Showing posts with label learning. Show all posts
Showing posts with label learning. Show all posts

Beginning Google Maps Applications with PHP and Ajax: From Novice to Professional

Overview

Until recently, building interactive web-based mapping applications has been a cumbersome affair. This changed when Google released its powerful Maps API. Beginning Google Maps Applications with PHP and Ajax was written to help you take advantage of this technology in your own endeavorswhether you're an enthusiast playing for fun or a professional building for profit. This book covers version 2 of the API, including Google's new Geocoding service.

Authors Jeffrey Sambells, Cameron Turner, and Michael Purvis get rolling with examples that require hardly any code at all, but you'll quickly become acquainted with many facets of the Maps API. They demonstrate powerful methods for simultaneously plotting large data sets, creating your own map overlays, and harvesting and geocoding sets of addresses. You'll see how to set up alternative tile sets and where to access imagery to use for them. The authors even show you how to build your own geocoder from scratch, for those high-volume batch jobs.

As well as providing hands-on examples of real mapping projects, this book supplies a complete reference for the Maps API, along with the relevant aspects of JavaScript, CSS, PHP, and SQL. Visit the authors' website for additional tips and advice.

Good talking point: Can New Media be Taught in Schools? (Should it?)

Read it "Can New Media Be Taught in Schools?" at http://www.readwriteweb.com/archives/can_new_media_be_taught_in_schools.php

A kid wearing glasses is scratching his head in confusionErik Bushey shared a Google Reader item with me from the ReadWriteWeb site. It poses the question should students be taught and tested new media (aka, Web 2.0) software and skills? If nothing else, this is a good topic and discussion starter for faculty and teachers from all walks of life. What do you think?

Blogged with the Flock Browser

Wired Campus: Project Aims to Build Online Classroom With Latest Web 2.0 Features - Chronicle.com

Wired Campus: Project Aims to Build Online Classroom With Latest Web 2.0 Features - Chronicle.com

The Chronicle of Higher Education: The Wired Campus noted that Howard Rheingold has won a grant in the Digital Media and Learning Competition to put all of the social-collaborative community tools (aka, Web 2.0) together in the classroom.

As Howard Rheingold commented back, "For those interested in a more complete description of the project, which includes the toolset, curricula (syllabi and teaching notes), resource repository (started here), video documentation and instructional material (in the vein of the first several entries), and the community of practitioners: the text of the award application."

Memo to Myself: Follow-up on These

Professors on YouTube, Take 2: http://chronicle.com/wiredcampus/article/2704/professors-on-youtube-take-2

A Professor's Tips on Using Twitter in the Classroom: http://chronicle.com/wiredcampus/article/2699/a-professors-tips-for-using-twitter-in-the-classroom

Sceneweaver Makes 3D Easy to Share: http://mashable.com/2008/01/28/scenecaster-sceneweaver/

Technorati Founder Launches Web Hot or Not. It's Geek Love.: http://mashable.com/2008/01/27/web-hot-or-not/

Gever Tulley: 5 dangerous things you should let your kids do

Gever Tulley: 5 dangerous things you should let your kids do

Gever Tulley, founder of the Tinkering School, talks about our new wave of overprotected kids -- and spells out 5 (and really, he's got 6) dangerous things you should let your kids do. Allowing kids the freedom to explore, he says, will make them stronger and smarter and actually safer.

This talk comes from TED University 2007, a pre-conference program where TEDsters share ideas.




Open Learning Initiative at Carnegie Mellon University

Open Learning Initiative at Carnegie Mellon University

Providing access to "free learning" is not a *new* idea, but it looks as thought it is pretty well crafted there at CMU. These aren't just how-to short courses on the web, either. These are full, for-credit courses (or no-credit courses if you'd rather) available to anyone interested in learning the provided topics: Engineering Statics, Statistics, Causal Reasoning, and more ...

2008-Horizon-Report.pdf (application/pdf Object)

The Horizon Report 2008 edition has been released! It is available for download and the Horizon Project wiki is also online. Soon the report will be coming to FDI to be distributed among all faculty enrolled in the spring/summer tracks.

