New Learning Institute - Digital Learninghttp://newlearninginstitute.org/blog-topics/digital-learning enExploring Google+http://newlearninginstitute.org/blog/exploring-google <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p><a href="https://lh4.googleusercontent.com/-mETeBghMXMQ/TiCAPdwusqI/AAAAAAAAAMc/Zgrka76dPd0/G%25252B%252520Work%252520Stream.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh4.googleusercontent.com/-mETeBghMXMQ/TiCAPdwusqI/AAAAAAAAAMc/Zgrka76dPd0/G%25252B%252520Work%252520Stream.jpg" alt="" border="0" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 600px; height: 384px;" class="feature-top" /></a><br />I was pretty excited when I got my Google+ invitation last week. I might have fist-bumped the air, and just perhaps I crowed a little on Facebook by offering invitations to my friends. The flood of answering excitement never came. Two people asked for invites, and more asked, “What the heck is Google+?” My two invites aren’t posting much of anything. Even my generally tech-savvy supervisor wanted a rundown.<br /><br />To say it’s Google’s answer to Facebook is the short explanation. The interface definitely shares some strong similarities at first blush. There’s a posting box that allows you to share web links, videos, photos, or your location. There’s an activity feed and suggestions of folks you might want to add. All this works and is great.</p><p><!--break--><br /><br /><a href="https://lh5.googleusercontent.com/-n9dew3i2tVk/TiB8hNE83_I/AAAAAAAAAMw/ezf24AO6VIk/G%25252B%252520circles.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh5.googleusercontent.com/-n9dew3i2tVk/TiB8hNE83_I/AAAAAAAAAMw/ezf24AO6VIk/G%25252B%252520circles.jpg" alt="" border="0" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 600px; height: 259px;" class="feature-top" /></a><br />What’s really special, though, is the concept of circles. We all have different circles of people in our lives: friends, family, colleagues, people we know from specific activities, and so on; and what we might want to broadcast to one group (“hey, friends, check out this hilarious but completely inappropriate for work video!”) we don’t necessarily want to share with our coworkers, parents, or the first baseman on the weekend league softball team. To manage this on Facebook, you have a couple of options: you can send a group message with a link to the video; or, if this group of people shares such things with each other regularly, you could create a private group page. If you and your friends choose the second option, you have to visit the group page to see what’s been added to the activity feed. It’s only an extra click, but it’s still an extra step you have to take.<br /><br />Google+ lets you micromanage who sees what. Every post you make to your stream can be shared with everyone, including those without a Google+ account (public), extended circles (in not only your own circles, but also in the circles created by the people in your circles), or specific circles. When you set up your account for the first time, one of the pages you’re directed to allows you to sort your contacts into these circles. Google provides a few default circles, but you can add as many circles as you like. Once you’ve got your circles named, it’s as easy as dragging and dropping people from your Gmail address book or connecting your Yahoo! or Hotmail account using the Find and Invite function.</p><div><br /><img src="https://lh6.googleusercontent.com/-RgHnJFP3_eE/TiB8hihzrrI/AAAAAAAAAMo/1q-keSfJK8Q/G%25252B%252520privacy.jpg" alt="" align="left" border="0" style="float: left; margin: 0 10px 10px 0; cursor: hand; width: 300px; height: 193px;" />Circles aren’t just useful for selecting who sees which posts: Google+ also allows you to use them to determine the visibility of different pieces of your account profile. Users can control which circles others can see in your profile (both who you’ve connected with and who has connected to you), as well as each discrete profile section. They even use handy little icons next to each item so you can see at a glance what your privacy settings for each informational section are. To ensure that you’ve got everything theway you want it, Google has given users the ability to view their own profile as someone else. Again, you can choose to view it as a stranger on the web, or as someone in one of your circles. This allows you to make sure you’ve properly tucked things away when they’re intended only for a specific audience and not for public consumption. What about the problem of people reposting something I wanted to limit to a specific circle of people, you mayask? Well, Google’s thought of that trick, too. It’s not here yet, but the next update promises to give users the ability to lock posts down, meaning that they can’t be shared with people outside the original circle. Pretty nifty.<br /><br />Another perk is the ability to create Hangouts, which are basically group video chats. I’ve been pretty pleased with GChat, and the ability to have more than two people involved is really cool, not just from the socializing standpoint, but for business meetings. Having just tested it out, they’ve definitely considered having a group conversation—there’s plenty of real estate for lots of smiling faces.<br /><br /><a href="https://lh4.googleusercontent.com/-tqVGg9txdGE/TiB8hggV-dI/AAAAAAAAAMs/FN00xQ05dGY/G%25252B%252520notifications.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh4.googleusercontent.com/-tqVGg9txdGE/TiB8hggV-dI/AAAAAAAAAMs/FN00xQ05dGY/G%25252B%252520notifications.jpg" alt="" border="0" style="float: left; margin: 0 10px 10px 0; cursor: hand; width: 300px; height: 175px;" /></a>Lastly, after the wonderfully configurable privacy settings, my favorite thing about Google+ is its integration with Gmail and Google Docs. I have the (bad?) habit of keeping my Gmail open while I work so I can monitor incoming messages and put out fires quickly. Using the new Gmail theme, Google’s added a little activity counter in the upper-right corner of the screen. Right now it only appears in Gmail (with the proper theme enabled), Google Docs, and Google+, but I suspect Google Calendar will follow soon. The user interface team has done a great job of keeping it unobtrusive, and it’s very strategically placed for easy use. “Well, that’s nice,” you say, “but why is this a big deal?” By clicking on the counter, you can not only view the recent activity, but respond to posts as well without leaving off what you were doing. Lovely.<br /><br /><span style="font-style: italic;">Coming soon: Some thoughts on how to leverage Google+’s features for educators and students.</span><br /><br /><span style="font-weight: bold;">Additional Reading on Google+</span><ul><li>“<a href="http://googleblog.blogspot.com/2011/06/introducing-google-project-real-life.html">Introducing the Google+ Project: Real-life sharing, rethought for the web.</a>” Vic Gundotra. <span style="font-style: italic;">The Official Google Blog</span>. (with lots of videos!)</li><li>“<a href="https://plus.google.com/117373186752666867801/posts/PFkyoSPoQ6m?hl=en">The Great Migration to Google Plus</a>.” Dave Gray.</li><li>“<a href="http://www.good.is/post/why-google-is-an-education-game-changer/">Why Google+ Is an Education Game Changer</a>.” Liz Dwyer. <span style="font-style: italic;">GOOD</span>.</li></ul></div><div class="blogger-post-footer"><img src="https://blogger.googleusercontent.com/tracker/902885274664531497-7614959178310593424?l=newlearninginstitute.blogspot.com" alt="" width="1" height="1" /></div></div></div></div><div class="field field-name-field-blog-topics field-type-taxonomy-term-reference field-label-above"><div class="field-label">Topics:&nbsp;</div><div class="field-items"><div class="field-item even"><a href="/blog-topics/social-networking" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Social Networking</a></div><div class="field-item odd"><a href="/blog_topics/tools/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Tools</a></div><div class="field-item even"><a href="/blog-topics/web-20" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Web 2.0</a></div><div class="field-item odd"><a href="/blog-topics/technology-education" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Technology Education</a></div><div class="field-item even"><a href="/blog-topics/community" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Community</a></div><div class="field-item odd"><a href="/blog-topics/digital-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Learning</a></div></div></div>Fri, 15 Jul 2011 19:02:00 +0000Jennifer Dick110 at http://newlearninginstitute.orghttp://newlearninginstitute.org/blog/exploring-google#commentsMake an Android App? There’s a Meta-App for That.http://newlearninginstitute.org/blog/make-android-app-there%E2%80%99s-meta-app <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p><span style="font-weight: bold;">Google Introduces SF Bay Educators to App Inventor for Android</span></p><div><br /><a href="https://lh3.googleusercontent.com/-JDsg2KGGLzo/TgDHT9WTcTI/AAAAAAAAALY/0ReqEt-4rFs/app%252520inv%252520home.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh3.googleusercontent.com/-JDsg2KGGLzo/TgDHT9WTcTI/AAAAAAAAALY/0ReqEt-4rFs/app%252520inv%252520home.jpg" alt="" border="0" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 600px; height: 392px;" class="feature-top" /></a><br /><a href="http://en.wikipedia.org/wiki/Mobile_app">Mobile apps</a> have changed our relationship with information access in the wider world. With mobile devices such as smart phones and tablet computers becoming more powerful and affordable, more people are regularly supplementing their experiences out in the world by calling up services like Google Maps, Yelp, Facebook, Twitter, Flickr, <a href="https://foursquare.com/">Four Square</a>, and <a href="http://www.shazam.com/">Shazam</a> to record what they’re doing, find out what other people thought about whatever restaurant/park/business they’re at, or share their own opinion.