Toys, toys, toys. I'm unashamedly like a kid at Christmas when I buy a new gadget and look at ways it can further enhance learning in my classes. Latest acquisition – iPod Touch. And I'll assume you'll ask the same question most others do, why not an iPhone? Quite simply, this was a purchase with funds allocated to me through various grants and activities but needs to be used on educational gadgets. An iPhone was a possibility but then I would have needed to pay the monthly subscription, and that wasn't necessary in my current situation.
As I explore all that the iPod Touch can do, I don't think I'm missing much by not having an iPhone. Sure I'm reliant on wireless networks I have access to, but the 2 main places I'll use this have them. So for now the big exploration is how to sync all my existing services to the iPod Touch. As I learn, I'll record it here.
Some inspirational teachers I'm looking to learn quite a bit off include Jonathan Nalder and Toni Twiss. See their blogs for a range of great ideas in mobile learning.
Sunday, October 26, 2008
Linux learning.
Its been an eventful week for my development in all things ICT. Steep learning curves abound with adventures in linux, iPod Touch and other wonders.
I've often thought of learning linux, as my only OS experience is in Windows. To this extent I had even downloaded a couple of live CDs, but hadn't played with them yet. This all changed early in the week when a student brought her laptop into me complaining it wouldn't start. I don't have a computer repair business but do a lot of repair work for friends. This laptop was by far the most difficult problem I had worked on. Despite having worked on a few computers, I'd never had to deal with a bluescreen of death. Well, this is where the fun began.
Some research into the stop error resulted in a couple of suggestions that required deletion of a hidden file. However this was no ordinary hidden file that could be accessed through normal interfaces. It needed command line work. Now this was exciting. Not since the days of running around in DOS 6 have I done any command line work. And never had I done it in linux. So I tried my live CDs (Knoppix and Ubuntu) and explored the OS while I had the chance. However neither of these systems would find the required file, and at times had difficulty mounting the drive volume.
Some further research saw me download the System Rescue CD, and at this moment I don't even know what linux distro it is!! However, this allowed the drive volume to be mounted and found the offending file. End result – Shane played a lot with simple command line work in linux, and flash looking laptop works again!
This has me inspired. I will soon receive a laptop as part of Queensland's Computer for Teachers program, so I might return control of my EeePC back to linux. Its something I'd love to show students, so they can experience it and understand there are more than 2 OS options out there.
I've often thought of learning linux, as my only OS experience is in Windows. To this extent I had even downloaded a couple of live CDs, but hadn't played with them yet. This all changed early in the week when a student brought her laptop into me complaining it wouldn't start. I don't have a computer repair business but do a lot of repair work for friends. This laptop was by far the most difficult problem I had worked on. Despite having worked on a few computers, I'd never had to deal with a bluescreen of death. Well, this is where the fun began.
Some research into the stop error resulted in a couple of suggestions that required deletion of a hidden file. However this was no ordinary hidden file that could be accessed through normal interfaces. It needed command line work. Now this was exciting. Not since the days of running around in DOS 6 have I done any command line work. And never had I done it in linux. So I tried my live CDs (Knoppix and Ubuntu) and explored the OS while I had the chance. However neither of these systems would find the required file, and at times had difficulty mounting the drive volume.
Some further research saw me download the System Rescue CD, and at this moment I don't even know what linux distro it is!! However, this allowed the drive volume to be mounted and found the offending file. End result – Shane played a lot with simple command line work in linux, and flash looking laptop works again!
This has me inspired. I will soon receive a laptop as part of Queensland's Computer for Teachers program, so I might return control of my EeePC back to linux. Its something I'd love to show students, so they can experience it and understand there are more than 2 OS options out there.
Monday, October 20, 2008
Concept maps.
As mentioned in an earlier post, I am exploring the world of concept maps. Currently my software of choice is CMaps. Its simple to use, and if I can get the server component running, it has a discussion thread. Now that could be really useful in class.
