Thing #23: More than Commonly Creative

From the xkcd.com comic 1337: Part 3* 

I have to admit that I only had a vague idea of what Creative Commons licensing was before taking this class.  I had seen it attributed on various websites I visit, particularly by some of my favorite webcomic authors/artists, such as the xkcd comic above, which uses a Creative Commons Attribution-NonCommercial 2.5 Generic license).  As a Computer Science major, though, I am very familiar with open source licensing, like the General Public License (GPL) for Unix/Linux systems, and Creative Commons is similar.

Creative Commons provides teachers a lot of flexibility about how they want to share resources, whether "original" or "remixed" creations based on other's shared works.  For example, say I created a series of online tutorials on using programming skills to teach certain math concepts.  Under a Creative Commons Attribution-NonCommercial (CC BY-NC) license, I allow other teachers (and anyone else) to use and even create derivative works from my tutorials, so long as they don't use it for commercial purposes and remember to attribute me.

Oh, I almost forgot!  The following statements, under the "Credits" portion of the Learning 2.0 - 23 Things for Teachers blog, describes how it is based on the work of others:

Learning 2.0 - 23 Things for Teachers is based on Learning 2.0 - 23 Things, a staff development program for the Mesquite Independent School District. That program was based on the Learning 2.0 program that was designed by Helene Blowers and adapted by the California School Library Association and others. Content and style for Learning 2.0 - 23 Things for Teachers has been borrowed and duplicated with permission, under a Creative Commons License.

 *Warning: xkcd.com occasionally contains strong language (which may be unsuitable for children), unusual humor (which may be unsuitable for adults), and advanced mathematics (which may be unsuitable for liberal-arts majors).

Thing #22: No 3-Hole-Punch Required!

I chose to embed the "Geometry Resources" binder, which is a LiveBinder of Lesson Plans & Activities that I could one day use in a Geometry class.  I've started by adding in links for some of the resources I used in my unit on the Triangle Inequalities, and I added a tab for the TN Standards for good measure.  I foresee using something like this LiveBinder for storing all my online activities & resources, then correlating them to the standards for the class.

Another of the LiveBinders I created was a new implementation of an activity I have used before when I was teaching in interim positions.  I allow students to earn extra credit by writing a 2-page biographical sketch of a famous mathematician and describing his/her contribution to mathematics.  Using a LiveBinder, however, I could make this a more organized activity; for example, each grading period I could chose a time period from which to assign each student a mathematician.  The LiveBinder subtab for each mathematician gives students a jumping-off point for their research, and helps me more easily detect blatant plagiarism.  I originally intended to embed this binder as well, but it is rather incomplete at the moment.

Thing #21: Domo Arigato, Mr. Animoto

Make your own slideshow with music at Animoto.

The video I "made" with Animoto was created from some photos I had of MIG-17F's and F-86 Sabre jets, set to some of the stock music ("Free to Fly") from the Animoto site.  I found that Animoto was extremely easy to use and produces very professional looking videos.  I was very impressed with the quality of the video.

Thing #20: A Series of (You)Tubes

I chose to embed this "Origins of Algebra" video uploaded to YouTube by Khan Academy.  Khan Academy has a large catalog of educational videos on almost any conceivable topic in math, science, and economics.  When I have sufficient bandwidth, I could just sit and watch their videos all day; they are that good.

I've had experience using YouTube in the past, and I have to say that the most recent update of the basic user interface is at best lackluster.  Their intention was to make getting to any given video easier, but I have to click through 2 or 3 layers to find what I could find previously in a single click.  Still, YouTube remains the most accessible and widely used video site on the Internet, and has legitimate use in the classroom (assume your school's ISP or tech department doesn't have it blocked).

Thing #19: "Liking" Other Social Networks

While I had not previously been a member of any of the listed social networks, I have used Ning before, though, as I have had friends create Ning social networks for various reasons.  I decided to join Gather and Classroom 2.0 to find out what to expect, in addition to joining TeacherPop.

Gather is a very different experience from other social networks I have used.  Gather seems more like a social content aggregator than a traditional social network, but I'm okay with that description.  It could also be deemed a "debate platform"; the comments on any particular piece are typically from both sides of the issue and are remarkably civil, especially in comparison to other sites that attempt to approach current and controversial issues.  I could see using Gather (or articles & commentary from it) as part of a debate project with students.

