Feels a bit like the cart before the horse...as I've yet to start "social bookmarking." ("social" definitely seems to be the defining characteristic of Web 2.0...although I still wonder how "social" it really is...)
I'm keen to get started, however, as this may get me closer to the tool or application I'm after...one that will synthesize and streamline life, work, on-line resources and interests, etc.
My brother (who's much more in the world of computers than I am) were discussing this very thing last night...and his take is that we still haven't "arrived" at synthesis yet...so this year's best or favorite tools will likely become obsolete within a few years. He's probably right.
In the meantime, however, we can tag, which seems helpful and relatively painless. I especially like the fact that social bookmarking sites are not limited to one computer. This should be very helpful to me, especially as we will likely soon be moving to a place with a fairly high rate of crime, and concerns about having laptops stolen, etc.
I understand all the emphasis on good tagging, as being thoughtful on the front end will make using social bookmarking much easier and more helpful in the long run. Being logical and balanced in tagging will also, hopefully, make us more helpful to others (and less of a target?)
who see and view our tags.
Wednesday, February 11, 2009
Tuesday, February 10, 2009
Personal Learning Networks (Thing 18)
I have to admit, I'm beginning to have a little trouble keeping this all straight...blogs vs. wikis vs. feed readers vs. personal learning networks, etc.
There seems to be more than a bit of overlap, and I'm trying to decide which ones will ultimately be most helpful.
Personal Learning Networks, at first glance, seem to be one of the better options for professional development. In some ways, it could be a way to extend those "staff room" discussions to a wider audience, and get some real help for real questions. Another advantage would be solicit helpful resources, on a certain topic, without necessary knowing of their existance. It's like your subconcious mind doing a google search on your behalf...
I suppose the problems with a PLN are not unlike that of any social network (or social institution). How to keep the communication relevant and edifying, how to determine what is good and what is bogus, how to understand--really--what is being said, and why.
There seems to be more than a bit of overlap, and I'm trying to decide which ones will ultimately be most helpful.
Personal Learning Networks, at first glance, seem to be one of the better options for professional development. In some ways, it could be a way to extend those "staff room" discussions to a wider audience, and get some real help for real questions. Another advantage would be solicit helpful resources, on a certain topic, without necessary knowing of their existance. It's like your subconcious mind doing a google search on your behalf...
I suppose the problems with a PLN are not unlike that of any social network (or social institution). How to keep the communication relevant and edifying, how to determine what is good and what is bogus, how to understand--really--what is being said, and why.
Saturday, February 7, 2009
More Web 2.0 (Thing 17)
I did poke around the top sites quite a bit, but I have to admit right now I'm completely captivated by last.fm...a music site which compiles favorites, plays them, and also gives recommendations. I could listen to this one for hours.
I am really not sure about the merits of this site for school, except perhaps to find common ground with my students. I have found that knowing some of their music goes a long way (in a short time) to connecting with them. Perhaps I could even get them listening to some good (slightly older?) music, rather than some of the redundant, flash-in-the-pan stuff on the pop charts (notice: I said "some":)
I am really not sure about the merits of this site for school, except perhaps to find common ground with my students. I have found that knowing some of their music goes a long way (in a short time) to connecting with them. Perhaps I could even get them listening to some good (slightly older?) music, rather than some of the redundant, flash-in-the-pan stuff on the pop charts (notice: I said "some":)
Stifled by Education ? (Thing 16)
I was more impressed by the second video than the first, although I think the first deserves a response...
While I agree that education is too lecture-paper-test-driven, I believe there is still a place for those things...even for those who may not enjoy them so much.
No matter what, we all still need to develop abilities in listening, processing, and written expression. At the same time, we do need to find ways to reach our students where they are, and to develop latent, but valid talents they may have.
The second, a talk by Mr. Robinson from the TED, was quite engaging and stimulating. He's quite right, although I would say the same in response. Our primary job is not to create university professors...but we should still teach and prepare those who will be. The important thing to remember is that "school is not all of life"-- there's much more out there.
While I agree that education is too lecture-paper-test-driven, I believe there is still a place for those things...even for those who may not enjoy them so much.
No matter what, we all still need to develop abilities in listening, processing, and written expression. At the same time, we do need to find ways to reach our students where they are, and to develop latent, but valid talents they may have.
The second, a talk by Mr. Robinson from the TED, was quite engaging and stimulating. He's quite right, although I would say the same in response. Our primary job is not to create university professors...but we should still teach and prepare those who will be. The important thing to remember is that "school is not all of life"-- there's much more out there.
