Yes, I'm still here.
Yes, my family is healthy and doing well.
I, on the other hand? Am crazy.
I have finished my Masters project, and am nearly half done with tennis season.
I am slowly getting my life back. In the meantime, I apologize for my brief hiatus on podcasting and blogging, but I promise that I will be back. Soon. I swear.
I have a lot to blog about, and I miss the network.
If you have any ideas for future posts, or things you'd like me to write more about, comment here! Thanks for your patience!
Technorati Tags:
Random, Beyond Podcasting, (dis)connectivity
Showing posts with label Beyond Podcasting. Show all posts
Showing posts with label Beyond Podcasting. Show all posts
Wednesday, April 23, 2008
Tuesday, February 26, 2008
UNpurposely disconnected and Theoretical Rationale, pt.I
Bless me, readers, for I have sinned: it has been a month since my last posting. Oy. I've been tagged in a Meme that I haven't gotten to yet - but I will, I promise! I could give a number of excuses, but the moral of the story is that I am trying to finish my Masters' project (one more chapter to go - W00T!), and simply have not had a chance to be online much. Well, not for anything "fun" anyway.
I thought I'd share a bit of my work for you - if you are interested. And if you aren't? Umm...tough? Stop reading? No - please don't. Feedback would be nice. :)
Anyway, this is my Theoretical Rationale behind a Read/Write French Curriculum. This is part one of three (or four, depending on how long this is). If you use it, please quote it. It is copyrighted through the University but attributing it to this blog is alright with me.
Please comment on this - and let me know what you think! Here it is:
One cannot deny that in the past century, more change has taken place than in any other. While this change was heavily technological, these changes affected most everything else; from commerce to healthcare to recreation, technology has drastically and forever changed the way the world interacts.
Interestingly enough, the theoretical rationale behind the creation of a technology-embedded French curriculum comes from a journalist, not an educator. Friedman, the author of this interesting work, talks about three eras of what he calls Globalization. The first era, Globalization 1.0, began when Columbus set sail in 1492 and continued through 1800. Friedman writes “…in Globalization 1.0, the key agent of change…was how much brawn – how much muscle, how much horsepower, wind power, or, later, steam power – your country had and how creatively you could deploy it” (Friedman, 2007, p.9 ). Globalization 1.0 united the world in a competitive way that, until 1492, really had not been seen before.
Similarly, Globalization 2.0 also changed the way the world interacted. Globalization 2.0 spanned the years from 1800 through 2000 (not including the years of the Great Depression or the World Wars). Friedman says “[t]his era shrank the world from a size medium to a size small. In Globalization 2.0, the key agent of change…was multinational companies” (Friedman, 2007, p.9). These years, which also included the beginning of the dot-com era where cross-world communication became possible in minutes rather than weeks, began to allow for cross-global collaboration in the workplace.
Work Cited:
Friedman, T (2007). The world is flat: A brief history of the twenty-first century. New York, NY: Picador.
Technorati Tags:
(dis)connectivity, Beyond Podcasting, education, Flat World
I thought I'd share a bit of my work for you - if you are interested. And if you aren't? Umm...tough? Stop reading? No - please don't. Feedback would be nice. :)
Anyway, this is my Theoretical Rationale behind a Read/Write French Curriculum. This is part one of three (or four, depending on how long this is). If you use it, please quote it. It is copyrighted through the University but attributing it to this blog is alright with me.
Please comment on this - and let me know what you think! Here it is:
One cannot deny that in the past century, more change has taken place than in any other. While this change was heavily technological, these changes affected most everything else; from commerce to healthcare to recreation, technology has drastically and forever changed the way the world interacts.
Interestingly enough, the theoretical rationale behind the creation of a technology-embedded French curriculum comes from a journalist, not an educator. Friedman, the author of this interesting work, talks about three eras of what he calls Globalization. The first era, Globalization 1.0, began when Columbus set sail in 1492 and continued through 1800. Friedman writes “…in Globalization 1.0, the key agent of change…was how much brawn – how much muscle, how much horsepower, wind power, or, later, steam power – your country had and how creatively you could deploy it” (Friedman, 2007, p.9 ). Globalization 1.0 united the world in a competitive way that, until 1492, really had not been seen before.
Similarly, Globalization 2.0 also changed the way the world interacted. Globalization 2.0 spanned the years from 1800 through 2000 (not including the years of the Great Depression or the World Wars). Friedman says “[t]his era shrank the world from a size medium to a size small. In Globalization 2.0, the key agent of change…was multinational companies” (Friedman, 2007, p.9). These years, which also included the beginning of the dot-com era where cross-world communication became possible in minutes rather than weeks, began to allow for cross-global collaboration in the workplace.
Work Cited:
Friedman, T (2007). The world is flat: A brief history of the twenty-first century. New York, NY: Picador.
Technorati Tags:
(dis)connectivity, Beyond Podcasting, education, Flat World
Friday, January 25, 2008
The Power of the Network, Part II
Last Tuesday, I asked those who read this blog to comment on my post and tell me where they were from. I also told my Twitter network about the blog post. Before the end of the school day, I had 9 comments from various places. It is now up to 14. Not too shabby for a quick shout-out blog post.Here is what this tells me. Slightly over a year ago, I decided that I ought to have a blog for my presentations, so that people had a site to go to when they had questions. This blog was created for the people in those sessions - all of whom were in Michigan. Of the 14 comments, how many were from Michigan? Two. How many of those Michiganders had been in my session? Zero. That's not to say that my original readers aren't still around, but it is intriguing to me how the readership of this blog has expanded.
