EC Technology Makes Webinar Hosting Possible

Ever wish you could interact with experts from around the world? Or, stay in your classroom and participate in a webinar--an online professional learning opportunity via the Web? If yes, then the EC Technology Operations can now make this possible!

For example, 9 teachers needed to participate in a make-up session on how various iPad apps fit into the revised Bloom's Taxonomy.  Rather than having the consultant--Lisa Johnson--drive in, the District saved money by inviting Ms. Johnson to present via Adobe Connect, a solution that enables webinars.

In the photo below, you can see one way of facilitating a webinar. This approach--shown below--enables a group of participants to meet together and have the option to either watch the presentation (and listen to the audio narration from Lisa Johnson) and/or follow along on their own devices (laptop or iPads). Important information--such as links--are shared via the Adobe Connect Chat box.

Another approach doesn't require participants to gather as shown below. Instead, they could stay in their classrooms, connect from home, etc.

All webinars are recorded and made available as videos that can be watched later. A recording of the webinar pictured below will be shared as a separate blog post.

Participants in ECISD's First-Ever Webinar focused on EC3 iPad initiative, http://bit.ly/ec3tech

On Tuesday, October 30, 2013, participants new to the EC3 Cohort 1 (shown above) participated in the ECISD's first self-hosted webinar, inviting Lisa Johnson (iPads in Schools Learning Consultant) to revisit a workshop she facilitated in person during the Summer, 2012.

As you can see below, Lisa Johnson is sharing a slideshow from her location in Austin, Texas and narrating her presentation, interacting with participants as they ask questions:

The EC Technology Operations (ECTO) Office is working on making more online professional learning opportunities available for EC District and Campus Staff.

A podcast (audio recording) of this session will be available later this week. Check back!

What is a webinar?

A webinar is a live interactive presentation between a presenter and an audience where each participant sits at his/her own computer, and is connected to the presenter and other participants via the internet. Webinars typically follow an agenda and have a specified starting and ending time. A webinar offers the audience both visual and auditory access to the presenter and the information shared.

• Visual: Presenters share their knowledge and information via Power Point presentations that invite participant interaction through live chat, auditory questions, and the use of emoticons and a white board.
• Auditory: Using VoIP, participants listen and respond to the presenter through their computer microphone and speakers. Use of the text chat and emoticons ensures that every voice can be "heard" by the presenter throughout the presentation.

How Do You Get Connected?
You'll be using Adobe Connect, a web-based service similar to Skype, that will allow you to connect to the presenter and join a group of participants. Information on how to join Adobe Connect for each webinar will appear on the resource web page linked to the title of the webinar topics below.

IMPORTANT: Go through the Technical Checklist a few days prior to the webinar date. That way, if you encounter problems, you can get help from your Campus Technology Coordinator (CTC), or, if necessary, a district technician.

See a schedule for EC Webinars online at - http://bit.ly/ecwebinars

More pictures from this webinar:

Podcast #4 - EC3 Teacher Academy

Listen to EC3 Teacher Academy Podcast with Mary Ray 
EC3 = Connective, Collaborative, Critical-Thinking

As my friend Wes Fryer (SpeedofCreativity.org) likes to point out, Podcasts allow you to time-shift, to travel back in time to when the audio was originally recorded. And, that's exactly what this podcast does. It takes me back in time to a date when I was brand new EC Technology Operations Director, and involved in the planning for these events. Wow, what a neat experience to listen to this audio and hear what staff were doing during Summer Professional Learning opportunities about integrating iPads into the Curriculum.


This podcast features a chat I had with Mary Ray in Summer, 2012. Mary Ray shares a brief overview of the EC3 iPad Initiative that was launched this summer. The EC3 initiative got started back in December, 2011 with initial planning, leading up to Summer, 2012 EC3 Teacher Academy.

