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Sean M.
[tags]technology, technology4teachers, seanmartinson, sean martinson, education[/tags]

Does anyone know of a way around this so I can use this camera to do video with my MAC? Do I have to get a different camera? or is there some kind of add on I can buy that will allow me to load the mini discs into my mac? external DVD Drive?

Guess I’m hoping someone can help me with this before I have to sit down and search for the solutions…. Lazy… I know!

[tags]apple, mac, pc, imac, technology4teachers, seanmartinson, sean martinson, education, technology, sony, dvd505[/tags]

One, the wireless keyboard is truly wireless. There are no cables to run out the back of the computer and hang from my desk as my wireless keyboard on my PC had.

Diddo for the mouse.

I was so used to PCs having everything labled with “sold seperately” that I started to run upstairs to get batteries for the keyboard and mouse before I noticed they came with the MAC. And they were name brand batteries not the generic that you usually get!

The iMac itself is easy to move, tilt, and twist as I move around. Sweet.

I didn’t think the little iCamera, I think it’s called, would work as it’s so tiny… works as well if not better than my logitech camera that dangles from my PC… again, built in to the monitor if that’s what you’d call it in the beautiful iMac.

Now that I’m all done and running I wish I had timed it but it took me literally 10-15 minutes to unpack, plug it in, and have it running. I was so used to PCs where you have to take at least 20 minutes to run through the boot up not to mention all of the cords and cables.

There were a few updates and I was able to run them as I took the garbage out. Again, much unlike the PC where you’d have all of the windows updates, service packs, and garbage to download.

The speakers sound great, I won’t have to buy another set as I’ve had to do with every PC I’ve ever bought.

I was a bit worried when it arrived as it looked so big (tall and wide, not deep). My wife was worried I’d be taking all of the desk space. Not the case at all. It’s quite shallow, meaning not deep from me to the wall, and as I mentioned earlier it’s easy to move so I moved it back against the wall and she’s still got 75% of her desk area. Again, sweet.

One more thing for those still swearing by the PC. I talked to a guy today who purchased a second monitor for his PC so he could see everything he wanted to see (running two monitors at once side by side from his PC). I thought it was an awesome idea until I got home opened up my iMac and turned it on. The 24″ screen is easily double my previous monitor and even now as I work I’ve got multiple applications side by side. This is awesome!

Sign me up, I’m officially a convert.

Sean M.

[tags]apple, mac, pc, imac, technology4teachers, seanmartinson, sean martinson, education, technology[/tags]

Synchronous: A type of two-way communication with virtually no time delay, allowing participants to respond in real time.

There you go, in a nutshell that’s what a synchronous communication tool does, it allows you to communicate in a seamless manner. This environment may include text, audio, or video, and in some cases a mixture of more than one.

Tools such as Skype, Horizon-Wimba, and Tapped In have varying amounts of potential based on the users’, and communities’, level of technological literacy. Each of these tools offers conferencing/chat capabilities. Each has their own unique look and feel but there are many similarities. Each of these tools allows users to communicate from around the globe. Let me say that again with a little different touch, users are able to communicate from around the world. Like the word play, world/globe? The point is that these are global communication tools.

Horizon-Wimba is an environment that combines text and audio with a few other advanced conferencing functions. One of the most powerful tools I’ve been able to witness from Wimba is a screen capturing capability. For example, say you were participating in a discussion on a given topic, at any given point the facilitator is able to turn on a screen capture tool to a particular user who can in turn capture a portion of their screen to share with the group. This offers astounding possibilities; one quick thought is having one group member run a presentation for the entire group to watch. The draw back for me is the cost of Horizon-Wimba. It’s not free. Although the following tools Skype and TappeIn don’t offer some of the advanced features they make up for these “deficiencies” in terms of their respective costs, they’re free!

Skype is what most would consider an instant messenging tool. Personally I hate to think of it in that respect as most educators familiar with IM tools include a few choice four letter words when describing what they see students using IM tools for. You could literally keep me going for hours on those types of arguments, let’s leave it with this quick quote, “The arguments of a technology’s potential abuses as an argument against the tool are not sound arguments.”

To me Skype is the perfect tool for online collaboration. Skype allows you to chat with other participants through text, audio, and video. I have a cable modem connection at home so I am on the end of the spectrum where I see no delay in audio/video. Skype also offers file sharing capability. Not that you can’t just e-mail a document to the other person, but Skype has an option to attach and send information during the actual conference. The other day I was able to participate in an audio conference with two other people from Minnesota and a third who was in Mongolia. Did I mention that there was no cost, or hidden costs to this service? Skype leverages the power of existing tools. In my case that’s an internet connection, webcam, and a computer.

My Skype user name is SeanMartinson (no space), feel free to contact me at any time and add me to your list! TappedIn is similar to the other tools listed above.

TappedIn is a community portal to topic specific textual chats. Setting up an account to TappedIn is easy and upon entering the site you are met by a chat section with an assistant to walk you through and show you around. The area that TappedIn excels at is the community and scheduling that it offers. TappedIn is for educators and runs a monthly calendar of topics allowing users to pencil in dates ahead of time where they will be able to chat (text) with other like minded users about a given topic.

Being comfortable with the typing modes available in Wimba, Skype, and Tappedin I’ve found uses for each of them. As I cross the digital divide I am becoming more and more comfortable with the audio and video chatting capabilities. I don’t think it’s the same for our students, but for myself and others, we need to learn a whole new mode of communication. It’s amusing to watch those not comfortable (again, myself included) as we stumble through and navigate the audio/video all while trying not to interrupt each other. It brings me back to the days of CB radios while talking in turns. It’s hard to get used to an environment where we are able to talk in the same face to face atmosphere minus the body language that communicates the intent and directs the flow of the conversation.

Each tool has its obstacles and hurdles to becoming fully integrated into educational settings. The biggest is imagination. Many have asked what you would use these tools for, my answer is “What do you want it to do?”. Each tool can be used to fit the user’s needs. It’s up to their imagination.

So how do and why do you use these tools in education. Although I believe there are many uses for each of these communication tools in education. It again goes back to your goals and objectives for the tools. I give little time to Horizon-Wimba, not because I don’t feel that it’s a powerful tool, but because I can’t and many districts can’t afford to use it. TappedIn is an excellent tool for technologically inclined educators to meet, network, and discuss topics of importance. Skype, in my mind, has huge implications for education. Again, there are a multitude of uses, but the biggest that I see is utilizing Skype as a border crasher.

For my generation many can remember when Ronald Reagan said, “Mr. Gorbachev, tear down this wall!”. I believe Skype has the same potential. The potential to bring together groups from around the world, opening a direct line of communication where, in this case, students are able to meet those that they see vilified in the nightly news. What’s stopping a classroom from the Midwest from talking and meeting with students from the Middle East? Outside of time zones, languge, and differing periods in the day, there are no more excuse why we as educators can not expose and partner our classes directly with those that our news networks tell us to hate, or remind us that they hate us. The website Epals (www.epals.com) offers an online directory of classes looking for these types of partners.

Another obstacle to utilizing these approaches in the classroom is the actual training of teachers and technology staff development. The portion that was and is missing in many districts is the time portion. Many districts budget money to technology but neglect to factor in the teacher training component. Time and money are rarely budgeted for teachers to participate in training during school hours or at a rate of reimbursement outside of school hours. Staffs are already undertaking initiatives in and outside of school so for many asking them to do more on their own on top of that and what they already take home is just too much.

By integrating this approach into general curriculum we are able to ask teachers to utilize advanced technologies in subject and topic areas in which they are already comfortable. Not only does this show an immediate use which the user can identify with, it can put them more at ease when asked to use this format for a topic out of their comfort zone.

