(Re-)Discovering Audio, Online lectures and Uses for Education Part II

Looking at the spread of internet-delivered Audio.
Macsurfer added another audio application announcement. Apparently the NFL will be ‘podcasting ‘ their games (News Item )

“The National Football League on Tuesday announced an agreement with Audible Inc., an online distributor of audiobooks and other spoken-word programming, to make recordings of this year’s remaining playoff games available for portable audio players, including Apple Computer Inc.’s iPod.”

There are other specific sites for podcating like Podcast Central. But there are plenty of sites for just regular audio files.

I previously mentioned the use of sources like the audible.com and Library of Congress for audio files.

There are also a large number of Internet Radio sites with downloadable and streaming content.

(Re-)Discovering Audio, Online lectures and Uses for Education

Using the more modest technologies of the internet to gather rich information, and how that could be applied to education.
Anyone who hasn’t got that AUDIO is the biggest application (by data transfered) on the internet, probably hasn’t been paying attention. I had the opportunity over the last couple of days to think about a number of technologies and how they could be applied to my former career as a teacher.

As a delivery model, internet and web traffic, has gone from text to graphics, and now to audio. While video is available on the web, it is significantly degraded from what most people have come to expect. As the CEO of Netflix pointed out, 3 DVDs in the back of a station wagon currently beats the fastest data network as a transport media.

The advances of commercial online music like iTunes shows that you can get audio at a quality that the mass market is prepared to pay for.

So with my iPod in hand I have gone looking for other audio that would be useful.

First I found audible for fiction and non-fiction books. I find non-fiction as a more useful than non-fiction for an audiobook. I actually got into blogs after listening to a Free audiobook. Library of Congress Series on Digital Future: Blogs with David Weinberger

So how does this apply to teachers, well most of the items that we use in print could be presented as audiobooks. Most of the major text used for English classes are already availible as audio files.

While there is an argument for digital textbooks for reading, the audio versions might make the market before their electronic type cousins. This is despite the good work of the Gutenburg project.

I especially like the idea of downloading these audio files to my iPod so I can listen to them while I am out walking or driving. So these are generally more useful than text or video for this purpose. By the explosion of the term Podcasting , I gather I am not the only one. For an example of some Podcasts see http://audio.weblogs.com/

….. Continued tomorrow.

Cell Phones, Cellular Data and Voice over IP

I have to believe that the average person is paying more than they ever have for ‘communications’ When I think of the cost of my internet, phone and cellular service, I must be spending a couple hundred dollars a month on all this stuff.
In listening to a article from the Harvard Business Review (via audible ) there was a discussion of what companies should do when there core business looses value. That includes bundling services and entering adjacent markets. I have decided that is exactly where I am.

My home phone service is from Vonage at a fairly economical $20/mo. My cellular service is a rather economical $20.mo. So how do I get to $200. Well as the comedian Gallagher said – Why do two $50 tires cost $150 bucks. …. its all the extras, like putting them on the car.

Well if you want the nice VOIP service, then you need the high speed internet … add $30.

The high speed internet needs basic cable or telephone service … add $20

While Vonage is rather good about including the extras, They probably deserve more of my money but they actually get the least. The other services have a long list of ‘extras’, like caller ID on my cell phone.

Of all the services you are likely to want on a cell phone, isn’t Caller ID #1?

Oh well, you load up all the ‘extras’ on the cell phone and the cable service, that drops another $30 or so.

Well the new cell phones aren’t really useful unless you can use the data service (wap, SMS). Add another .. $30.

Drop all the taxes, services charges you get pretty close to $200, especially if you use any additional features.

Well that is the downside, the upside is all the cool things you can do, like answer all your work emails from your favourite coffee shop. Now how much do I spend on double Americanos? …. Now that might be a worth a look.

Well if you want a quick look at coffee in Victoria .. then this might be worth a look .

Digital TV

Reviewing the Free Preview of the digital TV channels.
In a wild attempt to sell more TV services the local cable companies have started a free preview month. This is going all during January. See http://www.greattv.ca/ .

