Specific Apps & Lists/Refs from "There's an App for That - Apps in Education" June 5 & 7 Online Workshop TLT Group

Following are excerpts from 1st of 2-session online workshop June 5 & 7, 1PM ET http://tltgroup.roundtablelive.org/events  This workshop is free to TLT Group Individual Members. $200 to non-members.
Check your institution's status here to register for a free membership through an institutional subscription.  


Apps & Links

Verbally
http://itunes.apple.com/us/app/verbally/id418671377?mt=8
iBooks Author
http://www.apple.com/ibooks-author/

Nova Elements
http://itunes.apple.com/us/app/nova-elements/id512772649?mt=8&ls=1 

More Apps, Links, and Lists & Searches for Apps (mostly free) below

Intro: New online environment for social & collaborative learning/teaching worldwide theCN.com CourseNetworking

CN (CourseNetworking;  theCN.com) is a very new (still "beta") online environment that emphasizes and supports social and collaborative learning and teaching - worldwide.  CN has begun to enable teachers AND LEARNERS to use online tools and resources that support teaching and learning.  CN facilitates continuing interaction among diverse participants - participants who may live in different parts of the world, be different ages, be prepared for different levels of responsibility for teaching and learning: for sharing information, for guiding the learning of others, and for managing their own learning. TheCN activities often begin around course-like initiatives.
Shortcut to this posting:  tlt.gs/CN12
More about CN - excerpts from  http://www.coursenetworking.com/pages/?p=about :

Call for Proposals for Lilly Conf on College & Univ Teaching Sept 20-23 2012 Traverse City, MI tlt.gs/lillyTC12

What could they be doing in there?

Proposals due June 3 - but if you need an extension contact Todd Zakrajsek lillyconferencetc@gmail.com 


Copy of reminder email with more info:

LTA Snipping Tool - [Windows Vista, 7, free, easy screen shot] #TLTGltas see: http://tlt.gs/ltas

LTA=Low-Threshold Applications/Activities.  See tlt.gs/ltas
"Snipping Tool captures a screen shot of anything on your desktop, like a picture or a section of webpage. Snip a whole window, a rectangular section of the screen, or draw a freehand outline with your mouse or tablet pen (or your finger, if you're using a PC with a touchscreen). Then you can annotate, save, or e-mail the image using buttons right in the Snipping Tool window."  


Avail for Windows Operating Systems Vista & 7, not for XP or earlier.
The image at the right was captured using "Snipping Tool" from browser view of Web page http://windows.microsoft.com/en-us/windows7/products/features/snipping-tool.  I then used the annotation tool to add the subheading.  The quality of the handwriting reflects my clumsiness with my right-handed mouse (I'm left-handed).
This is the easiest to use, simplest screen capture tool I've found to date.

“Creative Commons, Copyright, Open Education” Interview with Cable Green: Slides, Chat Transcript #TLTGFrLv 2012524

"Creative Commons, Copyright, Open Education..." Interview with Cable Green
Please find below: Text chat transcript (including many links shared by FridayLive! participants) and links to other resources (slides, archives)

Cable Green, Director of Global Learning, Creative Commons














Digital Archive
Full recording of this online session, which includes audio, slides, and text chat. If you registered in advance for this FridayLive! session you will automatically receive a copy of the link to the archive at the same email address you used to register. if you are a member of the TLT group you can always use this link tlt.gs/memarchives to access the full collection of available archived sessions.
Slides for this session available published separately

Text Chat Transcript...

EDUCOM Code - 1987 - still useful! "Software and Intellectual Rights "Respect for intellectual labor and creativity is vital to academic discourse and enterprise. ..."

THE EDUCOM CODE

"Software and Intellectual Rights

"Respect for intellectual labor and creativity is vital to academic discourse and enterprise. This principle applies to works of all authors and publishers in all media. It encompasses respect for the right to acknowledgment, right to privacy, and right to determine the form, manner, and terms of publication and distribution.

"Because electronic information is volatile and easily reproduced, respect for the work and personal expression of others is especially critical in computer environments. Violations of authorial integrity, including plagiarism, invasion of privacy, unauthorized access, and trade secret and copyright violations, may be grounds for sanctions against members of the academic community."



