Class 10: Teaching with Data Visualizations

Quite often edtech tools are used by the teacher rather than the students and don’t do much more than make things prettier.

Think: Teacher at Smartboard as replacement for the overhead.

New digital technologies allows us to “see” information in new ways.

Think: Students analyzing text using Wordle

Many apps and websites can be a great tool to introduce the research method – form a hypothesis, gather and analyze data, revise hypothesis (as needed), draw conclusions, assess research methods. Working in teams students can easily pose research questions, run the data, revise and assess their research strategy. Students can quickly make and test predictions. They can then present and defend their conclusions to other classroom groups. All skills called for by the new Common Core standards.

In today’s class we will explore a sampling of free online data visualization tools that can be used in the classroom. Students will be asked to incorporate one of these tools into a lesson design.

GapMinder World: manipulate moving bubble graphs, select x and y axis from a variety of data sets

 NGram Viewer: online research tool that allows you to quickly analyze the frequency of names, words and phrases -and when they appeared in the Google digitized books. Ideas for classroom use Books Ngram Viewer.  For more advanced searches using NGram Viewer click here.

Chronicling America has digitized newspapers from across America from 1836-1922. You can search word frequency here.   Search Chronicling America and visualize the results across space and time at USNewsMap project

Bookworm: a collection of simple and powerful way to visualize trends in repositories of digitized texts.

  • Movies: dialogues of movie and TV shows
  • ArXiV: science publications
  • US Congress: bills, amendments, and resolutions (by political party)

Timelapse: is a global, zoomable video that lets you see how the Earth has changed over the past 32 years.

Metrocosm: All the World’s Immigration Visualized in 1 Map

Combine multiple online tools for research: For example, Black History in America:
Map of White Supremacy mob violence here
Mapping the “Negro Travelers’ Green Book” here

Assignment

Choose one or more of these digital tools (or use a favorite our yours) and blog about how you would use it in an activity, lesson or unit. A few things to keep in mind:

  1. Be sure you design a lesson that allows your students to be using the tool
  2. Be sure to include an embed of the tool (if possible) or at least a screen shot.
  3. Blog post due: 3/30

Image credits:
Header: AdobeSpark public domain
Insert: Teaching with a SMART Board / Flickr

Sample write up: Where I’m from

This  is a model blog post that demonstrates a write up for the Blended / Flipped Lesson assignment. Bold face is your assignment. Followed by how I would have written it up.

This write up is based on a lesson I used at the beginning of my Alaskan History and Culture course in the MAT program at the University of Alaska SE in summer 2016. See my assignments here:  Where I’m From and Google MyMaps lesson: Place

Here’s the work done by Jimmy Andrew – one of my students from a Yup’ik village of 300 people – Kwigillingok Alaska.

Learning objective – content and or skills students will know or be able to do by end of the lesson.

This was the second class of course and it served multiple objectives:

  1. My primary objective was to introduce the idea of place-based education with a poem and personal reflection on a place they were already familiar with. (later they would learn about another place – Alaska)
  2. I wanted to give the students a relatively simple tech-based assignment (Using HaikuDeck and creating a WordPress post) to build confidence for more elaborate tech assignments later in the course
  3. I need to free up class time so that students could get individually logged into their new WordPress accounts

Digital resource(s) you’ll use for flipped / blended elements.
Note: it’s not necessary to develop the digital elements – you can just describe them.

  1. I designed and posted the lesson to our WordPress blog so that everyone had access to assignment and resources.
  2. I made a few how-to videos describing how to create a Haiku Deck account, create a presentation, and embed it in Word Press.
  3. I made few how-to videos on using Google MyMaps
  4. I reused a collection of how-to videos that I had created for how to use WordPress

Active learning strategies employed with freed up class time.