Friday, February 6, 2009
Using podcasts (Thing 15)
I see many potential uses for podcasts. The first would be to assign students to listen to/view specific podcasts outside of class for response or discussion. The advantage of podcasts over reading articles would be less paper (eco-friendly), less cost, ease of use (students could listen on bus, in car, on bike...perhaps), as well as being friendly to students who struggle with reading.
Another use would be as a research tool. I will begin to allow podcasts as a source on research projects, and perhaps require students to use at least one.
That said, it may even make sense to allow/ require students to create a podcast...versus a traditional oral or written presentation.
There are two major obstacles that I can see. The first is technology, and the requirements on students to own a device (or bring it to school!), which could be a problem. One way around this would be to have cheap, simple MP3 players available as part of student school supplies (sold in a school bookstore, for instance). These could even be kept by the teacher until the end of the day.
Another obstacle would be the "other"content that could be accessed and used alongside or instead of useful content. This is a more serious concern, but I imagine there are some ways to filter the content accessed, as well as "check up" on what students have on their players. (Random confiscation, perhaps?:)
Another use would be as a research tool. I will begin to allow podcasts as a source on research projects, and perhaps require students to use at least one.
That said, it may even make sense to allow/ require students to create a podcast...versus a traditional oral or written presentation.
There are two major obstacles that I can see. The first is technology, and the requirements on students to own a device (or bring it to school!), which could be a problem. One way around this would be to have cheap, simple MP3 players available as part of student school supplies (sold in a school bookstore, for instance). These could even be kept by the teacher until the end of the day.
Another obstacle would be the "other"content that could be accessed and used alongside or instead of useful content. This is a more serious concern, but I imagine there are some ways to filter the content accessed, as well as "check up" on what students have on their players. (Random confiscation, perhaps?:)
Podcasts (Thing 14)
There are great possibilities for this one. Not only are they free, which is very attractive from a budgeting standpoint, but they are so portable and impossible to destroy. I can see many of the non-to-poor readers consuming a podcast (or three) before they would ever make it through a reading assignment.
I found these podcasts on on-line safety/ predators quite well done, and relevant to every student who uses social networking sites, especially:
http://www.internetsafetypodcast.com/
I also was drawn to sites which feature oral storytelling, such as griddlecakes
http://www.griddlecakes.com/griddleplayer/index.html
or particularly "This American Life," (NPR) which is very well done, although not all content is well-suited for "kids." http://www.thislife.org/Radio_Podcast.aspx
It's my opinion that the art of storytelling (and public speaking in general) is not really being taught...and is a vital skill for both career succes and relationship.
I found these podcasts on on-line safety/ predators quite well done, and relevant to every student who uses social networking sites, especially:
http://www.internetsafetypodcast.com/
I also was drawn to sites which feature oral storytelling, such as griddlecakes
http://www.griddlecakes.com/griddleplayer/index.html
or particularly "This American Life," (NPR) which is very well done, although not all content is well-suited for "kids." http://www.thislife.org/Radio_Podcast.aspx
It's my opinion that the art of storytelling (and public speaking in general) is not really being taught...and is a vital skill for both career succes and relationship.
Tuesday, February 3, 2009
Thing 13
Another nifty tool, this. Over the past few years, I've had several occasions to speak to various groups, and often used a slideshow to complement my talks. Although some of these talks were recorded, I've never had a way to include the slideshow...except to attach it personally by e-mail, or give it via flashdrive. Until now.
In theory, I could include an MP3 file of the talk, and sync it with the slideshow. Although I have to admit it does make me a bit nervous to have a presentation meant for a particular group "out there" for anyone to consume...out of context.
This particular slideshow comes is adapted from a talk I did on some major figures in the modern era of scripture translation...except for the last two, which are in there by way of comparing and contrasting the movement to split the atom and to translate scripture into every known language.
Thing 13
In theory, I could include an MP3 file of the talk, and sync it with the slideshow. Although I have to admit it does make me a bit nervous to have a presentation meant for a particular group "out there" for anyone to consume...out of context.
This particular slideshow comes is adapted from a talk I did on some major figures in the modern era of scripture translation...except for the last two, which are in there by way of comparing and contrasting the movement to split the atom and to translate scripture into every known language.
Thing 13
View more presentations from Eric .
Subscribe to:
Posts (Atom)