Educator, Thinker, Consultant

Category: Thoughts (Page 12 of 19)

Moodle Moot US Presentation

I’m back from the Moodle Moot US 2018. This was a wonderful and overwhelming experience.

On Monday morning, I knew that I was presenting, so I arrived early at registration. I always like to view the room that I’m presenting in before I actually present. So I asked where the room was. There seemed to be a bit of confusion (there was a lot going on with it being the first day of the conference and such), but I was given directions to the room. Up to the fourth floor I go. There were some conference helpers putting signs up. They provide some direction – follow the hallway and turn left. I follow a hallway that seems like a back passage (it was), to a very large room. Oh, this is where the keynote is. Large room. Stage. Moodlemoot in two foot tall letters on the stage. OK. Someone misunderstood. Back down I go. I ask again where the room that I’m presenting is. Pretty much the same directions. Back up I go. Upon arrival this time, someone is in the room who confirms, yes, this is where I will be presenting. Butterflies start kicking in.

I head back down for the presenter meeting. I’m informed that my session will be recorded. Butterflies start doing loopty loops. I’m also asked if there are any changes to the presentation. The presentation that was provided earlier in the week is already queued up. Providing a copy of the presentation is pretty much standard practice. Usually, these are posted for those attending the conference as resource material. That is what my past experience had been. I didn’t expect it to be the “live” resource. Fortunately, I had fully prepared. I had added some additional speaker notes, but the presentation itself was done. I was also asked if there were any copyrighted images in my presentation – because they are going to record this. I don’t use copyrighted images in my presentations, so I was all set there. My presentation was to be fifteen minutes. Then, there would be five minutes for questions and/or movement. Finally, they let us know that there was a timer in front of the monitor. The timer would count down so that we could stay on target (this will be important later).

On to the presentation. I present regularly. I have had the honor and privilege to present and speak in a wide variety of places. There were a couple of presentations before mine (including the opening keynote in the very same room). So, I had the opportunity to relax, collect my thoughts. Chris Kenniburg was also presenting in the same room, but before me. He did a great job.

I had my presentation on my iPad. (This was because I had added to my speaker notes). On my iPad, I also had a timer. Just before going up to speak, I switched back to just the presentation (the presentation without the timer was a bit larger and easier to read my speaker notes). Naturally, this tempted the fates. I was introduced and started speaking. I finished the introductory section and looked at the clock. Still stuck on 15:00 minutes. Great. I look at the time that is posted on the slides (there is just a clock, not a timer). I try to calculate how long I’ve been speaking. I’m trying to do this while focusing on my presentation and what I have to say.

I finish up the second section of my presentation. I’m still trying to calculate how much time is left. The timer is still on fifteen minutes. As I start the third and final section of my presentation, the timer suddenly changes. 4:58. So, my guess has just been a little bit off. I try to pick up the pace just a bit without seeming obvious about it. I managed to address all the topics that I wanted. I did go over the fifteen minutes slightly, but not by much. I answered a couple of questions.

All in all, this was a great experience. I look forward to presenting in similar situations again. Next time, I think that I’ll leave my timer running.

MAEDS Presentation

This morning was my MAEDS 2018 presentation. I presented “Creating Workflows with Open Source Software”. This presentation focused on creating workflows for the approval process.

As an example, I used the situation of a principal requesting an additional teacher. Traditionally, this has been done with paper. Recently, many people have moved to using Google Forms. While this is electronic and has some advantages over paper, it doesn’t solve the whole problem. Those problems include the original (in this case the principal), doesn’t know where the process is.

What I presented on today was using Joget. Joget is open source software that allows one to create a very easy to use system for end users. Although it isn’t quite as easy to create the workflows (you do need to have some basic understanding of programming), it is MUCH easier than other options that I’ve found. Joget is very visual based. To create workflows, you drag and drop elements.

The biggest issue is frequently defining exactly what the process is.

The group was a great group with good questions and suggestions. I will be following up the presentation with the suggestions that were brought forth.

