tag:blogger.com,1999:blog-30754080447140610912024-03-13T09:23:31.364-04:00ExploratoryLearner - The Real DeihlThis blog is a personal learning space which primarily focuses on educational use of technologies in education. It also serves as a test bed to experiment with various technologies. I feel that by sharing the problems along with the successes, we may all benefit from the experience.William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.comBlogger86125tag:blogger.com,1999:blog-3075408044714061091.post-32183063780400466292014-11-18T11:58:00.000-05:002014-11-18T12:11:45.585-05:00Images Tell StoriesI've long been fascinated with the power of images and the stories they tell. But now, the images can actually "talk." Who knows if they are telling the truth?<br />
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I've just read<a href="http://gizmodo.com/googles-image-recognition-software-can-now-describe-ent-1660033808" target="_blank"> </a><b><span style="color: black; font-family: Times; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;"><a href="http://gizmodo.com/googles-image-recognition-software-can-now-describe-ent-1660033808" target="_blank">Google's Image Recognition Software Can Now Describe EntireScenes.</a> </span></b>This is interesting from several perspectives,
but currently, it sparks a conceptual idea for the creation of digital stories as
a result searching images and allowing the data to create a story. This random
collection of descriptions about what is happening in an image seems bizarre
and remote from true storytelling. But wait, don’t we tell ourselves stories…
make up some plausible narrative about what we see around us every day? Isn't it human nature to make meaning out of what we see? Perhaps
the image-generated story might just be the starting point to explore and learn
what has really been captured in a particular image. Perhaps this could be the
catalyst for real learning. How different is this from vetting a story from
social media, particularly by those in professional journalism. How different is this from detective work, archaeology or other forms of research? Let’s experiment and see what we can
learn as we seek to discover the truth.<br />
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William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com1tag:blogger.com,1999:blog-3075408044714061091.post-75633856938265179632014-11-11T11:32:00.000-05:002014-11-11T13:42:07.926-05:00Program Design in 21st Century Higher EducationI feel the need to reiterate my disclaimer: I write this blog post to share my own generalized thoughts about educational program design and do not represent any institution as I ponder design for the future.<br />
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<a href="https://www.flickr.com/photos/danielfoster/14758510078" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" title="Architecture of the Future by Daniel Foster, on Flickr"><img alt="Architecture of the Future" height="213" src="https://farm6.staticflickr.com/5564/14758510078_26154ff376_n.jpg" width="320" /></a>
Yesterday, my colleagues discussed their foray into the topic of designing a new program within the university. Obviously, program design has always been complex business and I do not claim to have any real knowledge of that complexity. But, I wonder if the current state of debate about higher education, the roles of 21st century technologies, demands for access and the current climate of innovation might make it both increasingly more complex and ripe for opportunities. As I understand it, program design must be able to prove that it will lead to jobs. But what jobs? Do these jobs even exist? It seems to me that requiring a program to prove that it will create (specific)
jobs runs the risk of looking into the rear-view mirror to design for
what might be coming down the road. I'm confident that programs can be
designed for existing jobs and that we can collect data to prove some
success in having graduates move into existing roles. But, what about
the future? What about innovation? What about preparing students to live
in a world of constant change and to be employed in <a href="http://education-portal.com/articles/How_Can_Colleges_Prepare_Students_for_Jobs_That_Dont_Exist_Yet.html" target="_blank">jobs and professions that don't presently exist</a>? I would hope that any new program would provide embrace open and connected learning opportunities and lead to learning that in turn would enable graduates to think critically, creatively, gain 21st century computing skills, develop digital literacy and be able to act independently and collaboratively, to solve problems, invent new things, explore and to enhance the quality of life.<br />
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<i>Image: Architecture of the Future, courtesy of Daniel Foster, https://www.flickr.com/photos/danielfoster/14758510078</i>William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-3521539410857658982014-10-23T10:50:00.000-04:002014-10-23T10:50:12.544-04:00The Rhythm of the Web<a href="https://www.flickr.com/photos/derekgavey/5500981048" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" title="Keep your own beat by Derek Gavey, on Flickr"><img alt="Keep your own beat" height="200" src="https://farm6.staticflickr.com/5136/5500981048_f305f20987_q.jpg" width="200" /></a>
Yesterday I had a brief conversation with <a href="http://www.gardnercampbell.net/" target="_blank">Gardner Campbell</a> regarding a statement that he had made in a <a href="http://youtu.be/-rdedm9k2fk" target="_blank">Google Hangout (see: time 49:30)</a> within connected courses <a href="http://connectedcourses.net/event/what-is-web-literacy-threshold-concepts-and-the-possibilities-of-the-open-web/?instance_id=119" target="_blank">#ccourses</a>. He talked about participation on the web as something that moves at different speeds. This idea really resonated with me and has had my head buzzing throughout the week. Having spent a lot of time in online courses, online discussion, collaborative writing, etc. I recognize easily what he's talking about. The web does move at different speeds. Sometimes it's synchronous and other times it's asynchronous, with varying rhythms of interaction. Through experience with the interaction with others on the web, patterns begin to form. People began to recognize each other by the quantity and quality of their interactions. We each gain credibility for contributions and our interactions as we seek to enhance our own learning in an open environment. Through this process we create communities of trust in people whom we can rely upon to share their ideas and to critically critique our work for the advancement of all.<br />
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For me, the next steps are doing what <a href="http://jonudell.net/" target="_blank">Jon Udell</a> refers to as “awaking grains of sand” on the web and creating what @gardnercampell referred to as “network effect” (see: <a href="http://youtu.be/-rdedm9k2fk">http://youtu.be/-rdedm9k2fk</a> ). In conjunction with these actions, developing my own rhythm is a critical step in my participation on the web.<br />
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So, here’s my nugget or “grain of sand”. I’m eager to see if it irritates the oyster and develops any pearls of wisdom.<br />
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<br />William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-62936078711648816372014-10-16T15:29:00.000-04:002014-10-16T16:34:37.851-04:00Exploring image bit depth, Adobe Premiere CC & problem solving from a different perspective<style>
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<span style="font-family: Arial; mso-bidi-font-family: Arial;">What
is image bit depth and how might it affect my use of images? </span></div>
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<a href="http://1.bp.blogspot.com/-4jiUQStlvOk/SLQbo-5LJVI/AAAAAAAAADU/-7z8V_wIfoQ/s1600/Bud-Warhol.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-4jiUQStlvOk/SLQbo-5LJVI/AAAAAAAAADU/-7z8V_wIfoQ/s1600/Bud-Warhol.jpg" height="240" width="320" /></a></div>
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<span style="font-family: Arial; mso-bidi-font-family: Arial;">How
can sharing my questions with others lead to simple solutions?</span></div>
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<span style="font-family: Arial; mso-bidi-font-family: Arial;">What
changes, when we look at problems from a different perspective? A question
introduced to me earlier this week in a </span><a href="http://www.soe.vcu.edu/events/jack-horner-dinosaur-hunter-a-dyslexic-life-from-two-points-of-view/"><span style="font-family: Arial; mso-bidi-font-family: Arial;">lecture by Professor Jack
Horner</span></a><span style="font-family: Arial; mso-bidi-font-family: Arial;">, </span><span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">the 2014 keynote speaker for the Ruth Harris Lecture in
Dyslexia Studies.</span><span style="font-family: Arial; mso-bidi-font-family: Arial;"></span></div>
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<span style="font-family: Arial; mso-bidi-font-family: Arial;">I’ve
been editing a project in Adobe Premiere CC and at the end of the video, I want
to place a VCU branding image that includes a tag line. Branding, as we all
know is important and institutions often have specific requirements as to what
and how files may be used. Following the rules, I went to the university’s
branding site (which, has restricted access) and downloaded the appropriate
folder of images as a .zip file and then extracted the individual .jpg images.
