YouTube EDU

     There is not a day where a student doesn't come into my class and tell me about some new YouTube video I "just have to see." I think most of them need to see this one (and you may enjoy it as well)  

Tim Hawkins-Youtube

(Don't let the irony that it was posted by a young person take away from the humor...allow it to add.  And, oh, does it add.) 

But, now YouTube has organized and worked with a few, okay a lot, of institutions to bring Teachers a reason to say the same thing:  YouTube EDU.  The offerings are from a broad range of schools (much like my former post on Academic Earth.)  I see Google being able to lasso more participation on a format that already dominates the internet.  Add it to your bookmarks and search engines, and be sure to check back often!  (PS:  the really cool thing is Google is working on software that searches for words inside videos, so this will be sure to open up relevant stuff for teachers even easier.  Want to find a lecture that may integrate but don't want to watch the whole thing, just a clip? Just search inside the lecture, etc.  Cool.)  Here's an example from the site from Standfor. I deliberately didn't choose from the tons of available lectures. Teacher/Students can have fun too:

Stanford's Mobile Phone Orchestra and iPhone Ocarina

LifeHacker: top 10 tools for free Online Education

Image by Old Shoe Woman via Flickr

     Okay, what if a teacher is really successful.  Does it mean, as I have heard it said, they are out of a job?  Perhaps, I suppose.  Then again, there will always be more to learn.  There could be a great insertion on the Biblical similarities on understanding "teachable" as Scripture prescribes it.  Does it mean "able to teach" or "able to learn."  I will digress with my answer:  Yes.  And, point you to the following link where, if one spools down to the bottom they will find useful links that ought to send any teacher on a path of discovery, or student, or teacher/student.   Whatever!

Lifehacker Top 10: Top 10 Tools for a Free Online Education

PS:  While Lifehacker's site is much broader than the content of this site (hence it isn't in my recommended links) I would still recommend it to the intrepid "blogophile."  it really has something for everyone.

Research Google Book Style

Image via CrunchBase

     Teachers and students, want a good step by step way of showing how Google Books can help students finish their mid-term papers?  Of course, this is determined by whether or not you allow electronic sources for citations--and why wouldn't you?  While I still believe that students should be required to do a little of both sourcing (electronic source and shelf source) this page from Google sure makes that electronic part reallllllly easy.  Easy is good (and this one also happens to be free.)  Check it out:


Research Tips from Google Book Search

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• Inside Google Book Search: 1.5 million books in your pocket
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Christian Academic VOD

I have written a lot on online academic videos and their growing accessibility but I did not want to fail to highlight the clear and excellent tools offered at AIG, Answers in Genesis. they have long been in my listings on the site but they do deserve highlight.


They are not the only place to find such materials, or the only perspective but their Media Section is literally crammed full of excellent and broad offerings for all ages. For the more academic, it offers just as academically astounding materials from some of the brightest lights in Creation Science to Evangelical Apologetics. The video collection continues to grow and build along with the rest of the materials... quite astounding articles as well. In fact, the litany of degrees that stack here outnumber many of those I have heard in some classes that teach with less confidence the speculations of men... even in Christian classrooms. No matter where one is in their sanctification or education these materials offer a great start and all point to the mighty Creator and his all sustaining Word (and importantly, its dominance.)

One would do well to use these whenever appropriate, even as quick comparisons, point/counterpoints with opposing views or attacks. The only things I have against the site are that the videos cannot be embedded on other sites (easily/legally) and that the video player itself doesn't permit full screen viewing. So, yes, you have to go there to see them but it is worth it. The growing catalog is one to be reckoned with! And, yes, as always, they are free.

Special Note: They do accept donations to keep the video/media free though--one should consider the benefits of such a ministry (they do not operate on endowments or large public funding as the other academic VOD aggregates do) and consider "chipping in" to support such an outstanding ministry.

Academic Hulu?

