I had a difficult time using Flickr for slide show so I made mine on PhotoStory3. I liked the options for Flickr and found myself spending way too much time looking at pictures (you can really lose yourself in teh images and before you know it - an hour has passed) Anyhow, I viewed the set on a Flickr slide show but couldn't figure out the transitions and text and all that other stuff - so...I went to photostory, made my slide show and attempted to upload the slide show onto voicethread. Again, I was able to upload but couldn't navigate through the program well enough to get the voice option to work. So...you have a silent museum tour - which for the topic works I guess (though was never my intent)
Tuesday, October 16, 2007
My Vlog
I actually did this awhile ago - it is nothing special, I am kind of embarrassed that this is what i am showing, not because I am embarrassed of my child but because it has not major editing or any bells or whistles.
Here you go - my daughter Aine singing Johnny Appleseed - she loves the song and we all think it is cute the way she says "Lord"
Here you go - my daughter Aine singing Johnny Appleseed - she loves the song and we all think it is cute the way she says "Lord"
Monday, October 15, 2007
Flickr
I have uploaded all of my images into my Flickr account for our assignment but I cannot figure out how to add text or sound. I am going back to reading to hopefully find the answer to this. I like the collection of images. It helped me find patterns in history that reading alone would not help me discover nearly as quickly or as powerfully. These patterns lead me to think of certain sayings and beliefs about history and made me question things. Without a doubt, this use of images is an excellent way to bridge genres, themes, courses, ideas, nearly anything out there. Students, I feel, will be more drawn to certain images than to text - which is good if the images are used as supplements rather than as the entire area of study.
Now, if I can just get the rest of the components going in my slide show I will be very happy.
Now, if I can just get the rest of the components going in my slide show I will be very happy.
The wiki
OK - I attempted to set up a wiki. http://stasko11.pbwiki.com I am not fully convinced yet - I am mostly just playing now and the problem is, most of my documents I would put on my wiki are at school on my computer there and I don't have access to them at home. I will have to remedy this before I try to develop my wiki any further. I am looking forward to seeing what the wiki can do for my classroom. I am trying to determine the best tool to use to allow for journal partners and journal groups to communicate back and forth about topics and themes as well as have them collaborate on projects. I did this last year IN THE CLASSROOM and I hated it. It took too much time and students, I felt, were just going through the motions because of time and space. I like to believe if the means for communicating and collaborating is timeless as well as open space that students will give more and therefore gain more from the experience. A wiki could be the answer to this. I could have student groups create blogs and have student blogs, much like we have in class. This way, even though communication will mostly be in groups, other groups can take a peek at what their classmates are doing and comment and help as well.
Still brainstorming the best way to do this. In order to fully answer this I need to experience the wiki more. I don't want there to be too many places my students have to go. It would be nice to have a one stop place to get syllabus, course work/materials, and collaborate. Most teacher web pages are not interactive, a wiki can definitely be interactive - just how much while still taking care of the business portion of the class room.
So how might I have students create a wikibook...I have to first get use to the idea of giving up some of that control. There is such a sense of paranoia when it comes to teachers allowing students some control over what goes out there, that I first need to get over that. As far as a wikibook-grammar is a huge struggle in my school, having students create a wikibook to help others with grammar would be a great tool - but not one I imagine students would get too excited about. Theories we discuss in class would be educational and more enjoyable to write. A wiki book on theories we are working on throughout the year allows for students to write expository and narrative writing. I worry though about some of the subject matter/stereotyping/responses that would be included.
Some challenges with wiki writing would be similar to classroom projects of collaboration. You are always going to have some students doing the bulk of the leading and the work. Also, some students in my area do not have access to computers so they would, jest because they are lacking the tools, struggle to put in as much as some of their classmates - which would lead to them getting less out of the wiki as well.