Students used the time to read the poem for inspiration and get to work designing their own personal “Where I’m From.” Others elected to try the second design option using Google MyMaps using a lesson called Place. While the Haiku Deck approach was more visual poetry, MyMap used geographic tools and a spacial approach to design a Google map tour. Once I was done meeting with individual students to create their WordPress accounts, I was free to move around getting to know students better and assisting them on specific questions.

How the digital resource integrates into other instructional elements of lesson – what’s the flow of the lesson?

The digital content was created and posted to the web in advance. At the end of the previous class I asked students to read both lesson options (HaikuDeck  and MyMaps) in advance and think which lesson they want to try and how they will respond. The day of the class, most of our 3-hour session was spent with students working with HaikuDeck or MyMap. Then they began turning their work into their first blog post. Many students were excited to “show off”  their creations with one another.

Benefit for student content mastery, collaboration or learning workflow – Why is it worth it flip / blend some of the content.

Using these digital resources enabled students to begin the course with an easy “tech skills win.” Every student was successful in completing the assignment and posting it on WordPress. I was able to re-use my WordPress how-to videos originally made for another course. Along with the how-tos for HaikuDeck and MyMaps, I was freed up to handle the management of new WordPress accounts and spend some one-on-one time with all my new students.

Class 8: Flip content means more time for student interaction

Introduction

From Are We Innovating, or Just Digitizing Traditional Teaching?

“A few months ago, I noticed an increased amount of discussion around the notion of blended learning. Many of these conversations started on a similar note: “We’re blended—all of our teachers use Google Classroom.” However, in probing further, I often discovered that these tools had merely digitized existing content and classroom procedures.

Instead of filling an inbox on the teacher’s desk with packets and worksheets, students now completed the exact same procedures online. Rather than write homework assignments on the board, teachers posted them to the students’ digital news feeds. While blended learning brings with it the promise of innovation, there is the peril that it will perpetuate and replicate existing practices with newer, more expensive tools.”

Flipped and blended learning can easily fall victim to edtech’s fascination with faster. Better. Shinier. Instead, we will utilize our new skills in digital content creation to design a lesson that utilizes additional class time to foster greater student interaction.

Class overview

Class will begin with a brainstorm session where we consider how we can use flipped and blended resources to enhance classroom interactions. After pitching some ideas to one another, students will get down to developing an outline of how they could design an activity, lesson or unit. Those designs will be incorporated into a blog post due 3/23.

Note: Some class time will also be devoted to updating our critical thinking design project and previewing iBooks Author which will be used for showcasing our lesson.

Assignment

Next week (3/16) there’s no class because of  break. Students have two assignment due when we return. (3/23)

  1. Be prepared to give a 5 min demonstration of your critical thinking lesson.
  2. Complete your flipped / blended model lesson as a blog post.

See my sample lesson blog post here

Flipped / blended model lesson should include the following elements. See sample completed assignment here.

  1. Learning objective – content and or skills students will know or be able to do by end of the lesson
  2. Digital resource(s) you’ll use for flipped / blended elements. Note: it’s not necessary to develop them – you can describe it.
  3. Active learning strategies employed with freed up class time (follow this link for lots of ideas)
  4. How the digital resource integrates into other instructional elements of lesson – what’s the flow of the lesson?
  5. Benefit for student content mastery, collaboration or learning workflow – why is it worth it flip / blend some of the content.

 

Class 7: Create and Share Content

Note: We will begin class by using this Google form to assess progress on our Critical Thinking Design Project.

Today’s class is the second in our three-class exploration of blended and flipped learning. Last week we looked at options for screencasting / slidecasting. This week we’ll look add a few more options for teachers or students to create content. Students will practice their skills in preparation for our next class where we will look at how to incorporate blended / flipped content into lesson design.

There many options for creating content – but here’s two categories and some free tools that will have many application for lesson designers.

