Digital Portfolio

Digital Portfolio

Three weeks ago I received a furlough notice from my school district.  Myself and eleven others.  After twelve years.

To say that it was a devastating experience is an understatement.

In my panicked search for a new job, I noticed several ads for WIX, and decided to set up a basic portfolio / resume as something that I could take on interviews and show perspective employers some of my past projects and information.  I had actually done a WIX site some time back through of all things a CAD class that I had taken at Pennsylvania College of Technology.  The site then, to say the least, was (is) somewhat "cheesy", with a lot of moving slides and difficult to track, but it was fun to make at the time.

This time I used a different layout, and made things somewhat more professional.

To make a simple, effective portfolio, WIX is a great site to go to.  If you don't mind the ads, the site is for free.  The upgrade costs are monthly as opposed to annually, but depending upon what you want to use it for, it could be well worth it.

Before looking at this assignment, I had set the site up with the following pages:

Home

Resume

Portfolio

After reading the assignment, I changed the site to include the following pages:

Home

Resume

Class / School Project

Wilkes Portfolio

The site itself is extremely user friendly, and can handle a large amount of pictures and information.  It is easy to alter information, add new pages and subpages, as well as images, vector art, videos and extra documents.  In addition, anything uploaded for one WIX page is available on any other subsequent page set up through the same login.  That allowed me to transfer many of the pictures from the first site to my new portfolio.

Depending upon where I end up with future employment, I think that I will develop a lesson plan to have students create a similar WIX portfolio for their work done in class.

My WIX portfolio is located at:

https://techmanb707.wixsite.com/portfolio

a shortlink to this site is:

https://tinyurl.com/abakerportfolio

 

Thank you!

Attending a Live Webinar:  Autodesk Fusion

In all honesty, I usually get an invitation to several live webinars each month for one of my various

CAD softwares.  I also normally do not attend them due to class scheduling or other reasons.  With this assignment, however, I actually found it difficult to find one that ascertained to my specific field of instruction.  While I could have gone to one of the ones posted in our assignment (I actually did sign up for one on Saturday, but I was asked to facilitate at a funeral for a Masonic brother, so I will be going there instead), I wanted to try ones that fit more of my curriculum.  Unfortunately, most of them were either held last week, or next week.  I did, however, find one which focused on an Autodesk software which I have been investigating for use in my classroom:  Autodesk Fusion.  Fusion is a parametric modeling software that is relatively easy to use, and which also can act as a CAM (Computer Aided Manufacturing) software that assists in programing automated mills, lathes and cutters.  The more that I research this software, the more amazing it is to me...

The program was set up using GoToWebinar (www.gotomeeting.com)  It was a rather simple format, with the two instructors / presenters seated behind a desk to begin with, then shifting to the computer screen showing the software.   The site had a q&a button along the right side, where questions could be asked by various people.  It also allowed the presenters to turn on or off the microphone system for anyone who was watching the presentation live.  I look on that as being both a positive and negative aspect of things, as it kept people from interrupting the session, yet it didn't allow for instant questions.  Written questions were also visible only to the presenters (at least from what I could tell), who then answered when there was an appropriate time.

With the conclusion of this webinar, I looked into others that were being hosted by this company, as they definitely know their software, and they seemed to have a good progression of topics coming up for the future.  I will definitely be looking into attending more of these in the future as they were a great influence on my learning even the two or three simple topics that were covered today.

If I were to incorporate this type of webcast into the classroom, I would most likely contact the company first, and determine if they would be willing to engage the microphone for q&a sessions with the students.  I would also see if they would send me sample files of the parts and pieces that they used in the webinar so that I could incorporate them into follow-up lessons / problems using the software.  In this instance, the students would be attendees, and the webinar itself would most likely be projected onto a large screen or Promethean board, with the students writing relevant questions to be asked / posted as the lesson progressed.  The students themselves would watch the webinar, post questions, then proceed to attempt the work as shown (with my assistance and files for the first try). 

