BP17_Practical Experience_iMovie, part 3

I May Not Be Running Yet, But I Am Definitely Walking

As I work with iMovie, it is becoming easier to see why this will become a valuable tool for my Action Research Project.  I hope to bring variety to my students' classroom presentations by encouraging them to try different delivery methods when they speak.  This is just one of many tools, but it is one that they should easily master.

As I completed my last video for the Emergent Technologies in a Collaborative Culture course, I was hit with the realization that within a few short weeks I have been able to easily create movies. And, since I know how much more proficient most of my students are with all things computer, the learning curve for them should be even smaller. So I look with excitement towards the second cycle of my AR Project.

My AR Pitch video - as it was being completed.

I have included a screenshot of the desktop interface where all the magic of iMovie takes place.  On that screen is my final video, as I completed it and was waiting preparing to upload it to Viddler and to YouTube, as well as add it to the Creating Ripples 4 Change wiki. While I am sure that the video will need some revisions, especially if I want to use it as it is intended, I am proud of how it came out. You can see the video on my YouTube channel if you click on this link. Enjoy!

BP16_Practical Experience_iMovie, part 2

You Have to Crawl Before You Can Walk

After watching most of the tutorials for iMovie, I actually created a few.  While I'm not quite Ken Burns or Steven Spielberg, I am pretty proud of my effort on them. They can be viewed on YouTube.  If you want to see what I have done, just click on this link to my YouTube channel.

I still wanted to make sure I could harness the power of this tool, so I took advantage of the membership I have at Lynda.com and checked out the iMovie tutorials located there. Below is a screenshot of the selections offered at Lynda.com.

The iMovie Tutorials available at Lynda.com

Obviously, there are not as many movies here, which makes sense since Apple has done a pretty competent job at providing the instruction and help on their own site.  However, having this additional information available reinforced what those tutorials presented.

I am feeling more confident in adding more components to the movies I create, layering additional tracks of music, titles and voice to the images I have provided.

BP15_Practical Experience_iMovie, part 1

Baby Steps...

The iMovie Welcome screen

I decided to use iMovie as the subject of my second series of Practical Experience blogs.  This powerful and easy-to-use tool is a handy part of the Apple software included with our MacBook Pro.  It is also one that I had never used prior to my starting this degree program at Full Sail.

I appreciated the tutorials provided by Apple for iMovie.  As you can see, there are many instructional videos to help the new user navigate through the many functions.  The fact that they are a click away is priceless.

The iMovie Tutorial homepage

It looks like I have a few movies to watch...more later...

BP14_Practical Experience_Wikispaces, part 3

Success!

Boy, was I disappointed all weekend!  I continually checked the AAStaggDebate wiki page to see who would be the first to register and contribute.  Friday night rolled into Saturday and through Sunday night, and the only post was mine.  I was puzzled by the lack of activity, especially since there are some students in this class that I had taught in previous years, and I knew they would do the assignment.  I became worried that something was wrong.

This morning before class, one of those students came to my classroom to complain that she never received an invitation, nor did anyone else from the class that she had talked to.  My first response was to think back to my conversation with technology, and then to re-read the instructions that the kids received when they were introduced to their new district email accounts.  It was there I discovered the problem.

Students are not able to receive email from anyone outside of our district.  This filter was imposed in order to keep the district server free from all the clutter that travels with outside email like Yahoo, Gmail and AOL.  Thus, the email from Wikispaces was not allowed. 

I was able to copy and paste a copy of the invitation into an email from my district account, and I resent the note to the class.  I had a few students check their district email, and they received the letter.  By the end of the school day, I already had a few posts; I expect the rest of the class to follow suit throughout the evening.  Then, it will be on to more formal assignments. 

Some of the Happy Students
Adding comments to the WIKI

BP13_Practical Experience_Wikispaces, part 2

The Assignment

On Friday, I invited my Debate class to join as contributors of the AAStaggDebate wiki found at Wikispaces.  As I explained in my BP8 posting, I told the students that this would allow us to share, edit and collaborate on research for upcoming debate tournaments. 

I was able to use the newly-activated student email accounts through our district server.  Each student has an account which they can access from school or home using the same log-in procedure that they use to access the district internet. 

The Invitation to Collaborate

Prior to our class, I copied the list of email addresses from our records system, pasted the list into the email function available through Wikispaces, and sent a standard email message inviting them to join.  I sent a copy to two of my own email addresses to verify that the mail was sent.  I also checked with the district technology department to make sure Wikispaces was accessible for student use on our computers at school, and it is.  So far, so good.