While this gives me a chance to see whether I was right in canceling a number of channels, it hasn’t done much else for me. I used to watch TechTV on a regular basis with shows like The Screen Savers and Call for Help but when the US service was consolidated in Canada as G4TechTV. The channel became largely a gaming channel. nav_01.jpg I still subscribe to BBC world service (news) because there is nothing that really replaces the level of reporting you get from the BBC. bbc_logo.gif

Once I got past those there are some other interesting channels but it is hard to pay $2.50 a channel for something you watch once or twice a week.

The bigger issues is that most of these ‘specialty’ channels spend a lot of time replaying shows that are also on the main channels. In some cases you can understand the concepts of re-runs or even ‘retro’ shows on specialty channels. But these channels seem to do a repeat of the same episode that was on the main channels a couple of days before. So shows like NCIS show on Tuesday and are repeated on the Mystery channel three days later.

So while the cable company is trying to sell me last weeks TV, a week later, I am still trying to get the most out of my HD-home theatre.

Currently Shaw provides 6 HD channels. 3 Major networks plus PBS. There is also a ‘HD’ Channel, that largely repeats what is on the other 4 channels. The last channel is an HD movie channel which you can only see if you pay for the other 5 non-HD movie channels. None of the Canadian channels broadcasting in HD are available on Shaw. So I would have paid to see the World Junior Hockey in HD, even if it was a Pay per view event.

So a bunch of replays on the high end ‘digital’ TV and not much in HDTV.

I was spoiled by 2 years of a US satellite service (DirectTV). That got me hooked with TechTV but also HBO and Showtime. There were also a number of specialty channels but they had the value of developing original or unique programming.

That is not happening on the Canadian Specialty channels.

So much for Not So Great TV.

New Years day in Review

For me, New Years Day is more fun than New Years Eve. Here in Victoria there is a well established tradition of New Year’s Leves.
The major event is at Government House, where you can go meet the Lt Governor . Details of that and the Leves are available here . They generally involve meeting your government, have some free food and coffee and conduct the more socially acceptable version of a bar crawl, as you go from site to site.

Here are some of the ones from this year.

HMCS Malahat: 9-10am, combined messes levee, Wardroom, 20 Huron St.
City of Victoria: 9-10:30am, City Hall (upstairs), 1 Centennial Sq.
Canadian Scottish Regiment (Princess Mary’s): 10-11am, Officer’s Mess, Bay Street Armoury, Field St. off Douglas.
5 (B.C.) Field Regiment RCA: 10-11am, Officer’s Mess, Bay St. Armoury, Field St. off Douglas.
Saanich: 10am-noon, Saanich Municipal Hall, 770 Vernon Ave.
Victoria Field Ambulance: 11am-noon, 741 Communications Squadron and 11 Medical Company Victoria, Combined Officer’s Mess. Lt.-Gen. Ashton Armoury, 724 Vanalman Rd.
Langford: 1:30-3pm, City of Langford, 877 Goldstream Ave.
Esquimalt: 1-2pm, Esquimalt Recreation Centre, 527 Fraser St.
North Saanich: 2:30-4:30pm, Municipal Hall, 1620 Mills Rd.
Oak Bay: 3-4:30 p .m., Garry Oak Room, Monterey Senior’s Centre, 1442 Monterey Ave.
Royal Canadian Legion: 2pm, Esquimalt Dockyard Branch 172, 622 Admirals Rd.
Maritime Museum: 11am-3pm, 28 Bastion Square.

Welcome to My Site

Welcome to my Site. This will hold my personal content on various isssues.

With all the great Web 2.0 tools my content has been splashed at various sites include .Mac, Bloglines, Flickr,del.ico.us. So I am hoping to get is all tied together here.

With all the great Web 2.0 tools my content has been splashed at various sites include .Mac, Bloglines, Flickr,del.ico.us. So I am hoping to get is all tied together here.

NCCE ‘99 Notes Northwest Council for Computer Education, March 17-20,1999

Preceedings availible at http://www.ncce.org/99/proceedings/index.htm

  • Ian Jukes

    Handout at http://www.tcpd.org/tcpd/handouts.html

    • In planning for technology we filtering ideas through
      personal mind set. Expodential growth of technology a problem
      but not the Issue. Headgear lags behind hardware. Technology
      forces change in the way we do things.
    • eg: Moores Law Power 2x and price-30% in 18 mo.
    • In the first 10,000 years almost no change, in the last 50
      years explosive change and it’s not over yet. We can not
      be using old mind sets on new technology. Or view new
      technology as an extension of old technology.
    • What does the future hold.

