Sunday, August 1, 2010
WK4 Response #2 - Amanda Wright
Amanda wrote:
My UDUTU lesson focuses on the Social Skills of Kindness and Cooperation.
Wow, what an experience! At first I was frustrated with UDUTU but after working out a few kinks and talking to a few friends (thank you Kathy!) I was well on my way to creating a lesson on UDUTU. Once I got going, I decided that I really like this tool. It was easy to create an assessment and link the pages to the correct answers. I did find it frustrating that some of the fonts were difficult to change and make larger. I can certainly see this being a nice tool to use in the future!
I commented:
Amanda,
I really liked the subject matter in your lesson, and the colors and the customization you used with it really gave it an original tone as well. Great job!...
My UDUTU lesson focuses on the Social Skills of Kindness and Cooperation.
Wow, what an experience! At first I was frustrated with UDUTU but after working out a few kinks and talking to a few friends (thank you Kathy!) I was well on my way to creating a lesson on UDUTU. Once I got going, I decided that I really like this tool. It was easy to create an assessment and link the pages to the correct answers. I did find it frustrating that some of the fonts were difficult to change and make larger. I can certainly see this being a nice tool to use in the future!
I commented:
Amanda,
I really liked the subject matter in your lesson, and the colors and the customization you used with it really gave it an original tone as well. Great job!...
WK4 Response #1 - Abbie Toy
Abbie wrote:
Here is the link to my Udutu Project:
http://publish.myudutu.com/published/launcheval/21382/Course38199/Launch.html
I found Udutu to be difficult to navigate, which in turn made creating my lesson harder than I had planned. It took me several days to set up my account, read through tutorials on the program, and then get my lesson up and running. Even after creating my lesson for this class, I am still feeling a bit confused by the Udutu program. Although I understand the concept of Udutu, I feel like there are probably other programs that I could use in order to create interactive lessons for my students that would be easier and more time-effective.
I commented:
Abbie,
I can relate to your experience with Udutu. I've always enjoyed some degree of uniformity in graphics and animation programs. I want to be able to change everything: font, colors, artwork, background, etc. Long ago, I found that Macromedia (now Adobe) Flash does all that. So, now my only issue with using any other web 2.0 tool is inserting .swf files for embedded interactivity. I don't like having to learn entire new interfaces when you can learn one and then spend all your time coming up with the content instead of just figuring out how to deliver it.
Here is the link to my Udutu Project:
http://publish.myudutu.com/published/launcheval/21382/Course38199/Launch.html
I found Udutu to be difficult to navigate, which in turn made creating my lesson harder than I had planned. It took me several days to set up my account, read through tutorials on the program, and then get my lesson up and running. Even after creating my lesson for this class, I am still feeling a bit confused by the Udutu program. Although I understand the concept of Udutu, I feel like there are probably other programs that I could use in order to create interactive lessons for my students that would be easier and more time-effective.
I commented:
Abbie,
I can relate to your experience with Udutu. I've always enjoyed some degree of uniformity in graphics and animation programs. I want to be able to change everything: font, colors, artwork, background, etc. Long ago, I found that Macromedia (now Adobe) Flash does all that. So, now my only issue with using any other web 2.0 tool is inserting .swf files for embedded interactivity. I don't like having to learn entire new interfaces when you can learn one and then spend all your time coming up with the content instead of just figuring out how to deliver it.
WK4 - Udutu (Flash) Project
Here is my link to my Udutu project:
http://web.me.com/bmc0004/FLASH/WEEK4.html
This module is used to inform, entertain, and then assess student knowledge of U.S. History. Since this was module was used in practical application for my Action Research, I decided to get permission to use this Flash version instead of Ududtu.
http://web.me.com/bmc0004/FLASH/WEEK4.html
This module is used to inform, entertain, and then assess student knowledge of U.S. History. Since this was module was used in practical application for my Action Research, I decided to get permission to use this Flash version instead of Ududtu.
Sunday, July 25, 2010
WK3 Response #2 - Kathy Kellen
Kathy wrote:
Students play games, pure and simple fact! Perhaps it is one of the most vital venues to explore as education continues to evolve. Today, games are integrated into everyday life and include interaction with friends. The Pew Internet and American Life Project (Jones, 2003) explored the impact of gaming on the lives of college students and found that while nearly half admitted that gaming kept them from their studies (not that that would ever happen in an FSO course) they viewed it as a positive aspect of their lives! Playing games should be a social endeavor involving friends. World of Warcraft provides an opportunity for friends in different time zones to play and interact together. Bonnie Nardi (2010) writes, “instead of withdrawl into fantasy worlds, we see the extrusion of the worlds into ordinary life as family and friends play together, as players gather in Internet cafés, and as they meet and socialize with others online.”
As educators, we need to be aware that change is a given, keep open and enquiring minds, and engage in games regularly.
I commented:
Kathy, I kind of agree both with what you and Jordan are saying about games. It is completely obvious that students love games, and there are a few games out there that can be fun and educational at the same time. for example:
http://www.minijuegosgratis.com/juegos/hwdykyworld/hwdykyworld.html?b415=0766
i LOVE this game and bring it up as a successful example every chance I get.
There will have to be a two-pronged attack here for gaming in education:
#1. new tech - touchscreens, optics, and holograms are exploding. look at the 360's Kinect. That kind of technology will ALLOW more for the user and open up opportunities in more fields of education that were not available before.
#2. ideas - Game creation and programming will grow exponentially as most all training can and should be possible in a virtual environment.
We're not there yet. But, that's where it's all going.
