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.

Related Articles:

• About Spam Blogs

Wohoo!! An easy way to share youtube videos with my blog

Wohoo!  I found that sharing my videos from Youtube to my blog through blogger.com was much easier and quicker than I expected.  Once the videos are on youtube all one has to do is set up an share account to your blog and then you can directly send it to your blog.  You have the opportunity to put in a blog title (or it defaults to what the video title is) and a description.  Then it's one click shipping!  Yipee!!!!!  Here's the steps on how to set up an account as described by the online youtube help center:

Learn More: Adding a blog to my account

To add a blog to your account, follow the steps below:

1. Click the "Blog Posting Settings" link on your account page.
2. Click the "Add Blog/Site" button.
3. Choose the correct blog service from the drop-down list provided and enter your username and password. Depending on the blog service, your username may be your email address.
4. Wait a moment while we retrieve your blog information. (Note: If you have more than one blog under the email you've entered, you'll be directed to a page where you can select which of your blogs you want to add.)
5. You'll receive a message saying your blog was successfully added!

Once you've added your blog to your YouTube account, you can post videos to it directly from the watch page.

1. Click the "Share" link below the video.
2. Choose your blog from the "Post to..." section.
3. Click the "Post to Blog" button.
4. You'll then receive a message saying "This video will appear on your blog shortly."

THANKS YOUTUBE AND BLOGGER!!!

Growing Pains

OK I suppose I'm growing as an instructor. I'm learning new techniques for working with videos and preparing them for uploading. Again, because we started off with unfriendly hardware (Sony handicam mini dvd) this process has been a PAIN IN THE BUTT!!! Previous blog entries discussed our issues of converting the files to some format that would allow editing within Apple's imovies program. That was fate's Christmas present to me. We found a free conversion program and spent the time between Christmas and New Year's finalizing minidvds, copying to larger dvds, converting the files from vob to mp4 files and transferring the files to the mac and then uploading them into managable imovie files. Then I was able to label and sort and finally start editing these files into imovie projects.

I have spent the last month working on over 14 hours of raw footage. Through imovies I was able to condense and title small projects (still not completed movies) which I tried to keep within the 3-5 minute range. I did this for a couple of reasons. First, student attention span is not very long. Heck, I struggle with videos online that are more than five minutes long. Second, the smaller files also mean smaller file size. The intention there was to help make the upcoming finalizing and uploading process quicker. But first I had to add some transitions, adjust sound and light levels (mostly sound--lighting was still difficult) as well as adding some text and still photos to the projects. Transitions and title pages had to have time allowances set and photos may be had cropping or effects added or deleted (mac automatically uses something called the Ken Burns effect which narrows or widens a picture--sometimes effective and sometimes it cuts out valuable parts of the original still shot). So all of this was time consuming. I figured it took approximately 4 hours for 30 minutes of raw footage. But that doesn't include the uploading time...

Uploading is a beast all it's own. We experimented with several file settings. Compressing and changing standard or widescreen options, keyframes and blah blah blahs...using quicktime and sending right to youtube or converting and saving first to the desktop and then exporting to youtube. We still lost alot of quality (seemingly) which is VERY FRUSTRATING! But it's February and I've been working on these projects for what seems like forever! So I think we have to keep moving forward, there's no more time to move backward. But let me just advise anyone out there looking at creating videos, podcasts or movies for your class or just for personal use--don't use the sony handicam minidvd. The movies I made with flip videos were so much easier and ALOT less time-consuming. You may give up a little sound quality but overall that's the way I will be going in the future.

Other frustrations from this past month:
Decided to go to YOUTUBE because as recommended to me by our Dean of Technology, the mere mass volume of videos almost makes it the most reliable and tech-up-to-date. Youtube is going high definition. I found this function on some of the videos I had watched and even on a couple of our test videos. Of course, now I can't find it--what the heck?

Because I'm limiting my videos to 3-5 minutes, I have ended up with hundreds of videos. I'm trying to keep the titles focused so it will be easy recognition--but that takes a bit of organization as well. Especially since I ended up saving my work on two different mac computers. My friend has graciously allowed me to take her second mac (a laptop) home with me in order to continue my work on the projects. This meant downloading the files a second time onto another machine. This worked great in theory until I filled up all the free space on the laptop. (At least that meant I had a couple of days off!)

I also seemed to have lost a couple of videos in my imovie files. One of the larger temples we visited does not seem to be listed anywhere on either computer. I was pretty sure I remember going through pictures from there so I just don't know where they could be or what I did to lose them. Maybe it had something to do with the full computer. Who knows.

Also, the Norwegian Lutheran is coming out in me and I'm getting concerned about putting the videos out into a public forum like youtube. So I took the responsible route and called Sami (who helped arrange our trip with his sister the Egyptian travel agent/business woman) and ran the idea by him. I explained many of the videos included pictures of the Egyptologists that had been our guides and our company hosts. We had gotten their permission at the time to film for my classes. I explained the situation of where the videos would be going and got the permission to put them on youtube. So I started the uploading process. UFF DA! It is painful--but at least we're moving forward and I must be growing somehow!