Robot responses (87/366)

A robot I prepared earlier (86/366)

Broadcasting the Curriculum

The Broadcast Curriculum allowed us to demonstrate the wider benefits of media technologies in enhancing learning and motivating students. At ks3 and 4 BB is not subject specific; we supported maths, science, ICT, PE, geography, history and english regularly and languages, art & design and media on other occasions with 8 of our local schools. At primary level (mainly ks2) creative freedom allowed specific TV Shows on anti-bullying, Bollywood dancing and thematic activities tying in with weather, story or history-based topics. Teachers could use the embed codes to re-use the video content in web pages and the school’s VLE. Conferences and staff training were streamed live over the Internet with marketing via social media. All the output distributed by DVD or archived into a dedicated password-protected web site.

The advantage of the CLC was to use professional equipment in a simplified TV Studio setting; the right tools can make a difference to the quality of the final product. Our studio was used with learners as young as 6 right up to adults such as teachers making content for the classroom. Much of our work in the last year of the CLC involved NEETs (Not in Employment, Education or Training) and was a fabulous engager and motivator particularly in our fame hungry get rich quick times.

Unfortunately, funding streams for this kind of activity have ceased so the CLC Studio is due to close in a few months. So what can school teachers do to utilise the Broadcast Curriculum?

Gold option

If your school, academy or federation is feeling flush and BB is a high priority, then Planet PC have several solutions in portable boxes that have great potential. The Movie Box 3 cost around £8k – full details here. There are cheaper and dearer options from the same company. Contents include*:

• Apple MacBook – software includes iMovie’09 and Final Cut Express
• Storyboarding software
• Stop motion animation software and web cam
• High end camcorder with professional tripod
• Hand held interview microphone, tie clip microphone and boom microphone
• Live chroma keyer
• 2.1m x 2.1m pop up reflective chroma key screen and accessories
• Reflective chroma key flooring
• Reflective chroma key material props pack
• Full Lighting kit with floor stands and backdrop clip on lights
• Webcam and stop motion software

*This is a contents list based on when our movie boxes were acquired in 2010

Silver option

Much of the same functionality can be achieved with the following items for under £3k:

• Apple iMac – software includes iMovie for free
• Set of cheap photographers lights (redheads)
• DV camera & tripod
• Stop motion software (eg. I Can Animate) and recommended I Can Present too!
• Tin of Chroma key paint

Obviously not the same effect as the full kit but a fraction of costs however, a dedicated wall of a room is needed for the Chroma paint.

Bronze Option

The very least you could use to set up a mini studio is a Macbook, camera and tripod and this will be less than £1.5k.

None of the ideas above exclude Windows machines, indeed there are several tutorials on You Tube suggesting ways of chroma-keying/green screening using Windows Movie Maker. The popularity of the Khan Academy and the Flipped Classroom suggest there is even more mileage to screen recording video casts (a function built into Mac machines but freely available for PC) but I suggest a blended approach to avoid merely video recorded lectures.

Good luck with your broadcasting adventures!

Run Fear Run – graffiti expressions in Athens

Merry Crisis, Happy New Fear

Breakfast News on BBC featured a report this morning based around the debt crisis in Greece. The presenter was placed in several central Athens locations (notably Syntagma Sq and the Acropolis) but near significant amounts of graffiti. Noticeable was the fact that this was not the ‘arty’ kind (Banksy or better), hip hop tags or general scruffy politicisms. This was prominent multilingual text expressing trauma and aftermath… the one that jumped out at me said RUN FEAR RUN. The interviews were with middle class professionals (an unemployed English teacher, an unemployed economics professor) and highlighted the plight and unnecessary suffering of the Greek people. Coupled with facts like almost 17% unemployment¹ and a suicide rate that has leapt 40%²; the prospect for all of Europe is daunting and unnerving.

No wonder respectable people protested for weeks outside of government buildings ready prepared for the effects of tear gas; @teacherdude’s photos fabulously document the events here and his account of the happenings are as moving as they are informative -  as can only be carried out by a professional journalist.

Dr. Jeffery Chase, a clinical psychologist and psychology professor at Radford University in Radford, Va., says many times people will use vandalism to vent. “Vandalism to me is basically anger,” Chase says. “It can be displacement — displacement in the technical sense is that [vandals] wish to do something against a more threatening object or individual, so they vent their anger on something safer.”³

So when the media represents an economic crisis zone with a disparaging eye and the disapproval of a wiser uncle where graffiti has appeared on a world landmark, recall the torment of the people involved. We will all have to bear this in mind has economic hardships come our way in the coming years, from the effect on the pupils we teach to the colleagues forced out of the profession. What will our creative outpouring look like?