Secondly, it tells me that my personal network of people has substantially grown. Several of the comments mentioned that they followed my blog in a reader, but others mentioned that they found me through Twitter. Very few teachers my age have networks outside of their own schools. It is definitely an advantage for me - and for the other teachers in my school, as I bring back everything that I learn!
Third, it is a humbling reality check. What we post - whether or not we think it has any impact - is being read by someone, somewhere. I've been thinking a lot about this lately. My psychology classes just completed an "online text" on a wiki. At first glance, I was so proud of them! In many ways, I still am, but they don't seem to understand that their audience is a global one. Four groups (that's 8 kids) blatantly plagiarized some/all of their wiki. How can we prove to students that people really are reading what they post - and that it could include the original author of the material? I'm still hashing out how I want to handle this with the next batch of kids - stay tuned for that.
+-+gagged.jpg)
As I begin my Masters project, I am keenly aware that at no other point in time have we ever had such power in our networks. Equally, I am aware of the discrepancy between the learning styles needed for the mass collaboration era versus the industrial revolution-style training that is occuring in our schools. As we are helping our students prepare for their future, are we showing them the "Flat World" that Friedman spoke of - where knowledge is the new global currency? Or does it look more like this:To all who commented on Part I: Thank you. To all who read this: continue the dialogue.
======
Image Citations:
twitter_mosaic, "Moulin Rouge Mosaic." Twitter Mosaic. 14 Jan 2008. 25 Jan 2008 http://www.twittermosaic.com/.
Clark, William A.. "The Human Network (part one) - "Gagged." Flickr. 26 Apr 2007. 25 Jan 2008 http://www.flickr.com/photos/spacesuitcatalyst/473939792/in/set-72157594509690807/.
======
Technorati Tags:
Thursday, January 17, 2008
Bucket List Meme
Oh my - I've never been tagged in a meme before. I feel so special! Now, to steal from Jen:
The Bucket List meme was started by Jeff Pulver and is based on the movie. It seems to have not evolved much and is still essentially a list of things you hope to accomplish in 2008. This is seriously not easy - there is always so much I want to do....but here, in short, is my 2008 Bucket List (in no particular order):
~turn 25....again.
~get through the Strasbourg Exchange...and then do it again for next year.
~attend NECC (probably won't happen, but a girl can dream, right?)
~use online textbooks (that are written by my former students) in all my classes.
~embed technology in all of my classes - every lesson, every day.
~do more presenting, AND more attending (of conferences, that is).
~finish my Masters degree (goal: April 2008).
~move and/or get a mini-van. Or both.
~enjoy my life and stop stressing about things that - in the end - don't really matter.
~Chillax.
I'm sure there are more, but these are the ones that come to mind right away. And now, to tag people:
Liz, Vicki, and Darren - you're it! :) Happy meme-ing. And Happy New Year!
Technorati Tags:
Beyond Podcasting, Bucket List, Meme, Random
The Bucket List meme was started by Jeff Pulver and is based on the movie. It seems to have not evolved much and is still essentially a list of things you hope to accomplish in 2008. This is seriously not easy - there is always so much I want to do....but here, in short, is my 2008 Bucket List (in no particular order):
~turn 25....again.
~get through the Strasbourg Exchange...and then do it again for next year.
~attend NECC (probably won't happen, but a girl can dream, right?)
~use online textbooks (that are written by my former students) in all my classes.
~embed technology in all of my classes - every lesson, every day.
~do more presenting, AND more attending (of conferences, that is).
~finish my Masters degree (goal: April 2008).
~move and/or get a mini-van. Or both.
~enjoy my life and stop stressing about things that - in the end - don't really matter.
~Chillax.
I'm sure there are more, but these are the ones that come to mind right away. And now, to tag people:
Liz, Vicki, and Darren - you're it! :) Happy meme-ing. And Happy New Year!
Technorati Tags:
Beyond Podcasting, Bucket List, Meme, Random
Tuesday, January 15, 2008
The Power of the Network? part I
This is going to be a strange post, as posts go. I am curious about just how extensive - and global - the power of the network really is. If you read this on a Reader/Aggregator of some nature, please visit my site directly. If you read this post - for whatever reason, please comment and tell me what country you are from (if you are from North America, please give me state/province, too). I know this sounds strange, but it has a point, and I will tell you what that is in my next post.
I know this takes time and effort on your part, dear reader. Thank you in advance for taking a quick second to do this!
Technorati Tags:
Beyond Podcasting, network, blogging
I know this takes time and effort on your part, dear reader. Thank you in advance for taking a quick second to do this!
Technorati Tags:
Beyond Podcasting, network, blogging
Monday, January 7, 2008
Purposefully Disconnected
First of all, a very happy 2008 to one and all! May this be the year that real, measureable change occurs in our schools - not just with individuals, but across the board. (Hey, a girl can dream, right?)
My apologies for my lack of Twitters, postings, utterz, and so on. It has not been for a lack of things to say, but rather an experiment, if you will.
As many of you know, this is a fairly tough year for me personally. I have a new prep (which I LOVE), I'm finishing my masters this semester (we hope. Incidentally, my project will be called "French I 2.0: Using the Read/Write Web in the Classroom" or something of that nature. I will be creating a total web-based curriculum for my classroom. Stay tuned.), my father has been sick (and is *knock on wood* cancer-free. Thanks for all your support/encouragement), and so on. This has brought a fairly profound change in my way of thinking.