      -Growth will continue by 2010- a PC will have 1TB HD 8 GHz
      processor 32GB RAM and cost $14

    • Web trends
      • In 1993 no WWW
      • Now 100 million Users
      • By 2000 400million
      • Internet is doubling every 120 days
    • Time to 50 milion Users;
      • telephone.. ~ 41 yrs,
      • Tv 38 yrs,
      • Internet email 3yrs
  • Jennifer James Notes at:

    http://www.drjjames.com/

    • Excellent Keynote similar to the one she gave at NECC in
      Seattle in ‘97.
  • WWW Servers for transfering Student data.

    Jill Hanson Sierra Systems

    • EDI (Electronic Data Interchange) system for K-12 Piloted
      in washington state (among others).
    • Intelligent Server that could take specific record file and
      Convert it standard form for dilivery to other school.
    • Washington state EDI Pilot “Charlotte” servers. Exchanges
      between all school systems (macschool, sasi, etc) and Colleges
      (Peoplesoft Student info system).
    • This uses a international standard ANSI x.12 EDI standard.
      The final result will also support XML.
    • Servers use Netscape EC expert.
  • Creating a District Internet Proxy Cache and Filtering system
    – Dave Scott

    Handout at http://www.upsd.wednet.edu/upsd/dist/programs/TechSupport/TechFAQ.html

    • Two proxies Safe Proxy for K-7 that only allows access to a
      specific list of sites. No password or logon required.
    • Filtering Proxy for 8-12 and staff using a filter list
      .
    • The users can surf the intranet without using proxy. Once
      they hit the internet they are requried to athenticate.
    • LDAP server Provides link between IP address and user name.
      Log recorded by user name.
    • Surfwatch of allowable sites for k-7.
    • 8-12 Netscape proxy + Cyber patrol.
    • LDAP Server reacts with Proxy for Name to Slte log.
    • Future plans for proxy and DNS. A local level would be
      better than current district DNS.
    • Local proxies would also improve performance.
  • Learning Space

    www.learningspace. org

    • This is a consortium effort in Washington State to share
      information on planning, instruction, and support of
      technology.
  • Tom Snyder
    • Intro: Educaitonal Theory Vigotski-“all learning in
      social”. Storytelling is a fundemental social interaction.
    • Schools could be the last vestiage of Coming Together.
    • What if one of the unitended consequences of technology is
      to reduce conversation?
    • To avoid the shock of rapid change to educaiton we need to
      know “How to do it Gently?”
    • Computer Literacy Is not literacy. The word ‘literacy’
      implies a fundemental urgency that is not necessarily
      true.
    • The word ‘interactivity’ is only function of education. It
      doesn’t get used in other places. Interaction = ” l don’t want
      a relationship with my WP.”
    • Interaction is intended to let students learn rather than
      having them taught. By letting students Choose their own path
      They might just end up running amuck. Interaction seems to
      involve clicking as fast as possible through a set of links
      with little or no commitment to the information that is being
      presented.
    • The best Interactive software is about 1/100 as good as the
      worst relationship you can have with a cat!
    • Reference to the “The great geography Scare” – every 7
      years the Geography curriculum gets redone to solve the problem
      of students not finding their own state on a map.
    • Results: The answer to bad teaching and schools is not
      technology; it is better teachers and better schools.
  • SearchEngine Mini session

    Analisa Massanari

  • Linux Session

    http://www.riverdale.k12.or.us

    • Server Services
      • DCHP,
      • apache (www),
      • CGI PERL,
      • Proxy,Nettalk (appletalk),
      • window Print and File Services (Samba)
    • Deskop
      • Commercial and free solutions availible
      • Wordperfect and Staroffice, Free to individuals, Cost to
        business/schools
    • http://www.cheapbytes.com– Source for cheap CDs of Linux releases
    • List of K12 Linux Resources
      [HERE]