Having used .jpg images throughout my work without any issues, I proceeded to
drag the file into the Premiere project. But wait! A statement appeared
informing me that the bit depth of the .jpg file is not supported in Adobe
Premiere. This puts my following actions into the category of </span><a href="http://www.brainyquote.com/quotes/quotes/a/alberteins133991.html#RqxUXDySelOKVz4R.99"><span style="font-family: Arial; mso-bidi-font-family: Arial;">insanity as defined by
Einstein</span></a><span style="font-family: Arial; mso-bidi-font-family: Arial;">,
Franklin or someone: “</span><span style="background: white; color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Insanity:
doing the same thing over and over again and expecting different results.”</span><span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";"><br style="mso-special-character: line-break;" />
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<span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">I dragged the file into the editor
again (repeatedly) and still got he same message. I then “imported” the file to
see if “import” worked differently than “drag” in the editor. Again, I got the
same message. Hummm… does this mean that I inadvertently selected bit depth
settings in my Premiere project that are smaller than my .jpg file? Pondering
this, I asked </span><a href="http://altlab.vcu.edu/team-members/alana-robinson/"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">Alana Robinson</span></a><span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";"> to confirm my
actions for file access and to try importing a .jpg file. Once more - the same
result. But Alana immediately searched the problem online and found that
Premiere does not support 16 bit or 32 bit images. Viola! She brilliantly came
up with another solution: “try a different file type.” And there it was, in a
matter of seconds, she changed the file to a <i style="mso-bidi-font-style: normal;">file</i>.</span><a href="http://en.wikipedia.org/wiki/Encapsulated_PostScript"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">eps</span></a><span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";"> and dropped it into
the editor like it had been coated with grease. Thanks, Alana for looking at
the problem from another perspective and for teaching me not only how to get an
image into Premier, but to think critically and experiment in the process.</span></div>
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<span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">A few questions (or resources) you
might like to investigate:</span></div>
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<span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">What is image bit depth in an image? </span><a href="http://www.cambridgeincolour.com/tutorials/bit-depth.htm"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">http://www.cambridgeincolour.com/tutorials/bit-depth.htm</span></a><span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";"></span></div>
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<a href="https://en.wikipedia.org/wiki/Color_depth"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">bit depth in an image</span></a><span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";"></span></div>
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<span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">What is an Encapsulated PostScript
file?</span></div>
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<a href="http://en.wikipedia.org/wiki/Encapsulated_PostScript"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">http://en.wikipedia.org/wiki/Encapsulated_PostScript</span></a><span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";"> </span></div>
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<span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">How can I find out the bit depth of an
image? One way is to look at Extensible Image File Format information (EXIF)</span></div>
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<a href="http://en.wikipedia.org/wiki/Exchangeable_image_file_format"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";">http://en.wikipedia.org/wiki/Exchangeable_image_file_format</span></a><span style="color: black; font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman";"></span></div>
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<span style="color: black; font-family: Arial; font-size: 12.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Please reply with any links you feel will help
us all gain a better understanding.</span>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-90695180235114033612014-09-25T10:47:00.001-04:002014-09-25T10:47:59.362-04:00Feedback: Here’s your score!<table cellpadding="0" cellspacing="0" class="tr-caption-container zemanta-img" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://commons.wikipedia.org/wiki/File:Measurement_unit.jpg" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="English: Measurement unit" border="0" class="zemanta-img-inserted zemanta-img-configured" height="236" src="http://upload.wikimedia.org/wikipedia/commons/thumb/b/b4/Measurement_unit.jpg/350px-Measurement_unit.jpg" style="border: medium none; font-size: 0.8em;" width="350" /></a></td></tr>
<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 350px;">English: Measurement unit (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:Measurement_unit.jpg" target="_blank">Wikipedia</a>)</td></tr>
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<span style="font-family: Arial;">I recently joined a MOOC on
digital storytelling. I was up-front and honest about my experience and my
reason for joining. I run a digital storytelling program and I wanted to see
how another program might parallel, differ and/or otherwise inform me. There’s
always room to learn.</span></div>
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<span style="font-family: Arial;">As I engaged in the course,
I felt good about participation and offering some thoughts and resources that
others might find beneficial. I was excited and comfortable doing the first
assignment and in retrospect, probably too excited and included information
that more appropriately would fit into week 2: script development. Then…I
waited. Part 2 of the assignment was to provide peer review of 3 other
participants and then get feedback from 3 others. I was charged, ready to see
the work of others, give feedback and to get feedback on my own work. But the
design made me wait and the waiting began to disturb my flow. Finally, the day
came to review others and I did that as thoughtfully as I could. I tried to
provide positive support and make suggestions to help the development of their
stories. One by one, I moved forward in a system that would not allow me to get
feedback until all others had completed their work and the multi-day deadline
had passed. Finally, the long awaited feedback came. Anticipating some
thoughtful comments and advice, I was disappointed to get “grades”; numbers.
Numbers that were a bit lower than I expected, but that’s OK. The disturbing
part is that there was very little feedback and that it was anonymous. This
made me rethink the value of peer-review, flow, anonymity and the inability to
have a conversation about my work. This nameless, faceless, unconnected grading
system left me clueless about how to improve my work. What’s worse, it killed
my interest in the course. It became a bit of a canned process that ran on a
schedule. However, all is not lost. It made me realize the value of open
sharing and the possibility of instant or at least, very quick feedback. It
made me realize the value of a personal connection to someone who actually
cared about what they might say and how that might help me learn. It made me
realize that through our open sharing, we might actually teach or learn from
others and make new connections that might just change our way of thinking and
in some cases, our lives.</span></div>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com6tag:blogger.com,1999:blog-3075408044714061091.post-49279019074161696662014-09-24T11:34:00.004-04:002014-09-24T11:42:55.486-04:00Connected Learning<table cellpadding="0" cellspacing="0" class="tr-caption-container zemanta-img" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<a href="http://commons.wikipedia.org/wiki/File:Leighblackall-64955397.jpg" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="Leighblackall-64955397" border="0" class="zemanta-img-inserted zemanta-img-configured" src="http://upload.wikimedia.org/wikipedia/commons/thumb/8/8e/Leighblackall-64955397.jpg/350px-Leighblackall-64955397.jpg" height="263" style="border: medium none; font-size: 0.8em;" width="350" /></a></div>
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<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 350px;">Leighblackall-64955397 (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:Leighblackall-64955397.jpg" target="_blank">Wikipedia</a>)</td></tr>
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</style> <span style="font-family: Arial;">I just read <a href="http://www.educause.edu/ero/article/disrupting-ourselves-problem-learning-higher-education" target="_blank">The Problem ofLearning in Higher Education</a> by Randy Bass. </span><br />
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<span style="font-family: Arial;">As I move toward increased
participation in in an open and connected world, I do so with both excitement
and measured steps. The openness and connection I want is for sharing my thinking,
my understanding and most importantly, to have those challenged in order to
learn. </span></div>
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<span style="font-family: Arial;">Randy concludes his writing
with a reference to Steven Johnson’s (author of “Where Good Ideas Come From”)
TED Talk tagline: “Chance favors the connected mind.” I like this notion. In
many ways, I see too many connections and get deep into the weeds in a heartbeat.
