Nanovation Trumps Ideology

“If the map doesn’t agree with the ground, the map is wrong.” -  see below for sources.

Nanovation inexorably surpasses inflexible ideology.

Nanovation = Sharing small improvements in small ways - widely, intentionally, repeatedly.  

Nanovation adapts to ideology and policy.

Nanovation adapts ideology and policy.

Ideology must eventually adapt or crumble.
“His faith in the system had long since evaporated as he’d watched a perfectly good doctrine destroyed by personalities.” - see below for source.  

Effective policy depends on ideology.

More on Nanovation: http://tlt.gs/Nanovation

---

1.  Sources for “If the map doesn’t agree with the ground, the map is wrong.”
Too many sources and variations to list, however, many refer to an unspecified Swiss Army Survival Guide:  “If the map doesn't agree with the terrain, in all cases believe the terrain."
And many others refer to Too Soon Old, Too Late Smart: Thirty True Things You Need to Know Now, by Gordon Livingston, M.D., Marlowe & Co., 2004

2  Source for “His faith in the system had long since evaporated as he’d watched a perfectly good doctrine destroyed by personalities.”
Cotterill, Colin, Disco for the Departed, p. 23, Soho Press, Inc., 2006

Accessibility Guidelines for eClips & Brief Hybrid Workshops

Are these simple accessibility guidelines for Brief Hybrid Workshops clear, adequate, reasonable, useful? Too simple? Pls respond via Email gilbert@tltgroup.org or (preferably) comment to this post, below.

My emerging conviction is that our work with 5-Minute eClips and Brief Hybrid Workshops
(for definitions, see below) can be served best by embedding each one in a Web page that includes at least these options or versions for users:

1. Includes enough text that is manageable by screen readers for those who have vision needs or prefer to use screen readers to get enough of the information.

2. Includes enough visible text so that those with hearing needs or preferences can get enough information.

3. Accessible to people who use computers (Macs or PCs) configured in the ways most common during the most recent 3 years.

4. Accessible to people who have Internet connections of most commonly available speeds.

5. Not yet? Accessible to people who use handheld devices (smart cell phones) configured in the ways most common during the most recent 18 months?

The good news is that we now have tools that make all of the above possible more easily, quickly, and inexpensively than ever before - even for those who do not have the resources of major institutions available to them.

If you have suggestions for improving them or other comments, send via Email gilbert@tltgroup.org or, preferably, add a comment at the end of this blog posting (you can do so anonymously or, preferably, with an indication of your name and contact info so that others can respond to your contribution).

For more comprehensive information about Web accessibility, see:

http://www.w3.org/WAI/

http://easi.cc/

Definitions (from www.tltgroup.org/tlt5.htm):

A "brief hybrid workshop" (BTW)
is an activity of less than 15 minutes (preferably closer to 5!) for participants that includes the use of one or more Internet-accessible media clips AND some other files, instructions, activities, documents, plans, guidelines, etc. It is intended to help a group of people produce or learn how to do something useful to them. Participants usually interact with each other and with a leader/presenter/facilitator during the activity. (When run without interruption, all the pre-recorded media elements - the eClips - require less than 5 minutes total. Of course, some groups may find the materials so fascinating that they extend the entire sessions well beyond 15 minutes!)

A "brief hybrid teaching/learning module" (BHTLM)
is the same as a "brief hybrid workshop" EXCEPT for purpose and audience. These modules are intended to help students to learn something in a course (usually undergraduate).

Low-Threshold Approach
The TLT Group is committed to finding, developing, sharing, and publishing Brief Hybrid Workshops that reflect our longstanding work with LTAs - applications and activities that are reliable, accessible, easy to learn, non-intimidating and (incrementally) inexpensive. And we are committed to advocating and demonstrating how to use low-threshold Brief Hybrid Workshops to help others design, produce, use, and improve BTWs.

Steve Gilbert

"Paris je t'aime" and Brief Hybrid Workshops

"Paris je t'aime"
18 brief movies (average 6 minutes, many less than 5) one after another, each filmed in Paris, each a complete episode, each having something to do with Paris and with love. The directors, actors, crews had no other obvious limitations and the composite they achieved together is funny, surprising, poignant, and memorable.

Wikipedia (June 24, 2007):
http://en.wikipedia.org/wiki/Paris,_je_t'aime

Official Web Site (June 24, 2007 - according to Wikipedia):
http://www.firstlookstudios.com/pjt/
Watch the trailer! (Just under 2.5 minutes)

The trailer is charming, and only slightly dilutes and misrepresents the quality of the entire movie. Can't blame them too much for trying to use the popularity of Natalie Portman's face as the beginning of the trailer, but this movie absolutely does NOT dwell on her face or any other easy option. Together, the 18 clips offer glimpses and insights into many more dimensions of love than suggested either by the trailer or by my own expectations of what could be done by these filmmakers under these limitations.

When Sally told me she wanted to go to a movie last night and that this was the one, I reluctantly overcame my end-of week lethargy and joined her. Especially after she told me she had already purchased the tickets online. We were a little later than we liked arriving at the theater (parking on a beautiful, warm summer night in Bethesda Maryland was challenging).

