I am sure some of my CLMOOC friends would like to join in on the RangerMe impromptu make. So, here is a tutorial using the free but powerful PicMonkey photo editing. I chose online so that it can cross platforms.
Last week, I facilitated a Digital Writing Marathon through our Western Massachusetts Writing Project. Part of the intent was to invite folks from various ongoing WMWP initiatives together to play and tinker and reflect on technology.
I began by sharing the Gary Hayes Social Media Counter as a visual reminder of why we need to be at least considering the impact of technology on the lives of ours students. This sparked a discussion about the Media Lives of young people, and the important role that teachers play in helping students navigate technology.
We then moved into some collaborative writing, and we riffed off the recent #celebrateteachers concept of teachers writing about educators who influenced their lives. I really love this kind of reflective writing, and we used a simple Google Slides format to collaborate together on a single presentation. Although nearly everyone in the marathon has Google Apps for Education in their school, very few have tapped it for its collaborative power, and this activity sparked some great conversations about possibilities for shared projects and more.
From collaboration, we shifted into identity in digital spaces, and how best to help students think about how they represent themselves — and protect themselves — in various social spaces they use outside of school. I brought the group from the Digital Marathon into our Bitstrips for Schools space, and we spent some time making avatars to represent ourselves, and then shifted into how teachers might use online webcomic sites for engaging writers. Bitstrips was a hit, with lots of laughter and making. I wrote about the next activity the other day, as a WMWP colleague led us through an activity that turned a math word problem into a Google Sheets learning experience and ended with a video essay format to check for understanding.
We then moved into the world of coding and programming as literacy practice, and I introduced the Hour of Code and the Flappy Birds game activity that ends in the creation of a Flappy Bird game. I framed it as another way to engage students in technology in a meaningful way. This activity was sort of hit or miss, as some seemed to get bored with it or not all that interested in programming elements (whereas my students get highly engaged).
Finally, I showed them Padlet as a place for exit tickets and reflection, and I asked them to leave some thoughts on technology and learning, and a few knew of Padlet, but many did not.
The day went by quick, even for four hours of PD, and I think it had just enough balance of play and reflection to make a ripple in some classrooms this fall.
Peace (in the tech),
PS — here are some extension activities I put in play for them. We never got to them, but they have our website to refer back to and share with colleagues.
The Internet global network is a phenomenon of technological civilization, and its exceptional complexity surpasses anything mankind has ever created. In essence, what we are dealing with here is a huge quantity of utterly unstructured information. The Internet map is an attempt to look into the hidden structure of the network, fathom its colossal scale, and examine that which is impossible to understand from the bare figures of statistics.
The Internet Map is an interesting site that calculates the connections made of people moving between websites to create a visualization of the Internet. Sort of.
As the developer says:
The Internet map is a bi-dimensional presentation of links between websites on the Internet. Every site is a circle on the map, and its size is determined by website traffic, the larger the amount of traffic, the bigger the circle.
Use the search engine at the Internet Map to look up countries and you quickly notice a trend: Google is everywhere. Seriously, if we open up our definition of Public Space to include the Internet (which we should), then it becomes clear rather quickly how enormous a reach Google has on the world through our search engines.
What does it say about us that we let a private, for-profit company have such a hold on the public sphere? It says we (me, too) value speed and convenience over privacy and data protection. It says that most of don’t even recognize the changed world from this vantage point because we don’t take the time to see the world this way.
But if the Internet is a public domain, or if it should be, then we all need to do more to protect that space from the encroachment and control of private companies. Are governments up to the challenge? Not likely. That just means we, the people of the world — the People of the Internet — need to be more vigilant and informed about our elected officials. We need to ask questions about privacy and Internet freedoms and more.
I also came across an interesting chart in a post the other day. It is entitled “Where the Internet Lives.” While the focus of the piece was on the visualization of who has connectivity, I kept wondering about the opposite: who does NOT have connectivity and what does that mean for the future of those places? I’m not saying the world is turning on technology alone, but lack of access should be a major concern of all of us.