<br /><br />Ten years ago, if I passed a statue of some historic figure and wanted to learn more, I’d have to make a note and then go visit the library. Now, I can just whip out my phone and Google the name. I can also use my phone to take a geo-tagged picture, upload it to Flickr (which will automatically highlight it in my Facebook feed), share a web link about what I learned about the statue on Twitter, and check in on Four Square. What’s that song playing at the café I just passed? Shazam! “Bossa for the Devil” by Dr. Rubberfunk. Apps are changing how we interact with the world.<br /><br />For youth, using apps to learn more about places as they experience them is second nature, and those apps can be powerful learning tools. What isn’t second nature is app development. Designing and building a working app generally requires some serious programming savvy, but youth are very interested in apps—they see how relevant apps are to daily life and how they’re being used by more people, more frequently—and this motivates those with an interest in tech to take the programming plunge. Learning programming can be a long slog through lots of information to create very simple programs. I remember taking an intro to CS class, which had us learn <a href="http://en.wikipedia.org/wiki/BASIC">BASIC</a>. I can’t find my notes, but I’m pretty sure it took us a week to know enough to code the “Hello, world” program that seems to be lesson 1 for just about any programming course, regardless of language. My classmates and I found our interest in programming waning fast. And if motivated college students ten years ago lost their interest so quickly, imagine what happens with the youth of today, living at a mile a minute.</div><div><!--break--><br /><a href="https://lh3.googleusercontent.com/-NMYYoa-MKns/TgDGhAmSKHI/AAAAAAAAALk/xO9yraMGXw8/AppInv%252520Srn1.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh3.googleusercontent.com/-NMYYoa-MKns/TgDGhAmSKHI/AAAAAAAAALk/xO9yraMGXw8/AppInv%252520Srn1.jpg" alt="" align="left" border="0" style="float: left; margin: 0 10px 10px 0; cursor: hand; width: 300px; height: 170px;" /></a>Enter <a href="http://appinventor.googlelabs.com/about/index.html">App Inventor for Android</a>, a web-based app that allows users to both design and build apps utilizing a drag-and-drop user interface. One screen controls the UI (user interface) and builds the code using puzzle-piece like blocks that are put together to create the app. It's not foolproof, but it doeseliminate nearly all syntax errors from programming. There are a number of <a href="http://appinventor.googlelabs.com/learn/">online tutorials</a> for building sample apps that walk you through different functionality possibilities. They'renot particularly kid friendly, but adults can get through them fairly easily. Don’t have an Android device to test on? No problem: you can install an Android emulator on your computer. While not as fun as seeing your app work on the phone, it does provide faster feedback as you tweak your app. When your app is finished (the first sample app took me only about 10 minutes to create), you can save it to your Android device and take it with you.<br /><br /><br /><img src="https://lh3.googleusercontent.com/-05X4xsuDKjA/TgDGg1cLeGI/AAAAAAAAALc/8ivwwvRX2Mw/app%252520inv%252520blocks%252520ed.jpg" alt="" align="left" border="0" style="float: left; margin: 0 10px 10px 0; cursor: hand; width: 300px; height: 146px;" />The palette for app building is large and includes a drawing canvas, password textboxes, tinyDB (tiny database) support, and a media player; and you can tap the device’s phone, SMS, Twitter camera, accelerometer, location sensor, and device orientation sensor. Google has also included tools for use with Lego Mindstorm robot controls, which should interest robotics educators.<br /><br />Our hosts at Google shared two case studies of how App Inventor's already being used by educators, both after-school programs that won the 2010 DML Competition, sponsored by the MacArthur Foundation:</div><div><ul><li><a href="http://youth-lab.org/index.html">Youth Lab's</a> <a href="http://youth-lab.org/youthAPPLab.html">Youth AppLab</a>: Youth based in Washington DC get hands-on experience developing mobile apps, learning the software development cycle in the process. It's been so successful that parents are asking for workshops, too.</li><li><a href="http://www.youthradio.org/">Youth Radio</a>: Youth in Oakland are teaming up with professional developers through their <a href="http://www.youthradio.org/mobileapplab">Mobile Action Lab</a> to propose, create, and market apps that address real needs in their communities.</li></ul>App Inventor for Android is still in beta and it has its issues (mostly around phone recognition in our workshop), but it has a very active user forum with helpful folks, including a <a href="https://groups.google.com/forum/embed/?parenturl=http://appinventor.googlelabs.com/forum/&amp;showsearch=true&amp;fragments=true#%21forum/app-inventor-instructors">dedicated forum page for educators</a>. I look forward to really digging into this tool to see what it can do, as well as hearing how other educators are using it with their youth.</div><div class="blogger-post-footer"><img src="https://blogger.googleusercontent.com/tracker/902885274664531497-2750124153934379448?l=newlearninginstitute.blogspot.com" alt="" width="1" height="1" /></div></div></div></div><div class="field field-name-field-blog-topics field-type-taxonomy-term-reference field-label-above"><div class="field-label">Topics:&nbsp;</div><div class="field-items"><div class="field-item even"><a href="/blog_topics/tools/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Tools</a></div><div class="field-item odd"><a href="/blog_topics/nli_play/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">NLI at Play</a></div><div class="field-item even"><a href="/blog_topics/place_based_learning/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Place Based Learning</a></div><div class="field-item odd"><a href="/blog-topics/best-practices" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Best Practices</a></div><div class="field-item even"><a href="/blog-topics/project-based-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Project Based Learning</a></div><div class="field-item odd"><a href="/blog-topics/professional-development" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Professional Development</a></div><div class="field-item even"><a href="/blog-topics/technology-education" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Technology Education</a></div><div class="field-item odd"><a href="/blog_topics/mobile_learning/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Mobile Learning</a></div><div class="field-item even"><a href="/blog-topics/digital-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Learning</a></div><div class="field-item odd"><a href="/blog_topics/21st_century_skills/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">21st Century Skills</a></div></div></div>Tue, 21 Jun 2011 16:37:00 +0000Jennifer Dick112 at http://newlearninginstitute.orghttp://newlearninginstitute.org/blog/make-android-app-there%E2%80%99s-meta-app#commentsDigital Dispatch: Biodiversity Quest in Chicago, Week 3http://newlearninginstitute.org/blog/digital-dispatch-biodiversity-quest-chicago-week-3 <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p><a href="http://3.bp.blogspot.com/-qA7TfiKyeS8/Tfvu8bgQmxI/AAAAAAAABRA/27PXAdwmah4/s1600/group_clipboard.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="http://3.bp.blogspot.com/-qA7TfiKyeS8/Tfvu8bgQmxI/AAAAAAAABRA/27PXAdwmah4/s400/group_clipboard.JPG" alt="" border="0" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 400px; height: 266px;" id="BLOGGER_PHOTO_ID_5619347682017450770" /></a></p><div> </div><div><em>The students from Bouchet Academy are scattered around the Tropical River area at Lincoln Park Zoo's McCormick Bird House taking part in an ethology activity (the study of animal behavior) to sharpen their scientific observation skills. A variety of birds surround them, mostly nestled in small trees or walking on the ground. Occasionally, a bird flies over the students’ heads and someone tries to snap a picture with their smartphone. Each student has selected a bird in the area to watch closely for three minutes. Every ten seconds a zoo staff member directs them to “Look!” and the students quickly make a note on their clipboard about the behavior their particular bird exhibits.</em></div><div> <!--break--></div><div>The highlight of the third week of the Biodiversity Quest program in Chicago was the first field trip to Lincoln Park Zoo. Unlike some school field trips to the zoo that must keep to a tight schedule and don’t always allow time for personal exploration, the youth participants in the Biodiversity Quest program were given time to explore the exhibits that most interested them. These youth also had a unique purpose for their visit: to research information for the mobile quests they would be designing over the next five weeks.