I jokingly compare myself to the image of John Nash (A Beautiful Mind), as I
could easily see myself in a room full of images, information and strings to
connect the ideas. Maybe I should be scared of that vision.</span></div>
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<span style="font-family: Arial;">Randy breaks down
connections into two parts: first, making connections between things and
secondly, the sense of being socially networked. The first part is easy for me,
but the social aspect requires some work on my part. I need to think about the
word social. I think this word is not clearly defined and understood by many,
particularly as our use of words like “friends” or “circles” are transformed by
the use of technology and media. However, in the context of connecting ideas
across realms of experiences in various settings and with various groups or
individuals, I have long seen the connection of sharing ideas to the enhancement
of learning. In this light, I see and welcome thoughtful inclusion of
individual and collective experiences in learning design. Engagement with
others, commenting and discussion, collaborative creations, the use of
ePortfolios and community-based service projects are only a few things that
come to mind. Just as engaging in and observing the world about us informs our
learning from different perspectives, it is our learning that should impact the
world, sometimes in small but meaningful ways. As Mary PeaceMcRay said at the end of her
story <a href="http://www.youtube.com/watch?v=fDB2JN1jAQA&feature=youtu.be">The
Process of Science</a> "in science, observation of small and insignificant
things, often leads to greatness." </span></div>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com2tag:blogger.com,1999:blog-3075408044714061091.post-91954459899417985972014-09-18T14:47:00.001-04:002014-09-18T14:55:27.571-04:00Why I Teach: I teach to enjoy your success<style>
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</style><span style="font-family: Arial,Helvetica,sans-serif;">Yesterday, I started to write about why I teach. I came up with some ideas shared at the bottom of this post, but today, I read an email from a faculty member who participated in my Digital Storytelling Program. This short email and the video shared in the link is why I teach.</span><br />
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<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.7272720336914px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Hi Bud!</span></div>
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I hope you're doing well. I worked on a project this week that reminded me of our digital storytelling seminar. I thought I'd<span class="Apple-converted-space"> </span><a href="http://rampages.us/kreed/2014/09/16/documenting-process-when-the-process-is-your-product/" style="color: #1155cc;" target="_blank">send you a link </a>and say thanks for the learning! Apologies for the long rambly blog post.</div>
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Best,</div>
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Kristin<span style="font-family: Arial,Helvetica,sans-serif;"> (Reed) </span></div>
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<br />
<i>Watch this video to see learning unfold in real time: </i></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/1THbfhhDmFg?feature=player_embedded' frameborder='0'></iframe></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">My guiding questions:</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Why do I teach?</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Why do I care if you learn?</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Why should you come to me?</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Why should I (or any teacher) ask these questions (most importantly to ourselves)?</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">I have a passion (some say I have a gift). My passion is for good stories and to explore my own understanding through the creation of stories. Good stories are compelling. They cause me to listen deeply. But, more importantly, they cause me to reflect and ask questions. </span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">You come to me to learn about digital storytelling and I am inspired to share what I know and the resources that have developed my thinking. I immerse myself in listening deeply, so I can help you hear your own story. I love to help you identify your true passion and help you learn to tell your story through the power of digital media. I love to help you learn about the power of image, sound, voice, timing of delivery and the use of technology to create and share your own work of art. </span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">I come to digital storytelling with experience and ways of
working, but filled with questions and challenging my own thinking. I’m
often teaching on the fly, not with lack of experience, but questioning what I say, even as
I share my experience and thoughts. </span><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">I come with passion,</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Passion for story </span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Passion for media </span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Images</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Sounds</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Video</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">and a way to articulate feelings.</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">I come to help you tell a story that will make my hair stand on end. </span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Why do I teach? </span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">I teach to enjoy your success. </span></div>
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----------------------------------------</div>
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<i><span style="font-family: Arial,Helvetica,sans-serif;">PS: Kristen's video is very different from the work we explored in my digital storytelling program, but the experience there has grounded this creative exploration and I want to celebrate her work and the work of her students.</span></i></div>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com3tag:blogger.com,1999:blog-3075408044714061091.post-3391009668971321082014-09-11T15:38:00.000-04:002014-09-11T16:09:42.484-04:00Connected!<span style="font-family: Arial,Helvetica,sans-serif;">I am further venturing into the the concept of connectedness. </span><br />
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<a href="http://en.wikipedia.org/wiki/File:Demarc2.JPG" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="A telephone network connection point with spar..." border="0" class="zemanta-img-inserted zemanta-img-configured" src="http://upload.wikimedia.org/wikipedia/en/thumb/2/27/Demarc2.JPG/350px-Demarc2.JPG" height="263" style="border: medium none; font-size: 0.8em;" width="350" /></a></div>
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<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 350px;">A telephone network connection point with spark-gap overvoltage suppressors. The two brass hex-head objects on the left cover the suppressors, which act to short overvoltage on the tip or ring lines to ground. (Photo credit: <a href="http://en.wikipedia.org/wiki/File:Demarc2.JPG" target="_blank">Wikipedia</a>)</td></tr>
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<span style="font-family: Arial,Helvetica,sans-serif;">As part of that process, I'm blogging about the baby step of tagging selective posts to allow them to be harvested and and fed via RSS into the connectedcourses.net MOOC. As required, I'm adding a tag to the URL of my blog. My tag will simply be #connected. I'm using my Blogger account for convenience at this time, but I may find that I want to experiment with Wordpress in the future. I can't resist adding an image and I know that Jim Groom will love the descriptive language. I expect that I will need "overvoltage suppressors" as I embark on this journey and I look forward to the "charge" that I expect to get from existing and anticipated new connections.</span>William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-15230107830374337652014-09-03T11:03:00.000-04:002014-09-03T11:05:43.428-04:00A "Killer" Blog: Reconsidering the power of metaphor in teaching and learning<style>
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<span style="font-family: Arial,Helvetica,sans-serif;">Think about how we all use metaphors in education. What messages are we sending?</span><br />
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<a href="http://commons.wikipedia.org/wiki/File:Big-fish-attacked-small-sharks.png" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="English: Cartoon drawing about a big fish bein..." border="0" class="zemanta-img-inserted zemanta-img-configured" src="http://upload.wikimedia.org/wikipedia/commons/thumb/e/ef/Big-fish-attacked-small-sharks.png/350px-Big-fish-attacked-small-sharks.png" height="237" style="border: medium none; font-size: 0.8em;" width="350" /></a></div>
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<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 350px;">English: Cartoon drawing about a big fish being attached by small sharks, a metaphor for things like bloggers putting focus on bigger players (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:Big-fish-attacked-small-sharks.png" target="_blank">Wikipedia</a>)</td></tr>
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<span style="font-family: Arial,Helvetica,sans-serif;"><br />“Quick as a wink,” the semester starts and we “charge up the hill” to prepare for “classes”. We do our best to “communicate” and “connect” with our “students” to create rich learning “environments” and experiences. We strive to share our expertise and “guide” learners as they “explore” and “navigate” their way to “rich” learning. We work in both physical and virtual “classrooms”, share “documents” and “artifacts” (largely through electronic “bits” and “bytes).” We share our own narrative and “tell stories” that will hopefully “illuminate” and help learners “see”. </span><br />
