office, it is still a good tutorial. It well and truly covered the basics and advanced features, as well as a few rules for good presentation.
I've created a number of .ppt presentations in my time. I have toyed with clever transitions, dissolves, SFX and other features that are offered with the program, but usually upon viewing my efforts, I've gone back and removed them. I'm very much of the "less is more" school, especially for home made videos and PowerPoint pressentations.
I have previously been guilty of trying to fit too much text onto a slide, but am nowadays making big efforts to cut that down so I talk about the slide, not talk from it.
I have also been guilty of making too many slides for some presentations, but often that comes down to using the presentation as a 'slow reveal' for the elements of a reference, displaying the next element with each slide. That can be pretty big when you're showing 4 or more references. :-/
The closest I've come to utilising the more advanced features of PowerPoint is to embed some video files to lighten a presentation and provide a quick laugh for students. However, that can be quite painful, ensuring the linked file follows the ppt file around, since of course the presentation won't work without the linked file.
Whilst I realise the brief is to be clever with PowerPoint and tell you what I did, the truth is that I wouldn't use any file I was clever with in a class room situation, as I don't want the message to be lost in the production. Typewriter noises, crazy dissolves, text flying around, video and SFX are all awesome looking, but too much can go wrong if they have to be moved from one computer to another (as a prior work colleague discovered in a sales presentation), they are distracting, and can be overused.
Just because you can use them all, doesn't necessarily mean you should.
Looking at the date for the website, I see it's probably 1998, so they were probably using Windows 95. Still, I'm glad to see they have updated their tutorial for Office 2007.
Even though it is quite obviously an oooold tutorial using a fairly old version of MS Office, it is still a good tutorial. It well and truly covered the basics and advanced features, as well as a few rules for good presentation.
I've created a number of .ppt presentations in my time. I have toyed with clever transitions, dissolves, SFX and other features that are offered with the program, but usually upon viewing my efforts, I've gone back and removed them. I'm very much of the "less is more" school, especially for home made videos and PowerPoint pressentations.
I have previously been guilty of trying to fit too much text onto a slide, but am nowadays making big efforts to cut that down so I talk about the slide, not talk from it.
I have also been guilty of making too many slides for some presentations, but often that comes down to using the presentation as a 'slow reveal' for the elements of a reference, displaying the next element with each slide. That can be pretty big when you're showing 4 or more references. :-/
The closest I've come to utilising the more advanced features of PowerPoint is to embed some video files to lighten a presentation and provide a quick laugh for students. However, that can be quite painful, ensuring the linked file follows the ppt file around, since of course the presentation won't work without the linked file.
Whilst I realise the brief is to be clever with PowerPoint and tell you what I did, the truth is that I wouldn't use any file I was clever with in a class room situation, as I don't want the message to be lost in the production. Typewriter noises, crazy dissolves, text flying around, video and SFX are all awesome looking, but too much can go wrong if they have to be moved from one computer to another (as a prior work colleague discovered in a sales presentation), they are distracting, and can be overused.
Just because you can use them all, doesn't necessarily mean you should.
Monday, July 26, 2010
Quizzes pt. 1
A couple of weeks ago I spent about a week messing around on Moodle creating quizzes. I had recently undertaken some training on Moodle provided by work, one session of which was creating online assessments.
For a couple of reasons I decided to create a couple of quizzes. They are as follows;
1. Use it or lose it (use the training while it's still a bit fresh, or forget it altogether)
2. I was a bit taken with the automated marking (question type dependent of course)
3. Start making use of Moodle (as I previously had not used Moodle or BlackBoard)
4. Most importantly (at the time) I wanted to reduce the incidence of plagiarism with my students. There had been some low level unintentional plagiarism, and some instances that were a bit more serious.
I decided to have 10 questions, and each question should have 2 to 3 variations of the question.
I then randomised the order of the answers to the questions, randomised the individual questions, and randomised the order in which they were listed in the quiz - just to ensure that almost every student undertaking the quiz would have a slightly different quiz to the next person.
Creating the questions was quite difficult at time, dependant on the question type.
1. True/false: not that hard, only two choices for the answer, but I didn't want an entire assessement that was true/false.