I need to play more with my wiki. I really enjoy blogs, I write one for my family http://comfortablechaos1.blogspot.com and I have just started one with images for my photography students in my media class, at http://hhsimages.blogspot.com but I think the wiki would be more valued because it simply looks more educational and the possible uses in the classroom are greater. Blogs were easy to use form the git go, I imagine just playing with the wiki will make it more user friendly. My question is, how do you get students and parents to buy into this?
I know the students the contribute to the photography blog are thrilled about it but those not directly impacted by it could care less. Eventually those contributing will lose their fire if they feel no one else is looking at their stuff. I can see a wiki having the same effect b/c the ownership may not initially be there. It is worth a try though - especially for my juniors with the amount of collaborating and writing they are doing.
Still brainstorming the best way to do this. In order to fully answer this I need to experience the wiki more. I don't want there to be too many places my students have to go. It would be nice to have a one stop place to get syllabus, course work/materials, and collaborate. Most teacher web pages are not interactive, a wiki can definitely be interactive - just how much while still taking care of the business portion of the class room.
So how might I have students create a wikibook...I have to first get use to the idea of giving up some of that control. There is such a sense of paranoia when it comes to teachers allowing students some control over what goes out there, that I first need to get over that. As far as a wikibook-grammar is a huge struggle in my school, having students create a wikibook to help others with grammar would be a great tool - but not one I imagine students would get too excited about. Theories we discuss in class would be educational and more enjoyable to write. A wiki book on theories we are working on throughout the year allows for students to write expository and narrative writing. I worry though about some of the subject matter/stereotyping/responses that would be included.
Some challenges with wiki writing would be similar to classroom projects of collaboration. You are always going to have some students doing the bulk of the leading and the work. Also, some students in my area do not have access to computers so they would, jest because they are lacking the tools, struggle to put in as much as some of their classmates - which would lead to them getting less out of the wiki as well.
I need to play more with my wiki. I really enjoy blogs, I write one for my family http://comfortablechaos1.blogspot.com and I have just started one with images for my photography students in my media class, at http://hhsimages.blogspot.com but I think the wiki would be more valued because it simply looks more educational and the possible uses in the classroom are greater. Blogs were easy to use form the git go, I imagine just playing with the wiki will make it more user friendly. My question is, how do you get students and parents to buy into this?
I know the students the contribute to the photography blog are thrilled about it but those not directly impacted by it could care less. Eventually those contributing will lose their fire if they feel no one else is looking at their stuff. I can see a wiki having the same effect b/c the ownership may not initially be there. It is worth a try though - especially for my juniors with the amount of collaborating and writing they are doing.
Digital note taking tools
I realize more and more as I read and listen and learn in this class, that I often create more work for myself. There are so many helpful tools out their to make your job easier,but if you keep doing things the same way because they are comfortable, or if you do not acquire the tools because you know how to do it this old way - you are oftentimes going to create more work for yourself. It is like yard work. I spent over an hour digging up an area, not wanting to bother my friends by borrowing their tiller. I looked at our yard, at all the areas that needed work, and finally conceded to my husband. He got the tiller and in half an hour, all the areas were dug up and ready to be worked with. Had I kept going with my old comfortable methods, sure I would have felt great about all the physical activity I accomplished, but in the end, the final product is the same. My method was older, slower, and harder; my husband's method was newer, faster, easier and...smarter.
So...why am I still using the shovel in research and information gathering when there are many impressive tillers to choose from...honestly I just don't think I have the time to use this stuff enough to get really comfortable with it.
Anyhow...I digress.
I made a digital mad for a possible unit in my literature course. We look at the Holocaust each year, through poetry and Elie Wiesel's Night as well as many images, we research this period. I have a final project rather than a final paper. This project involves images form the novel. I love the project but realize it gives those who are artistically superior a huge advantage.
