Showing posts with label tsakshaug. Show all posts
Showing posts with label tsakshaug. Show all posts
Monday, August 3, 2009
Thursday, July 23, 2009
Friday, June 26, 2009
NECC '09
I leave tonight for what is one of the year's highlights, NECC. This year it will be in Washington DC.
My wonderful wife will not be with me this year, but will be next year in Denver for NECC '10.
Every year I learn more than I thought possible at NECC, not just from sessions, but from others. The sharing done in informal sessions is great, we meet people in our PLN that have been names attached to 140 character plurks or twitters. The big kick-off is edubloggercon on Saturday.
I hope to do a fair amount of blogging over the next few days, keeping myself and others aware of what is going on. There will be some Diigo links, but more blogging than normal. By the way, at the SIGTC forum on Sunday, I will be doing a mini session on Diigo. Also I will be on a panel on Monday about Tech leaders.
So follow this space, contact me, or see you at NECC
Sunday, November 16, 2008
One Life to live
Some things I just don’t get.
I tend to understand the use of technology in the world, but I am lost in some ideas. Second Life is of these concepts. Generally any “other world” I don’t understand, but many people in my profession use Second Life for meeting, training and the like.
In a way I think of T.S, Garp in John Irving’s “The World According to Garp”, and how he feels about sports. He did not like sports that put something between you and your opponent. So ball games were out and wrestling was in.
When I need to go through other places to get information I lose interest and do not want to. I have had one meetings using Second Life, and thought it to be silly. Why not do a conference call or use a desktop meeting to do stuff? I have a hard enough time navigating around in SL, which makes it hard to pay attention. I think I last left my avatar underwater.
What are some expected responses to this? I need to give it more time. I don’t really have time. Is this similar to saying I would like ballroom dancing if I gave it time. I have no desire to learn how to ballroom dance, so I don’t want to give it any time.
I never really like role-playing in classes, thought it was dumb. So I guess I think of SL as a role-playing game. Dungeons and Dragons anyone? I have enough time figuring out who I am, and hardly have enough time for this life, much less another life.
I tend to understand the use of technology in the world, but I am lost in some ideas. Second Life is of these concepts. Generally any “other world” I don’t understand, but many people in my profession use Second Life for meeting, training and the like.
In a way I think of T.S, Garp in John Irving’s “The World According to Garp”, and how he feels about sports. He did not like sports that put something between you and your opponent. So ball games were out and wrestling was in.
When I need to go through other places to get information I lose interest and do not want to. I have had one meetings using Second Life, and thought it to be silly. Why not do a conference call or use a desktop meeting to do stuff? I have a hard enough time navigating around in SL, which makes it hard to pay attention. I think I last left my avatar underwater.
What are some expected responses to this? I need to give it more time. I don’t really have time. Is this similar to saying I would like ballroom dancing if I gave it time. I have no desire to learn how to ballroom dance, so I don’t want to give it any time.
I never really like role-playing in classes, thought it was dumb. So I guess I think of SL as a role-playing game. Dungeons and Dragons anyone? I have enough time figuring out who I am, and hardly have enough time for this life, much less another life.
Tuesday, May 20, 2008
Following up the OLPC test.
Following up the OLPC test.
I have written on the blog about the XO laptop and using students in my school as test subjects in a RIT (Rochester Institute of Technology) research project. The group of students came in yesterday and gave an overview of their findings to the superintendent and I.
Their data analysis is not finished yet, but hopefully it will be posted to the OLPC wiki soon, so everyone who is interested can see. From what I understand this was/is the first user testing of some of the features, hopefully this will give a base for other researchers to work from.
They found in part of their research that students do not always tell the truth! One of the screening questioned if the students have ever used the computer for word processing, some said no, one of the kids I had taken out of the computer lab where they were writing papers, all of the students have used the mobile lab and done word processing. Doesn’t Dr. House say everyone lies? Some of the students, in the interview, claimed they only go to “Age appropriate web sites, approved by my parents or teacher” uh huh.
Now to the actual testing.
When given “free play” time on the computer, some students would find applications they would be familiar with, based on the icons. Drawing, calculator and writing were commonly used. Once they found something they knew they tended to stay there. One student started to use the Turtle math program, looked at some help files and left. Two students figured out how to set up the mesh network, and set up the chat, but they could not find where to type for chatting. This was an issue the first time I used the XO. These two students, according to the superintendent, are not strong in regular academics, but this shows they are explorers and willing to work on things.
