- These shapes are rather chaotic. Use your mouse or touchpad to organise them the best way you can.
- Who was Dmitry?
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Sunday, September 27, 2015
Dmitry Shapes
Tuesday, May 17, 2011
Podcasting for a Real Audience
By Year 10, a significant number of students have decided that they don’t like Science or they think it is too hard and are relieved to find that in Year 11 they do not have to do Science. I have had classes with these students many times and decided I needed to do something more engaging than the traditional approach. My first attempt to do this used podcasting.
Because the 40th anniversary of the first moon landing was approaching, I decided to do an assignment where students would research problems that had to be solved in order for the mission to be successful. Rather than a written report they were to prepare a script and record it as a podcast.
To help students get started I played them a few sample podcasts from Brain Stuff and suggested they follow a similar format for their episodes. We also played a few online videos about the Apollo 11 mission before they began their web research.
When their scripts were ready they were taken to a computer in a quiet place with a microphone headset where they recorded their episode in Audacity (a free program). Some students had learned how to use Audacity in their ICT class and there were enough of these students in the Science class to help their colleagues to operate Audacity. Audacity provides the ability to edit the audio so some students were able to cut out unwanted noises such as coughs and “ums”.
Once students had finished their recording they saved it as a WAV file and gave me a copy. I then used Garageband on my Mac to dress it up a bit and convert it to MP3 format before uploading it to Podbean, a free podcast hosting website. We called our series Mooncast.
It would have been good to have students do these final tasks, but time pressure prevented it. Initially many students were self-conscious about hearing their own voices, but I think they really did get a buzz about having their work made accessible for a real audience.
Last year we changed the topic a little but continued the theme of researching space questions and I plan to do something similar again this year.
To help students get started I played them a few sample podcasts from Brain Stuff and suggested they follow a similar format for their episodes. We also played a few online videos about the Apollo 11 mission before they began their web research.
Once students had finished their recording they saved it as a WAV file and gave me a copy. I then used Garageband on my Mac to dress it up a bit and convert it to MP3 format before uploading it to Podbean, a free podcast hosting website. We called our series Mooncast.
It would have been good to have students do these final tasks, but time pressure prevented it. Initially many students were self-conscious about hearing their own voices, but I think they really did get a buzz about having their work made accessible for a real audience.
Last year we changed the topic a little but continued the theme of researching space questions and I plan to do something similar again this year.
Solving the Diagram Dilemma
Creating an online tutorial is quite easy if you just want text, photos, and voice. PowerPoint with narration can do a fine job but when you want to add diagrams, the task can become a lot more time consuming, especially if you want to show stages of development. You could have someone take a video of you explaining the concepts while you draw on your whiteboard, but the labour required is a deterrent. The Smart Pen provides a very simple alternative.
Smart Pens for Students
Livescribe introduced Smart Pens a few years ago for students to record notes and lectures. The pen contains a tiny camera that records what is written in a special note book and the microphone records the lecture. The software for playing the recordings is very clever. Students play back the recording on their computer and the voice is synchronised with the appropriate writing or drawing. Students can touch their pen on any part of their notes or diagrams and the audio plays from that part of the recording, so replaying a passage is quick and very simple.
When the pen is docked with the computer, the software transfers to recording to the computer. With a mouse click, the software can upload the new recording to a YouTube style website where they can be shared. Livescribe calls these shared recordings Pencasts. They use Flash format.
To get a better understanding of the procedure, watch the short video clips on this page.
For Teachers Too
The Smart Pen and Livescribe software provides a very simple way for Science teachers to create simple online tutorials and share them with students. You just sit at your desk with the pen and Livescribe notebook, touch the record symbol on the page and start speaking while you draw. When you have finished, touch the stop symbol. Then dock the pen so the tutorial can be transferred to the computer and click the upload button. Within a few minutes from when you stop recording the tutorial can be ready for students. You can provide a link to the tutorial or embed it on a web page such as a blog or a page in your learning management system.
Here is a simple example - nothing starry and it even has a mistake in it, but it provides students with a helpful learning experience. Notice that you can make it full screen with the click of a button and at the bottom left you can control the display mode for your writing and sketching. The default is to have everything grey to begin with and it gets over-written with the green colour as you proceed through the tutorial.