Mary shares some of the lessons learned:

1. Get as many stakeholders involved.
2. Know that you will have to modify and adjust as the initiative unfolds.
3. Wireless infrastructure needs to be addressed in anticipation of implementation.
4. Double-checking content filters to ensure the right kind of access.

Show Links

1. EC3 Teacher Academy Resources
2. EC3 Initiative Support Site
3. Listen to Lisa Johnson, who is facilitating the EC3 Teacher Academy

Podcast #3 - EC3 Summer Academy with Lisa Johnson @techchef4u

Listen to EC3 Summer Academy Podcast with Lisa Johnson

Travel back in time with me to Summer, 2012 to a conversation I had with Eanes ISD's Lisa Johnson (Twitter: @techchef4u), who shared her expertise on using iPads in the Classroom with EC3 Cohort 1 teachers. She shared some inspirational videos, where to find apps, and the idea of exploring the apps. 

Lisa Johnson...notice the earbud earrings!

This session was an introductory workshop for teachers who are considering how iPad apps like Quizlet can enhance teaching and learning experiences. One of the neat aspects of Quizlet use was that Ms. Gorzel at Heritage MS used it during one of my classroom visits:

Show Links:

1. Listen to the "backstory" on EC3 Initiative
2. ECISD Resources from Lisa Johnson's Presentation
3. Lisa Johnson's Contact Info:

1. Blog - http://www.techchef4u.com/
2. Twitter: @techchef4u
4. iPad Lessons from Lisa Johnson via her Pinterest page
5. Appy Hours 4 U Podcast from Lisa Johnson and Yolanda Barker
6. Hot Apps 4 HOTS - Using iPad apps to support Bloom's Taxonomy.
7. Apps
1. AppsFire iPad app - Helps you find no cost or low cost apps.
2. Quizlet

Podcast #2 - BYOT Orientation Launch at ECHS

EC Technology Operations staff member Mary Ray presents on BYOT Orientation to a packed
room at the ECISD High School on 10/25/2012. Ms. Ray is assisted by Marguerite Lowak (far left) and Dr. Birney (second from the right near the door)

Listen to BYOT Orientation (Morning Session) Podcast

Earlier today, the ECISD Instructional Technology Team facilitated the first of 3 Bring Your Own Technology (BYOT) sessions with high school teachers. The ECHS Team--campus administrators, teachers--will be jumping into Bring Your Own Technology (BYOT) later this school year, starting January 31, 2013.

This photo was taken as ECHS staff were still making their way into
the Testing Center where the Orientation was held.

The purpose of BYOT is to leverage student-available technology to enhance instruction, a point that Dr. Patricia Birney, Assistant Superintendent of Curriculum was quick to remind those present. "The intent of BYOT," she shared, "is to enhance instruction...[BYOT] makes our learning curve go like this" as she moves her hand up. "This is a learning process on our part...as professionals, as educators, we are all learning."

You can find out more by listening to the Podcast and visiting the show links below.

Show Links

1. EC Technology Operations' Bring Your Own Technology (BYOT) support site - Lots of professional learning resources here for staff and more are being added. Remember the short version of this address http://bit.ly/ecbyot
2. BYOT 1 - Slideshow and Presentation Notes
3. BYOT Edmodo Group for High School Staff - This is an invitation link in case you didn't write down the Join Group Code.
4. Parent Resources:
1. BYOT Manual
2. Responsible Use Agreement

eNews #1 - Taking the Sting Out of Tech (October, 2012)

Welcome to the EC TechHornet electronic Newsletter, an EC Technology Operations (ECTO) production!

Taking the Sting Out of Tech
Issue #1 - October, 2012

In this publication, you will find information in 3 sections:

1. Action Items - These are must-know pieces of information that require your action.
2. General Information - These include information that you may find useful or relevant to education. This shares new developments that impact 
3. Professional Learning - These are articles that, if you read them, may be directly applicable to your professional learning/development needs. In this issue, we highlight 2 free upcoming workshops you can attend!

