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Google Docs Storyboard template

27-Aug-10

Wanted to see how this looks embedded. It’s a storyboard template that I designed in Google Docs.

I chose Google Docs for it because of Google Doc’s collaboration feature, which has become *really amazing* — if you haven’t tried collaborating on Google Docs lately (it used to sorta suck), you should try it now!

Xtranormal LMS vs. PLE

26-Aug-10

This was highlighted on Stephen’s Web the other day, and I thought it was two things: 1) a cool use of Xtranormal; and 2) a nice discussion of the differences between a Learning Management System (like D2L), and a Personal Learning Environment.

Here it is:

The oddly-compelling thing, for me, about Xtranormal is its weird out-of-context-ness. Usually. The stage and voices often have little or nothing to do with the content of the dialogue. So in this case, with both actors in a school setting, it’s mostly the voices that are out-of-place. I’m not sure what to think of this, except to say that the dialogue at least supports it.

As to the content of the dialogue/story played out, it does as nice of a job of portraying the underlying structures and institutional attitudes behind both concepts — LMS and PLE. Hope you enjoy it.

Problem-solving Gamers

26-Aug-10

This is a terribly interesting result in a wonderfully interesting project that suggests that data visualization (how a problem is posed) is really important. From Ars Technica:

Gamers beat algorithms at finding protein structures

Gamers beat algorithms at finding protein structures

Foldit team, University of Washington.

Today’s issue of Nature contains a paper with a rather unusual author list. Read past the standard collection of academics, and the final author credited is… an online gaming community.

Scientists have turned to games for a variety of reasons, having studied virtual epidemics and tracked online communities and behavior, or simply used games to drum up excitement for the science. But this may be the first time that the gamers played an active role in producing the results, having solved problems in protein structure through the Foldit game.

… see the Ars Technica article for the complete story, but check out the following real quick …

Though very few of those who played Foldit had any significant background in biochemistry, the gamers tended to beat Rosetta when it came to solving structures. In a series of ten challenges, they outperformed the algorithms on five and drew even on another three.

By tracing the actions of the best players, the authors were able to figure out how the humans’ excellent pattern recognition abilities gave them an edge over the computer. For example, people were very good about detecting a hydrophobic amino acid when it stuck out from the protein’s surface, instead of being buried internally, and they were willing to rearrange the structure’s internals in order to tuck the offending amino acid back inside. Those sorts of extensive rearrangements were beyond Rosetta’s abilities, since the energy changes involved in the transitions are so large.

Unlearning Teaching

23-Aug-10

Here’s a great post that examines the ongoing flip in education, from pedagogy to andragogy — from “sage on the stage” to “guide on the side” (but with some value-added component).

An excerpt:

“Rather than teachers delivering an information product to be ‘consumed’ and fed back by the student, co-creating value would see the teacher and student mutually involved in assembling and dissembling cultural products. As co-creators, both would add value to the capacity building work being done through the invitation to ‘meddle’ and to make errors. The teacher is in there experimenting and learning from the instructive complications of her errors alongside her students, rather than moving from desk to desk or chat room to chat room, watching over her flock.”

I love this vision of teaching from Erica McWilliam, articulated in her 2007 piece “Unlearning How to Teach” (via my Diigo network). I know the idea isn’t new in these parts, but the way she frames it really resonates. And it speaks to some important aspects of network literacy and the teacher’s role in the formation of and the participation in those student networks. At the end of the day, as she suggests in the quote above, we have to add value to the process, not simply facilitate it.

As I see it, my role and challenge in all this — as a long-educated scholar in Educational Technology and Learning Science — is to help develop and advocate for learning tools/systems that honor and support a personal/social exploration of whatever curriculum the student has chosen (or, in the case of curriculum that is chosen for the student on behalf of the parents/community, tools and systems that enhance the connection to, and exploration of it).

I believe a good start is to look at family, friends, and place. Build from that core of prior knowledge and interest, and expand at whatever rate works for the learner. Easy, huh?

Vzaar video test #2

10-Aug-10

Eventually, by hand-coding the html, I was able to get http://view.vzaar.com/405361.mobile embedded and running, on my iPad, within WordPress.

This is a test to see what I missed in the default embed code, pasted (in html) here:

Video Test (Vzaar and Kaltura)

09-Aug-10

I’m testing out the embed features of a few different online video tools. Today’s players are Vzaar.com and Kaltura.com. So here’s a few versions (hopefully) of an old video.

Vzaar

Version 0: .mobile

Craig Sherman at Vzaar got back to me (very quickly) about my issues and helped me add the code that should make this work.

But even though I enter it in HTML, WordPress changes it automatically to code that does not work. Hmm…

Version 1: Basic Embed

Works fine on laptop/desktop (Flash-supported), but does not appear on iPad.


Version 2: Javascript embed

This has some funky “document.open…” text that doesn’t stay in the HTML. Again, appears on Flash-supporting devices, but not on iPad.

document.open();document.writeln(‘

‘);document.close();

Version 3: (more of a workaround)

In this version I embed a still image from the video, and link it to: http://api.vzaar.com/videos/405361.embed, This appears on the iPad as an image, and if you click on it, it opens a different page where the video plays fine.