A link and review over at TechChrunch should make all students and teachers drool.  A lot.  A really really lot.  Its all about a new resource site called Academic Earth that aggregates lectures and classes from the brightest and the best.  From TechCrunch: 

The site offers 60 full courses and 2,395 total lectures (almost 1300
hours of video) from Yale, MIT, Harvard, Stanford, UC Berkeley, and
Princeton that can be browsed by subject, university, or instructor
through a user-friendly interface. Additionally, editors have compiled
lectures from different speakers into Playlists such as “Understanding
the Financial Crisis” and “First Day Of Freshman Year.” The site also
features a roster of famous guest lecturers on entrepreneurship and
technology including Larry Page, Carol Bartz, Tim Draper, Elon Musk, and Guy Kawasaki.

     Wow.  And easy wow.  Did anyone notice Yale in there?  Best of all, yup these are free.  They can be embedded and best of all these are excellent resources for students to cite as all of the individuals involved are actually men and women top in their field!  Easy too, (have I mentioned easy enough?) they provide links for students to use for citations and many other tools to make this very user friendly.  Check it out:



Academic Earth Is The Hulu For Education

The Future of Textbooks (And Assignments?)

Image via Wikipedia

I plan on aggressively applying some of the new technologies concerning online documents and publications. As an in class and out of class medium (due to the increased penetration of internet access) this is, in my opinion, the wave of the future. What we see in news publications (the death of their print formats) will only stretch to "shelf books." Well, maybe it won't be that dramatic--even I cannot study without a pile of books strewn about. And libraries are still sanctums. But it will be somewhere in between. I am not the only one to make this prediction. Publishers are seeing this down the road as well as major text publishers join authors and publishers of other venues in exploring the medium--intensely. Articles on this explosion are legion but a good one debating the growing medium supply (both from a platform position, Kindles, Laptops, etc. and the side of supply of the etextbooks themselves) can be found at Inside Higher Ed for those interested in a good discussion. If one follows links around in the article they find that some major publishers already supply 95% of their textbooks in an electronic format. This is astonishing! It should also be noted that these publishers are the leading publishers for High Schools, Junior Highs, heck, all levels of education. (McGraw-Hill is the 95% noted but I have dug around and found that virtually all major text are found in this format, even in smaller niche publications like Veritas Press.) This is a logical complement as distance learning and online teaching forums continues to compete with "brick and mortar" schooling. I expect both avenues to grow extensively as there is also a sense in which such schooling and publications allow for increased democratization, cheaper education and better competition in education. Nice. Something that no matter where you stand culturally or socially that ought to sound appealing.
But is all of this far off for the in-class, right now teacher? No. Not at all. Consider a small comparative review of three services every teacher should know about and use at least one:

Google Books:

Google Books already offers an incredibly wide range of books... did I say wide range? I meant to say an awesome, mind boggling, dizzying range of books. All available at least in limited preview and many with full view rights. Did you know that these can be inserted independent of going to Google Books? This allows for their posting as static texts on school/class web pages, even eliminating text book reliance for free! Furthermore, the whole "go find a book in Google Books, oceans and oceans of pages is now easy. If you find what you want your students to use. Give them only that book. This can be done simply by following the directions here. While all studies have contemporary demands, and texts, the use of past texts is true across the spectrum of studies. Want it for free? Here's a link to a dummy proof way (there are actually three ways to display) of adding it to your website, and a here's a preview:






Scribd:

Other sources with more of a social spring can be implemented with more dazzle but less breadth. That is not to say you can't cross some of these over. (You could download the Google Book and then upload it to the next example: Scribd. I already use this in my class in conjunction with Box.net, a useful file depository and disseminator. To see its versatility, interaction with Scribd, and classroom use check out my student resource site: BCS History Sources. (Box.net isn't the only one out there, I also like Dropbox as well.) Here's a nice demonstration of how Scribd can be used (any type of document can be uploaded. Yup, even homework, lectures, etc.)