To find out more about a particular item, click the blue, highlighted, boldface linked title.

#1 - ACTION ITEMS

a) Digital Citizenship Completion - Please be aware that digital citizenship deadline is approaching. Please encourage teachers to complete the Digital Citizenship online course and quiz in Edmodo.com. For more instructions, visit the Digital Citizenship page. District eRate funding is dependent on 100% completion by students and staff. Deadline: February 1, 2013 for Principal to Certify Completion

b) STaR Chart Completion - All Texas teachers must complete the Teacher STaR Chart online and use the profile annually to gauge their progress in integrating technology into teaching and learning. In addition, all campus administrators must complete the Campus STaR Chart. District funding from the Texas Education Agency is dependent on 100% completion by staff.  Deadline: January 31, 2013

c) GoogleApps/Email Accounts for Students - GoogleApps/Email accounts are now available for ALL Grade 6-12 students, enabling them to register using the ECISDST.net account for Khan Academy and other resources. Find out about how students who have completed digital citizenship lessons can begin using GoogleApps and email through the District's GoogleApps for Education program. Deadline: As soon as all students on your campus are reported as having been taught digital citizenship lessons.

d) Equipment Donations Process - Some times, computer equipment donations are welcome because they provide access to technology that can impact teaching and learning. Other times, donated equipment can present challenges to a campus or department. This article highlights important changes in the ECISD Equipment Donations Process.

#2 - GENERAL INFORMATION

a) Project Share Student Accounts - Students in Grades 6-12 have been issued Project SHARE accounts and can be enrolled to access content available in the Texas Education Agency's (TEA) Project Share. If in grades 9-12, students can now take advantage of Project Share On Track courses.

b) Bring Your Own Technology (BYOT) Initiative at the High School - Curious about the BYOT/BYOD initative? Find out more!

c) New EC Technology Operations web site - To better facilitate communication, you can access the Technology Operations' web site online at http://bit.ly/ecto

d) eBook Reader Process - Did you know that 4 out of 5 book publishers produce ebooks? More eBooks are being sold than print copies of books. Find out about how ECISD is bringing eReaders into its schools.

e) Remote Support - Ever wish you could call the EC Technology Operations phone number and have someone guide you through an issue as if they were standing right next to you? A new initiative may provide some help.

f) Podcasts - Podcasts are short audio interviews that include content. Here are a few to listen to!

#3 - PROFESSIONAL LEARNING

a) K-12 Online Learning Conference: Learn, Remix, Share - This FREE ONLINE conference provides online professional learning to educators around the world. Find out how to take advantage of present and past K-12 Online Learning sessions to earn CPE credit.

b) GoogleApps Area 20 Summit - This FREE conference, taking place in San Antonio on October 27, 2012, will give you the opportunity to see how educators and students are using GoogleApps in their teaching and learning situation.

c) iPad Related - If you're learning how to better use your iPad, why not investigate one of the following? If you have a specific iPad question, please don't hesitate to ask!

1. Handwriting Recognition on Your iPad
2. Podcasting on the iPad
3. Publishing Podcasts from an iPad

d) Crafting Online MiniLessons - Engaging with Multimedia

e) Providing Video Feedback to Student Assignments - Wondering about how to quickly provide feedback to students on their digital assignments? Make a video!

f) Flipping Your Meeting - In this article focused on administrators, the Flipped Classroom approach is applied to the staff or team meeting.

Podcast #1- Exploring Learning.com with Neal Calvert

Welcome to this ECTech Hornet podcast!

Earlier today, Tuesday, 10/23/2012,  Neal Calvert (Learning.com) visited the EC Technology Operations Office, preparing to facilitate a workshop for campus staff. Since I had Neal available for a few moments before the workshop began, I took a moment to ask him a few questions.