I decided in early December that - no matter what - I would not take work home. Period. Nothing. No lesson plans, no grading, nothing. This meant that, in order to agree to this, I had to remain focused on the "important" stuff at work. I cut out Twitter, I cut out Bloglines, etc. And here's what I found.
Nothing really changed. I still intigrated technology in my classes, I still read articles on new technology, and I maintained a passion for change in our education system. So why be connected, then? What's the point?
With all that I was able to get done, I did not feel like I accomplished as much as I did when I was connected. While I was more relaxed at home - and had more time for my family - I did not feel like I was fully doing my job. I felt like, in a way, that I was letting my network down. I wondered if they would still be there for me - despite my absence.
I conducted another experiment: I asked a fairly in-depth edtech question of my Twitter network. I had many people respond that they were glad to see me back, but no one answered my question. Here's what I realized: you get from the network what you give. I hadn't been around to answer others' questions, so why should they answer mine? That seems a bit harsh, but I think that's true of every relationship - there has to be a give and take.
I had let my network down; I wasn't there for them. So here is my goal for January. I want to remain connected - I want to be there for my network - but I want to leave my work at work as much as humanly possible. This time, I want to be disconnected at home when possible, but remain connected at work.
Stay tuned for a post on how that worked out. It is important for your family and friends that you are purposefully disconnected, but if we are to function in this new, flat world, we must spend at least some of our time purposefully connected, too.
Technorati Tags:
Twitter, Bloglines, Beyond Podcasting, (dis)connectivity
My apologies for my lack of Twitters, postings, utterz, and so on. It has not been for a lack of things to say, but rather an experiment, if you will.
As many of you know, this is a fairly tough year for me personally. I have a new prep (which I LOVE), I'm finishing my masters this semester (we hope. Incidentally, my project will be called "French I 2.0: Using the Read/Write Web in the Classroom" or something of that nature. I will be creating a total web-based curriculum for my classroom. Stay tuned.), my father has been sick (and is *knock on wood* cancer-free. Thanks for all your support/encouragement), and so on. This has brought a fairly profound change in my way of thinking.
I decided in early December that - no matter what - I would not take work home. Period. Nothing. No lesson plans, no grading, nothing. This meant that, in order to agree to this, I had to remain focused on the "important" stuff at work. I cut out Twitter, I cut out Bloglines, etc. And here's what I found.
Nothing really changed. I still intigrated technology in my classes, I still read articles on new technology, and I maintained a passion for change in our education system. So why be connected, then? What's the point?
With all that I was able to get done, I did not feel like I accomplished as much as I did when I was connected. While I was more relaxed at home - and had more time for my family - I did not feel like I was fully doing my job. I felt like, in a way, that I was letting my network down. I wondered if they would still be there for me - despite my absence.
I conducted another experiment: I asked a fairly in-depth edtech question of my Twitter network. I had many people respond that they were glad to see me back, but no one answered my question. Here's what I realized: you get from the network what you give. I hadn't been around to answer others' questions, so why should they answer mine? That seems a bit harsh, but I think that's true of every relationship - there has to be a give and take.
I had let my network down; I wasn't there for them. So here is my goal for January. I want to remain connected - I want to be there for my network - but I want to leave my work at work as much as humanly possible. This time, I want to be disconnected at home when possible, but remain connected at work.
Stay tuned for a post on how that worked out. It is important for your family and friends that you are purposefully disconnected, but if we are to function in this new, flat world, we must spend at least some of our time purposefully connected, too.
Technorati Tags:
Twitter, Bloglines, Beyond Podcasting, (dis)connectivity
Wednesday, December 5, 2007
In Utterz Words...
If you haven't checked out Utterz, do so as soon as you can! It is a site that allows for mobile audio/text/pix/flix blogging that directly dumps onto your blog. I just tried it out for the first time today. It takes about two minutes to set it up, and you are ready to go.
If you were to use this in a classroom setting (where all of my kids have their own cells), how easy would it be for them to all record an assignment and dump it onto the class blog or wiki? I may even post everyday if it is that easy!
Technorati Tags:
Utterz, Beyond Podcasting, TechTools
If you were to use this in a classroom setting (where all of my kids have their own cells), how easy would it be for them to all record an assignment and dump it onto the class blog or wiki? I may even post everyday if it is that easy!
Technorati Tags:
Utterz, Beyond Podcasting, TechTools
Saturday, November 24, 2007
All a-Twitter...
Okay, I have to contribute to this conversation. If you haven't read Jen's (the blogger formerly know as TechnoSpud) blog article on Twitter, please click here. Read through the comments too. I'll wait.
Done? Great. Here's the thing. I was recently asked by someone (and to avoid name-dropping, which I really don't want to do, I won't name him) why I use Twitter. He said that he couldn't quite figure it out and wasn't sure what to make of it. This is a man I greatly respect and was very confused by why he had such a problem making heads or tails of the network. It really got me thinking about why I <3 the network. Because I do. I really do.
This is what I've come up with. Teaching is a very isolating career. If I'm having a rough day, I might actually only talk to two adults all day: the woman with whom I share a room and my husband. That is not cool, nor is it conducive to a good learning environment for me.
