D2L Engaging Digital Learners Session

The following are notes from a presentation on how to engage the facebook, wii, ipod, iphone, youtube generation in online learning

http://www.uwsa.edu/d2l

fusion.guest
fusion.guest

put file type (like wmv) in the search line

"skating babies-evian" for marketing example

Cbox let's you embed a discussion thread under an embedded video (create a widget for the Cbox that allows you to embed in D2L)

If you rip a segment from a video (turn on closed captioning before burning then you make it more accessible)

Caption Sync?- text writing closed captioning program? She wasn't sure of exact name, but worth checking.

I spring Free? for powerpoint (embeds, links to flash file, so need to have original powerpoint file too)

Freeplaymusic.com royalty free site

Camstudio, wink, jing They used camtasia

statcounter.com (counts hits) for tracking how many students opened the video (transripts) put the code on every page (use template from dreamweaver to make it easier?)

Dabbleboard -- whiteboard can record program

Animation--usually uses Flash for Interactive animation can allow students to manipulate and choose course of action Interactive Game templates http://facstaff.uww.edu/jonesd/games/index.html

GRAPHICS
Breaks up text-keeps it visually interesting--helps highlight/accent/compliment text

Check out these sites to find royalty-free images:
Free downloadable photos:
http://www.sxc.hu/
http://www.morguefile.com/
http://www.fontplay.com/freephotos/
Free downloadable animated graphics: http://www.gifs.net/gif/
Microsoft Clipart (also has many photos): http://office.microsoft.com/en-us/clipart/default.aspx

Picnik.com FREE, EASY--Can resize pictures/graphics that are too large after copying.

For wrapping text around photo in html code (insert attributes):
Code for floating images/wrapping text:

style=padding-right:5px;float:left

"This code will make the picture line up on the left side of the screen. To make the picture line up on the right side, simply switch around the words right and left. This code can be added to the code in an HTML editing software like Dreamweaver, or directly into D2L's HTML editor. In the D2L HTML editor you have two means to add the code:
In the editing mode of a course document, on the Advanced tab, click Edit HTML Source (lower left side of window), and type the code code within the code for the image. Make sure to save your edits.OR
In the editing mode of a course document, on the Advance tab, click on the image already inserted, click Insert/Edit Attributes on the editing toolbar, and type the code in the Style box (minus the style=" " portion of the code, e.g.: padding-right: 5px; float: left), click Insert, and Save.

AUDIO
Audacity (free) with microphone

Use audio feedback that can get upload back to a dropbox after word document (Can add that option unto Office so it becomes an icon on task bar)

POLLS
One way we can quickly gather feedback from our students online is to use polls. You can either use PollDaddy or Qualtrics to provide polls.

D2L lodestar

Creating Interactive Course Content with LodeStar
Presenters:
Guntis Dombrovskis
Ali Serrioz

Easy to create templates and learning objects are interactive

Tools:
Timeline (biography, course schedule)
Brancher (case studies, scenarios) can have content (text and/or video) can take you back or forward depending on how students answer (provide additional information)

Teach Act

Presenter
can also add quizzes

Flash cards

Skorm needs to be turned on at the CAMPUS level then we can get reports for grading the items (like crosswords)

D2L "Free Software for Creating Learning Objects"

Handout is accessible at fusion website

CLODS: creating learning objects that don't suck

Office Software:
Googledoc
Openoffice

Photoediting:
Picnik
Gimp

PDF Creator

Presentation
Prezi

GOOGLE DOCS:
facilatates collaboration between students
can flip back to previous version of docs
Gears (add on function)
students have google account without gmail account (just need an email address of some sort)

TO PUBLISH to LOR
Save google doc as MS Office file type or PDF then publish

OPEN OFFICE.ORG
open source office suite
create/manipulate office files without MS Liscenses (but have to download)
More feature rich than google doc
Suite does offer writer, (word equiv, calc: excel equ, impres: Ppt equ, draw: equiv to vecot graphics, math: edit equations, and one more I missed)

Audacity:
recording and editing sounds
recording lectures or instructions
numerous types of sound editing
save as /edit mp3, wav, aiff
relatively simple interface
to publish to LOR: save as mpg, wav, aiff file then publish or embed into content topcs then publish

Wavepad--out of Australia--has MP3 software already in it so no extra downloads are needed vs audicity (oops--new version apparently does now convert files)

Camstudio
screencasting software
record screen and audio actiities, save as avi
numerous recording features
ideal for recording
simple interface
yellow highlight circle on screen demonstration
comes out as avi file (can save as swf file--but that's not editible)

Free compression sites for large files (vcompression, compression.org, quicktime pro, )

Slideshare.net (will host powerpoint presentations) link as URL

Screentoaster.com (can add voice saves as quicktime)

PHOTOEDITING

Picnk: online photoediting sofware--simple edits and touchups
integration into online photosharing accounts
"freemium" model
simple to use
can take a pic from facebook (save back or on computer)

GIMP.org
along the lines of adobe
feature rich
graphic design and photo enhancement
interface a little more complex but more features come with that
save to local drive then upload
alot of tuturials online at youtube and and text online for how to use gimp

ACCESSIBILITY

AccessApps
over 53 ms window aps
EduApps--which also features teachaps and studentaps
Reading and writing resources
Can paste text into it and save in screen reader voice (computer) embed audio for students with special needs
Visual support--virtual magnifying glass
Save all this onto a USB stick?

PDF CREATOR
"print" documents to pdf (can convert document: file, print as pdf, converts it)

PREZI.COM
zooming features
illustrates relationships (flow chart or map) between objects (circular bubble flow)
flash file


OTHER LINKS WITH VALUABLE ELEARNING RESOURCES:
Paul's elearning Resources
Using ICT in Further Education
Digital Resarch Tools (DiRT)


Minddomo?

D2L Michael Wesch

Fusion started last night with an unconference in St. Paul. Unfortunately, there was a nasty accident on I-94 which caused the highway to be closed for 9 hours and I was stuck in that midst of the backup. It took me over two hours to go 9 miles and over 4 hours to get from the Clearwater cut across to the unconference (what should take just over an hour). So unfortunately I missed the presentations at the unconference but was able to get in on the social networking.

I was able to get a little time to work on my class last night after getting back to the hotel as the morning registration went from 9 to noon. After a quick lunch we had an award presentation and now...

Michael Wesch
moving from encouraging students to be knowledgeable to knowledge-abled.

Cultural Anthropologist. Talking about his experience in Guinea. "My little America"--cocoon with sleeping bag he'd surround himself with at night (keep out critters).

If you don't have writing and you live in a village where everyone knows everyone, people don't have names--defined by relationship. Caused issues to census takers number talk.

Media are not just means of communication--media mediates relationships (they are relationships)
"M.M.: "We shape our tools, and thereafter our tools shape us"--new ways of connectng and building relationships, building our community.--Bring that into our classroom

Michael Wesch: "The hallmark of humanity is learning"

Compare/contrast classroom to stadium at American Idol (auditions?)

Media is coming at people. Making people not easily impressed in classroom because ready for real-world on stage (they think they're the next american idol and are shocked when they're not) Disengaged.