Another way that I would consider integrating such a program into the classroom would be for the students themselves to research and produce a webinar depicting the development of one of their projects, or a method of creating something either on the computer or by hand.  I could easily see using it as a way to do a robotics lesson for elementary students where we describe and run a robot, describing its function and purpose then answering questions posted by the younger students.  This would also probably work with our 3d printing system, and maybe a few other projects as well.  It would be a neat way to bring STEM from a senior high setting into an elementary one without actually taking students and equipment out of the classroom.  It would, however, take some better equipment than what we currently have to make a good production.

Integrating Social Media into an Architecture Class

While I have been using a form of Social Media - Wikispaces - for some time now, they are closing down that platform.  This means I have to begin to re-adjust many of my programs and projects to use other social sites.

As a starter plan for integrating social media into at least one of my programs, I chose Architecture.  In looking at the ways that it can be adapted in, I took a look at three different assignments / projects which I already incorporate, and how they could be simplified in their execution through the use of Pinterest.

In all honesty, I have never really / truly used much of the social media that is out there and available, primarily because I never really had the time to explore it and see what it can do.  However, with some discussion with students who do use such sites, I have come to realize that some of my projects could be made much easier with the adaptation / integration of some of these sites, and that the students might actually participate more than what they do with their use.

In evaluating my Architecture program, I currently have three different projects where students are required to do some research, and then create a presentation or submit pictures for.  With each of these, getting the students to take and then submit the pictures is always problematic due to lack of hard drive space, the fact that the school blocks cell-phone plug-ins to their computers, and of course the old Apple / Android issues.

Two of the projects in which I would integrate social media into would be as follows:

1. Architectural Design:  

Identify different architectural designs / styles of houses within our school district / county.

2. Roofing Design:

Identify different roofing designs / styles within our school district / county.

With both of these projects, the goals are relatively simple.  In the classroom, we investigate and discuss different housing designs (Victorian, Colonial, Neo-Classic, etc.).  In the past, I have had them go online to investigate and create a presentation on a specific style.  

With the new format, I would use Pinterest as both a collection and reference site.   After setting up a specific Pinterest Board, I would set up an invite for all students enrolled in the class, which would give them the ability to look at the site, as well as post information on it. 

Students would either be assigned a specific house or roof design, for which they would then find examples of that style in a given region, take pictures of the house, then post it into Pinterest with a description of the house and what qualifies it to be considered that format of house.  The other option would be where the students have to find a certain number of different house styles and do the same research but with multiple styles as opposed to one specific style.

Roof Style Description in Pinterest Board

Pinterest Invitation Board

A major benefit to this would be that students would be able to see what other's have done, and not use the same house or roof for their own example and description.  In addition, as an instructor, I could maintain a much better record of who is actually doing the work, as the posts are listed by email / name, and can be updated and checked at almost any time.

Evaluation would be rubric based, most likely on a 1-5 scale, with a list of evaluated items that would include:

• House / roof style
• Address
• Multiple pictures
• Style description

 

I KNEW I WAS GOING TO BE AN EDUCATOR WHEN...

In developing this project, I work it three different ways, with two different outcome (produced) postings.

Using a Samsung S6 phone, I recorded both video and audio in several different settings.   I also discovered how to take screen shots of what was on my phone and how to do some basic editing of those shots as soon as I took them.  All of the still shots in this production were taken using this method.  While I could have gone online and simply downloaded the still images, I opted for this method as a way to expand what I can do with the phone.

I posted two different versions of this project.

The first is in Voice Thread, where I took the video and audio, cut them into separate tracks using CAMTASIA, then imported them into the VoiceThread software.

The VoiceThread version of this can be found at:

I Knew I was going to be an Educator When...

 While the Voice Thread is set up as a slide show, I also used CAMTASIA to create an actual video with some simple transitions, using the same images and voice recordings.  I then downloaded this into a YouTube account, which can be accessed at:

I Knew I was going to be an Educator When...