Sharing is important. I was very pleased at the number and interest for my presentation.

Now back to the conference…

MAEDS Presentation

I’ll be attending the MAEDS (Michigan Association of Educational Data Systems) the fall, October 10th through 12th. This is usually a great conference. There is lots of good, practical information and discussions. 

This year, I’ll be presenting. My presentation will be “Create Workflows Using Open Source Software”.  This presentation will focus around creating a workflow (approval processes) using Joget

Although certainly not as easy to create as a Google Form, Joget does allow one to create a form for users to complete. The real difference is what happens after that form is filled out. Joget will automatically advance the completed form to the right person to approve. If that person approves, it goes to the next person that needs to approve. If it is denied at any point, whomever originated the request is notified. 

Let’s take a look at an example. Let’s say that a principal wants to add a new teacher to his/her staff. Let’s say that principal wants to use Title MCM funds to pay for the teacher. The principal would complete the form that has been created for adding staff. Then, the request would automatically go to the Title MCM coordinator for approval. If approved, the Director of Instructional Staff would be notified and able to approve. Once that Director approves, it could go to the Superintendent to approve. If the Superintendent denies the request, the principal would receive notice that the Superintendent has denied the request (actually, the principal receives notification all the through the process). 

Joget will allow for full tracking of where everything is in the process. It also allows for historical records of knowing who was entered, approved, and denied. 

There is a LOT of work to make this all work. Everyone has to agree on discrete steps and actions. All of that has to be programmed in Joget. The good news is that this is relatively easy to do. It is very graphical. 

At the end of the day, Joget is a lot more work than Google Forms. However, Joget also is much more complete in providing an actual useful process. 

There will be a lot to cover for my presentation. Wish me luck. 

Calling Bull

I’ve been listening to the wonderful Calling Bull (well, actually, they don’t use “bull” but the whole word), course. I’ve had it on in the background as I work. There is a part of me that thinks that this should be required for everyone. It is a great reminder of logical fallacy and the importance of thinking clearly. 

What is Calling Bull Well, let’s take a look. 

Our learning objectives are straightforward. After taking the course, you should be able to:

• Remain vigilant for bull contaminating your information diet.
• Recognize said bull whenever and wherever you encounter it.
• Figure out for yourself precisely why a particular bit of bull is bull.
• Provide a statistician or fellow scientist with a technical explanation of why a claim is bull.
• Provide your crystals-and-homeopathy aunt or casually racist uncle with an accessible and persuasive explanation of why a claim is bull.

We will be astonished if these skills do not turn out to be among the most useful and most broadly applicable of those that you acquire during the course of your college education.

Now, the structure of the course is a pretty traditional college lecture class. I would love to see this reimagined as something a bit more entertaining. (To be clear, I’m enjoying the heck out of this just the way that it is. I just think that another delivery method would help with those less likely to seek out this kind of information). 

The course features two presenters who do a good job of handing off the lecture back and forth. There are lots of good, realistic, relatable examples. They discuss why identifying and calling BS is so important and crucial. 

I know a few people who regularly share BS stories “just in case it is true”. I’ve tried referring them to Snopes, but still they persist. These are good people who aren’t dumb. They just don’t realize how dangerous sharing some of these things are. 

Please check out the wonderful Calling Bull site. It is good exercise for those thought muscles that we all need to exercise once in a while. 

ISTE 2018 & Open Source

I’ve been ruminating about ISTE 2018. I’ve held off on posting this for a while. Now it’s time. 

When I went to ISTE 2018 this year, I had a couple of goals. One goal was to look at Sketchnoting (which I’ve written about).  Another goal that I had was to check out some of the Open Source opportunities that exist in education. 

Now, I know that ISTE is a conference largely driven by the Sponsors and Vendors. We need sponsors and vendors in education. Districts can’t afford to only be open source. Many districts don’t have the technical background to implement very much open source at all. That is something that I was hoping that ISTE 2018 would be able to help address. 