The real test was with the writing program. The students were to copy text onto the computer, each doing a specific section. This did not work as well as anticipated. One thing that distracted them was having more than one curser on the screen, and not being able to tell who is who. Perhaps if the cursers were of different colors or shapes, the confusion would be less.
The way writing is taught in grades 4-5 here may have been a factor. They are very structured with the idea that their writing is personal, and they use several prescribed steps in the writing process, perhaps a younger grade may have worked better on this, before this idea is imbued in their brains.
Writing may not have been the best activity for this, drawing may have worked better, but getting the mesh network to work with other activities has proven problematic, so the researchers went with what would work. A less linear activity would be more interesting to the students and perhaps lend itself to collaboration.
There are many other findings, and when they do the analysis they may find other things. We had an interesting discussion following their presentation regarding education and age appropriate things. It is thought provoking to have a couple of educators and a batch of techies sit around and have discussions. A bunch to learn from each group. Thoughts that the other group would not think of.
I have written on the blog about the XO laptop and using students in my school as test subjects in a RIT (Rochester Institute of Technology) research project. The group of students came in yesterday and gave an overview of their findings to the superintendent and I.
Their data analysis is not finished yet, but hopefully it will be posted to the OLPC wiki soon, so everyone who is interested can see. From what I understand this was/is the first user testing of some of the features, hopefully this will give a base for other researchers to work from.
They found in part of their research that students do not always tell the truth! One of the screening questioned if the students have ever used the computer for word processing, some said no, one of the kids I had taken out of the computer lab where they were writing papers, all of the students have used the mobile lab and done word processing. Doesn’t Dr. House say everyone lies? Some of the students, in the interview, claimed they only go to “Age appropriate web sites, approved by my parents or teacher” uh huh.
Now to the actual testing.
When given “free play” time on the computer, some students would find applications they would be familiar with, based on the icons. Drawing, calculator and writing were commonly used. Once they found something they knew they tended to stay there. One student started to use the Turtle math program, looked at some help files and left. Two students figured out how to set up the mesh network, and set up the chat, but they could not find where to type for chatting. This was an issue the first time I used the XO. These two students, according to the superintendent, are not strong in regular academics, but this shows they are explorers and willing to work on things.
The real test was with the writing program. The students were to copy text onto the computer, each doing a specific section. This did not work as well as anticipated. One thing that distracted them was having more than one curser on the screen, and not being able to tell who is who. Perhaps if the cursers were of different colors or shapes, the confusion would be less.
The way writing is taught in grades 4-5 here may have been a factor. They are very structured with the idea that their writing is personal, and they use several prescribed steps in the writing process, perhaps a younger grade may have worked better on this, before this idea is imbued in their brains.
Writing may not have been the best activity for this, drawing may have worked better, but getting the mesh network to work with other activities has proven problematic, so the researchers went with what would work. A less linear activity would be more interesting to the students and perhaps lend itself to collaboration.
There are many other findings, and when they do the analysis they may find other things. We had an interesting discussion following their presentation regarding education and age appropriate things. It is thought provoking to have a couple of educators and a batch of techies sit around and have discussions. A bunch to learn from each group. Thoughts that the other group would not think of.
Friday, May 16, 2008
I'm sending this blog...
This was a test of using Jott to blog with. I spoke into my phone and it was translated in a few moments, below is what it heard, below that is the script I used. Very good, with some issues, started to speak faster at parts. You can listen to the post with the link below.
the real text:
I am sending this blog post through Jott.com. I have recently begun using this tool, and can send messages to my family or to myself easily.
If you are unfamiliar with Jott, please go to their website and check it out. Jott will transcribe your voice into text for email, IM, texting or in this case blogging.
I have been able to add events to my Google calendar, and send my self memos.
There are many possible applications for education, IF we allowed students to use cell phones in the classroom, they could email them selves assignments, add stuff to their to do list or calendars, talk about a great organization tool!
You might want to look back a few posts to see my middle school rant to see what I am talking about.
One constraint is 30 second time limit. Hard for me to stop before that.
