Its been a while since I have had the time to pen an on the wire update, but here is one. 1. TinEye Labs - http://labs.tineye.com/ This is a search engine with a difference, this one is based on colour. The search feature allows you to select a colour and then search through Flickr for creative commons images that match this colour. There is also TinEye which is the reverse search engine that allows you to search by inputting an image. 2. The Flynn effect - http://www.smithsonianmag.com/science-nature/Are-You-Smarter-Than-Your-Grandfather-Probably-Not-181842991.html The Flynn effect is a discovery by a NZ scientist in the 1980′s that Human intelligence in the developed world increases by about 3 points every 10 years. Average human intelligence is meant to be 100. This is an interesting discussion on this phenomena. 3.Is artificial intelligence a threat to humanity? http://www.3news.co.nz/Is-artificial-intelligence-a-threat-to-humanity/tabid/1160/articleID/278117/Default.aspx This is an interesting opinion piece syndicated on to New Zealand’s TV3 News. worth a read as we see the speed at which artificial intelligence is progressing 4. 3D Printing  - educause - 7 things you shoould know about 3D printing - http://www.educause.edu/library/resources/7-things-you-should-know-about-3d-printing If you are not familiar with this series of resources, they are a great and balanced perspective on the impact of a tech nology on education (its focused on higher education). Each paper asks seven questions: What is it? How does it work? Who’s doing it? Why is it signficant? What are the downsides? Where is it going? What are the implications for higher education? This one is looking at 3D printing and benefits and downsides. No long ago you were looking at 3D printers costing in the thousands of dollars, but now you can pick them up for under AU$1000 and if you look to the US there are lots available - http://www.3ders.org/pricecompare/3dprinters/ This is an amazing development and I would imagine that the price will come down a little more. Unlike printer ink, the plastic for the these tools is probably more easily obtained, so companies will be hard pressed to maintain there monopoly and there for extortionate cost on the consumables. What a great opportunity for students to work right through the creative and development process - Solution Fluency For those with an endless budget, check this out - Buildatron - http://buildatron.com/ 5. Cambridge Digital Library - http://cudl.lib.cam.ac.uk/ This is an amazing and fascinating site to visit. It holds, in digital format, an array of books, manuscripts and works from various religions, authors and scientists. Follow me on Twitter?

On the wire today we have a focus on digital citizenship, and a little on a global project   1. Facebook privacy settings http://www.makeuseof.com/tag/facebooks-privacy-settings-a-complete-guide/ This week seems to have had a number of digital citizenship articles in the various online news sites that I subscribe to: Stuff article on "mum’s cell phone contract" - http://t.co/UWVQINiY  Bank hacking - http://t.co/YcC9juMb 70% of Kiwi’s effected by cyber crime - http://t.co/iE5I09RE Drivers using social media to avoid check points - http://t.co/9pILRXke Safe sexting app and the facebook poke - http://t.co/14UD7lWn Mashable article on facebook and violoence against women - http://mashable.com/2013/01/08/facebook-violence-against-women/ So its appropriate to look at some advice from Make use of http://www.makeuseof.com/tag/facebooks-privacy-settings-a-complete-guide/ and stuff’s how to avoid internet fraud - http://t.co/BqMnvKKw 2. Unfortunate truth about child pornography and the internet http://www.makeuseof.com/tag/unfortunate-truths-about-child-pornography-and-the-internet-feature/ Another interesting feature on make use of. Its disturbing and at times alarming, but there is a need for awareness and balanced responce. Also check out the article from the university of new hampshire - http://www.unh.edu/ccrc/pdf/CV269_Child%20Porn%20Possession%20Bulletin_4-13-12.pdf 3. 8 Good tech habits to adopt right now - http://mashable.com/2013/01/08/good-tech-habits/ This is in a slightly lighter vein, but is offering good solid advice that would save most people a degree of heart ache and stress - especially the back up you device regularly part. 4. 1 face watch fundraising  http://1facewatch.com/ I like this site, select the cause you want to support, buy the watch that suits you while making a difference. Check out how much of a difference you have made and the different causes which include: AIDS - keep a child alive HUNGER - one days wages CANCER - the american cancer society ENVIRONMENT - the adventure project WATER - charity water BREAST CANCER - National breast cancer Source: http://1facewatch.com/skin/frontend/default/oneface/images/metrics.gif    

I was a little concerned when I read in a recent post on Mashable that Joe Biden has been asked not to investigate any linkage between violent video games and recent school shootings - http://mashable.com/2013/01/08/biden-video-games/ While we are never going to be able to definitely prove that exposure or addiction to violent video games is responsible for these tragedies, it is critical that this potential contributing factor is investigated and considered in addressing the events that have seen so many lives wasted. There are a number of reputable studies that indicate there is a relationship between exposure to violent video games and altuism. People exposed to violent video games physiologically and mentally react with a reduced level of responce when exposed to violent behaviour. http://lol.medieraadet.dk/upload/mulige_aasager_social_hensynsloeshed.pdf The people become desensitized and this behaviour becomes more the expected norm. I suspect that the games industry is protecting itself and its abundant revenue stream derived from these graphic and captivating games. Further articles: http://www.reuters.com/article/2013/01/08/us-usa-guns-nra-idUSBRE9070TT20130108?irpc=932 http://www.gamespot.com/news/joe-biden-appeals-to-games-industry-on-gun-control-task-force-6402155 http://www.gamespot.com/news/nra-condemns-games-in-wake-of-connecticut-shooting-6401901 http://www.gamespot.com/news/connecticut-town-collecting-and-destroying-games-6401982 http://www.reuters.com/article/2013/01/09/us-usa-guns-biden-idUSBRE9080UA20130109