This topic is also being discussed at the EdTechWiki, you can add, edit, or browse comments at: www.edtechwiki.org
Sites Discussed:

• Skype
• http://www.skype.com/
• “Skype is a little program for making free calls over the internet to anyone else who also has Skype. It’s free and easy to download and use, and works with most computers.”
• Horizon Wimb
• http://www.horizonwimba.com/
• “Horizon Wimba develops web-based collaboration software designed for online education, language learning and live interactive communications.”
• TappedIn
• http://tappedin.org/tappedin/
• “Tapped In is a Web-based learning environment created by SRI International to transform teacher professional development (TPD) for professional development providers and educators. Tapped In enables providers to offer high-quality online professional development experiences and support to more teachers cost-effectively. Through Tapped In, educators can extend their professional growth beyond courses or workshops with the online tools, resources, colleagues, and support they need to implement effective, classroom-centered learning activities.”
• EdTechWiki
• http://www.edtechwiki.org
• “The purpose of this wiki is to serve as a sounding board for those that are currently utilizing technology in their classroom as well as those looking to integrate technology into their work.”

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[tags]internet, teaching, learning, technology4teachers, seanmartinson, sean martinson, skype [/tags]

Plans are rolling in regards to Web 2.0 applications in education. Wikis are the starting point with online coursework being developed at: www.edtechmoodle.org Feel free to take a look at the site as the course is being built. You can view it as a guest or sign up and receive course updates as I add sections. My hope is that this will allow for more interactivity and thus greater integration and implementation into your work.

Thank you for your patience.

Sincerely,

Sean M.

sean@seanmartinson.org

[tags]wikis, blogs, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

With that little notice in mind here are my top five reasons that a site is ineffective.

1. Aesthetics- If the site is loaded with graphics and poor background and/or text I won’t even take the time to read the first word.
2. Objectivity- I don’t need someone selling me their point of view. My time is valuable, so I appreciate straight forward information without any fluff.
3. Accuracy- If the information is at all inaccurate it again is not worth my time.
4. Currency- With ever-changing research the information needs to be current.
5. Content Relevancy- I don’t mind spending money for information but it will need to be directly related to the topic and again straight forward.

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[tags]internet, teaching, learning, education, technology, technology4teachers, seanmartinson, sean martinson[/tags]

]]> http://www.technology4teachers.org/?feed=rss2&p=6 5 http://www.technology4teachers.org/?p=7 http://www.technology4teachers.org/?p=7#comments Tue, 19 Sep 2006 12:00:07 +0000 Sean Martinson http://seanmartinson.com/blog/?p=7 Six criteria for a highly effective website, information from Cal State Fullerton, “Six Criteria for Evaluating Web Pages“.

Authority – There is a qualified author listed, their qualifications are listed, and their contact information is included.

• Objectivity
• All information presented is in an objective manner.
• Accuracy
• All information provided by the Web site is accurate.
• Currency
• All of the information on the site is up to date and there are no reference to sites which have moved.
• Content – Relevancy
• The site meets the purpose, the subject is adequately covered, all links complement the theme, other sources quoted are accurately cited, and all the information on the site is free.
• Aesthetics
• There is an appropriate balance between text and images, the site is visually appealing, and the site requires no special software to view the information.

As with any rule there are exceptions. I find each of the above criteria to be extremely helpful in rating websites. However not all areas are pertinent to every website. For instance, if I’m shopping amazon.com I don’t mind advertisements and the purpose is to sell items so you can’t knock the site for having fee based items listed. However I find it hard to bend the rule on accuracy, content, currency, and aesthetics. If a site is not accurate, has unrelated content, is out of date, or is not visually appealing it can not be considered a “highly effective” website.

In summary:

• Criteria applicable to all sites:
• Accuracy
• Content – Relevancy (all content should be related)
• Currency
• Aesthetics

• Criteria that may not be applicable to all sites:
• Objectivity
• Content – Relevancy (not all items need be free)
• Authority

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[tags]internet, teaching, learning, education, technology, technology4teachers, seanmartinson, sean martinson[/tags]

]]> http://www.technology4teachers.org/?feed=rss2&p=7 130 http://www.technology4teachers.org/?p=57 http://www.technology4teachers.org/?p=57#comments Fri, 15 Sep 2006 12:00:25 +0000 Sean Martinson http://seanmartinson.com/blog/?p=57 Listen to Web 2.0 Podcast

I am planning and working on a few segments in regards to Web 2.0 applications such as Blogs and Wikis. If you have some examples please e-mail them to me, or better yet, post them as a comment to this for everyone to view. The plan is a short intro to wikis what they are examples and closing on ideas.

A wiki site as an intro: www.edtechwiki.org

Sean Martinson

sean@seanmartinson.org

218-327-4967

Either way I’m buying my own MAC….

I know, not much of a predicament but I’m interested to hear what others more knowledgable about MACs think.  Can I make it w/ a laptop to handle photo and video editing or do I stay with a new PC laptop and upgrade my home desktop to a MAC?

Great place to be in, getting two computers I know.  Any input is greatly appreciated!
[tags]apple,  mac,  pc,  technology4teachers,  seanmartinson,  sean martinson,  education, technology[/tags]

There have been other options that I’ve enjoyed through Bluehost, but none as much as Fantastico. Here’s a peek at the Fantastico screen:

“Use Fantastico to automatically install any of the scripts listed on the left. Installing any script will use one of your available MySQL databases. Removing any script will free up one of your used MySQL databases.

Click on any of the items on the left to get more details.”

You’ll see that the left hand column contains the names of categorized applications. Once a program name is clicked a small explanatory paragraph opens in the right hand panel. There is a short description, a link to the actual site that manages the program, a link to the support forum, and the “new installation” button. This is also where you would see previous WordPress installations.

So, here’s what makes Fantastico so fantastic. I’ll post screen shots and time how fast it takes to install a new WordPress blog.

After I’ve clicked new installation from the WordPress description I’ve got a few details to add before the site can be configured. Although each point of information can be changed at a later time, the directory is the only thing that I’d say don’t change as it’s not easy to do. Other than that you can change the title, description, user name, password, etc. from the WordPress admin page.

This is the second screen, it tells you that the database which will run the program has been created and where you are installing the blog.

The third and final screen tells you that the installation was successful and how and where to access the site and administrative login page. I’ve not posted a picture as it shows some of my server details. Stop your watches…... Under two minutes and I’ve got a new blog!

I’ll gladly write posts on how to install these applications through Fantastico. I’ll wait and look for comments to this post. Even if there’s just one I’ll put something together.

Here’s a list of applications that you can automatically install, with any examples that I currently run (they add more as time goes on and update versions as well, updates are as easy as the installation). To find more information about a given application you can google the title.