    Back To Pro D Page


Bill Kempthorne <billk@maxwest.net> c1999 maxwest.net Web
Services

Bill’s Notes From NECC ’97

Keynotes

Monday – Bill Gates

Three Microsoft Examples.
  • New York- Mott Hall, Office & Notebook computer available
    100% of the time.
  • Jackson Hole WY Certified Education Program (AATP) for NT and
    95 Program at High school
  • Blacksburg VA “Most connected Community” Linking schools to
    community including Elementary Children to Pensioners

Tuesday – Keynote

Pre keynote announcements: Student Technology Leaders

Info available at
http://www.advanced.org/thinkquest

Plan for Cyberfair 98, Community day In October

Chris Held Bellvue SD

  • Philosophy = Powerful Ideas
  • Epistemology Powerful Learning
  • Pedagogy , Powerful Teaching
  • Technology Powerful Tools

‘All Things are connected”

Integrated Technology Classroom with 4:1, Kids to Computer ratio

Also includes Camcorder ,Lego-Logo, Laptops,

Wednesday – Jennifer James, Cultural Anthropologist

Author “Thinking in the future tense”

Getting computers and technology is not the major problem.

Rich Poor split is not the major problem eventually either the
disparity resolves itself or the poor defect toward anarchy.james

The gap is a behavioral.”The Truth will set you free but first
it will make you miserable” Technology can be a great equalizer
economically. Mass migration can be a destabilizer but technology
allows people to prosper where they are.

Progress is the Concentration of energy

Skills of teachers vs intelligence of teachers

Economics are the efficient Use of energy

Concurrent Sessions

NECC Wednesday’s Sessions Wed, Jul 2, 1997

Chris Dede – 10 Big Question, with some big answers

“Ten BIG QUESTIONS are dominating current discussion
about educational technology:

  • How do we pay for multimedia-capable, Internet-connected
    classroom computers for every two to three students?
  • How can my school afford enough computers and
    telecommunications?
  • How do I get my colleagues involved with educational
    technology?
  • How do we move our community beyond traditional ideas about
    teaching, learning, and the role of schools?
  • How do we prove to our community that new technology-based
    models of teaching/learning are “better”?
  • If we use technology well, what should we expect as “typical”
    student performance?
  • What comes next after the World Wide Web?
  • How can educational technology increase equity rather than
    widening current gaps?
  • Where can I get external funds for innovation?
  • How can I keep up?”
How do we pay for capable computers for every 2-3 students?

– We can’t! Computers aren’t the only, Ignores fhe teacher
training needs, Ongoing costs are prohibitive

-We shouldn’t do it! Wrong model
We need more financial leverage from outside (the school)
technology and develop learning as part of living. This will
require the building community partnerships.

How can we afford enough technology? (ie; without doing
anything else)

”Enough” is a moving target

How do expenditures alter when educational technology is used
effectively?

-Less textbooks

-Less data managment

-Less Reteaching

-Dillerent ratios Of student :teacher
How do we move our community beyond traditional ideas of
learning and teaching.

-3rd generation thinking

-Active collaborative

-Shared cognition

-Distributed learning
How do we Prove the new models are Better?

Evidence:

Motivational Evidence

Expanding range of topics

Conventional content Mastered by More, Sooner

Skills for knowledge based workplace

Higher outcomes on standardized test
What should we expect as typical student performance?

Beyond TIMSS and Similar tests, beyond dlsipliie based
standard,

Beyond new pedegody

Equity Question? Initial Widening but Ultimate Narrowing

Content and services are as Important as access and literacy.

Integrating the internet into the classroom

Four Parts
  • Equipment
  • Access
  • Connectivity
  • Training
Previous experience running a Webcamp for teachers. At the
beginning no one scored themselves below a 3 on the technology
rubric. After the course their scores went down because they
didn’t know what they didn’t know.

Three uses for the internet

Internet as a ProD tool

Teaching and learning about the Internet

Teaching and learning with the Internet

E-merging instructional practices on the Internet

bvsd.k12.co. us/ ~black/ NECC97.html

lt’s Not the Internet its the Information

Ian Jukes

Handout At : http://www.tcpd.org

We Continue to focus On hardware

So the revolutioi isn’t here yet

Don’t blame a pencil if a kid can’t write

Headware not hardware

Who is this guy?

