“Places are locations having distinctive features that give them meaning and character that differs from other locations. Therefore, places are human creations, and people’s lives are grounded in particular places. We come from a place, we live in a place, and we preserve and exhibit fierce pride over places.”
National Geography Standard 4: Place
In today’s class we will explore interactive images with Google Tour Creator and Google MyMaps. All apps provide tools for teachers and students to create and share interactive images that can contain additional multi-media content.
Google Tour Creator (a Google project) uses Google’s vast StreetView library as well as additional surround images to to build immersive, 360° tours right from your computer. It can be easily embedded in WordPress or shared via email and social media. See sample tours here.
Google MyMaps is a great tool for visualizing place with a variety of content and locational tools. It can be easily embedded in WordPress or shared via email. When you open a MyMap on your smartphone you can used it as a navigational tool. MyMaps gets saved in your Google Drive account for easy cataloging.
Students will one of the apps to design a sample interactive learning activity. Design a map representation of a place that can support a learning activity. Be sure to have multiple locations and some text or visual content at each location. Try these prompts:
A community tour around school.
A real or fictional journey.
Explore the setting of a story.
Create a “timeline” using map layers.
Plot locations of habitats / geographic features.
Share an interactive map of a field trip with parents.
Make a map of authors you’ve read
When your map is complete, embed it in a blog post that details what you hoped to convey in your map, and/or what you learned from the experience. Video on how to use HTML snippets.
This class will lead off with a discussion of our first class and assignment. Next, Peter will do a short presentation: “Teaching in the Digital Era” It explores the skills we need to be “digitally literate in the modern world.”
To hone our digital literacy skills, we will explore search techniques with a focus on finding public domain or Creative Commons licensed content. For more information on public domain searches visit our Copyright Free Content page.
We will use this assignment as a chance to practice our public domain search skills. It will also involve a bit of curation to decide which images to use. More on curation skills.
Students should think of a brief learning activity that involves using at least three images. For example: vocabulary, pre-reading activity, activate prior knowledge etc. (Don’t worry too much about activity – we’re mastering some WordPress skills) See sample post here.
Use the images in a blog post that serves as a quick guide to how you might use these images in the activity. Be sure to include the images with citations and also have at least one featured image. (Could be one of the images or something different you made with Adobe Spark).
Students should be sure to check that the images used are public domain or creative commons licensed. Include a hyperlink back to creator / source.
~ good digital hygiene
Insert a hyperlink into a WordPress post
How to add an image or gallery to a WordPress post
Here’s the flow of our first class – a chance to get to know more about the course and try our hand at our first two tech tools.
This our first class … so … some intro activities.
Peter will offer a quick demo of AdobeSpark Post – a great tool for creating striking title slides with public domain content. See video below for more.
Students will get a quick overview of WordPress and be pointed to our WordPress 5.0 Playlist. Next, students will work in small groups discussing their vision of the tech-savvy teacher. They will be invited to turn those ideas into memes using AdobeSpark Post
While students are working, Peter will get each student logged into our WordPress account.
We’ll have a meme smackdown and reflect on the activity and how the classroom workflow was designed and managed.
Working as individuals or with one partner, students will design and deliver a 20-25 min learning experience to the class. View finished projects here.
April 17th Presentations Lauren Alvarez and Audrey Muller Emily Bechen Samantha Laughlin and Sabrina Pangelinan Rylee Seekins, Ysabelle Saguin and Caroline Halvorson
April 24th Presentations Heidi Parrett and Hannah Patrick Amy Huang and Megan Bromley Sherry Steppel and Makamae Nottage Madi Ohashi and Lauren Nakashima
May 1st Presentations Katie Adams and Sydney Fritz Austin Gray
Students should incorporate one or more digital tools that demonstrate how to effectively integrate technology into a learning experience. Your goal is good alignment between the technology and the learning experience
Lessons can be “taught” as if being delivered to school age students or as “adult PD” as if delivered to peers.
Students should prepare a blog post (due when they are presenting) that explains your instructional goals and how they are supported / enhanced by the technology.