In this on the wire post I have revisited one of my favourite media sits - Mediastorm to see the latest work they are doing. They are brilliant and their videos are challenging and moving. 1. Mediastorm http://mediastorm.com Media storm produces "Cinamatic Narratives", short videos that tell a story. The stories are wide ranging some made by Mediastorm themselves, some for clients and some are the product of student workshops. Check out the links: About mediastorm - http://mediastorm.com/about Client projects - http://mediastorm.com/client/projects Student projects - http://mediastorm.com/train/projects Publications - http://mediastorm.com/pub/projects Check out "a darkness visible - Afghanistan" http://mediastorm.com/publication/a-darkness-visible-afghanistan 2. Make online learning more personal - http://www.digitaljournal.com/pr/977276#ixzz2HJU5P54C This is a  list some of which that is worth considering if you are looking at an online environment or reviewing your existing one. The list includes: document sharing co-working spaces group projects discussion groups social media channels 3. Ask3 ipad application - http://blogs.techsmith.com/for-educators/ask3-for-ipad/ This is a free ipad application developed by Techsmith. Here is the Blurb: "Ask3 is a free app that allows teachers and students with iPads to easily share knowledge and collaborate via threaded, text and video conversations. By recording voice, drawings, and images, Ask3 can be used to quickly create videos that are shared directly through the app to a small group or class through a private code. To foster collaborative learning, students can pin questions at exact points within a video that are visible to the entire class, and other students can create responses in real-time by adding their own text and video responses. For educators, Ask3 helps teachers learn what information their students understand and areas where they need extra help, allowing them to quickly address challenging and confusing areas right away." Also check out - http://blogs.techsmith.com/tips-how-tos/ 4. ipads for learning ebook - https://itunes.apple.com/us/book/ipads-for-learning/id588683835?ls=1&utm_source=buffer&buffer_share=b9e25 This is a free ebook about ipads for learning. Downloads to iTunes and has some good information and suggestions.  

The last week and a bit I have been in Edmonton Canada working with the teachers and facilitators of the Edmonton Catholic School district. The purpose of the week was that, with Lee Crockett, we were developing an understanding of the 21st Century Fluencies and beginning the development of problem based units of learning for implementation across the schools, across the curriculum and throughout the years. It was a pleasure to work with such enthusiastic and committed teachers and managers. Everyone got stuck in and had a considerable amount of fun and came away with an improved understanding of how they could make learning contextual, relevance and integrating higher order thinking , specifically creativity. Core to our workshops was solution fluency and information fluency which underpin the whole concept. The teachers developed problem based scenarios based on their curriculum that had relevance and context to the students. For some people this is rather hard, but the groups that we worked with did a superb job at this. They then had to use a structured problem solving process, solution fluency, to define the problem, discover the background dream, design and deliver  a solution and debrief. Design includes group formation, roles and time wise planning. Torkel Klingberg in his book the overflowing brain states that students in their early teens who have education focused on problem solving, inductive and deductive reasoning, inventiveness, decision taking and observation skills will have a 10% increase in IQ. The quoted study was supported by Israeli, Yugoslavian and German studies supporting the teaching of problem solving processes, creativity and inductive and deductive reasoning. All of the studies showed increases in the students IQ irrespective of age, sex or initial test scores. In other words its beneficial for every one. [Klingberg, Torkel, The overflowing brain: information overload and the limits of working memory, 2009 Oxford University press Inc ISBN 978-0-19-537288-5] While we were in Edmonton we were invited to see St Joesphs Catholic High School. A school of 1100 student with 600 on Self directed learning programmes. It was fascinating! The students were motivated and engaged learners. The courses while self directed and personalized were very well organised and presented, students had access to support and regular structured session with their teahcer advisors and course advisors. It was not a here is the stuff and go away and learn. Rather a managed approach which saw student taking responsibility for their own learning. The students who struggled were quickly identified and very well supported. As they say there is constant review of student progress. Here are two quotes from their manual that I like… "At St Josephs, student are personally responsible for their learning and are engaged within their learning" "Students at St Joesph are active participants in their learning on a daily basis whether it is though group discussions, participation in social justice activities, participation in field trips, etc. St Josephs students are amongst the most active in the city!" St Josephs is a BYOD school which teaches the Alberta curriculum and the IB Diploma and Certificate courses. A fascinating and exciting trip, even if it was a warm (for edmonton) -5c.  