Students play games, pure and simple fact! Perhaps it is one of the most vital venues to explore as education continues to evolve. Today, games are integrated into everyday life and include interaction with friends. The Pew Internet and American Life Project (Jones, 2003) explored the impact of gaming on the lives of college students and found that while nearly half admitted that gaming kept them from their studies (not that that would ever happen in an FSO course) they viewed it as a positive aspect of their lives! Playing games should be a social endeavor involving friends. World of Warcraft provides an opportunity for friends in different time zones to play and interact together. Bonnie Nardi (2010) writes, “instead of withdrawl into fantasy worlds, we see the extrusion of the worlds into ordinary life as family and friends play together, as players gather in Internet cafés, and as they meet and socialize with others online.”
As educators, we need to be aware that change is a given, keep open and enquiring minds, and engage in games regularly.
I commented:
Kathy, I kind of agree both with what you and Jordan are saying about games. It is completely obvious that students love games, and there are a few games out there that can be fun and educational at the same time. for example:
http://www.minijuegosgratis.com/juegos/hwdykyworld/hwdykyworld.html?b415=0766
i LOVE this game and bring it up as a successful example every chance I get.
There will have to be a two-pronged attack here for gaming in education:
#1. new tech - touchscreens, optics, and holograms are exploding. look at the 360's Kinect. That kind of technology will ALLOW more for the user and open up opportunities in more fields of education that were not available before.
#2. ideas - Game creation and programming will grow exponentially as most all training can and should be possible in a virtual environment.
We're not there yet. But, that's where it's all going.
WK3 Response #1 - Chuk Nwokocha
Chuks wrote:
Tools of the Trade of the trade include the following:
1. Authoring tools – software tools used to assemble the whole course. This includes web authoring tools, an HTML editor, media and application tools like Flash. Trivantis’ Lectora Publisher, Edu Performance’s tactic and ReadyGo’s Web Course Builder are some of the tools. Power point Conversion tools like Impatica’sImpact for power point; Presentation Pros and Quarbon’s Viewlet are included. Articulate Global Articulate Presenter is there.
2. Element tools. These include graphic tools, Adobe Photoshop, Macromedia. Adobe Illustrator, Macromedia’s Freehand, Macromedia’s Flash (an Animation software) Fireworks. Simulations software includes Author ware or Flash, Captivate, Qarbon’s Viewbuilder and TechSmith Camtasia Studio. Forio’s Broadcast and PowerSim software help so also Brooks Automation’s AutoMod.Quizz and tests- Questionmark’s Perception, Exam builder and XStream software Rapid Exam. Games- Quia Web, games2traain.com, Learning Ware Inc.’s gameShow Pro; Video and Audio: Microsoft’s Windows Movie Maker and Pinnacle System Studio and Macromedia’s Director.
I commented:
Chuck, good post. I noticed that you have Macromedia listed several times here. I have a particular affinity to that word. Macromedia was Flash, Dreamweaver, and Fireworks BEFORE Adobe bought them out somewhere after Flash Studio 8. I have a t-shirt from Macromedia that I wear out proudly sometimes, even though noone knows what the hell it is.
Anyway, in keeping with what you posted about, you should check out this link:
http://www.splashup.com/
This is an free online version of Photoshop. The interesting thing here is this was all built using code from within a program called Adobe Flex. So, they're using programs to create other programs.
Tools of the Trade of the trade include the following:
1. Authoring tools – software tools used to assemble the whole course. This includes web authoring tools, an HTML editor, media and application tools like Flash. Trivantis’ Lectora Publisher, Edu Performance’s tactic and ReadyGo’s Web Course Builder are some of the tools. Power point Conversion tools like Impatica’sImpact for power point; Presentation Pros and Quarbon’s Viewlet are included. Articulate Global Articulate Presenter is there.
2. Element tools. These include graphic tools, Adobe Photoshop, Macromedia. Adobe Illustrator, Macromedia’s Freehand, Macromedia’s Flash (an Animation software) Fireworks. Simulations software includes Author ware or Flash, Captivate, Qarbon’s Viewbuilder and TechSmith Camtasia Studio. Forio’s Broadcast and PowerSim software help so also Brooks Automation’s AutoMod.Quizz and tests- Questionmark’s Perception, Exam builder and XStream software Rapid Exam. Games- Quia Web, games2traain.com, Learning Ware Inc.’s gameShow Pro; Video and Audio: Microsoft’s Windows Movie Maker and Pinnacle System Studio and Macromedia’s Director.
I commented:
Chuck, good post. I noticed that you have Macromedia listed several times here. I have a particular affinity to that word. Macromedia was Flash, Dreamweaver, and Fireworks BEFORE Adobe bought them out somewhere after Flash Studio 8. I have a t-shirt from Macromedia that I wear out proudly sometimes, even though noone knows what the hell it is.
Anyway, in keeping with what you posted about, you should check out this link:
http://www.splashup.com/
This is an free online version of Photoshop. The interesting thing here is this was all built using code from within a program called Adobe Flex. So, they're using programs to create other programs.
WK3 Reading - The All-Knowing Eduweb
In keeping with my last posts about future developments in LCMS's, I've decided to blog about new CMS directions. The methods that are employed now are certain to change based on a few current trends. Shirky speaks on the topic mentioning that more and more closed schools and companies will eventually open up to accept looser networks increasing collaboration. This was kind of what was talked about in last week's blog, too, with the introduction to SCORM which sets standards for collections of networks.