Keep in mind the Vision of ISTE:

Our Vision

ISTE’s vision is that all educators are empowered to harness technology to accelerate innovation in teaching and learning, and inspire learners to reach their greatest potential.

For me, empowering all educators involves open source options as well as the paid, proprietary ones. 

Now I was able to attend one (yes, one) session that was an open source session. The session was quite good with lots of resources. However, I would like to see more. Much more. 

A Proposal

Open Source

I would like to see a track or least notation of open source presentations. I little bit of support and acknowledgement could go a long way. There are some open source alternatives that could help empower all educators and students. 

This would not be the end of the Sponsors and Vendors. They would still have a role. They would probably have an even bigger role. Vendors could tout how much better and easier to use their product is. They could solve issues and provide opportunities that open source just wouldn’t. 

There is currently a push to incorporate OER (Open Education Resources) into curriculum. This has taken a long time. It still has a long way to go. But, at least that push has started. 

ISTE has a lot of educational leaders attending. (This is always interesting to me. I always expect more teachers to be in attendance. There seem to be a lot of Technology Directors/Coordinators and Technology Coaches in attendance). These groups should be leading the way for knowing our options. Not just the “shiny” ones, but all of them. 

I would like to throw down the gauntlet to the wonderful ISTE leaders to use their influence and power to make open source truly part of the educational process. This will truly help EMPOWER all educators. 

ISTE 2018

ISTE 2018 is now in the books. I’ve had some time to process the information and the experience.

ISTE is always overwhelming. There is a lot going on. There are thousands and thousands of people. (I know that they said they had the highest attendance ever, but I never heard how many). According to what I heard, there were over 18,000 people.

I didn’t feel as though I saw everything. There are poster sessions, presentations, and meetings that I would’ve liked to see but missed. This has always been the case. There is simply too much going on.

However, I always have a perspective of what I want to get out of the conference. For me, this year was about not getting caught up in the “shiny things”, but trying to focus on substantive topics, ideas and learning. I still believe that we get way too caught up in focusing on shiny things.

Observation 1

MicroSoft really, really, really wants back in on education. Chromebooks have eaten their lunch. MicroSoft took some really specific actions. They bought Flipgrid and made it “free” (there is an event set for August 1st which should provide more information (i.e. will an account be necessary? will students need an Office 365 account to use it?). Secondly, MicroSoft had a really big area in the vendor showroom. MicroSoft also has released a small tablet (the MicroSoft Surface Go), for the education market.

MicroSoft also had vending machines that gave out some swag provided that you tweeted with a given hashtag.

Observation 2

There were a great many more people creating Sketchnotes than I’ve ever seen. Sketchnotes are graphical notes. I went to a couple of sessions at a previous ISTE to learn about Sketchnotes. I also went to a couple of sessions specifically to learn and practice how to do Sketchnoting. However, even at sessions that had absolutely nothing to do with Sketchnoting, there were several people taking notes via Sketchnoting.

I’m still processing how this plays out in classrooms. I think that for many students, this could be a wonderful tool/strategy. It is clearly not a silver bullet that will fix everything, but the brain research seems pretty solidly behind this. Creating graphical notes seems to help the brain truly remember and understand the material. Which tools and how remains to be seen. iPads seem to have an advantage over Chromebooks for this task. However, iPads in schools come with many other issues.

Did you go to ISTE2018? What are your observations?

Good with Tech

This phrase seems to be coming up a lot these days.

  • Kids are all “good with tech”.
  • The new teachers are all “good with tech”.
  • Principal so and so is “good with tech”.

All are very well meaning. But what does “good with tech” really mean?

Let’s start with kids. Are all kids “good with tech”. No. (All kids aren’t good just about anything). Are some kids “good with tech”. Absolutely. But let’s define what “good with tech” means.

Mostly kids aren’t afraid to push buttons. They do “stuff” on technology items. Some of them have worked extremely hard and put in lots of time to understand varies technologies or skills. This background can be very advantageous and useful. However, this doesn’t make all kids “good with tech”.