Since Twitter, I have felt globally connected in more ways that I can tell you. I told this man that I know a great deal about my Twitter network, either from their tweets or from their blog posts. I can tell you general locations of people, what specifically they do for a living, a bit about their personalities, and some of their likes and dislikes. If I'm feeling particularly down, I might contact @ijohnpederson to make me laugh (which I have done). If I want to know whether a French lesson I'm working on would appeal to my students, I might check with @arthus to see what his take on the lesson is. My SecondLife connection is @elemitrt. She and I used to talk all the time when I was on SL. I wish I could spend more time in-world, and when I am able to again, I know that she will be there to show me around the new places. Get the picture? I could go on, but I won't. :)
I know that it is easy to be offended by what someone types. It is often difficult to express oneself in just text. I try to give people the benefit of the doubt, and ask them about something that is disconcerting to me. I do think it is time, though, for someone to come out with the new rules of ettiquette. Something for this new, connected world. We could call it Ettiquette 2.0. Or Digital Nativettiquette. Or Twettiquette. Or Blogiquette. No matter what we decide to call it, I think it is important that somewhere we as a generation (and I don't mean in terms of age, I mean in terms of connectivity) define what is considered polite and what isn't.
Calling someone to see why they aren't tweeting might be okay, if it is someone that you would call anyway. Emailing/tweeting them and finding out why they are disconnected might be okay, though. For example, if someone wanted to let me know that they were thinking of me, an e-card would be sweet. I would feel the same way about a tweet, or an email, or even a Skype call. I would, however, be creeped out if you called my house. To be fair, I would feel the same way if we had just met at a conference. Or if we worked together, but never did anything outside of school. Fair enough?
I think the dialogue has just begun on this one. Thanks, Jen, for starting it.
Technorati Tags:
Twitter, Connectivity, Web 2.0, Beyond Podcasting, Random
Done? Great. Here's the thing. I was recently asked by someone (and to avoid name-dropping, which I really don't want to do, I won't name him) why I use Twitter. He said that he couldn't quite figure it out and wasn't sure what to make of it. This is a man I greatly respect and was very confused by why he had such a problem making heads or tails of the network. It really got me thinking about why I <3 the network. Because I do. I really do.
This is what I've come up with. Teaching is a very isolating career. If I'm having a rough day, I might actually only talk to two adults all day: the woman with whom I share a room and my husband. That is not cool, nor is it conducive to a good learning environment for me.
Since Twitter, I have felt globally connected in more ways that I can tell you. I told this man that I know a great deal about my Twitter network, either from their tweets or from their blog posts. I can tell you general locations of people, what specifically they do for a living, a bit about their personalities, and some of their likes and dislikes. If I'm feeling particularly down, I might contact @ijohnpederson to make me laugh (which I have done). If I want to know whether a French lesson I'm working on would appeal to my students, I might check with @arthus to see what his take on the lesson is. My SecondLife connection is @elemitrt. She and I used to talk all the time when I was on SL. I wish I could spend more time in-world, and when I am able to again, I know that she will be there to show me around the new places. Get the picture? I could go on, but I won't. :)
I know that it is easy to be offended by what someone types. It is often difficult to express oneself in just text. I try to give people the benefit of the doubt, and ask them about something that is disconcerting to me. I do think it is time, though, for someone to come out with the new rules of ettiquette. Something for this new, connected world. We could call it Ettiquette 2.0. Or Digital Nativettiquette. Or Twettiquette. Or Blogiquette. No matter what we decide to call it, I think it is important that somewhere we as a generation (and I don't mean in terms of age, I mean in terms of connectivity) define what is considered polite and what isn't.
Calling someone to see why they aren't tweeting might be okay, if it is someone that you would call anyway. Emailing/tweeting them and finding out why they are disconnected might be okay, though. For example, if someone wanted to let me know that they were thinking of me, an e-card would be sweet. I would feel the same way about a tweet, or an email, or even a Skype call. I would, however, be creeped out if you called my house. To be fair, I would feel the same way if we had just met at a conference. Or if we worked together, but never did anything outside of school. Fair enough?
I think the dialogue has just begun on this one. Thanks, Jen, for starting it.
Technorati Tags:
Twitter, Connectivity, Web 2.0, Beyond Podcasting, Random
Sunday, November 18, 2007
Oh, oh, it's MAGIX!
Hooray! Huzzah! And other such shouts of joy!
Finally, oh finally, I have found a toy for PC that is like GarageBand.
And...it's FREE.
Yes, I said free. Well, okay, the deluxe version isn't, but the basic version is. And basic is just fine by me. It is called MAGIX, and it is a wonderful, wonderful thing.
Here is what the screenshot looks like:
It looks all complicated and scary, but in reality it is drag and drop editing at it's finest. Notice the colorcoding?
You can find MAGIX for downloading here. Good luck, and happy music making! On a PC even! Wahoo!
Technorati Tags:
MAGIX, Beyond Podcasting, Garageband
Finally, oh finally, I have found a toy for PC that is like GarageBand.
And...it's FREE.
Yes, I said free. Well, okay, the deluxe version isn't, but the basic version is. And basic is just fine by me. It is called MAGIX, and it is a wonderful, wonderful thing.
Here is what the screenshot looks like:
It looks all complicated and scary, but in reality it is drag and drop editing at it's finest. Notice the colorcoding?You can find MAGIX for downloading here. Good luck, and happy music making! On a PC even! Wahoo!