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<a href="http://commons.wikipedia.org/wiki/File:Creation_Museum_Wrecking_Ball.jpg" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="English: A wrecking ball reading "million..." border="0" class="zemanta-img-inserted" src="http://upload.wikimedia.org/wikipedia/commons/thumb/5/52/Creation_Museum_Wrecking_Ball.jpg/350px-Creation_Museum_Wrecking_Ball.jpg" height="263" style="border: medium none; font-size: 0.8em;" width="350" /></a></div>
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<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 350px;">English: A wrecking ball reading "millions of years"; a metaphor suggesting that acceptance of an old Earth leads to the destruction of society. (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:Creation_Museum_Wrecking_Ball.jpg" target="_blank">Wikipedia</a>)</td></tr>
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<span style="font-family: Arial,Helvetica,sans-serif;">Metaphors are everywhere. As a storyteller, I am keenly aware of their power, but perhaps my awareness needs further examination. What works a metaphor for me may not resonate with others, particularly those from a different cultural background. So let’s pause and reflect before we inspire others to “kill” the opposing team. Let’s reflect on what we say and the awesome power of our words, particularly if they are misunderstood. See: “Your Brain on Metaphors”, the Chronicle, Sept. 2, 2014<br /><a href="http://chronicle.com/article/Your-Brain-on-Metaphors/148495/?cid=cr&utm_source=cr&utm_medium=en">http://chronicle.com/article/Your-Brain-on-Metaphors/148495/?cid=cr&utm_source=cr&utm_medium=en</a></span><br />
<br />William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-36093511002330455542014-08-22T14:17:00.000-04:002014-08-22T14:17:41.386-04:00Stories...to encourage a deep relationship with other learners<div style="text-align: right;">
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<a href="http://commons.wikipedia.org/wiki/File:Bethlehem_Wall_Graffiti_1.jpg" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="English: Graffiti in Bethlehem Polski: Graffit..." border="0" class="zemanta-img-inserted zemanta-img-configured" src="http://upload.wikimedia.org/wikipedia/commons/thumb/c/c4/Bethlehem_Wall_Graffiti_1.jpg/350px-Bethlehem_Wall_Graffiti_1.jpg" height="320" style="border: medium none; font-size: 0.8em;" width="306" /></a></div>
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<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 350px;">English: Graffiti in Bethlehem Polski: Graffiti w Betlejem Deutsch: Ein Graffiti in Betlehem (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:Bethlehem_Wall_Graffiti_1.jpg" target="_blank">Wikipedia</a>)</td></tr>
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<span style="font-family: Arial;">Clearly, I am a storyteller
and I believe strongly in the power of image(s) and the interconnection of
other media to share narrative. Much of my thinking and work is related to
this. Recently, I blogged about the need for an open source image collection so
we at VCU might be better able to tell our stories and teach through their
power. </span></div>
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<a href="http://en.wikipedia.org/wiki/File:VCU_commons.JPG" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="VCU Student Commons, Monroe Park Campus" border="0" class="zemanta-img-inserted zemanta-img-configured" src="http://upload.wikimedia.org/wikipedia/en/thumb/b/bb/VCU_commons.JPG/350px-VCU_commons.JPG" height="133" style="border: medium none; font-size: 0.8em;" width="200" /></a></div>
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<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 350px;">VCU Student Commons, Monroe Park Campus (Photo credit: <a href="http://en.wikipedia.org/wiki/File:VCU_commons.JPG" target="_blank">Wikipedia</a>)</td></tr>
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<span style="font-family: Arial;">In the Wideo blog post of
August 5, 2014, the notion that “<a href="http://wideo.co/blog/visual-storytelling-is-timeless-and-mighty/?utm_source=email&utm_medium=post&utm_campaign=email0608" target="_blank">Visual Storytelling is timeless and mighty</a>” is
presented from the perspective of advertising.<span style="mso-spacerun: yes;">
</span>This blog shares interesting thoughts, but it is clearly about marketing. However, it made me start asking myself
questions and speculating some answers.</span></div>
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<span style="font-family: Arial;">What are the differences
between a myth and a narrative?</span><br />
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<a href="http://commons.wikipedia.org/wiki/File:Navajo_flag.svg" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="English: Flag of the Navajo Nation Diné bizaad..." border="0" class="zemanta-img-inserted zemanta-img-configured" src="http://upload.wikimedia.org/wikipedia/commons/thumb/0/0c/Navajo_flag.svg/350px-Navajo_flag.svg.png" height="120" style="border: medium none; font-size: 0.8em;" width="200" /></a></div>
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<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 350px;">English: Flag of the Navajo Nation Diné bizaad: Diné Bikéyah (Naabeehó Bikéyah) bidah naatʼaʼí (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:Navajo_flag.svg" target="_blank">Wikipedia</a>)</td></tr>
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<span style="font-family: Arial;">What are the differences between
story and myth?<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial;">As we tell stories of our
own development, are they about something we want to come true/develop or are
they about something that exists?</span></div>
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<b><span style="font-family: Arial;">Telling these stories forces
me to ask:</span></b></div>
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<span style="font-family: Arial;">Who am I (are we)?</span></div>
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<span style="font-family: Arial;">What examples can we
provide (individually or collectively)?</span></div>
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<span style="font-family: Arial;">What do I (we) want to become?</span></div>
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<span style="font-family: Arial;">What actions will I (we) pursue
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<span style="font-family: Arial;">Again, the Wideo blog is
clearly about marketing. But, I wonder how this information might apply if we
think about the meaning of "brand" from institutional,
organizational, individual and most importantly, educational perspective(s). <i>How about changing the
idea of “</i></span><span style="font-family: Arial; mso-fareast-font-family: "Times New Roman";"><i>opportunities
for media to create a deep relationship with <u>customers</u>”, to</i> </span><i><b><span style="font-family: Arial;">using resources to create more opportunities for
media to encourage a deep relationship with other learners?</span></b></i></div>
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<a href="http://commons.wikipedia.org/wiki/File:Egypt_Hieroglyphe2.jpg" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="Standard language: Ptolemaic hieroglyphics fro..." border="0" class="zemanta-img-inserted zemanta-img-configured" src="http://upload.wikimedia.org/wikipedia/commons/c/ce/Egypt_Hieroglyphe2.jpg" height="240" style="border: medium none; font-size: 0.8em;" width="320" /></a></div>
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<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 320px;">Standard language: Ptolemaic hieroglyphics from the Temple of Kom Ombo. (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:Egypt_Hieroglyphe2.jpg" target="_blank">Wikipedia</a>)</td></tr>
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<span style="font-family: Arial;">I think these are interesting questions and ideas to explore. </span></div>
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William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-61415186378542006092014-08-13T16:31:00.001-04:002014-08-13T16:32:48.572-04:00Let's Build a VCU Open Photo Collection: VCUOpenPhoto<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-IURaTbBg1WM/U-vI3GPWIAI/AAAAAAAAAUw/xule4rHAx3g/s1600/BudEditing.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-IURaTbBg1WM/U-vI3GPWIAI/AAAAAAAAAUw/xule4rHAx3g/s1600/BudEditing.JPG" height="240" width="320" /></a></div>