A 'semantic web' is the idea that data held in separate networks, like say bank accounts or calendars can be merged and shared across multiple applications (Herman, 2009). We can already see how this has already taken place. For example, I have all of my financial accounts: checking, savings, credit card, retirement, mortgage, and student loans all going through a website called mint.com . This is a good example of a current web semantic website. Data mining and even personalization of video content on youtube are other examples of how the web takes data from documents. I'm sure with new developments in technology, this process will become more effective and streamlined.
References:
Herman, I. (2009, November 12). W3C Semantic Web FAQ. Retrieved July 25, 2010, from W3C Semantic Web: http://www.w3.org/RDF/FAQ
Shirky, C. (2008, July). Clay Shirky on institutions vs. collaboration. Retrieved July 25, 2010, from www.ted.com: http://www.ted.com/index.php/talks/clay_shirky_on_institutions_versus_collaboration.html
A 'semantic web' is the idea that data held in separate networks, like say bank accounts or calendars can be merged and shared across multiple applications (Herman, 2009). We can already see how this has already taken place. For example, I have all of my financial accounts: checking, savings, credit card, retirement, mortgage, and student loans all going through a website called mint.com . This is a good example of a current web semantic website. Data mining and even personalization of video content on youtube are other examples of how the web takes data from documents. I'm sure with new developments in technology, this process will become more effective and streamlined.
References:
Herman, I. (2009, November 12). W3C Semantic Web FAQ. Retrieved July 25, 2010, from W3C Semantic Web: http://www.w3.org/RDF/FAQ
Shirky, C. (2008, July). Clay Shirky on institutions vs. collaboration. Retrieved July 25, 2010, from www.ted.com: http://www.ted.com/index.php/talks/clay_shirky_on_institutions_versus_collaboration.html
Sunday, July 18, 2010
WK2 Response #2 - Joseph Huber
Joseph wrote:
The primary purpose of Advanced Distributed Learning (ADL) is to harness the power of technology to deliver and distribute education and training (ADL vision). ADL is responsible for the creation and development of the Sharable Content Object Reference Model (SCORM) initiative, which would allow for Learning Management Systems (LMS) to be used interchangeably without proprietary constraints. The main function of SCORM content is that it has the ability to be used within a variety of systems in order to recognize students and relay their success and mastery of a certain subject or topic (Basic SCORM concepts, 2008). Provided that the LMS is SCORM conformant, the SCORM is interchangeable across a variety of platforms, which leads to the reusability of the original content.
I commented:
SCORM sounds like a youtube but for educational tutorials and videos and such...and with many standards. It is a good idea to compile a repository of learning objects regardless of affiliation. I continue to be amazed with a business-style like wikipedia. It manages to provide good, substantiated information placed within a strict set of standards while remaining balanced and open.
Often, my history cartoons have been labeled as 'edgy'. This is a nuance that I never picked up on. While I believe my learning oblects are very school appropriate, I would be interested to see where my website or cartoons on it would be ranked by SCORM.
The primary purpose of Advanced Distributed Learning (ADL) is to harness the power of technology to deliver and distribute education and training (ADL vision). ADL is responsible for the creation and development of the Sharable Content Object Reference Model (SCORM) initiative, which would allow for Learning Management Systems (LMS) to be used interchangeably without proprietary constraints. The main function of SCORM content is that it has the ability to be used within a variety of systems in order to recognize students and relay their success and mastery of a certain subject or topic (Basic SCORM concepts, 2008). Provided that the LMS is SCORM conformant, the SCORM is interchangeable across a variety of platforms, which leads to the reusability of the original content.
I commented:
SCORM sounds like a youtube but for educational tutorials and videos and such...and with many standards. It is a good idea to compile a repository of learning objects regardless of affiliation. I continue to be amazed with a business-style like wikipedia. It manages to provide good, substantiated information placed within a strict set of standards while remaining balanced and open.
Often, my history cartoons have been labeled as 'edgy'. This is a nuance that I never picked up on. While I believe my learning oblects are very school appropriate, I would be interested to see where my website or cartoons on it would be ranked by SCORM.
WK2 Response #1 - Sarah Hodge
Sarah wrote:
There are many advantages to an LCMS. However, one may still forget its main purpose when using such a system. Leija states, "It's easy to get lost in the technology. People forget about training's true goal: To provide learning to a certain population. That's where an LCMS lives. Its purpose is to add value to content by manipulating it as needs change, and to deliver that same content as quickly as possible with context and meaning (Ellis, 2001, ¶11)." LCMS allows that value to be added but people using it cannot allow themselves to forget the main goal of its design.
I commented:
I agree with your last paragraph. As quickly as things change in modern technology, we can all expect to adapt with technological growth. There are two new things that are going to change. First, touch screen technology is already coming around to be a part of education and computing. Second, there's a shift going to tablet PC's. There are many implications of these two developments that would warrant change in any current LCMS. Just when you get used to that idea, forget it, because after that, the tablet PC will become a transparent, flexible sheet and touch screen will become hand movements and maybe even facial expressions. Oh...and then, there'll be holograms soon enough, too. That's alot to work into an LCMS.
There are many advantages to an LCMS. However, one may still forget its main purpose when using such a system. Leija states, "It's easy to get lost in the technology. People forget about training's true goal: To provide learning to a certain population. That's where an LCMS lives. Its purpose is to add value to content by manipulating it as needs change, and to deliver that same content as quickly as possible with context and meaning (Ellis, 2001, ¶11)." LCMS allows that value to be added but people using it cannot allow themselves to forget the main goal of its design.