A quick apology: You may notice my voice is off due to allergies, so my apologies if I'm incomprehensible! :-)

  

Listen to Podcast #1 - Exploring Learning.com with Neal Calvert

Contact Information

Neal Calvert, Texas Professional and Customer Services Specialist

Email: ncalvert@learning.com

Phone: 800-580-4640 x4568

BYOT - Bring Your Own Technology

You may have noticed that the ECISD Responsible Use Agreement included in the 2012-2013 Student/Parent Handbook included a reference to the Bring Your Own Technology (BYOT) program beginning at the High School.  This article shares some of the work that's been done behind the scenes along the way to BYOT Implementation, as well as Timeline and other resources.

WHY BRING YOUR OWN TECHNOLOGY?

Crafting a strategy to implement BYOT is important given the following statistics:

• Nationwide, 55% of middle and high school students, as well as 25% of elementary students, own a mobile device (e.g. cell phone).
• The average minor sends 50-100 text messages per day.
• 58% of students in schools where cell phones are banned send text messages anyway.
• Teens in the lowest income category are most likely to use their phones, instead of computers to go online.
• 67% of parents are willing to buy their children a mobile device for educational purposes.
• 83% of adults have mobile phones (Source: http://goo.gl/9hqim).

In light of these statistics, it's clear that many of Texas students are often carrying technology that is newer, better, than what they may have access to in school. BYOT seeks to leverage those technologies to enhance the learning objectives and technology already available in ECISD Classrooms.

WHAT'S THE TIMELINE FOR IMPLEMENTATION?

You can find a detailed timeline online at http://bit.ly/ecbyot that outlines meeting dates, parent meetings, professional learning materials and resources for students and parents. The initiative is scheduled to begin January 31, 2013 at the High School after critical upgrades to the District Network are complete, as well as issuance of GoogleApps accounts for students.

WHAT CRITICAL UPGRADES NEEDED TO BE MADE?

Although the District is eager to embrace student-owned technologies that enhance instruction, a variety of factors prevented a quick launch. Those included "ramping up" the District's network and Internet bandwidth from 60 megabits per second to 250 megabits per second. Wireless Local Area Network (LAN) Controllers, wireless access points for every classroom also had to be purchased and deployed. 

The chart below shares bandwidth allocations and the the Wireless Networks that staff and students will have access to.

WiFi Network Name	Audience	Security Level	Provides Access to...	Bandwidth Available in Megabits per second (mgps)
EC.hornets	District staff	• Secure Intranet • Internet	• Active Directory • Login required • Printer access • File sharing • Servers on Intranet	• 220 mbps
EC.guest	• BYOT Participants • Visitors	Internet only (http:// ; https://; www)	• Login required but generic guest logins can be created for UIL, etc. and made available quickly. • BYOT participants and/or students would have their own username/password to access the Internet.	• 30 mbps

In addition to that, the District's network infrastructure had to be strengthened with server-based technologies that facilitate data storage, information sharing, and identity tracking on the District network. One of the expectations is that all students will have to login into the District EC.Guest wireless network using their District username and password.

WILL TEACHERS RECEIVE ANY SPECIAL PROFESSIONAL DEVELOPMENT?
Yes, teachers will participate in 3 sessions--one face to face, two 100% online webinars--that present how to approach teaching and learning in a BYOT classroom. You can find an outline of the 3 components online at http://bit.ly/ecbyot

1. BYOT Foundations - This certification is granted after participants first complete a face to face meeting with Instructional Technology staff, as well as complete two BYOT-focused webinars outlined below. 
   