• Blogs
• b2evolution
• Nucleus
• pMachine Free
• WordPress
• www.technology4teachers.org
• www.seanmartinson.com/lsirvio
• www.seanmartinson.com/mgephart
• www.seanmartinson.com/news
• Content Management
• Drupal
• Geeklog
• Joomla
• www.seanmartinson.org
• Mambo Open Source
• PHP-Nuke
• phpWCMS
• phpWebSite
• Post-Nuke
• TYPO3
• Xoops
• Customer Relationship
• For those involved in Tech Support I highly recommend running one of these programs to identify, track, and produce stats for your districts tech support traffic.
• Crafty Syntax Live Help
• Help Center Live
• osTicket
• PHP Support Tickets
• Support Logic Helpdesk
• Support Services Manager
• Discussion Boards
• phpBB2
• www.seanmartinson.com/forum
• SMF
• E-Commerce
• CubeCart
• OS Commerce
• Zen Cart
• F.A.Q.
• FAQMasterFlex
• Guestbooks
• ViPER Guestbook
• Hosting Billing
• AccountLab Plus
• phpCOIN
• Image Galleries
• 4Images Gallery
• Coppermine Photo Gallery
• www.seanmartinson.com/gallery
• This gallery is of my daughter and I’ve password protected it. If you’d like to take a look at what the gallery is either google “Coppermine Photo Gallery” or I’ll give you the password to mine if you give me your name and where you work.
• Gallery
• Mailing Lists
• PHPlist
• Polls and Surveys
• Advanced Poll
• phpESP
• PHPSurveyor
• Project Management
• PHProjekt
• Site Builders
• Templates Express
• Wiki
• I used previously learned skills through the other installs to utilize another program: Mediawiki
• www.edtechwiki.org
• TikiWiki
• PhpWiki
• Other Scripts
• Dew-NewPHPLinks
• Moodle
• Lost my other version (my mistake) here’s the new start: www.edtechmoodle.org
• Open-Realty
• phpAdsNew
• phpFormGenerator
• WebCalendar
• Extras
• Language
• Side menu appearance
• Email notifications
• Installations overview

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Just a few of the reasons why I recommend Bluehost.

[tags]bluehost, fantastico, hosting, education, seanmartinson, sean martinson, technology4teachers, technology, school[/tags]

Much of this is going to sound like a sales pitch so I’ll tell you how you can avoid having that feeling. The links in this and subsequent postings about Bluehost will contain a tag showing that you went to the Bluehost site from mine (same with the Bluehost logo on the sidebar). If you plan on purchasing your own space and have liked my opinions and articles and would like me to earn a commission fee for my efforts follow the links from the postings when you sign up. If you don’t want to send me the credit or don’t want to feel like I’m trying to sell you something type in the Bluehost address on your own (bluehost.com) and set up an account that way. I promise the content in these posts will be worth your time but I don’t want you to lose the message thinking this is a sales pitch.

Most websites and blogs do this already without your knowledge. My purpose is to get you the information and maybe earn something for my efforts as well. The difference is I am trying to be up front with my intentions and what it is that you will find on my sites. Personally I’m bothered by those that hide this information and try to gain from their users’ internet habits. If they are up front in doing so I’ve got nothing against it. Another area where we could go into discussion, but that’s another post.

The plan is to discuss why I went with Bluehost then look specifically at how the host fits perfectly into the educational setting. One of the first stops will take a look at the Fantastico function and how you can set up advanced tools such as Wikis and Weblogs on your own and at your own domain name. Any Fantastico posts will be pertinent to any hosting company offering this service, I recommend using Bluehost for their reputation, features, and if you are planning on contacting me for help in setting up any programs. Although other hosts may be similar I can walk you through most of the setup and technical issues over the phone/e-mail/chat if your host is Bluehost.

Okay, enough of that. So why did I choose Bluehost. I was originally looking to start a blog and came across WordPress. After reading more about the WordPress blogging tool I found that one of the hosts they recommended was Bluehost. Now I knew that you could use sites to host your blog for you, but I wanted my own space so I could fully customize it to my needs. I also wanted to be in direct control of all my sites and information. (I had used Network Solutions in the past and was not happy with their features, control panel, and customer support.) The WordPress site said something about automated installation by Bluehost for their program. After reading that I jumped at the chance to sign-up at Bluehost. The price was also right ($6.95/month)! And that as they say was the beginning of a beautiful relationship.

I was happy that Bluehost could auto install WordPress as I didn’t feel I had the technical skills to set the application up on my own, I’ve since been able to teach myself how to do it on my own, but that’s another post.

So that’s why I started with Bluehost, but is that really a good enough reason to recommend them? Wait there’s more. As I’ve explored Bluehost, what’s really sold me is the feature called Fantastico, but also the amount of e-mail accounts, FTP accounts, and technical support that they offer. Other hosts provide similar functions, the only thing that I can say with certainty is that I’ve never had any downtime and the Bluehost technical support has helped me every time (with less that 5 minutes of wait time).

There have been quite a few options that I’ve enjoyed through the Bluehost besides Fantastico. Bluehost also allows me the option of setting up multiple FTP accounts. There are teachers in my district who have worked on their own websites and needed a space for them. Our districts current host only allowed for one user. So I could set the teacher up with a space but they would have root access to the entire site, not a good thing. The Bluehost FTP allows me to lock them into their own directory without fear of them accessing, or worse, overwriting other content.

A few more points of information before I close this post and we move on to Fantastico. The control panel for Bluehost has made maintaining a website (more of a hosting site) easy to do and helped to build my comfort with running and maintaining multiple sites of information. Most options are step by step, and anything that’s advanced I contact their 24 hour support first and they help me out.

There are other options that are great but haven’t really applied to my uses. You can find a list at the following site: “Tell Me More” (just a link to more info).

So what continues to sell me?

• Fantastico
• Control Panel- EASY!
• 24 live “human” support
• Multiple FTP accounts
• Access anywhere with internet connection.
• I can run a complete site for a school district with e-mail, web directories, and web-based applications such as Wikis and Blogs.
• This host allows me to run multiple domain names from one account. Again, all from one site, one control panel, awesome.
• www.seanmartinson.org
• www.seanmartinson.com
• www.seanmartinson.net
• www.edtechwiki.org
• www.edtechwiki.net
• www.edtechwiki.com
• www.edtechmoodle.com
• www.edtechmoodle.org
• www.edtechmoodle.net
• www.warriorfastpitch.com
• www.technology4teachers.org
• A few other functions with a different address:
• A Coppermine Photo Gallery
• www.seanmartinson.com/gallery
• These are pictures of my daughter, the directory is password protected (another Bluehost feature). Contact me if you’d like to check it out, I’ll want to know who you are and what your purpose is. Otherwise search for Coppermine Photo Gallery and you can see what the program is.
• Discussion Forum
• www.seanmartinson.com/forum

Thanks for your attention and time! The next post will look closer at what Fantastico is and how I use it for educational purposes.

• Listen to the Podcast
• Download the PDF Handout

Just a few of the reasons why I recommend Bluehost.

[tags] bluehost, fantastico, hosting, education, seanmartinson, sean martinson, technology4teachers, technology, school[/tags]

Conclusion

No matter the philosopher, education has common threads. It’s more than just crunching numbers and turning out clones, at least you would hope. E-Learning should not forget the humanistic side to teaching. Feelings and attitudes eventually determine what knowledge and information are sought after and acquired for the long term (Ornstein, 2003). “If we fail to adapt a more caring and compassionate approach of teaching and schooling, then we fall victim to excessive competitiveness and materialism” (Ornstein, 2003, p. 84).

References

Clark, R. C., Mayer, R. E. (2003). e-Learning and the Science of Instruction. San Francisco: Pfeiffer.

Glasser, W. (1997). “A New Look at School Failure and School Success” in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (Eds), (2003). Contemporary Issues in Curriculum (3rd ed.). Boston, MA: Allyn and Bacon.

Hodgkinson, H. (2000). “Educational Demographics: What Teachers Should Know” in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (Eds), (2003). Contemporary Issues in Curriculum (3rd ed.). Boston, MA: Allyn and Bacon.

McLaren, P. (1999). “A Pedagogy of Possibility” in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (Eds), (2003). Contemporary Issues in Curriculum (3rd ed.). Boston, MA: Allyn and Bacon.