So how am I using them. At the moment, I'm building concept maps as a planning stage for my units of work. I'd like them to be clear enough to be presented to students in conjunction with the unit outline, but I fear my use at the moment is not as sophisticated as it should be. The key bonus, is that concept maps will more clearly represent the complex inter-relationships that are common fodder for study in Health Education.
There are many other concept map programs out there. My school site has Inspiration installed locally, and of course there are many web versions. CMaps is the first one I've trialled and for now is all I need. Plus it runs as a portable app, which as you know is important to me.
So how am I using them. At the moment, I'm building concept maps as a planning stage for my units of work. I'd like them to be clear enough to be presented to students in conjunction with the unit outline, but I fear my use at the moment is not as sophisticated as it should be. The key bonus, is that concept maps will more clearly represent the complex inter-relationships that are common fodder for study in Health Education.
There are many other concept map programs out there. My school site has Inspiration installed locally, and of course there are many web versions. CMaps is the first one I've trialled and for now is all I need. Plus it runs as a portable app, which as you know is important to me.
Tuesday, October 7, 2008
What is notetaking for today's student?
I've recently read a blogpost about the importance of note taking as a skill for independent learners. You can read the original here. This got me thinking, what is note taking for today's learner. To respond to this I've reflected on my own approach to independent learning and practices I attempt to develop in my classes.
There are many note taking applications available - OneNote, Evernote, Google Notebook to name a couple. Each of these provides a way of taking notes and linking to information on the web. Personally I use Evernote, however encourage my students to use Google notebook. Why, I want students to access their notes regardless of equipment and I need to take notes when offline.
But, think beyond physically typing or writing notes. There are other processes I believe could be considered part of note taking. Tagging and bookmarking, if done productively, can be a powerful method to organise your information. There are social sites that allow you to learn from others in this regard. Some sites take it beyond simple tagging and allow a level of interaction with the information. With my Diigo account, I can highlight and comment on web information, and other Diigo users can view and respond to my highlighting and commenting. This provides a powerful way to engage learners with research and notetaking.
Stephen Downes refers to the use of images for note taking. This could be as simple as photographing the whiteboard / learning in class (something I do regularly), or storing pics of objects that relate to a concept or thought process. Extend the concept of photographing the whiteboard, and use an electronic version (interactive or online) and save the whiteboard as an image. This can be stored and tagged.
Concept maps are also a method of representing information. I am only now beginning to realise the potential of a concept map / mind map.
I believe note taking has moved well past the traditional thought of one place to store typed / written text. What needs to catch up is a teacher's concept of notes to allow this multiple faceted approach. When we say a student can bring notes into the exam room, what do we physically allow them to bring?
There are many note taking applications available - OneNote, Evernote, Google Notebook to name a couple. Each of these provides a way of taking notes and linking to information on the web. Personally I use Evernote, however encourage my students to use Google notebook. Why, I want students to access their notes regardless of equipment and I need to take notes when offline.
But, think beyond physically typing or writing notes. There are other processes I believe could be considered part of note taking. Tagging and bookmarking, if done productively, can be a powerful method to organise your information. There are social sites that allow you to learn from others in this regard. Some sites take it beyond simple tagging and allow a level of interaction with the information. With my Diigo account, I can highlight and comment on web information, and other Diigo users can view and respond to my highlighting and commenting. This provides a powerful way to engage learners with research and notetaking.
Stephen Downes refers to the use of images for note taking. This could be as simple as photographing the whiteboard / learning in class (something I do regularly), or storing pics of objects that relate to a concept or thought process. Extend the concept of photographing the whiteboard, and use an electronic version (interactive or online) and save the whiteboard as an image. This can be stored and tagged.
Concept maps are also a method of representing information. I am only now beginning to realise the potential of a concept map / mind map.
I believe note taking has moved well past the traditional thought of one place to store typed / written text. What needs to catch up is a teacher's concept of notes to allow this multiple faceted approach. When we say a student can bring notes into the exam room, what do we physically allow them to bring?