</div><div> </div><div>The packed day started off with an introduction from Director of Student and Teacher Programs, Dr. Leah Melber. She offered the students suggestions on what to include in their mobile quests. In one instance, for those students who selected a species that is less active during the day at the zoo, she suggested that they add videos or photos from the ARKive.org website to their quests to enhance a visitor’s understanding of that species when they visit its exhibit at the zoo. Next, Dr. Melber led the BQ participants through the ethology activity in the Bird House. After learning how to observe species closely through this activity, the students were then ready to explore the zoo! During their first round of exploration, the students used <a href="http://www.lpzoo.org/education/educators-resources">Zoo Tracks</a> guides. These curriculum brochures, created by the Zoo, educate young people about a particular theme, such as predator-prey relationships, and then lead the visitor to different species around the zoo that exemplify that theme. The guides helped the students orient to zoo grounds, but also served as an example of how to draw connections between several exhibits, similar to what they will do when designing their own mobile quests.</div><div> </div><div>Finally, the small groups had time to walk around to visit the exhibits in which they were most interested. Not surprisingly, this led most of the groups to the <a href="http://www.lpzoo.org/regenstein-center-african-apes">Regenstein Center for African Apes</a> for a visit with the gorillas and chimpanzees. Students navigated their way around the zoo documenting what they saw as they moved from exhibit to exhibit. By the end of the day, the students’ smartphones, clipboards, and minds were packed with research and ideas for building their quests back at the school.</div><div style="font-weight: bold;"> </div><div class="blogger-post-footer"><img src="https://blogger.googleusercontent.com/tracker/902885274664531497-1681123836399283704?l=newlearninginstitute.blogspot.com" alt="" width="1" height="1" /></div></div></div></div><div class="field field-name-field-blog-topics field-type-taxonomy-term-reference field-label-above"><div class="field-label">Topics:&nbsp;</div><div class="field-items"><div class="field-item even"><a href="/blog-topics/digital-literacy" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Literacy</a></div><div class="field-item odd"><a href="/blog-topics/project-based-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Project Based Learning</a></div><div class="field-item even"><a href="/blog_topics/mobile_learning/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Mobile Learning</a></div><div class="field-item odd"><a href="/blog-topics/digital-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Learning</a></div></div></div>Sat, 18 Jun 2011 00:09:00 +0000Nancy Chou113 at http://newlearninginstitute.orghttp://newlearninginstitute.org/blog/digital-dispatch-biodiversity-quest-chicago-week-3#commentsTool Review: Glogsterhttp://newlearninginstitute.org/blog/tool-review-glogster <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p><a href="https://lh3.googleusercontent.com/-l1Cpaqeq-Wk/Tfp2PbOLg0I/AAAAAAAAAKw/6so05w9WL0Y/glogster%252520home.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh3.googleusercontent.com/-l1Cpaqeq-Wk/Tfp2PbOLg0I/AAAAAAAAAKw/6so05w9WL0Y/glogster%252520home.jpg" alt="" border="0" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 600px; height: 321px;" class="feature-top" /></a><br /><br />Everyone who’s had to make a poster for a class project at one time or another, raise your hand. I’m going to guess that pretty much all of you reading this raised your hands and at some point in your schooling had to wrestle poster boards on the bus or walking down the street, worrying that the glue wouldn’t hold and various attachments would fall off and fly away on the wind. (Okay, maybe that was just me?)<br /><br />Posters are time-honored methods of sharing information: not only are they still used to communicate important ideas to people all over the world, but of course educators have been using them as assessment products for years. Creating a poster forces students to consider what information to include and how to organize, arrange, and illustrate it. These are still valuable experiences for youth—skills that are no less important today than they were twenty years ago when you could write a computer program with a hole punch. <a href="http://edu.glogster.com/">Glogster</a> seeks to bring the poster into the 21st century by allowing users to create a digital poster, or glog, with multimedia and hyperlinked elements to extend and supplement the information it contains. (The initial “g” in “glog” is meant to evoke “graphics.”)</p><p><!--break--><br /><a href="https://lh6.googleusercontent.com/-EyhG592-tbc/Tfp2PX4-9OI/AAAAAAAAAK0/lh48jt-V_M8/glogster%252520UI.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh6.googleusercontent.com/-EyhG592-tbc/Tfp2PX4-9OI/AAAAAAAAAK0/lh48jt-V_M8/glogster%252520UI.jpg" alt="" border="0" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 600px; height: 336px;" class="feature-top" /></a><br /><br /><span style="font-weight: bold;">Features</span><br />Working on a glog is a bit like working on a one-slide PowerPoint presentation. You can change your background (Glogster calls it the “wall”) and add text, shapes, and pictures. However, one thing PowerPoint doesn’t do is play well with multimedia; it takes a little savvy if you need to move your presentation around. Glogster makes it very easy to add videos or audio from the web, your computer, or SchoolTube. If you shell out for a premium account, your students also gain the ability to attach files (Word, Excel, PowerPoint, or PDF) to their glog.</p><p><br /><br /></p><div style="float: left; margin: 0 10px 5px 0;"><img src="http://c.gigcount.com/wildfire/IMP/CXNID=2000002.0NXC/bT*xJmx*PTEzMDgxNjk5MzcxMTkmcHQ9MTMwODE2OTk4ODU*MSZwPTIyMTYzMSZkPSZnPTImbz1lOTIzMTdmMGNmY2Q*ZmFkYWNj/YzgzZTI3MWMxMjEwYSZvZj*w.gif" width="0" height="0" border="0" style="visibility: hidden; width: 0px; height: 0px;" /><object width="205" height="277" data="http://edu.glogster.com/flash/flash_loader.swf?ver=1306920921" type="application/x-shockwave-flash"><param name="allowfullscreen" value="true" /><param name="allownetworking" value="all" /><param name="allowscriptacces" value="always" /><param name="flashvars" value="sl=http://edu.glogster.com/flash/glog.swf?ver=1306920921&amp;gi=21115778&amp;ui=9133257&amp;li=3&amp;fu=http://edu.glogster.com/flash/&amp;su=http://edu.glogster.com/connector/&amp;fn=http://edu.glogster.com/fontyedu/&amp;embed=true&amp;pu=http://edu.glogster.com/blog-thumbs/12/21/11/57/21115778_2.jpg&amp;google_analytics_url=http://edu.glogster.com/js/glogsterGA.js&amp;si=6&amp;gw=4,1,0&amp;gh=5,5,5" /><param name="src" value="http://edu.glogster.com/flash/flash_loader.swf?ver=1306920921" /><param name="wmode" value="window" /></object></div><p>My favorite feature is being able to hyperlink just about anything. This makes it easy for viewers to find more information than what can comfortably be contained on the poster. These sources could be web pages, a Google Document authored by the student, a Twitter account—the possibilities are really fun to think about and do a good job addressing the many different ways we get information today.<br /><br />There are two versions of Glogster: a public version and an education version. The free teacher account on the education site lets you administer 50 student accounts and share glogs. Premium accounts add some nice features like the ability to micromanage 200 student accounts, organize glogs into classes and projects, do mass messaging, and take advantage of extra glog functionality. However, I’m not sure too many teachers will want to shell out the premium price of $99 a year unless they’ve got a grant to cover the cost. It’s nice that Glogster understands an educator’s need to manage students and organize work and make those tools available.<br /><br /><span style="font-weight: bold;">Sample Classroom &amp; Youth Program Applications</span></p><ul><li><span style="font-weight: bold;">English Language Arts:</span> Have students pick a short poem or a selection from a longer work and create a glog that links to pages of literary criticism and author biography. The glog could also incorporate other works of art, music, and cinema that relate to the piece’s tone or theme.</li><li><span style="font-weight: bold;">Math or Science: </span>Students create a glog illustrating one of the concepts being studied. The glog can integrate or link to other real-world applications of the mathematical or scientific concept.</li><li><span style="font-weight: bold;">Arts:</span> Glogs can create mini-exhibitions of art in the public domain. Students pick an artist or musician (linking to a bio), research the artist’s work, choose a theme, and curate a glog exhibiting works that relate to the theme. The student writes a brief explanation of how each piece relates to the overall theme of the glog.</li></ul><p> </p><p><span style="font-weight: bold;">Breakdown</span></p><ul><li><span style="font-weight: bold;">Price Structure:</span> Free and premium</li><li><span style="font-weight: bold;">Pros:</span><ul><li>Easy media integration.</li><li>Simple user interface.</li><li>Publishing glogs on social media and blogging platforms also straightforward.</li></ul></li><li><span style="font-weight: bold;">Cons: </span><ul><li>Shapes can only proportionally change size, so if you want a wider fancy text box, you have to increase its height as well.</li><li>Premium accounts are pricey.