Mobiles in the Classroom: An Interview with Ken Halla

Mobiles in the Classroom:

An Interview with Dr. Ken Halla

Dr. Kenneth P. Halla (Halla 1)

After reaching out to more than a dozen local school districts locally in search of someone who has used mobiles (as opposed to district issued tablets or laptops) and not discovering anyone local to whom I could talk with, I researched some online figures who were cutting edge in the push to enable the use of mobile devices in the classroom.  I contacted Dr. Kenneth P. Halla, who was a high school instructor in Fairfax County, VA, and an online instructor.  He responded to my inquiries, and we had a wonderful 30-40 minute discussion on the use of mobile technology in the classroom.

Background / History / Beginnings

When we talked about how he got started in using mobile technology, Dr. Halla referenced his teaching methodology from about 15 years ago.  He would present a topic using a projector and a PowerPoint or other form of image, talk for the majority of the period and expect the students to take notes on what he was talking about.  Around this time he began noticing that students would actually do just as well if not better when using electronic devices (laptops or computers) and having him give them broad targets and goals to research and obtain information.  He would split them into small groups of 3-4 students and give each group topics to research, then have them present their findings.  He facilitated the research as opposed to lecturing, other than a brief review at the beginning of the class, then let the students find the information required.  Basically, it was nothing more than Inquiry Based Learning.  He laughed and commented that at this point in time, the only way that he could facilitate this was to either schedule the use of a computer lab, or hamstring himself by pushing laptop carts from one end of the building to the other.

Shortly after initiating this, he realized that around half of the students in his classes had cell phones, and were constantly using them to chat or even to look up information, and that they were doing that while completing the work that he had assigned.  This is when he began looking into using cell phones as a source of information as opposed to a distraction in the classroom.

 "The phone is simply another device to use online tools with."

As cell phone usage rose among students of all ages, so too did the administration and public fear of their usage in the classroom.  It was bringing change, and people did not, and do not want or like change, even when they embrace it.

"People wanted to teach or have their kids taught the same way that they were always taught, using a form of lecture and response..."

Dr. Hall realized that to make these changes, he would have to change, and to show others how this change, this use of "forbidden technologies" could be put to a good use in the classroom.

 

"You have to fundamentally change the way that you teach.  You have to be a facilitator, not a lector.  You have to connect with the students and show them how to use what resources they have in a positive and beneficial manner."

He fought the school policy banning personal mobile devices in the classroom, but he did it on a small scale first, going to his administrators with a solid, well formulated plan of action, and supporting evidence to enable the use of such things as iPods in the classroom for research purposes.  He obtained permission to use the devices in his classroom as part of a "case study", then expanded their usage as he showed that they could be used as a viable and valuable tool.  

"The administrators were afraid of it [mobile technology], much as they are now."

He received a good bit of negative feedback from fellow teachers and administrators until he showed a definite and major improvement among his students using devices.  As cell phones became more prolific, he began to incorporate them as well, with strict guidelines as to their usage.  He requires the students to keep the phones on top of the desk, face up, so that he can monitor what is being access and done with them.  As long as they are being used properly, there is not an issue.  If it is not being used properly, he simply turned the phone upside down, and prohibited the student from accessing it for a given amount of time.  This requires a interaction with the students, with a great amount of mobility and observation, but it keeps many of them in check and on task.  He also instigated a policy for students who absolutely could not refrain from socializing with their phones:  Work first - play later.  If your work is complete, and you can show me that it is done, then you can socialize on your phones.  This gave the students a positive goal to strive for, and as his numbers showed, increased the number of assignments that were turned in on time or ahead of time exponentially.