I have watched the theatrics of Kim Dotcoms opening of his new site MEGA https://mega.co.nz with a degree of distaste, but what concerns me more is that under the banner of privacy, Dotcom has divorced himeslf from responsibility for the use of HIS site. To protect the privacy of the users, everything uploaded is encrypted and the administrators and staff do not have the encryption keys, therefore in a move reminiscent of Pontius Pilate and the classical monkeys that can see no evil, hear no evil etc the company absolves itself of any responsibility for the use of the site. It is obvious that this site will now become the trading hub for those who distribute child pornography and other such abuse. Protected by  encryption and safe in the knowledge that the administrators, even if requested or ordered by the courts, are unable to provide access they will ply their abuse with little concern. The site will become a center to for the pirates who again under the banner of "privacy" will trade other people hard work, skills and IP with disregard for their developers rights of ownership and their right to profit from their time, investment, effort and work. I think it is time we balanced the need for "privacy", self interest and self indulgence with the greater good. Just because you can do something, in this case developing a site that allows any form of use while accepting no responsibility for its use, does not mean we should. Privacy in this case  is a catch cry for not accepting responsibility and avoiding accountability. http://nz.news.yahoo.com/a/-/technology/15936784/specific-knowledge-important-in-considering-legality-of-mega-website/

In the last day or two, privacy and surveillance have been regular features of the online news sources I read and twitter articles from (@achurches). Globally, we are seeing (IMHO), an increase in surveillance and correspondingly a potential decrease in privacy. The New Zealand Herald  reported in two articles that the police are using drones for surveillance and that A new "super spy" camera with facial recognition is being used to monitor the crowd at Eden Park, recognising trouble makers and recording faces. http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868668 - Super camera spies on crowds at Eden Park http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868674 - Police use drones to catch criminals Here is an interesting quote from the "super camera" article  - "Recent advances in CCTV technology have brought warnings from overseas privacy advocates. In the United Kingdom, new 16-megapixel HD cameras can pick out a face more than 800m away, and match it against wanted people. Such technology scans faces and "maps" their points out into a series of algorithms. Comparisons can then be made using facial recognition software to verify people’s identity." http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868668 How comfortable do you feel with your face and data being matched against a database of "wanted people"? Its not just security cameras that are of concern to young people. TV3 reported that 1 in 6 secondary school students didn’t see a doctor or nurse when they needed to over a year period and that one third report it was privacy concerns that were a reason for this. http://www.3news.co.nz/Young-people-concerned-about-privacy/tabid/423/articleID/288722/Default.aspx We live in a connected community and world where much, if not everything, we do is recorded and public. Our students need to be aware that they live in this connected world and that there actions are no longer private. We might want to complain about the invasion of privacy, but we can’t change this and the level of surveillance is going to increase. Awareness is critical, understanding of their and our rights to privacy is important. Also encouraging behaviours that are going to protect privacy. http://edorigami.wikispaces.com/Digital+Citizen+AUA These articles are a great stimulus for discussion and debate around privacy and surveillance.

Here are a couple of useful links that I have come across recently. 1. Educause  - 7 things you should know - http://www.educause.edu/ There are two recent updates in this useful series. The first is collaborative learning spaces and the second infographics tools. We are seeing across education a shift towards learning happening not just in the classroom but beyond. Collaborative learning spaces are useful tools that allow a common point for the learners to link to. http://www.educause.edu/library/resources/7-things-you-should-know-about-collaborative-learning-spaces http://www.educause.edu/library/resources/7-things-you-should-know-about-infographic-creation-tools 2. The commoncraft show - http://www.commoncraft.com This is one of my favourite sites and I am happy to pay the annual membership to get access to these resources. You can access this site for free and view the videos by going to http://www.commoncraft.com. There are three things that are worth highlighting on this site at the moment: http://www.commoncraft.com/blog  - this blog has a number of very useful tips and posts about constructing your own explanation videos - its good reading http://www.commoncraft.com/new-video-credit-card-responsibility-0 This is an appropriate video that would be useful in the social sciences and economics as well as at home. Credit card responcibility http://www.commoncraft.com/new-video-email-access-explained-common-craft This is in the tech series and is useful resource 3.  Robotics articles in the news Robotics has recieved a little bit of press recently and here are some useful articles from my twitter feed (@achurches) When are we going to learn to trust robots - http://www.bbc.co.uk/news/magazine-21623892 Robot warriors: Lethal machines coming of age - http://www.bbc.co.uk/news/magazine-21576376 BigDog four-legged robot now sports throwing arm http://www.bbc.co.uk/news/technology-21630212 Police use drones to catch criminals - http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10868674

I am working on an end of unit review that I want to use with all of the teachers in my faculty. The purpose of the review is multiple: I would like the students to give us feedback on the unit of learning they have just undertaken Assessment and learning objectives should be clear and transparent, again I would like feedback on this Teaching and learning should be purposeful and deliberate The students workload and the level of challenge in their learning needs to be appriopriate learning should be engaging, motivating and have logical structure and flow. I would appreciate feedback on this review tool (download the PDF file here End of Unit Review Questions)