Advice for Egyptian Students 0001

Publish at Scribd or explore others: eBooks advice muslim

Issuu:

Finally, the newest service that has me swimming in drool is a service named: Issuu. It takes much of the above in Scribd and makes it look even better. Best of all it has better service both in tools but also in presentation. Its most amazing feature is that it will search your website and "automagically" load any document it interacts with into the new reading format. "Striking" doesn't even begin to explain it. Try it out:

Open publication - Free publishing - More atlas

Using Google Advanced Search, For Teachers

Image via Wikipedia

     Teachers, when we teach we are no greater than our masters. I am regularly reminded of Christ's words on this spiritually in John 15:20.  The context is actually of his graduating of the disciples-and us-to friends, more then servants, to do the business of the kingdom.  May we do this in our classrooms as well!  This graduation was only because our master lifted us on his back.  Likewise, if we stand higher as teachers than our earthly masters then it is only because we stand on their shoulders.  This is something I readily admit (in fact part of this blog is a result of this!)  A constant reminder of this helps my humility as well.  When I try to do something well, the first thing I do is try to find one who has already done it.  I also try to be sure I am available for those who would "stand on me."  If a teacher cannot serve they are in the wrong profession.  In fact, this should rightly be extended to Christians as well.  If you cannot serve, you are in the wrong "profession" as well; or at least making the wrong "profession."

     I appreciate the amount of other teachers in my own life who have done this spiritually as well as professionally.  (I hate separating these two terms, rightly there is no separation.)  With that said, the internet has become a repository of many "shoulders" upon which to stand in many senses.  So how do you find a broad pair of shoulders to balance on?  One must first find what is available in order expand on what others have already made.  Google Advanced Search can be made to accomplish the "shoulder search" in ways many may not have been aware of.  (On an important side note:  This should not be construed to suggest standing on the shoulders of those who are not available.  Not all teachers want the stuff they put out "shared."  Be sure to check when you find stuff.  More than enough do allow it.  If you find something that is just too good but not open to your permitted use, email and ask them!  Or, keep looking.  It is amazing how many "too goods" become "just as goods" when you keep looking.  And finally, if we serve our heavenly master, we cannot take what is not ours!)

     Okay,  after my last search post and the tantalizing opportunities for Google Advanced Search introduced, here's a quickie tutorial on how to really use it to smash my teacher "search for good ideas and resources" out of the park.  Watch it a couple of times and eliminate your dependence on mass searches.  Try it for your school and maybe even freak out.

Google Search Tips

Finding The News, To Teach

     There are several news outlets that offer multiple opportunities for interaction that would complement every lesson in any course. While this is perhaps an easy conclusion that many a teacher has come to, it should still be noted as the issue of finding an article that could be useful has become far easier.  Several search engines offer features that allow the searcher to find articles that would easily be applicable to class discussions, comparisons, debate, etc. but several news outlets are actually beginning to structure their content to aid this search.  To demonstrate this I would first encourage the teacher who would aid themselves in this search (we all like different news sources) to find an article on a news site that they prefer.  I will use Foxnews.com as an example.  First, open a tab in your browser to Google's search page.  (you may skip this step later.)  Now look at Fox News in another tab.  Okay, found my story (its a good one.)  This particular story makes those that would attempt to use dinosaurs as proof of a macro-evolutionary process of slow death over time look like authors of story books including neat-o crayon drawings. (Of course, those who try to squeeze dinosaurs into some evolutionary process prior to days five and six also find this article frustrating; Genesis leaves room for such and this should frustrate them.)  The authors of the Fox News article fail to point this out (sigh) such is the consequence of blinded world views. 