<span style="font-family: Arial,Helvetica,sans-serif;">I work in the ALT Lab at VCU as Senior Specialist for Learning Media Innovation. My work routinely involves the use of images for the creation of digital stories and increasingly, the creation of course trailers and course content in video format, which is largely for access via the internet. I have also been assisting faculty in the creation of their own digital stories for teaching and sharing course related narratives. In turn, many faculty have encouraged students to create their own projects. Working in an educational environment pretty much dictates that faculty, students and staff who engage in this practice, must have access to freely available resources. Hence, I have practiced and promoted the use of <a href="http://creativecommons.org/" target="_blank">Creative Commons</a> licensed materials, with attribution to the kind people who provide them.<br /><br />We live in the 21st century and have access to networks and wonderful resources that are shared by millions through Creative Commons licensing, with the intent of fostering creativity and learning. Why then in my own institution, is it so difficult to find good images to represent campus life and learning opportunities that I or others might use to create work, without having to purchase images? In my search for VCU images, I found a collection of 52 images that I am authorized to download (<a href="http://www.identity.vcu.edu/downloads/vcu/photo.aspx)" target="_blank">http://www.identity.vcu.edu/downloads/vcu/photo.aspx)</a>. Fifty-two images to represent VCU and the rich life this institution provides our students and faculty. When I search Flickr, I find many more images related to VCU, but alas, they often link back to VCU closed repositories and use is restricted.<br /><br />Recently, I edited videos to introduce students to an international program that is hosted by VCU. This project required time consuming research for CC images. I experienced enormous frustration about finding (or not finding) VCU images that we can use without paying Creative Services (CS) and without marketing control. This has led me the idea to create a #VCUOpenPhoto (#VCUOpenVideo) collection that can easily be developed through crowdsourcing images from the VCU community. Such a project could also be used as an opportunity to foster digital literacy in the VCU community (including alumni) and grow a collection that can also demonstrate the power of networks (people and digital), RSS, tagging, and other means to pull together a digital collection that is in the control of the contributors and that can be dynamically added to at any time. Will this create challenges? Yes. Will this create concerns? Yes. Will this need some form of curation? Maybe.<br /> </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">We need an open collection of images images. We have a community of 30,000 students, plus faculty/staff. We live in the midst of creative people. If every student faculty member provided just one image of something they feel is important, beautiful, thought provoking, representative of VCU life and or study, we could quickly build a collection that can be endlessly expand. This project should emphasize openness, Creative Commons license, as a basis for establishing standards. This project could serve to inform and educate people about digital standards, size images, that you stand, etc.<br /><br />The development of such a project could interface with Tom Woodward’s (@twoodwar) photo safaris and we could use the idea of tagging images for search under different criteria. <br /><br />Our culture is changing our incoming students will be expected to blog. This implies they know or will learn how to use digital resources in appropriate and creative ways. Why don’t we use this idea to develop digital literacy? We are a community of creative people, with one of the finest art schools in the world on campus. We have people who are familiar with creating good photographs for various reasons. Let's be a bit radical, let's represent the ALT Lab philosophy and the philosophy of openness.</span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;">Please add your comments and let's build this collection together. </span><br />
<br />William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-78449798789665674382014-07-31T10:23:00.000-04:002014-07-31T10:23:17.399-04:00Personal learning: Wrestling with technology and conceptual models<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-VtkcWy3oM7E/U9pPNuMKIbI/AAAAAAAAAUc/F8IQPQD7TlM/s1600/AdobeEditorKeyframe.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-VtkcWy3oM7E/U9pPNuMKIbI/AAAAAAAAAUc/F8IQPQD7TlM/s1600/AdobeEditorKeyframe.jpg" height="230" width="320" /></a></div>
How I learn depends on the context of what I'm trying to learn. <br /><br />Currently I'm working with Adobe Premier and learning to edit in that environment. My editing has been focused on simple editors that allow faculty and students to work freely or with little cost. Consequently the tools have been somewhat simpler. Learning to work with Premiere or other technologies often requires a vocabulary and a familiarity with procedures and ways to achieve certain goals. Without the basic knowledge of the language used, it's difficult to communicate or do research on what you're trying to achieve. Simply trying to pan and zoom or use what is now commonly called the Ken Burns effect in different editors can pose a problem if you don't know exactly how to find and present specific controls. In my case simply trying to turn on the keyframe tool to establish a starting and stopping position for scrolling to another area of an image in Pemiere presented a challenge. I was exactly in the area I needed to be in, but did not realize that I had to click a little clock like image to establish a position point or a keyframe. So for me, learning is both a joy and a painful process. The pain is experienced by all of us to some degree as we learn. This occurs when our conceptual models are challenged and we are trying to be change our current understanding of the world to a new vision and understanding of how something works.William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-46859216282167589572014-07-09T16:52:00.002-04:002014-07-09T16:52:10.876-04:00Learning Through Focused Engagement: 3D Printing Revisited<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-O9hk5-4JreU/U72psQEPNdI/AAAAAAAAASg/GFCEjk1wBfk/s1600/photo+(25).JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-O9hk5-4JreU/U72psQEPNdI/AAAAAAAAASg/GFCEjk1wBfk/s1600/photo+(25).JPG" height="150" width="200" /></a></div>
<span style="font-family: arial, sans-serif;">There is nothing like a rush of creativity; when the mind is inspired by an idea and takes flight into multiple possibilities for new exploration and expression.<br /><br />This morning I was engaged in a demonstration of 3-D printing and in scanning people (myself included) to be re-created in a three-dimensional plastic form. Conversation flowed from the technical to the inspirational and to discussions about potential interdisciplinary learning opportunities.<br /><br />I am not new to 3-D imagery and I have been exposed to 3d printing at conferences and when my colleagues Jeff Nugent and Britt Watwood recently began to explore our new 3D printer. But today, when I actually focused on my own learning & engagement in the process, the muse began to dance. What previously seemed like insignificant creation of "toys", became a source of wonder.<br /><br />This is a quick post just to share excitement about my own learning and my reflection on engagement. Right now, I'm blogging for the sake of getting myself into the practice of regularly sharing my learning. I'm quite sure much more will follow soon.</span>William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-27755648566879890392014-05-20T07:00:00.001-04:002014-05-20T07:00:42.026-04:00Deeper Learning<div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Observing student(s)</span></div><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Evidence of deeper learning</span></div><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Applying knowledge</span></div><div><br></div>William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-37916844935936165292014-04-28T10:45:00.000-04:002014-04-28T10:45:05.004-04:00Open, Vertical, Dynamic Course Design for Instructors and Students Alike<style>
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<a href="http://www.flickr.com/photos/76404730@N00/2141698014" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="un phare en coquille / Lighthouse like a shell" border="0" class="zemanta-img-inserted zemanta-img-configured" src="http://farm3.static.flickr.com/2241/2141698014_566f7c6d5c_n.jpg" height="213" style="border: medium none; font-size: 0.8em;" width="320" /></a></div>
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<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 320px;">un phare en coquille / Lighthouse like a shell (Photo credit: <a href="http://www.flickr.com/photos/76404730@N00/2141698014" target="_blank">TisseurDeToile -[*]</a>)</td></tr>
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<span style="color: #222222; font-family: Arial; font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">I’ve recently been engaged
with faculty in a discussion about “open” in their courses. Interest and
experience vary widely and for many, the concept is foreign and frightening. “Designing”
for such a course might seem an oxymoron. However designing simply means
considering the overall course goals & what you want students to be able to
achieve, as well as making learning relevant, so students can incorporate their
knowledge into real world experiences. Designing for such a course must also
consider the available resources (there are many things available via the net)
and the needs for communication, interaction, building community, showcasing
student work and assessing understanding. How can we make this learning
experience unique, distinct, dynamic and create a course that learners want to
take?</span></div>
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<span style="color: #222222; font-family: Arial; font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">What if a course were truly
dynamic? What if you the instructor and your students experience content that
was dynamically updated every time you access your site? What if the instructor
provided a framework and selected data feeds that could provide dynamic
information related to course specific topics? It seems that this could provide
faculty and students with opportunities to engage in relevant discussion and
create new works to both explore and demonstrate learning? Such a learning
environment might also allow faculty to demonstrate their processes of
thinking, research, collaboration, communication, and personal learning.</span></div>
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<span style="color: #222222; font-family: Arial; font-size: 9.5pt; mso-fareast-font-family: "Times New Roman";">In the digital age, information
is constantly and things such as breaking news, research, interesting questions,
social media, all drive our quest for understanding. Recently on NPR I heard
the term Verticals: data driven ventures. As I understand it (and I certainly
need to learn more), news, marketing and other digital publications are
increasingly using data driven verticals: data driven ventures information.