Conversations on TV to be significant (but one way conversation)

Look up use of the word "whatever"
pre-1960's : "Whatever. That's what I meant"
Late 60's " I don't care. Whatever" (cultural weigh to it. Disengaging from "the system")
1990's MTV: the indifference "meh
late 90's "Whatever. I'll do what I want" (narcicissm-I am the center of the world)

Jean Twenge, Generation Me: Why Today's Young Americans Are More Confident, Assertive, Entitled, and Miserable"

"Something in the Air--there's a big change going on now" people are feeling more empowered now. Remakes (charlie bit my finger, soldier boy)

Playfullness and seriousness is happening online

John Mccain: Barbara Ann line at a meeting (didn't know he was being taped) within 3 days there were several remixes online

Chevy online-put out remix challenge

MadV (anonymous) to make statement: One word. Most reponded to video at the time. Write your message on your hand (love yourself, love others, hold me, we are all connected, come together, one world etc.) Expressions from very private places to a very public forum (1.4 billion people) "Not just statements--call to actions"

M.M. "The medium is the message"

The way you set things up is the message. The classroom --information dump (learning is to acquire--scarce and ahrd to find--trust authority for good information, authorized info is beyond student control, don't question authority, just follow along. Questions reflected that learning environment. Crisis of signficance--just worried about the grade not the learning.

Love your audience and they'll you back--love the experience.

The Art of Loving (& Learning) shifting from getting people to love you, instead trying to care

Care
Responsibility RESPONDING
Respect
Knowledge ACTUALLY KNOWING SOMETHING ABOUT

Interconnected 4 (without the 4 together--on their own--then idolizing, patronizing, )

Truly loving (instead of focusing on content, focusing on them opens it up to so much more.

Harness environment. Not just to take in but share and create meaningful significance together-relationships--living subjects bring student in instead of preaching at.

Parker Palmer:The courage to teach.

Look
Engage real problems engage together harnessing the existing media environment. Build a serious community. "COLLECTIVE WE" "Work to unfold it and bring it to life" Requires balance

"No one is as smart as everybody" missed who that was by--sorry. Kevin Kelly--just got it. Thanks Twitter

Video: Google docs that lead to a script for "A Vision of Students Today" (most blogged about video at the time) Harvesting information to create something together

Documentary about youtube An anthropologist approach to youtube

Learning how to engage with each other and subject--"living" "learning is all about making conections"

To move toward a new future of "whatever": To whatever meaning "I care let's do whatever it takes...by whatever means necessary"

Tech tool Resources

Here's a blog entry that was forwarded to me by a friend who works with the author.  It has a bunch of great social learning links as well as a brief summary of some of the top tech tools.  The post made on April 28, 2009 can be found at: http://blog.sewardinc.com/

Thanks Heath!

Leadership Blogging Workshop

I'm currently attending a workshop on leadership blogging presented by Griff Wigley as sponsored by Northern Community Internet and the Blandin Foundation.

A variety of individuals are taking part of the workshop including current bloggers and blogging newbies.

AJ Liebling "Freedom of the press is limited to those who own one"

Blogging first started almost as a "we/they" type mentality. So the importance to get civic leaders online was an impetus for Griff's group.

Led to a podcast which led to a local radio show. Citizens connected to their community. Then lead to 3 person blog which could be used more as a platform for their opinions. Comments are accepted from the community but only the 3 post the blogs

Community blogs are blos where anyone can post.

Culture of civility online. A few rules:
1) Use your real first and last name. Accountability.
2) No Sarcasm. Sarcasm sometimes fuels emotions and need for some to retaliate. Sarcasm one to many (own blog) is usually more acceptable, but in a community forum not so much. (My note: Sarcasm face to face allows the other to interpret tone as well as words--online "tone" isn't as easily "read".)
3) If you disagree with someone, say it as if that person was in the room looking at you in the eye and you are face-to-face.
4) Address the person by first name in your comment
5) If lines are crossed, you give a warning. Then a person can be put on a "moderator"-needed basis so their comments don't automatically get posted. Then if comments become more appropriate you can take them off moderated mode. If not, comments don't get posted.

"Blog" came from Web Log (like Journal) used for many purposes. They take on all forms--personal blogs, corporate blogs, photoblogs, politcal blogs, travel blogs, project blogs, education blogs, leadership blogs. It is basically just a tool, a publishing platform. Comment section does NOT have to be there for it to be considered a blog.

Griff: "A leader is about influence" "Art of blogging is strategically capturing some of those moments that have in your mind as a leader, some significance" "By blogging it it has the capactity to spread...the shelf life of that interaction is much longer...it has leverage."

Ross: "CLOG" Combined blog postings.

Nelson Mandela: "A good head and good heart are always a formidable combination. But when you add to that a literate tongue or pern, then you have something very special."

Why Blog?
*"Near real time" helps keep up following.
*Strategic storytelling (personal voice)
*to leverage (make more of what you do) your leadership activities (thinking, beliefs, problem-solving, interactions) (an alternative to (and leverage with) existing media
*for greater time-saving influence

MY NOTE: *more accessiblility especially in these more difficult economic times (money, time, scheduling, etc) get them informed about other topics they might not have first sought you out for when checking out your blog

Carry your camera. MY NOTE: Pictures help connect people to concepts and to each other.

Put a picture of a person use their name, link link link (helps spread blog)

Linking helps promote your site. Griff: "Google has a bias for blogs". My Note: Links also help your followers get the information they came to you for and to find out more about other resources that interest them.

"Dead brochure type websites" good for now, but a year from now? Use website as an extension of who you are. Blogs give you more personalness. Engaging.

Voice of Authenticity (and a measure of personailty)

Blogs can give you your voice, your own channel to the citizenry. Griff: "If you're going to swim in this ocean, you gotta learn these tools"

Paul Levy, President and CEO of Beth Istrael Deaconess Medical Centre in Boston used blog runningahospital.blogspot.com

Writing for your audience but also for yourself--clarify your thoughts when you actually have to visualize it on the "page"

"How vain it is to sit down to write when you have not stood up to live" -- Henry David Thoreau

Recognize other people, organizations. It multiplies that affirmation. It keeps on giving and is powerful. Dr Lachlan orow "Effective leaders emobdy values, honor them in the rest of us, encouage and fasciliates...positive feedback loop"

NOTE: First couple of sentences in a blog post is very important--HOOK your reader or future reader

Can chroncle learning (transparent learning)

Modeling leadership to others

Stories as they evolve

Teach about the compexities of an issue (MY NOTE: especially when issues tend to become polarized. Right/wrong, my side/the other side, with me/against me, now/never)

RSS ("Real simple syndication") FEED--info shipped to you Reader or aggregator like google. Manage your information flow.

Feedburner to get feed address

Twitter Hashtag

Laerned a little about Twitter today. I have tweeted a few times and follow a couple of people but today was the first time I RSS a particular feed. I also created my first hashtag and started a feed. It's as simple as adding # in front of your keyword. Wish there was a way to comment from the feed review site. Also REFRESH!!!

If I want to retweet: rt @usernamefrom twitter (then copy and paste or retype message)

Link to facebook

Unconference MN Voices Online

I am currently attending an "unconference" in Duluth for MN Voices Online. The following are simply notes that I'm taking as I listen and participate in the unsessions.

Ideas that came from the time here (so far):

Spectogram: Large length of tape on the floor. Ask a question and have participants place themselves on the line according to how strong they agree or disagree with statement. Then have students defend their "literal" position.

Blogging Assignment: Pictures that spark blog stories. Provide 2-3 stories and have students write stories that stem from one or all of the pictures

Writing Context assignment. Take a twitter line then ask students to expand that one twitter line to a facebook status line, to an email, all the way to a letter to grandma.

Saturday morning:
Reality check--I opened this blogsite and started to write this entry (after checking my facebook and subscribing to mnvoices twitter feed) only to have a friend IM me. So I was IMing, blogging, having my photo taken for flickr and being videotaped as a participant in a fishbowl exercise that was being livestreamed out to the internet.

Ideas for class:
Mass Comm: "News My Way" Choose a medium for getting across your local news

Misc
There is a Facebook that is an open letter to President Obama.