Techniques we’ve already used

  1. Create content using VoiceThread and share with student. Shoot your own video – edit with iMovie. See class 5.
  2. Use Mac’s QuickTime Player or CaptureSpace to create a screencast / slidecast. See class 6

Create and share slides

  1. Export Powerpoint or Keynote slides to Slideshare  – sample by former student Peter Gallagher. Peter’s extensive collection of Slideshares.
  2. Here’s how to add an audio narration to a PowerPoint or a Keynote slide show.
  3. Use Google slides  – here’s an example of how to animate a math problem. Here’s a hack for adding a narration to Google slides.

Create and share videos

  1. Add narration to  PowerPoint or Keynote (#2 above) Then export as videos which can be shared as files or uploaded to YouTube. This is the technique Jeremy used to make his slidecast)
  2. Create a Paperslide video
  3. Create an animation using Toontastic 3d. It’s fun and a free tool from Google that works on smartphones, tablets, and select Chromebooks. Other animation creation options with free intro levels are Plotagon or Powtoon.

Host video content (created by you or found online) in a lesson
Add your commentary / questions, monitor student responses.

  1. Use EDPuzzle (includes library of lessons you can use)
    – Works with YouTube, Vimeo.
    – Has shortcuts to many popular videos series including: , Khan A, Numberphile, Crashcourse, National Geographic and more.
    – Can be embedded.
    – Sample Grade 3: Mathablanca
  2. Use TEDed (includes library of lessons you can use)
    – YouTube content only.
    – Cannot be embedded.
    – Sample: Who’s the Historian in Your Classroom

To simply share your YouTube or Vimeo videos without nuisances such as annotations and related videos using SafeShare.TV

Image credit: Creative Commons / Adobe Spark

Class 6: Screencasting Techniques

We will open our class with a student updates on their progress on our critical thinking design project and agree to some firm due dates. Then we will turn our attention to a new skill – screencasting.

Screencasting / Slidecasting

Edtech guru, Kathy Schrock defines screencasting as “the capture of the action on a computer screen while you are narrating. Screencasts can be made with many tools and are often used to create a tutorial or showcase student content mastery.” A related practice is slidecasting (creating a slideshow and then screencasting your narration of it as it plays on the screen). Kathy’s screencasting resources.

I make use of many edtech tools in my classes and workshops. Rather than teaching an edtech tool to everyone in a whole class setting, I think it is more efficient to make a short screencast and post it to my YouTube collection. That creates many flexible learning “tutorials” that I can use as part of flipped or blended lessons.

Here’s a few tips for screencasting:

  • I favor taking complex instructions and turning them into multiple shorter videos covering specific aspects of the task. Some students know one thing and not another. Why make them sit through a long how-to.
  • I use a plug in mic (just a standard iPhone earbud mic) rather than the microphone built into my Mac. (The built-in mic on my desktop sounds distant and echoes because of it’s placement in a corner of my office.) I check the volume level and mic position first to get sound level right and make sure I’m not “popping” when I say my “Ps.”
  • I first practice the skill a few times to find efficient ways to demonstrate and describe what I am doing.
  • If I will be entering much text as part of the task, I create a text document first so I can copy/paste text into the app I’m demonstrating ( I hate watching videos of people typing.)
  • I make sure any images, websites or other content I will use in the video are readily available.
  • I try and do the screencasts in one take. I don’t worry too much about flubbing words – hey, it’s only a screencast.

I typically use Quicktime Player, which is built into the Mac OS. It’s easy to use and quickly uploads to my YouTube account.  Here’s a screencast I made on how to use Quicktime Player to make a screencast. (very meta)

 

Screencasting with CaptureSpace

This week we’ll explore how to screencast / slidecast using the CaptureSpace tool that’s built into UP’s MediaSpace. It’s a robust app that opens up a few more options for capture and editing that using Quicktime Player.  It also provides a place – MediaSpace – where student’s can upload the finished product.