Now we will see how this transcribes.
Just for laughs, I wonder how well it would translate a song?
Not too bad
I'm sending this blog post through jott.com. I've recently begun using this tool to send messages to my family or to myself easily. If you're unfamiliar with Jott, please go to their website and check it out. Jott will transcribe your voice into text for email, IM, texting or, in this case, blogging. You(?) may(?) lay(?) out(?) events in the Google Calendar and send myself memos. Many possible applications for education, if we allowed students to use cell phones in the classroom. You(?) could email themselves assignments, add stuff to their To Do list or calendars. Talk about a great organization tool. I wanna look back a few posts to see my middle(?) school(?) rant to see what I'm talking about. One concern is the 30 second time limit. Hard for me to stop talking before that. Now we'll see how well this transcribes. Just bless(?), I wonder how well it would transcribe the song. listen
Powered by Jott
Powered by Jott
the real text:
I am sending this blog post through Jott.com. I have recently begun using this tool, and can send messages to my family or to myself easily.
If you are unfamiliar with Jott, please go to their website and check it out. Jott will transcribe your voice into text for email, IM, texting or in this case blogging.
I have been able to add events to my Google calendar, and send my self memos.
There are many possible applications for education, IF we allowed students to use cell phones in the classroom, they could email them selves assignments, add stuff to their to do list or calendars, talk about a great organization tool!
You might want to look back a few posts to see my middle school rant to see what I am talking about.
One constraint is 30 second time limit. Hard for me to stop before that.
Now we will see how this transcribes.
Just for laughs, I wonder how well it would translate a song?
Not too bad
Thursday, May 1, 2008
"The Funniest Video Ever"
It happens every year. There are students that think they know everything about making videos and are going to make the Funniest Video Ever!
Unfortunately this is usually what happens:
Class time to work on scripts and shooting schedules- the FVE group- having a great time discussing story ideas that are only tangentially related to the assignment, some things written down “We’re going to do the shooting at my house after school”.
Class time to shoot and clear up other issues- FVE “Yeah, we are going to do the shooing at home” “The script, that’s at home, don’t worry it is going to the Funniest Video Ever!”
Class time for editing and reshooting- FVE-“Yeah, we’re going to all come over to my house tonight and do the video, don’t worry I can edit, want to see my uTube videos?”
Day before the project is due, most groups finished and projects are burned to DVD- FVE-“Yeah, we are going to shoot and finish it tonight, you want that on DVD? I don’t know, is it OK if we show it from the camera? I don’t know if we can make a DVD, Oh we haven’t shot any video, do you think we need lights to shoot outside at night? What kind of lights? Oh yeah, the camera has night vision, so it’s cool.” “Wait until you see it, it is going to be The Funniest Video Ever.”
Video Show Day- all projects are shown to the class, some very good projects, some OK projects, but all worked hard and met the requirements except- FVE- Umm, can we turn it in tomorrow, we have just a few things left to do, we are going to finish it at my house tonight”
The Next Morning- FVE group brings in the camera to show the video from, or sometimes a CD with a small format movie. The rubric stated the video was to be turned in as a DVD. “Wait until you see it, it is like hilarious, it is the Funniest Video Ever.” The video starts, noise in the background, wind noises in the microphone, laughter in the sound. They left the day/time stamp on the video it was shot over a short period last night. The video is pretty much one take of something, don’t know what because the sound is awful. Lots of video of the group laughing, as they laugh watching it. “We ran out of time, so we did not get all the shots” None of the points on the Rubric are met.
This is actually a good learning experience, hopefully, for the Funniest Video Ever group. Part of what we want to accomplish in a unit like this is time management and planning. To effectively do video planning is necessary. Back from the era of my doing video, I learned that shooting is the shortest part of the production, while you are shooting, you are losing money had over fist. This is not the case with student produced video, but I try to instill in them that planning makes the shooting easier and the clips go together better. Most get this lesson, and the Funniest Video Ever group, learns this better than most.
Which brings me around to the “students know more about computers than we do” argument. I don’t buy it. Some students know some applications real well, such as MySpace or uTube. How much of this knowledge is transferred? They have the tools, but we need to guide and help them use the tools as effectively as possible.
