Archive for category eLearning 2.0

Google Forms Branching – Digital Story Telling

The Google Apps team published a blog post explaining improvements to the Forms tool allowing form creators to easily configure branching of pages depending on the respondent’s choice for every question.

This feature has a lot of potential for digital story telling. Teachers or students can create interactive stories that evolve with the reader’s every choice.

In fact, the Google Apps team emphasizes this possible use on that same blog post with the sample interactive adventure “The Hunt for the terrible Dr. von Schneider”. To interact with this story, just click this link and then click “Choose this template” on the next page. This will add the form to YOUR spreadsheets. Go to your http://docs.google.com account and open the “Copy of Choose your own adventure form” spreadsheet. Click “Form” and “Go to live form” on the tool bar. Voilà!

It is a short little adventure but it illustrates the concept fairly well.

 

Based on the Google Apps team’s post, as easy as 1, 2, 3:


1. To create a story, go to Google Docs and create a new form with an enticing choice at the beginning.

 GoogleForms_adventure2

2. Check the box next to Go to page based on answer while editing the question. Select the corresponding pages they should be directed to based on their answer.

 

 GoogleForms_adventure3

3. Users can be sent back to the same page after being split apart during the story. Under the Add Item menu, select Page break. Then, select what page you’d like your form respondents to be directed to under the drop down menu in the page break.

 

GoogleForms_adventure1

 


 

 

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Uses of the iPhone/iPod/iPad in the Classroom

I came across a short presentation by Grace Poli from Union City High School on Slideshare.net. The presentaion focuses on practical ways for using the iPod Touch in class, but of courses the uses of all of Apple’s mobile devices are interchangeable most of the time since they have similar technical specifications.

Here are some highlights and resources from the presentation.

Resources and Ideas

  • Apple Learning Interchange – http://ali.apple.com
  • Learning in Hand – http://learninginhand.com
  • iPods in Education Webcast – http://macenterprise.org
  • iPods in Education: The Potential for Language Acquisition – http://e2t2.binghamton.edu/pdfs/ iPod_Lang_Acquisition_whitepaper.pdf

Unexpected Uses of the iPods

(http://www.oculture.com/2007/04/10_unexpected_u.html)

1. Train Doctors to Save Lives – American College of Cardiology indicates iPods are used to listen to recorded heart sounds to teach medical students how to better recognize different conditions 2. Bring Criminals to Justice – United States federal district court has started using iPods to hold copies of wiretap transmissions in a large drug-conspiracy case 3. Get Yourself Into Serious Shape – TrailRunner is a free program that helps you plan your route and then loads your iPods with maps, distances, and time goals

4. Tour Around Great Cities – iSubwayMaps lets you download subway maps from 24 major cities across the globe. They range from New York City, Paris, and Berlin to Moscow, Tokyo and Hong Kong. Audio tours of New York and Paris downloard Soundwalk narrated by a celebrity for $12.

5. Calculate the Right Tip – TipKalc helps you figure out the tip and grand total

6. Record Flight data – LoPresti Speed announced plans to use iPods as flight data recorders in light aircrafts (will have the ability to record over 500 hours of flight time data)

7. Throw a Meaner Curveball – Pitcher for the Houston Astros, started using video iPod to review pitching frame by frame to improved overall techniques 8. Learn Foreign Language – University students are using iPods to record lectures, take notes, and even create electronic flash cards 9. Memory Stick – save your Microsoft office files 10. Wikipedia – download one of the largest encyclopedias on your iPod (FREE)

More ideas from other practitioners can be found in the Apple Interchange Learning Community which I highlighted in a previous post.

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Google Launches Its Own Open Source Learning Platform – CloudCourse

In an arena dominated by Moodle, Google launches its own open source learning platform: CloudCourse.

According to the blog “Open Source at Google”, the application was released with the intention of driving developers to develop Web applications with Google’s App Engine. The team encourages developers to look into the source code to find out how specific Web application development challenges were overcome. The team of developers at Google hopes CloudCourse to become a sort of poster child for App Engine.