     Well I have my article.  Now what?  Now I just need to look around for a link to the story category "tree" (sometimes called a "map").  To keep track of stories, all news sites place them into a filing system that is like a tree.  Articles that are associated with a particular "tree" are linked to that trunk, but may travel up different "branches" that have sub-category headings.  In this case, I looked at the site and found the tree was "Scitech."  It appears on the tab/button bar above and in the header of the column to the left.  Oh look!  "Branches!" Directly below the "tree trunk" are the other branches of that tree.  I select the branches that may interest me more in the future and go to those pages.  Once I have found what I like and want to keep track of for class, I just select that branch, I chose Archeology.  (But could also have chose to link to Evolution and Paleontology, or others.)  Once I am on that page I find a list, an archive start.  (Notice: The tree to my left has remained the same.  Easy to refer back to!)  I may need to dig through these if I want.  But only this one time.  I refuse to do this every time I want something from Fox News.  I have grading to do, Freshmen to tease.  I am too busy.  I can hasten my search a few ways.  The simplest way (but returns crazy-broad stories) is to use the Fox News site search at the top.  This is a little waste of time, because you could have done this from the beginning at the front page.  No, there is a better way in fact three, the last is the best.  These three ways are all a better way--this is especially true for larger sites. 

     The first way is, if you have the Google toolbar installed in your browser choose to search the current page using its "search this site" feature.  Found my article!  Sweet.  Sometimes still from the whole site though.

      Second way:  "Drat!  I do not have the toolbar!  And, I don't like toolbars and I am not going to get it."  Fine.  Copy the entire web address for the page you were on now.  The URL (http:blah blah blah.)  That is the branch.  Remember that Google page I told you to open before?  Click over and open the "advanced search" link next to Google's search field.  Good.  Now below, type your search items.  Lets go for "gold".  Gold is always in Archeology.  But wait!  Down at the bottom find the field "Search within site or domain."  Paste the web address we copied.  Hit enter.  Sweet, got my search done!  You have unlocked the power of advanced search, a little.  (See other article on ways to improve this.)

     Now if this is a hassle.  Why not notice what it did for you and you can do it on your own, you Google hack-master!  You will notice the search field says "gold", separated by a space and then, "site:http://www.foxnews.com/scitech/archaeology."  Wait.  That's it?  Yup.  If you figured it out already, you can just skip everything we just did and do the same thing on your own from any Google search field.  Any.  Just copy and paste your site in the search field and type your search term before it, [space] and then "site:"  (Don't forget the space or colon.)  Quick ones will notice an easy way to skip all these steps prior and Bookmark this Page, the Google search page,and return in the future and just change your search term from "gold" to whatever.  BooYAH!  Book mark your site search pages (yes, it works on all of them) and start there in the future.  Forget going to Foxnews.com to search for stuff in class...or any site for class, for that matter. 
     Bookmarking the sitesearch you may use regularily makes it so you don't need to even go to "Foxnews.com" anymore to find your articles.  You can just make a book mark for whatever "branch" of whatever site you want to use!  You can even repeat the same thing for the entire "tree" if you prefer.  You have done your work now ahead of time for every other time you need to find something.  Smart.  Really Smart.  Make a folder in your bookmarks toolbar to store all your "searchmarks" (I made that up on my own) and name them with unique names for easy use later if you begin using this a lot.
     Check in later and I will show you how I create my own newspaper from all these sites and can check only there too! 

Have another way you can do it?  Share in the comments.

Add Links To Logos

     The ease of Scripture Reference and the lack of attention it seems to garner, though it is easier to get, would make Gutenberg and many of the Reformers wonder in both awe and confusion.  Sometimes I wonder in awe and confusion at how much easier it is to get the Bible, especially in our internet age but, how little it seems to be used even by Christians.  Geeks may be able to put Gutenberg out of a job but they can't put the Word out of a job.  All Christians should be excited when the word is easier to use--we should use it though.  Logos Bible Software, well known for their incredible Scripture Reference Library and Tools, released a tool a while ago that all the Bible-geeks should know about:  RefTagger.  Any Power Blogger would find it useful but it does have potential for students as well.  Its use in the classroom would be restricted to intentionally taking advantage of websites that already use it or setting up your own in order to use in class.  In addition, classes that are using or experimenting with blog work might also find this a quick and interesting way to make the format easier if it entails Biblical references--but shouldn't they all?