I have been looking around for a simple quality assurance test plan that my students could use for developing multi-page websites. I haven’t found one that really seemed to cover the bases. So I made one up. This is not a testing process, rather a guide for what should be asked. To put this in context - My students have to create a multipage website including graphics, images and potentially video and animation using Cascading style sheets to render the formatting and layout. Here is what I came up with. Simple Quality Assurance Test Plan Stage Elements Outcomes Check all text Check test for errors or issues with: Spelling Grammar Flow is it Relevance and in Context is suitable for the Target audience? is it Appropriate? is it Accurate? Text that is grammatically correct and makes sense to the target audience Check all graphics Is the image appropriate? Is the image relevant? Is the file format is web suitable? Consider image resolution, file size & Pixilation? Is the folder structure suitable ? Is Alt text included and accurate? Is the Legal and comply with copyright and fair use? Images and graphics that are clear, viewable, fast loading and appropriate for the purpose and audience Check all anchors/links Are the links accurate? Do they functioning as expected? Are the pages loading appropriately - suitable targets - self, new page etc? Are the linked pages suitable? Anchors and links that are accurate and working Check forms and mailto links Are form labels are appropriate and descriptive? Are the data collection elements are suitable and function as expected? Do the form Submit correctly and check results Check error messages Forms that deliver accurate information to the appropriate person/client Check layout & CSS Does the page render as expected? Does the CSS work as expected? Is the pages suitable for the audience? Does the page have: Consistency/repetition Harmony Balance Flow A site that suits the audience and the purpose Pages that are consistent and in harmony Client testing Does it work as expected? Does it appear as planned? Are all the features present? A site that is suitable for the purpose and audience A site that matches the plans and refinements End-user testing Does it work? Is it easy to navigate? Can I easily access the information required? An easy to use experience for the end user at a site that is fit for purpose and the audience Love some feedback, what have I forgotten? (here is the file as aPDF - Simple Quality Assurance Test Plan)

Here are a selection of interesting articles on education, technology and digital citizenship: New Zealand Herald Defence force highlights social network dangers - http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10870096 - This is a Digital citizenship basic concept, look after yourself by not posting information that can potentially put you at risk. For these guys it could be life and limb at risk Dotcom’s shut down good for studios - http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10870142 This another DC related post, this time for respecting and protecting intellectual property. The big studios are reporting they are better off now Dotocom’s Megaupload is Mega closed. New MOE figures show its true - Kids struggling at maths - http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10870138 - Basic arthimatic skills are suffering. This is a bit of a powder keg, but its actually very healthy to take a critical eye and look at what we do. We expect our kids to be reflective, we need to model this. BBC News US state (south Dakota) to arm teachers - http://www.bbc.co.uk/news/world-us-canada-21722377 This is sad. This isn’t how you fix a problem, by introducing more of the problem into the system. The answer isn’t peace through superior firepower. Web based brain for robots goes live - http://www.bbc.co.uk/news/technology-21714191 - This is both cool and alarming at the same time. The opening paragraph explains it " Robots confused about what they encounter in the world of humans can now get help online. European scientists have turned on the first part of a web-based database of information to help them cope. Called Rapyuta, the online "brain" describes objects robots have met and can also carry out complicated computation on behalf of a robot." I will keep this in mind next time I encounter a robot on the street. Stuff Your new boss is a robot - http://www.stuff.co.nz/technology/gadgets/8399881/Your-new-boss-is-a-robot  - This robot being developed by MIT is learning to run a factory and give orders to artifical co-workers - this is an interesting topic and links with the interesting BBC article abot the web based brain for robots 3D printing revolution: Rethinking form - http://www.stuff.co.nz/technology/gadgets/8394655/3D-printing-revolution-Rethinking-form  - Fascinating article and the example of use are amazing - 3D printing is becoming affordable for the classroom and schools. This is a trend to watch.   One NEWS News Corp unveils new tablet for schools - http://tvnz.co.nz/technology-news/corp-unveils-new-tablet-schools-5362867 - Interesting - an android powered tablet for schools, particularly secondary schools. "digital innovation to transform teaching and learning" hum 3 News Beer Goggles to raise awareness of drink-driving - http://www.3news.co.nz/Beer-goggles-to-raise-awareness-of-drink-driving/tabid/423/articleID/289563/Default.aspx - This a driver education tactic by Auckland transport. I like it and its worth doing. I use a similar concept with my senior IT students when we are looking at accessibility and disability with computers - earplugs, glasses, think gloves you name it we try it.          

Source: http://travelblog.portfoliocollection.com/FeaturedImage/BBC-Africa1.jpg The kids have just finished watching the final episode of the Brilliant BBC series Africa, hosted and narrated by David Attenborough. As we watch the last part of the last episode, Attenborough made a point about the importance of the wild places and the need for these to sustain the planet. The series was predictably brilliant, and for those schools in New Zealand who subscribe to screenrights, you can record and use this legally in our classes. But the point that Attenborough makes about the importance of preserving the wild places and their vital role in powering the planet is important, but unless you experience "the wild" then often this is a concept with out support and or experience. To be able to understand the beauty, scale, size, variety and critically importance of these wild places can only be touched on by documentaries like Africa. That is not to decry the brilliant cinematography, stunning vistas and awe inspiring settings. But the wild is not just visual, it is not just sound it is a holistic experience. To gain an appreciation of the diversity and complexity of the outdoors, of the wild places, it is best to experience them, even if it is in a limited setting. I am fortunate that my school takes all of our students out for an Outdoor education week, and we run outdoor education as a subject at senior levels. It encourages adventure sports, promotes the brilliant duke of Edinburgh scheme and happily supports the Roots and Shoots club based on the work by another legendary figure in Biology, Jane Goodall.  Outdoor education is a medium for understanding, experience and developing a passion for the wilder places, and the need to conserve them for not just our future generations but for our very survival. Outdoor education as a subject, and as an event is potentially one of the keys to our survival.  Screenrights - http://www.screenrights.org/content-users/new-zealand-services