I commented:
I agree with your last paragraph. As quickly as things change in modern technology, we can all expect to adapt with technological growth. There are two new things that are going to change. First, touch screen technology is already coming around to be a part of education and computing. Second, there's a shift going to tablet PC's. There are many implications of these two developments that would warrant change in any current LCMS. Just when you get used to that idea, forget it, because after that, the tablet PC will become a transparent, flexible sheet and touch screen will become hand movements and maybe even facial expressions. Oh...and then, there'll be holograms soon enough, too. That's alot to work into an LCMS.
WK2 Reading - A.C.R.O.N.Y.M.S!!!
I'll go ahead and start with the last thing i read, 'how much does a LCMS cost?'. In fact, that's what I asked in the comment area in this week's discussion post. I got my answer. In the reading, it points out the pros and cons of buying a membership to a separate LCMS publishing company versus coming up with one from scratch. This is what I deduced from the reading: SUPPORT STAFF. If a company or school could write one from scratch, then it would save on not maintaining unnecessary features offered in a LCMS companies' packages but it would have to provide its own full-time technical staff.
Reading on, Nichani mentions that standalone content creation tools like Adobe Dreamweaver can also be used to create content. If i were running a company or school, I would hire a team of programmers to come up with the LCMS, train a small staff for full-time tech support, and even content to train new employees, pay them and then hire a new tech support team that doesn't require such a high salary, and then provide them with on-the-job training in creating LCMS's. Just a thought.
References:
MaishNichani. (2001, May 2). elearningpost >>Articles>>LCMS = LMS+CMS [RLOs].
Retrieved July 18, 2010, from elearningpost: http://www.elearningpost.com/articles
/archives/lcms_lms_cms_rlos/
Reading on, Nichani mentions that standalone content creation tools like Adobe Dreamweaver can also be used to create content. If i were running a company or school, I would hire a team of programmers to come up with the LCMS, train a small staff for full-time tech support, and even content to train new employees, pay them and then hire a new tech support team that doesn't require such a high salary, and then provide them with on-the-job training in creating LCMS's. Just a thought.
References:
MaishNichani. (2001, May 2). elearningpost >>Articles>>LCMS = LMS+CMS [RLOs].
Retrieved July 18, 2010, from elearningpost: http://www.elearningpost.com/articles
/archives/lcms_lms_cms_rlos/
WK2 Project - UDUTU Setup
1. McMahon, Brian
2.“INTRO TO FLASH ANIMATION” - Steps to creating your first Flash animation.
3.Created in Multiple Learning Theories (EDM 511), September, 2009.
4.BEST PRACTICE ALGORITHM: This is an introductory course and is very procedural. A tutorial will be demonstrated and explained. It will be intermixed with multiple choice questions. Actual student assessment will have to be done in Adobe Flash.
5. This was created as an intro to the tutorial, however it will be retooled. The screenflow demonstration will have to be recreated as well.
2.“INTRO TO FLASH ANIMATION” - Steps to creating your first Flash animation.
3.Created in Multiple Learning Theories (EDM 511), September, 2009.
4.BEST PRACTICE ALGORITHM: This is an introductory course and is very procedural. A tutorial will be demonstrated and explained. It will be intermixed with multiple choice questions. Actual student assessment will have to be done in Adobe Flash.
5. This was created as an intro to the tutorial, however it will be retooled. The screenflow demonstration will have to be recreated as well.
Sunday, July 11, 2010
WK1 Response #2- Joe Huber
Joe wrote:
One of the more astounding and surprising aspects of course management systems (CMS) is that most anyone who is associated with them, or have used them, are not about to answer whether or not they work at keeping students engaged, or if they are an accurate measure of mastery (Carmean & Brown, 2005). Faculty members embrace them for use in their classes because higher education students embrace the new modes of learning, so little effort is extended to determine their success.
According to Carmean and Brown (2005), the individuals that claim that CMS is a success are doing so based on the notion that any of inclusion of technology is beneficial, but more often than not “[w]hat is missing is assessment “(p. 3). McGee, Carmean, and Jafari (2005) posit that students and faculty alike began to use the CMS with the unexpected result of it becoming a learning management tool. This led to some difficulty with the functionality of the CMS, which in turn caused some frustration. Those individuals that were closely involved, and consequently directly impacted by this frustration began to voice the changes that they wished to see occur in CMS. McGee, Carmean, and Jafari documented their desires. Participants wished to see the CMS become more social, involving more feedback and interaction, they wished them to become more engaging to accommodate all learner preferences, and students had to be able to take some ownership of their learning. In investigating these aspects, it became apparent that the end users must become directly involved in the design process.
This raised other issues, and as McGee, Carmean, and Jafari mentioned, administration must find a way to balance the economic realities of the situation. As Walker (2010), points out, the Great Recession has left its impact on schools who will now be hard pressed to stay within budget. School systems now faced with diminishing budgets must look at ways to implement CMS in an open-source environment, taking advantage of applications that they can use for free. Sources such as Moodle are becoming the norm in areas where schools were not able to afford Blackboard. Open source systems such as Moodle and Google apps make it easier for both the students and the teachers to access what would otherwise be expensive and unaffordable programs.
What all the experts agree upon is that the development of the CMS is an evolutionary process that does not remain static. If the CMS is to continue to succeed, it will require the input of all involved in its use.