Wouldn’t it be interesting for faculty design a course with both fixed content and selective feeds of
dynamically driven information to engage in open learning ask interesting
questions around and help explain information? </span></div>
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<br /></div>
<span style="color: #222222; font-family: Arial; font-size: 9.5pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">I know this work is already underway in some respects, but I'd like to see experiments with a whole new level of "verical design". I welcome examples and/or ideas for various disciplines.</span>
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William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-4192480287718763202014-04-10T16:14:00.000-04:002014-04-10T16:23:22.902-04:00Augmented Reality and Digital Storytelling - Walking Blog 3<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Walking Blog 3: </span><br />
<br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">I've been working with <a href="http://individual/" target="_blank">Aurasma</a> augmented reality App. I'm thinking</span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">about how this might be applied educationally and in various ways. I</span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">I'm thinking about having different people tell their version of a story</span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">about a particular event or issue and video record that as an overlay</span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">for Aurasma. Then, I could take photographs of </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="https://twitter.com/pw_rst/e/12129312/zOkeDJ5gkwNTNixBDVD_lp7vauQ=-1397136697-user/0/2" style="-webkit-text-stroke-width: 0px; background-color: white; border: none; color: #0084b4; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 15.454545021057129px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: 20px; orphans: auto; text-align: start; text-decoration: none; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" target="_blank"><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">individuals</span></a> (or locations) and make those</span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">be a trigger for the person telling their story.</span><br />
<br style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;" />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Let the experiments begin.</span><br />
<br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;">Note: I've learned that video is limited to 100 MB. If you venture in this direction, please share your learning and example projects. Learn more with the<a href="http://moodle.rsc-eastern.ac.uk/pluginfile.php/10159/mod_resource/content/1/aurasma%20handbook.pdf" target="_blank"> Aurasma Handbook</a>.</span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><br /></span>
<br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><a href="http://www.aurasma.com/" target="_blank">DOWNLOAD THE AURASMA APP</a> </span><br />
<br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><b>VIEW THIS MY IMAGE WITH AURASMA APP </b><i>ON YOUR IPHONE, IPAD OR ANDROID DEVICE TO SEE THE OVERLAY VIDEO </i></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 12.727272033691406px; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px;"><br /></span>
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<a href="http://1.bp.blogspot.com/-8f-JhmrYEz8/U0bsW7b_G0I/AAAAAAAAAQ8/Geo_mft2Zfg/s1600/Bud-Aurasma-trigger-portrait.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-8f-JhmrYEz8/U0bsW7b_G0I/AAAAAAAAAQ8/Geo_mft2Zfg/s1600/Bud-Aurasma-trigger-portrait.jpg" height="320" width="240" /></a></div>
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William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-56037429179330996532014-03-24T09:57:00.000-04:002014-03-24T10:02:02.444-04:00Rethinking Serendipitous Connections & The Power of Informal Networking<div>
<span style="font-family: Arial,Helvetica,sans-serif;">Walking blog 2:</span></div>
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<a href="http://4.bp.blogspot.com/-aMZc4kxvXRE/UzA1lxdQMNI/AAAAAAAAAQg/SKLdvZ60w2U/s1600/photo+(22).JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-aMZc4kxvXRE/UzA1lxdQMNI/AAAAAAAAAQg/SKLdvZ60w2U/s1600/photo+(22).JPG" height="320" width="240" /></a><span style="font-family: Arial,Helvetica,sans-serif;">Perhaps I've been too serious about my approach to social media. Sometime ago I decided that there are plenty of posts to Twitter and I don't need to add unnecessary garbage <i>(but I still do on occasion)</i>. However this morning I learned of a fundraising goal by some <a href="http://www.vcu.edu/" target="_blank">VCU</a> students and a faculty member</span><span style="font-family: Arial,Helvetica,sans-serif;"> to raise over $10,000 in the fight against childhood cancer. This was largely done through connections in Twitter. Perhaps these connections were formed by the more informal sharing of information about basketball games or other personal interests and not just through more serious posts. Maybe I have been wrong. It just maybe those trivial posts that allow one to build a significant network and through that, allow someone to see my more serious thoughts and the sharing of information that matters. </span></div>
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<b><i><span style="font-family: Arial,Helvetica,sans-serif;">By the way, a few shaved heads raised over $12,000. Thanks to </span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">@proffigment (</span>Lisa Phipps), her students and the power of social media.</span></i></b></div>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-61574713388603514832014-03-21T17:11:00.000-04:002014-03-21T17:11:05.915-04:00Walking Blogposts: Leveraging Technology to "write" More Often<div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Blogging is about thinking in public spaces. In many ways you might say blogging is about thinking aloud. Some of my best thinking happens while I'm walking from one location to another. Therefore I decided to leverage the ability to do audio blogging through the use of my iPhone and notes app. </span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">This post is being composed as I walk to the parking lot. There will undoubtedly be occasional misunderstood words and perhaps phrases. I could choose to post this immediately take a chance that there will be some errors or I could look at this and make minor edits and post it directly from my phone. For more elaborate work or to continue writing/thinking, I can email these to myself and open them on my computer for continued editing. An example of that might be where I want to quote some particular reference and link to the URL. </span></div>
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<span style="font-family: Arial,Helvetica,sans-serif;">Stay tuned this is the first of my walking blog posts.</span></div>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com1tag:blogger.com,1999:blog-3075408044714061091.post-527589764686393632014-03-17T10:17:00.000-04:002014-03-17T13:55:05.575-04:00Smoke in the Hallway: Getting a Whiff of Good Ideas<table cellpadding="0" cellspacing="0" class="tr-caption-container zemanta-img" style="float: right; margin-right: 1em; text-align: right;"><tbody>
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<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center;">Smoke (Photo credit: <a href="http://www.flickr.com/photos/41107941@N00/3457871274" target="_blank">Centophobia</a>)</td></tr>
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It’s amazing what I can learn by
just walking down the hallway. </div>
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<br /></div>
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In a casual conversation about my most recent
classroom presentation/discussion on the use of digital storytelling to
convey narrative about statistical information, I referred to the canary in the
coal mine <a href="https://www.wevideo.com/hub/#media/ci/162734244" target="_blank">(Stats Story-Canary in the Coal Mine)</a><style>
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</style> as an analogy for declining frog population as indicators of pollution
and related consequences. <a href="http://www.gardnercampbell.net/" target="_blank">Gardner Campbell</a> remarked, “analogy is the core of
congnition.” This brief moment led me to explore that statement and that led me
to the <a href="http://www.youtube.com/watch?v=n8m7lFQ3njk" target="_blank">Presidential Lecture by scientist Douglas Hofstadter</a>.</div>
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<br /></div>
<div class="MsoNormal">
I work in an amazing place. I’m
priviledged to be engaged in meaningful conversations, explore media, blog,
network, create, teach, learn, dream, inspire, be inspired, work with
astounding colleagues who push and pull on my thinking and expand my learning.
All too often, I loose sight of my own story. It’s good to reflect and
acknowledge the blessings I have.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Yes, there’s smoke in the hallways.
When you smell it, put your nose to the wind and your ear to the ground.
Something is burning and it may just be the next great idea.</div>
<div class="zemanta-pixie" style="height: 15px; margin-top: 10px;">
<a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=247dc6a2-cbc2-4b7f-8c5e-3094f6ee91a7" style="border: none; float: right;" /></a></div>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-22133070510623826862014-02-26T09:26:00.000-05:002014-02-26T09:37:13.100-05:00No Connectivity<table cellpadding="0" cellspacing="0" class="tr-caption-container zemanta-img" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><div class="zemanta-img">
<div class="zemanta-img">
<div class="zemanta-img">
<div class="zemanta-img">
<div class="zemanta-img">
<div class="zemanta-img">
<a href="http://commons.wikipedia.org/wiki/File:Candle1.jpg" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="Candle" border="0" class="zemanta-img-inserted zemanta-img-configured" src="http://upload.wikimedia.org/wikipedia/commons/thumb/b/bf/Candle1.jpg/350px-Candle1.jpg" height="263" style="border: medium none; font-size: 0.8em;" width="350" /></a></div>
</div>
</div>
</div>
</div>
</div>
</td></tr>
<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 350px;">Candle (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:Candle1.jpg" target="_blank">Wikipedia</a>)</td></tr>
</tbody></table>
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<span style="font-family: Arial,Helvetica,sans-serif;">No network connectivity! NO NETWORK CONNECTIVITY? I’m
suddenly thrown back into the 19<sup>th</sup> century. I’ll just relax and
listen to some music, while I work on some off-line projects; but, NO Pandora!