Technorati Tags:
MAGIX, Beyond Podcasting, Garageband
How-To...Podcast, Part II
Now that you're all set-up, let's create a podcast. This particular type of podcast is called a mash-up. This is my favorite type to create for my French classes, because it allows them to hear authentic French. If you are interested in a regular audio podcast (like, where you talk), check out the GCast icon on the left side of this page - I just created a podcast about how-to create a simple audio podcast.
Okay, so the first thing you'll want to do is import audio into audacity. Go under file, then import, then audio. You'll need to know where iTunes dumps its podcasts. Import one of your favorite podcast episodes. Open a new audacity window and repeat for as many podcasts as you want to include into your mash-up. I usually use three or four.
Next, pick the part out of each podcast that you want to include. Podcasts really shouldn't be over 6 or 7 minutes long or you'll start to lose your students. I try to limit mine to six, but students tend to be more willing to listen to longer podcasts if music is involved. In your original window, hit the record button and record your intro. Something like "Hello, and welcome to whatever the name of your podcast is. My name is your name here." or whatever else you'd like is just fine.
Once you've intro'd your podcast, then you can cut and paste from your other podcasts. Make sure to always (and I mean ALWAYS) give credit where credit is due. I usually assign a worksheet to accompany the podcast (again - it's in French, so the kids need a 'roadmap'), and at the top I indicate the sites that I took the material from. At any rate, cut and paste until you have the product you want.
Then, save the project as an audacity file. Please. Sometimes audacity crashes, and you could actually lose everything. You don't want/need that. I actually have a folder on my hard-drive that is just for audacity project files.
Once you have saved the project as an audacity project file (have I said that enough?), you may export the file. Under file, click on export. Save the file as an mp3 file (specify mp3 file!), and again, make sure it is somewhere that you will remember it. If this is the first time that you have exported a file, you'll need to find that LAME file and tell Audacity where to find it. And that's it - you've made your file.
Technically, it is not a podcast unless someone can subscribe to it - either via RSS or iTunes or whatever. My school podcasts are all uploaded onto a site that automatically sends it to iTunes. My podcasts for this site are hosted on GCast. This site is pretty nice because it is free AND will provide you a widget for your website.
If you have questions, or I didn't make something clear, please let me know. Thanks, and happy podcasting!
Technorati Tags:
Beyond Podcasting, podcasting, iTunes, How-To
Okay, so the first thing you'll want to do is import audio into audacity. Go under file, then import, then audio. You'll need to know where iTunes dumps its podcasts. Import one of your favorite podcast episodes. Open a new audacity window and repeat for as many podcasts as you want to include into your mash-up. I usually use three or four.
Next, pick the part out of each podcast that you want to include. Podcasts really shouldn't be over 6 or 7 minutes long or you'll start to lose your students. I try to limit mine to six, but students tend to be more willing to listen to longer podcasts if music is involved. In your original window, hit the record button and record your intro. Something like "Hello, and welcome to whatever the name of your podcast is. My name is your name here." or whatever else you'd like is just fine.
Once you've intro'd your podcast, then you can cut and paste from your other podcasts. Make sure to always (and I mean ALWAYS) give credit where credit is due. I usually assign a worksheet to accompany the podcast (again - it's in French, so the kids need a 'roadmap'), and at the top I indicate the sites that I took the material from. At any rate, cut and paste until you have the product you want.
Then, save the project as an audacity file. Please. Sometimes audacity crashes, and you could actually lose everything. You don't want/need that. I actually have a folder on my hard-drive that is just for audacity project files.
Once you have saved the project as an audacity project file (have I said that enough?), you may export the file. Under file, click on export. Save the file as an mp3 file (specify mp3 file!), and again, make sure it is somewhere that you will remember it. If this is the first time that you have exported a file, you'll need to find that LAME file and tell Audacity where to find it. And that's it - you've made your file.
Technically, it is not a podcast unless someone can subscribe to it - either via RSS or iTunes or whatever. My school podcasts are all uploaded onto a site that automatically sends it to iTunes. My podcasts for this site are hosted on GCast. This site is pretty nice because it is free AND will provide you a widget for your website.
If you have questions, or I didn't make something clear, please let me know. Thanks, and happy podcasting!
Technorati Tags:
Beyond Podcasting, podcasting, iTunes, How-To
Friday, November 16, 2007
One more break from podcasting...
I promise I will finish my how-to on podcasting. Really, I will. However, something is pressing on my mind that I just have to say.
Twitter is down.
Again.
And I might not make it.
Okay, a bit over dramatic? Perhaps. But I really do feel less connected than normal. I feel like I forgot to put something on this morning - pants, shirt, a jacket - something important! I'm giving a quiz today in my classes, and was looking forward to some collaboration time.
I'm just struck by how large an influence Twitter really has on me. And how much of a daily part of my life it is. I miss putting @ before people's names, or watching people rant about certain programs that aren't working for them anymore.
In the words of Vicki Davis, "Twittero, twittero, where for art thou, twittero..."
Technorati Tags:
Twitter, Beyond Podcasting, Random
Twitter is down.
Again.
And I might not make it.
Okay, a bit over dramatic? Perhaps. But I really do feel less connected than normal. I feel like I forgot to put something on this morning - pants, shirt, a jacket - something important! I'm giving a quiz today in my classes, and was looking forward to some collaboration time.
I'm just struck by how large an influence Twitter really has on me. And how much of a daily part of my life it is. I miss putting @ before people's names, or watching people rant about certain programs that aren't working for them anymore.