So, how about those recent college graduates? Certainly, they must all be “good with tech”. Recent college grads grew up completely within the time frame of readily available technology. (We’re going to partially ignore those non-traditional college grads who had gaps between high school completion and finishing college). After all, these college grads grew up after the Internet was widely available. They don’t know of a time when computers were NOT readily available. They grew up with the iPhone. They grew up with the Internet already available and moving into every home. Thus, they do have a grasp of what technology can do.

How about Principal “so and so”? Well, just like above, Principal “so and so” may not be afraid of pushing buttons. Principal “so and so” may use more technology than his/her/they peers.

And one could argue that all of these nice folks similarly lack a fear of pushing buttons. These things do not, however, make one “good with tech”.

To be perfectly honest, we are still figuring out tech. We know what a lot of the research says. We know that technology is not a magic savior by itself in its current form.

There is one of the pillars of “good with tech” for me. To be “good with tech”, one should have a firm grasp of what tech can and can not do. One should intimately understand many of the basics of technology. To be “good with tech” means that one doesn’t use the phrase “can’t you just…” when talking about technology. To be “good with tech” means understanding some of the unintended consequences. To be “good with tech” means considering how something is used and implemented. To be “good with tech” means that one considers whether the problem is best solved by technology or not. To be “good with tech” means to not try to rely on technology solve problems that are best solved by humans.

Are you “good with tech”?

#GoOpen

Michigan, like several other states, is adopting the #GoOpen movement. Michigan is planning on rolling out their #GoOpen site in June of 2018.
I think that this is great news. I’ve long been an open source advocate. I believe that you are investing in yourself or investing in someone else. Teachers have long created a wide variety of materials. Many of these excellent materials could be shared and utilized across the state (nation, world).

Challenge

Quite frankly, I’d like to call on Michigan to really #GoOpen. Let’s have school districts across Michigan utilize open source and share those resources. Let’s see Michigan start developing (or coordinating the sharing from districts) of a wide variety of open source projects.
Most school districts have similar concerns. We have similar needs. Let’s start with some curriculum resources. Michigan is doing that with the development of Michigan #GoOpen hub on OER Commons (or see OER Commons).

Kudos

This is a great start (at least it will be when unveiled in June of 2018). But why stop there? Why not work with great educators around the state (and maybe even some college students who are studying programming at some of our fine colleges) to develop resources for teachers? For example, many students learning programming need a real world project to help them learn and refine their skills. Why not take some of the open source projects and specifically adapt them for educational use in Michigan?
Michigan has adopted the Ed-Fi platform for sharing information. According to what I’ve been told, this has resulted in improvements and sharing between Michigan and at least one other state.
Michigan has also developed some textbooks that are OER. The Michigan Open Book Project is great. This project has created some good social studies materials.
However, Michigan chose not to use open source software to provide professional development (instead going with a vendor who gave them a “great deal” for a couple of years – a vendor that has a history of losing money to gain customers).
Anyone who reads this knows that I’m a big supporter of Moodle. It’s open source, free and can be pretty and effective.
However, there really are a lot more open source options that Michigan could lead the way on implementing.

Options

Here is a quick list of open source software that I’ve used:

  • Moodle– powerful, efficient, pretty learning management system.
  • WordPress – powers about 30% of the web. Give every teacher the power of a blog.
  • Anki – powerful, intelligent flashcards. A great tool that supports retrieval practice (spaced retrieval).
  • LimeSurvey – survey software
  • Scribus – desktop publishing. Schools need to do a variety of desktop publishing. Some of these revolve around security.
  • Linux – operating system. Lots of tools.
  • OpenBoard – Interactive whiteboard software. Can be used with a variety of interactive projectors/boards.
  • H5P – creates interactive tools to use within Moodle.
  • GIMP – Image manipulation. This is powerful, but training is important.
  • Mahara – ePortfolio solution. We have ours integrate with Moodle for a wonderful user experience for students. Imagine students being able to create portfolios and “take them with them”.
  • Pressbooks – create books that can be shared and repuposed.
  • Hypothes.is– annotate the web. Also bookmark and share the web.
  • VUE – mindmapping and non-linear presentation software.
  • Blender – 3D creation suite. Give students the power to create.
  • OpenShot Video Editor – video editor.
  • Minetest – game creation engine (developed in conjunction with MineCraft).