The Horizon Report is a collaboration between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative. As stated in the Horizon Report itself, "[t]he project uses qualitative research methods to identify the technologies selected for inclusion in each report, beginning with a survey of the work of other organizations and a review of the literature with an eye to spotting interesting emerging technologies" (2008, p. 8). It covers the key emerging technologies, the critical challenges we will face, significant trends (on the rise and in the past), and an analysis of the past five years of trends found in the recent evolution of emerging technologies.

MIT Sketching -- Now Technology Helps Teach!

This has got to be one of the coolest, most useful teaching tools I've seen in quite a while. It is not only a method of teaching, notetaking, and/or concept designing, but it does it in a way that is natural to that way we often describe or try to do things. Consider this, have you ever tried to explain an idea or device and ultimately just grabbed a piece of paper and a pencil and drew it?

That's what this MIT professor has done. As my Mechanical Engineering boyfriend pointed out, I'm sure there are all kinds of settings that have to be set (gravity, friction, etc.) before it can be used as demonstrated, but as a relatively simple start to exploring statics (think buildings) and dynamics (think spinning wheels), it's a pretty cool way to go. The best part is that you wouldn't necessarily have to set up the room with actual carts spinning down ramps. (Which can be really time consuming and a bit chaotic!)



Le Boyfriend, has also suggested for further interest into virtual prototyping software, you'll want to check out Working Model 2D and/or Adams.

Immersive Worlds & Learning - A place to start with the research.

Below are a few resources you may find useful to introduce you to the area of research & development of immersive worlds and learning. Keep in mind that these folks are very much
in the socio-cultural/critical theory realm ...

1. Constance Steinkuehler, U of Wisconsin:
http://website.education.wisc.edu/steinkuehler/

2. Jay Lemke, U of Mich: http://www-personal.umich.edu/~jaylemke/

3. I3W: Investigating Interactive Immersive Worlds:
http://www-personal.umich.edu/~jaylemke/projects/i3w-home.htm

How to Describe Web 2.0 to Administrators

http://www.mtl-peters.net/blog/?p=181

"Web 2.0 is sometimes called the “Read Write Web”. I call it the “Read, Write, Speak, Listen Web”. It is an Internet that is no longer about passive viewing and linking . This new Interactive Internet is transforming the manner in which people all over the world are interacting, communicating and collaborating. In the last two to three years, we have witnessed an explosion of new information and knowledge available to anyone with an Internet connection. As educators, we cannot ignore the fact that our students are consumers, distributors, remixers, and creators of content from and to the Internet. They need models and guidance from trusted adults as they interact with others and with information. Reasons why educators should include web 2.0 tools and environments (i.e. blogs, wikis, forums, learning management systems, voicethread, podcasts) as part of classroom practices include: relevance to real world practices, access to authentic audiences, opportunities to learn and practice appropriate online conduct, global citizenship skills, information literacy skills of evaluation and authentication, skills in anchoring and filtering information, and opportunities to collaborate, as well as experience learning gains."

Big Think - We Are What You Think

Big Think - We Are What You Think

The Internet + Big Bandwidth = We all have a voice that can be heard, but what do we SAY? We have soundbites, snips, superficial blurbs of information floating around, but does any of it get to the heart of the matter anymore?

We can do more; we can think bigger than the current media journalists and existing YouTube mud pie. We can ask (and respond to) the big questions that are out there. Here's a site offering a chance to join a global community to share, challenge, to listen, and to learn from these interactions. It wouldn't be hard to imagine that this could lead the "intellectual YouTube" movement towards mass collaborative multimedia projects across the world.



What will you say? What do you think?

Also read Big Think: YouTube for Smartie Pants?

Memo to Myself: Thoughts for Good Parenting & Symbolic Interactionalism

The Megan Meiers story broke loose. apophenia provided a synopsis of the situation:

For those who are not familiar with the Megan Meier story, let me create a brief overview of what has been commonly covered in the press. Megan (13, St. Louis) had a MySpace profile when a cute boy "Josh" (16) begins courting her. All is well until Josh breaks up with her online by sending cruel messages about how she hurts her friends, is fat and a slut, and "the world would be a better place without you." Shortly after reading this, Megan commits suicide. Josh turns out to be a fake profile created by Lori Drew, the mother of one of Megan's former friends. Police investigate, no charges are filed.
Then apparently, Lori Drew (aka, "Josh Evans") wrote a blog entry in an attempt to explain (and to justify) her actions. Yeah, I'm not sure about any of this. By no means am I an authority on these social matters. I'm simply an individual living in interaction within the larger social institution. I suppose that makes me as qualified as the next senseless blogger to comment on this case.