But what can CloudCourse do? According to the developers:

Built entirely on App Engine, CloudCourse allows anyone to create and track learning activities. CloudCourse also offers calendaring, waitlist management and approval features.

CloudCourse is fully integrated with Google Calendar and can be further customized for your organization with the following service provider interfaces (replaceable components):

  • Sync service – to sync CloudCourse data with your internal systems
  • Room info service – to schedule classes in your locations
  • User info service – to look up user profile (employee title, picture, etc)

The technologies used to develop CloudCourse are: App Engine, Django, Python and the Closure Javascript library. According to the team that developed it: should be a breeze to install…

Let me know (in the comments here) what your experience is like if you do try to use ClourCourse.

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Social Media Threat to Education?

CNN Sees Facebook as Major Competitor” says Mashable’s writer Jennifer Van Grove in an article today. Even though it seems reasonable at first “well, people are getting their news first on Facebook”, media giants like CNN should look deeper into social media platforms as OPPORTUNITIES to reach more people with their news. Similar to what Mashable and many others already do, publishing their feed on Twitter, Facebook and many other channels. Readers will most likely read short blurbs from their friends about news of interest on social networks and, if the news are really interesting they will go to major websites to find more details about it. If the news giants already have their feeds going into popular social media channels, people will actually retweet, respost, spread the link, taking readers back to the main news site. CNN seems to miss the point…

And so do many people in charge of K12, Higher Education, eLearning departments at corporations, and other “authorities” in Education: they see social media as a threat instead of an ally in doing what Education is all about, constructing communities of practice, taking knowledge to the masses, letting people construct knowledge, reach out to other learners… Many times when they use social media, they simply clone a popular service inside walled gardens, missing on the wealth of knowledge already out there.

Educators fail to see even major services like Facebook, Youtube and Twitter as learning communities and channels for knowledge creation and distribution perhaps because their policies are based in “old school” (pun intended) paradigms of authoritative learning. “What will happen when we admit Wikipedia can be a legitimate source of knowledge?” “What will happen when we let our learners loose on video sharing sites?” “I don’t even understand microblogging, how can I use it in the classroom/as the classroom?” and other questions are asked by friends of mine in Education all the time. Let’s not forget our roles as “facilitators” in the new media era…

What are questions and answers YOU might have about using social media in Education?

Why don’t we see more of social media applied to learning experiences?

Where have you seen it? Have YOU used social media to facilitate learning?

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Is HTML5 the Future of eLearning?

In the past few years we have seen the rise of the Apple (iPhone/iPod/iPad)  vs. Adobe (Flash) wars. For many reasons (that I don’t agree with), Apple doesn’t seem to want Flash to be enabled in their mobile devices even though many websites rely on the technology to deliver interactive experiences.

Accessibility (for users with disabilities) is also a challenge when using Flash to create interactions in websites in general and in eLearning courses.

HTML5 seems to solve some of these problems by allowing universal access to interactive screens that you would normally see only in Flash. See these HTML5 interactions by Remy Sharp.

Now, a simple question (maybe not so): are eLearning professionals going to embrace HTML5 and wean from Flash altogether?

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Watch Le Web Live December 10 2009

About Le Web:

“The real time web is taking the world by storm! Twitter has grown exponentially in one year with an extremely simple service that does only one thing: keep you in touch with what your friends are doing, in real time. Facebook entirely redesigned its most important assets, its home page and opened its feed to third parties. Given the growth of the Twitter and Facebook ecosystems with thousands of applications and new uses, startups as well all major players are adapting their services to compete in this environment. There was the static web, the social web and now here comes a new web: the real-time web.”

Broadcasting Live with Ustream.TV

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Google Wave and Education

Imagine a scenario in which a professor, instead of having students discuss questions in separate threads in a classroom forum, s/he simply starts a conversation in one place on the Web where everyone can add videos, photos, gadgets, maps, text and more media to illustrate their points. Now imagine this conversation could also be played back so the students could reflect on how they built knowledge together via a live, natural and seamless discussion throughout the semester.

This is one way Google Wave could be used for Education. So many people talk about “knowledge building” and Constructivism, “reflecting on one’s own learning experiences”, etc. But not many people put this into practice when teaching.