Incorporating media/images that already exist and allowing students to create from that will greatly enhance this project. At the same time, I have always felt this unit needs to be taken to a higher level - make this pertinent to students today. This is where the note-taking/pre-writing could come in to play. I have students select the most powerful images form the text and explain why they are so powerful to them as a reader. I could then have them look deeply at their selections, map their ideas, look for patterns and select a topic or theme to research/address using present day examples. I attempted this using Inspiration. I just used the definition of genocide and found examples through history. Now, this is just a beginning but I found that I really liked inspiration. I have used Inspiration before but just to make identity maps that are very simple. This genocide map I played with notes, hyperlinks, and just got more comfortable using it. I like it - a lot. I can see kids liking this and manipulating things. I think this would be especially great for a collaborative project. Perhaps through discussion, students with similar interests could work together on a project that incorporates text, images, sound, and what ever else they wish to add.
I am excited. Now I need to make sense of this - perhaps I need to map my ideas as well to clarify everything that is floating in my head.
I have attempted to get in the habit of using Google notebook. I see the benefits of this and it appears quite handy, but I haven't fallen in love with using it yet so it is not automatic to go there. Currently, the majority of my students just copy and paste into a word document. This practice (one which I use often as well) usually creates too much information that the student believes they will sort through later. Reality of it is they don't usually sort through it later at all - they become overwhelmed with the amount of information, much of which is not necessarily relevant or pertinent to their exact study. At the same time, they feel they have to use something form it b/c, well, they gathered it so if they don't use it it will be a waste of time, and...they need X amount of sources anyhow so this will have to fit somehow.
In conclusion, I want to spend more time using tools like Google notebook and Inspiration. I am definitely taking the kids to the lab next paper and having them map it out on Inspiration - it just works so well and gives a visual cue to paper writing. I liked that I could just throw all my ideas out in Inspiration and then after everything was down, then I could link items and then click a button to have it all organized. I believe on major problem with paper writing is organization and focus - well, Inspiration takes care of both these things.
Belowis a simple map that I started to play around with my possible Unit project.
So...why am I still using the shovel in research and information gathering when there are many impressive tillers to choose from...honestly I just don't think I have the time to use this stuff enough to get really comfortable with it.
Anyhow...I digress.
I made a digital mad for a possible unit in my literature course. We look at the Holocaust each year, through poetry and Elie Wiesel's Night as well as many images, we research this period. I have a final project rather than a final paper. This project involves images form the novel. I love the project but realize it gives those who are artistically superior a huge advantage.
Incorporating media/images that already exist and allowing students to create from that will greatly enhance this project. At the same time, I have always felt this unit needs to be taken to a higher level - make this pertinent to students today. This is where the note-taking/pre-writing could come in to play. I have students select the most powerful images form the text and explain why they are so powerful to them as a reader. I could then have them look deeply at their selections, map their ideas, look for patterns and select a topic or theme to research/address using present day examples. I attempted this using Inspiration. I just used the definition of genocide and found examples through history. Now, this is just a beginning but I found that I really liked inspiration. I have used Inspiration before but just to make identity maps that are very simple. This genocide map I played with notes, hyperlinks, and just got more comfortable using it. I like it - a lot. I can see kids liking this and manipulating things. I think this would be especially great for a collaborative project. Perhaps through discussion, students with similar interests could work together on a project that incorporates text, images, sound, and what ever else they wish to add.
I am excited. Now I need to make sense of this - perhaps I need to map my ideas as well to clarify everything that is floating in my head.
I have attempted to get in the habit of using Google notebook. I see the benefits of this and it appears quite handy, but I haven't fallen in love with using it yet so it is not automatic to go there. Currently, the majority of my students just copy and paste into a word document. This practice (one which I use often as well) usually creates too much information that the student believes they will sort through later. Reality of it is they don't usually sort through it later at all - they become overwhelmed with the amount of information, much of which is not necessarily relevant or pertinent to their exact study. At the same time, they feel they have to use something form it b/c, well, they gathered it so if they don't use it it will be a waste of time, and...they need X amount of sources anyhow so this will have to fit somehow.