As with anything, tools make the job easier and hopefully better. We can teach writing with pencil and paper or with a word processor. I never really learned to write very well using handwriting. But using the word processing tool, I can write something that people can read, not that many do. Students can make things on the computer, but what is the content? I can use PhotoShop fairly well, but my creativity level is near zero. What good does that do me? We have got to allow for more creativity in the students, and give them the necessary tools. I somewhat like the idea of introducing programs to students as they ask for them to do their work, rather than show the program and then add an assignment.
Tools are important, and the right tool is very helpful. I have a wood shop in my basement; does this make me a Greg Johnson or Wendell Castle? Far from it, I can do a serviceable job. I can shoot photographs, but I am no Ansell Adams or for that matter Sally Sakshaug. Tools are tools, we must work to use them correctly and teach students how to best use them for their education.
Unfortunately this is usually what happens:
Class time to work on scripts and shooting schedules- the FVE group- having a great time discussing story ideas that are only tangentially related to the assignment, some things written down “We’re going to do the shooting at my house after school”.
Class time to shoot and clear up other issues- FVE “Yeah, we are going to do the shooing at home” “The script, that’s at home, don’t worry it is going to the Funniest Video Ever!”
Class time for editing and reshooting- FVE-“Yeah, we’re going to all come over to my house tonight and do the video, don’t worry I can edit, want to see my uTube videos?”
Day before the project is due, most groups finished and projects are burned to DVD- FVE-“Yeah, we are going to shoot and finish it tonight, you want that on DVD? I don’t know, is it OK if we show it from the camera? I don’t know if we can make a DVD, Oh we haven’t shot any video, do you think we need lights to shoot outside at night? What kind of lights? Oh yeah, the camera has night vision, so it’s cool.” “Wait until you see it, it is going to be The Funniest Video Ever.”
Video Show Day- all projects are shown to the class, some very good projects, some OK projects, but all worked hard and met the requirements except- FVE- Umm, can we turn it in tomorrow, we have just a few things left to do, we are going to finish it at my house tonight”
The Next Morning- FVE group brings in the camera to show the video from, or sometimes a CD with a small format movie. The rubric stated the video was to be turned in as a DVD. “Wait until you see it, it is like hilarious, it is the Funniest Video Ever.” The video starts, noise in the background, wind noises in the microphone, laughter in the sound. They left the day/time stamp on the video it was shot over a short period last night. The video is pretty much one take of something, don’t know what because the sound is awful. Lots of video of the group laughing, as they laugh watching it. “We ran out of time, so we did not get all the shots” None of the points on the Rubric are met.
This is actually a good learning experience, hopefully, for the Funniest Video Ever group. Part of what we want to accomplish in a unit like this is time management and planning. To effectively do video planning is necessary. Back from the era of my doing video, I learned that shooting is the shortest part of the production, while you are shooting, you are losing money had over fist. This is not the case with student produced video, but I try to instill in them that planning makes the shooting easier and the clips go together better. Most get this lesson, and the Funniest Video Ever group, learns this better than most.
Which brings me around to the “students know more about computers than we do” argument. I don’t buy it. Some students know some applications real well, such as MySpace or uTube. How much of this knowledge is transferred? They have the tools, but we need to guide and help them use the tools as effectively as possible.
As with anything, tools make the job easier and hopefully better. We can teach writing with pencil and paper or with a word processor. I never really learned to write very well using handwriting. But using the word processing tool, I can write something that people can read, not that many do. Students can make things on the computer, but what is the content? I can use PhotoShop fairly well, but my creativity level is near zero. What good does that do me? We have got to allow for more creativity in the students, and give them the necessary tools. I somewhat like the idea of introducing programs to students as they ask for them to do their work, rather than show the program and then add an assignment.
Tools are important, and the right tool is very helpful. I have a wood shop in my basement; does this make me a Greg Johnson or Wendell Castle? Far from it, I can do a serviceable job. I can shoot photographs, but I am no Ansell Adams or for that matter Sally Sakshaug. Tools are tools, we must work to use them correctly and teach students how to best use them for their education.
Wednesday, April 30, 2008
Video and the Spanish classes
For the past several years, I have been working with a Spanish teacher making videos, this project has grown over the years and has improved the language skills of these students.