SILENCE! </span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
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<span style="font-family: Arial,Helvetica,sans-serif;">Don’t get me wrong, I love being high-tech by day and Amish
by night; but I want to pick and choose… I want control. Trying to perform my
21<sup>st</sup> century role in a wired world just seems weird. It makes me
ever more mindful of how dependent I’ve become on electricity, computing
devices, the Internet and the community with which I am temporarily (I hope)
disconnected.</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
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<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;">Wait! A flash. My email just wiggled and life has been
restored. Web pages are flying into my screen at the speed of light. All is
well in River City.</span></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="zemanta-pixie" style="height: 15px; margin-top: 10px;">
<a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=cb49368d-42b0-4624-b067-9030aac6ae88" style="border: none; float: right;" /></a></div>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com1tag:blogger.com,1999:blog-3075408044714061091.post-48082999899321693552013-11-26T14:59:00.001-05:002013-11-26T14:59:07.888-05:00Listen to Wikipedia: The Sound of Change in a Fast Paced World<div style="text-align: right;">
</div>
<div style="text-align: right;">
</div>
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<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container zemanta-img" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><div class="zemanta-img">
<a href="http://commons.wikipedia.org/wiki/File:1891_Telegraph_Lines.jpg" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="Major telegraph lines in 1891" border="0" class="zemanta-img-inserted" src="http://upload.wikimedia.org/wikipedia/commons/thumb/9/9a/1891_Telegraph_Lines.jpg/300px-1891_Telegraph_Lines.jpg" height="188" style="border: medium none; font-size: 0.8em;" width="300" /></a></div>
</td></tr>
<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 300px;">Major telegraph lines in 1891 (Photo credit: <a href="http://commons.wikipedia.org/wiki/File:1891_Telegraph_Lines.jpg" target="_blank">Wikipedia</a>)<br />
<br />
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
<br /></div>
</td></tr>
</tbody></table>
<span style="color: #222222;"><span style="font-family: arial, sans-serif;"><span style="color: #222222; font-size: small;"><span style="font-family: arial, sans-serif;">Throughout time and
with each iteration of new technologies, the pace of life seems to
speed. With the advent of the printing press, the introduction of the
telegraph, enhancements to transportation, the invention of radio,
television and presently the Internet, one feels increasingly bombarded
with information. </span></span> </span></span><br />
<br />
<span style="color: #222222;"><span style="font-family: arial, sans-serif;">Beyond the capacity of individuals to create such information, we now live in a world of networking and collaboration.</span></span><br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container zemanta-img zemanta-action-dragged" style="float: left; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.flickr.com/photos/38869431@N00/407874864" imageanchor="1" style="margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: clear:right;"><img alt="Wikipedia Concept Map" border="0" class="zemanta-img-inserted" height="210" src="http://farm1.static.flickr.com/174/407874864_67ef846483_m.jpg" style="border: medium none; font-size: 0.8em;" width="240" /></a></td></tr>
<tr><td class="tr-caption zemanta-img-attribution" style="text-align: center; width: 240px;">Wikipedia Concept Map (Photo credit: <a href="http://www.flickr.com/photos/38869431@N00/407874864" target="_blank">juhansonin</a>)</td></tr>
</tbody></table>
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<span style="color: #222222;"><span style="font-family: arial, sans-serif;">If one were to represent the creation or modification of globally created information by sound, it seems that the notes would be fast-paced; perhaps to the extent of overlapping and becoming nothing but a high frequency screech. But quite to the contrary, Steven LaPorte and Mahmoud Hasheem have created "Listen to Wikipedia" and the result created by world-wide ongoing edits in Wikipedia is amazingly calming meditative.</span></span><br />
<span style="color: #222222;"><span style="font-family: arial, sans-serif;"><br /></span></span>
<b><span style="color: #222222;"><span style="font-family: arial, sans-serif;">Enjoy listening, watching and reading update notes at <a href="http://listen.hatnote.com/">http://listen.hatnote.com</a></span></span></b><br />
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<div class="zemanta-pixie" style="height: 15px; margin-top: 10px;">
<a class="zemanta-pixie-a" href="http://www.zemanta.com/?px" title="Enhanced by Zemanta"><img alt="Enhanced by Zemanta" class="zemanta-pixie-img" src="http://img.zemanta.com/zemified_e.png?x-id=56816028-5b90-4718-a819-740ba20a1e45" style="border: none; float: right;" /></a></div>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com1tag:blogger.com,1999:blog-3075408044714061091.post-51687635334813897062013-10-16T10:17:00.000-04:002013-10-16T11:14:02.674-04:00A MOOC is a MOOP: Massively Open Online Pilot<style>
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<a href="http://www.flickr.com/photos/jganderson/2532706081/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" title="view from plane by holisticmonkey, on Flickr"><img alt="view from plane" src="http://farm3.staticflickr.com/2384/2532706081_8678cb64a5.jpg" height="132" width="200" /></a><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">I’m decending from the 30K
foot clouds of my experience at <a href="http://openva.org/" target="_blank">OpenVA</a>. Once again, <a href="http://jimgroom.net/about/" target="_blank">Jim Groom</a>, <a href="http://wrapping.marthaburtis.net/about/" target="_blank">Martha Burtis</a>,
and all of our good friends at <a href="http://www.umw.edu/" target="_blank">UMW</a> have hosted a great gathering of minds and
provided an opportunity to OPENLY exchange ideas about teaching and learning in
today’s rapidly changing environment(s).</span><br />
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">
</span><br />
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><b>PILOTS</b><br />One of the key takeaways for
me is the power and creativity that can be unleashed by considering and
approaching an innovative educational idea as a “pilot”. The word pilot, as I
heard Martha talking, took on a whole new (or at least refined) meaning for me. Beyond my narrow
understanding as an inaugural flight, with some bumps expected, it opened the
door to possibilities and allowed for experimentation. It provided and (in some
ways), even invited room for failure (in the most positive sense of the word). Although
I’ve not read the book, I believe John C. Maxwell captures this notion in his
book entitled Failing Forward: How to Make the Most of Your Mistakes. </span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><b>MOOPS vs. MOOCs</b><br />Thinking more about the idea
of “pilots”, I connected the dots to reflect on the many discussions about
MOOCs. From my perception, everyone is trying to define a MOOC as though it is one thing: i.e. a “class”, and even more, a finished product. As the
definition of a MOOC is still being refined, it becomes even murkier, when we
acknowledge that our individual understanding of the words “class” and “online”
are not even the same. So, we have a language problem, or at least, an
inability to come to the table with a common point of view. We seem to be
close, but we all are still experimenting. It dawned onto me that in the frenzy
to pontificate about MOOCs, we all need to take a softer approach and recognize
that our collective ventures into the world of MOOCs is truly a MOOP; a
MASSIVELY OPEN ONLINE PILOT. Let the
pilots flourish and let us gain insight as to what improves teaching and
learning.</span></div>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com2tag:blogger.com,1999:blog-3075408044714061091.post-62164228975985149222013-08-30T10:54:00.000-04:002013-08-30T10:54:06.083-04:00Being There - An experiment and message<h5 class="uiStreamMessage userContentWrapper" data-ft="{"type":1,"tn":"K"}">
<span style="font-family: Arial,Helvetica,sans-serif;"><span class="messageBody" data-ft="{"type":3}"><span class="userContent">I'm
preparing to launch the VCU, <a href="http://www.vcu.edu/cte/programs/instructional_technology/DigitalStorytelling/index.htm" target="_blank">CTE Digital Storytelling Program</a> for Fall
2013. This is an experiment with Animoto, to see what one might be able
to do within a 30 second limitation. Challenge students to reflect on an
issue and distill their story through the use of powerful (and freely
available) digital media.</span></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span class="messageBody" data-ft="{"type":3}"><span class="userContent"><br /> </span></span></span><span style="font-family: Arial,Helvetica,sans-serif;"></span></h5>
<h5 class="uiStreamMessage userContentWrapper" data-ft="{"type":1,"tn":"K"}">
<span style="font-family: Arial,Helvetica,sans-serif;"><span class="messageBody" data-ft="{"type":3}"><span class="userContent"> This example also allows me to express my my feelings after visiting
Ireland this summer. Being there, (wherever "there" is), truly changes
your perception of place, people, time, culture and much more. Go,
experience, reflect... and tell your stories.<span class="text_exposed_show"><br /> <br /> Bud</span></span></span></span></h5>
<h5 class="uiStreamMessage userContentWrapper" data-ft="{"type":1,"tn":"K"}">
<span style="font-family: Arial,Helvetica,sans-serif;"><span class="messageBody" data-ft="{"type":3}"><span class="userContent"><span class="text_exposed_show"></span></span></span></span></h5>
<br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;">Original location:<span class="messageBody" data-ft="{"type":3}"><span class="userContent"> <a href="http://animoto.com/play/IPGQZMzIMoRu26auWzJcOA" rel="nofollow nofollow" target="_blank">http://animoto.com/play/<wbr></wbr>IPGQZMzIMoRu26auWzJcOA</a></span></span></span><span style="font-family: Arial,Helvetica,sans-serif;"> </span><br />