</li></ul></li></ul><p> </p><p>Do you use Glogster with your youth? Do you have any activity suggestions, tips, or tricks to share? Comment below or contact us!</p><div class="blogger-post-footer"><img src="https://blogger.googleusercontent.com/tracker/902885274664531497-66048225529951596?l=newlearninginstitute.blogspot.com" alt="" width="1" height="1" /></div></div></div></div><div class="field field-name-field-blog-topics field-type-taxonomy-term-reference field-label-above"><div class="field-label">Topics:&nbsp;</div><div class="field-items"><div class="field-item even"><a href="/blog-topics/assessment" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Assessment</a></div><div class="field-item odd"><a href="/blog_topics/tools/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Tools</a></div><div class="field-item even"><a href="/blog_topics/nli_play/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">NLI at Play</a></div><div class="field-item odd"><a href="/blog-topics/web-20" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Web 2.0</a></div><div class="field-item even"><a href="/blog-topics/digital-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Learning</a></div></div></div>Thu, 16 Jun 2011 21:23:00 +0000Jennifer Dick114 at http://newlearninginstitute.orghttp://newlearninginstitute.org/blog/tool-review-glogster#commentsTool Review: Storifyhttp://newlearninginstitute.org/blog/tool-review-storify <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p><a href="https://lh6.googleusercontent.com/-BRtwn271k8c/Te6Ta7gMwkI/AAAAAAAAAKQ/qHGPdQklrTQ/storify%252520home.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh6.googleusercontent.com/-BRtwn271k8c/Te6Ta7gMwkI/AAAAAAAAAKQ/qHGPdQklrTQ/storify%252520home.jpg" alt="" border="0" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 600px; height: 236px;" class="feature-top" /></a><br /><br />One of the most common concerns I hear from educators when we’re discussing using social media tools with youth is the sheer number of sites out there. Using new media for information gathering requires patience. It can be really hard to make sense of how an event or topic is being played out across the major platforms: tracking topics across Facebook, Twitter, Tumblr, Flickr, YouTube, and blogs requires a real desire to see what’s happening in real time. Even if you’re a seasoned web browser tab jockey or use a social media aggregator like <a href="http://friendfeed.com/">FriendFeed</a>, events in a timeline without context or analysis aren’t being displayed to their best advantage.<br /><br /><a href="http://storify.com/">Storify</a> is an online platform that allows users to bring together disparate entries from various new media platforms and curate a story.</p><p><!--break--><br /><br /><a href="https://lh5.googleusercontent.com/-cMP19i7zn18/Te6Ta8zflEI/AAAAAAAAAKU/FITMnd9KzVY/storify%252520UI%2525201.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh5.googleusercontent.com/-cMP19i7zn18/Te6Ta8zflEI/AAAAAAAAAKU/FITMnd9KzVY/storify%252520UI%2525201.jpg" alt="" border="0" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 600px; height: 381px;" class="feature-top" /></a><br /><br /><span style="font-weight: bold;">Features</span><br />It’s easy to get started; all you need is a Twitter account. Once you log in and click the “create a story” link, you’re presented with a very intuitive interface with two basic sections. There’s a “research” section that makes it simple to search Twitter, Facebook, Flickr, YouTube, Storify, Google, RSS, or manually insert a weblink. (If you delve into the settings, it’s also possible to enable SlideShare, Causes, and Audioboo as well.) Once you’ve found something you want to add to your story, just drag it over to the timeline on the right side of the screen.<br /><br />Text can be added in-between as many story elements as you like. This means that you can contextualize, analyze, and comment on the content, which adds a depth to the service Storify offers. This could be a great way to engage youth with providing opinions on current events and may possibly provide a more natural entree into the world of news analysis and commentary. It also makes it very easy to put different points of view right next to each other, inviting the audience to draw their own conclusions. Because all story elements are linked directly from their original source, they’re always properly attributed. (But it’s invariably a good idea to talk about the importance of citing your sources!)<br /><br />Once the story is published, it can be Tweeted (with automatic short URL, and shout-outs to some of the featured content creators) or sent to your Facebook, WordPress, Posterous, Tumblr, or <a href="http://mailchimp.com/?pid=GAW&amp;source=website&amp;gclid=CKrzs-HUpKkCFcsZQgodAHcQvA">MailChimp</a> page.<br /><br /><span style="font-weight: bold;">Sample Classroom &amp; Youth Program Applications</span></p><p> </p><ul><ul><li><span style="font-weight: bold;">All Subjects—Experts in the Field:</span> Each student chooses an expert in the field of study who uses social media regularly and curates a new media collection story. Students should share why they chose a particular expert and discuss the works they post to the story. Periodically, the class should discuss new findings, events, and conferences as reported in their stories.</li></ul></ul><p> </p><ul><ul><li><span style="font-weight: bold;">All Subjects—Research:</span> Students choose a research topic related to the content area being studied in class and keep an updated Storify page that serves as a class resource.</li></ul></ul><p> </p><ul><li><span style="font-weight: bold;">Social Studies:</span> Have students choose a current event to track in social media. Work together to develop a resource evaluation rubric, and require students to explain why they chose to add each source to their story.</li></ul><p><br /><br /></p><p><span style="font-weight: bold;">Breakdown </span></p><p> </p><ul><li><span style="font-weight: bold;">Price Structure:</span> Free</li><li><span style="font-weight: bold;">Pros:</span><ul><li>Very easy to use; excellent user interface.</li><li>Simple to send stories to other media platforms.</li><li>Stories can be reorganized at will.</li></ul></li><li><span style="font-weight: bold;">Cons:</span><ul><li>Still growing a user base.</li></ul></li></ul><p><br /><br /></p><p>Do you use Storify with your youth? Do you have any activity suggestions, tips, or tricks to share? Comment below or contact us!</p><div class="blogger-post-footer"><img src="https://blogger.googleusercontent.com/tracker/902885274664531497-4840281343874788920?l=newlearninginstitute.blogspot.com" alt="" width="1" height="1" /></div></div></div></div><div class="field field-name-field-blog-topics field-type-taxonomy-term-reference field-label-above"><div class="field-label">Topics:&nbsp;</div><div class="field-items"><div class="field-item even"><a href="/blog-topics/social-networking" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Social Networking</a></div><div class="field-item odd"><a href="/blog_topics/tools/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Tools</a></div><div class="field-item even"><a href="/blog_topics/nli_play/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">NLI at Play</a></div><div class="field-item odd"><a href="/blog-topics/digital-literacy" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Literacy</a></div><div class="field-item even"><a href="/blog-topics/web-20" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Web 2.0</a></div><div class="field-item odd"><a href="/blog_topics/mobile_learning/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Mobile Learning</a></div><div class="field-item even"><a href="/blog-topics/digital-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Learning</a></div><div class="field-item odd"><a href="/blog-topics/information-literacy" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Information Literacy</a></div><div class="field-item even"><a href="/blog_topics/21st_century_skills/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">21st Century Skills</a></div></div></div>Tue, 07 Jun 2011 22:43:00 +0000Jennifer Dick115 at http://newlearninginstitute.orghttp://newlearninginstitute.org/blog/tool-review-storify#commentsNew Media and the Chicago Public Library: Interview with Mary Dempsey, Part IIhttp://newlearninginstitute.org/blog/new-media-and-chicago-public-library-interview-mary-dempsey-part-ii <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p><a href="http://2.bp.blogspot.com/-Rd63LsxThls/Td_7NlSOxII/AAAAAAAABeM/T7Dgsimoguw/s1600/CPL_amercy" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="http://2.bp.blogspot.com/-Rd63LsxThls/Td_7NlSOxII/AAAAAAAABeM/T7Dgsimoguw/s1600/CPL_amercy" alt="" border="0" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand;" class="feature-top" id="BLOGGER_PHOTO_ID_5611479871492375682" /></a></p><div><p><em>This post is part of a series of interviews highlighting leaders in the field of New Learning (what we call “NLI at Inquiry”). <a href="http://newlearninginstitute.blogspot.com/2011/05/new-media-and-chicago-public-library.html">Recently, we interviewed Chicago Public Library Commissioner Mary Dempsey</a> on subjects including how the library has reshaped the city, new media’s role in the library, and her thoughts on the future of urban libraries. Here, in Part II of the interview, she discusses the ways that CPL’s new media learning center, YOUmedia, meets the needs of youth in Chicago and her thoughts on how urban libraries will evolve to meet students’ needs in the future.