But I’d like to have the video play in the original page that it is embedded in. Can’t I do this?


Projekktor test

Test of Projekktor plug-in with Youtube video

YouTube test

test of Youtube video embed

Kaltura

Kaltura Test version 1

On the other hand, here’s what a Kaltura video (Flash version) looks like (also in Flash, and thus not available on the iPad).

Kaltura Version 2

Here’s the Silverlight player version:


Kaltura Version 3

Here’s the JW version

Moosepox chapter 1

26-Jul-10

To celebrate making the front page of the Bangor Daily News, I’m publishing the first chapter of A Bad Case of Moosepox. Of course, if you’d like to get your own full copy of the book, Chris may still have a few that he might be able to sell.

Chapter 01- The Diagnosis

I suffer from a debilitating and incurable disease. No research foundation or national charity is dedicated to its eradication; and the disease has left me, and over a thousand other victims, facing increasing pain and suffering as the years progress. However, before I enlarge farther on the agonies that befall our small group, let me assure you that we collectively enjoy every moment of our affliction. This has become part of our lives, and it gives us strength as we face many of our problems.

We have not been attacked by an ordinary virus, but by a very special virulent type, which we have picked up over a long period of years as a result of our association with a small camp for boys in Maine. The disease is lingering, and in my case has done much to limit, and at the same time, expand my life over a period of some 60 years, with no end in sight. I refer, of course, to the scourge of Moosepox.

I can explain my exposure to this rare disease in one short sentence, but I will need the rest of this book to explain that sentence. The sentence is: “When I was eleven years old I was sent away to summer camp.” The explanation and results are more complicated.

The camp had the improbable name of Flying Moose Lodge, and almost the moment I set foot on its turf, I was hooked. Three years as a small camper infected me with a serious case of Moosepox, which can only be described as a growing infatuation with the camp and the way of life it engendered. Seven years after my camper days, I attempted to find relief from the pangs, which increased with each succeeding year, by returning in the role of a counselor. Things only got worse. They got so bad that in 1940, when the camp came up for sale, I bought it. For me to take this step with our country facing world war, and myself just out of college, may sound foolish, indeed; but we sufferers are prone to make rash decisions. Be that as it may, that was one of the best decisions I ever made.

Directing the camp since that moment has eased some of the discomforts of Moosepox, but others have developed. The continuing desire to maintain the camp’s original philosophy, and at the same time provide for an extension of opportunities for future generations, developed into a time consuming job. Don’t mistake what I am saying, I loved every minute of it, Moosepox and all. I am sure that the family has felt from time to time that the camp was consuming all of us, for Alice and the children were developing the disease at various levels as we spent our summers in that magical environment. Now grandchildren share with us, each infected in his or her own way by the pox which is upon us.

It is a rare month that doesn’t bring a letter from a distant camper or counselor, which, when you read between the lines, indicates that others suffer as well. Occasionally, I will receive packages of old camp mementos, which were probably sent on at the insistence of a long-suffering wife who was finally determined to clean out that closet or desk once and for all. I have been sent old camp newspapers, yellowed with age, which have been saved for all these years. They send me old photographs, and even old camp awards which go back to the 1920s. I often wonder how many times those pieces of Flying Moose have crossed and re-crossed the country, and have been packed and unpacked, just to preserve a small piece of a wonderful past.

I suppose that it is inevitable that anyone who works at one thing for some 50 years, will have stashed away many memories of those days so well spent. Personal and interesting as all those memories may be, it is too much to expect that any one other person will have exactly the same collection, even one as close to all of this as one’s wife. However, there should be a considerable number of people who can remember along with me at least some of what follows; and having once lived in the intimate circle in which all of this took place, can well imagine how the rest could have happened. Those who have never heard of Flying Moose Lodge can, perhaps, find amusement as these recollections touch on parallel situations at other places and in other times. If you have never been to Maine, and if you have never been associated with a boys’ camp, some of this may seem strange, and at times childish. Rather than feel sorry for you, I would like to share this different world, and show you what you have missed.

I certainly never realized during my camper days that I would some day own and operate Flying Moose. The idea never occurred to me; but if it had, I am sure that I would have relished it. Good things evolve slowly, and so did my association with the camp. When I decided that I wanted to become a teacher, the possibility of becoming involved in summer camp during vacations seemed only natural. What started out as summer employment, soon began to fill the days between vacations as well, and my case of Moosepox became more acute.