- In the late 1980s I had the privilege of leading a lively working group of more than 100, including a variety of faculty members, librarians, lawyers, and other academic professionals and representatives from the emerging computing and software publishing industries - as part of ESI [EDUCOM Software Initiative] and EUIT [Educational Uses of Information Technology]. We developed and published hundreds of thousands of copies of the "Using Software" brochure which included what became "The EDUCOM Code." The full text of the brochure is available today [May 18, 2012] from Educause at:

http://net.educause.edu/ir/library/html/code.html



The brochure included permission to republish so long as appropriate attribution was included etc. Very similar to Creative Commons licenses 2.0 and 3.0.

My thanks to all who participated, especially to Brian Kahin, who generously and thoughtfully contributed many of the ideas and much of the best wording.



 

Sent from my iPhone

GrandpaSteve

Polls for TLTGroup's FridayLive! 5/11 2pm ET FREE tlt.gs/frlv "Ethical E-Research” Using Online Interviews #TLTGFrLv

'Truth and Wisdom assist History in writing.'

"Ethical E-Research” Using online interviews in undergrad course projects, thesis/dissertation research, etc.
 2 Poll Questions [below] and related resources from presenter Janet Salmons
Poll 1, MULTIPLE CHOICE
Are you interested in e-research (interviews via Internet) because you are PRIMARILY a/an:

• undergraduate faculty member
• graduate faculty member
• librarian
• instructional designer
• graduate student
• faculty development professional
• tech support
• academic administrator
• other

Poll 2, MULTIPLE ANSWER
Have you used or supported any of the following as ONLINE activities in a course?

• Collaborative or team learning
• Service-learning
• Library research
• Research in social media communities
• International communication initiated by students

Diagram of Anton Tolman's Model of Student Resistance (to "active" "learner-centered" teaching) #TLTGFrLv 5/4/2012

Image provided by Anton Tolman, May 2, 2012

Taxonomy, Tags, or Full-Text-Search? Rubin's "Going paperless: tips for...your digital file cabinet [via Evernote]" tlt.gs/rubinEvernote

Going even somewhat paperless?  In this ever-more-Googlish world, when is it worthwhile to create and use a taxonomy (hierarchical filing system) and/or tags ("flat" non-hierarchical metadata keywords) instead of relying on full text search?


Jamie Todd Rubin provides an excellent explanation of why and how he developed his own effective hybrid system  (both hierarchical AND search-based) within Evernote as part of his effort to "go paperless".  Thanks again to Ilene Frank for tweeting/posting this excellent description of one person's effective use of Evernote's tags, full text search, and nesting of "notes" inside "notebooks" inside "stacks":  


"@chericson: Going paperless: tips for organizing your digital file cabinet http://www.jamierubin.net/2012/05/01/going-paperless-tips-for-organizing-your-digital-file-cabinet/"


Disclosure:  I've become an Evernote user and fan - at first gradually

Tolman's Metacognitive Instruments re “Overcoming Student Resistance” to learner-centered methods #TLTGFrLv May 4, 2012

Anton Tolman's Metacognitive Instruments based on Transtheoretical Model of Change (TTM) Oct-Dec 2011. Following excerpts are from "Read First: Explanation of Metacognitive Instruments for Helping Students Become More Effective Learners" Anton Tolman, Utah Valley University

"Transtheoretical Model of Change (TTM) as described by Prochaska and DiClemente.  This model describes three inter-related concepts:  Readiness to Change (the degree to which the person is ready to adopt new behaviors and to make genuine changes in his/her life), Self-Efficacy (the set of beliefs of the person about their ability or capacity to make a change) and Decisional Balance (the person’s own assessment of the benefits and costs of making a change -- whether they feel inclined to approach or avoid the change).  All three of these constructs are useful in understanding student behavior and motivation in classes and their reactions to active learning assignments and courses. "


..."Instruments and Procedures in this Collection:

• TTM-S Learning Survey (and Key) - Readiness to Change
• Interpreting the TTM - document for students explaining the TTM
• Personal Learning Plan (PLP) Assignment Description
• Decisional Balance - Students (and Key)
• Self-Efficacy - Students (and Key)
• Using Metacognitive Instruments in Class

"The way I use these instruments in my classes is generally as follows:

Sedentaristic courses shorten lifespan, reduce end-of-life quality? More for seated students than standing instructors?