Classroom 2.0 is very much like my experience with other Ning-based networks.  It is a well-designed and thorough site with all the basic features you would expect in a modern social network:  status updates, comment walls, member-to-member messaging, content sharing, etc.  The community is also very active, and many of the members seem helpful.

Thing #18: All A-Twitter about Facebook

Social networking is a relatively new phenomenon, but in just over a decade, it has become an integral and indispensable part of our society.  The number and type of social networks are constantly changing, but Facebook and Twitter remain two of the most dominant right now.  However, they are very different in their design and aims.  Facebook is a social network originally designed to help Harvard students connect, but has since evolved into a service "to give people the power to share and make the world more open and connected."  Twitter bills itself as "a real-time information network" that "connects you ... to what you find interesting."  It's unique feature is that Twitter messages, called "tweets," are 140 characters or less (not counting any links you may include.)

As educators, it's important that we be familiar with social networks for any number of reasons, but in my opinion, the most important  is that the world of social networks is the world most of our students live and thrive in.  To understand our students, we have to understand where they spend their time and what they do there, and increasingly that is on Facebook, Twitter, or any of dozens of other social networks.  I could potentially see creating a "professional" Facebook account specifically for interacting with your students, so that if they did want to "friend" or "follow" you, they could do so.  I would also advise locking down the privacy settings on your "personal" account; potentially embarrassing photographs and tweets on social networks have already cost teachers and staff their careers.  Basically, I wouldn't recommend ever connecting to your students through a "personal" social network account; it's safer and easier to simply have a secondary "professional" account for interacting with students and parents.  Also, I could see using Facebook "fan pages" as a potential classroom resource.  For example, I could have a group or fan page for  "Mr. Davis' Math Classes," which could have copies of all the course documents, and could also update students on projects, assignments, etc.

If you want to connect with other education professionals, however, I would not recommend doing it through Facebook or Twitter (unless you are actual friends or acquaintances in real life).  Use a professional networking site like LinkedIn for this purpose; this also gives you a place to point potential employers if they should ask for your social networking presence.  Also, be aware that you should never be required to give your Facebook or Twitter account and password for a job interview - if the interviewer tells you it is an absolute requirement, then politely decline and thank them for the interview.  This practice is not only bordering on illegal, it tells you that the educational culture at that school is inherently distrustful of its staff, which is not a conducive teaching or learning environment.

Thing #17: Tagged as Delicious

I have to admit, I'm a little late to the Delicious party.  To be honest, I hadn't seen the usefulness behind the idea of social bookmarking.  I consider myself pretty security-conscious, and the idea of having my bookmarks be public where literally anyone could examine them seemed like just another way for someone to learn about me and my Internet surfing habits.  I'm already a bit disturbed about how much tracking of our Internet habits already takes place; avoiding another opportunity to be "tracked" seemed a wise precaution.

Using Delicious was an interesting experience;  I can now see the value in a social method for bookmarking:  It provides a lot of the same benefit of having "access anywhere" like other "cloud" services, and adds the social dimension by allowing you to follow and share your "stacks" of links.  However, there are some competing services now that provide these some of the same benefits.  For example, I can access my saved bookmarks on any machine with Google Chrome or Mozilla Firefox by "signing in" to the browser.  Delicious does have the advantage, though, in that it is browser-agnostic (and is integrated into the new Yahoo! Axis browser).  One of the newest social sites to challenge Delicious is Pinterest, which has exploded in popularity.  While I haven't used Pinterest myself, friends who have claim it also allows you to socially share links that interest you by "pinning" it to a virtual corkboard.

From an education standpoint, I can see quite a bit of potential for using Delicious in the classroom.  Imagine having a stack of links that students can access for a project or as part of a webquest, or having students search for a particular tag, like "geometry" or "algebra" and do research from there.  Having links that students or fellow teachers can access from anywhere is definitely an advantage.  Like it explained in the Common Craft video, having teachers sharing bookmarks through delicious would be a simple but effective way for them to collaborate on resources and techniques.

Thing #16: Organization & Productivity on the Web!?!

It's more likely than you think.

Contrary to popular belief, the Internet is not just a place to look at funny cat photos, or rot your brain on YouTube, or pirate torrent legitimately purchase and download music, movies & games.  There are a number of services and apps that are actually designed to help you keep organized and be more productive, and the majority of them are free, to boot!  Check out some of these productivity-boosting technologies after the jump.