Image credit: Darren Alff

¹http://www.tradingeconomics.com/greece/unemployment-rate

²http://articles.businessinsider.com/2011-09-20/europe/30178967_1_greece-psychologist-talks-debt-crisis

³http://www.cleanlink.com/cp/article/Graffiti-Psychology-Why-Vandals-Strike–1131

iPad for learning

The Apple iPad occupies a new space somewhere between the functions of a large screen phone and near-to (but not quite) a netbook. Described by Steve Jobs as ‘magic’, it is actually a device occupying the space between the mobile and portable/laptop spaces that for schools means non-networked and personalised for the individual learner. There are tons of great articles and web sites about the iPad and its’ use as an educational tool and I will provide links below. This is a summary of my experimentation and thoughts after a three week loan. Here are the users during this period:

A three year old

An eight year old

A thirteen year old

A 25+ student of Business and Marketing

A university lecturer

Two teachers.

This is relevant because this review is based on my observations of others’ iPad use as well as my own.  Initial reactions from all but the youngest two users were of ‘Wow’ and “That’s so cool” etc but after using for a day or two these comments subsided to things like: “Oh, I can’t access my USB or Google Docs” etc. Interesting that the three and eight year olds just shrugged at it and used it like they would a book, access to a web page or any other game. I spent less than £25 on apps, some intentionally game-based, others directed toward kid’s math/maths, literacy and still more culinary, news or productivity.

Here’s the findings:

Digital inclusion

Lightweight and very portable, pinch zoom on words and pictures really provides an accessible interactivity.  With one of the kids on an iPad and another on a Macbook, instantly on due to iOS means the iPad got a ‘like’ comment, information was accessed quicker (possibly due to mobile versions of web pages) and shared with others in a room simply by picking up and holding up in the same way as a drawing on card.  The same info on the Macbook looked tiny on it’s web page and more of a faff to share with others. A great equaliser in terms of the users as far as the 8 and 13 year olds were concerned. Learning games for the laptop not so easy to find or as cheap as these mobile apps either. For older users, the lack of embedded video proved frustrating at times although You Tube’s own site was fine. Perhaps adoption of HTML5 will help in future. Also, Flash conspicuously absent and we know why that is but hard to explain away to less techie friends.

Teachers and Innovations

Both the teachers and lecturer found instant web page access and apps that allow doodles quick and easy to employ as potential teaching tools. Other ways of show and tell are a reasonable expectation on the iPad – course you can do the same on any laptop or tablet PC but the fact you can sit outside the museum and switch instantly between apps and an e-reader adds a bit of kudos to your apparent depthless knowledge. The tactility of passing around the iPad with the info on a famous photographer whilst viewing her work is delightful (but still achievable on a smartphone in an albeit smaller scale). This use alone ticked both boxes for dynamic practice and enhancing one’s own PD or professional knowledge. Incidentally, the exhibition wasEngaged Observers: Documentary Photography since the Sixties at the Getty Center in L.A. and I seemed incredibly knowledgeable thanks very much!

Learning Spaces

There is so much out there on mobile learning and its introduction as an extended learning environment but anyone experimenting with mobile tools have to put up with so many limitations. Cost, screen size, input method — the list goes on.  The important thing about the iPad is that any space becomes a learning space and the activities involved transform the environment especially with a good mix of information consumption and games as rewards or learning in their own right. Creating on the iPad isn’t so straight forward as yet; POW as comic strip designer integrates photos you upload to iPhoto and then there are the Pages/Keynote/Numbers apps that I haven’t yet invested in.  My iPhone version of QuickOffice worked fine for making short notes (this post in fact) although I did struggle to edit a wordpress blog and resorted back to my Mac. Brushes is a neat creation app appreciated by all ages and easy as doodling with your finger. In my opinion the next gen iPad needs two cameras – front and rear facing to take snaps and iChat with.

Overall experience: great integrated technology especially viewing web, photos or using specific apps. Not a wonderful e-reading experience as glossy screen unreadable in bright light or headache inducing in anything but twilight. An invaluable casual learning tool that will add to your toolkit not replace any of it; needs to be a third cheaper before wider adoption especially when the wow factor wears thin.

Select links:

http://teachwithyouripad.wikispaces.com/

http://www.ipadineducation.co.uk/iPad_in_Education/Welcome.html

http://www.palmbeachschooltalk.com/groups/ipadpilot/

A collaborative Google doc to share ideas on the iPad in schools.

Third tube map resume

This is my third attempt at a tube map resume and this time, I have taken into account some of the criticisms from version two.

Skills and academic progress are parallel, career emerges from key academic qualifications and the overall map seems to go somewhere – notably along a relative timescale. There is still a bit of artistic license here and there – timescale condenses and expands in places but never mind.

I just did this as a bit of fun, reassembling bits from v2…

Tubeway resume graphic

Inspired by Doug Belshaw’s attempt to represent his CV as an underground tube map and some other examples of this graphical exercise here and here – above is my second attempt! My first one looked a bit like a spider’s web on LSD… I tried to hard to relate the node points to geographical references. For this one I just went with a simple spiral. One thing I did come to realise during the fun of making this map is the continuity in things; skills keep developing and major cross-roads in life are simple ‘station’ changes – not so unrelated after all.

Feel inspired to have a go? Have a look at NY or Paris metro and contemplate on Cezanne’s quote: “We live in a rainbow of chaos”… don’t forget to share your results.