Parental Involvement

According to Dr. Halla, one of his first attempts in connecting more with parents through media was through the use of GeoCities.  As time has progressed, he has come to find that most people, parents and students alike, don't check their online communications (emails) that often, and when they do, they often do not respond.  He therefore instigated the use of REMIND ( https://www.remind.com ) as a way to both communicate with students and parents, and to remind of homework assignments, upcoming exams and other events.  With the incorporation of this app, which is basically a phone / text based application, student involvement has risen, and parental involvement has blossomed.  According to him, anywhere from 25% - 50% of the parents now actually request to link into this app to keep track of their students work and assignments.

"Both parents and students seem to ignore information sent out by email, but when it comes directly to their phone, they are on top of it immediately"

Work Close to the Flame

When I asked Dr. Halla about how to initiate programs such as his in schools / districts that are opposed to mobile technology, he simply said:  

"work close to the flame".  

Be on the cutting edge.  Be a pilot program if possible.  You control the situation and the technology from the beginning, and make both your expectations, desired results and consequences known from the start.    Prepare and go through the levels and technology usage before trying it in the classroom, and be prepared for difficulties, quarks and bugs in the system, whether it is software or network issues.  Also, make sure that your students can actually access the sites and applications that you want to work with, and clear it with administration before you do.

Lastly, show what your kids have accomplished.  Let the kids talk, or have them actually post what is being done (under supervision).  When people talk, they will acknowledge what you have done and you can work / build from that achievement.

Dr. Kenneth Halla's bio can be found at:  https://us.corwin.com/en-us/nam/author/kenneth-p-halla

To find out more about Dr. Ken Halla, go to:  http://www.nea.org/tools/56274.htm

Halla 1:  Image obtained from:   https://us.corwin.com/en-us/nam/author/kenneth-p-halla

DISCOVERING SOMETHING NEW

In looking at this topic, we were given the assignment to research items from free tech for teachers (http://freetech4teachers.com), Kathy Schrock's guide to online tools (http://www.schrockguide.net/online-tools.html) and a link from Dembo and Bellow's Untangling the Web.

To start off with, I visited Richard Byrne's Free Technology for Teachers website.  Once in there, I went into the Practical Ed Technology tab, and I took a look first at the Free Tools for Creating Animated Videos. While there looked to be a good selection of information and opportunities, some of which I had heard about, some of which I did not know of, I opted to look around a little more as to what was being offered in this site.  Going to page 2, I found a wonderful resource dealing with Hands-on STEM lessons.  Neat, simple projects (middle school based) that brought everyday items into context with Science, Technology Engineering and Math.  I actually bookmarked that link for future reference, and kept looking. 

I tapped into the link "6 Alternatives to Padlet", and since I have used Padlet before, took a closer look at this one.  I found the Dotstorming (https://dotstorming.com) to be a neat alternative to Padlet.  It allows the instructor to set up a discussion board, including a direct link / import option into Pinterest Boards,invite participants, add ideas, then vote on those ideas.  The boards are called topics, and will allow both images and text to be entered.  It will also accommodate online discussions based on the topic at hand, sorts and ranks the ideas and votes received, while keeping the voting private.  

In exploring the Dotstorming site, and doing some external research, I found some neat and easy ways to utilize the application:  in addition to voting, it can be used as a mini-quiz format through the use of pictures and not only voting, but responding with reasons regarding why a person voted.  Another way to use this would be to introduce a broad topic, say styles of houses, then have students find pictures that represent a given style and have them post with a description.   It can also be utilized to facilitate the choice of group project topics by having everyone submit a picture and idea, then the group votes on what the final project should be.  

Instructors have control of the board, and can limit the number of votes, facilitator approval of all submitted cards and ideas, locking the board or disabling the voting or commenting. The site is definitely CIPA friendly, as you can only connect into a board through email or link invitation, and the board is controlled by the instructor itself.



 When I first went into Kathy Schrock's website (Kathy Schrock's Guide to Everything:  http://www.schrockguide.net/online-tools.html
I was looking for something that would help me create flowcharts.  Not finding anything easily identifiable as a flowchart site, I looked at infographic and graphic creation tools, and decided to try the Piktochart ( https://piktochart.com ) site as a way to create simple, easy to follow informational graphics.