Thing #15: And Make It Wiki!

Wikis have become an integral part of the Internet.  In fact, it's almost a given that if something exists, there's a wiki for it somewhere on the Internet.  I was first introduced to wikis through Wikipedia (or as I only-somewhat-jokingly call it, the One Wiki to Rule Them All), which quickly became a staple in high school and college as a "jumping off" point for doing further research into a topic.  I soon found other uses for wikis, though, as sites like Wikia started developing fan community wikis for video games, PC modding projects, and more.  I am very familiar with reading, using, and even contributing to wikis, but I had never considered using them for education until I started working on this "thing" for the blog.

When looking through the suggested wikis, I really liked Welker's Wikinomics - it has everything you'd need to teach economics at the high school level.  It even includes special sub-units for AP or IB Economics courses, which means that you have a flexible curriculum, already in place!  It would make a great supplement for any high school (and even freshman collegiate) economics classes.

I will post the link to my created wiki at a later date.

Thing #14: Mapping the Chart Flow of the Mind

Mind Map for my "Triangle Inequalities" Unit:


For the Mind Map above, I chose to use bubbl.us web app. I found it a very easy tool to use, and very full-featured for a free web app. There isn't a lot of explanation for the app's features, but I found while using it that it encouraged a "trial & error" approach, providing tool tips on features as I used them. It's simple and intuitive, and I liked it a lot. It seems like this would be a great collaborative tool for students to use with learning strategies like concept webs and visual outlines.
Flowchart for Writing an Indirect Proof:


This flowchart was made with gliffy.com.

Thing #13: Writing (& More) in the Cloud

Online productivity applications have become quite common in the past few years, and while they won't likely supplant traditional desktop office suites (like Microsoft Office) anytime soon, the two examples I used while working on this "thing" were surprisingly versatile.

Zoho Apps and Google Documents are both very competent productivity suites in their own rights, and while they may not pack in all the features of a desktop sutie, I would argue that's not necessarily a bad thing. What each leaves out is for good reason. For example, both Zoho Writer and Google Docs' word processor provide far more than the basic text editing tools normally associated with the Web; both have LaTeX-based math equation editors, collaboration tools, page layout options, and support a number of different file formats, including the Microsoft Open XML formats, like .docx, .xlsx, etc. Don't expect more advanced features like mail merge or complex cross-reference tools in the free online versions (although the paid business versions do have some of these features). Still, in my opinion, either of these online productivity suites would cover 95% of the average user's needs.

For comparisons of Zoho Writer and Google Docs and examples from each, keep reading after the jump!

Thing #12: 10^100 Tools

I have been a fan of the many tools Google makes available ever since my undergrad days when I opened my first GMail account.  Since then, the tools have grown exponentially in number and quality.  Google's cloud-based tools, like Google Calendar and Google Documents, give access to what I need from any Internet connected device, whether that's my desktop at home, my smartphone on the go, or from a public computer (although I take a lot more security precautions on that last one).

Google Calendar is equal parts daily schedule and collaboration tool.

Thing #11: Feed Me, Seymour!

Finding new feeds to read and enjoy was a lot of fun!  The method that allowed me to find what I was looking for most easily was to use precise search terms in Google Blog Search.  While all of the feed search services were able to (eventually) point me toward new and interesting feeds based on my search criteria, Google Blog Search was the easiest to use for me.  Perhaps it was the fact that it is powered by Google's search algorithms, but Google Blog Search seemed to just zero in on exactly what I was looking for, while the others required me to "work-around" the search function, since they always brought up a bunch of irrelevant blogs/posts.  For example, I wanted to find a blog on teaching high school math, so I typed in "teaching high school math," expecting a deluge of unrelated posts.  Instead, the very first blog to appear was Reflections of a High School Math Teacher, a blog created by Illinois high school math teacher Dave Sladkey.  Sladkey's blog is a charming mix of anecdotes, tips, and strategies that illustrate what it's really like to be a high school math teacher, and it is one of my new feeds (unfortunately, there is no RSS feed, you can only subscribe by email).

Check after the jump for more of my feed search results...