Sally went in to get our seats while I waited in line to buy the largest popcorn bag and some bottles of water - and I thought several times about when I would get to the restroom. I decided that I would try to last through the section with Juliette Binoche (one of my favorites - especially since seeing her in Blue) and then would slip out to the bathroom. I didn't expect I would much mind missing one or two episodes.

I joined Sally in the theater just in time for the beginning. Juliette Binoche was not in the first few. But I never thought again of leaving my seat. Each clip was complete. Some were quite funny. Many were poignant. Some were powerful, memorable, surprising.

In the last year I've become obsessed with the educational potential of "Brief Hybrid Workshops" - combinations of brief "eClips" with face-to-face or online synchronous interactions. By "eClips" I mean multimedia recordings available via the Web. We're combining the new power, availability, ease of use, and low price (much free) of new tools and resources for producing and publishing eClips with Todd Zakrajsek's idea of "5-Minute Workshops". Visit our growing set of ideas and resources and links to some great examples about Brief Hybrid Workshops at http://www.tltgroup.org/tlt5.htm

"Paris je t'aime" demonstrates the remarkable variety and power of what can be communicated in a few minutes by talented people. I don't expect that our educational "brief hybrid workshops" can often achieve anything close to this level, nor do we need to. But if we move even a little in this direction, we will achieve a lot!

I hope you will be inspired - not daunted - by the quality and variety of episodes in "Paris je t'aime," to join our work on Brief Hybrid Workshops.

Please send more examples of brief, effective "eClips" or ideas for using such things for educational purposes - especially to help with enabling and encouraging faculty members to take advantage of new opportunities to improve teaching and learning with technology.

Send to gilbert@tltgroup.org or, better, add a comment to this posting - click on "comment" below. Please include your email contact info so that we can invite you to introduce your idea in one of our online sessions!

Sally and I are going to return to see "Paris je t'aime" again soon - maybe tonight.

Hope you enjoy it, too - soon!

SteveG

Constructive Criticism - Podcasts, eClips, Hybrid Workshops

Helping Colleagues Improve Podcasts, eClips, and Brief Hybrid Workshops

Guidelines for:
1. Author/originator who is going to ask someone else for constructive feedback
2. Someone who has been asked to give helpful feedback

Google Document - where we're building lists for guidelines (send email to star@tltgroup.org if you would like to be added as a "collaborator" so you can edit; otherwise, if you wish to add a comment, do so at the bottom of this blog posting)
Web Page - for same topic

Thoughtful comment from Cindy Russell, UTHSC (visit her valuable blog, web pages!):

Some of what I started thinking about as I looked at the above (comprehensive, certainly) is that beauty/evaluation is in the eye of the beholder. Too many words for some are not enough for others. Evaluators are crucial to select correctly - but evaluators can't be all like the developer of the clip. If they are, then the thoughts may be too similar and there won't be sufficient diversity in the evaluative comments. I wonder if part of what I'm struggling with is how many different versions/variations on the delivery of material we need. Not the difference between a YouTube and a Google video. But the difference between a video, a text page (with and without screenshots), audio only, a website with additional links, etc... There will always be "power" users who just need a bullet-pointed list of items and they're good to go. There will always be some folks who need the very complete version - and still want more. I struggled with this when I created the Audioclips site (http://technology-escapades.net/?q=node/22). And I still think I need to do something different with the content.

One of the things that I also struggle with is the narrative overload of a lot of what we do. It's a real challenge. I think it can be a turnoff for some people as they may think "if it takes that many words to say it, then it's too complex for me." While I'd never want to prevent anyone from entering any portion of a site that they wanted to explore, sometimes I think it can be overwhelming to people and then they stop instead of doing something more/different. Solutions????? -CynthiaKRussell 6/9/07 8:24 AM

Quick Start - Introduce Yourself - Self-Introducing eClips - Fundamental Questions (4-min audio incl.)

Play Steve Gilbert's sample self-introducing 4-minute eClip. Produce your own by using the Quick Start directions or other supportive materials. Add the URL for your own version as a comment to this blog posting - see below! Note that by doing this you are making your info accessible to anyone who might stumble upon it in the Internet, so please don't include anything that you don't want "public."

I look forward to "meeting you" or getting to know you a little better through your first eClip!

Steve Gilbert

NOTE: MORE DETAIL THAN YOU PROBABLY WANT OR NEED ABOUT HOW TO LEAVE A COMMENT HERE
To be sure we receive your comment, click on one of the options below the box in which you entered your comment. Then type in the letters that you see in the weird script in the most obvious place - the "word verification" box. THEN CLICK ON "LOG IN AND PUBLISH" - DON'T WORRY ABOUT THE "LOG-IN" PART. You do NOT need to have a Blogger account to leave a comment. If you wish to comment anonymously, click in the circle to the left of that option. If you want to avoid getting a Blogger account, but want to indicate who you are, add your name and contact info WITHIN your "comment" and then choose the "anonymous" option.

CheatSheet for LecShare Pro
Begun 3/29/07 Steven W. Gilbert
All other contributions, amendments welcome!

Intro

I've just begun using LecShare Pro - recommended by Norm Coombs - and I'm VERY excited about some of its capabilities and features.

• Basically, it supports attaching audio files to PowerPoint slideshows.
• It is VERY easy to use. It is inexpensive.
• It almost forces the user to make the result accessible to those who use screen reader software and/or have visual disabilities.
• It enables automatic production of several different versions in a variety of useful formats for display and use on the Web or distribution.