"Stand Up for Fitness" for BETTER, longer life: 
DON'T sit more than 20 mins(?) without movement break
DO include multiple weekly sessions of aerobics + balance + weight training


That's my synthesis of recent advice accumulating from many sources - especially the article cited below. The questions that follow were prompted by that article and my search for more amusing, challenging, and memorable ways of communicating important information that is too often ignored.

1. Doesn't this anti-sedentary advice conflict with our customary practice of requiring students, audiences, meeting attenders, restaurant patrons, bus passengers, etc. to remain seated for at least an hour per session? 
2. Do traditional face-to-face classroom sessions shorten the lifespan and reduce end-of-life quality for students while ergonomically favoring instructors? 
3. Do synchronous online course sessions shorten the lifespan and reduce end-of-life quality more equitably for students AND instructors? Same for asynchronous course activities?
4. Is the 20 minute maximum for staying seated significantly more beneficial than a 50 or 60 minute maximum?  
5. Why in the traditional classroom, is the instructor often the only one in the room permitted to stand or move about?  Both in the earliest grades and in higher education, we expect students to remain seated and mostly immobile until the instructor gives permission to depart.

- Excerpts, quotes, references from "Don't Just Sit There," by Gretchen Reynolds, The New York Times, "A version of this news analysis appeared in print on April 29, 2012, on page SR8 of the New York edition with the headline: Don't Just Sit There"
The full-text of Don't Just Sit There charmingly and clearly summarizes rapidly accumulating evidence

“1st try Building Community in Online Course” Archive, Slides, Polls, & Chat Transcript #TLTGFrLv 20120427

"Building a Sense of Community in an Online Environment: 
Boldly Going Where You May Not Have Before..."
Please find below:  Text chat transcript (including many links shared by FridayLive! participants) and links to other resources (slides, archives)


Theresa Beery tlt.gs/beery
Professor, Director, Center for Education Research
University of Cincinnati, College of Nursing 







Dustin Shell  tlt.gs/shell  
Learning Consultant, TiER1 Performance Solutions 





Session Description
Building community online can be challenging. We “quickly” put a course online that we thought would be face-to-face with two major goals: (1) Create the sense of community that we have in the classroom and (2) facilitate students constructing knowledge together. Participants will share in discussion of using technology (blogs, wikis, video introductions, audio comments, a synchronous class) to build community. We will offer lessons learned: the good, the bad, and the ugly.


Digital Archive
Full recording of this online session, which includes audio, slides, and text chat.  If you registered in advance for this FridayLive! session you will automatically receive a copy of the link to the archive at the same email address you used to register.  if you are a member of the TLT group you can always use this link  tlt.gs/memarchives to access the full collection of available archived sessions.
Slides Published Separately
Beery & Shell's presentation slides + Steve Gilbert's intro/close slides.  
Polls 
Developed for this session.

Text Chat Transcript...

Polls for TLTGroup's FridayLive! “1st try Building Community in Online Course” 4/27 2pm FREE tlt.gs/frlv #TLTGFrLv

Polls available to be used for TLT Group's FridayLive! session 4/27 2pm  
Lesson learned from 1st try "Building a Sense of Community in an Online Environment: Boldly Going Where You May Not Have Before..." Register FREE to all - space limited
Poll Questions:  

Like Likert Scale

• BCpre1  How much experience have you had with completely online courses?
• BCpre2  How much experience have you had with hybrid (or blended or partially) online courses?
• BC1 How important is "community" to the learning process within a course?
• BC2  What are the greatest barriers when building community online?  In your own experience or from your observations
• BC3  Which technologies are you most interested in learning more about today because of their potential for helping to build communty in online courses?
• BC4 GENERIC LIKERT POLL 

See below for questions with the item options included.

Test: Embeded YouTube video of Dustin Shell answering TLTGroup's Fundamental Questions 20120427 #TLTGFrLv

Dustin Shell, Learning Consultant, TiER1 Performance Solutions

The YouTube video embedded below was produced yesterday by Dustin Shell.  I'm delighted that he chose to use his iPhone & YouTube instead of the media and tools I recommended!  He reports via email:  "...did all of this on my iPhone using iMovie, a $5 app using the front-facing camera. Took me about 1 hour to record, edit, and publish…not including the revisions…"


