Oct
30
2009

5,4,3,2,1—Origins!!!!!

Well here it is, almost November.  In my ‘neck-of-the-woods’  (by the way, where did that expression come from?)  Fall is waning, the winds are blowing and the snows of Colorado are threatening.  But this year the month of November brings some special meaning to me  (and to most biologists.)  It is the month in which we celebrate the 150th anniversary of the publication of Darwin’s On the Origin Of Species.  So much has been written and broadcast this year about Darwin and On The  Origin Of Species and evolution itself that maybe the topic has saturated our heads and our classrooms, I hope not!   In Northern Ohio we recently had a “birthday party” for the ‘Origin’ publication.  The Cleveland Regional Association of Biologist (CRABs) hosted a birthday party with a great cake and party favors and even a one hour talk about Darwin –the Man and His Science (of course the one hour talk lasted a bit more than 90 minutes, but that is typical of the speaker.)  As a take-home present for all that attended I created an interactive Origin Calendar.  It started on October 24th and had one activity for each day until November 24th (the official day of publication of On the Origin Of Species — November 24, 1859.)  (Actually the book was shown and sold out –1250 copies–on November 22, 1859.)  The Calendar can be used by anyone that travels to the CRABs web site at  http://crabs-biology.wikispaces.com/Origins+Calendar.  The activities come from all over the Web.  ENSI/SENSI, PBS Evolution Site, Evolution.Berkely.Edu, etc……  The calendar on the site is interactive and clicking on a day will take you to a web activity.  You can also download an interactive PDF file of it from this site.

Here it is:

CRABs 'Origin" Calendar

CRABs 'Origin" Calendar

Use it well and use it often.

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Sep
08
2009

Clever Use of VoiceThread

Exam analysis using VoiceThread.

Exam analysis using VoiceThread.

My friend, Tod Duncan (UC Denver) just sent this VoiceThread link to me.  It will take you to a Voicethread that he created to review the results of a recent exam given in his introductory biology course.  There’s a lot to love about this.

First off, I appreciate the tone of he takes in the recording.  A friendly, casual, companionable, let’s-you-and-I-just-talk-this-through sort of tone.  That’s bound to put the students at ease. I really like the way he subtley reinforces good test-taking strategies, like thinking through the way to eliminate impossible or unlikely choices in a multiple choice exam.

It also strikes me that reviewing an exam this way would be extremely efficient.  Rather than go over the test individually with students during office hours, one by one by one, students can link to this VoiceThread and listen to it.  And they can listen as many times as they need to.  He could also use this with future students, as a test preparation tool.  It’s unlikely Tod will use the same exam questions next time around, but hearing their instructor’s analysis of past assessment items will help them prepare for new ones.  Tod just posted this so, right now, there are no student comments embedded, but using the comment feature in VoiceThread, students could post further questions or requests for clarification to Tod or to their fellow students and get a conversation started.  Very nice.

Jun
10
2009

Twenty of my Favorite Things

my favorite things

Recently, a colleague asked me what ideas I might have for interesting student projects that would take advantage of these new, participatory media tools.  I thought about it and started to make a list.  I came up with about 30 ideas but some of them were a little weak…. so I whittled the list down to 20 of my favorites.  And here they are.  With linked examples, where I had one. I hope you like…(and a yellow jelly bean to anyone who can name the song from the photo above).

1.  5-Photo Story
Plan and storyboard a five- (or ten?) image story. Take the photos with a digital camera and post them to a Flickr group. Ask all members of the group to comment on each others photos. Design a rubric to guide the comments (in order to avoid platitudes or uniformed praise)

2.  Annotated Reading
Start a conversation around an article. Bookmark the article’s online location (using Diigo) and insert comments/questions. Provide the group with your bookmarked version (url) and then they add their comments/questions. Example.

3.  Wiki Process Journal
Create a wiki space for a group to use over the course of a project or an experiment. Team members keep their notes and observations about the process.  The group’s final product will be in some other form; the wiki is there to document the process. The process journal could be organized chronologically or by team member (with each team member owning a page).  The team could document their process with video, photos, or text.

4.  Project Timeline
Use a web-based time line creation tool (xtimeline, timetoast) to document a product/process or to plan a future project.  Comments are embedded in the timeline, document/photos are attached, and links embedded. The timeline is stored online so that others can view it, edit it, and add to it.

5.  Self-Published Book
A book is identified as the outcome of a particular process or project. The team works together to write the book and then self-publishes, using one of any number of online publishing sites (LuLu, Myebook).

6.  Animated Movie
Make an animated movie to tell a story, present a case, or explain a principle. (Goanimate makes animation easy, xtranormal is a unique movie generation service that converts a text description to a movie)

7.  Introduce Yourself
Make a media piece that tells your personal story (or your school’s story) to use for group introductions (back to school night?).  Animoto, IAMUNIQUE, Eyejot, or Wordle are all good tools for this sort of high-impact, at-a-glance”capture”.  Perhaps post all individual “introductions” to a wiki page?  Example.

8.  Create a Bell-Ringer
To wrap up a chapter, a unit, or slam home a complex topic, have students create a “bell-ringer” (using Animoto) to summarize the main points or the experience. ExampleAnother example.

9.  Put it in the Funny Papers
Use a comic generator (Pixton) to create a comic strip to explain a concpet, describe an assignment, or model appropriate team behavior.  First build the story with a mistaken conclusion or a wrong answer and then build it with the right answer. Have a discussion around the two scenarios.