Help/Support

Help files for LecShare can be found at http://www.lecshare.com/help/index.html

Steve -- for newbies like me, we might want to include a basic intro on all our CheatSheets that included answers to questions like: 1. How much does it cost? 2. Where do I get it? 3. How much memory will it take on my machine (if any)? 4. Any danger of it bringing in viruses? 5. Maybe-- we want to give it a "learning curve" ranking -- easy climb, moderate grade, steep?? (BH) Great suggestions Bonnie! (swg)

However, like most software, I'm finding I need to learn a few "little" things to enable me to use it smoothly and quickly. Hence, I'm beginning another of our CheatSheets - as a Google Docs document so others can help develop this. The goal is NOT to reproduce help and FAQ services avail from LecShare. But we can provide a summary (list) of what issues are covered in the HELP material. See Google Docs format. (BH) yes! Ideally, I'd like to end up with a version of this CheatSheet that can easily be printed on a single standard sheet of paper for easy reference. I hope you will try LecShare, and add your own findings and recommendations to this CheatSheet.

Thanks,

SteveG

PS: I'm including Greg Kraus from LecShare as a collaborator on this document because he has already been so helpful enabling me to produce MP3 files!

Questions (Post a Questions here:)

1. Question: Should we include info here about using LecShare Pro to produce a file that can be uploaded into YouTube and what then becomes possible?
   See examples of YouTube usage based on export file results from LecShare Pro : http://www.tltgroup.org/TLT5.htm#Learning%20Space
   E.g., You can use the exported MP4 file NOT the QuickTime HTM file...
   Here's what the code for an inserted "screen" from YouTube looks like - can be pasted almost anywhere on a Web page; size is determined by the 2 pairs of numbers and to change the size you should change both sets in the same way at the same time (e.g., from two pairs of 400 & 300 to two pairs of 300 & 280; try to keep the ratio about the same)

• Here's a sample of a link to the file in YouTube http://www.youtube.com/watch?v=ZjeJZEpegac00
• Here's a sample of the code to insert to get the little screen to show up on the iVoc "this week" page (smaller screen than last time - on purpose)

<object width="300" height="280"><param name="movie" value="http://www.youtube.com/v/ZjeJZEpegac"></param><embed src="http://www.youtube.com/v/ZjeJZEpegac" type="application/x-shockwave-flash" width="300" height="280"></embed></object>

Safety First - Changing Slides, Audio AFTER Creating Slideshow with LecShare Pro
Safest way to make changes in individual slides or individual audio clips AFTER using LecShare Pro to create a synchronized slideshow seems to be
1. start with a fresh PPT file
2. make changes to individual slides - including deleting and re-ordering as well as adding new ones
3. edit any audio clips that are going to be imported/synchronized
4. begin using LecShare Pro. Open the PPT file. Import any new versions of the audio to the specific slides.

What LecShare Pro does to/with audio
When you begin to create a new LecShare Pro audio-narrated slideshow, the first step is to open a PowerPoint file from within LecShare Pro (> File > Open). When LecShare Pro opens that file, it automatically creates a new file with the same name as that PowerPoint file, but with the extension ".mov" instead of ".ppt". The new file is automatically placed in the same folder as the original PowerPoint file. From this moment forward, all editing info and adjustments made by using LecShare Pro are stored as modifications to the .mov file and/or the .ppt files with the same name. Regardless of whether you record new audio within LecShare Pro or import audio files from elsewhere for this new narrated slideshow, the sound that will be heard by anyone "playing" the resulting slideshow is stored within that .mov file.

Note: seems that there are only 2 import options: One file for the entire slideshow OR one file for one slide. I don't think it is possible to import one audio for 3 slides... but ...???

Clearing Changes that LecShare Pro Makes to a PowerPoint File
As soon as you begin taking any action at all with LecShare Pro after using it to open a PowerPoint file, it begins making modifications to that file. If you might want to do something else with that PPT file, it is a good idea to make a copy of it which you save in a different folder. To be completely safe, save it with a different name. Do that BEFORE you begin using LecShare Pro on it. [Greg: Maybe LecShare Pro should remind/prompt users to do this or make it happen automatically as part of the process of opening that PPT ]file.
There is a "Clear PowerPoint" option under the "Edit" menu in LecShare Pro. Click on that and choose which of the kinds of info that were created by LecShare Pro WITHIN that PPT file should be removed. If you clear everything, the PPT file returns to its original condition (truly?).

Being Careful About Synchronization of PowerPoint and .mov files

LecShare Pro modifies the PPT file and creates a .mov file so that each includes info that is essential to the synchronized result.

Therefore, doing anything likely to change that info in one of the files without changing the other accordingly can disrupt the synchronization (and changing the location or name of one of the files will also be disruptive). This means that making changes to either file OUTSIDE of LecShare Pro can be risky. LecShare Pro can detect when the .mov file is no longer located where it was originally and LecShare Pro tries to guide the user to find that file in its new location and enable LecShare Pro to remake the connection. NOTE: The user may find that LecShare Pro SEEMS to be asking to locate an audio file with a peculiar name - but what it really wants is the location of that original .mov file. (truly?)