In the words of Vicki Davis, "Twittero, twittero, where for art thou, twittero..."
Technorati Tags:
Twitter, Beyond Podcasting, Random
Thursday, November 15, 2007
Readability Level
Okay, I know I need to finish my series on how-to podcast (and I will this weekend, I promise), but in the meantime, I thought I'd post this:
I don't really know what this means. Should I be offended? Jane's blog was rated at genius level! I guess I shouldn't feel too bad. Jeff's blog did worse than mine (sorry, Jeff).
Technorati Tags:
Beyond Podcasting, Random
Tuesday, October 23, 2007
How-To...Podcast. Part 1
Okay, so initially this was a blog to help those who had attended a session of mine at a conference. Obviously, it is now also to voice my opinion on any and all things edutech-related. After reading a Twitter from one that I follow, it became apparent that I have been taking everyone's knowledge for granted. I mean, come ON. The name of this blog is BEYOND podcasting - not what-is-podcasting?
I was wrong. Dear reader, I am sorry. Let's start over, okay? Like we'd never met before. I won't take your knowledge for granted. I promise. Okay? Forgive me?
Great. Now that we're beyond that stage, let's talk about the first segment in my newest features, which I call "How-To". (I know, right? Original.) This is How-To Podcast - Part 1.
First of all, a podcast is simply an audio file that is broadcast to computers, mp3 devices, and iPods. Originally, it was meant as a broadcast for an iPod - hence PodCast. :) If there is a video component involved, then it becomes a video broadcast for an iPod - or a vodcast. Cool, huh?
Okay, now that you know a little about what it is, let's try to make one. First, if you are on a Mac, then you are good to go. You have your iTunes and your GarageBand all loaded, you lucky person you. For the rest of us poor, unfortunate PC people, we need to download. First, download iTunes here. Sign your life away, and let it do what it wants.
Second, you need a recording program. My favorite is Audacity. Download it here. Be careful. It asks you were to put a file named LAME. Put it somewhere (like your desktop) where you can find it right away. You WILL need this later. Trust me.
Third, you will need a good microphone. My suggestion is not to go crazy - yet. Get a headset (think Madonna - or a travel agent) with a built-in mic. This works very well for podcasting as well as Skype, UStream, etc. You will love it. The best are USB headsets, but a regular two-jack set is fine, too.
Fourth, for this particular podcast, download several podcasts on iTunes that interest you. These should all be free. Check out podcasts from universities on iTunes U (be careful - make sure they aren't charging) or just type "keyword podcast" into the search box to find podcasts on whatever you are interested in. For me, I type "French podcasts" into the box to find intro to French podcasts. You should have a few to choose from.
Okay, that does it for part one. Tune in soon to see the continuation of the Podcasting How-To.
Technorati Tags:
Beyond Podcasting, Podcasting, iTunes, Skype, UStream, Audacity, GarageBand, How-To
I was wrong. Dear reader, I am sorry. Let's start over, okay? Like we'd never met before. I won't take your knowledge for granted. I promise. Okay? Forgive me?
Great. Now that we're beyond that stage, let's talk about the first segment in my newest features, which I call "How-To". (I know, right? Original.) This is How-To Podcast - Part 1.
First of all, a podcast is simply an audio file that is broadcast to computers, mp3 devices, and iPods. Originally, it was meant as a broadcast for an iPod - hence PodCast. :) If there is a video component involved, then it becomes a video broadcast for an iPod - or a vodcast. Cool, huh?
Okay, now that you know a little about what it is, let's try to make one. First, if you are on a Mac, then you are good to go. You have your iTunes and your GarageBand all loaded, you lucky person you. For the rest of us poor, unfortunate PC people, we need to download. First, download iTunes here. Sign your life away, and let it do what it wants.
Second, you need a recording program. My favorite is Audacity. Download it here. Be careful. It asks you were to put a file named LAME. Put it somewhere (like your desktop) where you can find it right away. You WILL need this later. Trust me.
Third, you will need a good microphone. My suggestion is not to go crazy - yet. Get a headset (think Madonna - or a travel agent) with a built-in mic. This works very well for podcasting as well as Skype, UStream, etc. You will love it. The best are USB headsets, but a regular two-jack set is fine, too.
Fourth, for this particular podcast, download several podcasts on iTunes that interest you. These should all be free. Check out podcasts from universities on iTunes U (be careful - make sure they aren't charging) or just type "keyword podcast" into the search box to find podcasts on whatever you are interested in. For me, I type "French podcasts" into the box to find intro to French podcasts. You should have a few to choose from.
Okay, that does it for part one. Tune in soon to see the continuation of the Podcasting How-To.
Technorati Tags:
Beyond Podcasting, Podcasting, iTunes, Skype, UStream, Audacity, GarageBand, How-To
Monday, October 15, 2007
Your world - delivered - literally.
Personally, this week has been pretty hard for me. My father is dealing with some health issues, which means that I am dealing with some parenting-your-parents issues. To take my mind off of everything, I, of course, turned to the EduBlogoSphere for comfort and distraction.
And boy, did I find it.
UStream is the most amazing thing I've seen since the iPod Touch (which, is pretty long in tech-terms). It is a TV station that you can produce. I'm thinking of starting a show on technology with puppets. I don't know why, but it sounds amusing, doesn't it?
Anywho, I was twittering along one day, and got involved with UStream and Skype simultaneously, and found myself interviewing people that lived thousands of miles away from me, while chatting with people from all over. It was incredible.