In this update of on the wire I have a couple of interesting articles and the odd infographic to share 1. BBC Future - Why your brain loves to get feedback - http://www.bbc.com/future/story/20130226-why-your-brain-loves-feedback An interesting article on the importance of feedback. This supports the research from Professor John Hattie in his book Visual Learning about the importance of feedback (not that I think Hattie’s work needed further support - http://www.treasury.govt.nz/publications/media-speeches/guestlectures/pdfs/tgls-hattie.pdf) 2. Free Stock Photos - There are some excellent sites that will provide you with access to good quality stock photography for free. Here are a couple to check out http://office.microsoft.com/en-us/images http://www.kozzi.com/ http://www.morguefile.com/ 3. On a lighter note - Paper is Not Dead. This video about the iPad and paper is doing the rounds at the moment, and it makes a valuable as well as humorous point that is worth considering. technology isn’t a replacements for traditional approaches to activities, its an alternative. We need to consider the best tool for the job. paper is not dead 4. Virtual Tours from Mountain peaks and Base camps - http://www.nzherald.co.nz/world/news/article.cfm?c_id=2&objectid=10872387 This is an article from the NZ Herald that contains a number of virtual tours of mountain peaks and base camps. Here is the link to the blog post by the adventurer who created the tours - http://googleblog.blogspot.co.nz/2013/03/explore-everest-kilimanjaro-and-more.html and finally an infographic on apps and the impact these are having - http://mobilefuture.org/resources/app-infographic/

This is a very interesting infographic examining generation media consumption http://adage.com/article/adagestat/infographic-generational-media-usage-time-day/229831/ especially if we start to link this with the recent BBC article and the anecdotal vignettes from teenagers about their sleepless habits - http://www.bbc.co.uk/news/magazine-21876118 There is a definite digital citizenship aspect to this. The students in the BBC article are not looking after themselves or others. They are struggling to maintqain healthy relationship and this is supported by the inforgraphic showing the timing of their technology use.

Social media, like twitter or facebook, is neither positive or negative. It isn’t good or bad, its just a tool, a facility or a feature we can use. On the traditional medias like television these mediums are collecting a bit of criticism for the comments, tweets and posts published in light of the recent tragedies we have witnessed in the US. Its not the medium that is at fault here, rather it is the behaviours of the users that is more of a concern. We have seen the power of twitter to help facilitate the change or regimes in the Arab Spring, to break the news to the world of devastating earthquakes in China. But we have also seen it used to organize flash mobs in the London riots or recently to do the equivalent of spreading rumors in the digital medium around the unfolding nightmare that is the Boston marathon. There has to be balance. As a good digital citizen we are expected to: respect and protect yourself - looking after yourself respect and protect others - looking after others respect and protect property - looking after property Part of respecting and protecting others, is considering the impact, accuracy and significance of the material that we post. While sometimes the tweets we post can change the world in a positive way. Sometimes, the speed and ease at which we can post these comments and the potential size of the audience we can reach means we need to consider the impact, importance, significance and relationships effected by the material we post. In a world of immediacy, and instant communication we need to stop, take a deep breath and wait. Taking a considered and deliberate pause, and then…… Resources: Digital Citizenship - http://edorigami.wikispaces.com/The+Digital+Citizen The Fluencies - http://fluency21.com/fluencies.html

privacy noun [ mass noun ] a state in which one is not observed or disturbed by other people: she returned to the privacy of her own home. • the state of being free from public attention: a law to restrict newspapers’ freedom to invade people’s privacy. [Dictionary Version 2.2.1 Apple] I read this morning in Stuff that Google Glass is being send out, for a small fee, to the lucky winners of the contest held in the US (8000 winners and US$1500 per pair) - http://www.stuff.co.nz/technology/gadgets/8573092/Google-Glass-distribution-begins-this-week The Google glass’es look amazing and they are the forerunner of a wave of wearable technologies. In fact the Horizon report for 2013 - higher education edition has wearable technology on its 4-5 year horizon - http://www.nmc.org/publications/2013-horizon-report-higher-ed and http://www.nmc.org/pdf/2013-horizon-report-HE.pdf. Google glass is the start of what we are to see, but I am left wondering if the price we pay for these technologies isn’t just financial but also with our privacy. I love the the idea of voice activated functionality, the immediacy and potential that this technology has. The promo videos are amazing, but they are meant to be. The concern is giving all my information to Google. (I know that’s an exaggeration, but…..) Would Google, or in fact any other global cooperation actually be interested in me beyond the general trends about what I do and see? I don’t think so, I am not that interesting, but the general trends that I contribute to that is a different matter. Am I prepared to pay this price for the potential that these technologies hold? Yes, I think I am, because with my member ship of social media site, I have already given this away. But my decision must be a conscious one, informed, aware and deliberate. Resources: http://www.google.com/glass/start/ http://www.google.com/glass/start/how-it-feels/ Above video on Youtube - http://www.youtube.com/watch?v=v1uyQZNg2vE