     Reftagger is a pretty intuitive piece of coding but for the average teacher it may be a little too geeky.  Don't run away though!  To demonstrate its potential though is really titillating. And it should make those who just like seeing the Word draw a little closer too.  What Logos has generated and hosts is a little bit of code that searches your website and anywhere it finds a Bible verse it creates a quick pop-up link that show that verse selection without leaving the site.  The available translations are legion and it even offers a little box that allows for the site to have its translation changed for those that are used to one kind or want to inspect another.  The code is versatile and best of all it comes with really good instructions on how to implement it on all the major website/ blogging platforms out there--yes, even if you aren't a geek.  Such as this one!  (The reference there is to the site, not the author.)  What to give it a try?  Run your mouse over these verses:

John 3:16.  Revelation 6:1, and Psalm 19:1 and 2-10 

Now change the version in my left column by finding the RefTagger "Bible Options" Box.  Try the verses again. 
     If I have kept your attention at least by curiosity till this point, I will reward even those who do not think this is a piece of software they would implement in their class.  The box that appears displaying the verse does have a little link entitled "more."  Hitting this opens up a real possibilty for anyone.  Logos has generated a site that I think just may steal my attention away even from Bible Gateway, purely because it is more simple and smoother.  It is called Bible.Logos.com and it is worth a gander for any Bible teacher or teacher that uses the Bible in class.  Putting this in front of my students in class for verse work, etc. would be a true help and offers several other on site tools that are very simple.  I really like the online ESV as well, but this has that too!  Accessing this website is as easy as bookmarking it from here, or when visiting it after selecting "more" bookmarking it there.  Use in class or even reference for students and their work here has countless applications as many as the Scriptures itself.

Know of other poosible Bible softwares that could significantly aid classroom presentation and teaching Christianly?  Leave them in the comments below for others to read.

Quick Reference Cheat

Image via CrunchBase

     There are many ways to find quick references in Windows (and Mac, for that matter.)  All of the Office Suites have a quick way to access reference "look ups" via right-click options (select your word and right click your mouse--options open up in a sidebar.)  Internet Explorer has the same integration in Windows.  But what about in well, anything else?  There are several tools out there but my favorite is a bit of free software titled Kallout.  Kallout works on any word found in any program in any window at anytime in Windows (and Mac.)  Yup, any word.  If you can select it, it will look it up, even in internet browsers.  In fact, it goes online for you and finds your selection (from a band of choices) and delivers in a window directly corresponding to your selection.  What is the key here?  It doesn't make you log into any internet browser to do it.  This saves time and attention.  Added to the function that it works in any window it overcomes the run-of-the-mill functions found in many of the other standard programs...  Frankly, it is just better.  On top of that, it boasts a large selection of other search parameters, easily selected from the little blue call-out that appears when you hover over your selected word.  Sweet.  Easy is good.  If you can select a word, you can use the program.  A broken fingered monkey could do it.  Seriously.  Does it do more?  Oh yeah.  Teachers, be sure to note how it integrates with several other features introduced on this site before (Maps, Images, Sites, and more...eat your heart out!) Students can find this makes even vocabulary assignments a breeze.  From Kallout:

KallOut Overview from kallout on Vimeo.

     This is only one type of reference (and more) help.  Do you know more?  Leave ideas in the comments!