  • what is he going to do?
  • overview of Internet from different perspective
  • present and future of Internet for schools
  • outline information literacy curriculum
The Internet Revolution: Do you remember when?
  • you didn’t see gee whiz articles about the Internet in
    magazines and newspapers
  • surfing was done outdoors
  • Java was something you drank
  • the Web was a TV or a phone
  • you didn’t see “http://” written at the bottom of ads
  • you didn’t have to explain the @ sign
  • how long ago was that? 19 months
  • it has been there for some time, but it’s been flying below
    our personal radar
It’s spreading like wildfire
  • become the infrastructure for every company and industry in
    marketplace
  • although many just don’t know it
  • world’s largest economic sector
  • an import surpassing oil and steel
  • driving fundamental changes in business and community
  • new reality for 21st Century
What’s happening?
  • explosion in summer of 1995
  • went overnight from geekhood to coolness
  • from a special thing done by a small priesthood to public
    consciousness overnight
  • abolished distance making everywhere here
  • in ’94 there were no commercial Web sites
  • now they number in 6 figures
  • everyone’s registering domains
  • Yahoo gets 3,000 plus submissions daily
  • Web doubling every 53 days
  • this is biological growth – like red tide/lemmings
The e-mail explosion
  • 30 million messages daily
  • the equivalent of $9 million worth of first class mail
  • total volume by Post Office is up 5% since ’88
  • but business mail is down by 33% in same period
  • only stuff that goes through is at-risk mail
  • post office has become one giant piece of road kill on
    information highway
What is happening?
  • cyberspace now middle class suburb
  • this has happened in a world of $2,500 computers where using
    telecommunications is like trying to suck peanut butter up a straw
What will happen?
  • when we see $500 network computers combined with @Home cable
    modem at 10,000,000 bps
  • will the number of users go up, down, or stay same?
  • obviously it’ll go up – this in part explains Internet fever
    and the rapid stock market
Where are we heading?
  • we ain’t there yet…
  • still hearing lots of criticism
  • there are lots of problems related to slowness, security,
    under/over regulation, and potential overload
  • this shouldn’t concern us as eventually Net will handle them –
    but this takes time
  • but despite problems, a critical mass has been reached – we
    must acknowledge the sheer magnitude of an expanding base of true
    believers
Nothing but Net
  • there is controversy over how many regular users there are but
    no controversy about the fact that the Internet is coming at us
    like tidal a wave
  • it’s hard to exaggerate importance
  • it’s opening communications to masses and quickly racing
    toward full-fledged status as commercial medium
So What About Schools?

  • is it really a technological revolution?
  • since late 70’s, billions of dollars and words have been spent
  • in the 1995/96 academic year alone, tech spending in
    K&endash;12 public schools was $4 billion – twice the amount spent
    on textbooks
So what’s the problem?
  • we have endured years of hype and hope for electronic
    education, most of which has been undertaken with the very best of
    intentions
  • unfortunately, the primary focus has been on tool and hardware
    du jour
  • as a result, the revolution is still not here – why?
  • we primarily focused on the tool not the application of the
    tool to curriculum
  • we can’t blame a pencil if a child can’t read or do math – and
    we can’t blame the technology for failing
  • the problem lies mainly with curriculum and teaching
    strategies
  • so how does this relate to the Internet?
  • it’s déjà vu all over again!
What about the Internet?
  • 90% of classrooms in America today don’t have access
  • beyond that, classrooms are limited by the available equipment
    as only 12% of computers in schools today are capable of Graphical
    User Interface access to the Internet
  • 35-50% of schools have some access but this is usually a
    single station located in a classroom, the office or the library
  • this is like having a single pencil for the entire school and
    expecting everyone to become pencil literate
Where are we heading?