<br />
<h5 class="uiStreamMessage userContentWrapper" data-ft="{"type":1,"tn":"K"}">
<span style="font-family: Arial,Helvetica,sans-serif;"><span class="messageBody" data-ft="{"type":3}"><span class="userContent"><span class="text_exposed_show"> For information on the CTE Digital Storytelling Program, see <a href="http://www.vcu.edu/cte/programs/instructional_technology/DigitalStorytelling/index.htm" rel="nofollow nofollow" target="_blank">http://www.vcu.edu/cte/<wbr></wbr>programs/<wbr></wbr>instructional_technology/<wbr></wbr>DigitalStorytelling/index.htm</a></span></span></span></span></h5>
William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com0tag:blogger.com,1999:blog-3075408044714061091.post-71573391444500430962013-08-14T16:31:00.000-04:002013-08-15T08:52:00.910-04:00Coming to Grips with Google ChromeBook<br />
“You never change things by fighting the existing reality.<br />
To change something, build a new model that makes the existing model obsolete.” <br />
- <a href="http://www.goodreads.com/author/show/165737.Richard_Buckminster_Fuller" target="_blank">Richard Buckminster Fuller</a><br />
<br />
<a href="http://www.flickr.com/photos/joewilcox/8760437562/" title="Chromebook Pixel Blurry Door by Joe Wilcox, on Flickr"><img alt="Chromebook Pixel Blurry Door" src="http://farm8.staticflickr.com/7438/8760437562_333a49d369_n.jpg" height="180" width="320" /></a>
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I've been told that the way we use new technologies is often based on the way we have used (what seem to be similar) technologies in the past. In other words, we try to use new technologies to do earlier tasks, rather than take advantage of new properties or new capabilities; we fail to approach them with a new mindset. Consider that some of us tried to use the computer as a typewriter and many consider the primary function of a smart-phone to be a telephone.<br />
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In observing my own encounters with new technologies and the encounters of many faculty members with whom I consult, I sense the notions above are true. When we see a new device that is small, portable, and has a keyboard or in anyway acts like a laptop, it's easy to perceive that device as a laptop. Months ago I came to this conclusion as I contemplated the iPad as a unique device. I created a list of properties of the iPad to inform my thinking about what I might do to use these properties in higher education. It is the properties of the iPad that enable developers to create apps for the iPad. The apps provide a way for the iPad to become a chameleon. In other words, the iPad can be thousands or hundreds of thousands of devices. But in spite of this experience and awareness, I have once again fallen into the trap of perceiving a new device as a laptop. The device under consideration is the Google ChromeBook.<br />
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My initial introduction to the Google ChromeBook was in the context of a cart full of ChromeBooks and Apple MacBook Airs for use in teaching and learning. I brought baggage to the conversation with my perception that this cart was a means of providing laptops for faculty who may attend our workshops and did not have a laptop with them.<br />
I must state that in my case, the chrome book required a Google account and then a login to the university SafeNet environment. Having both a personal Google account and a university account also added to some confusion.<br />
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I have only used the Google Chrome book on two occasions. The first was my initial encounter and the second was follow-up experimentation. After reflecting on my experience, I think the way one should be introduced to the Google Chrome book is to clearly refer to it as a computing DEVICE. Secondly, I now understand that it is A GOOGLE DEVICE that is focused on Google functionality and uses Google tools; an example is the Chrome browser as the only web browser. So, I would introduce this device by clearly separating the words GOOGLE -- CHROME -- BOOK. Google emphasizes the company and products, Chrome defines the browser that one uses to access Internet resources, and book refers metaphorically to the look, nature and portability of the device.<br />
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The chrome book I used was a <a href="http://www.google.com/intl/en/chrome/devices/chromebooks.html#ss-cb" target="_blank">Samsung Chromebook</a>. I've since learned that there are different models, made by different manufacturers <a href="http://www.google.com/intl/en/chrome/devices/features-different.html" target="_blank">(see information on the Google site)</a>. Most of these, as I stated earlier, tend to present themselves as a laptop. However, they use apps instead of software that resides on the machine. This is somewhat like the Apple iPad. These devices largely depend upon the Internet cloud for storage. Some apps do provide local functionality and update as the device is synchronized upon the next connection to the cloud. A USB port does provide access to information on a thumb drive or other USB device. There is a version called the <a href="http://www.google.com/intl/en/chrome/devices/chromebooks.html#pixel" target="_blank">ChromeBook Pixel</a> that has a touch sensitive screen and the interface can work much like the <a href="http://store.apple.com/us/ipad?afid=p219|GOUS&cid=AOS-US-KWG" target="_blank">iPad</a>.<br />
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The ChromeBook's basic functionality is an interface to Google and Google plus. So, all of the associated features of those accounts are available and become your basic working tools. Text documents created in Google Docs and/or stored in the Google drive may be output as MS Word files, PDF or other types as desired.<br />
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So, at this point my understanding of the Google Chrome book leads to a necessity for me and (I believe others) to understand the complete functionality of the Google environment. This is a great tool for accessing Google resources and for interacting and collaborating with others. IT IS NOT A LAPTOP; It is a new and unique COMPUTING DEVICE.<br />
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Afterthought: almost everything is connected in Google. This reminds me of the quote, “There will come a time when it isn't 'They're spying on me through my phone' anymore. Eventually, it will be 'My phone is spying on me'.” <br />
- <a href="http://www.goodreads.com/quotes/42173-there-will-come-a-time-when-it-isn-t-they-re-spying" target="_blank">Philip K. Dick</a><br />
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Make every effort to come to new technology with an open mind. Play, explore, ask questions and embrace your frustrations. They just may lead to new insight.<br />
<br />William "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com1tag:blogger.com,1999:blog-3075408044714061091.post-16251935903688463462012-08-30T13:12:00.000-04:002014-02-26T11:38:26.766-05:00Digital Storytelling Program for VCU Faculty<b>What's your story? What are important stories in your discipline? How might a story introduce students to important developments, situate content in the context of history or a larger picture? What questions might be generated by a grounding story at the beginning of class? Faculty in the CTE Digital Storytelling Program will explore these and many more compelling questions. <a href="http://www.vcu.edu/cte/programs/instructional_technology/DigitalStorytelling/application.htm" target="_blank" title="Application for CTE Digital Storytelling Program">APPLY NOW!</a></b><br />
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For centuries, stories have served as means of recording events, conveying wisdom and sharing a perspective about the world around us. Through the power of narrative, a story can unfold and tell who we are and relate the significance of events or ideas to listeners in a deeply personal way. Stories can give us a new perspective, and cause us to care about issues and/or challenge us to learn and inspire us to change.<br />
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The DST program is for VCU faculty who are interested in developing and incorporating their own (or student generated) digital stories in their teaching practice as a means to share narrative stories, provide background information on a particular topic or issue, generate interest and deep reflection, foster insight, encourage discussion and enhance student engagement and learning. Participants will engage with a cohort other faculty in sequenced sessions throughout the Fall 2012 semester, in which they will be introduced to concepts and engage in discussion and hands-on practice. Each participant will create their own digital story based on some aspect of their own learning or teaching and share this with cohorts in the program. Participants will then discuss what they have learned, identify how they will incorporate digital storytelling into their course(s) and create a second story and plan for use of digital storytelling during the Spring 2013 semester. Following implementation in 2013, participants will regroup to discuss and document their experience and impact on their teaching and student engagement.<br />
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See the embedded story about previous experience in the CTE Digital Storytelling Program.<br />
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<iframe frameborder="0" height="315" src="http://www.youtube.com/embed/RdgeeMmn4Rg" width="420"></iframe><br />
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<b>Apply NOW!!! Participation will be limited (5-8 faculty).</b><br />
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This session is for faculty and is limited to 8 VCU faculty participants. <b>Deadline for submitting applications is 5 pm, Friday, September 7, 2012.</b> The application form is available at http://www.vcu.edu/cte/programs/instructional_technology/DigitalStorytelling/application.htmWilliam "Bud" Deihlhttp://www.blogger.com/profile/17244282448132367608noreply@blogger.com1