The first years of the project I would meet with the students to discuss video planning and visual language in movies, the students would then put together scripts. The teacher now handles this part, which is great. Right now my role is to help out with editing, this being the labor intensive part, and the teacher cannot help all groups at all times.
In the beginning she only worked with Spanish 3 students, with the task of putting together a Spanish soap opera, each group of 4 would make their own. The later years the class would work together, with each group working on a subplot to the story, usually a large group scene in the end. These projects have become more sophisticated over time, and look better.
The Spanish teacher now has all levels of students doing videos, this morning I will work with them in editing a newscast. The idea is that all group have the same clips and they are to edit to make it look best. They worked together on the scripts and shooting, now need to put it together. This is similar to an assignment I had in a video class in college, we all shot the same thing and made different stories, we were not involved in the script, just had several takes of several scenes and had to make sense of it.
I have always felt that having students making a video is a valuable lesson, we are working in groups, developing ideas, writing scripts, thinking about visual language, budgeting time and resources. It is a form of expression that some students excel at, similar to some students excel at writing, some are good at video. I struggle to put my thoughts on paper, but to video the ideas is easy and effective for me to do.
I have been hoping that video making would expand to other classes, and it has to a small extent, not the level I would like. The ELA teacher who worked with me in having the students video short stories has left, and there has been no interest in picking this up in the creative writing class or any other ELA class. This is a disappointment.
For anyone that cares we use iMovie and various digital video cameras. Getting them to use a tripod when I am not there is another story.
Off I go to work with them…
The first years of the project I would meet with the students to discuss video planning and visual language in movies, the students would then put together scripts. The teacher now handles this part, which is great. Right now my role is to help out with editing, this being the labor intensive part, and the teacher cannot help all groups at all times.
In the beginning she only worked with Spanish 3 students, with the task of putting together a Spanish soap opera, each group of 4 would make their own. The later years the class would work together, with each group working on a subplot to the story, usually a large group scene in the end. These projects have become more sophisticated over time, and look better.
The Spanish teacher now has all levels of students doing videos, this morning I will work with them in editing a newscast. The idea is that all group have the same clips and they are to edit to make it look best. They worked together on the scripts and shooting, now need to put it together. This is similar to an assignment I had in a video class in college, we all shot the same thing and made different stories, we were not involved in the script, just had several takes of several scenes and had to make sense of it.
I have always felt that having students making a video is a valuable lesson, we are working in groups, developing ideas, writing scripts, thinking about visual language, budgeting time and resources. It is a form of expression that some students excel at, similar to some students excel at writing, some are good at video. I struggle to put my thoughts on paper, but to video the ideas is easy and effective for me to do.
I have been hoping that video making would expand to other classes, and it has to a small extent, not the level I would like. The ELA teacher who worked with me in having the students video short stories has left, and there has been no interest in picking this up in the creative writing class or any other ELA class. This is a disappointment.
For anyone that cares we use iMovie and various digital video cameras. Getting them to use a tripod when I am not there is another story.
Off I go to work with them…
Tuesday, April 29, 2008
We have an issue....
Last year I installed a computer lab for students to use for on-line learning classes. We made the decision to set up the lab using PC rather than our normal Mac computers, the reason for this was, I was sure, somewhere down the line, there would be an issue with something that would only work with PC and not Mac, you know this was sure to happen. So to avoid that problem we did PC, and gave us a chance to mess around with Vista (which by the way works well).
In order for this project to work, we felt it was best to put a teacher in the room to supervise rather than someone else, as the students would take it seriously, and the teacher was needed to supervise quizzes and tests. Therein lies the problem. Due to factors not under my control, these classes have been greatly under enrolled, most teachers have one or two students, several have none. So a few teachers, with multiple computers in their rooms decided to hold the sessions in their classrooms, with two exceptions, these classrooms have Macintosh computers. And so yesterday the inevitable occurred. I get a call saying one of the on line teachers could not read an attached file sent by a student, and I need to fix it. I tried to explain to the teacher that the reason the classes are held on PCs is to avoid this very problem!
I guess that explanation is not good enough. Now I have to explain up the food chain why I cannot “Make it work” , and the reason why the online lab is set up as it is. I was given trouble for using PCs there, now I guess I am getting problems because the teacher does not want to give up time in their room to cover their class where the class is to be held.