The "Megan Had It Coming: I'm Lori Drew" blog is an interesting caricature of what is wrong with people in the world today. It is also home to (surprisingly) few gems of wisdom. These two statements (in my mind) includes both of what is written by a blogger and by the commentators. I have to wonder, is it really Lori Drew? Maybe, maybe not. Regardless, being the Symbolic Interactionist that I am, I cannot separate myself from my perspective of "reality," but I can certainly agree that there are different perspectives at work in this situation. I don't care much about the story itself (who is "right" or "wrong"). I'm interested in the dialog that is going on between said blogger and 2500+ commentators.

It's exactly as apophenia posted earlier:

Mediated environment throw these forces for a loop. I can say anything I want here and you can't punch me. At least not while you're sitting on your computer reading this. And I have a reasonable expectation that your potential anger will dissipate before you see me again. Furthermore, this fear of bodily harm is very ephemeral - we are much worse about evaluating whether or not an act will result in _future_ bodily harm than determining if it will result in immediate harm. The lack of immediate harm is key here.

The bigger issue has to do with social consequences. I have no way of determining if you're nodding along or scrunching your face in disgust and violent disagreement. I have to imagine your reaction as I write this (and I'm imagining the nods). I have no way of adjusting the next paragraph according to your implicit responses while reading this paragraph, both because I can't see you and because you're reading this in a time-shifted manner. Furthermore, unless you explicitly provide feedback (like comments), I have no real understanding that you're out there let alone what you thought of my post. The lack of social feedback sucks, but the lack of immediate social consequences can be far more dangerous.

We're allowed (and even encouraged) to spout off, assuming others will agree with us. And if they don't, well ... who cares, right? Only, that's not really true. I think we do care, or at least to some extent we need to care and to be cared about. How else do we integrate into the social fabric?

On a more personal level (for the sake of all mankind and humanity), upon reading the blog post and a smattering of comments, I find myself feeling rather disappointed. To be short, it would be nice if there were less "haters" and I could find more enlightened reflections in the 2500+ comments. There's a lot of "talk," but not a lot of meaningful thought behind most of the words. The blogger and commentators are mostly emotional gunslingers, hurling their judgmental viewpoints at blind eyes. Without a common ground between them, no one is hitting the intended mark, and certainly no problems are being solved. It reads as though whoever can say it louder, wins! I also have to say that so much of the posted dialog is amazingly narcissistic.

I hope the whole tragedy is a bit like the phoenix; once it's all blown up, a rebirth anew begins. Yet, I'm afraid that we do not live in times like that anymore. For today, is vengeance the new virtue?

I hope not.

Even if other people have learned nothing from the discourse, I feel that I was gently reminded of some certain key principles for conducting myself. A few simple truths that resonate with me: a) it's not about being "right" or "wrong," b) knowing when to say when, c) how to say, "I'm sorry," d) silence is golden, and in the end e) time heals many things.

There was one comment that caught my attention. I'm keeping this one for myself as reference for when I have children of my own one day. The only one response that I thought was worth repeating:
December 3, 2007 12:57 PM
Smart Senior said...

When I read this story, I was struck by how similar it sounded to something that happened to me four years ago. I had a "friend" bully me and spread very hurtful rumors about me around the school I attended. She was also my neighbor which made it worse.

My mother did exactly what you did AT FIRST. She tried to talk to the parents of my ex friend, she talked to the school, she even discussed the situation with the local police to see if anything could be done.

However, through the whole situation, she reminded me of two things that made a huge difference. First, that this situation would pass. As painful as it was, it was a passing thing.

Second, she taught me that the school I went to and the town we lived in were only a tiny part of a big world. While it felt like my whole world was falling apart, she constantly helped me see that this was just one short chapter in my life.