Multiple Versions of Presentations

- Each a modification of the same original PowerPoint file with different narration

If you know ahead of time that you are going to be making multiple versions of a presentation, each with different audio, it would be best to make a copy of the PPT file before adding any audio. You could add the accessibility info in first, save it and make copies of it, then open each one to add in the appropriate audio files.

Finding Individual Audio Clips Associated with Each Slide
Whenever you decide to create the files that enable others to "play" this slideshow, you use the > file > export options. If you select the "HTML" as one of options for export (you can have LecShare Pro export as many of the 4 options as you like at the same time!), then LecShare Pro will create an individual mp4 file for each audio clip that has been recorded or imported for each slide. I.e., if you have 18 slides and each has some audio via your work in LecShare Pro, then within the folder labeled "audio" buried down in the folder labeled "html" there will be 18 mp4 files numbered from 1 to 18. Those numbers indicate which slide that audio clip is synchronized with.

Editing audio files for LecShare Pro
You can use the conversion technique described below to change the MP4 files that you find within the "audio" folder within the exported "html" folder into MP3 files. Audacity (free, moderately easy to use, effective audio editing software) can then be used to edit the MP3 versions. If you now return to LecShare Pro, open the same PowerPoint file within the same location that you were working on already (so that LecShare Pro finds both the PPT and MOV files in the same folder) you can now go to any individual slide and import the edited MP3 audio file. LecShare Pro seems equally adept at importing audio files in either MP3 or MP4 for this purpose. LecShare Pro will automatically adjust timing so that the new audio file imported for a specific slide will have that slide displayed while that audio clip is being heard - no shorter, no longer. The audio that had previously been saved for that slide within the MOV file will be deleted and replaced by this process.
NOTE: Converting the MOV file itself into an MP3 file produces a complete audio-only version of the slideshow - suitable for use in podcasting, etc.

Revising a Slideshow Already Created Using LecShare Pro

To avoid some messiness, put the PowerPoint slides in a new folder with a name different from the folder in which the LecShare-created files have been stored. Move or copy into this new folder any audio files that you intend to import into the new version of the slideshow. My guess is that to be really safe, only use audio files that are MP3 or Wave format. I'm going to try to learn more about the requirements for minor modifications so that I won't have to go through this entire re-development effort.

Converting audio produced when using LecShare into MP3 format using iTunes
It can be difficult to find and use ONLY the audio portion of some of the files created when you export the final result of your work in LecShare Pro. If you need an audio-only MP3 format file version of your work for any reason, this clever use of a well-hidden feature of iTunes will do the job! (Thanks to Greg Kraus from LecShare for this info E.g., for use in a "traditional" audio-only podcast; e.g., put the MP3 file on the Web and insert a link to that file in the title area of a Blogger blog posting to automatically create a podcast available in iTunes, etc. - requires setting up Blogger, iTunes account, use of FeedBurner, etc.)

iTunes can do an mp3 conversion
PREPARING ITUNES

• Open iTunes on your own computer
• Go to: Edit > Preferences > Advanced
• Click on the “Importing” tab

Under “Import Using”, select “MP3 encoder”.
[This will allow you to see the “Convert Selection to MP3” option later.]

USING ITUNES CONVERSION TO MP3 CAPABILITY

• Copy audio recording file produced by/within LecShare Pro [see below for hints about finding, identifying this file.]
  
• Open iTunes
• Open to the Music section of iTunes - where your own music and other audio-only files are listed within iTunes
• Select: File > Import
• Browse to the copy of the audio recording file that you made
• Select the copy. Import it into iTunes.
• The name of the copy should now appear in your list of music/audio files within iTunes.
• Right click on the name of that file WITHIN your iTunes music/audio list.
• Select & click on the “Convert Selection to MP3”
• That should produce another copy of the same file within your iTunes music/audio list.
• Make sure you can tell which of the 2 versions is the MP3 version (when you look at "info" about the file it will probably say something about mpeg format and have a numeral "3" somewhere in the info. It will definitely NOT be the same format as the audio file that you copied.)
• Copy this new file.
• Paste this file wherever you want to save it on your own computer.
• Check its properties to be sure it is now an MP3 file - it most likely now has an " .mp3 " extension, and that is confirmation enough!

NOTE: The only slightly tricky aspect of this process is identifying the correct audio file within the stuff that LecShare Pro can produce as byproducts when you use it to Export to several different kinds of files.
The audio file you are seeking for this purpose is obviously NOT already an MP3 file!
Most likely it is an " .mov " file. But it is NOT a .mov file that is a full QuickTime movie.
To find the correct .mov file, try this: If your original PowerPoint file is called “biology.ppt”, there should be a file called
“biology.mov” in the same folder; that 2nd file is created automatically and immediately when you BEGIN to work on the selected PowerPoint file within LecShare Pro.

It's a treat to be working with you!

Here's my attempt to convert our most recent exchange into something we can put in the "CheatSheet". Pls answer my indicated questions and change anything I've misinterpreted or misrepresented.

Many thanks.

SteveG

Hi Steve,

I love the questions. It helps us clarify where we need to refine the

editing process so that it is more intuitive.

The audio synchronization screen is admittedly probably the least

intuitive part of the whole LecShare Pro process. There are some minor

enhancements being made to it in a very near release.

