10 Minutes of Fame

Posted on July 8, 2013 by Sandy Shi

Weebly

In the spirit of teacher librarianship, Karen and I decided to collaborate on our 10 minutes of fame presentation.  Karen will be giving background information on what Weebly is and discuss possible applications for Weebly in the class.  For my portion, I have created a tutorial for Weebly.

Weebly has 2 forms, a general version and educational version.  My tutorial will be using the educational version.

Weebly: http://www.weebly.com/

Weebly for Education: http://education.weebly.com/
This version is specifically gear for educators.  They have both a free and paid option.  The difference between the free and paid service is the addition of extra features and more storage.

Paid Option Fees:

Class level ($5/month)
-manage 10 student accounts

School level ($499/year)
-20 teachers and 500 students

Tutorial

I have created a sample website on Weebly showcasing it’s varies features and design functions.  My screenshots will show the the editor format when creating the website.  Please refer to my sample website to see how each feature looks like when published.
(I used Weebly to make a website for another LIBE course)

Getting Started

1. Registering
Weebly for Education: http://education.weebly.com/

Note: If you already have a general Weebly account and convert your account to Weebly for Education you will get the following prompt.

Disclaimer for Weebly for Education:

2. Adding a site

Enter the title of your website, the type of site and then choose your website domain.

For the free version, choose “use a subdomain of Weebly”.  The URL of your website will now be http://”what have entered”.weebly.com.  Weebly will let you know if your URL has been taken or is available.

3. Customizing your site

Website features are found in the tabs at the top of the screen.  By opening the tabs, you can drag and drop all the features that you want to include in your website.

A. Elements
Elements are the different forms of content on a website.  The placement and order of the elements can be rearranged by clicking it and moving it up and down the page.  Elements are divided in the 4 categories: basic, multimedia, revenue, and more.

Basic Elements

Please refer to the home page to see examples of what the basic elements look like.

How to create a link:

How to upload photos or files:

How to add a button:

Multimedia Elements

Please refer to page 2 and sub pages photo gallery and slideshow.

How to upload photos to a photo gallery or slideshow:
It’s the similar process as uploading a file or photo.  But now, to upload multiple photos, hold the button (CTRL on PC; ⌘ on Macs) on the keyboard and click the photos you want to select.

The photo gallery shows all the picture and they are displayed in a tile format.  The arrangement of the photos in the photo gallery can’t be altered after you have upload the photos.

How to add a slideshow:

The order of the slide show can be modify by moving the photos around.

Uploading and embedding a file use the same process.  Unlike the embed function in mindmeister, the embedded object must be uploaded from a drive and can’t be linked online.

The Google Map can be modified by changing the address.

How to add a Youtube video:

Revenue
This category is for for e-commerce (selling stuff), which isn’t relevant for education.

More Elements
Additional feature that can be added.

B. Design
Design is the overall layout and look of the website.

Pre-designed templates (themes)

Total design control

C. Pages
The website can consist of many pages and can be organized into sub pages.

These pages can be added easily on the manages pages.  Pages can be designated as standard page (regular webpage), blog or another website (creates a direct link to another website).  Using the manages pages, the arrangement and organization of the different pages can made by moving the boxes around.

How to add a blog page:

NOTES:
Remember to use the edit pages button on the manages pages to make sure you’re editing the correct page.  And use the save settings button to save your work.

D. Editors

The editors page allows for collaborations with others building the website.

E. Settings
The settings page allows for the control of the site settings

And finally publishing…puts your website live on the internet.  If you make any changes after publishing, you need to republish your website each time for the changes to take into effect.

Other resources for Weebly:

https://www.youtube.com/watch?v=5AqR6vo0pno
http://help.education.weebly.com/
http://wefed.weebly.com/tutorial.html

Posted in Community Participation | 1 Comment

Module 4

Posted on July 7, 2013 by Sandy Shi

A Moment of Madness

No excellent soul is exempt from a mixture of madness.
-Aristotle

Yikes this week has been very intense!  It has been a frenetic, mad, amazing, invigorating mess.    I’ve learned so much this past week.  I’m trying things I normally wouldn’t do.  I’m gathering a collection of great information from everyone in the class.  I’m getting fantastic ideas for the classroom.  It’s been both a confusing and enlightening experience.  Therefore I thought Aristotle’s quote summed up my feelings of the course so far.  I’m learning amazing things, but it’s a wild and crazy ride.  There’s times when I’m completely overwhelmed and frustrated.  After some reflection, I’ve concluded that the following issues are adding to my ‘madness’:

1. Amount of Course Content

I feel that the course is a complete transplant of the same format and information coverage from a 14 week online course.  I understand it’s in a condensed and accelerated format, but I don’t think the on campus course takes in consideration that we need time to review and digest.  A concept is explained to us and the next thing I know we’re doing research, while the concept has just barely solidified in my mind.  We start at point A and before I reach to point B, we’re already at point C.  I’m lost.  I’m not sure if that mean I’m slow or lack the background knowledge in the theoretical concepts we’re investigating or that it’s an unrealistic amount of information we’re expected to cover in just 3 weeks.