Personal writing idea: Keep a box of itmes that speak to me somehow and then when the box starts to get alot of items, take the box and then use them to write a story that may or may not integrate the items in the box.

Saturday afternoon

(see twitter blog)

Mogulus--free account
Digital Video Camera with firewire cable

Choose video and mic source (dv audio and video) better quality more flexibility

Computer can act as control center because you can have input from various sites. Can type in banners that are used and can be saved to so it's one click switching.

Can RSS to blog (webpages not as easy) so embed to blog is a good idea.

Blog tv (might be able to cohost)

Can open an account and then have multiple contributers.

However, the free account will probably limit how many people may access.

Chuck from uptake is willing to answer future questions.

Chart Creator

Here's a free tool for making different types of charts. Google Chart:

http://code.google.com/apis/chart/

Meeting Notes for Emerging Tech Certificate

Topics Course: Second digit is a 4

With an AA the ETEC will transfer as credits.

16 credits

2-3 speech classes to AASC to Martha by Friday April 3rd noon.

Lisa, Michael and I will get together to discuss AASC forms and learning outcomes for the various courses that will come from the speech dept.

LOVE THE SHAPE COLLAGE

I created an assignment for my interpersonal communication class based on photos of different emotions. I added the pictures directly to D2L but also put them in my "From Reality Shows to Showing My Reality" blog in case others wanted to use them for their classes. So here's the direct link to that blog entry:

http://showingreality.blogspot.com/2009/03/emotion-collages.html

Thanks Shape Collage!

Elephant Videos from Thailand photos

Using an "iphoto slideshow" setting I was able to create a fun way to display photos. I used our group's photos of the elephants we saw in Thailand.

Here's my video:

A "related" video suggestion popped up when I played mine and it appears to be some of the same elephants from the Conservation Center we went to in Thailand. When we were there some of the elephants played a couple of instruments in the "show". It appears now, that the Center has a complete Orchestra. So here a link to the video if you'd like to see their progress:

http://www.youtube.com/watch?v=k1NpvHsxjgw&feature=related

Thai Food Collage

I used Shape Collage today for the first time. It was pretty quick and easy to downlaod and quick and easy to create a collage. I might try and use this for an emotion assignment in my interpersonal class. However, for the purposes of my trial I used food pictures from Thailand since that was the file I was working with earlier today. So below is my first attempt at a photo collage.

Music Video Idea for Class based on "World"

When requesting official permission to use Five for Fighting's "100 years" in my Windows and Mirrors music video on Guatemala, I discovered this interesting music video challenge. I think I might have to look at it more closely to see if I can't combine this with the service learning unit for my online classes. That could be very cool. Here's the site:

http://www.WhatKindOfWorldDoYouWant.com/

Minnesota Hunger Statistics

Website with statistics and information on Hunger in Minnesota (including food stamp use, increase of food shelf visits, "blueprint to end hunger", etc.) as generated by the US Dept of Agriculture

Site Link

http://hungersolutions.org

http://oyh.org

Flood Blog

Site to a blog dedicated to flood information for the Red River Valley.

http://www.areavoices.com/springflood/

Facebook Flood Call to Action

Here's an article about the power of facebook and it's immediacy in bringing people together. A call for volunteers to help with the sandbagging efforts in Fargo Moorhead was put out on facebook and within 24 hours 1,000 people had volunteered, within 48 hours they were at 2,000.

Here's the link to the amazing results of a facebook group:

http://minnesota.publicradio.org/collections/special/columns/news_cut/archive/2009/03/facebooks_flood_fighters.shtml?refid=0

Class Resources from the Advocates for Human Rights

While exploring some of the websites posted by my fellow upcoming "unconference" attendees, I discovered the Advocates for Human Rights page. This site has a tremendous amount of information and resources for educators and for students as well as areas focused more on individual action under their advocates section. Main webaddress: http://discoverhumanrights.org/

There are "toolkits" for educators on the right to education, health, housing and food. There are also toolkits on the rights of migrants and the rights of women. One such toolkit I plan to use is the right to housing.

Under the Right to Housing. There is a national factsheet you can access or the following which includes information specific to Minnesota as well:
http://discoverhumanrights.org/sites/7cc8fb84-899d-457d-a486-470ccb03fb16/uploads/Housing_Fact_Sheet__Minnesota_Nov__1__2007.pdf

The fact sheet has some powerful statistics and nice definitions of what housing rights include and the current crisis of the homeless in Minnesota. The following are statistics are taken directly from the above site:

Black, American Indian and Hispanic people constitute 54% of Minnesota’s homeless population

In Minnesota, 32% of homeless women who were interviewed cited domestic abuse as one of their reasons for leaving their last
place of residence.

44% percent of homeless adults in Minnesota report at least one chronic health condition, 52% report suffering from serious mental illness, and 34% report alcohol or chemical dependency

On any given night, 9,200 people in Minnesota23 and 800,000 people nationwide are homeless

The home site also includes lesson plans, powerpoints, quizzes, and tips on how to take action.

On a personal note, one of the Advocates for Human Rights projects is to help run a school in Nepal. To help support that project the site offers a free kit for hosting a house party for the Nepal School. Which I am going to do.
http://www.theadvocatesforhumanrights.org/Hosting_a_House_Party_for_the_Nepal_School.html

So as you can see, there is a lot of valuable information at this site. I hope you check it out.

Self-esteeem Resources

Found a self-esteem assessment that I might be able to use in Interpersonal Communication.

http://www.queendom.com/tests/access_page/index.htm?idRegTest=720

I also explored another self esteem site that had some interesting resources like a free self-esteem worksheet, daily blog, quotes, affirmations, activities and short self-esteem quizzes. There were also some tips and resources on improving self-esteem. That site is:

http://www.selfesteem2go.com/index.html

Free music sites

Here's another music site that has a creative commons area with music that can be used for free as long as you:

"You can copy, distribute, advertise and play this album as long as you:

• Give credit to the artist

• Don't use this album for commercial purposes

• Don't alter, transform or build upon this album"

www.jamendo.com

Blog for Mass Comm

An interesting Mass Communication blog from an Instructor's perspective. Looks like a good resource:

http://www.kayesweetser.com/

Other Resource Sites

http://www.afirstlook.com/main.cfm/theory_resources/view_by_type

Meditation Resource Online

The following site is a resource for meditation which might be a good resource for my Intercultural Communication class:

http://www.meditationcenter.com/

Bliptv

At a recent elearning conference break out session, Barry Dahl (our elearning guru) recommended bliptv for uploading videos. He believes the quality is a little better than what you might get at youtube. I thought I might test this out by uploading some Guatemala videos to their site and comparing them to the Egypt ones I uploaded to youtube. As I was exploring the site here's a couple of notes I wanted to make:

1) Basic service is free

2) Pro Accounts are $8 per month with two free months if you pay for a year so 14 months for $96 (as of March 14, 2009)

3) You can NOT make your videos private unless you have a pro account.

4) Free archiving of videos forever, so they say, and...

5) They say they will never charge you for what you've uploaded for free already

Video Blogging

Claimed to be "everthing you need to get started videoblogging now", the following site might be worth checking out:

http://www.freevlog.org/

Working on Guatemala Videos

All right. So what have I been working on lately? Another batch of videos!! This time the videos are on my service learning trip to Guatemala from 2006. Even though I should know better, I underestimated how long editing would take. But I think I have the majority of them done, at least the raw footage part--meaning they're sitting on the computer as "completed projects". There might be some projects I will go back to and add some stills to and republish. There's also one specific music video that I need to finish. The videos are currently being made into movies (a step that happens after the "project" is finished and before they can be uploaded to youtube). So it feels good to have another group of videos almost done. The only problem is that the laptop keeps freezing up on me and I have to restart it (not common in macbooks I hear) so the process is taking even longer. And we're not even at the point of uploading to youtube--we're simply converting them to quicktime movies for streaming. So that's what I'm up to as we speak, or I guess I shoud say "as I type". Wish me luck!