I have been wondering about what the role of the librarian is? This is actually a hard question, some people might answer that they don’t think its changed, the role remains the same. I would argue that those people have libraries that have not adapted and changed with the world we live in. Some might argue that their is no longer a role for the librarian. I would again disagree, I believe the role is so much more now. So where do I stand? Librarianship as we know it has changed . It has changed as the mediums of information distribution of changed. It has changed as the speed of information growth has increased, it has changed as the access to online media has become increasingly ubiquitous. Therefore the role of the librarian has to change. The Librarian is still the curator, but they have three key roles or features of their craft. They are the: Media Expert Ethicist Scholar So what do I mean by each of these different roles. The Many roles of the librarian Curator - Maintaining the real and virtual space, the mediums and materials,the processes and standards that underpin the library as a center of learning and information. Critical to this role is the: Media Expert, they have expertise in many different forms of Media, both the traditional book style format and the varied digital media Written Media - Book "style" media mediums paper based  - books, journals, magazines etc electronic - ebooks roles access - they know where to access these resources, whether this is by ordering from the national library or such institutions order/purchase/archive/disposal - they can manage the lifecycle of the resources from discovery to acquisition to disposal Retrieve and distribute - they are able to distribute these resources review/validate - they are considered and critical about the veracity and validity of the resources organise - they can organise in what ever required form or process the materials Other Media mediums Audio visual - video, film, television, radio, podcast, vodcast, online media (youtube, clickview, teachertube etc) internet based - webstes, encyclopedia etc Video conferencing- accessing primary  sources roles access schedule and record - where applicable they can schedule and appropriate record and archive materials order/purchase/archive/disposal Retrieve and distribute review/validate organise Ethicist - The Librarians second key role is that of the ethicist. They understand the complexities of ownership, attribution, copyright, fair use, creative commons and intellectual property. They support and assist in the development of suitable ethical practice, acting as role models, guides and facilitators Information fluency leader (see http://fluency21.com) asking good questions acquire suitable resources - online and off line, primary and secondary sources analyse - validity, accuracy, reliability apply - apply to learning experience/opportunity assess - debrief, assessing process and accuracy Copyright understand copyright law, intellectual property, ownershipand attribution apply ethical principles appropriately understand fair use, and apply this Creative Commons liciencing accessing publishing Acknowledging Bibliography APA MLA other Scholar - The librarian also has a scholarship role. Understanding adn supporting inquiry, promoting and teaching process working with curriculum leaders, teachers, students and parents to support learning. Applying their diverse skills to maximise the learning opportunities Understand the inquiry process - embedding this into everyday practice and process Deep understanding of and assisting in the development of information fluency Linking to curriculum areas planning for units of learning order suitable resources at suitable levels in suitable mediums support the learning process asking good questions acquiring suitable resources analysing validity applying it to learning assessing supporting the development of units of learning reviewing Understanding of current stock, physical and electronic - able to apply to clients learning requirements, age, interest Understanding of search engines, databases etc. able to apply understanding in age appropriate modes This isn’t a role that is limited to the physical confines of teh library. That is an artifical limitation that is, I believe, self imposed. It is a role that touch all aspects of teaching and learning. IS this a complete list? IS it a job description? No, but its my thoughts on a starting place for what a librarian is… What have I missed? How many people would say they are already doing all of this and more?

Its that time of the year again when staff and schools roll out examinations as a way of assessing the students learning. Examinations are a useful tool in summative assessment, but of course they are not the only tool in the tool kit. I have been thinking about the advice I give to staff about examinations to support them in making these assessments as useful and beneficial as possible. My first question would be "do you need an examination? are there better ways of assessing the learning and development of the student?" the answer is invariably yes to both questions. Often we are required to use examination as a tool of assessment and yes there may be better ways but this is one of the ways we have been told to use. The next piece of advice is this… Write the examination and the mark scheme simultaneously. To often we write a question and discover after its gone to print that its unanswerable, beyond the scope of learning, too simple, too hard or is not identifying the aspect of learning we wanted it to. If you can’t write the answer as you develop the question how are your students meant to. Do my marking descriptors allow the students to achieve or have I written them in such a way to mean a student can only achieve in one way? Am I limiting the students to a low grade by the criteria I have written, is it a "they ahve to do this and this and this and this and this….." and if they miss out on one point they have failed even if they show higher level understanding. Does the question allow the student to show depth and extent of learning? This obviously does not apply to multi-choice or bubble test questions, but does the question allow the student to demonstrate their depth and breadth of understanding to show a progression from… Identify -> Outline -> Describe -> Explain -> Analyse -> Evaluate Am I expecting the students to be multi-lingual? Do my students have to understand two languages - the language of assessment and the language of my subject. How many of my students are lost before they have started because they do not understand the language of assessment. If I was to ask what is the difference between describe and explain would they know? My students are provided with definitions of the assessment terms on the cover of their examination - Outline - give a brief account; Describe - give a detailed account;   Explain - give a detailed account including causes, reasons or mechanisms. and so on Are the questions structured and balanced? is there an appropriate balance between lower order thinking and higher order thinking in the number of questions. Lower order command terms Higher order command terms state, list, outline, describe, explain, annotate, define, calculate evaluate, analyse, judge, critique, compare, contrast, formulate, construct, discuss, justify, to what extent I ask my colleagues to proof my examination. I ask them to please ask these questions as they are working through the examinations. •    Does it make sense? •    Does it suit the audience? •    Does it flow from lower order to higher order questions? from topic to topic? •    What is the purpose of the task, question or instruction? Does it show the learning outcomes? •    Does the weighting match the complexity of the task? •    Is it achievable? allow the students to show excellence? •    Is the examination manageable and realistic for the time frame? •   Is the coverage of the examination suitable in terms of the students learning  