Smart Pens for Students
When the pen is docked with the computer, the software transfers to recording to the computer. With a mouse click, the software can upload the new recording to a YouTube style website where they can be shared. Livescribe calls these shared recordings Pencasts. They use Flash format.
To get a better understanding of the procedure, watch the short video clips on this page.
For Teachers Too
The Smart Pen and Livescribe software provides a very simple way for Science teachers to create simple online tutorials and share them with students. You just sit at your desk with the pen and Livescribe notebook, touch the record symbol on the page and start speaking while you draw. When you have finished, touch the stop symbol. Then dock the pen so the tutorial can be transferred to the computer and click the upload button. Within a few minutes from when you stop recording the tutorial can be ready for students. You can provide a link to the tutorial or embed it on a web page such as a blog or a page in your learning management system.
Here is a simple example - nothing starry and it even has a mistake in it, but it provides students with a helpful learning experience. Notice that you can make it full screen with the click of a button and at the bottom left you can control the display mode for your writing and sketching. The default is to have everything grey to begin with and it gets over-written with the green colour as you proceed through the tutorial.
Sunday, May 15, 2011
Beyond PowerPoint
This is the first in a short series on using tech tools for Science classes. None of the ideas are ground-breaking innovations but I did find that they provided significant benefits for learning. While these ideas were used for Science classes, they could be applied to other subject areas.
Outside of the Science lab, I had used PowerPoint for many years, so when I eventually obtained a permanently installed data projector on my room, I decided to use PowerPoint whenever I was presenting new work. When I started doing this, I often became frustrated when students showed that their priority was to copy down every word on the screen rather than participating in the discussion and getting to understand the concepts. In attempt to change their priority I would tell them they could easily download the PowerPoint at home but it is not easy to participate in the discussion at home.
When it came to revision time, I decided to add narration to my PowerPoint documents to give a summary of what we had discussed in class add the comments that I typically did in class. The positive feedback from students encouraged me to do this for each topic. They never commented in the quality of my microphone even though the recordings had background noises.
Benefits
The main benefit I found was that using these narrations in PowerPoint enabled me to shift some activities to out-of-class work, providing more time in class for discussion and individual help. Of course, there are many other ways that you could use PowerPoint with narration. I have had students use this method to prepare assignments as an alternative to written work or oral presentations.
How-To
Recording narration in PowerPoint is quite efficient. If you stumble on words and wish to repeat, you can repeat the recording for individual slides. There are many web videos that provide instructions for recording narration in PowerPoint. Here is one from YouTube.
When you have the recording you can upload it your schools learning management system, but I found that AuthorStream provides a very good alternative, that is totally free. You can link to the Authorstream page or better still, you can embed the presentation on a web page, as shown in the sample below.
This make it look like an image on your web page and gives you the option of writing comments such as instructions or questions. It also helps to keep your students on your page.
If you are not familiar with the procedure for embedding video, here is a YouTube video that explains how to embed a YouTube video into a blog.
Embedding from Authorstream is very similar but the embed button is on the right. The embed text is HTML code and some systems can automatically recognise it as HTML. In other cases, you need to switch to HTML edit mode and paste the code there.
Outside of the Science lab, I had used PowerPoint for many years, so when I eventually obtained a permanently installed data projector on my room, I decided to use PowerPoint whenever I was presenting new work. When I started doing this, I often became frustrated when students showed that their priority was to copy down every word on the screen rather than participating in the discussion and getting to understand the concepts. In attempt to change their priority I would tell them they could easily download the PowerPoint at home but it is not easy to participate in the discussion at home.When it came to revision time, I decided to add narration to my PowerPoint documents to give a summary of what we had discussed in class add the comments that I typically did in class. The positive feedback from students encouraged me to do this for each topic. They never commented in the quality of my microphone even though the recordings had background noises.
Benefits
The main benefit I found was that using these narrations in PowerPoint enabled me to shift some activities to out-of-class work, providing more time in class for discussion and individual help. Of course, there are many other ways that you could use PowerPoint with narration. I have had students use this method to prepare assignments as an alternative to written work or oral presentations.
How-To
Recording narration in PowerPoint is quite efficient. If you stumble on words and wish to repeat, you can repeat the recording for individual slides. There are many web videos that provide instructions for recording narration in PowerPoint. Here is one from YouTube.
When you have the recording you can upload it your schools learning management system, but I found that AuthorStream provides a very good alternative, that is totally free. You can link to the Authorstream page or better still, you can embed the presentation on a web page, as shown in the sample below.