I could set up these classroom computers at a cost, to run windows, but why if we are all set just down the hall?
and so it goes
In order for this project to work, we felt it was best to put a teacher in the room to supervise rather than someone else, as the students would take it seriously, and the teacher was needed to supervise quizzes and tests. Therein lies the problem. Due to factors not under my control, these classes have been greatly under enrolled, most teachers have one or two students, several have none. So a few teachers, with multiple computers in their rooms decided to hold the sessions in their classrooms, with two exceptions, these classrooms have Macintosh computers. And so yesterday the inevitable occurred. I get a call saying one of the on line teachers could not read an attached file sent by a student, and I need to fix it. I tried to explain to the teacher that the reason the classes are held on PCs is to avoid this very problem!
I guess that explanation is not good enough. Now I have to explain up the food chain why I cannot “Make it work” , and the reason why the online lab is set up as it is. I was given trouble for using PCs there, now I guess I am getting problems because the teacher does not want to give up time in their room to cover their class where the class is to be held.
I could set up these classroom computers at a cost, to run windows, but why if we are all set just down the hall?
and so it goes
Monday, April 28, 2008
Note to self:Don't let the blog die
This is where I run into trouble. Not sure what to write, and then forget to write.
Almost really spring, might have a frost this week, we shall see.
Did some planting this weekend, and the rain today is helpful.
The garden is coming up, so that is good.
that is all for today
Almost really spring, might have a frost this week, we shall see.
Did some planting this weekend, and the rain today is helpful.
The garden is coming up, so that is good.
that is all for today
Wednesday, April 23, 2008
OLPC continued
As mentioned earlier, our district is working with the Rochester Institute of Technology (RIT) to pilot some of their work with the One Laptop per Child Program (OLPC). Today we met with some of the students from RIT to discuss their plans and some details of the pilot tests. I want to make sure that the tests are educational relevant to our students so that we are not just supplying lab rats.
The big problems we are facing is that RIT is out of session in a few weeks, and the researchers need to get data and write it up. We need to get parent permission out, signed and returned, but the permission forms are still being reviewed by RIT. The draft form we saw today looks intimidating, if I was to receive it, not sure what I would say.
We will be working with 5th grade students; they will work in groups of two at a time. It will take a fair amount of time to do, but if we get the paperwork done, should be no issue.
Hopefully this is the beginning of a working relationship with RIT and their educational technology people. The more the better!
The big problems we are facing is that RIT is out of session in a few weeks, and the researchers need to get data and write it up. We need to get parent permission out, signed and returned, but the permission forms are still being reviewed by RIT. The draft form we saw today looks intimidating, if I was to receive it, not sure what I would say.
We will be working with 5th grade students; they will work in groups of two at a time. It will take a fair amount of time to do, but if we get the paperwork done, should be no issue.
Hopefully this is the beginning of a working relationship with RIT and their educational technology people. The more the better!
Job Interviews
Does anyone like the process of job interviews? I really hate the trend toward the “gang interviews” where all of the “stakeholders” get a chance to ask a question. I think the gang interview process is more of a PR stunt than anything else. I do not think the committee can get to know the person, nor can the interviewee understand the culture of where they are trying to get a job. I prefer one-on-one interviews or a maximum of 4 people, any more than four; I cannot get a feeling for the job or for the person being interviewed. I would prefer sitting through a series of interviews rather than trying to be everything to everyone, and would prefer to sit down one on one with perspective employees. I think it is helpful to know if you can communicate with the people you will be spending most of your time with.
In order to make the interviews “fair” the large committees have a list of questions that they assign to a person at the table, this does not allow for communications, but who says the right words when. Sometimes when asking for clarification of the question the person that asked it has to ask what the question meant. Is this good communications?
With the current interview process, I need to ask to spend time in the district before accepting a job, and have turned down offered positions after that.
I guess that is the way the world is now.
In order to make the interviews “fair” the large committees have a list of questions that they assign to a person at the table, this does not allow for communications, but who says the right words when. Sometimes when asking for clarification of the question the person that asked it has to ask what the question meant. Is this good communications?
With the current interview process, I need to ask to spend time in the district before accepting a job, and have turned down offered positions after that.
I guess that is the way the world is now.
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