10.  Build a Collaboration
Use VoiceThread to create a conversation around a series of images, a concept or a scenario.  Use the audio recording to narrate a series of still pictures/photos. Once complete, provide the link and all members of the team can comment on the story (leaving their own voice recordings embedded or commented through text).  With time, the recorded observations, insights, and suggestions from all team members are captured within the case’s VoiceThread file. Maybe even invite an outside expert to add comments to a class VoiceThread. A VoiceThread allows a group conversation to be collected from anywhere and then shared in one simple place. Here’s a terrific example of a Voicethread created by Tod Duncan (UC Denver) for his cancer biology course. And another example built by Kelly Hogan  (UNC Chapel Hill) for her non-science majors’ biology course.

11.  Prezi Presentations
Traditional Powerpoint presentations can be boring and they don’t travel well without the presenter.  Create your presentation in Prezi which allows you to narrate, annotate, and focus the students’ eye on the points you consider most important.  Post your Prezi on your web site or put it on a CD. Students can create prezis too.  Here is an excellent example prezi presentation created by one of Cheryl Holinger’s (Central York High School) students.

12. Broadcast Yourself
With an internet connection and a webcam, you can create a live, broadcast show online with any of the interactive web streaming platforms (Livestream, Blogamp, or UStream). Broadcast an event, a talk-show, an interview, a field trip, a debate or deliver a live conversation with participants in different locations. Viewers can pose questions or comment in the chat window. The show can be recorded and archived for later viewing and reflection.

13.  Tell a Digital Story
Use digital tools to tell your story (a project, a personal story, a success story, a retrospective on a failure).  The Center for Digital Storytelling has a number of helpful tools and articles.  Example Stories.

14.  Produce a Film
Using small, easy-to-use low-cost video cameras (like the Flip camera), it’s relatively easy to create simple videos.  Video is an effective way to model behavior, demonstrate a successful encounter/experiment, document an event or a field trip, record an interview with a subject-matter expert.  Post your video online and use either veotag or bubbleply to annotate your video and direct students to particular segments.

15. Podcast It
Ask students to create a podcast (or a series of podcasts).  Short (3 -5 minute) descriptions or explanations, based on a script they write.  The podcasts can be simply audio or they can enhance them with video or still graphics (using Garageband or Audacity).  Podcasts can be posted and distributed online through iTunes or Odeo.

16.  Crossword
Use Crossword compiler to create an online crossword for others to complete.

17.  Analyze What You’ve Written
Challenge students to use Wordle to take a critical look at a report, an essay, or an assessment. Paste the entire document or block of text into Wordle and analyze the resulting map.  Are the most prominent words what you expected?  Does the document reflect the major points you wanted to make? If not, why not?  Make changes to the document and then paste the new version into Wordle.  Compare the before and after results.

18.  Locate Yourself
GoogleEarth works well for creating location-based stories (Darwin’s HMS Beagle Voyage, WWII battles, the expansion of the Roman Empire). Use it to visualize all of the member locations in a particular group or provide location context for research or world events.  Take someone on a tour of a city or a neighborhood by pre-locating place pins and recording your commentary with built-in audio recording.  GoogleEarth 5 also now includes historical imagery from around the globe and ocean images.

19.  Join the Blogosphere
Start an individual blog (your letter to the world) or do a group/class blog with rotating posting responsibility.  Blogs can be text-based or video blogs (vlogs). The best blogs have a strong voice, something worthwhile to say, and invite commentary.  Example, Howard Reingold’s excellent vlog.

20.  A Little Online Brainstorming
Online, shareable white boards (like Skribl or Scriblink) and mind mapping applications (like text2mindmap) can make a group brainstorming activity more interesting. Upload images, doodle, share the pen, chat and when you’re done, print, save, email the results.

Send me a few of your “favorite things”, and we’ll get the list up to 40.  Or more!

Apr
30
2009

awardsHere’s a useful and free tool web site that seems right for this winding-down part of the academic year.  Award Maker.  On the site you can design and print out handsome-looking award certificates for your students.  Check it out.

Written by rheyden in: Teaching Tools | Tags:
Apr
28
2009

Visual Story Telling

picture-1Here’s an interesting idea. Gardner Campbell (Baylor University) asked his new media studies students to tell a story in five frames (uploaded to a group on Flickr).  The resulting student projects are really quite clever and intriguing.

What biology story could your students tell in five frames?  Or ten?  What could we learn about what they know (and how they feel about what they know) from their visual stories – and also from the storyboards they create to plan those stories?  Might be a fun project to try?

robin

Written by rheyden in: Teaching Tools | Tags:
Mar
30
2009

Word Cloud 101

Here is a really fast, really easy, really handy web tool.

Wordle.net is a web application that can be used in any class for lots of student interest generation. The application is really simple–> go to the web site–Wordle.net, select “Create”  type or paste a text selection.  I tend to copy and paste text that I am trying to highlight or call attention to (notice the Word Cloud in this posting.) picture-11 Then hit “Go” and Wordle creates a Word Cloud of the words you pasted-in or typed in.  You can customize the look of the Word Cloud, or you can have Wordle create a random look. You are almost finished now.  If you like what you (or Wordle,) has created then you can post it in Wordle’s Gallery, or you can capture the image that is created.  I tend to capture the Word Cloud and save it as a jpg image on my desktop. Once I save the Word cloud I can paste it anywhere I want to. Now here is where this discussion becomes interesting…..

What can you do with a Word Cloud?

Think about it.

  • Give a reading assignment and when your students come in the next day hand out a Word Cloud of the section’s intro.  Or create one with the key terms from the reading.
  • Create a Word Cloud of the key concepts from a new unit as an introduction.
  • How about using a Word Cloud as a unit review?
  • Create a Word Cloud as a preview of what your students will see on an upcoming field trip.
  • Assign students to create a Word Cloud that represents a laboratory they just completed.
  • Or …………….  Let us know what you can think of.  Add a comment with your great ideas for using  Word Clouds in your classes.

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