1. BYOT 1 - Orientation: This face to face session helps participants better appreciate the expectations, understand the roadmap for BYOT implementation, and offers suggestions to keep in mind. The intent of Orientation is to focus on the WHY of BYOT, and clarify professional learning for achieving the HOW of BYOT.
2. BYOT 2 - In Practice: This session will introduce successful teaching and learning strategies employed by other BYOT educators, and introduce you to 5 key concepts that make BYOT easy.
3. BYOT 3 - Virtual Class: In this eLearning session, participants will learn about instructional models that focus on eLearning strategies to engage learners.
2. BYOT 4 - Beyond the Classroom  - This certification is focused on facilitating collaborative learning for students through the use of Read/Write Web technologies andreinvented project-based learning activities that align to curriculum standards and activities.
1. More topics will become available and shared online at
   http://bit.ly/ecwebinars

BYOT Parent Connections
Also in the works are online and face to face meetings for parents that will enhance their understanding of how student-owned technology will be leveraged in school for learning. Please visit this web site for increased glimpses and insights into BYOT-Parent Connections.

WHEN WILL BYOT COME TO MIDDLE AND ELEMENTARY CAMPUSES?
Plans are underway to "beef up" the wireless networks at District Middle Schools (Heritage and Legacy), as well as elementary campuses. Currently, the schedule is to bring Middle Schools online in Fall, 2013. No date has been set for elementary campuses as of this time.

QUESTIONS
If I have questions, who should I contact? If you are an educator, parent or student, you can contact Miguel Guhlin (juan.guhlin@ecisd.net) or Mary Ray (mary.ray@ecisd.net) at the EC Technology Operations Office at 210-649-2343.

Equipment Donations Process

Source: http://goo.gl/DB9c9

"We just received an offer from a business! They want to donate their Pentium IV computers to the District! We'll now be able to run the new TEA software that has multimedia lessons....right?"

It's a question that arises all too often. Will donated equipment help school districts achieve their instructional goals, or present a burden of old equipment that must be tagged and disposed of?

To help campuses and district departments--as well as the general public--get a better understanding of what equipment donations will further the goals of the school district, the EC Technology Operations Office has crafted donations guidelines available online at http://bit.ly/ecdonations. These guidelines have been reviewed by appropriate District staff, and are made available to campus administrators (and staff), as well as Department staff.

The goal is simply to align the acquisition of equipment to instructional goals.

Introduction

The District accepts donations of new and used hardware; please be aware that donations exceeding $5000 must be School Board Approved.  The District reserves the right to accept or reject donations of new or used hardware, regardless of whether they are in line with Acceptable Equipment Donations Guidelines. 

Some general guidelines:

• All donations over $5000 must be Board approved.
• All accepted donated equipment will go to the school intended by the donor. In the event that the equipment is donated to the District with no clear indication of a donation site, the Technology Department will decide placement.
• All equipment must be in good working condition, operational without the need of repair, upon receipt.

Instructions for....

Donors

Campuses

All donors need to be aware of the following information: Please review the minimum standards of microprocessor, RAM, networking hardware, operating system, software, and system maintenance will be upheld; these can be found online at Acceptable Equipment Donations guidelines Please complete the following form to notify the District.

If you are approached by a company willing to donate equipment, refer to the Donations' Guidelines on donated items. You will need to complete the form below that will notify the ECISD Technology Department  who reserves the right to accept or reject donations of new and/or used hardware. Upon contact with a donor, please complete this form online.  Please avoid accepting equipment that is out of line with the Acceptable Equipment Donations guidelines.  Any additional costs (e.g. software licenses) become the responsibility of the school receiving the donated equipment.

You can find Acceptable Equipment Donations Guidelines available here. Please avoid accepting donations of equipment before the EC Technology Operations team has had a chance to review the equipment.

Blending Rigor & Relevance with SAMR and P21

For fun, I asked myself, what would a revised Rigor & Relevance chart look like if we included Dr. Ruben Puentedura's SAMR Model and the Partnership for 21st Century Schools (P21.org)? The more I reflect on it, I'm not sure the Rigor & Relevance framework holds up when you throw in SAMR and P21 components. 

Let's reflect together and see....

The LibreOffice Draw version of this document is available.

