This post from Apps Script GDE Bruce Mcpherson steps through the process of collecting and displaying page analytics. Here's the details of what's covered: Getting analytics for the site Getting the pages in the site Matching Analytics to sites pagesDealing with recursion Storing options and parameters Database abstraction of site results Retrieving page data from GAS web service Using a canvas in Google sites Working with hyperlinks in canvas Gadget preferences and parameters Light JSONP implementation
Combine this with Sebastian Thrun's repudiation of those students from rotten zip codes and you have a classic example of priviledged white male syndrome. Pathetic. Duncan and Thrun only want to teach the homeogeneous so called 'gifted', what the soviets would call the vanguard of the proletariat, the saving remnant. Yeah, I've read Animal Farm, too. What a pair of elitist nimrods!
Here is what I call Christmas holiday fun. Learning. What a rush! And there are lots of applications for this for teaching, for students teaching peers, for students in general. So I will report back as I discover more about these apps.
Experiment and improvise with this word cloud parser. Feed in the text, choose an analytical knife (gender, pos/neg, tonality) and you have a data analysis. It might be useless in actuality but the exploration and discovery of that might be a great learning tool. When I teach the analysis essay I find it is the hardest for my students to do. They have such a tough time because they do not understand a careful definition of analysis. The metaphor I use is a knife. It is a tool for parsing the meat of an essay and getting at the assumptions hidden there.
I realize this is only one way of looking at text, but uClassify might help beginners to tease apart the knot of analysis. I took a web article (http://blogs.lse.ac.uk/impactofsocialsciences/2012/11/23/harries-referencing-tools/) and did a uClassify analysis of positive/negative tone in it--75% positive. Perhaps students could do an in-class experiment--half know the analysis before they read it and half don't. How does this affect their comprehension of the text? I know this isn't very clean as an experimental design,but you might open up the idea of analyzing this way.
You might also get learners to create their own 'classifiers' which I think is the real power of this site. Give it a go.
I haven't vetted this properly yet but the video is very appealing and it looks like I might have a morning to play with it over Thanksgiving. Gotta love the anticipation. This looks like fun for all ages. Mayge I can get a nephew or niece to play along.
"When you find something you want to view later, put it in Pocket." That is the former ReadItLater's new motto. More and more we are seeing these all-in-one systems that are hardware and software agnostic. Evernote and Dropbox spring to mind in my own personal use. Pocket is another. I have used this app before, but now I am ready to give it a second look especially since I am working to bring my iPad into my teaching workflow.
With the advent of sites like IFTTT it is possible to tie all of your digital life together, but it is also true that adding new niches like this can be disruptive, too. For example, when and how will I review all the gathered pieces that this app brings in? Will some of it happen on the fly and others later? I have had similar issues with Diigo that I have settled by using that tool for very specific purposes, for example annotation, shared lists, group lists, and presentation. Will the same be true of Pocket? Will I use it for specific projects? Will I have a specific time daily for review? Will I keep everything, archive, or dump after looking.
One thing is very certain--I won't be able to figure it out without trying it religiously for a couple of weeks. I will keep you posted on this little experiment and sample of one.
Here is where I have Pocket installed:
Pocket read/archived PDF's---> Dropbox
Pocket read items--> Buffer
Google Reader starred items--> Pocket
YouTube vid marked watch later--> Pocket
RSS feed (Cool Tools) --> Pocket
Pocket--> Instapaper (Kindle reading)
NateSilver's 538 blog--> Pocket
Release the hounds, Smithers! And let the iPad be Mission Control.
This free film describes why mindfulness belongs in education, covering neuroscience, educator training, and showing mindfulness implemented in the classroom. Watch the Film Share on: Facebook, Twitter, LinkedIn, Google+ Film Summary Mette Bahnsen, a filmmaker in Denmark, has made a beautifully produced film about integrating mindfulness into education called “Healthy Habits of Mind”, which features: …
Give your content a new reading experiece. Ebook Glue lets you quickly publish your writing as a downloadable ebook for Kindle, Nook, Kobo, Android, iOS, Sony, and other readers.
Terry Elliott's insight:
If you think of your blog as a portfolio, then Ebook Glue is your way of publishing your RSS feed as an ebook in various formats. Could this become a regular part of every online CV/resume? Maybe a cheap substitute for proprietary educational portfolio systems? I do like this and I like especially that it is a one-person shop from start to finish.