This make it look like an image on your web page and gives you the option of writing comments such as instructions or questions. It also helps to keep your students on your page.
If you are not familiar with the procedure for embedding video, here is a YouTube video that explains how to embed a YouTube video into a blog.
Embedding from Authorstream is very similar but the embed button is on the right. The embed text is HTML code and some systems can automatically recognise it as HTML. In other cases, you need to switch to HTML edit mode and paste the code there.
Thursday, July 31, 2008
Spreadsheet Races
It would be nice if I could say that I planned all this but in fact I stumbled across this idea when teaching spreadsheets. First, I must explain the background.
When learning about spreadsheets I have found that some students wasted significant time scrolling down to see how far the numbers went. I would often tell them to try it at home rather than doing it in class, but it never worked. Curiosity was too strong and then they wanted to have races to see whose computer could do it faster.
This time I tried a different approach. I told them we would all have a race. I was going to use the GOTO command to jump to the last row and beat them all because I knew most of them would just use the down arrow key. I was a little surprised when 3 boys beat me and finished in about 1 second. I asked them to tell the class how they got there so fast. They had used control-down arrow which of course is even quicker than the GOTO command. We had a brief discussion about alternative ways to move around in Excel and moved on.
So far I haven’t seen anyone scrolling up and down for minutes at a time, so it looks like I achieved my goal and the students still had their fun. Now I need to find more fun ways to help them keep learning.
Monday, July 21, 2008
How Do I Find Time For All This?
We want our students to become life-long learners but are we life-long learners ourselves? We faithfully attend the in-service sessions the school organises. We keep up with our first-aid certification and when there is a new syllabus, we go to the seminars organized by the QSA. Does that make us life-long learners? What if we are approaching retirement, do we need to keep learning?
The draft Continuing Professional Development Framework from the Queensland College of Teachers indicates a requirement for 30 hours of professional development per year. Will this make us life-long learners? Is this even the right question to ask?
Belshaw (2006) asks a more appropriate question in his blog post, Infectious Learning: Teachers as Lifelong Learners. “Why should teachers also be learners? Well first and foremost, teachers are role models. If we as teachers aren’t interested and intrinsically motivated by the learning process, why should we expect our students to be?”
Whether we agree with this philosophically or just recognize that legislation demands this of us, we as teachers need to become life-learners. So how does an already busy teacher find time for all this?
One way that works for me is to listen to podcasts about topics in my area of professional interest. They are available free and I can listen while I am commuting, so it does not “cost” me extra time, although it does require a little time finding, downloading and transferring podcasts to my iPod. For more information on podcasts see PD on the Move.
Podcasts will not provide for all your PD needs, but they can provide lots of ideas for further investigation and point you to other web based resources for more in-depth PD. Many conferences for teachers are now being recorded and made available on the web. Education Network Australia (EDNA) is a good place to start looking.
There is no denying it. PD does take time. We will still need to attend seminars and workshops at times but we really need to dedicate a regular portion of time each week for your own PD. After all, we are aiming become life long learners.
Sunday, June 29, 2008
Utilising Hyper Connectivity
If you watched Mark Pesce's presentation mentioned in the previous post, you may be wondering how to capitalise on the hyper connectivity that students now take for granted. This video clip from Abilene Christian University in Texas may stimulate some ideas.While this video clip is set in a university context, there are ideas here that could be adapted for high schools. Perhaps we can't yet give iPhones to all out students but we might be able to provide more information for students on our websites so that students can access it online. This would be especially relevant for schools considering the introduction of 1 to 1 laptop programs.
Do we communicate with students or parents by SMS and/or MSN? Do we even communicate by email? Do we provide our contact details to students? I have found that my students appreciate the opportunity to email me questions and drafts of assignments rather than trying to do this at school, where everybody is busy most of the time. I like it better too, not only because I am busy at school but because it is easier for me to email the answers or comments back than to find the student at school.
Brabazon (2002) commented on the impatience of some students in a tertiary online setting who expected instant email responses and became unhappy when she was not available after hours to respond to their questions. My students are younger and perhaps they are more patient. I told them when I am typically available for questions and they seem happy with that. I have not had students abusing this privilege or sending me unpleasant messages.
Brabazon, T. (2002) Digital Hemlock: Internet Education and the Poisoning or Education. UNSW Press.
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