Diving Into Google Earth

     Here's another Google product that various teachers should really dive into:  Google Earth.  Most teacher's have heard of and may have even used Google Earth but many do not know about its increasingly integrated approach to search and find via the geographic interface.  All sorts of items can be "found" on the planet, now, looking for them where you would/should look for them.  Go to the place and look there for what you would want to find there.  This is true from Civil War battlefields to reports on weather pattern interactions in a region based on all sorts of physics, meteorology, etc.  This is also true of Google Maps as they begin to integrate the abilities of both of these programs.  If it is in Google Earth, Google appears (I predict) that it will be in Google Maps, eventually.  (This is already hinted in as it appears Google Earth may be moving towards a web-based application--you won't have to install it, just go to it on the internet.)  Google keeps pushing the boundary when it comes to looking for things where they should be, and this approach should be especially interesting as they broaden its abilities past terra-firma and the skies, now they have literally jumped into the marine.  There is a great video from Google introducing this new feature.  Get past the campiness and it is actually really neat.  And I mean caammmmpppy!

     Here's a video that introduces two other features that should make any teacher drool, especially the history teachers!  If you haven't been using Google Earth, get it!  (Hint:  Why not look up BCS back when this teacher graduated!  Its there!)

Do you use Google Earth regulariy in class, how?  What has worked, what has not?  Let us know in the comments!

What Else About Delicious?

     Want another great way to understand how to use Delicious, but for teachers ?  (It's not only for students!)  Here's a great video that displays the possibilities for all teachers:

Social Bookmarking in Plain English

Time/LIFE Photo Archive (Via Google)

     Google isn't the only search engine out there.  It is a common misconception that all search engines return the same results.  This is completely untrue.  The power searchers, the real data-miners, will generally use hacks to search and display several search engines at once due to this very fact.  But, Google-branding is an unavoidable benefit to many of us.  ("We are Google.  You will be assimilated.  Resistance is Futile.")  If, by principle, you want to try and avoid the power of Google and its really good market scheme (take over the world) then I encourage it.  I am not afraid of the Borg-ness of Google, personally I am sure that even if Google took over the world, God will still be able to take it back.
     Google's Borg-like branding now helps in one key fashion that I would like to point out opens several useful tools for teaching; one newer in particular.  The best thing about Google is if you can use Google's simple search format, if you are comfortable with it, then by default you will be comfortable with many of their growing search libraries as well.  As a testimony to their "simple equals better" formatting and their open sourcing, they have made it almost identical to search many of their different engines and protocols as their web search interface.  For instance, if you can search the web from Google, you can search Google Books the exact same way, and Google images, etc.  The way you search stays almost identical even when the media changes.  When one is trying to search the slew of information out there, the last thing anyone wants is more distractions or new ways to search.  This had led to a rather successful pattern for Google, and may towards the future as well. 

     How does this help the teacher?  Well, perhaps I am the only one, but I have noticed that many teachers may be "less than" as adapt at data-mining as their students.  But this doesn't need to be!  It really is easy and doesn't take as much work as it may seem.  Learning to look through one type of process that is useful for many should be appealing, even to the most die-hard of "this is the way I've always done it" people.  Playing around with the search options at Google (this is true for many other platforms as well, as already suggested) will generate greater comfort in that "form" of searching.  Teachers, just as students, should become adept at looking through the "needle-stack." Why would I recommend Google in particular?  Frankly, because theirs is not only more static in format but it is attractive then to those that want to be found.  For the teacher, this means one thing:  even more easy!  If you are looking for something Google is simpler and more static by design but this also attracts those that want you to find them more as well.  A great recent example (and my recommendation) is the LIFE photo archive hosted by Google.  The images are of an incredibly high quality and free for use (for non-commercial purposes).  This is not the only example and it isn't the only library now tooled to work with Google but, for the art/ photography teacher, history teacher, etc. this should be an incredibly useful tool.  This is true first as LIFE brings the information to you in a format you are already used to but it is also true as the quality of LIFE's Photography Library is already well established.  LIFE wants to be found.  And Google wants you to find it, simply.  Success of the Borg!  Both sctrach each others' backs (Google hosts--stores-- the images and gets revenue from search advertising, LIFE makes a share of the money and has a platform to sell their library.  Be sure to note you can buy prints as well.)  Teachers should be drawn to and watch the growth of other libraries formatted "into" Google for searching (Books, Scholar, etc.)  I personally highly recommend the LIFE library for all teachers.  It is filled with rich (and now easier to find) images that are both applicable to many of the humanities and arts but even just to the curious and nostalgic.  Enjoy!    