  • only 9% of classes have access (which is up from 3% in 1994)
    but this will change quickly based on trends about Internet access
    outside of education
  • but based on the trends outside of schools, let’s extrapolate
  • 5 years from now – do you think that there will be more, less,
    or the same level of access for students?
So what’s the problem then?
  • it’s not about access – this will happen
  • very few doubt the power and potential of age-appropriate tech
    to transform education
  • the problem won’t be access to computers or the Internet
  • no – the real problem is about the focus
What’s wrong?
  • instructional technology holds enormous potential for
    instruction and learning allowing access for any student in their
    native language to a world that they are very comfortable with
  • it provides opportunities to take digital field trips and
    access to world-wide resources
  • this isn’t the problem – it’s the mindset that we’re applying
    to the technology
  • we need to prepare for this new world – and we need a new
    mindset that focuses on a new curriculum and new teaching
    strategies
How is it being used today?

  • for most we use a proximal learning model – we put students
    close to the technology and hope or assume that somehow they will
    learn by osmosis – unfortunately, more often than not this does
    not happen
  • the problem is that kids know more than teachers so the kids
    define the context and content
  • so where do they go? to Wrestlemania, the Scooby Doo home
    page, the NBA online, to live chat lines and to the Doom home page
So what’s the problem?
  • most schools today are little more than ISPs because students
    and teachers are using Internet services without an instructional
    context
  • we have to ask whether this new media to be used for higher
    level learning or will it just become a new generation of
    educational Nintendo?
What skills are needed?
  • skills needed to effectively utilize Internet are little
    different than those used in a library – the only difference is
    that we have new technology, but despite this, we’re applying an
    old mindset
  • whatever the medium, users need a set of analytical skills to
    process this information – but schools have never really mastered
    teaching of information literacy
It’s not the tool, it’s the task
  • tools have no meaning without context – if I give you a
    shovel, you have no idea what the context is – but if I give you a
    shovel and tell you to dig a ditch, it has a context
  • the Internet is a great tool, but for what?
  • and this the crux of the problem – many teachers just give
    students the Internet and then get out of the way
  • this is a case of leap of faith, proximal learning!
  • as a result, we are simply replicating old problems and
    processes with new technology – now we get animated, full color
    meaningless, gratuitous information more quickly – this is not
    learning!
  • for learning to take place, it must do so inside a context
The problem transcends technology
  • in the past, we gave kids an assignment on Saturn and got back
    the Encyclopedia Britannica
  • along came optical disc technology – we gave kids an
    assignment on Saturn and got back the Grolier’s Multimedia
    Encyclopedia
  • now we give kids an assignment on Saturn and we get back the
    Internet
  • this is simply information bulimia – they suck up the
    information and spit it out with little consideration of what it
    means – as a result, many of our students are suffering from
    intellectual and informational anorexia
  • schools think that if they’re connected, they’re doing it
What’s wrong?
  • instructional technology and Internet are being used to gather
    raw data but much of the writing and research is garbage
  • information is not knowledge; and computer literacy doesn’t
    necessarily cultivate information literacy
  • it appears that the Internet breeds a kind of intellectual
    laziness
  • the ability to find and list data is no substitute for
    figuring out how to organize information
  • as a consequence, even in schools with full connections
    students can surf the Net but can’t move beyond visiting home
    pages
Geraldoization of information
  • the Internet is a wasteland of unedited data without any
    pretense of completeness – it lacks editors, reviewers, and
    critics – as a consequence it is predominantly not information,
    but noise
  • the problem is that this is not recognized by most students
    and teachers
  • this is the crux of problem – people have not been able to get
    beyond oohing and aahing about sites and suffering from terminal
    technodrool
  • as a consequence, we really need to shift gears… because
    it’s not the Internet, it’s the information that’s important
What is needed?