Collage Shaper

Ok This looks really cool. Even better it appears to be free.

http://www.vincentcheung.ca/shapecollage/

Efolio Site

Another item that I've been working on is my personal efolio (electronic portfolio). Efolio is free to MnSCU students and faculty. Faculty can put together their portfolio using preset templates. This is a nice feature, however, I sometimes think having more flexibility to copy and paste from a word document would be more efficient than having to enter each item separately which uses a series of textbooks, tabs and buttons that need to be turned on in order to display. Overall, the completed work is time intensive but seems worth it. I would still like to add some photos and additional links (but was having issues with google docs changing my margins and spacing so had to give up temporarily). Here it is:

www.carolfrisch.efoliomn2.com

You can sign up for you efolio site by going to: www.efoliomn.com

Post Racial Society?

OK I lied. I keep finding resources from the RETHINKING SCHOOLS ONLINE site. Here's another one on whether or not (author implies not) we are in a post-racial society. The article is in response to comments made after Barack Obama's win as President of the United States. It has some great statistics on some underrepresented groups. Here's the link:

http://www.rethinkingschools.org/archive/23_02/race232.shtml

Gender Enculturation Resource

I'm still exploring the site Rethinking Schools Online. I thought I'd note one more resource there...an article on "Marketing American Girlhood":

http://www.rethinkingschools.org/archive/23_02/amer232.shtml

This one would be good for a class in gender studies, intercultural communication, history, and marketing to name a few.

Other Assignment Ideas from Rethinking Schools Online

A poem that seems to have the possibility to be used in several disciplines is one that was brought up at the site Rethinking Schools Online is titled "The Prison Cell" by Marhmoud Darwish. It can be accessed at:

http://www.rethinkingschools.org/archive/23_02/cell232.shtml

They also have a corresponding set of questions for the classroom at:

http://www.rethinkingschools.org/archive/23_02/cell232.shtml

If you're an English teacher you could do a compare and contrast between "The Prison Cell" and Don Quixote or a theatre production of "The Man of Lamancha".

I plan to use it with my unit on oppression.

Middle East Map Game

A friend sent me this link:

http://www.rethinkingschools.org/just_fun/games/mapgame.html

At this site you are asked to match country names with their proper location on the map. This particular map is focused around the middle east. You drag a name and drop it over the outlined spot on the map. It will let you know immediately if you are incorrect. Then you can choose another name and drop it over its correct location. However, it does not give you a score at the end nor does it have a time limit.

Personally, I found the exercise quite humbling and repeated the game over and over until I felt I understood the geography by both name and by location. It was a good resource and will be using it in some of my classes.

RSP Conference: EGL

Education for Global Learning (EGL)


Dan Creed Normandale-travel abroad.

Diane Pearson - MCTC EGL coodinator

Adrienne Dinneeen-Lake Superior (FULBRIGHT talk to her March)

CCID-geared to 2 yr colleges

Consortium since about 1995
Annual conference
Trying to work as group with the Chancellor
April workshop to continue discussion from Fall

Communication Tool needed for communication
efolio template "Ed travel" "EGL"
idea to have a travel site for each campus
Winona has given permission to use their information (cheapest fees)
Carlson Travel piloted through Moorhead but it comes up more expensive, much higher (emergency service, site benefits,)
Document file
TAG Travel advisory group (mnscu group will look at mass forms)
Mashing
Faculty ops and resources
Calendar
grants, scholarships,
teaching opportunities
visas, passport info

North Hennepin-Peru (talk to Kathyrn Kelly)

RSP: Speech Discipline Meeting

Facebook site is up and running!!! CTL facebook group is there now too.

Issues in Public Speaking:
obligation of giving a presentation to their peers
Still debate about online
1st ammendment issues in public speaking
How video taping, recording and archiving
Mankato has a good system for recording and feedback
"who's the audiene" Evolving idea of who they are
Fears/anxiety--is it the same if it's recorded
Lori Halvorson-Wente site
There are students who don't belong in online

Interpersonal Issues
25-30 class size (too many, expecially for online)
cost of textbooks
we'd like a survey developed by us for us (not just on IP)

Intercultural Communication Issues
advisors advising not to take the class?? Yikes!
Goal 1: We should require this for all students on all mnscu campuses
textbook discussion
joining IC and writing
200 cultures represented in MN so application is important in all areas

Articulation Issues
Normandale with Makato articulation
2yr degree with speech emphasis
Century's working on
Warren Sandman at Mankato (did presentation on sample articulation agreements: warren.sandman@mnscu.edu) That will be posted on facebook

Credential field Issues
speech, communication, communication studies, speech communication
current language is NOT inclusive
appeal to change credential

Concurrent Enrollment Issues
NEED TIME TO DISCUSS THIS!!

May 1st deadline for proposals for next CTAM meeting "Meeting Challenges and and Making Changes" Rochester

RSP Conference: Lodestar Session B

Lodestar is an elearning authoring tool.

Basic Templates:
Presenter
Flash Cards (don't support video yet, but will in a future version) (advanced templates that will categorize)
Board Maker
Brancher - present information and branch on decisions
Challenger Template - creating a multiple choice game
Concentration - Match tiles to receive
Crosswords
Mapper
PageTurner-digital book (can flip pages)
Panner-scroll over time, topics, etc
Presenter creates index, adds video,
Sequencer-(usually
Simple Video Player
Simple Audio Player
Slideshow
Syncher (another mashup) Find a podcast and sync with your own content (or questions)
Timeline
WebQuest-you frame a process for searching the web www.webquest.org

Mashup taking ingredients from different sources to combine into new resource (include google marking--geographical pinpoints that match my content)

****Lori-Halvorson Wente: Speech Comm examples are one the MNonline D2L Learning Repository

ASK: if flash and CROSSWORDS are still study only or can be used for assessments (show student completion)

When finding images off of google click on "see full size image" so it's not thumbnail size

Right click - "Paste manual crop" (don't shrink) right click to manipulate a little more for cropping?

to preview use the projector icon on top right task bar

plus sign (upper left) to add a new page

You can then pose a question or frame a scenario which will "branch" out to different

Can use image (click "tools", "search" use "best fit")

Create destinations for each branch.

On dialogue box option you right click and then
"branch options" "jump to page", chose the lable you've created for each branch destination

Creating a wall will prevent them from being able to just navigate through to end

SCORN? But not tested in D2L (will in next version)

In future: Add report page as a page and it will send to you as an instructor and potentially add to gradebook.

(check out curwiki?)

RSP Conference: Globalizing the Classroom

The following notes came from the session on "Globalizing the Classroom" a presentation by Sharon Fodness and Ranae Hanson from Minneapolis Community and Technical College.