     This is certainly not the only way to find things.  Do you know of another or better way?  Share it in the comments.  I and others would love to hear of it!

WAZZU Classes Online (Sort Of)

Image via Wikipedia

     Smart people seem to be more than willing to share smarts... even for free.  I continue to find it amazing that so much education is available for free.  High quality stuff too!  So much is free, you don't even need a library card anymore.  Washington State University is no exception.  Perhaps I am a little partial to Wazzu because I lived in Washington for some time but I would encourage any teacher to check out the Washington State collection of history courses (sans actual class) that are archived online. 
     Wait!  It isn't only for history teachers!  Why?  Not only are most of the links still active and lead to excellent online textbooks, course foundations and frameworks, but just great ideas.  Many times a site is useful more to me as a place to go to for finding another place that has what I want.  This site has given me several neat offerings before and it may very well for you as well.  The links to available resources are more than worth in for many subjects.  There isn't a single subject that should not be taught without a historical reference, so it can help all.  Check it out:  World Cultures

Using Google Maps Street View

Image via Wikipedia

What do I do if I want to visit a place globally and it is on the beaten path? Say I want to visit some place that I know there is immersives, can I do this? Yes, in more ways than one. First, as always I would check to see if there is anything for your spot in World Heritage Tours (See prior post). You might be surprised. Next, especially because is is an emerging technology that more and more students are familiar with, I would look at using Google Maps or Earth (to be reviewed later.) However, you need to check first to see if the mapping van has made its way to where you want to look first. So check to see if the place you want to visit is available. (See this map to know where there is street view in Google Maps.) Google Maps its a nice platform because Google has a vested interest in developing this resource... making money via searches laid out geographically. (Sorry, money really does make much of the world go round.)

In their strange ability to see the future, Google figured out that phones would have gyros in them and would also have the ability to locate themselves via geo-tracking and satellite location. Or, maybe they used the Google-Bot's powers to make it happen! (Enter conspiracy theorists and moon-loons all!) In either case, they want you to like this software so you can bet your sweet bippy it will continue to improve, even if your classroom is not the motivator. (Like Cable in the Classroom they too have tried to bill themselves as a great education tool, but you better believe if it was loosing money- Google'd be out!) Can this be useful for us? Absolutely, and it isn't even fully tapped yet! (After reading this post check out Google's site for educators for some good ideas and collaboration opportunities: Google Maps for Educators.)

If you are using a web browser in class to visit, in your browser of preference head over to maps.google.com and "fly to your location on the planet," try out Japan. Then look for the little icon for "street view." Can't find him? Its the little yellow dude that drags around the screen like you picked him up by the scruff of the neck. He's on the left under the joystick. Grab him move him around. Notice how his legs hang limp like Gilligan after being scared by a Gorilla? If you can see something "street level" his feet must land on a street outlined/colored blue. Click down to the object, and you're in! (You may need to pan out from your current view for him to activate and turn yellow to find him.) Once in the inserted window of street level note your controls do allow you to move within the pane, with many other controls.

Moving around is pretty enveloping and unlike World Heritage Tours, etc. you can move forward and reverse in the field of vision, following roads, etc. Cool. (But why do this when, of course, if you read my prior post, you could just plug this into PowerPoint to marry it to your class presentation with ease by copying the URL in the web address of the plugin you loaded.) Either way, you real in Japan! In class! Really cool.