Ornstein, A. C. (2003). “Teaching and Teacher Accountability” in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (Eds), (2003). Contemporary Issues in Curriculum (3rd ed.). Boston, MA: Allyn and Bacon.

Stiggins, R. J., (1999). “Educational Demographics: What Teachers Should Know” in Ornstein, A.C., Behar-Horenstein, L.S., & Pajak, E.F. (Eds), (2003). Contemporary Issues in Curriculum (3rd ed.). Boston, MA: Allyn and Bacon.

US Department of Education. (n.d.). Four Pillars of NCLB. Retrieved June 16, 2005, from http://www.ed.gov/nclb/overview/intro/4pillars.html

Wikipedia. (2005). Howard Gardner. Retrieved June 28, 2005, from, http://en.wikipedia.org/wiki/Multiple_intelligence

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Complete text of E-Learning Posts

[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

]]> http://www.technology4teachers.org/?feed=rss2&p=54 1 http://www.technology4teachers.org/?p=53 http://www.technology4teachers.org/?p=53#comments Tue, 05 Sep 2006 12:00:30 +0000 Sean Martinson http://seanmartinson.com/blog/?p=53 Part 7 of 8

Assessment Methods in E-Learning

When a program is based on an evaluative system that measures the predictable and manageable where does that leave the Arts? The time has come to fundamentally rethink the relationship between assessments and effective schooling. E-Learning assessment should not center on achievement but on how we use the assessment in a pursuit of student success (Stiggins, 1999).

American assessment traditions have had lasting, and unwanted, consequences. From sharply increasing student anxiety levels on high-stakes testing, to narrowed, test prep curriculums. I, and other educational philosophers, propose that now is the time for alternative assessments. Assessments that take into account each individual student and their growth over a period of time.

Technologically speaking the internet offers a wide variety of assessment tools that are both inexpensive and quick of use. Rubrics, project based check-lists, and performance tasks offer up chances to view actual student knowledge, performance, and growth over a period of time.

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Complete text of E-Learning Posts

[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

]]> http://www.technology4teachers.org/?feed=rss2&p=53 16 http://www.technology4teachers.org/?p=19 http://www.technology4teachers.org/?p=19#comments Mon, 04 Sep 2006 12:00:10 +0000 Sean Martinson http://seanmartinson.com/blog/?p=19

A quick list of the constraints to using the internet for teaching and learning.

1. Requires access to the internet, proper software and hardware.
2. “Requires changes in curriculum content, instructional practices, and assessment to take advantage of the communication and information storage and retrieval strengths of the Internet, and to appropriately assess the types of learning these strengths engender.”
3. “The Internet is an open system with relatively little control on content or usage.”
4. Teachers need basic computer knowledge.
5. Teachers need knowledge of Internet.
6. A multitude of internet standards
7. Internet usage requires vigilant teachers and filters to restrict inappropriate access.
8. Families with lack of Internet knowledge (increased fear).
9. Time needed to instruct on proper uses of Internet.
10. Curriculum and schedules already full.
11. “The Digital Divide”, have and have nots.
12. Computer access outside of the school.
13. $

The main research article that I used for this post came from ISTE (International Society for Technology in Education). Any “cut and paste” information has been put in “”.

ISTE. ISTE | Research on Internet Use in Education. . 2000. 05 JUNE 2005.

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[tags]internet, teaching, learning, technology4teachers, seanmartinson, sean martinson, iste[/tags]

Adapting Content and Teaching Strategies for E-Learning

To say that teaching can best be described as a “Science” is to imply that good teaching will some day be attainable by closely following vigorous laws that yield high predictability and control (Ornstein, 2003). E-Learning is more than a science, because it also involves artistic judgment about the best ways to teach.

Teaching and e-learning are dichotomies. That is, they are a mixture of science and art. Teachers should have the scientific background, but be able to analyze their approach to teaching, to be able to crunch the data, to know what is working and what is not. Fortunately, or unfortunately, teaching a concept such as reading needs to take into consideration past scientific instruction and research.

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Complete text of E-Learning Posts

[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

]]> http://www.technology4teachers.org/?feed=rss2&p=52 4 http://www.technology4teachers.org/?p=25 http://www.technology4teachers.org/?p=25#comments Sun, 03 Sep 2006 12:00:17 +0000 Sean Martinson http://seanmartinson.com/blog/?p=25 A quick list of the benefits to using the internet for teaching and learning.

1. Up to date information.
2. “The Internet can be thought of as a natural extension of 5,000 years of progress that began with the development of reading and writing, and has included inventions such as the movable type printing press, telegraph, telephone, radio, television, VCR, and communications satellites (Logan, 1995).”
3. Learn to retrieve information from multiple sources.
4. Students learn to teach themselves needed skills and information.
5. Used as an aid to communicate and collaborating (all over the world).
6. Increase cooperative learning.
7. Access to an extensive worldwide library.
8. Computer-assisted learning.
9. “Research indicates that students benefit from learning to author Web documents (Smith, 1993).”
10. Students are highly “motivated by the opportunity to create Web sites”.
11. Internet projects require use of research skills and helps students to “improve their research skills.”
12. Internet projects require higher order thinking skills.
13. Increase of knowledge and skill when creating web projects.
14. Increase community of learning, not just teacher centered and directed.

The main research article that I used for this post came from ISTE (International Society for Technology in Education). Any “cut and paste” information has been put in “”.

ISTE. ISTE | Research on Internet Use in Education. 2000. 05 JUNE 2005.

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[tags]internet, teaching, learning, technology4teachers, seanmartinson, sean martinson, iste[/tags]

· Atomic Learning, “Atomic Learning provides software training using a unique, just-in-time approach. Our library of thousands of short tutorials on dozens of applications are focused on answering the common questions teachers, students and anyone else may have when learning software. We like to call them “atoms of learning” and they are easy to access whenever and where ever you need them. A subscription to Atomic Learning provides you access to all of the tutorials and other valuable educational resources.”

· Wimba, “Horizon Wimba develops web-based collaboration software designed for online education, language learning and live interactive communications.”

· Tapped In, “The online workplace of an international community of education professionals. K-12 teachers, librarians, administrators, and professional development staff, as well as university faculty, students, and researchers gather here to learn, collaborate, share, and support one another.”

Sites such as Atomic Learning, Wimba, and Tapped In have limited potential at this time in some districts. Some staff are not at a level of proficiency where they would find these tools as time well spent. I can see these, especially AtomicLearning, as springboards into online staff development. Although Atomic Learning is loaded with application helpers, there needs to be more discussion and video tutorial examples of integration strategies. More time on what it actually looks like and how teachers are using technology in their classrooms.

Wimba reminded me much of Tegrity (Found in Desire 2 Learn D2L), I should have preceded that with the fact that I’ve only been a viewer of each and not had the opportunity to create programs with them. These have very strong implications for staff development in general curriculum areas. By integrating this approach into general curriculum we are able to ask teachers to utilize advanced technologies in subject and topic areas in which they are already comfortable. Not only does this show an immediate use which the user can identify with, it can put them more at ease when asked to use this format for a topic out of their comfort zone.

I like how Atomic Learning, and Wimba’s desktop series, allow you to advance to particular sections without having to view the entire file. Being comfortable with typing I like the chat format available in Wimba and Tappedin. Tappedin has readily available tech support if you do get stuck. Once I was signed up and logged in it took me a minute to figure out where everything was (a different look) but with chat enabled I was able to ask instead of having to hunt.