She and my dad also did something that I think you would have been wise to do. We turned off the computer. They didn't care if "everyone" was online. They cared about what I read and how it affected me and so while they couldn't stop others from saying nasty things, they could stop me from being damaged by those words.

My parents helped me see that I would never be able to control what other people thought or said about me but I could control what I thought about myself. And that, at the end of the day, is the most important thing that matters.

They also knew that if my friends were only my friends because they could IM me, then they weren't great friends to have in the first place. My popularity was less of a concern to them than my WELL BEING.

Many months after my ex friend started bullying me, she stopped. I think the fact that I didn't give in and let her words affect me made a huge difference. I also got to see who my "real" friends were. The people who didn't let her words affect our friendship were my real friends and still continue to be to this day.

It's true that you didn't cause Megan to commit suicide. However, you did a terrible thing by not being an adult. Your daughter looked to you to see how to handle this situation and instead of taking the high road, you did exactly what you accused Megan of doing to your daughter. She was only 13 yet you're an adult!

I hope any parents who reads this know that kids want their parents to take a stand but not they way a teenager would take a stand. They don't want parents who are going to sink to their level but show them how to rise above the pettiness that so often comes with the teen years.

I'm a happy senior in high school with friends and a bright future. I also feel very secure in the knowledge that I'm a good person (with or without others thinking so) and I can handle anything that comes my way.

I pray for you and especially your daughter. While you may feel like you did the "right" thing, you have an opportunity now to admit that what you did might not have been the best thing to do. Showing your daughter that parents do the best they can but sometimes make terrible mistakes is a lesson she can grow from.
I do want to say this much. Joel M. Charon (2007) seemed to nail it on the head when he noted that as humans today, we are increasingly aware of social interactions. They "are important keys to understanding what is going on around us" (p. 141). It is true that we are more aware of successes and failures, more aware of injustice and justice, more aware of social dealings and associations. "And in our increasingly complex society, social interaction is no longer simple and isolated, but usually it goes in directions that are neither predictable nor even intentional" (p. 141). I read that in Charon's book and I think about Lori Drew and Megan Meiers ... and it's unfortunately clear that his point has been made.


References

Charon, J.M. (2007). Symbolic interactionism: An introduction, an interpretation, an integration. Pearson, NJ: Upper Saddle River.

Classroom 2.0

Classroom 2.0

Okay, I really like this use of Ning (open-source social software). This site is pretty darn useful for all Web 2.0 teaching in K-12. I'd like to adapt this for 12+ use.

Includes lots of info about blogging, social networking, concept-mapping, slideshare, and more.

Education World ® Professional Development Center: Log On to a Blog

Education World ® Professional Development Center: Log On to a Blog

Another great resource for teachers looking into how to assess blogging.

Ryan Bretag says, "Blogging, It Isn't About the Writing"

Blogging: It Isn't About the Writing

This was a great blog post that goes into the how and why of blogs for students (and for one's self). It gives you everything you need to know to start, how to model the process to your students, and what you expect of them (self-reflection and critical reading and analysis).

This should be a "must-read" for all instructors wanting to include blogging.

Skipping the Boring Parts of Faculty Lectures - Chronicle.com

Skipping the Boring Parts of Faculty Lectures - Chronicle.com

This may change the approach to recording and listening to lectures, don't you think? I've always thought that 20-minute or less lecturettes were more effectual anyway. Now, it's just 1 minute and 43 seconds that people want.

Hmmm ... Does it make you ponder about how everything is "on-demand" and only "just in time"? Is there still depth in this kind of availability and reference? (I would assume there would have to be.)

What do you think?

That Kansas Digital Ethnography thing is interesting.

As teachers, when do we take the time to look at how they learn with what we prefer to do? Is there any kind of answer to satisfy these questions?

UC Berkeley Launches YouTube Channel

UC Berkeley Launches YouTube Channel

Again, "old news" as of October 3rd, but still noteworthy news. It appears that some at UC Berkeley have upped the ante and gone beyond simply podcasting--they've gone YouTubing. Yasmin Anwar quipped in the press release, "UC Berkeley is the first university to make videos of full courses available through YouTube. Visitors to the site at youtube.com/ucberkeley can view more than 300 hours of videotaped courses and events. Topics range from bioengineering, to peace and conflict studies, to "Physics for Future Presidents," the title of a popular campus course. Building on its initial offerings, UC Berkeley will continue to expand the catalog of videos available on YouTube."