I went to class and gave the students their first assignment:  1) Register their student email accounts, which they had to do since they were recently activated; 2) Open the email I sent them from Wikispaces and follow the links and prompts to register as contributors; 3) Once on the Wiki, leave a post with their name and short message on the ease of making it through the process.  The students had a few questions, but all seemed excited to try this out.  

BP12_Practical Experience_Wikispaces, part 1

AA Stagg DB8 is GR8

I have chosen to write my PE blogs about Wikispaces, which I reviewed as my week 3 Blogging assignment.  I decided to use this Wiki tool with my Debate class, and open it up to the Debate Team as well. 

First, a little background on this class:  they are all high school seniors, who have selected this class from a number of writing-based choices in order to fulfill part of their senior English requirement.  They are mixed in ability and interest, but they are a vocal group, which is a plus in a speech-oriented course.  There are 12 young women and 7 young men in this group. 

The AA Stagg Debate Wiki Homepage

On Wednesday of last week, I set up the wiki page titled AAStaggDebate.  Completing the steps seemed simple, from registration through selecting the layout and color scheme through placing my first message out there.  You can see examples of the process in my BP8_Wikispaces review or in my BP11_OMM_Wikispaces blog post.  Seemed simple so far.  I was on the way to getting this going.

BP11_OMM Wikispaces

There is no I in TEAM, 

but there are two in WIKI

Here is my latest promotional one-minute movie, which highlights the Web 2.0 tool Wikispaces.  I have established a Wiki site for my Debate class and team.  I have asked the students to sign on as contributors in order to post and edit research.  Here is a link to the Debate Team wiki.

BP10_Comment to Jeremy

Digital Poster created by Glogster

Digital Throwback 

to an "Old School"
Presentation Tool

Please follow my link to Jeremy's blog in order to read my comments on an innovative and comprehensive poster creation Web 2.0 Tool which goes by the clever name of Glogster.  I have also included comments on Glogster EDU, designed for teachers.

BP9_Comment to Dena

The Features Page on the Kafafa website

Simple Website Creation

 Is Not a Myth

I am always looking for simple but effective Web 2.0 Tools that I might be able to use in my Mythology course.  Kafafa, a Web Site creation service, might be the answer.  Please follow this link to read my comments on Dena Moncrief's blog.

BP8_Wikispaces

"Wiki - Tikki - Tavi..."


As I continued to look for Web 2.0 Tools while I was also getting involved in the Wiki Group Project, I came across Wikispaces (http://www.wikispaces.com/), a free public online wiki.  It is touted as a site for class collaborations and group assignments.  I was able to register quickly and set up an account.

Wikispaces homepage

I previously had reviewed Vimeo, a tool that I felt might be useful for my Speech and Debate teams.  I believe I have found another tool that can specifically help my Debate team as it does topic research.  Wikispaces will allow my students to quickly become members and contribute to an online page for developing and sharing research.

AAStaggDebate Wiki homepage

My school recently created student email accounts.  I grabbed the class list of addresses for my 19 Debate class students, and pasted the list into the address field in order to send invitations to those kids.  As an assignment, I told the students to activate their email accounts, open the invitation from our wiki page, and follow the directions to become members.  I visited our technology department to ensure that Wikispaces was not blocked for student use, and was relieved to see that it was available and accessible.

Copy of the email inviting the debate students to become members

Once this is done, the students will be able to post their research on our current debate topic.  They will also be able to view and edit the contributions of their classmates.  I will be able to view and manage their posts.  Finally, as we approach tournaments, all will have access to the wiki, and will be able to print what they need.  In time, I will also give the non-class debate team members access so they can benefit by using the wiki.

The Creator's Wiki Manage screen

I believe the time saved by avoiding duplication of work will be significant.  I also think the amount of paper we save because of the editing process will also be significant.  Finally, the students will have a greater knowledge of what materials they have because they were part of the editing process.  It looks like a win-win situation for Wikispaces and Stagg Debate.

BP7_OMM_OneTrueMedia

One True Media:  One Terrific Tool

Here is my promotional one-minute movie, touting the Web 2.0 tool One True Media.  I have created two movies using this user-friendly platform and I can't say enough about its ease of operation.  It is simple to learn and begin to create a video montage using your own pictures.

BP6_Comment to Maia

Cloud-based sharing and storage

Sharing is Caring...

Please follow this link to my comments on Maia Kirkpatrick's review of Vimeo, a video sharing Web 2.0 tool.