Another obstacle to utilizing these approaches in terms of staff development is technology staff development. The portion that was and is missing in many districts is the time portion. Many districts budget money to technology but neglect to factor in the teacher training component. Time and money are rarely budgeted for teachers to participate in training during school hours or at a rate of reimbursement outside of school hours. Staff are already undertaking initiatives in and outside of school so for many asking them to do more on their own on top of that and what they already take home is just too much.

Having just left the classroom I have nothing but empathy for classroom teachers. One of the largest things that I have encountered as a hurdle to technology integration is the teacher portion. Money and time are not allotted to train staff. It is said that 30% of a technology budget should be used for hardware and software while 70% should be put towards teacher training.

Speaking in broad sweeping terms, many districts do not have tech-savvy teaching staffs. So to get back to the question of barriers to implementing these technologies into staff development: teacher time. Many districts have the hardware and infrastructure to more than support these options but there is and will continue to be little use until leadership places this as a priority with more than words and allows staff time to access this.

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[tags]seanmartinson, sean martinson, atomic learning, atomiclearning, tappedin, wimba, tapped in, staff development, education[/tags]

Accommodating Multiple Learning Styles in E-Learning

Although there are many learning styles, Clark (2003) points out that human memory has certain qualities. Human memory has two channels for processing information: visual and auditory. It also has a limited capacity for processing information, learning occurs by active processing in the memory system and new knowledge and skills must be retrieved from long-term memory for transfer (p.35). Accommodating learning styles in e-learning then becomes a matter of managing the capacities of human memory.

In order to manage the limited capacity of the human memory and to lighten the cognitive load, there are methods that should be utilized in effective e-learning. Clark (2003) lists four specific principles to address limited memory: contiguity principle, modality principle, redundancy principle, and the coherence principle. The contiguity principle states that corresponding words and graphics should be near each other. The modality principle states that an effective e-learning activity presents large portions of text as audio narration rather than on screen text. The redundancy principle states that presenting words in text and narration actually hurts learning. Finally, the coherence principle describes the negative impact of irrelevant visuals, audio, and text on learning. Each of these principles helps reduce the cognitive load in e-learning. Due to technological constraints implementing each principle is not always practical.

That being said, with the open nature of e-learning, in essence, e-learning is accommodation. Projects are set in an environment where the student attempts a task at their own level. Regardless of the format, goals, descriptions, the learner will attack the task in the most efficient way for them. Whether it is a lesson utilizing heavy multimedia or text only, the learner will develop their own subconscious strategies in order to successfully complete the project. While a learners style is never set to the side, e-learning itself offers numerous formats and ways to tackle an assignment. If enough forethought is given, each learning style can be addressed in one lesson.

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[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

]]> http://www.technology4teachers.org/?feed=rss2&p=51 20 http://www.technology4teachers.org/?p=15 http://www.technology4teachers.org/?p=15#comments Thu, 31 Aug 2006 10:12:40 +0000 Sean Martinson http://seanmartinson.com/blog/?p=15 There are common, and numerous, limitations to utilizing clip art from the web. First of all it is extremely difficult to utilize clipart from the web that does not have an intricate web of strings attached. Most, if not all, clipart collections do not allow for modifications, resizing, or editing of any kind of the artwork. Most do not allow sharing in a community environment such as Napster, or redistributing into new web collections. Although many clipart sites do not have sponsors, users are inundated by banner ads and popups utilized to generate revenue for this “free” service.

A huge issue to clipart usage is the red tape associated with its use. Can you use it, do you have to give credit, does this credit take the form of a link or logo? Other common examples of issues that you may encounter when gaining permission to use clipart from the web are link back issues, and posting advertisements for the site. Utilizing large clipart “warehouse” sites isn’t any easier. Even when you think you have permission to use the graphic it may not in fact belong to the website you have gained it from. Disclaimers and copyright notices are not very helpful either. Clipart galleries and websites have a variety of usage requirements and stipulations in regards to using their information.

To say that clipart is often misused is an understatement. Of all the presentations I’ve witnessed, the teachers that I’ve worked with, I’ve yet to meet a single person who has gone through contacting and requesting permission to utilize clipart they have found online (in that respect many do not use online images or clipart anymore). Copyright and fair use issues are so misunderstood by the general public and educators alike that it is of little surprise that so many fail to adhere to the copyright requirements and/or disclaimers listed on websites.

I have posted a collection of links related to copyright, fair use, and copy right clipart on my bookmark website. Here are two to get you started:

• Copyright & Fair Use Bookmarks
• The Copyright Crash Course
  

Thanks for reading the Technology4Teachers Blog!

Sincerely,

Sean Martinson

sean@seanmartinson.org

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[tags]copyright, fair use, podcast, clipart, internet, teaching, learning, education, technology, technology4teachers, seanmartinson, sean martinson[/tags]

Watch and/or listen to the show:
Audio Podcast / Video Podcast

Links mentioned in the show:

Searching with Google

• Google Search Features (including advanced features)
• Search Results Explanation Page
• Search Engine Ranking
• Learning How To Use Google

• Google Support Website
• Google Guide
• Atomic Learning

Google Extras

• Google Services
• Google Downloads

How Google Works Not mentioned but good reading…

[tags]video podcasts, google, internet, teaching, learning, education, technology, technology4teachers, seanmartinson, sean martinson[/tags]

Cultural Sensitivity and Non Biased Perspectives in E-Learning

Differences in world views and cultural behavior affect learning. Many immigrants have a strong sense of the past, while American educators have a tendency to focus on the future. A teacher’s goal is to become “culture fair” (Hodgkinson, 2000) when observing and evaluating students from different backgrounds. Rather than allowing unfair tracking practices, which research has shown disfavors African-Americans and Hispanics, educators must be proactive in learning about diversity and in practicing fair and equal treatment of students of all colors and races.

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Complete text of E-Learning Posts

[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

]]> http://www.technology4teachers.org/?feed=rss2&p=50 3 http://www.technology4teachers.org/?p=49 http://www.technology4teachers.org/?p=49#comments Sat, 26 Aug 2006 12:00:54 +0000 Sean Martinson http://seanmartinson.com/blog/?p=49 Part 3 of 8

Age Appropriate Pedagogy and E-Learning

Research has proven that the learner’s prior knowledge of the content exerts the most influence on learning (Clark, 2003). With that said, learners with little prior knowledge will benefit from different instructional methods than those with greater prior knowledge.

E-Learning embraces pedagological philosophies from many educational philosophers. A pillar of e-learning is the multiple intelligence theory of developmental psychologist, Howard Gardner. In 1983, Gardner suggested, “….. several different kinds of “intelligence” exist in humans, each relating to a different sphere of human life and activity.” Educators, the theory states, can reach all of their students only by adapting their teaching program to meet all the types of intelligence which their target audience possesses (Wikipedia, 2005). In e-learning, students are free to move through the curriculum at their own pace and in their own style.

E-Learning implemented responsibly will embrace the learner and their culture. Paulo Freire centered on the transformation of the relations of social wealth (McLaren, 1999). Freire believed educational change must be accomplished by significant changes in the social structures as well (McLaren, 1999). Educators may look at Freire as “politically untenable” or “hopelessly utopian” but with the advent of e-learning technologies, change has come that may start to adequately address the social portion of change needed.