Excellent post from Langwitches! She addresses the progression of moving from collector to curator, quoting Mike Fisher, who observed, "Curating is different. It’s the Critical Thinker’s collection, and involves several nuances that separate it as an independent and classroom-worthy task." Sylvia writes: "There are different sides to Twitter as a Curation tool: Taking advantage of a network of curators working for you (building your own customized network), consuming their curated information Collecting, organizing, connecting, attributing, interpreting, summarizing the vast amount of information that comes across your desk/ feed /books/articles/etc. for YOURSELF! Becoming consciously the curator for others for a particular niche, area of expertise or interest. Disseminate resources, add value, put in perspective, create connections, present in a different light/media/language. Real time curation allows you to be part of an event, that you physically might not be attending or being on the opposite end allows you to be the bridge for others to participate at an event where you are present, but your network is not."
My five-year-old son recently learned how to ride a bike. He mastered the essential components of cycling—balance, peddling, and steering—in roughly ten minutes. Without using training wheels, ever...
Terry Elliott's insight:
Mark Sample writes in this post about what he calls 'intrusive, obstructive scaffolding".
"Training wheels are a kind of scaffolding. But they are intrusive scaffolding, obstructive scaffolding. These bulky metal add-ons get in the way quite literally, but they also interfere pedagogically. Riding a bike with training wheels prepares a child for nothing more than riding a bike—with training wheels."
How does this apply to tech pedagogy? When I teach new tech tools in the classroom I introduce the broad outlines then I ask them to begin the job at hand. If they have problems they turn to the student on the right and ask them if can help. If they can't help then I ask them to turn to the right. If she can't help, then they can ask me. I then ask everyone, "Hey can you help with this?" If no one knows, then I show the person who originally asked and appoint that student to be the new go to person for that that question. Yes. Always? Not always, but it works well enough that it has become a learning routine in my classes.
I think this is what Sample means. In the context of MOOC's he argues that the whole course is scaffolding on a massive scale and he ask the legitimate question, "Where the hell are the people?"
And what is the danger if we don't bring back the people?
"I want to suggest that unless online teaching—and classroom teaching as well—begins to first, unscaffold learning problems and second, rediscover embodied pedagogy, we will obstruct learning rather than foster it. We will push students away from authentic learning experiences rather than draw them toward such experiences."
If you want to see how technology shapes the way we perceive the world, just look at the way our experience of time has changed as network speeds have increased. Back in 2006, a famous study of onl...
This might as well be a whack upside the head for teachers. As our students become more connected (meaning fast connections) the less patient they become online-- as in"less that the blink of an eye" wait time impatient. If this translates to the analog, 'meatspace' world (and I suspect it might), then what does it mean for gathering attention in the classroom?
We need to be studying student attention in the classroom where there is unrestricted wireless and device access like my own university one.
Here is Nicholas Carr's take (and it honestly makes me think that everything I do in my teaching is wrong:
"One thing this study doesn’t tell us — but I would hypothesize as true (based on what I see in myself as well as others) — is that the loss of patience persists even when we’re not online. In other words, digital technologies are training us to be more conscious of and more resistant to delays of all sorts — and perhaps more intolerant of moments of time that pass without the arrival of new stimuli. Because our experience of time is so important to our experience of life, it strikes me that these kinds of technology-induced changes in our perception of delays can have particularly broad consequences."
Gotta love that oxymoronic understatement--"particularly broad consequences".
Mobile phones in the classroom--I am still struggling with getting my students to connect via twitter much less all these tools, but they stand as a challenge to me to keep them in mind as I re-think lessons, assignments, and other learning 'stuff' for the next semester. I think they might help you too. Learning first, tools to support, and no extra tech without careful thought.
"Google Research Tool is an easy way to add web information and images to your Docs and Slides."
Perhaps it was easy for some, but I found it a little hinky at first. In other words, I found the directions at EdReach and at Google a little sketchy. Plus, the settings for the tool is buried in the 'research bar'. I realize that I am burying the lead here because... I actually love this tool and I think it could become a regular part of my blog posting and my students' writing lives.
I love how I can research in Google and Google Scholar, look for images, cite stuff, change citation style. This would make it so much easier to write academic style essays to meet the demands of the common core. I am all for transparency of ideas as one of the prime values of informative, scientific, and academic writing. This tool makes it easier to gather, sum up, make sense of and share ideas, information, arguments--the "full catastrophe" in Kazantzakis's phrase.
I am making a bit of a hash of this myself so see what you can make of it yourself.