Dustin was responding to the following request/invitation that I sent to  him earlier this week because he is co-presenting today 2pm ET April 27 FridayLive! on Lessons learned from 1st try: "Building a Sense of Community in an Online Environment: Boldly Going Where You May Not Have Before..." Register FREE to all - space limited    

pls consider answering our "Fundamental Questions" in the context of your session topic.
1. What do you most want to gain?
2. What do you most cherish and want not to lose?
if you have a few minutes, pls see TLT.gs/fqanswers and consider leaving a brief recorded answer to these 2 questions. i like to play such brief recordings before the sessions officially begin.Here's a more direct explanation of one easy way to record your answers:
Telephone Voicemail OptionTo do so, leave your answers as a single voicemail message at 301 744 TLTG = 301 744 8584

NOTE:  WE WELCOME ADDITIONAL RECORDED ANSWERS TO THESE FUNDAMENTAL QUESTIONS!

YouTube provided HTML embed code which I inserted in this Blog post 20120427 just below this line of text

Lessons from 1st try Building Community in Online Course. TOMORROW 4/27 2pm FREE tlt.gs/frlv FridayLive! #TLTGFrLv

Lessons learned from 1st try:  "Building a Sense of Community in an Online Environment: Boldly Going Where You May Not Have Before..." TOMORROW FridayLive! 4/27 2pm ET #TLTGFrLv Register FREE to all - space limited  

Presenters: Theresa A. Beery, Nursing, University of Cincinnati, and Dustin Shell, College of Nursing, University of Cincinnati

Host:  Steve Gilbert, President, TLT Group


Building community online can be challenging. We “quickly” put a course online that we thought would be face-to-face with two major goals: (1) Create the sense of community that we have in the classroom and (2) facilitate students constructing knowledge together. Participants will share in discussion of using technology (blogs, wikis, video introductions, audio comments, a synchronous class) to build community. We will offer lessons learned: the good, the bad, and the ugly.

Teacher’s recap & advice to online students re week's work: voice + email + word cloud [VIA FREE EASY APPS & LMS]

1. Vocaroo + Wordle + e-mail + LMS
   "I sent an e-mail and posted the recording as an announcement in the course LMS along with a word cloud image from the script. I used Wordle for the word cloud.... I actually captured the image and included the image in the e-mail message that I sent." 

   "voice recording summary [6 mins, recorded, produced, published using Vocaroo] for my blended learning course. 
   
   Voice Recorder >>
   

   ..."My e-mail message was very short.

2. "'Hi everyone, I thought I would try my hand at voice recording summary of this past week and the next steps to complete our unit on student learning. This link will take you there. http://vocaroo.com/i/s0sd48BHWRkC Have a great weekend, Beth'

   
   

   "I developed a script before I did the voice recording. Developing what I was going to say was way harder than using Vocaroo."

   1. - Above excerpts from blog comments from Beth Dailey, April 24, 25, 2012

      
      

Our colleges aren’t broken, our faculty not failures. With new tech we can provide (not merely deliver) better education for all who deserve it.

"If it Ain't Broke, Improve it: Thoughts on Engaging Education for Us All"  Steven W. Gilbert, 

Journal of Asynchronous Learning Networks (JALN) Volume, Issue - Date: 

 Volume 8, Issue 1 - February 2004, Sloan-C, the Sloan Consortium, 15 pages. 

Excerpt from one-page summary of full 15-page text as PDF: "Our colleges are not broken. Our faculty members and other academic professionals are not failures. ...new tools and media are making it possible... to provide education that is much more than a delivery system for all those who deserve more."  [re:  course "delivery", see also "A course is not a pizza."]

One-Page Summary of "If It Ain't Broke, Improve It: thoughts on engaging education for us all" by Steven W. Gilbert, President, The TLT Group:

Simplest way to record and share audio via Internet? Vocaroo.com! Described 20120420 TLT Group’s FridayLive!

Vocaroo really is as simple as it seems - potentially VERY useful!  Anyone know more about the origin, originator, intentions?  http://vocaroo.com/?help   


Last Friday I was talking with Beth Dailey about our FridayLive! session that afternoon and my hope that we could find some ideas to offer to our courageous presenterJennifer McCrickerd to help her prepare her first online course for this summer. We knew that Jennifer had already wisely decided to begin by limiting the kinds of technology she would use with her students. I knew that Beth has taught a variety of online and hybrid courses and has also helped many others make this transition, so I asked her what she would recommend as a VERY easy, simple way to allow an instructor and her students to exchange voice recordings online.