I commented:
Joe,
I liked how you included the simple fact that there was not a whole lot of researching into whether or not CMS's work, because everyone prefers them and uses them through their own common SENSE!!...i do not need an Action Research Project to tell me that peanut butter and raspberry jelly on white wonder bread with a glass of milk is mother's MILK!!...it's delicious, and every moment I ponder whether or to what degree it is delicious keeps me from developing an even more delicious snack sandwich!!...
anyway, I personally feel that current CMS's together with the current technology are pretty darn good. They can be confusing sometimes and consequently you may feel cut off, but for what is out there right now, it works. I don't necessarily agree with the notion that the student needs to mold the platform mainly because I can't come up with one way realistically and logistically to make current CMS's better unless you usher in new tech.
One of the more astounding and surprising aspects of course management systems (CMS) is that most anyone who is associated with them, or have used them, are not about to answer whether or not they work at keeping students engaged, or if they are an accurate measure of mastery (Carmean & Brown, 2005). Faculty members embrace them for use in their classes because higher education students embrace the new modes of learning, so little effort is extended to determine their success.
According to Carmean and Brown (2005), the individuals that claim that CMS is a success are doing so based on the notion that any of inclusion of technology is beneficial, but more often than not “[w]hat is missing is assessment “(p. 3). McGee, Carmean, and Jafari (2005) posit that students and faculty alike began to use the CMS with the unexpected result of it becoming a learning management tool. This led to some difficulty with the functionality of the CMS, which in turn caused some frustration. Those individuals that were closely involved, and consequently directly impacted by this frustration began to voice the changes that they wished to see occur in CMS. McGee, Carmean, and Jafari documented their desires. Participants wished to see the CMS become more social, involving more feedback and interaction, they wished them to become more engaging to accommodate all learner preferences, and students had to be able to take some ownership of their learning. In investigating these aspects, it became apparent that the end users must become directly involved in the design process.
This raised other issues, and as McGee, Carmean, and Jafari mentioned, administration must find a way to balance the economic realities of the situation. As Walker (2010), points out, the Great Recession has left its impact on schools who will now be hard pressed to stay within budget. School systems now faced with diminishing budgets must look at ways to implement CMS in an open-source environment, taking advantage of applications that they can use for free. Sources such as Moodle are becoming the norm in areas where schools were not able to afford Blackboard. Open source systems such as Moodle and Google apps make it easier for both the students and the teachers to access what would otherwise be expensive and unaffordable programs.
What all the experts agree upon is that the development of the CMS is an evolutionary process that does not remain static. If the CMS is to continue to succeed, it will require the input of all involved in its use.
I commented:
Joe,
I liked how you included the simple fact that there was not a whole lot of researching into whether or not CMS's work, because everyone prefers them and uses them through their own common SENSE!!...i do not need an Action Research Project to tell me that peanut butter and raspberry jelly on white wonder bread with a glass of milk is mother's MILK!!...it's delicious, and every moment I ponder whether or to what degree it is delicious keeps me from developing an even more delicious snack sandwich!!...
anyway, I personally feel that current CMS's together with the current technology are pretty darn good. They can be confusing sometimes and consequently you may feel cut off, but for what is out there right now, it works. I don't necessarily agree with the notion that the student needs to mold the platform mainly because I can't come up with one way realistically and logistically to make current CMS's better unless you usher in new tech.
WK1 Response #1- Sarah Hodge
Sarah wrote:
The benefits are great and the popularity of online and e-learning seem to increase with years passing. However, it is important to question the success and results of having these technologies. Hedberg (2006) states, "It is not simply a matter of providing access to technologies. In fact, it requires a careful process of ensuring collaboration between teachers and experts, gaining successful experience in teaching with the technologies and participating in a community that provides continuous support (172).” It is a process. It is also important to continually evaluate better ways to use such technologies. Hedberg (2006) posed a great question regarding this topic. He stated, “The question still remains as to how teachers can use e-learning technologies effectively when many of the obstacles are part of the organizational structures in which technology-based teaching is used. (p.173).”
In conclusion, although e-learning is growing at a rapid pace, is it being used effectively?
I commented:
Sarah,
i like your final question. If you skimmed through those wikipedia articles, you can tell that it's the normal human initiative to educate in the most expedient way. While you laid it out beautifully, it is no mystery why e-learning is growing at a rapid pace. But, I like that you added 'is it being used effectively?'...
Here's where I'm coming from: Human aviation has progressed from never before flying to 'flying' to the moon in less that one century. Once one milestone was surpassed, human flight, it opened the floodgates of an entire schema as it pertains to that particular technology. E-learning is very much the same dynamic. We have all sort of other technologies brewing all in line to develop each other. As we see developments in personal computing and human interfacing, we are going to naturally see new developments in e-Learning. It all piggy-backs off of each other towards one common goal.
The game that we know right now is going to change dramatically in just the next twenty years with the advent of touchscreen technology, flexible, disposable, low-energy displays, holograms, optical tech, biometrics!!!!...THINK about the implications!!!...
...my head is going to explode...
The benefits are great and the popularity of online and e-learning seem to increase with years passing. However, it is important to question the success and results of having these technologies. Hedberg (2006) states, "It is not simply a matter of providing access to technologies. In fact, it requires a careful process of ensuring collaboration between teachers and experts, gaining successful experience in teaching with the technologies and participating in a community that provides continuous support (172).” It is a process. It is also important to continually evaluate better ways to use such technologies. Hedberg (2006) posed a great question regarding this topic. He stated, “The question still remains as to how teachers can use e-learning technologies effectively when many of the obstacles are part of the organizational structures in which technology-based teaching is used. (p.173).”
In conclusion, although e-learning is growing at a rapid pace, is it being used effectively?
I commented:
Sarah,
i like your final question. If you skimmed through those wikipedia articles, you can tell that it's the normal human initiative to educate in the most expedient way. While you laid it out beautifully, it is no mystery why e-learning is growing at a rapid pace. But, I like that you added 'is it being used effectively?'...