> My guess is that when I import a large audio file for

> synchronization with all slides, the process does not actually cut out

> any of the audio file. Rather, there is probably some technique by

> which LecShare Pro assigns numbers to the audio and a pair of numbers

> to each slide.

20070412

LSP = LecShare Pro

---

IMPORTING AND SYNCHRONIZING AUDIO IN LecShare PRO

Click on Audio pull down menu;

Click on Import

Click on Whole Presentation

Find and click on the audio file that you want to import and use

Click on Audio pull down menu;

Click on Synchronize

When you import audio for the entire presentation at once all of the

audio is stored in slide 1. The time stamps you see just below the image

of that slide

in the "Synchronize Audio" tray indicates what

portion of the audio is assigned to each slide. Each slide will eventually

have 2 time stamps displayed:

the top one indicates the time in seconds from the beginning of the

entire audio to the beginning of the audio clip that plays during the

display of this individual slide;

the second time stamp - below the first - for a slide indicates the time

in seconds from the beginning of the entire audio to the END of the audio

clip that plays during the display of this individual slide;

Just after importing,

slide 1 will have a time stamp of 00:00:00 and a time stamp showing how

long the movie is.

The easiest way (the simple method) to divide the audio clip is to

clear all the time stamps first.

Click on "Clear" button.

The matching or time assignment process is making a record of the

CURRENT location of a pointer within the audio file and assigning that

location to a slide as the time at which that slide will be beginning

to be displayed or ending its display interval. The CURRENT location of

that pointer is indicated by the numeric reading that is displayed within

the small window just below the right-most slide image in the slide tray.

When you double click on a slide (NOT on either of the numbers showing at

the bottom left corner of the picture of a slide) , LSP will assign the

CURRENT LOCATION IN THE AUDIO FILE to that slide as the STARTING TIME for

the display of that slide. Usually the audio player is playing

when you do this, but it doesn't have to be.

When you double click on a slide LecShare Pro will automatically assign the

time stamp to have that slide start displaying at that number of seconds after

the beginning of the whole audio.

To start things off, double click on slide 1 - that will assign the time stamp

of "00:00:00" and **the audio will start playing.**

When the audio gets to the point you want slide 2 to display, double click slide 2.

LSP will automatically assign the end time to slide 1, and the start time for

slide 2 - DIFFERING ONLY BY .001 SECONDS.

Continue this through all the slides.

FIXING TIMING MISALIGNMENTS

If you mess up, move the audio player LOCATION back some and

double click on the slide again. You

will be prompted to overwrite the current time stamp

<<GREG, I NEED SOME HELP HERE ABOUT "OVERWRITE"

- AND WHAT THE EDITING OPTIONS OF "ALWAYS OVERWRITE" AND

"ALWAYS DELETE" REFER TO. THANKS.>>

After you double

click on the last slide to assign the start time, you can choose "Done"

and the ending time stamp will automatically be assigned to the last

slide for you.

If the starting and ending times of adjacent slides get misaligned,

you can try to move the audio player back (by moving the slider and/or using the

"play" and "pause" buttons) then click the second of the two slides.

You can also try clicking on the exit time for the first slide to reassign it.

<<GREG, I don't understand the preceding sentence>>

If the preceding steps do not work to remedy the misalignment, unfortunately,

you have to press "Cancel" and start the synchronization process over again.

AUDIO TIME SYNCHRONIZATION "ADVANCED METHOD"

The advanced method lets you decide exactly when a slide starts AND STOPS

displaying. The simple method automatically makes the end time for one

slide come immediately before the start time of the next slide.

For the advanced method, say for example you have a lot of dead space

between a slide change and you want to get rid of it. You could assign a

start time for slide 1 to be 00:00:00 and an end time to be 00:25:00.

You could then make the start time of slide 2 be 00:28:00. If you do that

LSP will drop those 3 seconds between the end of slide 1 and the start of

slide 2. That 3 second audio span literally gets deleted.

Slide 1 goes straight to slide 2 with no dead space.

**To assign explicit start and end times for each slide, double click on

the start or end time stamp rather than the image of the slide.**

<<THERE WAS SOMETHING IN SOME OF THE DOCUMENTATION THAT SEEMED TO DISTINGUISH

BETWEEN SINGLE- AND DOUBLE-CLICKING. IS THAT SIGNIFICANT? IF SO, WHEN

SHOULD WE DO SINGLE VS. DOUBLE? ALSO DOES IT REALLY NOT MATTER AT ALL

WHETHER THE AUDIO IS PLAYING OR PAUSED WHEN WE CLICK ON ANY OF THESE THINGS?>>

The "pause" "play" or "stop" buttons control the playing of the audio.

These are there for convenience and are not necessary.

<NOT NECESSARY FOR ANYTHING?>

They enable you to stop the audio playback if needed. They are actually there to

assist with accessibility needs.

CLICKING "OK" when doing synchronization will reassign the audio clips to

the various slides as you've

assigned in the synchronization window up to that moment.

If there are any audio

segments not assigned to a slide they will be deleted (as in the

example with the 3 seconds of dead space). The file is saved at this

time as well and the changes are made permanent.