E-Learning leaves room for the young to imagine, to extend, and to renew moving them to a level of greater knowledge. William Glasser contends that successful programs are not restricted to lock-step curriculum, but allow students to work at their own pace. E-Learning is anything but lock-step. Effective learning in an e-learning environment shows a teacher who understands how students need to be treated (Glasser, 1997). Glasser’s approach points to student and school success as a means of psychological thinking. Instead of a stimulus-response frame of teaching, Glasser (1997) advocates “choice-theory” and teaches that “the only person whose behavior we can control is our own” (p. 233). Glasser (1997) states that the true measure of a well-performing program does not lie solely in the test scores but in more abstract qualities, such as strong leadership, human relations that are built, students doing competent and quality work, few or no discipline problems, and most importantly, a school that has become a source of joy (p. 236). E-Learning embodies each of these qualities. E-Learning expects quality, embraces multiple products, promotes student collaboration, and produces excited learners.

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Complete text of E-Learning Posts

[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

No Child Left Behind ACT (NCLB)

As best surmised in the overview “Four Pillars of NCLB”, NCLB is an educational reform act based on: stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents (US Dept. of Ed., 2005, ¶ 1).

Assumptions

With these four guiding principles NCLB makes some general assumptions to reach all children. First it is assumed that by holding districts accountable and adding severe penalties for under-performing schools, schools and therefore students will improve. By lessening restrictions on spending, districts will be more apt to spend monies on their specific needs. Finally families and students of low-performing and/or unsafe schools will now have the choice to alternative services.

Each of these assumptions allows the major players in education a powerful voice. Schools, communities, families, and students now have the power to advocate for e-learning as an alternative approach to their education.

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[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

]]> http://www.technology4teachers.org/?feed=rss2&p=48 3 http://www.technology4teachers.org/?p=36 http://www.technology4teachers.org/?p=36#comments Thu, 24 Aug 2006 12:00:36 +0000 Sean Martinson http://seanmartinson.com/blog/?p=36 When he talks about privacy concerns and abuses on the net, Jon Katz, is sadly, right on the money (We’ve hardly noticed, but our privacy is virtually gone). He almost comes off as fanatical, but when you step back and digest what he has to say you can see that what he preaches reflect in your own surfing experiences. From the banner ads that pop up, to the spam that hits your in box, advertising has become remarkably accurate in predicting what you may or may not want. Katz makes a comment about analyzing your junk mail to identify who’s tracking your surfing habits. I’ve done the same with snail mail and can usually figure out how the junk has found its way to me. In regards to electronic mail, with 20+ a day I don’t even open them let alone think where they are coming from. If I did take the time to find where this information is coming from, what good would it do? Companies make it nearly impossible, unless you’re determined – a zealot – or just plain stubborn, to contact and stop this kind of abuse.

The largest red flag or worry that I take from this article is his relation to large governments overstepping their bounds and the outcry it would meet, yet we see technology slipping in even more invasively yet we say and do nothing. Thomas Jefferson must be rolling over….

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[tags]privacy, internet, teaching, learning, education, technology, technology4teachers, seanmartinson, sean martinson[/tags]

Welcome! The following series of posts including this one, eight in all, will discuss the promises of e-learning in educational reform. The posts discuss the full length document attached at the bottom of this post. I have broken the document into eight parts for those who like to digest their information in small portions (the full text is still availalbe). This also allows for easier downloads of the podcast versions.

The following abstract and introduction help to launch the posts.

I hope you enjoy!

Abstract

E-learning, that is, instruction delivered through a computer, CD-ROM, Internet, or Intranet is investigated. Several areas are explored in their relation to educational reform and e-learning. Findings indicate that the guiding principles, and assumptions, of The No Child Left Behind Act (NCLB) are supportive of an e-learning environment. Current pedagogy and educational philosophy is also compared to e-learning with supportive voices from Freire, Gardner, and Glasser. The adaptation of content and teaching strategies to an e-learning environment is covered with results in a psychological change of thinking. In discussing cultural sensitivity, and non biased perspectives, comparisons are drawn between immigrants, minority groups, and educators. Using the research of R. Clark and R. E. Mayer, 2003, four principles of e-learning accommodation are discussed. Alternative assessment methods are also discussed with preference being performance based relating to student growth.

Introduction

E-Learning is instruction delivered on a computer by way of CD-ROM, Internet, or intranet (Clark, 2003). Regardless of the format, e-learning has some common and defining features. Content is relevant to the learning objective, instructional methods are used to help learning, media elements such as words and pictures may be used to deliver the content and instructional methods, and e-learning builds new knowledge and skills linked to individual learning goals (Clark, 2003).

E-learning comes in many forms. It can include full courses, lessons, or activities online. It can be a classroom activity with technology integrated into it. It can be delivered by a computer using spoken or printed words. There may be graphics, animations, and videos. E-learning is intended to help learners reach new levels of personal learning, while accommodating numerous learning styles.

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Complete text of E-Learning Posts

[tags]online learning, distance learning, distance education, teaching, learning, technology4teachers, seanmartinson, sean martinson, education[/tags]

Listen to the Show (MP3 Format)

This again was posted a while back, reposting and working out the kinks.

This episode is an introduction to Technology4Teachers, Sean Martinson, and a look at Rubrics (Rubistar).

Here is the link mentioned in the show as well as additional links:

· RubiStar Home
RubiStar is a FREE tool to help the teacher who wants to use rubrics but does not have the time to develop them from scratch.

· Chicago Public Schools: Rubric Bank

· http://www.middleweb.com/rubricsHG.html

· Ideas and Rubrics

· Make Room for Rubrics

· Project Based Learning Checklists
Not quite a rubric, but an excellent approach to look into… A project-based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology.

· Required Benchmark Assessment Rubrics (K-12)

· Rubric Collection

· Rubric to Assess a Rubric

· Rubric Tutorial

· Rubrics
Overview, descriptions, examples, and links.

[tags]rubrics, podcast, technology4teachers, seanmartinson, sean martinson, assessment, technology[/tags]

QUESTIONS:

• What are the characteristics and attributes of both successful and poor leaders?
• Which characteristics closely resemble your leadership style?
• What are my five greatest strengths?
• What are my five greatest weaknesses?
• What are the three things I value most in my professional life?
• What are the most important things I wish to accomplish in my school?
• How would I describe myself as a leader now?
• How do I want to be remembered as a leader? Does it reflect my personal vision (fair, just, caring, etc.)?

 

My responses:

Successful Leaders

So what are successful leaders? Are they those who motivated and crunched budgets? Well yes, but they are first and foremost, people. To me the greatest measure of a person and a leader isn’t what they’ve accomplished and what they’ve done but how they’ve done it. When it comes to truly successful leaders they are those unique individuals who could not only do what they’re job description said but do so in a manner that is much as Santa Clara University and the Tom Peters Group describe as they focus more on the moral character and work ethic/traits that leaders demonstrate.

• Honesty - Display sincerity, integrity, and candor in all your actions.
• Competent - Your actions should be based on reason and moral principles.
• Forward-looking Set goals and have a vision of the future.
• Inspiring - Display confidence in all that you do.
• Intelligent - Read, study, and seek challenging assignments.
• Fair-minded - Show fair treatment to all people.
• Broad-minded - Seek out diversity.
• Courageous - Have the perseverance to accomplish a goal, regardless of the seemingly insurmountable obstacles.
• Straightforward - Use sound judgment to make good decisions at the right time.
• Imaginative - Make timely and appropriate changes in your thinking, plans, and methods.

List from: http://www.nwlink.com/~donclark/leader/leadchr.html

Leadership Style

My own leadership style illustrates many of the previously mentioned characteristics. One of the most important traits for me is that of honesty. Following along with that I believe myself to be a straightforward leader, and as Chief Joseph is credited saying, “it requires few words to speak the truth”. I believe the same holds true for leadership; demonstrate that you have come to a judgment after careful consideration and collaboration and stick to your point. I’ve always led by example trying to demonstrate what it is that I’m looking for through my own actions.