QR Code for SteveG Recording Produced by Vocaroo 20120423

Here's Beth's timely email response to me (April 20, 2012):

"...simplest way for students to provide an individual [audio] response to the instructor as part of an online course. She suggested Vocaroo  http://vocaroo.com/   The students do not need to create an account to use it and they have the option of copying a URL into their assignment, e-mailing the link or even embedding the recording into the assignment.  You cannot respond with this service, but you could create your own recording and put it into the feedback when you grade." "...Penny Kuckkahn who gave me the suggestion"

I described Vocaroo as last week's LTA at the very beginning of the FridayLive! online session. See Result of my test recording made just a few minutes before we began: THIS WAS DONE WITHIN MY FIRST VISIT TO THE SITE - NO LOGIN, NO TRAINING! http://vocaroo.com/i/s01u9YvO5aeo


More recent recording made using Vocaroo... trying to say something a little more meaningful...and trying to demonstrate some options avail from Vocaroo:
Using the "embed code" produced by Vocaroo (click on the arrow-like thing at the right end of this icon - the recording is less than 1 minute):

Voice Recorder >>

Note:  as of April 23, 2012, I couldn't find Apps for using Vocaroo with iPhone/iPad IOS or Android.  But I found a free download for a trial version of "Vocaroo Express" - I cannot recommend it yet because I couldn't easily find a flagrantly trustworthy source of the full version for which there would be a fee.I also found  "Vocaroo Assignments, "  - but I'm not sure of the origin or intended use of these assignments, but you can decide for yourself.

IMAGE selected by Steve Gilbert 20120423
Photo of painting of "dog Nipper listening to the horn of an early phonograph during the winter of 1898. Victor Talking Machine Company began using the symbol in 1900, and Nipper joined the RCA family in 1929." artist Francis Barraud (1856-1924) photo originally uploaded 2006-12-18
http://upload.wikimedia.org/wikipedia/commons/thumb/2/2d/His_Master%27s_Voice.jpg/500px-His_Master%27s_Voice.jpg
//upload.wikimedia.org/wikipedia/commons/2/2d/His_Master%27s_Voice.jpg
By NewYork1956 at en.wikipedia [Public domain], from Wikimedia Commons
"This is a faithful photographic reproduction of an original two-dimensional work of art. The work of art itself is in the public domain for the following reason: This image (or other media file) is in the public domain because its copyright has expired."

Recommend: Hydrate! Ablute! Allergycast App! Vanquished remarkable cold-like virus (contagious across time & space)!

Proof of cure!

Hydrate!  Ablute!  Watch allergen levels!  That's the best advice I've found for colds and spring-allergy-precipitated upper respiratory ailments... advice I'm still following even though my most recent affliction departed.  
See below for explanation of "remarkability" of this virus - in form of message to nephew.


To keep track of local allergy conditions I'm now using and recommending Allergycast (even though I don't usually recommend commercially-sponsored apps), because it's so useful, simple, and free - and generously provided by Zyrtec - avail for IOS & Android (but not for Chrome desktop browser) as of April 23, 2012.

Excerpt from message sent to nephew about a week ago:

Wading into Online Teaching Part Deux; Archive, Presentation Slides, & Chat Transcript #TLTGFrLv 20120420

PresenterJennifer McCrickerd

Associate Professor, Philosophy

Drake University

Text Chat Transcript - including links - Below

Digital Archive - full recording of this online session.
[Archive includes slides;  here is link to slides published separately - McCrickerd's presentation slides + Steve Gilbert's intro/close slides.]

Back in October, Jennifer agreed to teach an on-line class thinking it would stretch her skills as a teacher. Now that it is April and the course will begin in a couple of months, Jennifer appreciates the way that thinking about an on-line class has made her think about teaching and what means she uses and wants to use to achieve her goals. Most importantly, she is being forced to more explicitly draw on learning theory to inform her decisions because she doesn’t have any ‘standard’ approach to fall back on.

Steve Gilbert and 40+ online participants heard and responded to Jennifer's thinking about the final stages of preparation before launching her first online class. Be ready for lots of good discussion and interaction. Many useful suggestions, questions, and online resources were exchanged by voice and within the text chat.

This is the second in a series of visits with Jennifer about her journey into online teaching. The archive of our first conversation with her back in November is available to Individual Members in the Archives section of this website. We look forward to an update on her progress in the fall, possibly including some comments from her students.

Text Chat Transcript