</em></p><p><em>Listen to the full interview here:</em></p><div><br /><em><object id="pcm_player_episode47331" style="height: 110px;" width="600" height="110px" data="http://podcastmachine.com/swf/player.swf" type="application/x-shockwave-flash"><param name="allowFullScreen" value="true" /><param name="allowScriptAccess" value="always" /><param name="quality" value="high" /><param name="wmode" value="transparent" /><param name="flashvars" value="file=http://podcastmachine.com/podcasts/8746/episodes/47331.json&amp;width=650&amp;height=111&amp;skin=http://podcastmachine.com/swf/skin_pcm1.swf&amp;fullscreen=true&amp;bgcolor=#000000&amp;playlist=bottom&amp;subscribebutton=false&amp;downloadbutton=false&amp;playlistcolumns=1&amp;playlistrows=1&amp;autostart=false&amp;playlistsize=80" /><param name="src" value="http://podcastmachine.com/swf/player.swf" /><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="always" /><param name="pluginspage" value="http://www.macromedia.com/go/getflashplayer" /></object></em></div></div><p><strong><!--break--></strong><strong>Commissioner Dempsey, what specific needs is the YOUmedia center meeting for Chicago's youth?</strong></p><p>It’s a place for youth to come and feel comfortable and welcome. We don’t even advertise it. But through the word of mouth and their whole social network, it’s out there dramatically. I would say 50% of the kids who are part of YOUmedia don’t physically show up there; they are in the social network, and they are talking with their peers, critiquing each other’s work, and enhancing their writing skills just through the social network – or they’re appearing in person every day, or once a week, or once every couple of weeks at YOUmedia. There are some kids who come every day after school faithfully. I guarantee these are not kids who would have normally come to a public library after school, but they see this as a place to spark their creativity, to feel safe, to do their homework, to work with their peers from other schools. We serve kids from high schools across the city: public, parochial, private schools… In any given day, you’ll see kids in ROTC uniforms working with kids dressed like hip-hop artists. In a normal school setting, those are two groups that may not necessarily mix. And you’ll see kids working beautifully together, because they’re coming together around interest-driven learning. It’s a project that excites them and they want to work on it together, whether it’s art, or science, or technology, or poetry. We’re seeing them – without any difficulty at all – kids from different high schools talking to each other, working together; different age groups talking together and working together. There are none of the tensions that they might be expected to emulate in the outside world; none of that is brought into the library. So they see the library in a whole new light as a place that is really engaging their brain, which we love.</p><p><strong>How do you envision the future of urban libraries?</strong></p><p>I envision the future of urban libraries as very bright, because I think urban libraries understand that, in order to continue to be that place of lifelong learning and information literacy for the people of our cities, we have to stay ahead of the technology curve, we have to embrace new ideas; but we don’t have to just willy-nilly embrace any technology. We have to say, “How does this serve our mission?” In our case, YOUmedia worked for us because it was something that we fashioned together, that we created together. We brought the print, the book collections in with the technology, mentors, and librarians. I see that as the future. I see urban libraries as continuing to be those very important, strong community anchors that really provide a higher quality of life for families, for children, for small business owners, for seniors in every neighborhood of our city. It’s one of the reasons why Mayor Daley made it a point to build 59 new libraries in his 22 years in office. And it’s why Mayor Emanuel [the new incumbent] is very interested in what we are doing, where we’re building, and how we’re using digital learning to continue to enhance our mission. We will always have print, and we will always have technology – and the balance will be something that we’ll constantly work on – but we know there’s nothing wrong with embracing both of those formats in order to provide better access for what people need, whether it’s fiction, or nonfiction, or movies, or music, or research, or their own content that they generate themselves using our technology – this is all part of lifelong learning; it’s all part of quality of life; it’s all part of an appreciation for the people that live in the city by the government that helps support them.</p><p><strong>Special Thanks</strong></p><p>We’d like to extend a special thanks to Chicago Public Library Commissioner Mary Dempsey for taking the time to talk with us.</p><p><strong>Additional resources on Chicago Public Library, YOUmedia, and urban libraries:</strong></p><ul><li><a href="http://www.chipublib.org/">Chicago Public Library</a></li><li><a href="http://www.chipublib.org/eventsprog/programs/onebook_onechgo.php">One Book, One Chicago</a></li><li><a href="http://youmediachicago.org/">YOUmedia</a></li><li><a href="http://youmediachicago.org/24-one-book-one-chicago/pages/61-overview">YOUmedia’s One Book, One Chicago workshops</a></li><li><a href="http://urbanlibraries.org/">Urban Libraries Council</a></li></ul><div class="blogger-post-footer"><img src="https://blogger.googleusercontent.com/tracker/902885274664531497-7773062734534394213?l=newlearninginstitute.blogspot.com" alt="" width="1" height="1" /></div></div></div></div><div class="field field-name-field-blog-topics field-type-taxonomy-term-reference field-label-above"><div class="field-label">Topics:&nbsp;</div><div class="field-items"><div class="field-item even"><a href="/blog-topics/libraries" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Libraries</a></div><div class="field-item odd"><a href="/blog_topics/leaders/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Leaders</a></div><div class="field-item even"><a href="/blog-topics/interview" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Interview</a></div><div class="field-item odd"><a href="/blog-topics/project-based-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Project Based Learning</a></div><div class="field-item even"><a href="/blog-topics/nliatinquiry" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">NLIatInquiry</a></div><div class="field-item odd"><a href="/blog-topics/community" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Community</a></div><div class="field-item even"><a href="/blog-topics/digital-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Learning</a></div></div></div>Tue, 31 May 2011 18:52:00 +0000Sarah Davis116 at http://newlearninginstitute.orghttp://newlearninginstitute.org/blog/new-media-and-chicago-public-library-interview-mary-dempsey-part-ii#commentsNew Media and the Chicago Public Library: Interview with Mary Dempsey, Part I.http://newlearninginstitute.org/blog/new-media-and-chicago-public-library-interview-mary-dempsey-part-i <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p><a href="http://2.bp.blogspot.com/-Rd63LsxThls/Td_7NlSOxII/AAAAAAAABeM/T7Dgsimoguw/s1600/CPL_amercy" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="http://2.bp.blogspot.com/-Rd63LsxThls/Td_7NlSOxII/AAAAAAAABeM/T7Dgsimoguw/s1600/CPL_amercy" alt="" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand;" class="feature-top" id="BLOGGER_PHOTO_ID_5611479871492375682" border="0" /></a></p><div> </div><div><em><em>This post is part of a series of interviews highlighting leaders in the field of New Learning (what we call “NLI at Inquiry”). Recently, we interviewed Chicago Public Library Commissioner Mary Dempsey on subjects including how the library has reshaped the city, new media’s role in the library, and her thoughts on the future of urban libraries. Here, in Part I of the interview, she discusses how the Chicago Public Library has impacted the city and urban youth through their new media learning center, YOUmedia.</em></em></div><div> </div><div>Listen to the full interview here:</div><div><br /><object id="pcm_player_episode47331" style="height: 110px;" data="http://podcastmachine.com/swf/player.swf" type="application/x-shockwave-flash" width="600" height="110px"><param name="allowFullScreen" value="true" /><param name="allowScriptAccess" value="always" /><param name="quality" value="high" /><param name="wmode" value="transparent" /><param name="flashvars" value="file=http://podcastmachine.com/podcasts/8746/episodes/47331.json&amp;width=650&amp;height=111&amp;skin=http://podcastmachine.com/swf/skin_pcm1.swf&amp;fullscreen=true&amp;bgcolor=#000000&amp;playlist=bottom&amp;subscribebutton=false&amp;downloadbutton=false&amp;playlistcolumns=1&amp;playlistrows=1&amp;autostart=false&amp;playlistsize=80" /><param name="src" value="http://podcastmachine.com/swf/player.swf" /><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="always" /><param name="pluginspage" value="http://www.macromedia.com/go/getflashplayer" /></object><p><a href="http://3.bp.blogspot.com/-CJr2-2YwHJo/Td_5dYV8tBI/AAAAAAAABeE/Js_GuI6mzLc/s1600/MDempseyHeadshot.