4 Criteria were established
*Global-Local Connections
*Multiple Perspectives
*Bio-centric Awareness
*Ethical Dimensions of Decision-Making

Guest Speakers live via video conferences
ASK Ranae what technology source they use for video conferences

Reflection time:
*I made great connections at this session with colleagues (Asmaa Elghandour from North Hennepin who is Egyptian and Jon Wendt who leds student and faculty travel programs to Cambodia/Laos/Vietnam).
*Collaboration ideas with Kate Mooney from St Cloud State about bringing international students together, sharing guest speakers/guest faculty.
*Ideas like a common book club: common "case study" or a "common movie" (pop culture might be more engaging).
*Showing int'l students and faculty
*Collaborate with multi-cultural programs which might have funds
*Best Practices Session for how to globalize classroom/campus/comunity

Still need to connect with Jonathon Stuart about "Cultural Competency" certificate

Criteria
1) Global-Local Connections
Criteria: The activity helps students examine interrelationships between global and local structures, processes, and events
2)Multiple Perspectives
Criteria: The activity asks students to analyze different cultural, social, religious, or linguistic perspectices
3) Bio-centric Awareness
Criteria: The activitiy leads students to discern patterns between and interrelationships among bio-physical and socio-cultural systems.
4) Ethical Dimensions of Descision-Making
Criteria: The activity offers students ways to recognize and use varied ethical decision-making systems in addressing the issues raised.

elearning: Web Conferencing 2.0

Notes from Ronda Edwards and Barry Dahl's Presentation on "Web Conferencing 2.0: the Old, the New & the Difference"

Commercial
Elluminate
Wimba
GoToMeeing
Webex

Web 2.0
Vyew
DimDim
WiZiQ
Mikogo
Yugma

The Difference
Cost
Web-based or install
Features

Features
meeting set up
participant notification
participant login
audio features & quality
Whiteboard features
doument sharing
desktop sharing
participant chat (chatroom)
video features and quality (webcam)
archiving

Possible Uses
Foreign Language courses
speech course
office hours
advising
help desk
professional development/training

What we learned:
In some cases, audio quality is imprefect. (Lag time) Some offer a conference call option
Where available, wecam/video does not add much
Some roadblocks with Internet connections -slow speeds

Yugma Free (can upgrade to Yugma Pro):
Set up quick and easy to do
automatically sends out email inviation
participants do need to download a client in order to get on
has a skype option
yugma webinar where you can schedule out, have a registration page with what time they came in and what time they left (this is not in the free version though)

Mikogo
more of a screen sharing tool
doesn't have built in whiteboard
account creation easy
good for help desk situation
participant can give you control of their desktop
up to 10 participants
no video
no archiving
but good for screensharing

WiziQ
Community of teachers who will teach online to you
easy set up
no download
good audio
good for tutoring (math) because white board with math and grid functions
can give students access to student to work on whiteboard with you
with upgrade can work with moogle ?

Vyew
free and 2 levels of upgrades 20 max (vyew plus which has 25 people, pro 45)
chat, share, view, adds (first 3 people don't see adds?)
no install, no download
inviation manager
whiteboard with drawing
archive and record
can call in on a bridge

DimDim
Can upgrade to pro
Can upload your powerpoint or other document can also show it on your desktop which shows more types of documents with screen show
Use free phone bridge (elimates 2 second lag over the computer) dial in number and passcode
Whiteboard
Can also load webpages (load it into dimdim) or show on desktop again
Open Source Edition ? for own hosting ?
Up to 3 other people on microphone besides presenter
Can give up presentator controls to another person
chat on the right side
has recording capabilities with archiving function
You can schedule out or quick conference in

SynchroLive

WebEx costs alot of money and liscense keeps shifting

Barry has used alot of experience. If someone else is buying it for you you can use programs like WebEx or Connect but really thinks DimDim is a good solution, especially in the time of budget cuts. He really likes Vyew too (downfall is the adds) but they create a book that saves tutorial session.

elearning: stop whining, complaining, and cheating with a smile

Notes from Dr. Juanita Lamley's session

I had some trouble getting connected to the internet so the following comes part way into her presentation. Information can be found on her website (to fill in the blanks) from eVolve:

www.AcademicDesignStudio.com

juanity@AcademicDesignStudio.com

Some of her Policies

At beginning of assignment make students provide 2 additional locations where they can access the internet if their computer crashes.

All assignments must be posted as Word (.doc) attachments

She does open book test--My reaction--Hallelujah, validation that someone else does this too!

Personalized exams so it will be apparent if anyone other than the resitered student tries to take them.

Online exams must be completed by the deadline. A practice test

Teach plagiarism because many truly don't know what it is so need to reteach it. ESPECIALLY FOR INTERNATIONAL STUDENTS WHERE TEACHING/LEARNING TECHNIQUES WOULD BE CONSIDERED CHEATING HERE BUT BEING COLLABORATIVE SOMEWHERE ELSE

Wikipedias will not be accepted as a source in bibliography

You should become acquainted with the Library -- give them LINK

If you find yourself in violation report it to the instructor

Late work, failure to reuqest timely assitance or missed exams will not be excused unless there is an extenuading circumstances.

The policies, course content, and assignments in this course have veen evaluated for clarity, consitency, and appropriateness by the onlie academic design team.

NOTE FOR CLC: Get the online committee to determine language for our classes that have gone through review/evaluation process

Place the responsibility on the student and test them on it. They must get 100% on the quiz before they can continue on in the class. I LIKE THIS ONE VS HOW I CURRENTLY DO IT WITH

Design respectful coursework that encourages honorable learning. Not too challenging to be discouraging but not too easy to be boring/engaging.

RESOURCE ON DIFFERENTIAL LEARNING: CAROL ANNE TOMLINSON sp?, DIANE HEACOCKS sp?

Assignments:
Require Personalization (how the topic applies to the students life or carerr, how class discussions influenced the student's position

Require original work--ineerviews, experiments, personal applications

Relate assignments to assigned reading

Give choices of both traditional and non-traditional products (write a paper or design a web page, write a wikpedia entry, prepare a powerpoint, movie, webquest (encourages integrit by respecting studetns strengths)

Allow students to "power up" when completing assignments

Ask fellow-up questions as poart of the assignment

After your paper has been reviewed, you will be asked a follow-up question on a point of interste and will have 24 hours in which to submit a response. The response must be between 500-800 words in length.

Paper techniquess
set a deadline for the topic ( a last-minute topic hcnage many indivate a paer for puchae has been located)

Requires a written justification for the topic chose (why important to you)

Require students to submit quoted test from each source or a copy of the source with referenced text highlighted

Require answers to supplementeal questions related to essay/paper

Discussions
Face-to-face is kind of linear (MY NOTE: IN COMMUNICATION IT IS TRANSACTIONAL SO IMPORTANCE IS IN TRYING TO MAKE ONLINE TRANSACTIONAL SIMILIAR TO F2F)

multi-faceted
require personal appplication
relate to course

"How did the characters in the television show "Happy Days" portray the societal norms, values, and generational conflicts of the 1950's What issues of that time period were clebarted, mocked, exaggerated..."

Tests
open book
ask higher cognitive thinking
randomized
if they miss: make a test with one correct answer one almost correct two other incorrect answers

elearning: video interface

I didn't go to this session but according to the description a video interface program that can add closed captioning to video is MAGpie (Media Access Generator) Free and "easy to learn" so there you are!

elearning: Open Language Learning Initiative

Notes from session on OLLI open language learning Initiative (Dept of Ed)

CHENGO (Chinese) http://www.elanguage.cn/

Stories for engaging students

Will be done by June 09?

MY IDEA: Have IC students "create" a multi-media page of what is "US American Culture"

Don't think there's much I can use here, but at least it gave me an idea for my own development.

elearning: "To Speak or not to Speak"

Notes from the session on "To Speak or Not to Speak: Teaching Effective Speaking Totally Online.

Bucks County Community College
Mary Ellen Bornak
Georglyn Davidson
Cara Schollenberger, Kutzown University

Software:
OnSync
Digital Somba.com

Still debatable about meeting all requirements of public speaking. Format lends perhaps better for certain programs--i.e. business (where you might be doing webconferencing).