Here's where I'm coming from: Human aviation has progressed from never before flying to 'flying' to the moon in less that one century. Once one milestone was surpassed, human flight, it opened the floodgates of an entire schema as it pertains to that particular technology. E-learning is very much the same dynamic. We have all sort of other technologies brewing all in line to develop each other. As we see developments in personal computing and human interfacing, we are going to naturally see new developments in e-Learning. It all piggy-backs off of each other towards one common goal.
The game that we know right now is going to change dramatically in just the next twenty years with the advent of touchscreen technology, flexible, disposable, low-energy displays, holograms, optical tech, biometrics!!!!...THINK about the implications!!!...
...my head is going to explode...
WK1 Project - LMO Overview
Distance learning is a concept educators have grasped ever since the printing press. A CMS is a course management system, an online platform managing student classes and grades. Full Sail Online is a good example of a CMS. An LMS is a learning management system and is used more commercially than CMS's. This kind of system has more fleibility than a CMS and is set up to be used in the commercial field as far as training. An LCMS is a way to incorporate more training modules and manage more online educational systems. There are many acronyms, but they all take advantage of the current forms of technology that allow an expedient transfer of information to and evaluation from a student.
In recent years, before Full Sail, I was introduced to the online Cisco Academy when I was pegged to teach Intro. to Computer Maintenance and Repair for high school students so that they can receive a professional A+ certification. I had spent a couple years already being a tech, so it was no problem to get myself certified to teach the subject, but in the event I could not, Cisco's CMS would get me up to speed. When I started teaching the course, each student has his/her own log-in and individual sections and chapters would be delivered and tested. The student's grades would be kept online as well. The students' log-ins and records would be kept within their system indefinitely building towards the students' careers in the field.
I also spent 8 years in the Army before Full Sail. There were many LMS's that our company would have to complete. These were less built around specific courses and tracks and more around specific skill areas. With my experiences with CMS's and LMS's and Full Sail in general, I think ideally the military should come up with some game training proposed in the following video:
I believe the next step further than just asking multiple choice questions, keeping grades, and providing a platform to turn stuff in is creating a virtual interactive world in which to train employees, students, and the military. This will take students a step beyond the typical, convention classroom and education and give them a purgatory-type training session into the new world.
In recent years, before Full Sail, I was introduced to the online Cisco Academy when I was pegged to teach Intro. to Computer Maintenance and Repair for high school students so that they can receive a professional A+ certification. I had spent a couple years already being a tech, so it was no problem to get myself certified to teach the subject, but in the event I could not, Cisco's CMS would get me up to speed. When I started teaching the course, each student has his/her own log-in and individual sections and chapters would be delivered and tested. The student's grades would be kept online as well. The students' log-ins and records would be kept within their system indefinitely building towards the students' careers in the field.
I also spent 8 years in the Army before Full Sail. There were many LMS's that our company would have to complete. These were less built around specific courses and tracks and more around specific skill areas. With my experiences with CMS's and LMS's and Full Sail in general, I think ideally the military should come up with some game training proposed in the following video:
I believe the next step further than just asking multiple choice questions, keeping grades, and providing a platform to turn stuff in is creating a virtual interactive world in which to train employees, students, and the military. This will take students a step beyond the typical, convention classroom and education and give them a purgatory-type training session into the new world.
WK1 Reading - Xerox and PARC is the Motherlode!!
Is it reasonable to trace this history so far back in time (1728)?
I think tracing the history of VLE’s as far back as 1728 is important in as much as it demonstrates an intrinsic need for distance learning regardless of the technology at our fingertips.
Does the current era of computing seem to begin with the Xerox Parc project?
Yes!!...it certainly seems to be. Here’s why: Apple used the point and click, windows-type graphical user interface together with a mouse that Xerox scientists had developed for their own computers that were not commercially successful. Of course, other companies like Microsoft and Hewlett-Packard started designing computers with the same “look and feel”. Apple sued Microsoft and HP. That precipitated Xerox then suing Apple (Fisher, 1989).
The fact of the matter is that despite the litigation, the GUI that we now use today and have used to ignite the explosion that is modern personal computing is like the steering wheel in a car. Ford can’t sue Chevrolet for using a steering wheel too. However, history clearly shows that the Xerox’s Palo Alto Research Project started it all.
History repeats itself as well! Check out this video I abbreviated from my ETC class:
I first learned of this flexible, transparent display from reading a Maxim magazine while sitting on the tarmac at Bagram, Afghanistan in 2006. Right away, I knew that this is a revolutionary piece of technology. Years later, while blogging for Full Sail, lo and behold…I find PARC is behind it! Invented at PARC, The "Gyricon" is a thin layer of transparent plastic in which millions of small beads, similar to toner particles, are dispersed. The beads are contained in an oil-filled cavity and are free to rotate within those cavities. The beads are "bichromal,", which means that each hemisphere, when electrically charged, have two contrasting colors, like black and white, for example. When voltage is applied, the beads rotate to present one colored side to the viewer. This can create images such as text and pictures (PARC, 2010).
Wherever there is paper, wherever there is a display of any sort, any advertisement, newspaper, billboard, TV…ANYTHING will move to this technology just like personal computers moved to the mouse and GUI. It won’t be the only thing that will be developed, but it will most DEFINITELY be part of the wave.