Friday, October 3, 2008
Health Ed 2.0
I'm embarking on a particularly exciting personal trial in my senior Health Education class next term. I have been promoting to them all year the benefits of collaboration and persistent communication in development of knowledge. Although I've not yet specifically discussed connectivism or networked knowledge, the concept is becoming familiar to the students.
I am incorporating a number of web technologies to enable greater learning within our group. To do this, I am using a number of tools for specific processes that will increase their interaction with each other in then learning. To the students, learning a new tool will no doubt be exciting, however it is the purpose behind the tool that is important.
Firstly, the course will be outlined on a public Google Calendar. The calendar will identify lesson occurrences and what is to be covered in that lesson. If files are uploaded to web spaces, links will be provided here. My planned absences from the class will also be highlighted. My intention is that during an absence students access the course calendar and relevant files so they can continue to work. Eventually I will open the calendar so the students can edit, adding in their known absences or other important dates I may need to consider.
I will be using Diigo to allow collaborative research. I love the Diigo Educator account, I only wish I had known it was a possibility before I sat the class through signing up. (This is a difficulty at our school as student emails are disabled, and popular webmail blocked by filters.)
I've established a public Netvibes page as a central portal for our information. Blog feeds are the most common items here. I'll create tabs for each unit we study, and add blogs that are relevant. I will also set up an RSS feed for the lesson materials.
A more personal blog, with thoughts of teaching this class in particular, will be accessed on the front page of the public netvibes. This is a chance for me to discuss with them my plans and reflections without taking up valuable learning time. They can read and respond to this as they wish. Their comments are not able to be viewed by the public for safety reasons.
Finally, I'm going to use dabbleboard as a psuedo-back channel. This will be a space for them to post questions and comments, and at the same time allow all of them to respond to the questions or comments. Any unanswered questions will be answered by me after the lesson, and the board saved.
My ultimate plan is to have us as a group learning regardless of time or space, and independent of me identifying next actions. Only time will tell if this is successful or not, however in my early discussions with the students they seem excited by the developments.
I'm currently building a slideshow and concept map to represent these ideas, and will post them as they are finalised. For interest, the map at this stage is below;
I am incorporating a number of web technologies to enable greater learning within our group. To do this, I am using a number of tools for specific processes that will increase their interaction with each other in then learning. To the students, learning a new tool will no doubt be exciting, however it is the purpose behind the tool that is important.
Firstly, the course will be outlined on a public Google Calendar. The calendar will identify lesson occurrences and what is to be covered in that lesson. If files are uploaded to web spaces, links will be provided here. My planned absences from the class will also be highlighted. My intention is that during an absence students access the course calendar and relevant files so they can continue to work. Eventually I will open the calendar so the students can edit, adding in their known absences or other important dates I may need to consider.
I will be using Diigo to allow collaborative research. I love the Diigo Educator account, I only wish I had known it was a possibility before I sat the class through signing up. (This is a difficulty at our school as student emails are disabled, and popular webmail blocked by filters.)
I've established a public Netvibes page as a central portal for our information. Blog feeds are the most common items here. I'll create tabs for each unit we study, and add blogs that are relevant. I will also set up an RSS feed for the lesson materials.
A more personal blog, with thoughts of teaching this class in particular, will be accessed on the front page of the public netvibes. This is a chance for me to discuss with them my plans and reflections without taking up valuable learning time. They can read and respond to this as they wish. Their comments are not able to be viewed by the public for safety reasons.
Finally, I'm going to use dabbleboard as a psuedo-back channel. This will be a space for them to post questions and comments, and at the same time allow all of them to respond to the questions or comments. Any unanswered questions will be answered by me after the lesson, and the board saved.
My ultimate plan is to have us as a group learning regardless of time or space, and independent of me identifying next actions. Only time will tell if this is successful or not, however in my early discussions with the students they seem excited by the developments.
I'm currently building a slideshow and concept map to represent these ideas, and will post them as they are finalised. For interest, the map at this stage is below;
Subscribe to:
Posts (Atom)