Before clicking "OK" none of the time assignments are permanent and

they will disappear if the file is closed in any way BEFORE clicking on "OK"

Gandhi's List: - Brief Hybrid Workshop - SUGGESTIONS

Gandhi's "Seven Blunders of the World" That Lead to Violence ...Plus 6
Activity developed and revised by Steven W. Gilbert, TLT Group.
See: http://www.tltgroup.org/GandhisList.htm

Welcome your suggestions, etc. about how and when to use this Brief Hybrid Workshop and/or the eClip within it.

Pls click on "comments" or "post a comment" just below this posting to leave your suggestions for the TLT Group's Online Professional Development Workshops about educational uses of blogs, wikis, feeds, .... Web 2.0 + Social Networking
See more detail than you probably want or need about how to ensure we receive your comment/suggestion at the very end of this posting in italics.

Thanks,
Steve Gilbert

NOTE: MORE DETAIL THAN YOU PROBABLY WANT OR NEED
To be sure we receive your comment, click on one of the options below the box in which you entered your comment. Then type in the letters that you see in the weird script in the most obvious place - the "word verification" box. THEN CLICK ON "LOG IN AND PUBLISH" - DON'T WORRY ABOUT THE "LOG-IN" PART. You do NOT need to have a Blogger account to leave a comment. If you wish to comment anonymously, click in the circle to the left of that option. If you want to avoid getting a Blogger account, but want to indicate who you are, add your name and contact info WITHIN your "comment" and then choose the "anonymous" option.

"Attending Genocide Conference" (4.5 Mins - Video)

Please watch/listen to "Attending Genocide Conference." (4.5 Mins - Video)

[Photo copied April 13, 2007, from "Portfolio - Being Human - Philosophy of Teaching: This, Too, Is Part of Being Human" by Kathleen Z. Young, Ph.D., Department of Anthropology, Western Washington University,

http://pandora.cii.wwu.edu/showcase2005/young/portfolio.htm]

This was one of first, and most provocative, responses to my request for examples of "clips" yesterday. It is embedded in a Website and related "portfolio" of materials that provide an excellent model for one way to extend the possibilities of a brief clip. By sending this sample I hope to prompt more of you to share clips and suggest different ways of using them.

This simply constructed videorecording is disturbing, perhaps profound. Young describes the atrocities of Srebrenica and her commitment to "not looking away." She ends with a hopeful explanation of new international responses to genocide. This clip is presented as her response to "Why did you take your students with you to the International Genocide Conference in Sarajevo?"

Please watch/listen to "Attending Genocide Conference" at:

http://pandora.cii.wwu.edu/showcase2005/young/showcase3.htm

First click on the above URL, then to begin this videorecording, click on the "play" (left-most) button on the control panel that appears beneath the viewing screen as shown here.

You may also need to increase the audio volume or listen carefully. It is worth it!

Please don't be intimidated by this example. We need to find a wide range of useful models. Far below in this message, I include links to a few other valuable examples that are much simpler. I hope more of you will be encouraged to share your first modest efforts! We need the LTA approach to 5-minute clips and hybrid workshops!

In four and a half minutes Kathleen Z. Young of Western Wash. U. calmly describes how she came to take a group of "… students to travel to Bosnia with me to attend an international conference on genocide in Sarajevo and participate in the excavation of a mass grave and the Muslim mass funeral and reburial of 600 of the 8,000 Bosniaks killed in the United Nation's 'safe haven' of Srebrenica in 1995."

You can go deeper into this experience and learn more about Young's teaching and the responses of some of her students by visiting other parts of this extraordinary Web-based "portfolio".

Student Reflections (about Genocide Conference trip - includes photos):

http://pandora.cii.wwu.edu/showcase2005/young/student_reflections.htm

Student Comments about Young as teacher:

http://pandora.cii.wwu.edu/showcase2005/young/student_comments.htm

Student Essay - text + photos - "Because I was There" - response to trip to Genocide Conference:

http://pandora.cii.wwu.edu/showcase2005/young/becauseiwasthere.htm

Excerpt from Young's website:

"The first time I taught the class on Islam and Conflict in Europe it was as an unpaid labor to prepare interested students to travel to Bosnia with me to attend an international conference on genocide in Sarajevo and participate in the excavation of a mass grave and the Muslim mass funeral and reburial of 600 of the 8,000 Bosniaks killed in the United Nation's 'safe haven' of Srebrenica in 1995. From the conference in Bosnia, the students traveled with me to Den Hague in The Netherlands and attended the trial of the Slobodan Milosevic. Students went with me to the new International Criminal Court, also in Den Hague, to meet with a judge on the new court and discuss the importance of anthropology in ending the impunity of the rogue actions of leaders committing genocide and crimes against humanity and helping the weak and victimized have a forum to speak their truths."

_______________________________________________

Comment added to TLT-SWG Blog Posting April 12, 2007

From Karen Casto, Director, Center for Instructional Innovation, Western Washington University, Karen.Casto@wwu.edu

At the Center for Instructional Innovation at Western Washington University we have been using the concept of short videos as part of our innovative teaching showcase published on the web each year since 1999. In past years the showcases have a theme, with last year's being "educating global citizens". We create both written and video materials for these showcases and our goal is for both faculty at our institution and faculty from around the world to be able to use this resource.