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="http://3.bp.blogspot.com/-CJr2-2YwHJo/Td_5dYV8tBI/AAAAAAAABeE/Js_GuI6mzLc/s320/MDempseyHeadshot.jpg" alt="" style="float: left; margin: 0 10px 10px 0; cursor: hand; width: 214px; height: 320px;" id="BLOGGER_PHOTO_ID_5611477943872959506" border="0" /></a>Mary Dempsey has served as Commissioner of the Chicago Public Library since 1994, when she was appointed to the position by Mayor Richard M. Daley. Dempsey was reappointed to continue as library commissioner by incoming Mayor Rahm Emanuel in May 2011. The Library is comprised of more than 1,100 employees in over 75 neighborhood locations. Under her direction, 44 new libraries have been constructed, 10 of which are LEED (green building) certified. Starting in 2009, construction on the first of 16 additional libraries began. Two new libraries opened in 2010, and four will open in 2011. Also under her direction, all libraries have been equipped with state-of-the-art technology, including free desktop and WiFi access to the Internet and access to more than 80 online databases, in addition to offering rich book collections and innovative reading and educational programs. The Chicago Public Library has successfully concluded its second five-year strategic plan, <strong>CPL 2010,</strong> and begins its next strategic planning effort in 2011.<strong> </strong>Dempsey holds a B.A. from St. Mary’s University, an M.L.S. from the University of Illinois at Urbana-Champaign, and a J.D. from DePaul University. She serves as Chair of the Board of Trustees of DePaul University and is a past Chair of the Urban Libraries Council.</p><p class="p1"><strong>Commissioner Dempsey, how has the Chicago Public Library reshaped the city?</strong></p><p class="p1">In many ways, large and small. We have, under Mayor Daley in his 22 years as mayor, built 59 new libraries. Those have been in neighborhoods where either we had no presence at all, or we had very small storefront presence in a couple of locations... In some neighborhoods, we acquired liquor stores, derelict buildings, or motels where bad things happened during all hours. By tearing them down and building a brand-new, beautiful multimillion-dollar branch library, we brought not only the resources of the library to the neighborhood – books, technology, trained professional librarians – but just an overall change in quality of life… We’ve seen it transform neighborhood after neighborhood … [and] how that has made people very proud of their neighborhood and really has helped them tremendously.</p><p class="p1"><strong>What is the role that new media has played in adding to the success of the Chicago Public Library?</strong></p><p class="p1"><a href="http://youmediachicago.org/">YOUmedia</a> has been so exciting for us because it really has validated for us that libraries can be the central node on the learning network where teens, youth – and even adults, we think, eventually; but certainly now we know teens – can come together around interest-driven learning and can feel very welcomed in a public library. We never wanted to just put computer games out there and say, “Have at it.” What we wanted was content and context – and that’s what YOUmedia brings. It brings a context of: You like technology? That’s great. What are you going to do with it? How do you use it? How do you use it to explore your world? To explore what you’re reading? To explore what you want to learn in school; or what you’re not learning in school but want to learn anyway?… So, we’ve found some really exciting projects that have come out of the [student] teams in YOUmedia: even they [the students themselves] were stunned at the quality and the caliber of the work that they did, and the exploration that they did… They’re really and truly learning. We think YOUmedia is the future of learning.</p><p class="p1"><strong>Can you go into more detail about the exciting YOUmedia projects you mentioned?</strong></p><p class="p1">…Twice a year we offer a program called <a href="http://www.chipublib.org/eventsprog/programs/onebook_onechgo.php">One Book, One Chicago</a>. [The Chicago Public Library] will ask the entire city of Chicago to read the same book and discuss it. In YOUmedia, that means that teens read the book, talk about it together, and then use digital technology, music, art, poetry, multimedia, [and/or] mixed media to interpret what they read, whether it is Carl Smith’s book about urban planning in Chicago and reimagining their neighborhood…or Toni Morrison’s A Mercy … We had them work on our latest project, [featuring] <a href="http://www.neilgaiman.com/works/Books/Neverwhere/">Neverwhere by Neil Gaiman</a>, which was fantasy. The projects that came out of <a href="http://youmediachicago.org/24-one-book-one-chicago/pages/68-neverwhere-spring-2011">Neverwhere [workshops]</a> were, as you would imagine, exciting, unusual, and fantastic. But the projects that came out of <a href="http://youmediachicago.org/24-one-book-one-chicago/pages/65-a-mercy-fall-2010">A Mercy [workshops]</a> were so powerful, and so strong, and thoughtful. I was just talking to a friend of mine who, as an adult, said, “Gosh, Toni Morrison’s work is so hard to read, I almost need a teacher with me when I read it.” These teens read it, discussed it, lived it, and then created incredibly beautiful, honest, very raw pieces of poetry, art, and music related to what they read in A Mercy… When they’re tuned into something they want to do, they move into new realms by exploring it in multi dimensions with YOUmedia.</p><p class="p1"><strong>To be continued...</strong></p><p class="p1">How does the library meet the needs of urban students in an ever-changing new media environment? How will urban libraries change to accommodate students in the future?</p><p class="p1">Part II of our interview with Chicago Public Library Commissioner Mary Dempsey will focus on how YOUmedia brings diverse students together and her thoughts on the future of urban libraries<span class="s3">.</span></p><p class="p1"><strong>Additional resources on the Chicago Public Library, YOUmedia, and urban libraries:</strong></p><ul class="ul1"><li class="li1"><a href="http://www.chipublib.org/">Chicago Public Library</a></li><li class="li4"><span class="s6"><a href="http://www.chipublib.org/eventsprog/programs/onebook_onechgo.php">One Book, One Chicago</a> </span></li><li class="li4"><span class="s6"><a href="http://youmediachicago.org/">YOUmedia</a></span></li><li class="li1"><a href="http://youmediachicago.org/24-one-book-one-chicago/pages/61-overview">YOUmedia’s One Book, One Chicago workshops</a></li><li class="li1"><a href="http://urbanlibraries.org/">Urban Libraries Council</a></li></ul></div><div class="blogger-post-footer"><img src="https://blogger.googleusercontent.com/tracker/902885274664531497-3167328458624915862?l=newlearninginstitute.blogspot.com" alt="" width="1" height="1" /></div></div></div></div><div class="field field-name-field-blog-topics field-type-taxonomy-term-reference field-label-above"><div class="field-label">Topics:&nbsp;</div><div class="field-items"><div class="field-item even"><a href="/blog-topics/libraries" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Libraries</a></div><div class="field-item odd"><a href="/blog_topics/leaders/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Leaders</a></div><div class="field-item even"><a href="/blog-topics/interview" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Interview</a></div><div class="field-item odd"><a href="/blog-topics/project-based-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Project Based Learning</a></div><div class="field-item even"><a href="/blog-topics/nliatinquiry" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">NLIatInquiry</a></div><div class="field-item odd"><a href="/blog-topics/community" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Community</a></div><div class="field-item even"><a href="/blog-topics/digital-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Learning</a></div></div></div>Wed, 25 May 2011 16:43:00 +0000Sarah Davis117 at http://newlearninginstitute.orghttp://newlearninginstitute.org/blog/new-media-and-chicago-public-library-interview-mary-dempsey-part-i#commentsDigital Dispatch: Biodiversity Quest in Chicago, Week #2http://newlearninginstitute.org/blog/digital-dispatch-biodiversity-quest-chicago-week-2 <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p><a href="http://3.bp.blogspot.com/-xGUEcgMUnFM/TdWQi_es4JI/AAAAAAAABQw/pb4AATm5beQ/s1600/BQ_week2_1.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="http://3.bp.blogspot.com/-xGUEcgMUnFM/TdWQi_es4JI/AAAAAAAABQw/pb4AATm5beQ/s400/BQ_week2_1.JPG" alt="" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 400px; height: 267px;" id="BLOGGER_PHOTO_ID_5608547841789976722" border="0" /></a><br /><span style="font-size: 85%;"><span style="font-family: verdana;">The second week of the Biodiversity Quest program at Bouchet Academy in Chicago exposed the middle school participants to the concepts of biodiversity and conservation biology. Merove Heifetz and Liana Vitali, from the ARKive team, visited the class and led them in <a href="http://www.arkive.org/education/resources">several activities</a> to help them understand the importance of maintaining a diversity of species around the world, as well as the many threats that species and their habitats encounter. The ARKive team took the students on a “safari” through the ARKive website that taught them more about threatened animals and plants around the world, but also required the students to learn the many ways you can search for species on the ARKive website, including by their threatened status, habitat, or geography. The students were excited to learn about animals they'd never heard of before like the <a href="http://www.arkive.org/tennents-leaf-nosed-lizard/ceratophora-tennentii/">Tennent's leafed-nosed lizard</a> from Asia and the <a href="http://www.arkive.org/atlantic-royal-flycatcher/onychorhynchus-swainsoni/">Atlantic royal flycatcher</a> from South America. The young people were also intrigued to find out new facts about species they were already familiar with, like the <a href="http://www.arkive.org/koala/phascolarctos-cinereus/">koala</a>. The ability to immediately access videos and photos of these species on the ARKive website helped the students become excited about the research they will have to do on the species highlighted in their quests.