Source for Framework and Supporting Information Moving from standards to instructional practice Willard R Daggett. National Association of Secondary School Principals. NASSP Bulletin Reston:Dec 2000. Vol. 84, Iss. 620, p. 66-72 (7 pp.)

Rigor & Relevance Framework: What is it?

The Rigor/Relevance Framework is based on two continua, a knowledge taxonomy and an application model. The knowledge taxonomy (familiar to educators who have studied Bloom's Taxonomy of learning) describes the increasingly complex ways in which people think. At the low end is the ability to acquire knowledge and recall or locate that knowledge in a simple manner. The high end of the knowledge taxonomy denotes more complex and abstract cognitive activities. At this level, knowledge is fully integrated into one's mind and can be located and combined in logical and creative ways. Assimilation of knowledge is a good way to describe the activity represented by this high end of the knowledge taxonomy. The assimilation level is often referred to as higher-order thinking skills; individuals performing at this level can solve complex problems and create unique work.

The second continuum, known as the application model, is one of action. Although the knowledge continuum is largely passive, the action continuum describes putting knowledge to use. At the low end, an individual acquires knowledge for its own sake; at the high end, an individual uses that knowledge to solve unpredictable real-world problems.

The Rigor/Relevance Framework is represented by a four-quadrant model. Quadrant A (acquisition) represents gathering, understanding, and storing bits of knowledge for its own sake. Quadrant C (assimilation) represents more complex thinking: students extend and refine their knowledge to use it automatically and routinely to analyze and solve complex problems and create unique solutions, but it is still knowledge for its own sake. Quadrants B (application) and D (adaptation) represent knowledge in action. In Quadrant B, students use acquired knowledge to solve problems and design solutions. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. At the Adaptation level (D), students are able to use their extensive knowledge and skills to create solutions to perplexing problems and take action that further develops their skills and knowledge.

One of the articles introduced me to Dr. Judi Harris', a person I'm still in a bit of awe some 15+ years later. Her awesome contribution to the conversation of learning at a distance involved the formulation of activity structures (1997 !!!). Believe it or not, I found myself reflecting on the applicability of activity structures (e.g. parallel problem-solving) as I had teachers working to solve problems, and was myself making connections to various types of projects.

Judi's words--and I feel comfortable with calling Dr. Harris by her first name, having grown so familiar with her ideas of old (I still remember being in awe when she sent me a copy of her manuscript to read)--resonate with me today:

...most teachers don't really believe that learning to apply a new tool educationally is just a matter of "plug and play." Most of us know to "tweak" an idea to fit the unique nature of the context (learning styles and preferences, teaching styles and preferences, past experience, resource availability, etc.) in which they work. We expect to learn from mistakes and unexpected reactions when an idea is first implemented. 

Yet we know from both experience and research (e.g., Rogers, 1995) that tweaking someone elseís idea isn't nearly as satisfying, or as effective, as designing an activity that fits the unique combination of factors that present themselves in any particular classroom at any particular point in time.  

Reinvention; the process of taking something like a new tool or idea and making it our own in its application, is very important to both teachers and students. Feelings of ownership are crucial if new tools are to continue to be employed in ways that will benefit users. This is what is known as true adoption of the innovation (Rogers, 1995). Think about it: which is more satisfying - watching an original idea that you created succeed, or observing someone elseís idea that you borrowed and tweaked get a good reception? 

When we are asked to wade through large collections of lesson plans, replicate projects from other classrooms, or follow overly-prescriptive directions for educational activities written by folks who canít possibly know our students as we do, we are asked to ignore much of what experience and reflection have taught us. Using Internet tools and resources in our classrooms in ways that will benefit students and teachers - in ways that are truly worth the time, effort, energy, and expense - call upon us to function more as instructional designers than direction-followers. Creating and implementing learning activities as a designer is an artisanís endeavor. I speak to you as that artisan; analogously, as chef rather than cook; conductor rather than metronome; educator rather than automatron.