Strengths and Weaknesses

When it comes to personal strengths and weaknesses there are always those to be found. Along with finding the qualities you walk the tight rope of how much to share and wondering if you want it to sound like a session that you should have paid for.

First and foremost, I am an honest and straight forward person. It’s who I am and much of what I value in those that I work, live, and share my time with. As an instructional leader I have and work well with many groups of diverse workers. Part of that can go back to the many hats I’ve worn in my career. From bus driver to program administrator I’ve had my turn at quite a few areas of the educational institution. I collaborate well with many different types of people as well and am able to work through diverse and difficult situations. I also bring a timely sense of humor to the table. Not that I’m the class clown (anymore) but I have a knack of bringing levity to difficult situations in a way that doesn’t detract from the issues at hand or bring anyone down.

In regards to personal weaknesses I have a few, and don’t we all? Maybe it doesn’t necessarily go without saying but by acknowledging my shortcomings I’ve taken the firs step on the path to improvement. I am very hard on myself and my own worst critic. I expect much of myself and many times have higher expectations of those around me. I can also be a little impatient with those that do not follow through on their word or are unreliable. Trying to put the positive spin here, but I really do think that your weaknesses can turn into some of your greatest qualities if you take the time to work (improve) on them.

Professional Life

In my professional life I value most the relationships I’ve built and what I’ve left behind as I’ve moved from one opportunity to another. The relationships I’ve had the opportunity to build over the years with colleagues, students, and families I will always cherish. I know I don’t say it the best (probably because the water works start) but I think I do a much better job showing people what I think of them. A lot of that goes back to my high school hockey coach. He used to always say, “You tell on yourself.” Over the years I’ve added “… by the things you do, the way you act, and those you associate yourself with, you tell on yourself.” Probably because I had to really spell out the quote for younger children. It really holds true though. You can tell me all you want about yourself and who you are, but it’s in your actions that who and what you are is chiseled in stone.

Dovetailing here, maybe? I value quite deeply what others have to say about me and my work. I don’t look for the recognition nor do I toot my own horn but I do enjoy putting hard and quality work into something and watching what others are able to do with it. It was the same in the classroom, I took much joy watching others learn and grow as we worked together. The same holds true in my leadership. It’s what you leave behind that matters, did you leave things better than you found them? Do people know, care, and understand more for have known you. What are the three things I value most in my professional life?

Accomplish

There is much that I want to accomplish in life and in the professional arena. Much of it goes back to what I value in my professional/personal life. I want to leave this world (and academic postings) knowing that I’ve left my mark and that people and things are better when I left than when I came along. Even if it’s one child/person, I want people to feel that the world is a better place having known me. I’m not looking for a pat on the back or my own warm fuzzy feeling, I just want to know that when it’s all said and done that I’ve put more into the world than I’ve taken with me. You hear enough of the negative in popular culture and media so call it hope, call it faith, call it religion, I simply want to know that I’ve done good.

Me Right Now

As an educational leader right now, I think I can best be described as the unknown. I don’t think many know what I’m capable of accomplishing or where my sights are set. You can really read a lot into that sentence can’t you? It has nothing to do with not knowing my content or being lazy. It has much, much more to do with an observatory nature. I’ve been watching and learning about education. Seeing what public education is and how it works as I find my place. I don’t have all the answers but I have the map and am ready to work with staff to move them forward. Not change them, not bend them to my own goals, but move forward. What kind of life (or system) is it if the status quo is all we’ve got? We’re here; let’s use our time to get better every day.

Be Remembered

I spoke earlier about being remembered. But truly, it’s not enough to just be remembered. I remember many people that have had a hand in getting me where I am today. To be honest, there’s more than one person who’s remembered for the bad and the harm that they’ve done. I talked at length about this earlier, but I want to be remembered simply as a person who always left things better than he found them. I want students to look back and know that there was a person who cared. I want teachers to look back and remember a person who helped them always improve at life and work. So yeah, I want to be remembered.

[tags]technology, technology4teachers, seanmartinson, sean martinson, education[/tags]

An interesting post, you tackle quite a few topics! For starters it’s an excellent point to make about using a technology tool when paper and pencil and/or cut and paste will suffice. You really have to think through the essential questions and knowledge you want your students to gain and decide whether either of these tools will fit. I think you saved yourself quite a bit of hassle by reading up on wikis and finding out right away that in order to track student contributions you have to wade through an ocean of updates and track whose is whose, not very effective. Blogs may work as well showing postings and tracks to work, a little easier to feel the work.

If I may be so bold, you may want to think about running a companion course to your website through a course management system such as Moodle. This option at least allows you to offer wikis and blogs (haven’t tried blogs yet) in a one stop environment in which you can control access to. With Moodle you can also offer students discussion boards and chat rooms, again which you can moderate.

Doesn’t really answer your question but I think Moodle may be something worth looking in to.

Not to just offer a suggestion and leave you hanging…. if you want to I can set a course up for you at: www.edtechmoodle.org and let you tool around and see if that will work for you.

Again, great post! I love to see it when people question why we’d use these tools. There has to be a purpose!

Sincerely,
Sean M.
www.seanmartinson.org
[tags]technology, technology4teachers, seanmartinson, sean martinson, education, web 2.0[/tags]

Sean M.
[tags]technology, technology4teachers, seanmartinson, sean martinson, education, NECC, ISTE[/tags]

[tags]technology,   technology4teachers,   seanmartinson,   sean martinson,   education[/tags]

Some definitions that may help and offer a look as to how I look at open-source:

• Computer software source code that is released under an open-source license or to the public domain. Open source licenses include the GNU General Public License. Popular open-source software includes: Apache, PHP, Mozilla Firebird and the Linux kernel.
• www.aardvarkmedia.co.uk/glossary.html
• In general, open source refers to any program whose source code is made available for use or modification as users or other developers see fit. (Historically, the makers of proprietary software have generally not made source code available.) Open source software is usually developed as a public collaboration and made freely available.
• home.comcast.net/~mtsonata/FinalProject/glossary.html

Open-Source refers to programs who are placed in an environment in which the application will always remain free of charge to use and distribute… what makes it open is that the source code used to write the actual program is open and available for anyone to look at and work with… so now you’ve got programmers around the world able to work on the application.  Companies such as Microsoft have always been very vigilant in keeping their source-code “closed”.  Some of the stuff is good and some not so good.

Many look at Open-Source as a “no cost” alternative to their mainstream competitors.  Not SO!  The program may be free but there are still the costs of training the users, any installation and maintenance, etc.  There can be some huge savings but open-source is still not for everyone.

There’s a lot to open source applications, I’ve found most to be excellent tools with which I can train and familiarize myself without purchasing their commercial partners.  But, I don’t tend to work with those programs that are in any kind of development stage.  Moodle would be a great example, I can’t afford and don’t have access to the teacher/administrative side of Desire 2 Learn, but I have been able to install and work with that in the Moodle environment (www.edtechmoodle.org).  This environment which I already own allows me to leverage the tools I already have/own and the cost then boils down to the hours I spend working with the program.

Is this making sense yet?  Maybe this will help.  Here are some applications that I wanted to use and then the open-source version that I used/looked at.  The commercial version is the first listed, the open-source version is after the “>”.

Microsoft Office>Open Office

Frontpage>Nvu

Looking at my desktop computer, forgot I had all of these!