2. Centralized Location for Information

I find the constant switching of windows and programs frustrating and distracting.  I’m losing focus.  I appreciate the recording of our thoughts into a digital format for easy access and retrieval later on, but I feel like I’m being pulled into multiple directions and locations.  I’m constantly trying to check my blog, Jenny’s blog, other classmates’ blogs, my twitter, our pearltrees, researching online articles about the concepts we’re discussing in class, reading links that other people have put up.  Where should I be looking or reading?

3. Discussion Format

I feel the course it not taking full advantage of having the entire class physically in person with face to face interactions.  We’re having great discussions within our groups but we’re lack a debriefing or reviewing portion.  We’re posting our findings online, reading them and then reflecting on them.  So how is that different from what I would be doing in an online course?  Since we’re meeting at the same time and place every day, I think it would be more meaningful bringing items into a discussion, i.e. doing research beforehand and discussing them in a group or as a class rather than the other way around.

Sorry that this blog has been my venting session.  This has not been a criticism on Jenny.  I think she’s great and I’m very engaged in class.  It’s just Jenny has the unfortunate task to teach a course topic itself that is a difficult and is continually evolving.

I’ll try to take the course in stride and do the best that I can.  Can’t wait to see what our next class brings!

Posted in Assignment 1 | 1 Comment

Module 3

Posted on July 5, 2013 by Sandy Shi

Twitter and Pearltrees

For my blog post I wanted to reflect on the two social networking programs, Twitter and Pearltrees, which were introduced in class today.  It was my first experience with both programs.  I knew of Twitter but never used it, while I had never heard of Pearltrees before. Besides giving my initials thought on the programs I would like to consider their possible uses in education and learning.

Twitter: https://twitter.com/

In Twitter, the user is able to send a mass text message (can also include images), called a tweet, to all members of his/her social group, called followers.  By following a person you are a member of his/her social network.  The use of hashtags, #, give topic or subject to the tweet, like a simple 1 word or phrase description.  Tweets can be compiled together by their specific hashtags.  In a nut shell, Twitter is a platform for simultaneously sharing information to a large group.

Pearltrees: http://www.pearltrees.com/

In Pearltrees, the user is able to collect information into a web organizer.  Each packet of information is called a pearl and as the pearl branches off into sub categories, it becomes a pearltree.  The pearls can include text, images, or links.  The user is able to invite other members into their pearl/pearltree to team up.  By teaming up, other members can contribute to a user’s pearl/pearltree.  Pearltrees is a program where people can collaboratively organize information into categories in a web format.

Although both programs are useful tools, they provide specific services.  Twitter would be great for getting small tidbit of information to a group.  I could see it helpful when reminding students about approach assignment deadlines or returning forms/notices, but that can be easily posted on a school website.  Therefore, I don’t think it would be appropriate for classroom use.  Furthermore, I think students would be tempted at looking at other tweets and could become easily distracted.  Where I can see Twitter useful is in the sharing information with colleagues and other professional educators.  A single idea can potentially spread quite quickly through Twitter.  Ground breaking research or plans for reform can be shared instantaneously.  Twitter could be the method to refresh the teaching profession and bring new ideas into the foreground.  With Pearltrees, I see the program more applicable in the classroom, particularly in helping students organize their information.  I think it’s a great tool for teaching information literacy.  After gathering and collecting information, students would be able to use Pearltrees to organize their ideas, which (hopefully) leads to a deeper understanding of the information.  Students also are able to utilize the teaming up function to contribute to each other’s ideas, giving a collaborative element to the assignment.  I think Pearltree has the potential as a great teaching tool.

It was fun and interesting trying programs I wouldn’t normally try or didn’t know about.  I will definitely be putting them into my idea box for future use.

Posted in Assignment 1 | 4 Comments

Module 2

Posted on July 4, 2013 by Sandy Shi

Connected Self

In our group we were asked to discuss the technological dimension of the connected self.  We found that there was lots of overlap between the different dimensions.  What is the technological dimension and how does it differ from the other dimensions?  I came to the understanding that the technological dimension relates to the technology that we currently use and its impact on how we will use technology in the future.

A simple search on Google creates a massive list of information.  Where does this information come from?  And who post this information?  The magic of technology has made it possible for anyone, in any place, to present any information to a global audience.  In Why School?, Richardson gives the example that he can use a smart phone to read the news or document the news around himself.  With the same device we are able to both consume and produce digital information.  Because people like to share information and express their creativity, the current trend of technology to allowed us to post things on the internet with greater ease.  In a single click of the button we can share our thoughts on the latest movie, what we had for dinner and photos from a recent trip instantly.  If we are already doing this in our personal lives, why aren’t we doing more of this in the classrooms or libraries?  It’s relatable and connects into our real lives, it’s interesting and engaging and it’s creative and expressive.  I’m interested in the idea of students actively participating in their production of their own information and wanted to know of examples being done in education (and spark some ideas for my own teaching).