Last year for the first time we used Google to host our videos, in part because we had an ever changing campus video environment, but mostly because Google provides statistics for each video, and also allows users to download the videos, search for appropriate videos, and use them for their own purposes.

The two highest rated and most viewed and downloaded, according to Google, from last year can be seen at:
Teaching Russian [2 Mins 53 Seconds - teaching basic Russian by speaking (almost) only Russian from very first class session + other suggestions - SWG]

Inviting class to accompany teacher who was invited to give a paper at international conference about/at memorial to srebendsa genocide; description of what happened at the conference and roles and responses of students
Attending Genocide Conference

The full showcase can be seen at 2005-06 Innovative Teaching Showcase

http://pandora.cii.wwu.edu/showcase2005

These videos are all made here at the teaching/learning center, mostly by students.

Share 5-Minute Clips, 5-Minute Hybrid Workshops

Please add a comment to this posting in which you provide a URL (Web address) for one or more 5-minute clips and/or 5-minute hybrid workshops. (Definitions below.)

Please add at least one sentence for each example in which you describe it. Please add your name and email address and any other contact info you would like - including times when you would prefer NOT to be contacted about this! If you have any trouble adding a comment, or simply prefer an alternative, send your info to gilbert@tltgroup.org

Thanks for your help!
Steve Gilbert

HERE ARE DEFINITIONS FROM HOME PAGE FOR THIS TOPIC
For more examples in many formats/media and other resources go to:
http://www.tltgroup.org/TLT5.htm

"5-Minute Hybrid Workshops" & "Clips"
Working Definitions - As of April, 2007
Use of term "hybrid" here is confusing to some. We welcome clearer 1 or 2 word alternatives.

Clip vs. Workshop
A "clip" is a pre-recording produced as a single computer file. It may include a variety of media elements: sound, images, text, etc.
A "5-minute hybrid workshop" is the combination of a "clip" AND some other files, activities, documents, ... intended for use together with a group of people in 5 minutes or less. (Of course, some groups may find the materials so fascinating that they extend the session well beyond 5 minutes!)

5-Minute Hybrid Workshops

• Less Than 5 Minutes
  When run without interruption, the pre-recorded elements require less than 5 minutes!
  [Note: The person "playing" the pre-recording may be so intrigued by some references that she/he may interrupt the session to examine those items more closely. Such activities may quite legitimately extend the required time well beyond 5 minutes!]

• Faculty/Professional Development (and the improvement of teaching/learning in specific courses)
  Its purpose is to support faculty development, professional development, teaching, or learning.

• Combination
  It combines SOME of the following: media, modalities, resources, plans, and activities.
  It can have both synchronous and asynchronous components.
  Example A: Entirely synchronous. Within a face-to-face meeting, use of a 2-minute pre-recorded explanation of a technique in conjunction with 1 minute of silent thoughtful reflection and 2 minutes of open discussion.
  Example B: Synchronous + Asynchronous: Within a synchronous online meeting, "play" a 2-minute pre-recorded introduction of a new topic, ending with clear instructions about how to submit questions and comments via a blog for an assignment that is intended to require each student to continue or extend his/her thinking about this new topic for a few more minutes whenever convenient within the next week.

• Individual or Group
  It may be intended for independent individual use or for group activities such as workshops. For example, a recording of an audio-narrated set of PowerPoint slides could be designed to introduce and demonstrate a single skill to a faculty member working alone in his/her office. Alternatively, an audio-narrated set of PowerPoint slides could be designed to explain a simple teaching strategy, describe one or two examples of its use, and suggest several questions for discussion among a group of faculty during a small portion of a departmental meeting.

• Internet-Accessible Components
  It includes at least some components available via the Internet.

• Low-Threshold
  It is to some extent an LTA [Low-Threshold Activities/Application]

Hybrid (Blended) Faculty Development & Professional Development

How can we use some of the new technologies to help meet the increasing need for faculty development and professional development that those technologies are also creating? How can we improve undergraduate teaching and learning?

Hybrid professional development, hybrid faculty development, and hybrid undergraduate courses can be part of the answer.

NOTE: The terms "hybrid" and "blended" are used almost interchangeably. I prefer "hybrid" because the other term implies more complete integration of the parts than is often possible - or desirable.

Hybrid Education: Synchronous and Asynchronous; Face-to-Face and Distance; Virtual and Tangible; Local and (Inter)National; Mixing Media; Using Web 2.0 Options AND older asynchronous options!

Goal: Provide something BETTER than was possible via any of the components ALONE.

-=-=-=-=-=-=---=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-

We know we can't keep up separately. How can we do better together? How can we use some of the new technologies to help meet the increasing demand for faculty development and professional development that those technologies are also creating?

Hybrid-Hybrid Professional Development is part of the answer.

The accelerating pace of development and access to new technologies with educational potential keeps

1. increasing the need and expectation for professional development

2. increasing workload and decreasing discretionary time for faculty and other academic professionals

3. increasing availability of tools and resources that seem likely to help cope with this overload

This collaborative approach to professional and faculty development is based on ten years of work by the TLT Group which began with a focus on intra-institutional multi-role collaboration (TLT Roundtables) and has shifted more recently to focus on inter-institutional collaboration and greater reliance on WebCasts, Web 2.0 and other Internet-based resources. The TLT Group has learned to develop and offer hybrid professional development by working collaboratively with a variety of professionals from a variety of institutions, because, more than ever, no one can keep up with everything.