References:
Fisher, L. M. (1989, December 15). COMPANY NEWS - Xerox Sues Apple Computer Over Macintosh Copyright. Retrieved July 11, 2010, from the New York Times: http://www.nytimes.com/1989/12/15/business/company-news-xerox-sues-apple-computer-over-macintosh-copyright.html
PARC. (2010). Xerox PARC: Gyricon. Retrieved July 11, 2010, from PARC: A Xerox Company : http://www2.parc.com/hsl/projects/gyricon/
I think tracing the history of VLE’s as far back as 1728 is important in as much as it demonstrates an intrinsic need for distance learning regardless of the technology at our fingertips.
Does the current era of computing seem to begin with the Xerox Parc project?
Yes!!...it certainly seems to be. Here’s why: Apple used the point and click, windows-type graphical user interface together with a mouse that Xerox scientists had developed for their own computers that were not commercially successful. Of course, other companies like Microsoft and Hewlett-Packard started designing computers with the same “look and feel”. Apple sued Microsoft and HP. That precipitated Xerox then suing Apple (Fisher, 1989).
The fact of the matter is that despite the litigation, the GUI that we now use today and have used to ignite the explosion that is modern personal computing is like the steering wheel in a car. Ford can’t sue Chevrolet for using a steering wheel too. However, history clearly shows that the Xerox’s Palo Alto Research Project started it all.
History repeats itself as well! Check out this video I abbreviated from my ETC class:
I first learned of this flexible, transparent display from reading a Maxim magazine while sitting on the tarmac at Bagram, Afghanistan in 2006. Right away, I knew that this is a revolutionary piece of technology. Years later, while blogging for Full Sail, lo and behold…I find PARC is behind it! Invented at PARC, The "Gyricon" is a thin layer of transparent plastic in which millions of small beads, similar to toner particles, are dispersed. The beads are contained in an oil-filled cavity and are free to rotate within those cavities. The beads are "bichromal,", which means that each hemisphere, when electrically charged, have two contrasting colors, like black and white, for example. When voltage is applied, the beads rotate to present one colored side to the viewer. This can create images such as text and pictures (PARC, 2010).
Wherever there is paper, wherever there is a display of any sort, any advertisement, newspaper, billboard, TV…ANYTHING will move to this technology just like personal computers moved to the mouse and GUI. It won’t be the only thing that will be developed, but it will most DEFINITELY be part of the wave.
References:
Fisher, L. M. (1989, December 15). COMPANY NEWS - Xerox Sues Apple Computer Over Macintosh Copyright. Retrieved July 11, 2010, from the New York Times: http://www.nytimes.com/1989/12/15/business/company-news-xerox-sues-apple-computer-over-macintosh-copyright.html
PARC. (2010). Xerox PARC: Gyricon. Retrieved July 11, 2010, from PARC: A Xerox Company : http://www2.parc.com/hsl/projects/gyricon/
Friday, July 9, 2010
NEW LMO CLASS!!
this is only a test...had this actually been a real emergency, i would not be sitting here typing a blog!!...
Monday, June 28, 2010
WK4 Project- Publishing/Leadership Project
I was at first very unmotivated about the publishing/leadership project this month until I found out what it actually was. I guess to work in this month's reading, I had failed to realize that by signing up for a Educational Media program, I was already making myself the board. I just needed to remind myself of that simple fact.
I thought the publishing project was just another summary or write-up of our Action Research Projects. Then, I realized that it was really the project that separated the men from the boys, the girls from the women, and the teachers from the do-ers. Upon signing up for the EMDT program, I kind of figured it was something that embraced my own animation projects I've been working on for some time. So, regardless of the program or things I was forced to do in the program, an assignment like the publishing project allows me to get a grade for something I was going to have to do anyway, if I am ever to successfully collaborate with others who are already well dug into the educational system, textbook publishers.
To top all of this off, my girlfriend suggested that I need to merge my brand of media with textbook publishers 'right NOW!!!', as she put it. She works up at the district's Ed Center, and always has the goods on contractors the district will be using, what they're up to, the kind of equipment they are going to buy, etc. So, her suggestion was simply a reminder for me, but a stern one nonetheless, that if I need to move beyond the 'those who cannot do, teach' framework. I'm going to have to take what i CAN DO first...and help others teach with it!!
I thought the publishing project was just another summary or write-up of our Action Research Projects. Then, I realized that it was really the project that separated the men from the boys, the girls from the women, and the teachers from the do-ers. Upon signing up for the EMDT program, I kind of figured it was something that embraced my own animation projects I've been working on for some time. So, regardless of the program or things I was forced to do in the program, an assignment like the publishing project allows me to get a grade for something I was going to have to do anyway, if I am ever to successfully collaborate with others who are already well dug into the educational system, textbook publishers.
To top all of this off, my girlfriend suggested that I need to merge my brand of media with textbook publishers 'right NOW!!!', as she put it. She works up at the district's Ed Center, and always has the goods on contractors the district will be using, what they're up to, the kind of equipment they are going to buy, etc. So, her suggestion was simply a reminder for me, but a stern one nonetheless, that if I need to move beyond the 'those who cannot do, teach' framework. I'm going to have to take what i CAN DO first...and help others teach with it!!
WK4- Response #2- Becky Day
Beck wrote:
In Chapter 11 of "The Art of Possibility," Rosamund and Benjamin Zander discuss vision. I understand one's vision as the reason or purpose for doing something.
Many times during this program, I lost my vision and questioned why I had even enrolled. I inadvertently began questioning my worth as a teacher. What is the purpose of this class? What is the purpose of this degree? Why am I doing this? Why am I spending all this money on this degree when no system will even give me a chance to teach in their schools? What am I going to do with this degree, anyway, when I'm finished, other than make more money every year?