Potential Projects

Just about every school district will have some needs that open source software can help address. Things like HelpDesk software and approval processes. Michigan could lead the way in coordinating options for schools. This could be high leverage, low cost for Michigan.

Final Thoughts

I’m sure that I’ve missed some software that I use frequently. Not every school district would want to implement that same options. Different schools have different needs. However, our needs are close enough that opening up these options and creating these resources could open up a great wealth of money for schools to use in other ways.
Come on Michigan, Let’s Truly #GoOpen!

Padlet

Padlet has apparently changed their plans. According to Richard Byrne, Padlet is now limiting free tier users to three boards. Now, I’m not a really big Padlet user. Ever since I a teacher contact me because the kids were swearing on her Padlet and she wanted to know who did it (no way to tell as it is anonymous), I’ve not been really big on it. For what the teacher was doing (short book reviews), Moodle worked so much better (and there was accountability for the students).

But I do understand that some like the easy of use and the visual presentation of Padlet. I get that. I also know that ultimately things are not free. Padlet has expenses. They have bills to pay. It is important to know how sites are paying their costs. Padlet has a paid tier. Obviously, they need “enough” people on the paid tier to pay for the free stuff.

Padlet’s paid plans are $8.95/ month or $99/ year. The paid plans will give you unlimited Padlet walls in your account. It’s also worth noting that the free plan will display advertising.

I guess I have a tough time seeing why people are upset. Padlet seems to be doing the “right” thing, each user gets three Boards added to their total. Padlet isn’t taking anything away from users. They are making a business decision. Remember, you are always investing in someone else or investing in yourself.

For me, I’ll continue to utilize Moodle. Moodle provides a safe, attractive place of students to collaborate. The skills that I’ve learned in using Moodle continue to serve me well. My investment in me is a good long term investment.

For collaborating with the rest of the world, I’ll keep on using this blog.

Passion

I love to listen to people who are passionate. Elizabeth Stanny is obviously one of those people. I don’t know Dr. Stanny at all. However, she has a blog post (Why SSU should continue with Moodle), that is filled with passion.

She also makes some really great points:

  • Why switch from an open source learning management system to a proprietary one while switching from proprietary textbooks to open source textbooks?
  • Why spend time evaluating an alternative to Moodle when 80% of the faculty are satisfied with it?
  • Why redo connections (that may not be able to be redone) that work?
  • What are the attributes of a “next-generation” Learning Management System?

She makes some excellent and passionate points. She has done her homework on Canvas. Part of that homework was reviewing some of Canvas’ financial reports. Part of that homework was reviewing a presentation to Investors (you know the people that give Canvas money).

A few excerpts, (please do go read her post):

  • Canvas executives have no experience in the educational market, but lots of experience marketing.
  • Concern about stricter privacy laws in the EU relative to the US
  • For every $1 of revenue, there are 63¢ of Sales and Marketing expense
  • Large losses now for future profit
  • Only Canvas can host

All great points. I’ve talked about how you are either investing in yourself or investing in someone else. With Canvas, it is pretty clear that you are investing in Canvas and that bill will come due someday.

So, I did say that Dr. Stanny was passionate. She uses Moodle in conjunction with r-exams. She has obviously invested quite a bit in this workflow. So much so, that she states

If SSU continues with Moodle, I will offer free training and support to anyone that wants to learn how to use r-exams. (emphasis mine).

It is also noteworthy that Canvas is not even an option for r-exams output.

All in all, an excellent write up from a passionate fellow Moodler. Go give it a read.

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