Educause publishes a series of useful resources for administrators and teachers. Here are their latest offerings: http://www.educause.edu/library/resources/7-things-you-should-know-about-connected-learning - One of the critical skills universally identified for thriving in the 21st Century is the ability to communicate and collaborate. http://www.educause.edu/library/resources/7-things-you-should-know-about-infographic-creation-tools I love infographics and the research about our brains ability to process images and develop meaning from these back up their use. http://www.educause.edu/library/resources/7-things-you-should-know-about-video-communication Video conferencing is no longer the domain of the special few with the expencive equipment. Tools like Skype for education, which allows multi person video conferencing for free for educators are change this. http://www.educause.edu/library/resources/7-things-you-should-know-about-makerspaces - this is an interesting one - this isn’t so much about a technology but about a physical space that enables the use of technology for all users - a must read for anyone investigating libraries, multi purpose spaces etc. These resources are slightly older but are very useful for teaching IT theory or providing accessible PL resources for teachers http://www.educause.edu/library/resources/7-things-you-should-know-about-ipv6 7 things you should know about IP version 6 - this is the new IP protocol that is being gradually being implemented http://www.educause.edu/library/resources/7-things-you-should-know-about-mobile-app-development This is a briefing paper on mobile application development - we only have to look at the rapid emergence of tablets and broad acceptance of smartphones to see the relevance of this. http://www.educause.edu/library/resources/7-things-you-should-know-about-agile-development Agile project management is a very useful approach to the development of software and IT based projects (its not the only one though). This is a useful resource for this.

I am currently working on a set of workshops where I am using the Literacy - Augmentative-transformative model of technology use to frame up use of iPads in a classroom. I am currently looking at Augmentative or integrating technologies. Augmentative or integrative use of technology is often described as "Teaching with technology". In this use of technology the student replaces traditional approaches with an equivalent digital version. A simple test to apply to see if the use of technology is Augmenting or transforming learning. Does the use of technology reinforce, augment or substitute for a traditional teaching approach? The key question here is "Can we do this without technology?" If the answer is Yes, then this is augmentative or integrating. I have grabbed some common classroom activities from a wiki page I developed and attempted to update the tools for the iPad. What am I missing? Traditional Approach Digital Approach Possible applications Note Taking - Hand written notes Digital Notes, word processing, speech to text Apple Pages, QuickOffice, Notes, Chapters, GoDocs(connects to google documents) , Evernote (requires internet connection), Google Drive, Notebooks,Notetaker HD, Concepts, OneNote.  Minute mate, Siri - voice to text (iPad 3 or higher) See mind mapping tools Mind map, brainstorm Mind map, brain storm, graphical organisers iThoughts HD, inspirations (lite and purchased version) Poplet, Prezi for iPad, MindMeister (free and paid version) Formal Writing Word processing, Desktop publishing, collaborative documents Apple Pages, QuickOffice, Notes, Chapters, Google Drive, GoDocs(connects to google documents) , Book Creator (creates iBooks), Evernote (requires internet connection), Notebooks Drafting process Word processing, collaborative documents Apple Pages, QuickOffice, Notes, Chapters, GoDocs(connects to google documents) , Book Creator (creates iBooks), Evernote (requires internet connection), Notebooks Formal Communications - letters etc Word processing, collaborative documents, electronic mail Mail, Apple Pages, QuickOffice, GoDocs(connects to google documents) Research - secondary text based research from reference books, newspapers journals & magazines Internet based research, online publications and news subscriptions, Dictionaries, search engines Search engines via web browsers like Safari, Chrome, Rover (Supports flash), Opera, Atomic Web Browser, Puffin (Supports flash). Search Apps - Google Search. Reference resources - Dictionary, Dictionary.com, Wikipedia mobile, Wikihood, Brain pop, iTunes U etc Processing data Spreadsheets, calculators iWork Numbers, QuickOffice, GoDocs, Google Drive, Calculator Presenting information Slideshow, video, cartoon, poster, wiki, webpage, Desktop publishing, word processing, ebook, timelines Google Drive, Keynote, Prezi for iPad, GoDocs, QuickOffice, Educreations, Explain everything, Poplet, Book Creator, Storyrobe DTP - Pages. Comic creation Comic Life, Comicstrip, Puppet Pals, Sock Puppets Diary and journal Process journal Calendar, iprocrastinate, OneNote,Schoolbook, Apple Pages, QuickOffice, Notes, Chapters, GoDocs(connects to google documents) ,  Google Drive, Notebooks,Notetaker HD, Concepts, Time management calendar, scheduling application Calendar mathematical processes Spreadsheets, calculators, reference material, drill apps iWork Numbers, QuickOffice, GoDocs, Google Drive, Calculator, Mathboard, imathematics, FormulasHD, Fieldprotractor, mathletics, Rover (web browser with matheltics built in), minds of Math, operation math, iTunes U, Math Machine