Artisan, chef, conductor, educator. Yes, the lost art of design may still be found in ancient writings from 1997, 1998. The activity structures that are worth mixing in with Dr. Puentedura's SAMR Model include the following...do you see these activity structures as fitting into the REDEFINITION level of the SAMR Model?

Image Source: http://goo.gl/k495H

As you look at Redefinition in the SAMR Model above, where transformation occurs as a result of active, constructive, intentional, authentic, cooperative activities--5 principles of meaningful learning with technology--ask yourself, isn't there a natural connection to Dr. Judi Harris' work?

Again, consider what Judi wrote back in 1998:

I suggest that, keeping in mind a specific, feasible educational use of the Internet, and in terms of both content and processes that students need/want to learn, we consider the honest answers to two questions:

• Will this use of the Internet enable students to do something that they COULDN'T do before?
• Will this use of the Internet enable students to do something that they COULD do before, but better?

If the honest answer to both of these questions is "no," there is no reason to use Internet tools or resources in the way that we are considering. Our time, effort, and resources would be better used in another way. In any particular instance, if using traditional tools and approaches can allow students to learn just as well or better than using new tools and approaches, it doesnít make sense to use new tools in traditional ways. It isn't "worth it" to do so, for students or for teachers.

This implies that when we do use these new tools, usually it will only be "worth it" for us to do so if they can be applied in new ways to help new and worthwhile things to happen in our classrooms. "Well, that's obvious," you might be thinking. Perhaps. Yet, whenever we are offered new tools, something interesting happens. Most of what we initially do with the new tools looks very similar to what we did with older tools that were functionally similar to the innovations.

That highlighted section above...it reminds one of Substitution. But what about Redefinition?

Below are activity structures that, IMHO, fall into SAMR's Modification and Redefinition areas:

Information Collection and Analysis - Are these equivalent to SAMR-Modification?

• information exchanges: Sharing information that is intrinsically interesting to young people on an international scale.
• database creation: Collecting and organizing information into databases that project participants and others can use for study and analysis.
• electronic publishing: Creation of electronic periodicals, report repositories, and online galleries which appeal to an international audience.
• telefieldtrips: Rich, multidisciplinary and multimedia virtual experiences where students either take a local fieldtrip and share their experiences online, or electronically follow adults who are researching scientific relationships or historical sites.
• pooled data analysis: Learners pool similar data from different locations and then analyze the patterns that emerge from the combined samples.

Problem Solving - Are these equivalent to SAMR-Redefinition?

• information searches: Students are given clues and must use either online or more traditional resources to answer questions; usually structured as competitions.
• peer feedback activities: Participants offer constructive responses to others' ideas and their expression.
• parallel problem solving: Problems are presented to and explored by students in several locations before they come together online to compare, contrast, and discuss their separate problem-solving methods.
• sequential problem solving: Students interact by collaboratively creating a common work.
• telepresent problem solving: Participants from different geographic locations and time zones participate either asynchronously or in real time in a virtual meeting.
• simulations: Students experience a high depth of learning and task engagement by participating in simulated contexts.
• social action projects: Learners understand and take action to help solve authentic global challenges.

Would you agree that Harris' Problem-solving activity structures easily fall into Redefinition? If so, that makes me ask the question, how hard is it to simply upgrade the technology in the "old examples" to reflect new tools? Wow, what a neat source of "fresh" ideas!!

Publishing Podcasts from an iPad

Podcasting with Your iPad

In Podcasting with Your iPad, I shared my pick of podcast creation tools after referencing Wes Fryer's Best iOS Apps for Audio Recording & Sharing.  One of the follow-up questions asked by commenter:

Where are you uploading your podcasts, and how are you doing it?

What a wonderful compound question! Allow me to respond to each in turn:

1) Where are you uploading your podcasts?
I have several options available to me, but in truth, they are no different than the ones I've had all along. The iPad audio tools I reference in Podcasting with Your iPad all place their products in the Camera/Photo Roll of your iPad. 

