Monthly Archives: May 2013

Stop Motion Video

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Stop motion video is an interesting tool to motivate students.  We made one in class.  We used LEGO men, play dough and a table outside with a big camera and a tripod.  We created a little story and had the LEGO men tell the story.  The still camera takes a picture and then we move the LEGO men and take another picture. The entire movie is made one picture at a time.  Everything was assembled and narrated with MovieMaker. The end product is new and different and requires artistic ability.  Here is one example:

http://www.youtube.com/watch?feature=player_embedded&v=qBjLW5_dGAM

This type of video could be used to write stories, show historical events, demonstrate science principles. With the narration, it could be used to learn a second language as well.

There are ipad applications that can make stop motion videos:

http://www.educatorstechnology.com/2013/03/8-great-ipad-apps-for-creating-stop.html

I have used IMotion HD on the ipad.  It is very easy to use since the camera is integrated with the application.  The time lapse between each picture can be adjusted to be .25 second to 1 day, or it can be manual.  It gives the ability to watch natural processes, for example the movement of the sun, the change of seasons, the growth of a plant.  I made one showing the ice passing by the St-Laurence river in the Spring.

 

Podcast

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A podcast is a very simple way to broadcast information to the world.  Students do it.  Teachers do it.  University professors do it.  Doctors do it.  Reporters and broadcasters do it.  Oppressed groups do it.  People passionate about any topic do it.  A podcast is an audio recording that is distributed or broadcast through various means.  A podcast can be recorded and distributed through an Internet link, a YouTube channel, on iTunes or Twitter.  They exist about every subject under the Sun.  Here is a list of the most appreciated by the   general public.

http://www.podcastawards.com/

As technology develop, the way we get information changes.  I have always been interested in having independent views of what is happening in the world.  Although we get news from all over the world through our National Broadcaster, how do we know it is completely accurate.  If we are interested in more details about what is happening in the world, how do we find out about it?  The first technology I used to get independent news review was Shortwave radio.  We can get news here about the world, but hearing the independent voice of other countries has been more difficult to find.  With shortwave radio, I would be able to listen to news from all over the world, and form a better opinion of what is happening.  Sometimes, at night, I could hear Arabic channels.   As technology developed, I saw people going around with iPods.  I wondered what I could do with this.  My interest went from listening to independent International news on short wave radio to independent International news on podcasts.  As the technology developed, the information being broadcast became exponentially better.  My favorite podcast has been for a long time and still is The Listening Post from AlJazeera.  I can now listen to independent news, from many different sources on my phone, while driving.  This is definitely relatively new and very much needed.  I am no news junky, but having agonized over 9/11, the Iraq war when it was happening, and subsequent development in the US, this type of service is long time overdue. Governments may do things with best intentions, but sometimes it may be the wrong thing to do and feedback is necessary.  It is impossible to give good feedback without  information.

Also, many people may want to fool/trick other people into buying things they do not need or believe in things that do not make sense.  It is a rare and precious person who would work very hard to educate the public about such topics on their spare time. The skeptics guide to the universe  would do such a service.

http://www.theskepticsguide.org/

Podcast can be an excellent tool in education for professional development.  The government of Ontario made several podcast and webcast available to teachers.  As Professional Development days do not always meet the needs of the teachers, other resources are available to meet their needs.  One of my favorite still is Allan Luke talking about the new literacies, although it has been recorded some time ago.

http://resources.curriculum.org/secretariat/may3.shtml

Podcast can be an excellent way to learn a language or to learn to be a writer or journalist.  Students can research a topic and prepare a podcast about it.  Tools like Audacity or MusicBand can be used for recording.

Usually, when we have supply teachers,  students are not focused very well, unless they do something they like.  In French, it is much more difficult to do. I liked the idea I heard about recording instructions for French lessons on audacity and placed on a website for the supply teacher to use and asking students to prepare a podcast. That was just brillant.

Webcast can be used by technology teachers to explain how technology and/or lessons work and be setup as a podcast and distributed to their audience.  I see no French technology teachers.  It would be an excellent idea to use webcasts to provide French resources.  From reading reviews,

http://www.freetech4teachers.com/2013/04/the-five-best-tools-for-creating-videos.html#.UZrQw7WceSq

Pixorial might be a good tool to create such webcasts. What software technology teachers are currently using?

A podcast is an excellent tool that has been inspiring many people, including me.

 

 

 

 

EdCamp Hamilton

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The idea of EdCamp is quite interesting.  It was the first EdCamp to be done in Hamilton and a very interesting way of organizing a conference.  There are no keynote speakers and the participants create the questions they want to discuss.  Those questions are categorized, voted on and then become the focus of the discussion. Each person can learn from one another since each participant had something valuable to say.  In each session, there was a moderator who participated or started the discussion.  EdCamp allows participants to get to know each other a little bit and twitter handles were exchanged for further sharing/collaboration online.  It does not take a big name to make a significant change, every teacher can bring an idea or remind someone of something.  Having senior teachers present help to start the discussion and moderate if needed.  Having a place where isolated teachers can discuss and explore is very nice.