Technology requirements, skills needed to help students with online presentation skills besides the basic public speaking skills.

Framework shift: Need to consider what public speaking means now versus what it meant 10 years ago.

Considerations:
Make sure students understand course requirements (hardware: camera and microphone, fast speed, and HARDWIRED IN vs wi fied etc) and scheduling. 4 DATES YOU MUST BE IN SYNCHRONOUS ATTENDANCE. One tech day: get everyone into make sure their cameras are working, sound, lighting, mechanical issues, microphone settings, system check support from somba. (also on that day she starts giving considerations keep box small to keep bandwidth smaller, how to give speech online.)

MY IDEA: Discussion board about differences bewteen giving a speech face-2-face vs online (i.e. eye contact is shared F2F and online monofocused) or use other conferencing tool (WebEx--Illuminate?) that allows for electronic resource sharing --oops guess this program does that--good.

3 speeches (2 times for each: day speech and evening speeches) If you can't make it to those scheduled DON'T TAKE THIS CLASS.
1. Demonstration Speech 3-5 minutes
2. Informative 3-5
3 Persuasive 3-5

TWO HOUR BLOCKS 12:00-2:00 and ? 6:00-8:00

Presentation view you can have a powerpoint (but needs to be old version of powerpoint)

Powerpoint presentation goes into file folder in program that student can open when it is their turn.

During speech students can type content in chat box some use microphone for oral critique at end.

8 people is session can be broadcast, others are present and can see. CAP OF 20 students total!!!!! (liscense is for 30 concurrently in room but 8 is better for bandwidth etc.)

Offer dry runs
do sound and video checks
post directions and help contact in chat
have emergency backup help plan
Be careful of microphone feedback (have students turn microphone OFF while listening to other speeches)
Mindful of environment (quiet space, no pets or family for distractions, phone ringers off, background awareness, professionally dressed)

Pts (or points loss) for following rules (inconvenience group, video going in and out if wi fied)

speeches are archived by clicking "record" saves on somba website and then password protected. (Comes into liscenisng--can be saved on your server, they've contracted to have somba be hostsite for archiving)

Student responsibilities of student audience member give feedback if you're onview

Lessons Learned:
Things may go wrong
Students must take responsibility for their presenations
Spend time in preparation practice and planning

As instructor you HAVE TO MULTITASK (help students with powerpoints, watch who's going in and out of view, deal with technology of all group members (i.e. microphone levels)

Logitech 9000 webcam is what they recommend. Most headphones will work. Macs works really really well. Somba will offer support if students have trouble.

They are in the 2nd year of piloting and trying to decide if it meets the requirements of the class. They are still debating that issue on their campus.

elearning: Brian Lamb "The Urgency of Open Education"

Notes from Monday morning's key note speaker, Brian Lamb.

http://blogs.ubc.ca/open/open-up/

http://blogs.ubc.ca/brian

"Adventures in Wikipedia" -- "Murder, Madness, and Mayhem Project Page" John Beasley-Murray (Wikipedia page, blog) Assigned students topic in order to create an entry on wikipedia adding something to the academic commons being viewed by thousands more people than a term paper. Other individuals came forward and volunteered services in academic and technical support. Negotion, collaboration, proper and sound referencing. "Living work" --it is still alive and contributing to the academic world. "Sense of authenticity" see the purpose of doing the work.

Why does this work appeal so much?
*fast, cheap, and out of control
*auguments traditional literacy with new media literacy
*results in genuinely useful public knowledge resources (perhaps the essence of open education resources)
*students will respond to tasks that are authentic

New nonverbal greetings in mass--THE ACT OF HOLDING UP YOUR MEDIA AND CONTENT CAPTURING. It's the "act of participation", "an act of affirmation" "sharable moment"

MY THOUGHT: Camera/Cell Phone is our "LIVE SCREEN CAPTURE"

MIT open courseware
All course materials are online

OpenCourseWare Consortium

UBC's Tony Dorcey

Keeping content with the LMS system blocks students access after they've left the course. So if next semester or a year down the road they aren't able to retrieve it. Putting it on the web allows them to access it and make future connections.

Creative Commons--quick area to share work with your wishes for use of your work.

Open Licensing

Flickr has a creative commons at bottom of scroll for advanced search that allows you to search for only photos you can use without concern for copyright. Just have to include the url

Google Advanced Search also has a function that allows you to narrow down only material you have permission to use.

WikiEducator free liscense with a mediawiki platform (open source system)

Berkely webcast/courses (audio content)

Gardner Campbell (hearing a poem read results in an active engagement more complex than just reading text) www.gardnercampbell.net/blog1 ENGLISH INSTSRUCTORS

slidshare, my blog, youtube, wordpress, livejournal

UMW BLOGS umwblogs.org

Spontaneous Connections through Remixing and Collaboration

Blogs as content management systems

Blog Squad, LEAP

ZAIDLEARN list of open resources turned into "FREE LEARNING" www.freelearning.ca

RSS Feeds

Ted talks

Connectivism and Connective Knowledge

elearning: Creating and Implementing a Customized Multimedia Electronic Textbook

Notes from afternoon session.

Video Introduction

Text early on that shares your passion for subject matter

Overview with links that bring you directly to that chapter

Created in adobe? He didn't really talk about HOW TO DO any of this.

Need to proove why information is going to be beneficial for the students
*Interviewed past students for students to see (see how they're using the information)
*Videos done in windows media
*With background story in text listed below the videobox
*Had people who were interviewed sign standard release forms

Resource Page with webpage linked out

Talk in the informal teacher voice.

Tell stories

He sabbatical release and additional funds for his project.


This presentation doesn't seem to have as much of the tech steps as I would have liked or as the description suggested. Several people walked out but I wasn't close enough to the door and I didn't want to be disruptive.

I should have gone to Barry's presentation--bummer!

elearning: Service Learning

Bummer. I had internet problems. I had paid for the 24 hour access which worked for a couple of hours and then right before this presentation started I discovered that I was locked out of internet access. So I missed the first 15 minutes of this presentation. Will have to get the handouts afterwards.

This presentation is fron Anne Arundel Commuhnity College.

First part of the presentation seems to be about the benefits of service learning. Don't need to take notes here.

"Leadership development". They might have a resource that gives monetary value to an hour of service. Typical 10-20 hours for the semester.

"Meet community need" instead of "just go out and serve"
Service Learning Documented on Certificate or degree and transcript "Scholar Notation" "Has completed XX number of hours of service" (Complex to initiate)

Relections
Dewey "All experiences are not necessarily educable"

SOAP MODEL Reflection is critical
*Subjective component (expectations)
*Objective Component (concepts)
*Associative component (ehance)
*Product/Synthesis (demonstrate)

Assessment ideas: Assignment, journal, discussion thread, paper

Active and Engaged Learning

Some Service Learning (Examples for Virtual Participation)
*Statistics students compile data analysis on hunger, poverty, and other county dempographics for Foodlink (nonprofit that supports other foodshelves?)
*Applied sociology students analyze date for Partners in Care (interdisciplinary project involving multiple classes)

MY IDEA: Have students interview individuals for the living history project (not sure if that's the name) or volunteer and then create a "communication project" demonstrating what they did and what they learned. (powerpoint, music video, blog, etc.)

website I found while searching during presentation (I know, I know, bad student!) http://emedia.leeward.hawaii.edu/servicelearning/online_resources.htm

When doing service learning in the community you might want to consider liability form ?