The facilitators of this week’s Make Cycle of Making Learning Connected MOOC are encouraging folks to use digital storytelling to capture and document the public spaces around them. I’d encourage the use of the free Adobe Voice app, which has to be one the most simple-to-use digital story apps I have come across.
Here, I took my boys (and our dog) to Chapel Falls, a remote series of waterfalls perfect for swimming and the returned home to document our fun day.
Peace (in the outdoors),
PS — this kind of Make will also be perfect for next week’s Make Cycle (hint)
First of all, it solves my own puzzle around teaching Rube Goldberg contraptions: how to move from the visual literacy component of systems thinking and design to having students construct a contraption without spending weeks on a project? And how to move even more science, and Next Generation Standards, into our writing class in an engaging way?
Second of all, Contraption Maker folks reached out immediately to an email I sent them via the educator section of their website. Seriously, Deborah, their helpful educational outreach person, was responding not long after I sent a query with helpful advice on how to get started. And they gave me a free license. Listen: I’m not that special. They apparently are giving free licenses to teachers … and licenses for all classroom computers for students!
Say that again? Free for schools? Yes. I guess they make money when kids get hooked and want it at home, which is where a family would have to purchase a license. I’m fine with that model.
Third, I was pleasantly surprised that you can record a video of your contraption in real time and export it to YouTube for sharing out (see above). It was a great motivator for me as I was tinkering. There is also multiplayer mode.
Now, the Contraption Maker program is a software download, so keep that mind, but there is a teacher dashboard for keeping track of student progress and work, and plenty of video tutorials, and it has play modes and design modes (my focus) as well ways to go even deeper into the code design (I think … still going over it all).
One of the more important questions of digital literacy, if you ask me, is how do we curate what we make into something manageable and something reflective. I have yet to come upon the perfect tool. I use Diigo’s Outliner at times. I keep a few magazines on Flipboard. Storify works for some things, and not for others. I could go on and on.
I noticed that Google recently unveiled a part of Google Plus called Collections. The Google folks suggest it is a way to gather up posts and images and more from Google Plus into something more manageable and shareable. (It’s also part of their push to give more preference to Google Photos and move away from Google Communities, I think.)
Last week, as I was working on a poem through various media in the Making Learning Connected MOOC, as part of the reMEDIAtion effort, I decided to give Collections a try, to see if it would help with curation of the work I was doing.
I don’t know. It’s OK. Just OK.
I was able share links, and add some reflections to put the piece into context. But I didn’t like I could not tinker with the order of posts, nor that I can’t seem to share the Collection outside of Google Plus (no doubt, part of Google’s plan to keep us inside the Google walls.) Try this link. Tell me if it brings you to my collection. Thanks.
But “Just OK” is not really all that good enough, right? Still searching for the perfect curation tool of the digital age. I am open to suggestions.
It’s always exciting when the first Make Cycle of the Making Learning Connected MOOC kicks off, and yesterday, it finally did. The faciliators — two colleagues from the Tar River Writing Project — of the Make Cycle want to do a little twist on how we go about introducing ourselves, by bringing a sort of media mediation into the mix.
The theme this week is Unmaking Introductions. Let’s consider the ways we name, present, and represent ourselves and the boundaries or memberships those introductions create.
Among the suggestions to explore is to slice up and glitch some media. I see the use of intentional glitch as a way to upend our expectations of media, to turn the expected into the unexpected, and maybe find something new in the mix. It’s interesting because we often think of a “glitch” as something broken (like in the clip above, where her glitch is later what saves the day). But mistakes and miscues, and the unexpected are what makes life interesting.
So for this activity, I turned to a few apps to help me out, including one called Fragment that does what it sounds like — it takes apart images and reconstructs them back into unusual images. (It was free when I got it.)