Note you might also want to check out video tutorials on Microphone setup and how to Edit Your Screencast Before Upload

Assignment

Student’s will use class time to design and record a screencast (or slidecast)  using CaptureSpace. If they use Quicktime Player, they should plan to load it up to there YouTube account. It could be related to our critical thinking design project, an upcoming lesson they hope to use in their placement, or just some content or skills they would like to describe.

After creating and uploading the video to UP MediaSpace, students should write and upload a blog post that describes what they hoped to accomplish with the video and what they see as the challenges and opportunities of screencasting / slidecasting. They should use the MediaShare “Share” function to create an embed code so they can include to their screencast in the blog post.

Here’s a how-to video explaining how to do that (made with QuickTime)

 Image credit: Adobe Spark public domain media

Class 5: VoiceThread and iMovie

This week students will report directly to the Digital Lab in Clark Library for training in using VoiceThread and iMovie.

They will learn to use VoiceThread commenting on our Critical Thinking Brainstorm presentation.

Our iMovie training will give students a chance to remix some classic WWII public domain propaganda films and cartoons. Such as Oscar nominated “Mr Blabbermouth” (1942):

Class 4: Elevator Pitch and Design

Today’s class will be our first brainstorm / design session building on Assignment 3: Brainstorming Critical Thinking Across the Curriculum

Class will open with each student giving a 5-minute “elevator pitch” followed by feedback from peers.

Next we will see if there are some common themes or approaches that tie all the individual ideas together.

Finally students will begin to capture some of their thinking on this shared Google Slide presentation.

Image credit: Flickr: Marco Wessel – Elevator Pitch for Katie

Assignment 3: Brainstorming Critical Thinking Across the Curriculum

During our discussion of Fake News, we realized that our students need more practice in the critical evaluation of information. We saw an opportunity to create a collection of lessons that teach critical thinking in various disciples such as math, science, history and English. Here’s a great example from math How to Lie, Cheat, Manipulate, and Mislead using Statistics and Graphic Displays. 3.9MB pdf

Assignment:

Come to class with ideas to share. You will have 5 mins each to give an “elevator pitch.”

So this coming week all students will brainstorm what content those lesson might cover, and how we might deliver the lessons. They might be standalone lessons or we might try to pick a common theme and approach it from different disciples. We’ll see.

This will likely be a multi-week project and a chance to use some new tech tools in a project-based approach. Plus when we are done, we’ll have a showcase product to share.

Here’s some content ideas we got started:

  1. Visual literacy – looking at images
  2. Map how to read news article
  3. Design and read infographic
  4. Lie with statistics
  5. Mr DNA guide (that guy from Jurassic Park)
  6. English – propaganda, world of text and author
  7. History – how narrative can be used to frame events from point of view. How do you look at evidence.
  8. Bad examples of critical thinking.

Delivery ideas:

  1. PDFs
  2. Blog posts
  3. Prezi, Powerpoint, Keynote
  4. Infographics
  5. Cartoon characters like Toontastic 3D
  6. Tests – Kahoot
  7. Memes
  8. Games
This project serves a number of purposes:
  • Work on our digital literacy skills
  • Focus first on good instructional design
  • Explore design and deliver of  PBL
  • Interdisciplinary approach allows all students to contribute from their perspective
  • Address an issue of critical importance
  • Provide a vehicle for utilizing a variety of tech tools
  • Provide an opportunity for assessing the efficacy of our methodology and tech tool selection

Image Credit: Flickr: Chris Potter 3D Bright Idea
ccPixs.com

Class 3: Fake News

“In search of answers, many of us ask our kids to “Google” something. These so-called digital natives, who’ve never known a world without screens, are the household’s resident fact-checkers. If anyone can find the truth, we assume, they can. Don’t be so sure.

True, many of our kids can flit between Facebook and Twitter while uploading a selfie to Instagram and texting a friend. But when it comes to using the Internet to get to the bottom of things, Junior’s no better than the rest of us. Often he’s worse.”