Have Karl do an video "intro to service learning" or people in different service organization give "plea" why to get involved

another resource I found: http://www.csun.edu/~ocls99/ which talks about a pre and post service learning assessment

Another resource: Service Learning Development Worksheet: http://emedia.leeward.hawaii.edu/servicelearning/worksheet.htm

ANOTHER IDEA I HAD: Students could use google doc or some other shareware to develop a "questionaire" that their small group will use to conduct intergenerational interview. Could have a group of activities students could choose from based on their learning style results: interpersonal learners could do interview, the kinesthetic learners could do habitat for humanity, etc.
*Speaking of which, here is the weblink to a free learning style assessment site: http://www.learning-styles-online.com/inventory/questions.asp

This presentation seemed more focused on the face-2-face learner versus how to incorporate it in an online class. But as you can see I still was able to make the time here productive.

Next...

elearning: Cheating rubric

I did not go to this presentation because I was at another one, but stopped by before the session started in order to get their information to share with our campus. The following is "a rubric to assess online courses and report on factors that may increase or decrease the cheatibility of online courses from deisgn to delivery."

learningfield.org/cheat

flexknowlogy.learningfield.org/pres/cheatibility

elearning: Web 2.0 what worked what didn't

OK I moved from the one session to another, by Gill Creel at Minneapolis Community and Technical College. He went to elimintating a textbook for his class and using free resources available online. Some of his favorite web 2.0 tools are the following:

audicity
google calendar
flickr
trailfire
blogger
diigo
pbwiki
simple rss goodgle gadget
vimeo
survey moneky
webEx
Zoho Creator

Additional notes:

Trailfire allows you to connect a series of websites or links in what's known as a "trail".

He highly recommends flickr creative commons

On applications that has a joining function, he recommends having students "request to join group" vs the instructor sending an invite email

"Wikis in Plain English" is a good resources for explaining the concept of a wiki

He also used Captivcate to than show how to use a wiki

WebEx has a recordable function that allows students to come back and replay later.

Adobe Ex Pro is apparantly another program that can be used in webex

elearning: Video Tutorials Camtasia and Jing

Creating Video...Don't be Blinded by the FLASH! Professor Steve Anderson. USC Sumter, stea@sc.edu 803-316-4296

Flash is a file format that embeds well on the web. It is by tech smith: www.techsmith.com

JING
free
great for still captures of *png files
great for "shorties" and low motion video
no editing...saves it AS a SW flash video
nother file formats...no WMV, MP3, etc
Let's you publish it to THEIR server
You mail out the URL to your audience

SCREENCAST.COM (to host video)
save as flash video or directly save it to screencast.com (which gives you the embed code)

Chunking Material

Camtasia allows you to do audio/video recording (like adding audio to a power point)
(save for web, 640/480 ?the default is)

On camtasia you can "replace with silience" so that you can keep video and still have video

On camtasia 6.0 you can separate out audio and video

You can "sample" a section with no voice and hit "audio enhancement" "manually select a region" "remove noise" then it will remove the white noise from the ENTIRE section

Difference bewteen JING (flash for the web and it doesn't have editing)

AVI can be brought into timeline until flashed. Then not editible. JING only produces where CAMTASIA is editible. You can publish to different file formats too.

CAMTASIA is $199 with snagit. (site liscense for 100 bucks)

You can send students to snagit so they don't have to pay for anything.

You can publish to screencast from camtasia but then you'll probably just use jing

"Produce" (Look carefully where you are saving it) Rendering will take a little time to produce

Use transitions wisely since it will take more bandwidth

It automatically puts it into a webpage. You have choice of where to publish.

Typically bandwidth 4-5 MB to 10-15 min presentation "if motion is reasonable"

The larger portion of the screen that you record the more bandwidth it will take.

F9 to pause F9 to start up again after you started recorded. F10 to exit record.

If you don't think you're going to need editing than use JING.

SLICKDEALS.NET

Restaurant.com use code DINE to receive 80%off at restaurant.com

elearning: Intelecom

Intelecom online resources Network is a Learning Object Respository.

The following are my notes from the session being presented. 9:45 am Sunday, February 22nd.

Content plus Hosting
Browse by discipline.course.clip
Keyword search
Exportable Clip Lists
Embeddable Flash Playuers
Copy and Paste Video URLS
Oline Help Center
PC and Mac Compativle
Tage and Save Search Results
Customizable Video Player
Post COmments or Rate Clips
Site Usage Reports

Ineroperability
Video for Academic Purposes...on Demand
*400kbps Flash
*Closed Captioned
*No Copyright Infringement Risk

Video Collections
Psychology
Oceanography
Sociology
Health
Political Science
Philosphy
History
Biological Sciences
Adult Basic Educaion
Environmnetal Studies
?Womens Studies
?Religions Studies

SOUNDS LIKE YOU CAN'T UPLOAD YOUR OWN VIDEOS. Humm...think I'm going to move to another session.

elearning:Intelecom

elearning: Bryan Alexander

LinkedIn
Le Monde for social networking applications (world populations using)
Use a “facebook status line” to summarize piece like Hamlet
Tim O’Reilly 2005 “What is Web 2.0” “social software” “draws on Web history”
*Microcontent, rather than sites or large documents http:/b2e.nite….
*Multiply authored documents
*Open content and/or serices and/or standards
*leading to networked conversations
*Lego bricks that can be connected together Platform for development
*Collaborative writing platforms: the wiki way (“wiki” came from Hawaiian language?)
*Wikis are (often) textually productive
*blogosphere is enormous
*uploading audio files to Youtube vs itunes as podcasts easier, larger audience, is social (itunes is not)
Godcasting,nanocasting, podfading, podsafe, podspamming, podavertising,
*social object: “the person” (use in third person on facebook)
*social organization of information, new forms: “folksonomy” search, retrieval, self-awareness
Tagclouds wordle.net (tas.library.upenn.edu?)
*XKCD april 2007 for map of online communities
*flickr and storytelling “Tell a story in 5 frames group”
DIGITAL STORYTELLING MEDIUM-approach storytelling “Gender Miscommunication” nightingail1e 2006
Or social photo stories : Or remix social media into narratives
Creative Commons free use photos from museums (or from archives)
“Farm to Food” Libray of congress photos
*In the Tell a story in 5 frames group “Alone With The Sand
Despair.com
Edublogging
“The googlization of Everything” ebook by_______________
Book “The Victorian Internet”?
Clearwater free program that automatically tags ???
Web 3.0
*3-d Web (Web 3D) virtual world as browser (Second Life) (Open Croquet?)
Google Earth,
*Semantic Web (use metadata)
*Web on mobile devices (Android, crunchnet, iphone)
*The social Web
*”Web 2.0 on steroids”
Ayiti (Haiti family of 4) Left Behind: Eternal Forces
RED VS BLUE
3D looking game to shoot a movie “Machinima”) http://www.machichinama.org/ ?
Habbo Hotel (2d-3d world) from Scandinavia
Media studies, Cultural Studies
Social software: “Emotional Bandwidth” social presence, self-expression

elearning: Web 2.0 Barry's 2nd Session

I went to Barry Dahl's second session which was held as a pre-conference session Saturday. To access his presentation materials can be found at http://barrydahl.com (click on resources tab)

site: www.lsc.edu/connect username citguest2

Great resources can be found there. Other notes from his session:
Yahoo pipes connects 2 topics in search format?

Bliptv is the format he recommends for uploading/hosting videos as he believes the quality is slightly better than youtube

Ted.com is supposed to be a good site to check out. Quite a few participants in the session seemed familiar with this.