Then I hear about Operator11 which is apparently the same thing. How crazy is this in terms of education? I could teach a class from the comfort of my Michigan home, and be teaching people literally all over the world.
Then I read a post by a self-assigned technospud about how discouraging some of us techies can be to newbie-tech teachers. She mentioned "baby steps" (Yay - What About Bob!). I completely agree. Sometimes I get so excited by what's new, that I forget that to many blogging is still "new". Every dream that we have starts with small baby steps until it can be realized.
My dream is to have technology embedded into everything that I teach. It is my job to take those baby steps and that - no matter how many grants I get turned down for, no matter how many obstacles I may encounter - I have to keep putting one foot in front of the other. So - what's your dream?
Technorati Tags:
Beyond Podcasting, Education, Random, UStream, Operator11
And boy, did I find it.
UStream is the most amazing thing I've seen since the iPod Touch (which, is pretty long in tech-terms). It is a TV station that you can produce. I'm thinking of starting a show on technology with puppets. I don't know why, but it sounds amusing, doesn't it?
Anywho, I was twittering along one day, and got involved with UStream and Skype simultaneously, and found myself interviewing people that lived thousands of miles away from me, while chatting with people from all over. It was incredible.
Then I hear about Operator11 which is apparently the same thing. How crazy is this in terms of education? I could teach a class from the comfort of my Michigan home, and be teaching people literally all over the world.
Then I read a post by a self-assigned technospud about how discouraging some of us techies can be to newbie-tech teachers. She mentioned "baby steps" (Yay - What About Bob!). I completely agree. Sometimes I get so excited by what's new, that I forget that to many blogging is still "new". Every dream that we have starts with small baby steps until it can be realized.
My dream is to have technology embedded into everything that I teach. It is my job to take those baby steps and that - no matter how many grants I get turned down for, no matter how many obstacles I may encounter - I have to keep putting one foot in front of the other. So - what's your dream?
Technorati Tags:
Beyond Podcasting, Education, Random, UStream, Operator11
Thursday, July 26, 2007
MAHETC2007
To those who regularly read this blog: forgive me. I know that I hate it when someone blogs about all the conferences that they attend. It's like, wow, look at me and all the conferences I go to/present at - I'm amazing. I assure you, this isn't one of those posts, and I apologize in advance. :)
To Linda and those who went to my Beyond Podcasting session yesterday (and anyone else who is interested):
I think the Why Bother powerpoint (listed here) is finally up and working. If this doesn't work, I'll try to figure something else out. Please comment and let me know if you can access it.
As far as "source materials", I have listed some helpful links to the left of this page, and also on the conference wiki . The links that I showed (and many more) are on the delicious page (the direct link is here).
I hope this helps. Feel free to contact me if you would like any further information. Thank you!
We now bring you back to your regularly scheduled blog-reading...
Technorati Tags:
MAHETC2007, Beyond Podcasting
To Linda and those who went to my Beyond Podcasting session yesterday (and anyone else who is interested):
I think the Why Bother powerpoint (listed here) is finally up and working. If this doesn't work, I'll try to figure something else out. Please comment and let me know if you can access it.
As far as "source materials", I have listed some helpful links to the left of this page, and also on the conference wiki . The links that I showed (and many more) are on the delicious page (the direct link is here).
I hope this helps. Feel free to contact me if you would like any further information. Thank you!
We now bring you back to your regularly scheduled blog-reading...
Technorati Tags:
MAHETC2007, Beyond Podcasting
Friday, July 20, 2007
Pay Attention!
I'm sure that everyone in the world has seen this but me, but just in case you missed it, well, Pay Attention!
Technorati Tags:
Beyond Podcasting, Education of the Future, Pay Attention
Technorati Tags:
Beyond Podcasting, Education of the Future, Pay Attention
Monday, June 18, 2007
Hello, my name is Susan, and I'm a Wi-fi-holic.
Hi, Susan.
It's been twenty-four hours since my last connection. I am staying with my parents in the northern regions of Michigan, and going through withdrawal. You see, despite their cable internet connection that is, at times, faster than my own (Comcastic my hinie), it will not allow me to connect my new Palm (did I mention my new Palm? I have a new Palm!) to the internet. Which means that I cannot have the internet at my fingertips anywhere but their computer.
Which is driving me crazy.
When did this happen? I knew I was addicted to e-mail, (tell me you aren't, and I'll buy you a beverage of choice at the next conference we attend together if you can prove it) but I had no idea I was addicted to wi-fi. I literally am finding myself daydreaming about using my Palm to search the internet for what I need (shut up - I told you I was a geek).
So here's my point; if I feel this way after twenty-four hours, what are we doing to our students? Many of them have phones that allow them instant access to information. Some have laptops, some have Palms themselves. When we take these away in the classroom, how many of our students feel the same way I do? And if that's true, then how can they possibly be expected to pay attention to a "normal" lesson? I can hardly take my mind off of my Wi-Fi-less-ness, and I've only been offline for twenty-four hours (and have access to a computer).
I am DEFINATELY changing the way I teach next year. What about you?
All I know is it is going to be a LONG week up North.
Technorati Tags:
Random, Education, Beyond Podcasting
It's been twenty-four hours since my last connection. I am staying with my parents in the northern regions of Michigan, and going through withdrawal. You see, despite their cable internet connection that is, at times, faster than my own (Comcastic my hinie), it will not allow me to connect my new Palm (did I mention my new Palm? I have a new Palm!) to the internet. Which means that I cannot have the internet at my fingertips anywhere but their computer.