<br /><br />The Biodiversity Quest participants were also able to use Skype to interview a conservation biologist from the <a href="http://www.janegoodall.org/">Jane Goodall Institute</a>. Lilian Pintea called the class from Washington, DC and talked about the importance of conservation of chimpanzees and why he became involved with this work. The students were eager to ask him questions about what he does and the species he works to save. One student asked, “What made you interested in Conservation Biology?” Lilian replied, “After learning so much about different species, I realized the impact that we all have on many levels - social, economic, political – on the well-being of a species and the responsibility we have to take action.”<br /><br />

Stay tuned for the next update from the Biodiversity Quest program at Bouchet Academy! </span> </span></p><div class="blogger-post-footer"><img src="https://blogger.googleusercontent.com/tracker/902885274664531497-3231719521220233032?l=newlearninginstitute.blogspot.com" alt="" width="1" height="1" /></div></div></div></div><div class="field field-name-field-blog-topics field-type-taxonomy-term-reference field-label-above"><div class="field-label">Topics:&nbsp;</div><div class="field-items"><div class="field-item even"><a href="/blog_topics/design_studio/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Design Studio</a></div><div class="field-item odd"><a href="/blog-topics/project-based-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Project Based Learning</a></div><div class="field-item even"><a href="/blog_topics/mobile_learning/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Mobile Learning</a></div><div class="field-item odd"><a href="/blog-topics/digital-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Learning</a></div><div class="field-item even"><a href="/blog_topics/21st_century_skills/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">21st Century Skills</a></div></div></div>Thu, 19 May 2011 21:38:00 +0000Nancy Chou118 at http://newlearninginstitute.orghttp://newlearninginstitute.org/blog/digital-dispatch-biodiversity-quest-chicago-week-2#commentsBiodiversity Quest Program Launches in Chicagohttp://newlearninginstitute.org/blog/biodiversity-quest-program-launches-chicago <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p><a href="http://4.bp.blogspot.com/-C7TXPveT7xk/Ta9vKQuBwBI/AAAAAAAABQY/gZ3jf55B0do/s1600/P1040476.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="http://4.bp.blogspot.com/-C7TXPveT7xk/Ta9vKQuBwBI/AAAAAAAABQY/gZ3jf55B0do/s400/P1040476.JPG" alt="" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 400px; height: 300px;" id="BLOGGER_PHOTO_ID_5597815083922210834" border="0" /></a></p><div> </div><div><em>Young visitors at a zoo run from exhibit to exhibit fascinated to see animals up close they've only seen in pictures or on TV. They pause to watch an animal for a minute or two and then are off to the next one. A placard or an encounter with a member of the zoo staff offers them some more information about the animals, but would it be possible to use mobile technology to help these young visitors learn even more by making connections between the exhibits they visit? </em></div><div> </div><div><a href="http://newlearninginstitute.org/">New Learning Institute</a> has partnered with several organizations to create the Biodiversity Quest program in Chicago to challenge young people to create mobile experiences, also known as quests, at <a href="http://www.lpzoo.org/">Lincoln Park Zoo</a>. Designed in collaboration with <a href="http://www.rootsandshoots.org/">Jane Goodall's Roots &amp; Shoots </a> and the <a href="http://www.arkive.org/">ARKive project</a>, these youth-designed quests will aim to educate other young visitors about endangered species, as well as show them how they can take action to help save the planet's threatened and endangered species.</div><div> </div><div>Biodiversity Quest is an eight-week afterschool program held at Bouchet Academy on the South Side of Chicago. Over the course of the workshops, sixth and seventh grade students from Bouchet will design the mobile quests to be played at Lincoln Park Zoo. The quests will each have a theme that leads other young visitors around the Zoo and helps them draw connections between exhibits. As an example, a group might design a quest that guides visitors to the exhibits of several species that share threatened status because of common threats to their habitats.</div><div> </div><div>NLI has worked closely with partners to design a program framework that provides an engaging, hands-on experience for the youth participants. Jane Goodall's Roots &amp; Shoots program helped structure the workshops with their <a href="http://www.rootsandshoots.org/aboutus/model">model</a> of moving young people from knowledge to compassion and into taking action, making a difference for people, animals, and the environment around them. The students in the Biodiversity Quest program begin by learning about biodiversity, conservation biology, and how species become threatened or endangered. They then connect their new awareness to their own interests by choosing species that they find most intriguing to use as the focus of their quests. Then the young participants take action by conducting research and including in their quest how a visitor to Lincoln Park Zoo could help the cause of a threatened or endangered species which may be found across the globe or as close as their own backyard.</div><div> </div><div><a href="http://www.arkive.org">ARKive</a> brings to the Biodiversity Quest a wealth of endangered species media, biological information and <a href="http://www.arkive.org/education/resources">educational resources</a>. This unique global initiative is leading the 'virtual' conservation effort by finding, sorting, cataloguing and digitizing threatened species multimedia into individual species profiles. ARKive.org is a user-friendly and searchable treasure trove of professional wildlife photos, videos, and biological information for over 12,000 threatened species (and still growing!). The participants in the Biodiversity Quest workshops will build their quests using ARKive biological information and will have access to over 80,000 stunning wildlife photos and videos from the ARKive website. Adding this rich media to the quests will allow the young designers to enhance the experience of zoo visitors.</div><div> </div><div>The Biodiversity Quest program launched in Chicago on March 22nd. Working in a collaborative environment, participants will engage in project-based learning that includes an authentic outcome : mobile quests that will be shared with other visitors at Lincoln Park Zoo. Over the next few months we will post Digital Dispatches describing the workshops and the progress the young participants are making on their quests. Check back for an update on their first two weeks soon!</div><div class="blogger-post-footer"><img src="https://blogger.googleusercontent.com/tracker/902885274664531497-2648119031854286599?l=newlearninginstitute.blogspot.com" alt="" width="1" height="1" /></div></div></div></div><div class="field field-name-field-blog-topics field-type-taxonomy-term-reference field-label-above"><div class="field-label">Topics:&nbsp;</div><div class="field-items"><div class="field-item even"><a href="/blog_topics/technology_integration/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Technology Integration</a></div><div class="field-item odd"><a href="/blog-topics/nliatwork" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">NLIatWork</a></div><div class="field-item even"><a href="/blog-topics/digital-literacy" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Literacy</a></div><div class="field-item odd"><a href="/blog_topics/design_studio/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Design Studio</a></div><div class="field-item even"><a href="/blog-topics/project-based-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Project Based Learning</a></div><div class="field-item odd"><a href="/blog-topics/digital-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Learning</a></div><div class="field-item even"><a href="/blog_topics/21st_century_skills/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">21st Century Skills</a></div></div></div>Wed, 20 Apr 2011 21:15:00 +0000Nancy Chou122 at http://newlearninginstitute.orghttp://newlearninginstitute.org/blog/biodiversity-quest-program-launches-chicago#commentsTool Review: Edmodohttp://newlearninginstitute.org/blog/tool-review-edmodo <div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p><a href="https://lh5.googleusercontent.com/_6Zln-7k5oag/TaTWtwrZyZI/AAAAAAAAAI4/ET-K3qQgv70/edmodo%20home.