Want to try it out right here without street level? (Also cool.) Check it out:




View Larger Map

This map was just pasted from the embed link found in the upper right hand corner of the Google map interface after clicking on the "link" button. (Select the embed text.) There is more complex, and yes a bit more rad, way to do it but for now we like simple. Simple = Good. (And yes, I said it, I brought "rad" back.) We can save the more complex for another time!

Know of any other good ideas? Share them in the comments!

Using Delicious to Teach!

Image via Wikipedia

     Using the web bookmarking service of del.icio.us may improve the ability of students to gather research and grow critical skills towards interpreting documents.  Why?  The internet revolution has contributed to a new problem, one that students of my generation and older are unfamiliar with: too much information.  It used to be that students from High School through College were forced to try and find information, like gems hidden in deep rocky fissures, in places like the bottom basement of the city library--even having to travel to find what our research demanded.  Tenacity and determination were the demands, selectivity and discernment were limited to the necessary.  The student of today is faced with a different dilemma: finding the gem in a seemingly never ending pile of gems stretching to the heavens with lumps of coal and plastic jewels throughout.  The student must now practice a level of discernment and should employ a criticism that would have been considered snobbish to even the most successful of researchers in the past.  Enter the taggers. 

      Amongst the many tools students are racing to employ is the criticism of the cloud, the wisdom of the demos.  In other words, social bookmarking. For those who never knew what they were, the new use of "tags" is an attempt to personally classify and evaluate information by subjectively evaluating and classifying material whether it be a news article, a website, or even music; anything!  Young and old find and "mark" information on their computers, the internet and anywhere they can with "tags" that are relevant to them and then share them with others either on websites that collect the tags or within the actual files themselves.  Places on a map can be "geo-tagged", pictures can be embedded digitally with invisible tags and search engines pull them out when they are loaded, sites can be labeled and gathered according to these external trappings and--here's the clincher--compared with the subjective evaluations and qualifiers that others have used!  Tags can be visually represented many ways, including the ubiquitous "cloud" that gives more prominence to sources as they receive more use by increasing their size relative to other sources.

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  Here's where the use comes in, theoretically, if enough subjective "votes" are cast in favor (or out of) for any item of information the discernment of the observer is amplified and reassured if it seems to have been affirmed by this democracy.  (It even aids those who do not contribute as a potential launching point to begin their research.)
     Where this reviewing becomes an interesting option for new pedagogy is in seeing this process and participation as the unseen process that a student must participate in in order to viably gather information from the pile:  it is the criticism not only to evaluate sources of information but to evaluate the evaluation itself.  Unknowingly, the internet has forced a level of metacognition that many students aren't even aware they are employing but they all are trying to find solutions for.  But is this any different than many of the peer review process that we employ in our classes.  Or, the process we ask them to go through when they review their own papers for revision, etc.  No, it isn't any different.  Taggers are just employing the same process to help them in the pile of "new" research.  This offers a unique avenue of evaluation for the teacher that is trying to not only teach students to research but also to be aware of valid criticism and invalid, appropriate research and inappropriate.  Anyone that has seen any Velcro Farm website knows that this is imperative.  And so do the students, even if they don't know.  Tagging is just "cool," its just "how we roll."  As a teacher, this offers an excellent new way to evaluate student's research abilities and their ability to critically analyze their sources.  I plan on implementing something to employ this technique almost immediately and I am impressed with some of the work done by others to explore this avenue. 
     For an excellent look at some of the work already out there a good introduction to its possibilities can by found with Dr. Jamie Wood over at the University of Sheffield.  And yes, I did find this while I did some "tag searching" on this very subject.

Social bookmarking software helps students to generate resource lists - Case Studies Wiki

First year students in History used the social bookmarking site del.icio.us to develop an online resource list for their weekly seminars over a semester in 2008. This has potential to develop students’ web-literacy and to allow staff to observe the reading which students have been doing outside of class.

Do you know of any similar tools being tried out?  Have you tried any yet?  Share them in the comments!