Thing #10: Better in (Really Simple) Syndication

For me, this "thing" was an exercise in extremes.   On one hand, it was extremely simple in that I already use Google Reader and had subscribed to a number of blogs, Twitter feeds, and even a couple of webcomics that I follow on a daily basis.  Adding a few more for good measure was not a problem at all.  On the other hand, what was extremely frustrating was that Google Reader failed to load on any computer I tested it from at my house.  This had never happened to me before.  It turns out the problem lay with my internet connection:  the high latency times were causing the connection to be reset.  Once I reset my router, the problem ceased, and I had no trouble completing the assignment.

The convenience of having all my favorite blog, Twitter, and webcomic feeds in one spot is my favorite aspect of RSS and newsreaders.  Rather than clicking through forty or fifty links, I can get all my daily feeds at once.  I already use RSS quite a lot in my personal life, and I can see a lot of potential for using RSS in the classroom.  Creating a public page of RSS feeds that students could use as resources would certainly be viable.  I could also have students create individual blogs that both their classmates and I subscribe to by RSS.

There is an interesting new webapp called Magzinr which I found through the Free Technology for Teachers blog.  It allows you to create a "magazine" of bookmarks that you can instantly share via Twitter.  However, you can also attach tags to the bookmarks, which are then turned into pages that can be subscribed to by RSS.  This could be used as a collaboration tool by students or with fellow teachers.  Check out my Magzinr profile page to see how it works.

Thing #9: (Not So) Randomly Generated Images

While working on the "Thing," I found the image the above on comicstripgenerator.com and was reminded of Vader's iconic line, "I find your lack of faith disturbing."  At the same time, I was reminded of an image I had seen once of Darth Vader as a substitute teacher*.  So, I played with the idea of "What if Darth Vader was a teacher?" and this little comic strip (and the one after the jump) were the results.

Thing #8: All Mashed Up

I have to admit:  The discovery exercise for this "thing" was the most fun I've had so far.  As you can see above, I used Spell with Flickr to create a banner of Flickr images spelling out my blog's title.  I also played with several of the "Flickr toys" at BigHugeLabs and produced several different pieces.  Take a look after the jump!

Thing #7: Fun with Flickr & Photo Sharing

Since this is a technology class, I decided to share a photo of some technology I've been working on lately.  This photo is the rather untidy interior of an HP Pavilion XT914 Desktop Tower.  Although antiquated today, it's Pentium 3 processor clocked at 800MHz, 256 MB PC100 RAM, 30GB Hard Drive, and 3.5" Floppy Disk Drive were state of the art in 2000.  It does still run, and has the original installation of the Windows 98 Second Editon Operating System.

Thing #6: Tools of Web 2.0 - UStream.tv

UStream.tv is a video-broadcast site for everyone. All you need to get started are a webcam and a fast Internet connection. What makes UStream different from, say, Youtube or Vimeo, is that the videos are live streams with integrated user chat and interactivity which can be archived for later viewing. UStream users can watch your public broadcast in real-time or choose to watch your archived footage later. In fact, the best way I can think to describe UStream is that it is like a public TiVo for your live webcasts.

Actually, it might be more effective to just tell you through a UStream webcast:

A placeholder until I embed the UStream webcast.

Thing #5: Perspectives on Web 2.0/School 2.0

After reading the Wikipedia article and the "Web 2.0 is not about versions or betas" article on Read Write Web, I think the key to reconciling all the disparate views on what defines "Web 2.0" is that it is participatory rather than passive.  Nearly all the definitions I read agree on this point.  I like to think of it this way:  In the "Web 1.0" paradigm, the Internet was the world's largest library.  You logged on, could "check out" web pages, but there was "no talking in the library:" interactions with others was kept to a minimum.  In "Web 2.0" the Internet is a high school reunion.  You log on and can catch up with old friends, see what they have been up to, and even meet some people you never knew before.

Thing #4: The Power of Commenting

Commenting is an act that is often taken for granted in a world of instant status updates and continuous information overload.  After all, giving thoughtful insights to what we read on a blog requires time, which could be used for other activities (like reading other blogs!).  However, when bloggers and commenters mutually contribute, an interactive community is formed that is much greater than the sum of it's parts.