Internet Explorer>Firefox

Macromedia Captivate/Camtasia>Wink

Adobe Photoshop>Gimp

Garageband>Audacity

Norton Antivirus>Clamwin

Nero? Not sure, but a program to rip CDs>Audiograbber

I’ve posted links to these before in D2L, you can also google the program name and find them almost instantly.  Another thing that I like about these applications are the user forums and add-ons that are available.  As I alluded to earlier, some are good, some are not.  It’s interesting though, almost any open-source application will have (on their main website) documentation, screenshots, example sites, download areas, extensions, and most importantly: users forums.  The forums are usually the first spot I check when I have any kind of problems be they installation or general use.  The forums also give you a look at how many people are using the program and how active the “community” building and working with the application is.

So how do the programmers and/or community make money?  Well, the most obvious ways are through donations which you can usually make where you download the program.  Money is and can also be made through applications, themes, training, consultation, and templates that are available through 3^rd party sites for purchase.  I still think most do it as it’s a community environment.  A look at the user forums and if you ever have to ask for help are a testament to that.

Earlier I had said that Freeware can change along the way…. I’ve heard it said that some commercial products can/are built off of Open-Source applications…  not sure though..

Ask 20 people what open-source is and you’ll get at least that many answers.  That’s just my 2cents.

The Wikipedia article: http://en.wikipedia.org/wiki/Open_source_software

[tags]open source, technology,   technology4teachers,   seanmartinson,   sean martinson,   education[/tags]

First of all the feel and layout. Both are similar and allow for administrators to tweak and modify they layout, with that said the standard formats are somewhat different. D2L spans the most frequently used points of information across the top of the screen in an easy to find/use position. Moodle installations spread content around the outer most panels into “blocks”.

My educated guess is that Desire2Learn and Moodle are similar in offering multiple language packs depending on your region. Moodle offers at least two English options (US and UK) offering region specific spellings of words such as install/instal. Users may become confused with the language switching option of Moodle in that it switches navigation and button titles not the actual text of courses and areas typed by the administrators and teachers.

You can’t really spend too much time on the aesthetic looks of Moodle (and probably Desire2Learn) as they can be switched by changing the themes. Moodle however allows users to specify the theme they want to view as they pick from a list of templates previously installed by the Moodle administrator.

Although some may think of it as aesthetics, one of my gripes against Moodle is in its’ organization of discussion forums. Desire2Learn allows users to view threads by topic and keeps many discussions on one page. Moodle is a bit different, allowing users to specify their own avatar or picture of themselves. This adds much space to the discussion area and makes it more difficult to view the discussion threads. Desire2Learn highlights those that the students/user has viewed by bolded and well, not-bolded text. Moodle offers something similar but at this point Desire2Learn is just plain easier to follow. I think this may come from a couple of different reasons. First it would be my guess that many of our younger students prefer avatars and the sense of the person added to posts when utilizing pictures. Secondly it’s probably something I as an administrator in Moodle have the power to change but have yet to work on.

Moodle is also different in the sense of logging in. With Desire2Learn the student logs in and sees courses which are available to them. Moodle users choose their course then log in, most often being able to view the titles of all the courses currently being offered through the platform. Listing each course on the main page can lead to disorganization but this doesn’t really present itself as an issue in Moodle as you are allowed to categorize courses. In the Moodle environment students can register themselves for courses or depending on the administrative setup may have to be registered by their teacher or administrator. So a bit different than Desire2Learn in that students can register and (as Melanie mentions) pay for courses on their own.

Even the student and data management are similar. Desire2Learn and Moodle both allow teachers and if turned on students the ability to track the habits of students and everything that they do in the environment. Something I wasn’t aware of until taking a Desire2Learn workshop was the ability of teachers/administrators to login as a student. I found the Moodle offers exactly the same option. The cynic may see this as an option for teachers to pretend to be a student for malicious purposes… although I guess this could happen the purpose I’ve really seen is the option to view what the student sees and view some of the chat/IM transcripts as to what the students have and are doing. Not to pretend to be them but to allow teachers and administrators the option to track what the student has been doing. Getting back on track to the assessment side, my experience has been that the Moodle side of management/assessment works just as well as Desire2Learn if not better with more components available all of the time.

I know that the people at Moodle are working on an e-mail component much like Desire2Learn offers but with the proliferation of e-mail account providers I just don’t see how that can be seen as a big advantage. Some areas that I’d like to know more about would be the virus protection that Desire2Learn says it offers. If you are running your Moodle on a server with that type of protection would/does it matter if Moodle itself doesn’t offer it? Some other components that are discussed as benefits of Desire2Learn are components that in 30+ credits with D2L I have never used. Such is the chat option, when it’s been the case we’ve always used Skype. With that thought, outside of the multiple windows, I just can’t justify moving towards a tool that offers specific advantages over another when those advantages are freely available and in some cases better than the pay-for option. An idea would be all of the tools our BSU class has implemented and used outside of D2L. Tech support, stability, I know…..

Knowing that Desire2Learn has more advanced features (do we even use them all?) in the end I still lean towards Moodle and the open-source community behind the project. Moodle allows you to add your own (if you have the skill) or download add-ins, components, and themes, when they are available and not when the next version comes out. I guess my final analysis is this: it’s a safe bet that experts knowledgeable in each system can advocate and sway us either way.

A sample: http://www.edtechmoodle.org

[tags]moodle, desire2learn, technology, technology4teachers, seanmartinson, sean martinson, education[/tags]

The reason I said that I was behind comes from viewing one of the examples that Microsoft had listed on its site (http://www.microsoft.com/windows/windowsmedia/technologies/producer.mspx) of what some are doing with Producer.  A Wylie school district nerd has his own explanation of what producer is, just a shade under 10 minutes and a very quick definition and example of Producer.  He makes reference of using something coming up in the Summer of ’02… so it’s safe to say that I’m a bit behind the game. http://www.microsoft.com/office/powerpoint/producer/demos/Wylie150/E-LearningProducerI_files/default.htm

The first thought I had of Producer was a cross between Microsoft Movie Maker and Powerpoint.  Being familiar with PowerPoint that portion of the project was much quicker than the rest.  The wizard made putting things together easy that is until I couldn’t get my webcam to show any video.  Now this goes to this program being commercial and catering to a much different community than the open-source where everyone lends a hand and helps each other.  It was impossible to find help for my particular problem.  I tried to update everything, get new drivers, pull out my hair… wait no hair….  I tried my new digital video camera but it didn’t work for this type of application.  It took more time trying to get video to work than all of the other portions (including writing this) combined.  Suffice to say the community supporting Microsoft stinks….

Why is it that the thing that finally works is always the last thing you try?  The way I worded that…. I know….  ;-)  Well, I tried an older camera that I have and things worked like a gem.  So once it was all working it was quick and easy!  View the show, it’s a bit over three minutes and shows what the program is much better than me writing about it.

Can you see the many implications?  For me it leveraged the prior purchases of all the network/hardware equipment including the camera and PowerPoint… so for this one there was no additional cost for me other than all the time troubleshooting.

Sample File:

http://www.seanmartinson.com/files/final_show.htm

You have to use Internet Explorer… nothing like Microsoft to offer something free but then make sure it only works with their programs.  I use Firefox but keep IE for things just like this.

Sean M.

[tags]technology,   technology4teachers,   seanmartinson,   sean martinson,   education[/tags]

Check it out: http://www.youtube.com/watch?v=uK6sIJWK7hw

[tags]youtube, technology4teachers, seanmartinson, sean martinson[/tags]

Want to do something on a PC? Chances are you are going to have to buy software that costs extra, nothing worth a dang seems to come preloaded. PC=Cheap? Here’s a reason, they don’t do much right out of the box!

[tags]apple, mac, pc, technology4teachers, seanmartinson, sean martinson, education[/tags]