Which is driving me crazy.
When did this happen? I knew I was addicted to e-mail, (tell me you aren't, and I'll buy you a beverage of choice at the next conference we attend together if you can prove it) but I had no idea I was addicted to wi-fi. I literally am finding myself daydreaming about using my Palm to search the internet for what I need (shut up - I told you I was a geek).
So here's my point; if I feel this way after twenty-four hours, what are we doing to our students? Many of them have phones that allow them instant access to information. Some have laptops, some have Palms themselves. When we take these away in the classroom, how many of our students feel the same way I do? And if that's true, then how can they possibly be expected to pay attention to a "normal" lesson? I can hardly take my mind off of my Wi-Fi-less-ness, and I've only been offline for twenty-four hours (and have access to a computer).
I am DEFINATELY changing the way I teach next year. What about you?
All I know is it is going to be a LONG week up North.
Technorati Tags:
Random, Education, Beyond Podcasting
Friday, June 1, 2007
Gizmoz - one of THE coolest things in a long time...
Thanks to Jane Nicholls for the heads-up on this cool new application.
First, watch this video clip:
Okay, now let's talk about this for a minute!
1.) Yes, that really is my son (sort of). It was cropped from a picture I took of him when he was around 16 months old.
2.) Take a picture of each of your students. Make sure they aren't smiling (it's easier to animate when they aren't). Each day, your warm-up exercise (vocab activity, homework assignment, etc) is announced by a new student.
3.) You can VOIP and Skype with this too, thus putting a face (sort of) with a name.
I'm sure there are more, but I can't think right now.
So, what do you think? Do you like it? What uses can you see for it? Let me know!
I'm off to make another Gizmo head...I mean, grade. Yes, that's right. Grade final papers. ;)
Technorati Tags:
Beyond Podcasting, Education, Education of the Future, Random
First, watch this video clip:
Okay, now let's talk about this for a minute!
1.) Yes, that really is my son (sort of). It was cropped from a picture I took of him when he was around 16 months old.
2.) Take a picture of each of your students. Make sure they aren't smiling (it's easier to animate when they aren't). Each day, your warm-up exercise (vocab activity, homework assignment, etc) is announced by a new student.
3.) You can VOIP and Skype with this too, thus putting a face (sort of) with a name.
I'm sure there are more, but I can't think right now.
So, what do you think? Do you like it? What uses can you see for it? Let me know!
I'm off to make another Gizmo head...I mean, grade. Yes, that's right. Grade final papers. ;)
Technorati Tags:
Beyond Podcasting, Education, Education of the Future, Random
Thursday, May 31, 2007
Grant Idea
Hey podcasters!
I don't normally post grant ideas because - as an avid grant writer/searcher/hope-er/pray-er - I'm too busy trying to write them and get all the money for myself. But at the end of the day, it is about the kids. Not necessarily my kids (although I really could use a set of iPods). :)
I know I normally talk about BEYOND podcasting - meaning the screen on the iPod allows for interactive learning - not as much passive learning. However, this grant would give you a good place to start.
If you are just starting out, and don't have recorders/players to make your podcasts, this grand supplies the hardware, software, and a how-to book. A well-formed project would allow for other ways to create interactive learning. In other words, you could have the students do a radio broadcast, or you could have the students do a treasure hunt, using the other students' recordings as the clues.
So what are you waiting for? Click here to write your own grant and get started!
Technorati Tags:
Beyond Podcasting, Podcasting, Education
I don't normally post grant ideas because - as an avid grant writer/searcher/hope-er/pray-er - I'm too busy trying to write them and get all the money for myself. But at the end of the day, it is about the kids. Not necessarily my kids (although I really could use a set of iPods). :)
I know I normally talk about BEYOND podcasting - meaning the screen on the iPod allows for interactive learning - not as much passive learning. However, this grant would give you a good place to start.
If you are just starting out, and don't have recorders/players to make your podcasts, this grand supplies the hardware, software, and a how-to book. A well-formed project would allow for other ways to create interactive learning. In other words, you could have the students do a radio broadcast, or you could have the students do a treasure hunt, using the other students' recordings as the clues.
So what are you waiting for? Click here to write your own grant and get started!
Technorati Tags:
Beyond Podcasting, Podcasting, Education
Tuesday, May 29, 2007
Does podcasting enhance oral literacies?
Jane Nicholls is currently researching the benefits of podcasting and would like some help conducting her research. She writes:
*** ICT U Can!: A request for help:
I am currently undertaking research looking at the question:
In what ways does podcasting enhance oral literacies?
I have been gathering data in my own context but I would love to hear what other teachers have found when using podcasting in their classroom programme and add voices from further a field into my final write up.
I hope that you can help her with this very important question.
I am currently undertaking research looking at the question:
In what ways does podcasting enhance oral literacies?
I have been gathering data in my own context but I would love to hear what other teachers have found when using podcasting in their classroom programme and add voices from further a field into my final write up.
I hope that you can help her with this very important question.
I think that it most certainly does. Especially if you consider the learn/unlearn/relearn literacy that Toffler wrote about. My students are learning/unlearning/and relearning with every podcast that we do - whether they produce them or just consume them. What about you? Share your opinions with this New Zealand colleague. Thanks!
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