~ “Why Students Can’t Google Their Way to the Truth” Education Week  Reporting on 2016 research project with 7,804 students in middle school through college. Evaluating Information: The Cornerstone of Civic Online Reasoning link to 3.4 MB pdf

Today’s class will  explore the world of “fake news” with a focus on its implications for democracy in the digital age. This will serve as a kick off for our first extended lesson design project.

In class activities: we review social media feeds and used the graph below to classify some of the news stories.

Source for social media stories:

  • Our own social media feeds.
  • Searching Twitter (which shows content even w/o a Twitter account)
  • Blue Feed, Red Feed: See Liberal Facebook and Conservative Facebook, Side by Side ~  Wall Street Journal

Takeaways:

  • We are better at discerning right/ left continuum than responsible/fake news journalism continuum.
  • Fake news success at spreading information relies on an absence of critical thinking skills
Project: Media Literacy / Critical Thinking Design

We will begin a extended PBL focused on publishing a suite of lessons for teaching media literacy and critical thinking to intermediate – high school students. Flooded with information from the “post-truth world” of “alternative facts,” students will need to develop their own skills in recognizing “truthiness.”

This is a great vehicle for exploring critical thinking across the curriculum. Good critical thinking skills are the best defense against “fake news.” Here’s a model that might inspire us How to Lie, Cheat, Manipulate, and Mislead using Statistics and Graphical Displays 3.7MB pdf

Good starter article Evaluating Sources in a ‘Post-Truth’ World: Ideas for Teaching and Learning About Fake News

ASSIGNMENT:

Come to class with ideas to share. You will have 5 mins each to give an “elevator pitch.”

So this coming week all students will brainstorm what content those lesson might cover, and how we might deliver the lessons. They might be standalone lessons or we might try to pick a common theme and approach it from different disciples. We’ll see.

Image credit:  Graphic on Fake news website issue made by VOA News. Wikimedia Commons

Assignment: Find, Curate, Store

This assignment follows Class 2 – Jan 26: Digital literacy It will give us a chance to explore a few digital literacy skills – finding, curation,  storage and responsibly sharing non-copyright material.

To hone our digital literacy skills, we will explore effective search techniques with a focus on finding public domain or Creative Commons licensed content: including images, video, and audio. For more information on public domain searches visit our edtech methods toolkit / Digital Hygiene

We will incorporate some note taking tools to explore effective digital curation and storage.  I’ll suggest Microsoft OneNoteEvernote, or Google Keep. You may have another way to curate your collection.  This will allow us to also do a comparative analysis of these note taking tools.

Students should be sure to record the content (image, text, video) the URL, source institution or archive, and check to be sure it is public domain or creative commons licensed for use.

Here’s a sample image from Flickr showing where some of the information is located on a Flickr page.

HOMEWORK- Due Feb 2

Task 1: Now that you know how to find non- copyright images, students should find an image they like to illustrate their first post and update the post by adding a “Featured Image.” Here’s a video how to. 

Task 2: Many of the titles for the first post were rather “bland.” Consider updating title – It doesn’t need to be total clickbait – “I turned on the document camera and you won’t believe what happened next.” But perhaps a bit more descriptive?

Task 3: Working as individual (or in pairs) students should:

  1. Identify a topic to guide their source collection.
  2. Use a variety of search tools to locate at least ten public domain or Creative Commons sources related to that topic such as: text,  image, video or audio.
  3. Use one of the note taking tools (or other system) to collect the content – be sure to provide a hyperlink to the source institution or archive. The link should enable you to go back to the source material.

Task 4: Write a blog post that explores what you learned in this exercise. (Two person teams can cross post the same content.) You might consider reflecting on the task, search, note keep apps or the larger question of the need to teach digital literacy. If your selected note taking tool allows for public sharing, then include a link to your collection.

Featured image credit: 170/365: I can save myself… by Kit / Flickr