Be sure your post includes:
subject of lesson – embed or link to teaching content.
instructional goal (what do you want students to know or be able to do)
This week our focus will be designing lessons around existing video content. There’s so much video content out there – here’s five tools you can use to associate questions, comments, quizzes and notes with specific passages in a video. You can help students truly interact with the video content, rather than passively consuming it.
Students will work in teams to evaluate five apps that all assist teachers in turning videos into lessons. Each video lesson builder has different features that allow teachers to annotate and add instruction content to existing video. They also have different assets and liabilities. Students will have a chance to explore the five apps in small groups. Groups will then briefly share their appraisal. Students will then select an app to use for this week’s assignment.
First off – a quick nod to ViewPure – an easy way to share video content with students without “risking” related sidebar content. Click here to “purify” a video.
Then here’s our five video lesson builders.
TEDed – build a lesson around any TEDed original, TED talk or YouTube video
EdPuzzle – Pick a video, add your magical touch and track your students’ understanding
VideoAnt – Use VideoAnt to add annotations, or comments, to web-hosted videos.
Vialogues – A free service that allows you to build online discussions around videos hosted online
Class will open with brief updates on final projects.
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 PowerPoint or Apple Keynote slideshow and then screencasting your narration of it as it plays on the screen). Here’s my Keynote turned video.
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 works well) rather than the microphone built into my Mac. I do a quick test screencast to check the volume level and mic position first to get sound level right.
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.
Three options for creating videos – there are many more
Option 1: Screencast with “Loom.” An easy to use Chrome browser plug in – works on any computer or Chromebook. Your video is hosted at Loom.
Loom is a free Chrome browser plug in. To get Loom open your Chrome browser and get the Loom extension here. It makes it super easy to record using your webcam, screen or both. The resulting video can be embedded into a blog or shared via email or social media. A great way to explain something in a visual way.
Note: Since making this video the embed code is now found by clicking the curved Share Arrow at lower right of video. Then pick </> Embed
Option 2: Screencast with Quicktime Player (easy and built into Macs). But if you want to post on blog, you need to “host” the video on YouTube.
I typically use Quicktime Player, which is built into the Mac OS. It’s easy to use and quickly uploads to my YouTube account.
Then get your YouTube video’s URL and paste it into YouTube Block in WordPress
Here’s a screencast I made on how to use Quicktime Player to make a screencast. (very meta).
Option 3: Screencasting with MediaSpace – part of UP tech suite / use with any computer. Has the most options for editing and more. Video hosted at MediaSpace
UP’s MediaSpace is the most robust app of the three and it opens up a few more options for capture and editing that using Loom or Quicktime Player. It also provides a place – MediaSpace – where student’s can upload the finished product.
Class will open with student working with a set of Google VR Expedition Kits. This will allow us get a taste of the expanding world of virtual reality (VR) and augmented reality (AR).
Next students will be assigned to one of two teams – ThingLink and Google Tour Creator. Each team will try out the app and test its features. Then a few members of each team will share their impressions of the app with the class.
Students will use either ThingLink or Google Tour Creator to design a sample interactive learning activity. They will then use the app’s share feature to get embed codes. The embed code will be used with HTML snippets to create a post featuring the interactive image. The post should also include a description of how they would use these interactive images as part of a lesson.
Where I’m From I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the back porch. (Black, glistening, it tasted like beets.) I am from the forsythia bush the Dutch elm whose long-gone limbs I remember as if they were my own.
I’m from fudge and eyeglasses, from Imogene and Alafair. I’m from the know-it-alls and the pass-it-ons, from Perk up! and Pipe down! I’m from He restoreth my soul with a cottonball lamb and ten verses I can say myself.
I’m from Artemus and Billie’s Branch, fried corn and strong coffee. From the finger my grandfather lost to the auger, the eye my father shut to keep his sight.
Under my bed was a dress box spilling old pictures, a sift of lost faces to drift beneath my dreams. I am from those moments– snapped before I budded — leaf-fall from the family tree.
That poem inspired a visual story using Microsoft Sway by Dylan Hite
Use the poem as inspiration for your digital story of “Where I’m From” including multimedia like text, images, video or audio. Use Microsoft Sway to tell your story. Use Sway embed code with HTML Snippets to post.
How to Sway – this covers the essentials – and it’s made in Sway, so it’s a great demo