Sharing Openly

2645083015_26770a95d9_bI look forward to receiving my daily link to a Cowbird story.

Today I was delighted to learn about Elis Bradshaw‘s story, I Do It With You. It is very hard not to be delighted with a story that starts:

Around mile six, a little boy ran past me. “No more hurting people” was handwritten in black marker across the back of his shirt … The boy who passed me had legs that looked too young and coltish to take him the whole way, but there he was. Running …

and even harder to stop reading when it contained

I thought about the block around mile three that smelled like bacon, its pajama-clad neighbors sharing coffee we passed. About the man wearing sunglasses who stood next to an inflatable dinosaur with a sign that begged: “Run quieter – I’m hungover.”

Just after reading that and after my Sunday morning visit to the Mongarlowe Fireshed, I had a Paper.Li alert to Alan Levine’s Call for Stories.

Elis’s story encouraged me to reply to Alan’s call. I admire immensely what Alan does and so I did respond with trepidation. I thought I would use AudioBoo to share my story.

audioboo AL

Photo Credit

Running (TXKimmers, CC BY-NC-ND 2.0)

 

130121 PLN Finds

31500846_f941121ba3_oI have had a productive morning following up on some links in my PLN alerts.

Whilst looking at a range of resources provided by Google, I found this 2010 introduction to a personal learning network. It is a five minute video shared by ThinkFiz via Google Sites.

Today’s Cowbird story, I’ll Be Home for Christmas, is written by Michelle Johnson. It helped me think about how we share stories and how these stories can become a focus of problem-based learning opportunities. A post by Jackie Gerstein, Providing Opportunities for learners to Tell Their Stories, gave me more food for thought.

I was particularly interested in Jackie’s link to Small Talks “a new website (under development) that provides educators with resources to assist students in researching, writing and recording their own lectures on subjects they’re passionate about”. I followed up Jackie’s discussion of story-telling with a read of her post from last year, Flipped Classroom: The Full Picture for Higher Education.

My next find was a report of Connected Learning.  The report:

advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.

One way of connecting is through video. I have been looking at Google Hangouts as one option for connecting small communities of practice. A few days ago I found Keek (“a new kind of social network. It’s the easiest way to share video updates with friends. You can upload video status updates (“keeks”) using your webcam or the Keek app for Android and iPhone“).

Via Paper.Li this morning I found Peter Csathy’s post, Instagram for Video. I followed up on two of his links:

Peter has six requirements of an Instogram for Video service:

  • Easy-to-use HD video capture
  • Apple-like user experience: seamless integration with the video capture device and one-click filters, effects, private/public sharing
  • Immediate untethered fast file uploading to the cloud
  • Optimized cloud transcoding
  • Intuitive video content management from the device itself and any connected device
  • Intelligent and secure delivery/playback

On my journey today I came across two fascinating sites that were particularly engaging: Jesse Chapman and Tina Roth Eisenberg. Tina led me to Barry McGee with another kind of a story … and thoughts about re-presentation.

Photo Credit

barry_mcgee_mural_11 (Douglas LeMoine, CC BY-ND 2.0)

PLN Finds 130105

6146567839_961a2c445b_bEmail alerts are an important part of my personal learning network (PLN).

I set aside an hour each morning to work through feeds from the Northern Hemisphere from the previous day’s activity.

I start with the daily Cowbird story. Today it was Thanks! But Keep the Smokes.

I followed up with some links shared by Anne Weaver from the Diigo Teacher-Librarians’ Group. Anne linked to a a helpful post about personal learning networks. The post includes a link to a Comprehensive Guide to to the Use of Personal Learning Networks in Education and to Shelly Terrell’s PLN resource suggestions.

By coincidence, one of my alerts this morning was about the launch of Pathbrite’s Portfolios for Education . Another alert was from Mightybell‘s 2013 developments. After reading Richard Byrne’s post about Blubbr I will be keen to investigate how I might use interactive quizzes in my teaching.

From Paper.Li today, I found Natalie’s post on Technology, HE and spoon-feeding students prompted by Alison Seaman’s post. She asks “Does the way that we generally use technology in higher education tend to support spoon-feeding and traditional sage on the stage approaches to teaching and learning rather than helping students to develop digital and web literacies to support more self-directed learning and skills for lifelong learning?” … and discusses her approach.

A post that took up most of my reading time today was from The New Yorker. In a very detailed article, Adam Green writes about Apollo Robbins, a theatrical pickpocket. I think this is a great addition to the discussion of skill acquisition as well as being an absorbing read. I liked this paragraph:

In pursuit of his craft, Robbins has ended up incorporating principles from such disparate fields as aikido, sales, and Latin ballroom dancing. He is a devotee of books like Robert B. Cialdini’s “Influence: The Psychology of Persuasion,” and has also immersed himself in the literature of criminal lore. The book that made the greatest impression on him was a paperback, published in 1964, called “Whiz Mob: A Correlation of the Technical Argot of Pickpockets with Their Behavior Patterns,” by David W. Maurer, a professor of English who devoted his life to the study of raffish subcultures …

This morning I am still recovering from the New York Times’ Snow Fall experience. I am even more enchanted after reading Brook Ellingwood’s look at the creation of the Snow Fall story. I have some other posts to read about Snow fall today: Katherine Schulten, and this memo from Jill Abramson.

Photo Credit

CT231 Wordle (Catherine Cronin, CC BY-NC-SA 2.0)