The five guidelines for commenting on another person's blog, especially if it is to disagree, on Cool Cat Teacher's blog should be required reading for all commenters on the Internet.  I can't count the number of times I have seen commenters be absolutely brutal in their comments.  There's something about the anonymity of the Internet that drives some people to feel they can be completely asinine with no repercussions.  My personal rule about commenting on the Internet:  "If I would not feel comfortable saying something to a person's face, then I don't post it on the Internet, especially on that person's blog."

I also like the ProBlogger article "10 Techniques to Get More Comments on Your Blog."  While reading, it seemed like the techniques would all fall under "common sense," but I'm always amazed how uncommon that type of sense is on the Internet (not to mention in the world at large.)  Two  techniques I have seen be particularly effective are "Ask Questions" and "Set Boundaries."  When you ask a specific question in your blog, it encourages your community to respond with their own opinions.  However, you must first make sure your community knows what is acceptable and what's not.  Moderating your community's comments is key to building said community; encourage debate and dialogue, but act quickly (but fairly) to squelch ad hominem attacks, trolling, flame wars, and spamming.

Check after the jump for my comments on blogs from the class & the blogosphere.

Thing #3: Using Blogs in the Classroom

I can see a blog being a powerful tool to enhance and support a classroom.  In my classroom, I could see myself creating a blog to act as a "remote hub" for the class, where students and parents could keep track of assignments, important dates, and class policies.  As the teacher, I'd  would like to use it as a place to post notes, presentations, and supplemental material for the day's lesson, links to helpful websites, and even opportunities for extra credit.  I can see it as a jump-off point for WebQuest activities, and possibly even a way to conduct class when class couldn't normally meet.  In addition to all this, I see it as an opportunity to interact with students and parents in a way that is not always possible through traditional channels.  

I do have a small caveat, though.  I've worked in a small rural school district where a large portion of my class does not have Internet access at home.  That puts me in an awkward position when it comes to implementing a class blog:  I'm basically favoring my students with Internet access over those without it if I make a blog central to my class.  Until Internet access becomes more universal, I would have trouble feeling justified in using a blog as a major centerpiece in my classroom.

Thing #2: Creating My Blog

Setting up this blog was pretty easy for me.  I have another blog on Blogger that I use to share my life with friends and showcase personal projects, so I had some experience with it already.  Blogger isn't quite as feature-rich as other blog sites, but that's probably a good thing, since it is a cinch to use and easy to customize.

I chose to write on this blog using the handle "Ned," simply because I want to keep this blog project separate from my personal blog.  "Ned" is actually a nickname I picked up in high school; it started off as an anagram of my initials.  However, there is a bit of back-story to it: I had a close friend from band who had a bright red head of hair, who everyone naturally called, "Red."  Usually he detested that nickname, but he and I agreed that I could call him Red if he could call me Ned.  Since then, I've used variations on the "Ned" handle for lots of different things on the web, so I chose to continue the "tradition" here.  While there is some value in anonymity as well, my Google+ account is connected to my Blogger, so my real identity is hardly a secret.

Creating my avatar over on doppelme.com was a lot of fun!  I chose to create an avatar as close to the real me as I could; I actually consider it a bit of a challenge.  I've used other online avatar creators, but DoppelMe was one of the more thorough creators.  I was surprised by the depth of customization available; I was even able to find a Dell XPS laptop similar to the one I'm typing this up on!  I'll have to play some more with DoppelMe later.

Thing #1: Habits of Life-Long Learners

I enjoyed reading about the "7 1/2 Habits of Highly Successful LifeLong Learners," although for some reason I could not get any sound on my presentation, even after trying on 3 different computers.

For me, the easiest habit  is probably number 6: Use Technology to Your Advantage.  I'm a tech enthusiast, and I like to build computers as a hobby.  I'm always learning about some new technology or app that can help be better organized and more productive.  Between my Nook, my smartphone, and my laptop, I strive to have as many avenues of learning available as I can.  Still, I know that as advantageous as technology can be to learning, it can also be a distraction, so I try to schedule myself some time away from it as well.  (Then again, since I use Google Calendar to manage my schedule, I may be defeating the purpose!)

My hardest habit is number 3: View Problems as Challenges.  I have a perfectionist streak in me that wants things to go off without a hitch, so when I encounter a problem, I tend to get frustrated.  Combine this with the fact I tend to be detail-oriented, and it's easy for me to lose sight of the forest for all of the trees.  I've been steadily working on this for years, but it's still the occasional battle between the urge to "stop and fix it" and to "just do it!"