1 of 2: What the Quick Export Screen in Hokusai Audio Editor looks like

Once you have your podcast--whether it's audio, enhanced podcast of pictures/images/slides and audio, or video--you can save that file to various places. Let's take a look at the export options and what the possibilities are for the apps I recommended:

2 of 2: What the Quick Export Screen in Hokusai Audio Editor looks like

Podcast Type	iPad App	Export Options
Audio	Hokusai	Quick export option allows you to open the sound file in any app you have. On my iPad, for example, I can open in Evernote, Dropbox, iMovie, oPlayer Lite, Pinnacle Studio, Box.net, WebDavNav. This is neat because you can export to iMovie then use that as part of your “sound track.” Export to Dropbox
	Garageband for iOS	Export to Facebook, YouTube, SoundCloud, iMovie, iTunes, Mail.
Enhanced podcast (this can be any combination of images/photos/slides/screenshots and audio)	Pinnacle Studio	Export to YouTube or Camera Roll
	iMovie	Export to YouTube or Camera Roll
	Explain Everything	Export to YouTube or Camera Roll
	Educreations	Export to a web page or Dropbox. They keep promising to make an export to Camera Roll but I haven’t seen it yet.
Video Podcast	Pinnacle Studio	Export to YouTube or Camera Roll
	iMovie	Export to YouTube or Camera Roll

*Note: You can use other audio recorder apps on the iPad to capture audio, such as iTalk Recorder, Evernote, AudioNotes. Each has its advantages and disadvantages. AudioNotes, for example, yields excellent quality audio recordings but you can't edit them until you get them onto your computer and edit with Audacity. Evernote yields OK quality audio but you will definitely have to edit in Audacity to get "boost" the audio quality. And, iTalk Recorder records straight to MP3 format, which is handy.

As you might imagine, it's pretty easy with the Podcasting tools above to publish content and share it with others. There are lots of different ways to get podcasts off your iPad as you can see above.  

Garageband for iOS export options

My preference is to save them to the Camera Roll, then run an app like iFiles which allows me to access my iPad wirelessly. If I'm focused on Hokusai (audio only podcast), then I can export directly to iFiles and then make that available for access wirelessly.

iFiles sharing files on my iPad via WiFi - note the last file in the list is the
audio file I created in Hokusai Audio Editor

 I suppose that brings us to the next part of the question asked....

2) How are you doing it?

Once you know how to get your podcast files off your iPad, or publish them, you have lots of options. Let's reflect on that a bit...

a) Publishing Podcasts From Your iPad Directly Online
The easiest way to publish your podcasts from your iPad is to send them to YouTube, although that means only teachers can see it or students from home can see it. It's the default export option in a lot of the tools available, as is Dropbox. In fact, if you're using Hokusai, you can easily go from there to Dropbox (the default or standard option), quick export to Box.net (which is a great place to put audio/video files under 20megs in size because they embed so well in web pages), or send them to a WebDav server solution like that made possible with OwnCloud.org. Note: EC3 Cohort 1 teachers have access to ECcloud WebDav solution.

Copying podcast file from iFiles to GoogleDocs or WebDav or any host shown above
is a snap.

If you're using iFiles you can also save content directly to GoogleDrive (not using the Drive app). Once the podcast file--make sure it's in a format Drive will accept, such as WAV, MP3 rather than m4a--is on GoogleDrive (or GoogleDocs), you can use the Drive app to enable sharing, as seen below:

In Drive app changing sharing preferences for "punk.wav" file

b) Publishing Podcasts from Your iPad via Your Computer
Of course, since it's so easy to get podcast files off your iPad and onto a computer, once it's on your computer, the sky is the limit. You can pretty much do anything with. Of course, I'd probably end up publishing it on Dropbox, Box.net, or a WebDav server (e.g. Eccloud in the screenshot above)