I can hear the cry now, emanating from many faculty across the nation, "If I were to put my lectures online, no one would ever come to class."

[Stop. Think about that statement. Please.]

As a past and hopefully-again-future faculty member myself, I implore those who would say that to please reconsider your methods and approaches to teaching. If the only thing that is keeping your students coming to your class is the fact that you are withholding information (or worse, because you forcefully take attendance), then you really are not teaching in the first place. You're playing a game of deceit and coercion. Yes, I'm being truly serious. Let me explain why.

Teaching (and subsequently, learning) is not about espousing everything you know about your subject while on top of your soapbox. It is not supposed to be a passive, disengaging experience. For many faculty (at Virginia Tech, Chico State, and at many other colleges in the nation), this is exactly what it has become. I'd know; I've seen and lived it firsthand.

I've also experienced fantastic professors at Virginia Tech, Chico State, and other places. These exemplary instructors engaged in the genuine act of (reciprocal) teaching. These people are the reason I don't throw my hands up in disgust and run away from the field of Curriculum and Instruction. The fact is, if you make your "boring" information available online, you can make your in-class time productive. Imagine if you had 50 minutes at a time to actually do something with your students. (Wait, you do!) You could create group work opportunities, Q&A sessions, practical application activities, or even let them teach you a thing or two.

Faculty often rightfully lament, "Great notion, but how do I get my students to do the homework prior to coming to class?" I agree. This is a toughie. There's no doubt that if your students did not do their homework, they cannot fully participate in class. My attitude is "So what?" Don't give them any leeway on it. You're not the "good cop" or the "good parent" here. You're the bridge between high school and the workplace for many students. Tell them that. Let them know why you have [reasonably] high expectations. Do you think their employer would cut them slack regarding preparation for an important meeting or project? I think not. Issuing them a pink slip would be more likely.

Am I being too tough? Yes and no. Each student is different and each requires a different level of support and guidance. It would be ideal, but nearly impossible, to give all of our students that kind of attention. At the same time, I have to say that the human mind and soul is incredibly resilient. You'd be amazed at what your students could own up to if your expectations were clearly defined and you stick to them. You don't have to be mysterious or dole harsh consequences, just be clear and consistent. Consult with those in your field (not in academia) to ask what are the freshly-graduated workforce expectations. Write those down and put them in your syllabus. Most of your students want to learn, but you need to tell them why it's relevant, and how you expect them to go about the learning process.

If you expect your students to come to class to actively work, have them review your lectures and readings online as homework. In conjunction with this, acknowledge that intellectual property and rights are changing. I realize that the idea of no longer "owning" your ideas anymore will be very disconcerting to many professors. Many of us have made a name for ourselves as being an expert. It's changing because this new generation is bringing with them the new idea of collective intellect. This concept really isn't new, not by constructivist standards, but it flies in the face of the well-established norms of academic institutions. Interestingly, UC Berkeley, a research one institute, seems to understand that collective, community learning yields some kind of outcome that is greater than the witholding of knowledge. This is an interesting concept and future we all need to ponder and discuss.

Q: What do you think of UC Berkeley's decision? Justify your answer.

My Faculty 2.0 Course

What am I going to use and survey in class? Some--but not likely all--of the below.

"Pre-Homework"

    1. Web 2.0 [YouTube]
      Added:
      March 08, 2006. From: jutecht
      Description: Using the Web 2.0 write up in Wikipedia this video is to help teach educators about Web 2.0 tools
    2. Description: "Web 2.0" in just under 5 minutes. http://mediatedcultures.net. This is a slightly revised and cleaned up version of the video that was featured on YouTube in February 2007 [...]
    3. Wikipedia's List of "Social Software"
    4. WebWare 100 Awards
    5. Flick'r: Web 2.0 Logos & Links
Resources
  1. Communities of Practice (CoPs)
    1. My Google Library
      1. Communities of Practice: Learning, Meaning, and Identity
        by Etienne Wenger - Business & Economics - 1999 - 336 pages
      2. Cultivating Communities of Practice: A Guide to Managing Knowledge
        by Etienne Wenger, Richard McDermott, William Snyder - Philosophy - 2002 - 284 pages.
    2. Wikipedia: Community of Practice