Its been a while since I have had time to do anything creative and even publish a blog post. But here is something I have been dabbling with. iPad Speak Selection Feature - How to Video speak selection This video looks at the Speak Selection feature in the iPads Operating system. Great feature and very useful as a tool for our students. Recommendation: - Make sure they use headphones

Have you just updated your iWork applications to the new version? Did you get a shock, I did. Very different. I love keynote and I needed to get my head around it so I put together a basic video on how it works in the new version. Nothing fancy, just some of the things that I think are important like: presenters notes rulers and the replacement for inspector - animate, setup and format I have also included how to find the instant Alpha. keynote 6.0  

Working in other schools is great for making you reflect on your own practice.  The fruitful discussions and observations you have, help to crystalise and refine your own philosophy. The more I consider Assessment the more I believe that all assessment must be, in the broadest sense, deliberate, purposeful and be considered Why Deliberate, Considered and Purposeful? deliberate, - adjective 1 done consciously and intentionally: Assessment, whether it is Diagnostic, Formative or Summative must be a deliberate action.  It needs to be, as the definition states, done consciously and intentionally. Source: http://upload.wikimedia.org/wikipedia/commons/a/a8/Test_(student_assessment).jpeg It should be planned, fitting into a scheme or plan derived to enhance the learning outcomes of our students. This could be in a broad perspective of a unit of learning or as an element of a single lesson. Whether, this is: a diagnostic tool to identify pre-existing knowledge, skills or abilities; formative to support and enhance the learning process by identifying areas of strength or weakness, or  a summative snapshot showing the depth of knowledge at a point in time, all assessment must be deliberate.  Assessment can not be left to the last minute. There must be a underlying reason, a rationale, essentially a purpose of doing assessment purposeful, - adjective 1 having or showing determination or resolve 2 having a useful purpose Any assessment must have a useful purpose. The purposes can be very varied. We know they could be formative, diagnostic or summative, but there are purposes deeper than this as well. Assessment can be used as a measure of the success of a student, class, teacher, cohort, school, programme of learning or education system. It could be used to inform the immediate stakeholders (the students themselves, their parents and teachers) of the progression, development and success of the learning and to the wider stakeholders like the community, further education and employers. Most of the time the assessment should have a purpose for the learner and the teacher. It needs to be useful, it needs to be helpful and developmental. It should identify success, strengths and weakness and provide opportunity to improve and develop.  Sometimes, an assessment is used as a measure of the success of an organization. There is no point in doing a diagnostic assessment if it is not used to refine and modify the learning process, personalizing and differentiating the learning of the student. Similarly there is no point or purpose in formative assessment if it is not used in the learning process to strengthen and support learning.  All assessments should be a considered actions or undertakings. consider 1 think carefully about (something), typically before making a decision: Considered means that the assessment is suitable and appropriate for the students and its intended purpose and outcome. The context of the assessment is focused on the learning, it is suitable for the learner, taking into account their age, developmental stage and maturity. It must be, to again use the abbreviation, SMART Specific Measurable Attainable Realistic Timely An assessment that is not "SMART" is ill-considered Being considered means that as we develop an assessment we must also consider the responses, the mark scheme must be written at the same time as the assessment.  It must be possible for the students to successfully answer the questions or undertake the actions/processes in the time provided. So our assessments must be attainable (able to be completed to a high standard by some of the members of the group) and realistic (able to be completed in the allocated time, with the available tool, knowledge and skills). Source: http://www.latinamericaneducationalservices.com/images/educational_assessment_header.jpg The assessment must be measurable  - there must be clarity and transparency in the task/s, its application and the administration of the marking criteria and scheme. The application of the mark scheme or criteria must be honest, fair and transparent. It should suit the learners, be specific and focused on the learning being considered or undertaken, whether this is future learning (diagnostic), current learning (formative) or summative. Definitions from the Apple Dictionary Application  -Apple 2005-2011

My daughter proudly showed me this today. its not my fault Reading this makes me consider the power that media and the entertainment industry have over our young people. We as parents and teachers are forced to fight a valiant rear-guard action against the digitalised role models presented in popular entertainment. In entertainment, where if the cause is "right", you can kill, maim, injure and steal with complete justification. If you every present students with the opportunity to create stop motion animations, and do not scaffold the task by specifying no violence, how many will develop and produce a story which free of violence? How often are we faced with our students being sexualised by the television programmes they watch. How many people actually pay attention to the censors ratings and stop our young people watch in appropriate materials. Materials whose themes are ethically and morally wrong. There are those who will argue that our young people are savvy enough to discern between fiction and fact, between entertainment and reality, bit I for one am not so sure.