Wiki's can be used for group project contributions.
MY IDEA: set up wikis with continent names for small groups and small group contributions for applying/researching class concepts specific to a geographical area

Some fun quotes "it's not really a web search, what it really is that you want is a web FIND"
"linkrot" deadend links that don't result in desired outcome due to address changes or deletions

Diigo--slideshow of webiste

Toonbook--application for making cartoons
MY IDEA: IP Have students introduce themselves to the class using a cartoon or demonstrating an interpersonal appropriate vs innappropriate example to a specific context

Pixton.com another application program similiar to toonbook but doesn't have "questionable material"

Delicious (I created an account) to for bookmarks

Zoho notebook -- I need to check this one out!!!! It was brought up quickly at the end but looks like a great and easy way to create a webpage or multi-media page

The Challenge of Putting Together a Portfolio

I received the honor of becoming CLC's Oustanding Educator for the MnSCU state Board of Trustees. This is a nice recognition, but as part of being nominated for the state level I had to put together a portfolio as evidence of my teaching philosophy, pedogical strategies, assessment techniques and service to students and campus community. As part of this portfolio I was required to write a 15-20 page narrative to introduce my portfolio. All in all this doesn't sound like so bad, except that I found out I was the school's nominee on Tuesday morning and the portfolio was due down at the Office of the Chancellor by Sunday. Again, doesn't sound too horrible, except that administration was supposed to do a portion of the nominee packet (which includes my portfolio) and our President was off campus and I was leaving for Portland on a 7 am flight.

Hallelujah!

After discovering the anti-spam security setting on blogger I decided to spend some time re-arranging the videos that I had alread shared to the blog. They come as being posted on the current day and time. For organizational purposes I would prefer the videos to be alphabetized and to be listed from A-Z. Of course blogs don't carry about the alphabet, they go by date (and newest to oldest). I spent some time researching but couldn't find a way to make the order go by anything else other than the date. So I devised a system where I put the title by date with each letter having it's own day.

A-31
B-30
C-29
D-28
etc

Then I could re-post the blog entries by time within each day so that my overlist was alphabetical. This was more difficult than it sounds because it the time had to go backwards--if I wanted an entry to appear before the current one I had to put the time later.

This took a chunk of time until my 24 hour wait was up for entering the next batch of videos could be transfered from youtube to the blog. After getting the next 50 over, I realized that I could still manually do the videos by using the embedding function from youtube. I had two windows open and would go back and forth between the blog site and youtube putting each video's specific embedding code into the blog post textbox and then having to type the security word before it would allow the post. That way I was able to manually override the 50 post limit.

This took a little more time and a few attempts on some of those security words but I was able to get all the videos in. Then I had to manually change the post date on the new posts (about 140). My goal was to keep pushing pushing pushing so that I could relax and have fun on my approaching birthday. With 3 minutes to spare (11:57 pm) I finished the date on my last blog video post! Hippee!!!! To add frosting on the cake I went in to my youtube videos and added all of the private videos(easily identified because I put a "P" infront of the title) and added them a special "Playlist" I set up in youtube so that I can have my family look at them and grant or not grant permission to move them from youtube private to youtube public. Any they determine can go on public can then be linked to my Egypt blog.

I was very happy to get this video work and blog to this point. It has been TONS more work then I ever realized it would be. But I think it is going to look organized and be very nice to have for both personal and professional use. As I've discussed before the blog can be used by other faculty if they'd like (art, cultural geography, music, religion, nursing, etc.)

I have also been typing up my journal entries and plan to put those on the site (with some direct links). After that I still have to design some quizzes and then the Egypt part of my work will be complete! But like I said, I feel very good to have this part of it DONE!

The Ups and Downs of Video Editing/Publishing

After finding the share function through youtube and being so excited I hit a roadblock around midnight.  I had spent 3 hours going through and sharing each video to my blog.  I couldn't find a group way of doing so the process required:

*clicking on my account's "my videos" 

*then clicking through the pages to the last page (first videos loaded as new ones were coming in from another computer where I was still uploading videos)

*clicking on the individual video

*pressing the pause button so I didn't have to hear the video as I completed the other steps

*clicking "share" 

*It defaults the blog address and puts the video title as the blog entry title but I still had to paste a description ("video from Egypt trip March 2008")

*click "send to post"

*click on my accounts "my videos" and repeat the above steps

I used to go back and check the blog but after seeing about 20 I was feeling overly confident so I just kept going and ended up going through the entire list of videos I had all the way uploaded into youtube.  When I went back to check I only had a approximately 40 of the 150 I had tried to upload.  I couldn't figure out why they weren't loading.  I didn't get any error message.  No email was sent.  They didn't appear to be in draft storage.  They simply were nowhere to be found--cyber heaven I guess.  Since I didn't get any message as to what the cause was I had to spend more time trying to figure it out.  

What I concluded was that I had met my limit on storage space.  I was so bummed.  It seemed to be working so well.  So I spent some time trying to change the posting date on some of the videos thinking that would free up some storage.  However, I still was not able to share the video to my blog.  Crap!  I still had probably 150 some videos.  Now what was the plan?  I went to bed frustrated because I had been on such a role and I would REALLY REALLY like to be done with this project that has taken over so much of my sabbatical time.  My one hope was that I would try again the next day in hopes that the storage limit was per day not per blog.

I wasn't feeling over confident and got distracted with school email, recording on my other blog all the information and web addresses I learned about from my last meeting with Michael, that I didn't get time to get back onto youtube and the Egypt blog until late afternoon.  When I did I only tried sending one video through and voila!  There it was.  But that was just one.  Would it accept 2?  It did.  So I tentatively sent about 8 more thru.  I didn't want to get overconfident. And they all showed up!  So I kept going checking my blog after ever 3-4.  Luckily they show up rather quickly on the blogsite.  

Eventually they quite going through again.  Humm.  What I didn't know at the time is that blogger has a spam flag (my term) that goes into effect when a blog sees several posts being made in the same day.  If a person was just typing, they could get around this by typing in the sercurity word that displays bellow the text box.  However, since the posts are coming in from youtube, I am not able to get to the post screen in order to type in my keycode.  So I simply have to wait 24 hours and then it will allow me to do another chunk.  

So I guess I'm learning patience on sabbatical ;)

Here's more details about the security block as detailed by blogger:

Why do I have word verification on my posting form?

Word verification on the posting form is meant to be a spam reduction mechanism for BlogSpot in general. There are two potential causes:

Potential Spam

In this case, word verification is applied to certain potential spam blogs by an automated system. Because this is automated there will necessarily be some false positives, though we're continually working on improving our algorithms to avoid these. If your blog is one of the false positives, we apologize. Having the word verification on your posting form does not prevent you from publishing and does not mean that your blog will be deleted or otherwise punished if it is not actually in violation of our policies.

To avoid further inconveniences when publishing, click the "?" (question mark) icon next to the word verification on your posting form:

That will take you to a page where you can request a review for your blog. We'll have someone look at it, verify that it isn't spam, and then whitelist your blog so it no longer has the word verification requirement.

High Posting Rate

If you make a large number of posts in a single day, you will be required to complete a word verification for each one, independent of whether your blog has been cleared as a potential spam or not. If this happens to you, simply complete the word verification for each post, or wait 24 hours, at which point it will be removed automatically.

This restriction is in place as much to control the load on our servers as to prevent explicit spam. Therefore, there is not a whitelisting review process to exempt individual blogs.

Notes:

• In cases where word verification is required, all posts made via email will be saved as drafts, rather than published.
• This is unrelated to the word verification setting for comments.
• If your word verification is continually reported as incorrect, even though you are entering the correct letters, please try logging out, clearing your browser's cache and Blogger.com cookies, then logging in again to post. Remember to copy and paste your post to a text file first, to keep it safe.

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