Directing a camp for two months, and teaching school for the remainder of the year, may at first seem like an effective way to split the year into two completely separate parts. I was soon to learn that the two were intricately entwined. In the summer I found myself away from the classroom, yet constantly discovering new approaches to old problems, approaches that could make me more effective in the academic world. Even more so, I found that although I might be in Pennsylvania or New Jersey with the family between summers, that I was never very far from Flying Moose, and consequently not very far from Moosepox. There was plenty of time for brainstorming. There was plenty of time to think through difficult situations. There was also time to work out carefully the design and detail of new projects as they came along. On top of all that there was the challenge to present our program to a growing audience, in hopes that enough campers would enroll so that the summer would pay for itself with, perhaps, something left over for mortgage payments, and for four struggling college nest eggs.

What follows is not arranged chronologically, for chronology has very little to do with Flying Moose. That is why campers from the distant past can return in the 1980s and feel very much at home with the same buildings, the same attitudes, and the same philosophical outlook. That is why old campers can enjoy current copies of the camp newspaper; and present day campers can derive an equal amount of interest from the old copies in the files. That is exactly as it should be. Very little changes at Flying Moose except the length of boys’ hair.

The summers I spent in Maine as a camper, a counselor, and as a camp director, have meant much to me personally. They have given me golden opportunities to make my own decisions, some of which were good, and some of which were not quite so good. I feel strongly that the events of those years, as well as the people involved in those events, should be recorded in some fashion, in hopes that they may bring even a fraction of the enjoyment that is mine, to all those who have shared those great years at Flying Moose. My children seem to think that I am approaching the age when I will forget all that has happened, or what is perhaps worse, lose all sense of proportion. Now is the time.

Place yourself in the role of a fly on the wall, or if you prefer, of a mosquito in the tent, and see if you can understand a little about Moosepox. See if you can understand how the interactions of hundreds of people at this small camp have meant so much to so many. Yes, Flying Moose has touched the lives of scores of men and boys; or more appropriately, scores of men and boys have touched Flying Moose. Each has left his mark, some more indelibly than others, but nonetheless marks. In what follows some names will appear again and again. The story can be told no other way, for some contributions were so uniquely personal, that to mention them anonymously would do them an injustice. Of course there is much that I have left out, for not every moment can fit conveniently into 22 limited chapters. Above all, remember that the camp itself had a strong personality of its own. It almost seemed that it recognized how important that personality was to so many of us; and it worked tirelessly to keep it so. I have felt during many trying moments that the camp took over and kept things on an even keel while I fumbled and bumbled in the wings.

Where I Should Be…

24-Jul-10

video platform
video management
video solutions
video player

GLS-ES Digital Storytelling Workshop

12-Jun-10

Chris Blakesley and I are running a 2-hour Digital Storytelling workshop this afternoon at the GLS-Educator Symposium. If all goes well with my new Google Docs WordPress plugin, a Google Document with resources and examples should show up below…

if not, it’s here. I’ll keep it editable by everyone in the world until it gets spammed.

Mitchville Game Design

12-Jun-10

Apparently,while I have the script for it here, I’d never uploaded a good description of the Augmented Reality (AR) game that was the foundation of my dissertation. Briefly, it was a “light” AR game (no “Terminator” vision), written by a group of campers, and adapted for MIT’s Outdoor AR platform. Basically, the idea was to use a narrative to structure a 4-day hiking trip in such a way as to mimic the wildly beloved “Mystery Trips” taken in the 1920s and 1930s at Flying Moose Lodge, in East Orland, Maine — but to do so with some of the affordances of AR.

Wild Moose (Martin, 2005), and Mitchville (Martin, 2006) were both AR games that used GPS equipment and a handheld computer to mimic a communication device, which relayed up-to-the-minute information to the trip to help them in their task (Martin, 2008). What happened was that the game narrative motivated campers to move beyond the ease and safety of trail hiking. The difficulty of actually hiking off-trail, coupled with the uncertainty of what one might find there, challenged the campers, and pushed them to move slightly beyond their comfort level.

Here’s a description of what was done in the past:

Towards the end of each summer, while the older boys were doing manly things on the Allagash or at Katahdin, we others took part in the wild pursuit of thieves, kidnappers, and other nefarious individuals.

That first summer of mine, quite unexpectedly, as we were about to set out on our regularly scheduled trips one Tuesday morning, we were all called together and the cold facts were put before us. Something terrible had happened; I am sure that I don’t remember what. Plans had to be changed at the last moment, and all our energies were to be devoted to helping the local authorities, whoever they were, hunt down the criminals and bring them to justice. At the same time we would uphold the honor of the camp, and in all probability bring fame and fortune to ourselves and our counselors.

Assignments were quickly made. For the sake of expediency, the original trip groupings would be maintained, but we would travel unexpected paths. All of this had been well arranged beforehand; and I can visualize the counselors now constructing the complicated plot in the evenings after we had gone to bed. Now they were ready to play it out.

I can’t remember much of that first Mystery Trip except that it rained. It rained all the time. The villains, whoever they were, had left clues and trails as they challenged us to track them down. Coded messages were found and deciphered. The net was slowly tightening. In tracking those undesirables, we learned more than we at the moment wanted to know about following trails in the woods. I clearly remember looking for stone cairns on the mountain side under what were certainly not the most favorable conditions (Price 1986).

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