I began with a photo of me and my dog. I use the handle/moniker Dogtrax in a lot of social media spaces. It has nothing to do with dogs, although I often make canine-inspired jokes. You can read more about my nickname here, if that interests you. Hey, I do love dogs. (Cats are cool, too, so no hate comments, please). And my dog, Duke .. he is pretty cool. He puts up with a lot from our family. (We feed him, so that helps).
So I took this photo of Duke and I in repose. He seems like he is thinking: Sigh, here we go again:
and made this with Fragment. I was really trying to find a ways to layer our faces in different ways and I love that Duke’s nose just hangs out on the edge of the frame on the right:
and then this collage with another app. The bottom right image was done in another app, and it was another image where my eyes look up. That simple movement changes the flow of the collage, don’t you think?
and then I used an online site called Image Glitch Experiment suggested by Make Cycle facilitators for creating “glitch” images to make this version. The small bands of color seem to me as if there is a television set going, and the lower half of the screen — all dark — changes the composition of the image, too, giving contrast to the light.
I’ll keep exploring how media impacts identity. It’s an intriguing topic.
I am reading Teaching Naked (about how best to use technology at the university level while maintaining strong in-class connections with students) with some other folks in and out of social media spaces, and while I will be missing Twitter Chats and face-to-face gatherings, I still feel connected in my own way.
This week, I saw and shared this post about Summer Reading Challenges for students at Educator Innovator, and sent the link forward. I haven’t perused all of the projects that harness video for understanding literature, and making cool stuff.
But I thought it might be intriguing to do a digital story with quotes from Teaching Naked that I have been sticky-noting (is that a word? No red squiggle there) as I have been reading, as my version is a borrowed library copy of the book. I turned to the easiest app (and it is free) I know to make digital stories: Adobe Voice.
But I am not done yet. It occurred to me that my own voice is missing, so I am going to work on layering in some commentary in a second version of this project later this week. I’ll see how it goes. The idea is to push technology in a different way.
Whenever I went to see if I might glimpse at what was going on in the Facebook group for the Rhizomatic Learning adventure, this is what I would see:
The wall. The gate. The closed door.
It’s been intriguing being a complete outsider to the Facebook experience for both Rhizo14 and Rhizo15. I have a personal aversion to Facebook that I won’t get into here, other than my belief that Zuckerberg and company are privacy pirates not fit to own my media, and so, I knew both times (Rhizo14 and Rhizo15) that many conversations were unfolding in a space I was not in, and sometimes wondered:
What are they talking about over there?
When we consider open learning experiences, we are told (as participants) and we tell others (as facilitators) to “use the space you are in” and branch out from there. But I wonder if, even with a blog hub like Dave’s posts for each learning cycle and all the efforts to pull the disparate parts together to re-align the thinking, we aren’t being exclusive at the same time of being inclusive. Can we be both? I don’t know. I think so.
I am intrigued by the notion of being an active insider in at least two spaces (Twitter and GPlus) but a complete outsider in a third space (Facebook). Reading the comments of some folks who have bveen writing in a collaborative document about how positive Facebook has been to their Rhizomatic Learning experiences, I realize only now, later, how rich those conversations must have been. And what people did I miss entirely? Are there whole swarms of folks who engaged in Facebook but nowhere else whose ideas could have informed my understanding? I suspect, the answer is yes.
I find myself reading echoes of the past, trying to connect the dots from these reflections to my own experiences, and noticing the gaps, too late. Or not. My own experiences were rich with content and connections, too.
While the Rhizomatic Learning Facebook group was open, it was only open if you were in Facebook, and unless I became a member (and thus, had to join Facebook … not happening … see above), I could not view the conversations unfolding there in FB from the outside.
The “Log into Facebook” screen that greeted me when I followed a link was like a locked door, and I did not have the key, and was unwilling to pay the price to be let in. I find it an interesting and intriguing dilemma of open learning: the social media place where the most people are in is the very social media place that keeps the most people out.
Peace (tossing balls against the wall of Facebook),