What is notebook creativity?

What is Creativity?

The concept of “creativity” has been frequently researched but disagreement remains as to what it is and how it develops. Some maintain that creativity involves fluency of thinking, originality, perceptiveness of problems and the ability to redefine and elaborate (Guildford cited by Lynch & Harris, 2001). Others point to personality qualities making one more creative, including tolerance for uncertainty, willingness to overcome obstacles, openness to growth, possession of personal motivation, acceptance of sensible risk-taking and willingness to strive for recognition. Still others believe that a person is not generally creative in all areas but more often in specific fields often related to the concept of Multiple Intelligences (Gardner).

Why is Creativity important?

The cultivation of creativity is key to programmes and strategies to produce positive outcomes. Programs that teach children creative problem-solving skills help them to become successful adults who can question the accuracy of information and put information to constructive use. Moreover, learners involved in creative activities (such as performing and visual arts) have been found to improve motivation.

Creative thinking allows individuals to “avoid boredom, resolve personal conflict, cope with increasing consumer choice, accept complexity and ambiguity, make independent judgments, use leisure time constructively, and adjust to the rapid development of new knowledge” (Strom, 2000).

How could I use a notebook to improve my creativity?

Get yourself a paper notebook and a pen or pencil. Any will do, but see below for my thoughts and reasons for investing in a bit of quality. All you need to do is dedicate 15 minutes per day with your notebook in a quiet place without distractions. A little like dedicated meditiation time or even cultivating a garden, you and your notebook can boost your motivation, your productivity and your creative juices!

Here’s an activity from http://bit.ly/1wPwPp adapted slightly based on my usage:

Get a timer and set it for 15 minutes – I use the one on my phone or watch.

• Go to a comfortable place with few distractions – do not stay at your desk; music should be instrumental and calming or do without. I use iPod headphones but don’t plug them in.
• Open your notebook.
• Start your timer.
• Close your eyes and see what pops into your mind. A window on to a landscape or quiet seaside also works.
• Once a topic comes to mind, write it on your notebook or draw an image or bubble diagram and stop thinking about it. You’ve put it on your list to clear your mind. It might be an issue, thought, concern, action item, ‘to do’, discussion, etc. or whatever.
• Keep at it for 15 minutes. Keep thinking of the topics and wait for the next. Breathe easy. Stay still. For some of us that will be 15 minutes that feels like an hour. Others will fall asleep this time. Try not to do that next time. Some will have three things in the notebook for the session. Others will have 23 notes. The goal is to make room in your day and mind to let things come to mind.
• When the alarm goes off, return to your routine. Take your notebook with you and integrate the most important idea with your plan for ‘what’s next’. This works well after an early morning coffee or at 3.30 when you are assimilating the day’s events. It isn’t important to repeat the activity at the same time every day or even in the same location. The notebook is the important thing.
• Repeat daily.

Why you shouldn’t use a laptop or any other computer and not an old-fashioned paper notebook: there are far too many distractions. For one, as soon as I go online my homepage is Twitter so that’s my first ½ hour dedicated to reading my streams and replying to a few. Emails can distract you, so can calendars and games. The notebook is physical, tangible and not connected to multimedia!

Which notebook?

Any will do, if you prefer lined or plain, squared or storyboard blocks all are suitable. Your notebook creative sessions should be as pleasurable as possible but as it’s nicer to drink wine in a crystal glass rather than a plastic cup, why not invest in a quality Moleskine notebook? These are available from http://www.moleskine.co.uk  and at Amazon.  At about 300 pages per book, they last around a year and make a great creative resource to review and look back on in years to come. I also like to use a certain style of pen but that’s another post!

Glogster – graphic blog posters

Presenting Glogster, a great web 2.0 style tool that is free to use, intuitive and highly creative.  What is it? Basically a multimedia poster maker that allows the addition of images, text, shapes and colour with audio and video. How to use? Have an idea for your poster (sketch it out if you need to) but then collect multimedia, links to web sites and even sounds and You Tube video addresses. The interface is simple and lets you add what you need and then resize and drag around the workspace as you see fit. Once happy with your design, you publish and get a link or embed code for broadcasting via a blog or web site. Having recently taught a unit of GCSE Graphics based around Photoshop, I look at this and see the potential for a full on WEb 2.0 approach. Yes it allows online comment and feedback and some aspects of the social networking web. I would suggest some improvements though – what about comment moderation (Blogger has had this for years) and even the option to disassociate from social networks? These minor changes would make Glogster highly usable in UK schools.

3 Minute film competition

Successfully launched a 3 minute film competition to our town and borough. With a deadline of just three weeks, students of all ages had to make and edit a 3 minute film on the theme of Developing Cultures. What a response! After an initial 4 school entries just three made the final grade and they were superb! Now I need to know how to send them as entries into the National Schools Film Week competition…

Any advice on ‘safe’ film publishing for learners? You Tube and Vimeo are great but usually banned in our partner schools…