The  site is easy to use,and comes with a multitude of templates for infographics, presentations and printable format graphics.  There is both a free and a pro level, with the free being at least as easy to use as a standard Power Point software.  It allows you to begin with a template or from a blank screen layout, and works with text boxes, basic shapes (if you count over 100 available shapes basic), colors and a multitude of royalty-free images and photos for almost any circumstance.  It also allows for the easy uploading of saved pictures from your own system.

Like with many online systems, it allows you to preview your work before publishing, and also restricts your publications until you want to make them public.  As a trial run (yes, I see myself and my class utilizing this site), I created a short six-slide presentation dealing with roofing materials.  Noting complicated, with example pictures, the type of roofing and a brief statement about each type.  While I did not save anything in the infographic or printable template areas, the flexibility and adaptability of this software is much better than that of Easel.ly.  While I might recommend this site for more advanced students (say 6th grade and up) due to it's complex nature, it is a great site for developing more professional looking graphics than some of the other sites that are available for free. The site is definitely CIPA friendly, and can be viewed by the instructor without too much issue in order to maintain its positive usage.

You can take a look at my presentation at:  http://1w.tf/roofing1
or just link into it using the QR link to the right... it worked fine on my Android phone, as well as through Firefox and Chrome.






Once again in looking at the options to explore with our third focus, I wanted something different.  I have used Easel.ly and Padlet before, both in and out of the classroom.  In terms of Easel.ly, I am too OCD to enjoy using this, as it has too many restrictions as to what can be created.  When I used it in a previous class, I actually developed my design first using a graphics program (CorelDraw) that I use in the classroom, then imported it into the link.  I would recommend Piktochart ( https://piktochart.com ) above this site if you absolutely have to do your design work online.

I have also used Garage Band, which is similar to uJam.

I opted for Class Dojo ( https://teach.classdojo.com ) as it deals more with what I need for in my classrooms:  a way to easily and quickly document behavior and participation while walking around the room.  The app is available for both apple and android (or windows), which is wonderful as we have just received instructor iPads and are expected to use them.  It allows us to set up our classes, and with the touch of an icon, record behavior, class participation, teamwork and other positive (and negative) behaviors.  You can also add comments relating to the students behavior as a way to remember exactly what was happening.  The site also allows the uploading of pictures.  This is a great way to visually document the work or actions of the student, both in positive and negative formats, for record keeping purposes.

ClassDojo Letter of Invite

The site even allows for easy communication with parents.  It generates both a welcome letter to the individual student, as well as their parents, inviting them to link into the site and class.  Once this invite has been accepted - simply make it a gradable assignment where both student and parent must connect -  any comments made by the instructor regarding the student will automatically be forwarded to the parent, thus informing them of their behavior and participation.  The instructor can also send home messages to both individual parents, as well as whole classrooms.  Do you want to remind all of the parents and students of a test or open house all at one time?  Type in a message and send!  You (the instructor) can also limit what is sent to positive, negative or all comments, depending upon what you want sent automatically.  You can also override that setting at any time and send notices out to parents.  This is a great an easy way to maintain contact without a lot of extra hassle!

ClassDojo with picture replacing icon

When I first looked into the site, I was disappointed in that I thought that it was geared primarily for elementary students.  After all, what high school student wants to be depicted as a cartoon monster?  With some exploration, however, I found that it is possible to create your own "monster" icons for the students, and that includes uploading student pictures into the site both for easier recognition and something that doesn't look so childish...  It takes a little work, but what doesn't if it is worthwhile?

This is a great teacher's tool from what I can see, and one that with a little work can be utilized from K-12 and beyond.  It is more of a communication tool than a presentation or publication tool, but if used correctly, it can make for a definite improvement in the classroom.