  • people need more than just raw data – they must look beyond
    the data for significance
  • what skills are needed to see significance of data?
An example
  • the Captain Picard model of problem solving
  • how and when does he use technology?
  • only when he has a task to do
  • he asks a question of the computer based on a problem
  • access to technology is transparent
  • he then analyzes the data retrieved and turns it into
    knowledge
  • then applies the knowledge to solve the problem
  • then assesses process_ he has undertaken
5 Stages of Information Literacy
  • Ask
  • Access
  • Analyze
  • Apply
  • Assess
Stage 1 – Ask

  • comes out of a problem
  • if you don’t have a problem, you don’t have a question
  • at this stage you are defining problem
  • problem solving fosters ownership of learning
Stage 2 – Access
  • strategies more important than tools
  • use driven by context created by questions
  • searching techniques used to locate information
  • techniques are media independent
Stage 3 – Analyze
  • how credible is the information
  • need to use the tripod model of analyzing – the stool won’t
    stand unless it has 3 legs so the information can’t be trusted
    unless there are 3 corroborating sources
  • students must be able to look at information critically
Stage 4 – Apply
  • use information to solve problem, write essay, do report,
    create graph, complete argument, make presentations
  • at this stage, you must take what you’ve got and create
    products
  • need to submit both raw material and analysis
  • access is nothing if you can’t both analyze and apply what you
    have obtained – to do this you need both technical and conceptual
    skills
Stage 5 – Assess

  • have original goals been met?
  • what has been learned?
  • not just what has been learned but also how it was learned?
  • how could process or product be improved?
This is what the Internet needs to be about!

Information literacy

  • transcends Internet
  • applies equally well to magazines, newspapers, textbooks,
    CD-ROMs
  • it’s not the tool, it’s the task
  • it’s an issue of headware not hardware
It’s not the Internet, it’s the information
  • what we have is data explosion not knowledge explosion
  • we have the best educated, least prepared generation
  • we need the tools but we can’t stop there
  • we need repeated opportunities within formal, structured
    informational context
Achieving information literacy
  • students need to work with the information resources that will
    bombard them throughout life
  • this is not just about the ability to read and regurgitate
    facts – it’s about knowing where to find facts and then how to use
    them
  • it’s about using real-life information resources for solving
    real-world problems
  • my greatest fear is that if students view and use the Internet
    the way they view and use encyclopedias and CD-ROMs, we will
    continue to get what we’ve always got
It’s time to shift gears

  • we must move students and teachers from a quantitative to
    qualitative mindset
  • it’s not how much information they have, it’s how much
    knowledge they’ve gained
Making the shift
  • the bottom line is that it’s not what you use but how you use
    it

NECC Tuesday’s Sessions, Tue, Jul 1, 1997

Steve Wozniak – Creativity in the Classroom

Felicia Oram – What Does Television “Edutainment” Do for the
Classroom

Editor for Bill Nye (Post Production)

Collaborative Process

Tv + science + entertainment

Mission to raise science curiosity In 4-7 grade when kids
start to turn away from science.

This Is also the age where student make independent Tv
choices.

No we don’t give out t-shirts

Companion to classroom environment. 1 subject Per show + a
curriculum path for season.

Curriculum and science advisors pick 2 to 3 concepts.

Background sheets 10-12 pages. Comedy and science writers
cneate content and directors rewrite everything.

Show Organization

  • Start with tease.
  • Continuous rotation not a 1 time experience.
  • Bill Nye open
  • The Walk
  • Big demo
  • Anything short that doesn’t have Bill in it
  • Rest of Show is fast Bill and fast kids
  • “Check it out”
  • “way cool scientist”
  • ” Music video”
  • prat falls
  • see-say technigue
  • chanel surf feel, static and jump cuts
Funded by NSF, PBS, Disney

Off air rights for teachers to tape and use in classrooms

2 versions one for PBS no Commercials other from syndication
(3min off)

Syndication has Shorter tease and some other cuts.

18:1 shoot rate can be as high as 30:1

4 directors and 2nd film unit

Avid video (Mac)

Cut List made using compress low res Video Using frame index. This
is a compromise of Resolution vs Storage. 32GB barely holds 1show.
500-800 edit per show. Digital Editing can give you the temptation to
do everything. The final adjustments boost primary Colours to give
cartoon look.

Well Connected Educator- Gwen Solomon

Beyond the firewall

66% of corporations are Inside Intranets (1996 survey)

TCP/IP-Content Irrelevent

fully scallable and cross platform

Info Services

Clients – freely availible

Authoring tools-

  • Open standards
  • Ubiquitous
  • Ease of use
  • Scalable

It's about the little things now.