Vimeo is an excellent tool which allows free video sharing, comments and reviews.  It is a video-streaming site which offers an artsy alternative to YouTube, or as Time Magazine stated, "the indie darling to YouTube’s blockbuster." (50 Best Websites 2010, Time.com, August 25, 2010)

BP5_Comment to Curt

Can Anyone Say Time-Management?

If a school band was this small, they would not need iSchoolBand.

I would like you to check out my comments on Curt's blog.  He has found an excellent Web 2.0 tool which will provide effective time-management and organization to the sometimes chaotic world of the Band Director.  I wish him luck with iSchoolBand.

BP4_One True Media

Home Page for One True Media

I recently tried the Web 2.0 Tool One True Media.  I was amazed at the simplicity of the program.  It was easy to navigate through the screens, from registering as a user, through uploading photos, to editing and assembling the montage.  Throughout the editing process, individual frames can be viewed, different effects may be added, and music can be attached.  The music that is used can be uploaded as easily as the pictures, or the stock music library is also available.

I can see this as an alternative to Keynote or PowerPoint as a storytelling tool.  Being able to use photographs opens the door for creativity by those who own any type of digital camera.  If the picture can't be found online, the student can take his own shot.  It is then easily uploaded from your computer to One True Media, ready for use.  The slides are easily arranged, previewed, moved, previewed again and finally saved.Attached is a sample of a montage I put together in a matter of fifteen minutes time, from start to finish.  I highly recommend this program as another option to bring your students into their presentations using still photos rather than video movies.

The finished product can then be "published" directly to a blog, which is how I posted this one onto my Blog site.  The montage can also be sent via email to anyone of the creator's choice, so assignments can be emailed to the instructor easily.  There are also links to post to Facebook, YouTube, and other locations on the Internet.  There are also purchase options for premium features, which are not necessary for classroom use.

Attached is a sample of a montage I put together in a matter of fifteen minutes time, from start to finish.  I highly recommend this program as another option to bring your students' original work into their presentations using still photos rather than video movies.

Make photo slide shows at www.OneTrueMedia.com

BP_Diigo Group

I Can Dig Diigo!

My Diigo Group page

Once again, I am amazed by another piece of technology available for my use.  Under one heading, I can store relevant items from anywhere on the world wide web, available to me at the click of a mouse.  By adding my critical friends as group members, they can review the same items at my request, and aid me as I move forward towards completion of this degree program.

As I become more comfortable with this tool, I will be able to use the variety of functions offered to simplify the tasks ahead.

BP1_Google Reader

Grumpy Reader 1.0

Being an old fashioned guy, this was my idea of a reader.  The news was delivered by a carrier, who was usually slow and very inefficient - how can someone miss the front porch as often as my delivery boy?

Boy, have I learned a lot over the past few months!


Introducing...

Google Reader!



I have searched out some source sites, and here are a few I can share with you.

I started with my co-curricular activity, which is Debate.  I found an RSS feed for Debate Central (http://debate-central.ncpa.org/), which provides research ideas and blog opportunities to high school debaters.  Having the new postings come to me rather than having to remember to check the site will definitely save time.

I then looked for sites which reflect my teaching area, and found a feed for the National Council of Teachers of English (http://www.ncte.org/).  The ability to quickly check new postings on that site will make my use of that organization's resources more efficient.

I then went for sites that would help my Action Research project and found an article on Digital Storytelling on Edutopia's site (feed://www.edutopia.org/edutopia_rss.xml).  How could I not consider adding that feed to my Google Reader?  I also found another website, Free Technology for Teachers (http://www.freetech4teachers.com), which also included a listing for a Digital Storytelling post.

Finally, I wanted to list some sources which included Technology in Education, and I found two.  Education Week (http://www.edweek.org/ew/index.html) had a section on Technology, which I linked to, and eSchool News (http://www.eschoolnews.com/) actually had three different RSS feeds that I subscribed to, including eClassroom News, Technologies and Top News.

I believe these sources will give me a well-rounded view of technology in education, with emphasis on the courses and activities I participate in on a daily basis.  And the fact that the stories come to me will be a time-saver!

My Google Reader screenshot

BP2_iGoogle Screen Shots

 

iGoogle Screen Shots:  


I have to admit, I was confused when I read the Learning to Blog - Blogging to Learn assignment.  I really didn't know what screen shots I was going to include, as I only had the Home page to post on this blog, which I did.  However, once I started working on the Practical Experience 1 - iGoogle PLE, I saw the light at the end of the tunnel.


 So, here are the required screen shots for this assignment.

iGoogle Home page Screen shot

FSO page Screen shot

Action Research page Screen shot

Emergent Technologies in a Collaborative Culture page Screen Shot