  2. Communication --> Community Collaboration
    1. Email, IRC, IM (Web 1.0)
      1. IRC (Internet Relay Chat)
      2. AIM (AOL instant messenger)
      3. Yahoo! (Yahoo! instant messenger)
      4. MSN (Microsoft Live messenger)
      5. GoogleTalk / Jabber (Open-source instant messenger)
      6. ICQ (I-Seek-You instant messenger)
    2. P2P (Peer-to-Peer)
      1. eMule
      2. BitTorrent
    3. RSS 2.0 (Really Simple Syndication)
    4. Blogs (contraction for "web log")
      1. Blogger
      2. LiveJournal
      3. Edublogs
    5. Wikis (quick website collaboration)
      1. PBwiki for educators
      2. VT's Scholar with wiki
    6. Twitter

  3. Productivity Tools
    1. Creative Commons
      Creative Commons provides free tools that let authors, scientists, artists, and educators easily mark their creative work with the freedoms they want it to carry. You can use CC to change your copyright terms from "All Rights Reserved" to "Some Rights Reserved."
    2. Daylert
      Combines Facebook's social presence with Blackboard's online classroom.
    3. Google Apps
      Variety of free, collaborative, online office-like applications (and more).
    4. MS Office Live Workspace
      MS Office applications online, shareable, and allows for collaboration.
    5. My Yahoo! Widgets
      Brings updated, at-a-glance view of your favorite Internet services to your desktop.
    6. Yahoo! Pipes
      Pipes is a composition tool to aggregate, manipulate, and mashup content from around the web.

  4. Visual Search Engines
    1. KartOO
      A metasearch engine with visual display interfaces.
    2. Quintura
      Another visual search engine with one built specifically for kids.
    3. searchCrystal
      A search visualization tool that enables you to compare, remix and share results from the best web, image, video, blog, tagging, news engines, Flickr images or RSS feeds to compare multiple engines in one place.
    4. SearchMash
      Google's foray into a search "mashup."
    5. TouchGraph
      A free Java application to explore the visual connections between related websites.


  5. Social Bookmarking/Clipping/News
    1. Clipmarks
    2. del.icio.us
    3. Technorati
    4. Digg

  6. Photo/Slide/Video/Audio Sharing
    1. Flick'r
    2. Picasa
    3. Photobucket
    4. SlideShare
    5. YouTube
    6. Ustream
    7. Podcasting
    8. CrowdAbout

  7. Social Networking/MMOG (Massively Multiplayer Online [Role Playing] Game)
    1. MySpace
    2. Facebook
    3. DeviantArt
    4. World of Warcraft
    5. Second Life

The Web 2.0 World

This week, I'm presenting a workshop for FDI at Virginia Tech called, "A Survey of Emerging Web 2.0 Technologies: Engaging Students with Technology to Build a Community of Practice". (Twelve academics are enrolled.)

What gets me is that no matter how many of the Web 2.0 technologies I actually use (MySpace, Facebook, Twitter, Flickr, Google Apps, etc.), I cannot believe how much more 2.0 stuff there is out there in the world. How does one cover the daily new ones (like Daylert and Microsoft Office Live), let alone existing ones? At best, I can only present a smattering of them ... thank goodness for the Go2Web20.net page.

Of interest, the K12 Online Conference 2007 starts tomorrow. I suggest you check it out.

Many of you might be asking, "What is Web 2.0, exactly?" Trusty, old-fashioned, and technical O'Reilly has an answer for you. So do some Web 2.0 platforms out there: YouTube can tell you what Web 2.0 is and so can all the folks contributing at Wikipedia.

YOUR TASK:
YOU tell ME what Web 2.0 technologies are out there.
(Click on "Post a Comment" below!)

  1. Use Google or a search visualization tool. If stumped, try Go2Web20.net.
  2. Which ones do you currently use? Why? How do you use them?
  3. Which ones would you like to use? Why? How would you use them?