Technology as a distractor – There seems to be a crisis of attention.  People are multitasking but are they accomplishing something significant?  Someone discussed the study of the marshmallow effect.   I knew about that research.  Students who were able to wait the longest to eat the marshmallow were the more successful later in life.  In today’s world, students are not patient.  They want something now and they may not persevere to solve a problem if they are easily distracted.  It was interesting that someone mentioned that the EPSON company do not hire people younger than 30 years of age because they are too easily distracted by their device, they do not know what to do when their device rings or vibrate.  When in a sale situation, they should close the sale and disregard their device.  It was mentioned also that those who code need a very good focus in order to do their work.  Having a device close by can be less than helpful. What can we do to help this issue/ Someone made a short statement:  the Tribes program can be helpful in teaching listening and attention.  The situation is familiar to me and I thought the suggestion made was excellent. I have not used TRIBES very much in my teaching but I have now a very good reason to start using it.  TRIBES build community among the students but it has also the effect of teaching how to focus, away from our devices: a crucial lesson.

 

There were some discussion of how to assess student’s work.  I would need to read more about those ideas but it was mentioned that self-assessment could be used.  Natural feedback, interaction with peers, formative assessment.  I mentioned that I try to choose applications that would work on several platforms.  This would allow students to work in the classroom as well as in the lab where I can currently use NetSupport to oversee what students do and help them if they need to by directing  their computer.  NetSupport allows the teacher to control the student’s computer and type something for them.  It can be helpful to give feedback.  I am not aware of applications that does that.   I won a door prize:  a Gold account for NearPod.  From reading the description of NearPod, the application allows the teacher to at least see what the students using NearPod are doing.  I still have to look at this in detail.

The session about Problem based learning was interesting.  One participant made the distinction between problem-base learning and inquiry learning.  Problem-based learning may not necessarily have a driving question, it is learning based on a project.  With inquiry based, there is an initial question that needs to be solved, and the locust of control is student driven and is passion based.  There was several points mentioned by many people.  My contribution was to mention that I thought we model through inquiry what scientists and the industry is currently doing.  Most teachers are concerned about the environment and seeing what scientists are currently doing to help could be engaging.  I gave the example of the scientists who try to find the best way to grow algae in order to make green petrolium that takes away CO2 from the atmosphere.  My students are currently trying to see what are the best conditions to grow the algae.  I was inspired by AlJazeera science programs I had seen on Twitter and on the French program Découverte.  I was given another source of good ideas for projects, a book I readily ordered.

The main idea is to empower the students to do self-directed learning, to do learning that is meaningful to them.  There should be shared power.

I do try to do that in my class by giving my students projects where they do have a choice of topics, within the larger umbrella of the major topic of the unit of study.  Having teachers flexible enough to be willing to follow the interest of the students is quite empowering for them.  Students are not used to this type of thinking, neither are the teachers.  They are used to being told what to do and to be able to change this culture will take time.

I would like to go to other sessions since I thought it was useful and positive.

 

 

 

 

 

Key features of today’s 21st century Learning Environment

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One of the key feature I am learning in this course is to find software, other than Facebook and Twitter that allows students and teachers to collaborate together.  We have seen Google Docs, Prezi presentations or Mindmeister mind mappring software that can be prepared in collaboration and now Padlet.

I chose to explore Padlet since I think it could be used with very young students, starting from grade 3, to adults.  Padlet looks like an online wall where we can add digital sticky notes with text, images, links to articles, videos, slide shows. The owner of the wall can invite others to read the wall or write on it.  There are multiple privacy settings that can be used.  It allows for collaboration with as many people as wanted or be completely private. The address, accessed from the browser, allows access according to the settings.  Padlet can be used on any device since it is online based.  The digital notes can include photos from the Internet or from a webcam. We can also upload text stored on our computer/device for inclusion in the digital note.  It is also possible to upload audio files created with Audacity (I tried at home).  The different forms a digital note can take allow students with different learning styles to participate in the process.  Being able to upload audio files allows students who are struggling with writing (autistic students for example) to participate fully in the process.  I rate this tool very highly.

Padlet is very easy to use and is quite suitable for primary students. The online feature allows any student on any device to collaborate.  It is quite a powerful tool for brainstorming, or to show understanding on a selected topic.

In class, we created this wall:

http://padlet.com/wall/2mcszoi98y

I kept reading the articles provided, as it is my first instinct, where to search for valuable information.  We divided the work and I had asked someone else to look at the pictures section.  While I do search pictures and teach my students to search pictures, I did not think of this as being as important as reading.    My partner was about to choose a picture and I saw another that reminded me of an enterprise that I participated in, somewhat.  It was a quite powerful video, viewed by close to 10,000 people.  I appear briefly in the video.  My part was done with my little smart phone, struggling and trying the best I could to keep my phone upright while I filmed myself. The was sent via the Internet to those who put it together.   That little device that several students have can be used to reach the entire world, to participate with others to reach goals together that have real effect and significance.  That one picture reminded me of the value of cooperation to accomplish authentic projects that are meaningful, real and very needed.  It was a humbling experience.  Looking and sharing that picture near the end of class had more value than all the reading I had done during the hours we were there!