I searched online using the following phrases/words: technology and student, technology and connected self, technology and education, student producers.  I encountered a few teacher blogs that documented their own experience planning and implementing student directed research projects.  They were mostly brief comments or still in the initial phases.  I did locate some exciting articles for the college and undergraduate levels.  The students became the producer of their own knowledge, thorough the collaborations with others and the creation of their own curriculum.

UBC: http://ctlt.ubc.ca/2012/04/26/students-as-creators-and-producers/
UBC has started a program called Student Directed Seminars where “students from all Faculties [have] the opportunity to initiate and facilitate a three credit course” for their peers.  The student plans, develops, promotes and facilitates their 3 hour seminar, once a week for a term, to a small group (8-15 people).

University of Lincoln: http://studentasproducer.lincoln.ac.uk/
The University of Lincoln has implemented the Student as Producer project, over a span of 3 years, to increase engagement and higher level learning in their undergraduate programs.  The project is funded by the Higher Education Academy (UK based organization for college/university teachers) under the National Teacher Fellows Project programme.  In this project, students create they own curriculum with the support from instructors.  The student’s topic of research is not restricted to a particular faculty and can be interdisciplinary.

Posted in Assignment 1 | 1 Comment

Module 1 Questionnaire

Posted on July 3, 2013 by Sandy Shi

Module 1 Questionnaire

1. What policies govern your uses of ICT in your school setting?
Our district has put together an online resource that addresses digital citizenship for students, teachers and parents.  All students are required to have a Student Internet Form (completed by their parents) that acknowledges ‘appropriate internet usage’ at school.  Some schools have adopted a no electronics policy, but I found that it in some cases, it’s under the discretion of the teacher to enforce it in their classrooms.  Instances where a student brings his/her own technology are situations where the student requires that specific technology or need the support that the technology gives them for his/her learning.  As for the use of the school’s own technology, the policies are set by the school’s technologist: computer teacher or school librarian.

2. What digital technological resources do you have available for teaching and learning in your school setting?
There are a wide range of technological resources within the school district.  As a TOC I have been in schools where there is a smart board in every classroom, schools with several computer labs and several mobile labs, and schools with a single computer lab.  In addition, there are some individual classrooms where each student has a laptop.  There is a spectrum of accessibility to technology throughout the district.  The school district provides digital access to World Book Online, EBSCO, Gale, NFB and CBC.

3. Please provide an example of an exemplary use of digital technologies for teaching and learning that you have observed or experienced personally.
In one classroom that I was TOCing in used the Khan Academy for their Math lessons.  The teachers would post the videos that were related to the lesson that was taught that day; therefore the students would be able to go back and review the concepts at home.  They would post related videos for the next few lessons, so students can preview future concepts.  Also included on their website were more resources links, math games, and other tutorials.

4. Please provide an example of a problematic use of digital technologies for teaching and learning that you have observed or experienced personally.
The most prevalent problem when using digital technology or any technology is having it malfunction.  Technology works wonderfully when it’s working properly, but when it doesn’t, it becomes a mad scramble.  I was TOCing for a Grade 6/7 Science class and the teacher had planned for the students to watch a DVD.  For some reason the DVD refused to play (it was working during lunch was I was setting it up).  The lesson came to a standstill while I and some students were frantically tried to troubleshoot the issue.  We ended up not watching the DVD and I had to plan something on the fly.

5. Please provide a brief history of how you learned to use digital technologies (personally and professionally).
My first experience with a computer was in elementary school where our school had a single computer lab with large beige machines with a green screens, keyboards and track balls.  In our computer classes we were taught to use basic computer commands to move the “turtle” (triangle figure) on the screen.  I remember we were always partnered up and our assignments were to ‘draw’ shapes on the screen using the turtle.  From there, we moved into Macs and I watched the progression of the Mac computer through my school years, as the older models were replaced by the newer one in the school computer lab.  Our family didn’t get our first computer until I was well into high school (at this time most of my friends had computers at home for the past 5 years).  Growing up, the school provided me access to technology that I wouldn’t normally have.

The school provided the basic skills and tools, but the deeper learning was done through peer learning and experimenting through trial and error.  My friends and I would share tips or hints, provide each other with quick tutorials and suggest troubleshooting ideas.  This type of learning has followed me into my learning in a professional setting. Having attending workshops and conferences for academically related technology, in most cases they are usually an introduction to the technology.  I usually continue the learning by ‘play around’ with technology and speaking with colleagues that have used it in the past.  If I encounter a major difficulty I search for an online tutorial or forum.

6. How would you rate your digital technological proficiency? 0 = low level of proficiency -> 10 = high level of proficiency? Why did you give yourself this rating?
I would rate my digital technological proficiency as a 7.  I think of myself as a relative average technology user.  I use technology constantly in my daily life.  I know how to use the most common functions and feel comfortable doing the basic troubleshooting when technologies malfunction.  I’m not afraid to experiment with trial and error trying to figure out how something works.  Although I’m confident in my skill, I don’t think I’m an expert in technology.  There’s so much more I can learn about technology.

7. What do you hope to accomplish in this course?
I hope to learn teaching strategies that integrate ICT meaningfully into the classroom and school library.  I would like to learn more about Web 2.0 tools.

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