2. Multiple choice: once again, not that hard.
3. Short answer: a bit tricky, choosing a question that required a short answer that had limited alternate words.
4. Cloze: This one was a stone cold pain in the @$$. I found the syntax to create more than two options for a cloze question really challenging since you need to code in to the answer whether the choice is correct or incorrect. I spent a bit of time hassling out the support guy at work getting help with this as part of my quiz.
5. Inserting images was also strangely difficult. I was able to upload them easily enough, but for some reason embedding them into the question was oddly not particularly obvious.
Since I composed my quiz in a sandbox mode, I couldn't get anyone else to really test my quiz. I did manage to eventually import to the course and set an opening and closing date on the quiz.
Just before signing off, I did discover how important it is to have your students acquainted with using the LMS. Today I had the first class of a semester with new students. So I'll do a part 2 and let you know how the first quiz went.
For a couple of reasons I decided to create a couple of quizzes. They are as follows;
1. Use it or lose it (use the training while it's still a bit fresh, or forget it altogether)
2. I was a bit taken with the automated marking (question type dependent of course)
3. Start making use of Moodle (as I previously had not used Moodle or BlackBoard)
4. Most importantly (at the time) I wanted to reduce the incidence of plagiarism with my students. There had been some low level unintentional plagiarism, and some instances that were a bit more serious.
I decided to have 10 questions, and each question should have 2 to 3 variations of the question.
I then randomised the order of the answers to the questions, randomised the individual questions, and randomised the order in which they were listed in the quiz - just to ensure that almost every student undertaking the quiz would have a slightly different quiz to the next person.
Creating the questions was quite difficult at time, dependant on the question type.
1. True/false: not that hard, only two choices for the answer, but I didn't want an entire assessement that was true/false.
2. Multiple choice: once again, not that hard.
3. Short answer: a bit tricky, choosing a question that required a short answer that had limited alternate words.
4. Cloze: This one was a stone cold pain in the @$$. I found the syntax to create more than two options for a cloze question really challenging since you need to code in to the answer whether the choice is correct or incorrect. I spent a bit of time hassling out the support guy at work getting help with this as part of my quiz.
5. Inserting images was also strangely difficult. I was able to upload them easily enough, but for some reason embedding them into the question was oddly not particularly obvious.
Since I composed my quiz in a sandbox mode, I couldn't get anyone else to really test my quiz. I did manage to eventually import to the course and set an opening and closing date on the quiz.
Just before signing off, I did discover how important it is to have your students acquainted with using the LMS. Today I had the first class of a semester with new students. So I'll do a part 2 and let you know how the first quiz went.
Sunday, July 25, 2010
YouTube
The following is a video I have used a few times in a class on researching techniques that I teach.
It's from the University of Sydney, and it probably isn't as funny as I think it is, but I really like it anyway.
In class, I usually go over the very same topics,
- Keywords
- Boolean search terms
- putting them together
but by that time I've been droning on for a while, so I figure that instead of me repeating myself (and being even more boring) I play this short video that has some humour to reiterate/reinforce the concepts.
In the course's Moodle site, I have linked to a number of library skills related videos. You might be surprised how creative and passionate librarians are on getting their message across, but this is the one that I always play. The others will mostly be available to them for viewing in their own time.
So without further ado, here is 'Search Smarter, Search Faster'.
It's from the University of Sydney, and it probably isn't as funny as I think it is, but I really like it anyway.
In class, I usually go over the very same topics,
- Keywords
- Boolean search terms
- putting them together
but by that time I've been droning on for a while, so I figure that instead of me repeating myself (and being even more boring) I play this short video that has some humour to reiterate/reinforce the concepts.
In the course's Moodle site, I have linked to a number of library skills related videos. You might be surprised how creative and passionate librarians are on getting their message across, but this is the one that I always play. The others will mostly be available to them for viewing in their own time.
So without further ado, here is 'Search Smarter, Search Faster'.