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh5.googleusercontent.com/_6Zln-7k5oag/TaTWtwrZyZI/AAAAAAAAAI4/ET-K3qQgv70/edmodo%20home.jpg" alt="" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 600px; height: 297px;" class="feature-top" border="0" /></a><br /><br />The school where I used to teach blocked Facebook and Myspace, and this is not uncommon; many of the teachers I speak to report that their districts have similar policies. Some cite concerns that these social network destinations are too tempting for students to access during the school day, that they distract youth from concentrating on their school work. While this is a factor, the main reason these sites are blocked is safety. School districts are liable for student actions, so if youth are uploading inappropriate media or participating in online harassment, the school could be held legally responsible. The cheapest and easiest solution is to block social network access from campus. While this reaction is understandable, it’s also unfortunate, because social networks provide students with a communication platform that engages them. Many educators understand this, and so it’s gratifying to see that social networking platforms are being developed specifically for education.<br /><br />Today we’ll take a look at <a href="http://www.edmodo.com/">Edmodo</a>, a free social network for educators and their students that provides a safer alternative for online communication, collaboration, and sharing.<br /><br /><span style="font-weight: bold;">Features</span><br />Edmodo is a safer alternative because teachers control who joins their online class groups; students have to be explicitly invited in order to gain access to class group features. All activity settings default to private as well. Parents can also be invited to join; but again, the teacher has full control over group membership.<br /><br />Edmodo’s user interface and actions resemble Facebook closely, so students and teachers alike should find posting messages and links very intuitive. This isn’t a regular social network, though: it knows its audience. Teachers can post notes, alerts, assignments (complete with attachments and due dates that automatically populate the calendar), and polls—all of which can be sent to individual members or groups (classes or clubs). Group members can comment on them, extending the conversation around the shared resources—this could be a great way to prompt youth to evaluate the credibility of web links, <a href="http://www.youthmediareporter.org/2010/06/fuzzy_logic_why_students_need.html%20">a skill they really need to practice</a>. These featured posts all populate a news feed on the recipient’s home page.<br /><br />Separate from the news feed are the calendar, grades, and library tools. The calendar allows the educator to manually create events, although any assignment due dates listed using the assignment feature will automatically be transferred to the calendar. These can be specific to a group, for the teacher, or for an individual student. A gradebook is automatically generated for each group created, but it lists only those assignments that have been created and submitted through the Edmodo interface (at least as far as I can tell). The library allows educators to create online information warehouses for their own personal use, as well as student use. Document and web resources can be organized in folders that can be shared with class groups.<br /><br />There are <a href="http://help.edmodo.com/teacher/">many helpful resources</a> to guide new users through all of the features, some of which are also available in Spanish. Edmodo also has its eye on school- and district-wide implementations. They host regular webinars on topics such as “Intro to Edmodo,” “20 Ways to Use Edmodo,” and “Edmodo for Schools and Districts: Making a Plan for Widescale Use.” More information for school and district IT professionals can be found on their <a href="http://help.edmodo.com/schooldistrict/">School and District Guide</a> page.<br /><br /><a href="https://lh6.googleusercontent.com/_6Zln-7k5oag/TaTWtyJ64MI/AAAAAAAAAI8/w4-Gg4TpJDc/edmodo%20dash.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img src="https://lh6.googleusercontent.com/_6Zln-7k5oag/TaTWtyJ64MI/AAAAAAAAAI8/w4-Gg4TpJDc/edmodo%20dash.jpg" alt="" style="display: block; margin: 0px auto 10px; text-align: center; cursor: hand; width: 600px; height: 407px;" class="feature-top" border="0" /></a><br /><br /><span style="font-weight: bold;">Sample Classroom &amp; Youth Program Applications</span><br />This is the section where I usually brainstorm some possible uses of the new media tool I’m reviewing for various academic disciplines, but seeing as Edmodo is a management tool and not geared toward knowledge creation, here are some ideas for why and how I would use it with my students.</p><p> </p><ul><li><span style="font-weight: bold;">Differentiation:</span>Any group of students will have young people who require very different things to progress in their skill development and knowledge acquisition. Edmodo makes it very easy to send targeted information to individual students.<ul><li>Use private notes to post web links that remediate, support, or extend the topic being discussed in class.</li><li>Use private calendar dates to create reminders for students who require smaller, more frequent deadlines to manage their work and stay on task.</li><li>Some students with special learning needs find it much easier to communicate with others through online interfaces, which also benefit quieter, shyer students as well. Edmodo provides them with an easier way to contribute to class discussion.</li></ul></li><li><span style="font-weight: bold;">Community Building: </span>The success of a class rests largely on the development of trust in their peers and their teacher, and trust is built through shared experience, met expectations, and meeting the needs of the individual community members.<ul><li>Use notes to send interesting and funny links to the group or individual students.</li><li>Post opinion polls that solicit feedback on lessons and choice of activities for future lessons, and to check for group understanding of a topic. By allowing students a chance to participate in decision-making for the group, you’ll help them feel more invested in their class community.</li><li>Encourage students to post relevant links and documents with the group, and urge everyone to comment respectfully on these resources.</li></ul></li><li><span style="font-weight: bold;">Documentation:</span>How often have you had a fabulous class discussion but no artifacts to remember it by? What about that amazing paper Juan wrote five years ago that you’d love to use as an exemplar for your students this year, except you can’t find it in your box of student work? Edmodo’s online interface creates a record of what you all worked together to accomplish over the course of the year.<ul><li>Use the library feature to create student portfolios. Students upload work according to whatever guidelines you establish, which, if shared with the group, makes peer portfolio review a very simple matter.</li><li>Having student work submitted online, along with written student comments, makes it very easy for teachers to see what worked and what did not with a particular lesson. Refining lesson and unit materials becomes much more simple.</li></ul></li><li><span style="font-weight: bold;">Parent Involvement:</span> Teachers can invite parents to groups, which can be an easy way for them to see firsthand what’s happening in class. Between work and caring for their family, parents don’t always have time to check in with their children’s teachers as often as they’d like. Give them an option to join the class community.</li></ul><p><br /><br /></p><p><span style="font-weight: bold;">Breakdown</span></p><ul><li><span style="font-weight: bold;">Price Structure:</span> Free</li><li>Pros:<ul><li>Robust, practical tool set for teachers and students</li><li>Facebook-like interface makes it very intuitive for most users</li><li>Strong privacy controls</li><li>Easy student account setup</li><li>Mobile apps available for those with smart phones</li></ul></li><li><span style="font-weight: bold;">Cons:</span><ul><li>Can’t add assignments from within the Grade feature</li></ul></li></ul><p><br /><br /></p><p>Do you use Edmodo with your youth? Do you have any activity suggestions, tips, or tricks to share? Comment below or contact us!</p><div class="blogger-post-footer"><img src="https://blogger.googleusercontent.com/tracker/902885274664531497-1265232558836902834?l=newlearninginstitute.blogspot.com" alt="" width="1" height="1" /></div></div></div></div><div class="field field-name-field-blog-topics field-type-taxonomy-term-reference field-label-above"><div class="field-label">Topics:&nbsp;</div><div class="field-items"><div class="field-item even"><a href="/blog_topics/technology_integration/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Technology Integration</a></div><div class="field-item odd"><a href="/blog-topics/social-networking" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Social Networking</a></div><div class="field-item even"><a href="/blog_topics/tools/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Tools</a></div><div class="field-item odd"><a href="/blog-topics/web-20" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Web 2.0</a></div><div class="field-item even"><a href="/blog-topics/community" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Community</a></div><div class="field-item odd"><a href="/blog_topics/mobile_learning/index.html" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Mobile Learning</a></div><div class="field-item even"><a href="/blog-topics/digital-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Digital Learning</a></div></div></div>Tue, 12 Apr 2011 22:37:00 +0000Jennifer Dick123 at http://newlearninginstitute.orghttp://newlearninginstitute.org/blog/tool-review-edmodo#comments