In conclusion, I want to spend more time using tools like Google notebook and Inspiration. I am definitely taking the kids to the lab next paper and having them map it out on Inspiration - it just works so well and gives a visual cue to paper writing. I liked that I could just throw all my ideas out in Inspiration and then after everything was down, then I could link items and then click a button to have it all organized. I believe on major problem with paper writing is organization and focus - well, Inspiration takes care of both these things.
Belowis a simple map that I started to play around with my possible Unit project.
Monday, October 8, 2007
Searching, Searching, Searching - Lost
Often I sit with my laptop and attempt to gather useful information for either my students, my curriculum, or my grad class. I have gotten in the habit of writing down "focus" topics on my notepad so that if fifteen, thirty, sixty minutes later I find myself off on a tangent of a tangent, I can look back at my "focus" and get my butt back in gear. Many times I find that in all my searching I become lost - off topic and/or overwhelmed with all the information related to my topic. Through scanning I can usually quickly determine the relevance (or lack of relevance) to my focus and either save, copy and paste, or print my findings. Other than relevance, I also look at the source - there are too many sites available that are simply not valid or credible. (I think this is a huge downfall of students using the Internet - they truly think if they find it on the computer it must not only be reliable but completely accurate as well). When I am done I usually find myself with a pile of stuff that I am not entirely sure what to do with - so I usually do little to nothing. There is not categorizing or organizing other than the paper files go in a folder labelled accordingly and the electronic files are also in a folder - electronically saved. This really creates so much work and so much information that I usually end up feeling like I have more work once I am done with the Internet than before I started.
If I find myself in this pattern, I can only imagine the feeling of being lost and overwhelmed mys students must experience. On top of these feelings, I also imagine that though I have some very bright students, many of them are not practiced in scanning and ascertaining the importance/relevance of the material they have. Also, I know to copy or save any reference information so I can create a bibliography or access the information again - most of my students have no idea to do that - they believe since they have the link printed at the top of the page that they are good to go.
For the reasons above I am very excited (yet nervous) about using RSS feeds. The idea that the information will come to me, or my students, is wonderful. Reading through the packets and pages about RSS feeds, I find my mind expanding and imagining a whole new experience for my research papers and author studies. I had NO IDEA that RSS feeds existed or that they were actually user friendly (somewhat-I still don't use them enough). That you can use RSS feeds for blogs, websites, news sites and other sources is excellent and I want to become proficient with them. What interests me the most is the feeds for bookmarks. and the combining of feeds. The idea that I can monitor, watch, help with student research using feeds is an ideal option for my classroom. I have until springtime to get these down to help my students and give them a powerful tool that will guide them in years to come. I imagine that RSS feeds will be one of those things - like cell phones - how did we ever do things without them before?
I just don't fully get how to set them up...but like most things in technology - playing and spending the time working on understanding is the only way to do it...
It appears that RSS feeds would greatly enhance my student's research process. They may feel hesitant, as I do, but hopefully they will see the benefits and overcome thier hesitation...as I need to do.
If I find myself in this pattern, I can only imagine the feeling of being lost and overwhelmed mys students must experience. On top of these feelings, I also imagine that though I have some very bright students, many of them are not practiced in scanning and ascertaining the importance/relevance of the material they have. Also, I know to copy or save any reference information so I can create a bibliography or access the information again - most of my students have no idea to do that - they believe since they have the link printed at the top of the page that they are good to go.
For the reasons above I am very excited (yet nervous) about using RSS feeds. The idea that the information will come to me, or my students, is wonderful. Reading through the packets and pages about RSS feeds, I find my mind expanding and imagining a whole new experience for my research papers and author studies. I had NO IDEA that RSS feeds existed or that they were actually user friendly (somewhat-I still don't use them enough). That you can use RSS feeds for blogs, websites, news sites and other sources is excellent and I want to become proficient with them. What interests me the most is the feeds for bookmarks. and the combining of feeds. The idea that I can monitor, watch, help with student research using feeds is an ideal option for my classroom. I have until springtime to get these down to help my students and give them a powerful tool that will guide them in years to come. I imagine that RSS feeds will be one of those things - like cell phones - how did we ever do things without them before?