Picnik-ing
 |
| Original image |
I'm not a 'power user' of Photoshop, but I have used it for quite a while, and have some level of competence with it for image manipulation. I've worked with the Adobe suite on a low professional level as well as completing a TAFE evening course in Photoshop, Illustrator and Flash.
 |
| Picnik-ed image |
The layout is fairly intuitive. Tabs for editing the image, cropping, rotating and resizing the image along with an auto or manual colour balancing.
 |
| 'Shopped image |
Such image manipulation software available for free on the Internet must be quite a boon for educators, if they choose to use it. For students not acquainted with using such software, it can be quite a steep learning curve, thus making some instruction a necessity. The temptation in using such software is to spend (or waste - depending on your point of view) messing around with it.
For students it can be a great way to demonstrate creativity, create new meaning with images and populate their work with visuals that are meaningful. With the connectivity to Flickr, creating a group that shares, views and comments upon each other's work can create a good sense of community with the students.
Additional images used in Photoshopped image
http://www.math.duke.edu/~bouzarth/tennis-ball.jpg
http://en.wikivisual.com/images/c/c5/CircusTent02.jpg
Flickr
I established a Flickr account quite a while ago, but haven't really made much use of it. It was kind of one of those 'OMG that's so cool, I need to have one too' things. I guess these days it sort of competes with Facebook as a medium for sharing photos online, after all, the people with whom I want to share pictures are usually on FB.However, Flickr does have a few major benefits over FB for photo sharing and that is that you don't necessarily have to know a person to see their photo stream. For example this freaky picture I found on Flickr. Is this in fact a giant doll, or is it forced perspective?? Is it also a copy of a Blythe doll, 'cos she sure looks like one.
From an educational perspective, something like Flickr works so much better for students than the FB photostream. Pictures from around the world are available under a Creative Commons licence, with some very professional looking photographs for them to view. I can really see some great ideas for creative writing, illustration of projects, examination for photography students of what works and what doesn't in an image, and images that may facilitate discussion. Not the least of which students could upload their work and comment upon each other's photographs.
Saturday, July 24, 2010
Wikis pt. 1
Having infrequently used a Wiki for work purposes, I know they are not entirely simple to use as originally thought – that is if you want to format the appearance to include bullet points, tables and headings. However, having said that, the Internet in its bounty provides if you ask. Here are some links to some cheat sheets I’ve used before. If you’ve had a little experience with HTML coding in the past (or present) it will be a lot easier for you.
However, the ease in which one can create a space through which multiple contributors can create a page of information is invaluable. The challenge for educators, as it ever is, is to devise solid assessment tasks, criteria and marking. I am currently toying with the idea for a class of which I teach for 6 weeks to create an ongoing wiki of how to research with the library.
To ensure the success of the wiki one would of course need to ensure all students;
1. Know what a wiki is
2. Know how to use and edit the wiki
3. Monitor the wiki for unintentional deletions, inappropriate comments and intentionally incorrect information.
4. Carefully lay out to the students the criteria for marking the wiki exercise.
I know from prior reading and experience that peer based instruction is often more valuable than straight instruction from an educator. At this point, it is an idea only, one of which I will be investigating further, probably without too much difficulty if my quick Google Scholar search has indicated. Any experiences, both positive and negative, you would like to share with me would be gratefully received and I will let you know in a follow up post what I find. Kind of like a building a Wiki (^_^)
Tuesday, July 20, 2010
How mad are your skills?
This is a blog entry I posted for our library blog. Just a bit of FYI - the ref staff have a contribution roster, so no one person feels the 'burn' of constant blogging, and to get a variety of viewpoints and entries.
If you are reading this blog entry, then you are quite obviously using a computer that has Internet access.
However, are you using or aware of many of the fun, cool, interesting, useful applications, sites or tools? Have you been engaging deeply in the cornucopia of the Internet, or lightly skimming the surface? Have some of you educators out there considered what you can be doing to engage with your students using Web 2.0 technologies?
Back in 2001 Marc Prensky wrote about Digital Natives and Digital Immigrants. If you aren’t immediately familiar with that concept, it’s very, very basically about how people who were born in the “digital age” have been changed by technology, and how those of us who weren’t born in this age are coping (for lack of a better word) with technology.