The heart of the current model is learning to match what can be done best in face-to-face settings run by local campus professionals with what can be added by providing access to experts and activities who are located elsewhere via online synchronous and asynchronous activities. In particular, we design and support online synchronous live Webcasts including multi-directional audio and a variety of visual displays and interaction options IN CONJUNCTION WITH local gatherings of small groups.

Some of the small groups are linked to the "outside" via a single computer in their meeting room; some participate co-located but with each participant individually logged in within a computer lab; some participate with individual computer connections from their own offices or other campus locations. The success of these ventures depends on effective communication and collaboration among the local leaders and the online presenters. Some of the local leaders can share skills and knowledge that is valuable not only on their own campus but elsewhere too.

Importance or relevance to other institutions: There are so many platforms, operating systems, and software applications available to educators that finding a way through the maze individually can often interfere with the basic need to communicate and work together. The TLT Group has worked over the last ten years to use new technologies and new pedagogies to support, not undermine, communication and collaboration in pursuit of the improvement of teaching and learning. This "hybrid" collaborative professional development has been largely facilitated by offering moderated synchronous, multidirectional, voice, text, and visual applications using web conference interfaces. The synchronous environment is then complimented by asynchronous resources such as blogs, RSS feeds, web pages, and wikis - and whatever other options have emerged recently from Web 2.0, etc.

Imagine Adding Face-to-Face to Online Educ. - Thought Experiment

Exciting "thought experiment":
Suppose all higher education were conducted online.
Now imagine how and why you would ADD face-to-face meetings.

• In what ways could you improve online education by creating new hybrid or blended options?
• What strategies would you recommend to teachers,students in this new combined environment?
• How could you best take advantage of both synchronous and asynchronous interaction?
• What different media might you use?
• In what ways would you encourage, support, or prevent students from multi-tasking?
• How does the concept of "band-width" influence your choices?

This activity was suggested by Doug Eder, Director of Univ. Evaluation, Arizona State Univ. during a telephone conference call 1/30/2007 involving about a dozen experts in various aspects of faculty and professional development for college teaching and learning.

Listen to Eder describe this idea informally via MP3 .

Cultural Diversity, Academic Engagement, and Technology?

Is it now possible to use teaching/learning strategies enabled by new educational technology options to respond to cultural differences - in face-to-face, online, and hybrid courses? To help modify undergraduate courses to increase student engagement by responding more effectively to cultural learning differences and workstyle differences?

PLS SUGGEST USEFUL RESOURCES, ISSUES, OR QUESTIONS! Click on "comments" at the bottom of this posting. I’ve quickly assembled some resources – as a starting place:
http://www.tltgroup.org/DangerousDiscussions
/diversityengagementtechnology.htm
NOTE: Unfortunately, I could find very few references to educational uses of technology in these resources, and I’ve probably omitted some “obvious” excellent resources. WHICH ONES HAVE I OMITTED? WEB PAGES, BOOKS, ARTICLES, PEOPLE....? ANYONE WILLING TO ADD TO, ANNOTATE, OR OTHERWISE IMPROVE THIS LIST?

THIS WEEK - CONNECTING CULTURAL DIVERSITY, ACADEMIC ENGAGEMENT, AND TECHNOLOGY
I'm heading to Dallas tomorrow morning for the week - mostly for the Educause conference and to run a workshop on Cultural Diversity, Academic Engagement, and Technology for Eastfield College of Dallas Community College District on Friday (10-13-2006) in the morning. Fortunately, Naomi Story of Maricopa CC will be co-presenting via the Internet.

A few of us are also developing a panel and and an online workshop for January, 2006 about how it is finally becoming possible to develop realistic options for modifying undergraduate courses to respond to findings and goals that have been accumulating for decades about cultural learning differences and workstyles. We are especially interested in finding and sharing resources already available that can be easily adapted and used for these purposes – and in identifying related research questions. [MORE EXPLANATION BELOW.]

Thanks in advance for your help.
Steve Gilbert

Many colleges and universities are striving to find ways of building students’ academic engagement at the same time that they are trying to serve more diverse student bodies and improve educational uses of information technology. Few institutions have yet begun to integrate these important inter-dependent efforts. Fortunately, some recent educational uses of information technology make it feasible to respond to differences in students’ learning styles and needs within college-level courses with heterogeneous enrollments. However, most efforts do not yet focus on learning differences associated with students’ cultural backgrounds. It is finally becoming possible to develop realistic options for modifying undergraduate courses to respond to findings and goals that have been accumulating for decades about cultural learning differences and workstyles.

We are especially interested in finding and sharing resources already available that can be easily adapted and used for these purposes – educational uses of technology that enable teaching/learning strategies responsive to cultural differences – in face-to-face, online, and hybrid courses. We are also attempting to identify and articulate research questions that others could address to advance this goal.

Success in this effort depends on effective collaboration among those with expertise and experience in multiculturalism, educational uses of technology, and professional development, shaping the curriculum, and finding and organizing resources. We hope to engage faculty members, librarians, and other academic professionals who share our commitment to this integrative purpose. Please help!