Not that forums and wikis and everything else the Web offers as far as collaboration goes is bad. Google Wave is just another way, a dynamic one, of keeping a central conversation going (which can be synchronous) instead of having elements of the dialog get lost in complicated threads or email systems our universities currently use.

Wave is not as simple as email, it will probably require moderators to keep the “conversation” neat and clean. Just the other day I was trying to imagine a more dynamic blog system in which the hierarchy that is typical of blogs – author’s posts (higher level) > comments (lower level) – could be debunked and, instead, a flowing conversation where every comment gets the same status, like in a live conversation in which every speaker/listener has chances to take turns at the same level. The current blogging platforms have a “traditional” social system in which their very own structure puts the author on a pedestal as the “lecturer” (authority) and the readers as mere expectators that add a few words to the post via comments. This structure with emphasis being drawn to the main post, and less “status” applied to the “comments” under it (notice the word “under” or “below” apply in multiple meanings here), can be broken with the Google Wave conversational structure in which a flowing conversation runs down a “page” without “obvious” social stigmas…

Google claims they are rethinking email by answering the question: “what if email was invented today, what would it look like?”

One wished we’d ask a similar question about Education: “what if Education was instituted today, what would it look like?”

UPDATE: Some people are quick to create how-to books around new technologies. Here is The Complete Guide Google Wave. Thanks go to Brandon Carson for the hint.

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This Week’s Twitter Updates

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Open Books and TextBooks Online, Free

Taking after the movement of open source (free – as in freedom) software development, knowledge and information has also been “open sourced” (and crowdsourced) as new Web technologies allow for flexibility and ease of online collaboration in generating content.

Textbooks are now on the same route and here are a few interesting resources for those who are tired of paying absurd prices for academia content out there. Let’s t get all of our mind and expertise together and share knowledge more wisely than the good ol’ authoritative knowledge consumption models allow us to…

Question: Why don’t more experts and professors join the trend of open books?


WikiBooks – From the same company that maintains WikiPedia, this is an incredible collection of open books in any subject imaginable. Worthwhile.

Flat World Knowledge - This website’s goal is to share quality, peer-reviewed books in many areas of expertise. The idea is that faculty will publish the books under the Creative Commons license and allow students to access tailored, good quality content without having to pay the (sometimes) outrageous prices for textbooks. They already have some interesting content up. From their site, we have their definition of an open book: “It is a great book by a great author, peer-reviewed, professionally edited & developed, and published under a Creative Commons license. Faculty may tailor the book to their needs. Students may access the book free online or buy an affordable print, audio, or handheld format. Students get choice; faculty get control; authors earn rapid market share, greater royalties over time, and do some good!”

Open Book Project - They still don’t have much in their collection of books. But here is what they aim to accomplish and I hope they succeed: “The Open Book Project is aimed at the educational community and seeks to encourage and coordinate collaboration among students and teachers for the development of high quality, freely distributable textbooks and educational materials on a wide range of topics.”

TextBook Revolution – This site’s mission on their frontpage says it all: “Our approach is to bring all of the free textbooks we can find together in one place, review them, and let the best rise to the top and find their way into the hands of students in classrooms around the world.”

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Augmented Reality and Learning

The dawn of augmented reality on a consumer level presents many possibilities for marketing, tourism and virtually any area of expertise. But what would be its impact in Education and learning in general?
Would the possibility of adding a layer of information and rich media atop an individual’s view of the world via his/her mobile device’s camera mean we are taking the next step toward “push” mobile learning (information automatically being displayed as available at the learners’ location)?

This could mean 2 things, at least:

1. Information readily available about places, people, objects anywhere, anytime.
2. Not just information devouring but also real, contextual learning opportunities via an immediate 4-dimensional, layered view of the world.

With easy access, people can start gathering information on just about anything and any place on Earth and make that readily available for others walking the path that has been covered with digital breadcrumbs.

With augmented reality on mobile devices, the world becomes one more layer  with overlapped layers of information just-in-time and in real time.

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