A few years on in 2006, Helene Blowers came up with a program called 23 Things based upon Stephen Abram’s 43 Things
23 Things lists activities for participants to have a go at, and in doing so improve their skills and awareness at Web 2.0 technologies. Of course in the four years since the original 23 Things came out other people and institutions have picked up the concept and expanded on it.
If you want to investigate 23 Things further, and perhaps even have a go, here are some useful links for you.
Stephen Abram has on his blog revisited 23 Things.
Here are the original 23 Things. (Maybe you will chortle as I did over the incentive prize)
Cambridge has set up 23 Thing this year (with a useful looking tag cloud)
Finally, here’s 'A basic kit for the adult learner'.
Getting into the spirit, here's a few things I’m keen on learning to use:
Wp cumulus tag cloud generator
Creating my own content
What are some of the nifty Web 2.0 apps you use, or are going to investigate?
If you are reading this blog entry, then you are quite obviously using a computer that has Internet access.
However, are you using or aware of many of the fun, cool, interesting, useful applications, sites or tools? Have you been engaging deeply in the cornucopia of the Internet, or lightly skimming the surface? Have some of you educators out there considered what you can be doing to engage with your students using Web 2.0 technologies?
Back in 2001 Marc Prensky wrote about Digital Natives and Digital Immigrants. If you aren’t immediately familiar with that concept, it’s very, very basically about how people who were born in the “digital age” have been changed by technology, and how those of us who weren’t born in this age are coping (for lack of a better word) with technology.
A few years on in 2006, Helene Blowers came up with a program called 23 Things based upon Stephen Abram’s 43 Things
23 Things lists activities for participants to have a go at, and in doing so improve their skills and awareness at Web 2.0 technologies. Of course in the four years since the original 23 Things came out other people and institutions have picked up the concept and expanded on it.
If you want to investigate 23 Things further, and perhaps even have a go, here are some useful links for you.
Stephen Abram has on his blog revisited 23 Things.
Here are the original 23 Things. (Maybe you will chortle as I did over the incentive prize)
Cambridge has set up 23 Thing this year (with a useful looking tag cloud)
Finally, here’s 'A basic kit for the adult learner'.
Getting into the spirit, here's a few things I’m keen on learning to use:
Wp cumulus tag cloud generator
Creating my own content
What are some of the nifty Web 2.0 apps you use, or are going to investigate?
Monday, July 19, 2010
A Poll
My first time playing with polls.
I kinda love polls and quizzes on FaceBook, and can easily spend a hour doing movie quiz after movie quiz.
I kinda love polls and quizzes on FaceBook, and can easily spend a hour doing movie quiz after movie quiz.
Another direction (for a while at least)
I'm undertaking a course in which one of the assessment requirements is to start a blog about my "learning journey of elearning tools" listed in the course.
So I figured that I might just piggy-back on my humour blog, and maybe - just maybe - update it bit more than I do. Besides, since my fellow students are obliged to check out each other's blogs, they might enjoy a few jokes along the way.
I realise it's just Blogger, and not something really fancy like WordPress (one of the writers in the Green Guide was complaining about an ICT industry blogger using Blogger) but for my purposes at this point in my infrequent blogging pursuit, establishing a wordPress account, and learning how to use it seems uncessary.
I might just change my avatar from my zombatar to something else.
So welcome my fellow CQU students (and of course lecturer). Any subsequent entries that are course related will have the 'university' label attached for easier location.
I reckon one of my goals (personal) will be to establish a nifty tag cloud the same as the one embedded into our course in Moodle.
So I figured that I might just piggy-back on my humour blog, and maybe - just maybe - update it bit more than I do. Besides, since my fellow students are obliged to check out each other's blogs, they might enjoy a few jokes along the way.
I realise it's just Blogger, and not something really fancy like WordPress (one of the writers in the Green Guide was complaining about an ICT industry blogger using Blogger) but for my purposes at this point in my infrequent blogging pursuit, establishing a wordPress account, and learning how to use it seems uncessary.
I might just change my avatar from my zombatar to something else.
So welcome my fellow CQU students (and of course lecturer). Any subsequent entries that are course related will have the 'university' label attached for easier location.
I reckon one of my goals (personal) will be to establish a nifty tag cloud the same as the one embedded into our course in Moodle.
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