I just don't fully get how to set them up...but like most things in technology - playing and spending the time working on understanding is the only way to do it...
It appears that RSS feeds would greatly enhance my student's research process. They may feel hesitant, as I do, but hopefully they will see the benefits and overcome thier hesitation...as I need to do.
Minnesota Story videoblogs
When I did this assignment when it was actually due - oh about a month ago - I used the food on a stick video. I thought it was hilarious, showed it to my husband and kids (they enjoyed it and now cannot wait to go to the fair), and felt proud of Minnesota in a dorky way-it was just so Minnesota. Well, as I sat down to work on my actual blogging I was curious what new stories were on the Minnesota Stories page (now one of my favorite places to go to laugh and be entertained). The lead video was zombifying. I was beyond curious so I watched it. It was entertaining seeing Courtney getting ready in her zombie make-up. When she began waling down the street I was amazed, I had never heard of the Zombie Pub Crawl so I was trying to imagine how others would view her since she obviously would be out of place and considered a "deviant" on the streets of Minneapolis (a hard task but one should had accomplished). Then, when the video began displaying other zombies, honestly all that came to mind was, "What the hell?" and I had to watch the rest of it. I was entertained by the walking into the streets, the various costumes and make-up, and the funny struts, jerks, and walks the participants engaged in to further act their part. I thought perhaps a movie was being made - but then she would not be allowed to have her camera. When the words finally came on the screen labeling the Pub Crawl, I smiled, and thought, "Very cool." I also felt cheated - I do not get to hang out in the cities anymore and oh how I wish I would have known about this when I was able to just enjoy the cities. Not sure I would have participated in the activity myself, but I certainly would have gone to witness this event myself-it is certainly unique.
I believe the audience for this vlog would be college age or those who frequently participate in or enjoy the many attractions of the cities. There are a few editing techniques that are quite effective. It is edited, the music changes a bit, the scenes are not streaming but pieced together. The most effective techniques are when she is walking down the street. Everything is so very normal - but, um, she has a huge gash on her face as she strolls merrily along. The angle of her walking adds to this normalcy. You find yourself just waiting for the camera to zoom in on the first reaction to her make-up; instead you get more zombies - definitely not expected. Also, when the other zombies do become a part of the video, there are some sharp cuts to faces/bodies in costume that you are not expecting. Between the shock of the make-up and the flashing to new scenes (also unexpected) you get a more drastic reaction from the audience.
Not sure if I am to answer this question with t his blog entry, but here goes - if I were to create a vlog for this course I imagine it would be either autobiographical recollection or a literary text. I am drawn to both and find them more interesting to read so I suppose I would believe them more interesting to create as well.
In case the video doesn't work - here is the link:
http://www.mnstories.com/archives/2007/10/zombifying.html
I believe the audience for this vlog would be college age or those who frequently participate in or enjoy the many attractions of the cities. There are a few editing techniques that are quite effective. It is edited, the music changes a bit, the scenes are not streaming but pieced together. The most effective techniques are when she is walking down the street. Everything is so very normal - but, um, she has a huge gash on her face as she strolls merrily along. The angle of her walking adds to this normalcy. You find yourself just waiting for the camera to zoom in on the first reaction to her make-up; instead you get more zombies - definitely not expected. Also, when the other zombies do become a part of the video, there are some sharp cuts to faces/bodies in costume that you are not expecting. Between the shock of the make-up and the flashing to new scenes (also unexpected) you get a more drastic reaction from the audience.
Not sure if I am to answer this question with t his blog entry, but here goes - if I were to create a vlog for this course I imagine it would be either autobiographical recollection or a literary text. I am drawn to both and find them more interesting to read so I suppose I would believe them more interesting to create as well.
In case the video doesn't work - here is the link:
http://www.mnstories.com/archives/2007/10/zombifying.html
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