Making more money was not the reason why I enrolled. I enrolled because I want to become a better teacher and learn new things to teach to my students; because I want to help my students be more successful.
Every time I begin to question myself, I remember my focus, my vision of myself as a better teacher.
I wrote:
Becky,
It looks like you really blogged about a subject that most of your classmates can relate to. And, of course, I had asked myself those very same questions. Your concept of vision is 'the course'. I have, to, been telling myself to 'stay the course'. The future is unknown and pulling out a master's degree at Full Sail is like you and I sailing on Columbus' ship to the new world. We have NO IDEA what is really beyond. We don't know if we'll live or die, or if we're going to fall off the end of the globe or WHAT!!...But, Columbus stuck it out on his journey and we all know the many, huge surprises that came out of that. So...stay the course!!
In Chapter 11 of "The Art of Possibility," Rosamund and Benjamin Zander discuss vision. I understand one's vision as the reason or purpose for doing something.
Many times during this program, I lost my vision and questioned why I had even enrolled. I inadvertently began questioning my worth as a teacher. What is the purpose of this class? What is the purpose of this degree? Why am I doing this? Why am I spending all this money on this degree when no system will even give me a chance to teach in their schools? What am I going to do with this degree, anyway, when I'm finished, other than make more money every year?
Making more money was not the reason why I enrolled. I enrolled because I want to become a better teacher and learn new things to teach to my students; because I want to help my students be more successful.
Every time I begin to question myself, I remember my focus, my vision of myself as a better teacher.
I wrote:
Becky,
It looks like you really blogged about a subject that most of your classmates can relate to. And, of course, I had asked myself those very same questions. Your concept of vision is 'the course'. I have, to, been telling myself to 'stay the course'. The future is unknown and pulling out a master's degree at Full Sail is like you and I sailing on Columbus' ship to the new world. We have NO IDEA what is really beyond. We don't know if we'll live or die, or if we're going to fall off the end of the globe or WHAT!!...But, Columbus stuck it out on his journey and we all know the many, huge surprises that came out of that. So...stay the course!!
WK4- Response #1- Aimee Holcombe
Aimee wrote:
For as long as I live, I will never forget a student I had my second year of teaching, Stanley. He was a tall and stout 8th grader from a very rough gang background that had little to no home support, and he seemingly cared nothing about school as he would sleep as often as possible. Some other teachers hated having him in class and would even celebrate the days where he was in ISS/ OSS. But-- he never acted out with me! In fact, he would participate in discussions and sometimes even complete his classwork. We had a deal that when he would get angry and felt like he was about to get into a fight or say something back, he was to get up, leave the room, and walk slowly to the furthest water fountain, then come right back! He liked this plan and always followed it without problems. One day, about half way through the year, we had a writing assignment on ‘What is a life lesson you have learned?’ After his usual staring off into space, he actually picked up the pen and began feverishly writing. I decided to let students share their work aloud, and to my and the rest of the class’ surprise- Stanley was the first to volunteer! As he shared passionately to his classmates about his lesson in choosing the right friends and removing yourself from bad situations, both mine and his eyes were filled with tears. Prior to school that year, he had seen his best friend shot to death by their so called friends in the gang, he then got on the phone and found his mother a job in our county where they moved away. He taught his classmates more in that 10 minutes of sharing his story, than I could in a year! Afterwards during class change, he thanked me for giving him the opportunity to share. He said that other teachers don’t even act like he is there except to yell at him, and that he felt like I would let him speak his heart.
I believe as teachers, we should be believers and empowers first and foremost! Many of our students have never had anyone empower them before, why would we seek to continue the trend.
I wrote:
Aimee,
I really liked your story about Stanley. In my first two years working where I work now, I had a number of student transfers from other teachers who did NOT get along with these students. Of course, I took the challenge with open arms, because a good teacher can get through to any kid...to SOME degree. The other teachers would say that he needed a male influence, which is totally understandable, but really every time I would get these students, I wouldn't have a problem with them...at all. I give every student, no matter what I already know about them, a square one type of respect that fosters a natural sense of respect in them towards you, the teacher. SO, i completely agree with your last few sentences. I NEVER have a problem helping out my coworkers, but deep down inside, I always felt they failed, and they let tehr emotions and personal misery in their own job, life...or whatever get the better of them. I'm glad I'm not there yet in my career and it's my personal goal to NEVER be there.
For as long as I live, I will never forget a student I had my second year of teaching, Stanley. He was a tall and stout 8th grader from a very rough gang background that had little to no home support, and he seemingly cared nothing about school as he would sleep as often as possible. Some other teachers hated having him in class and would even celebrate the days where he was in ISS/ OSS. But-- he never acted out with me! In fact, he would participate in discussions and sometimes even complete his classwork. We had a deal that when he would get angry and felt like he was about to get into a fight or say something back, he was to get up, leave the room, and walk slowly to the furthest water fountain, then come right back! He liked this plan and always followed it without problems. One day, about half way through the year, we had a writing assignment on ‘What is a life lesson you have learned?’ After his usual staring off into space, he actually picked up the pen and began feverishly writing. I decided to let students share their work aloud, and to my and the rest of the class’ surprise- Stanley was the first to volunteer! As he shared passionately to his classmates about his lesson in choosing the right friends and removing yourself from bad situations, both mine and his eyes were filled with tears. Prior to school that year, he had seen his best friend shot to death by their so called friends in the gang, he then got on the phone and found his mother a job in our county where they moved away. He taught his classmates more in that 10 minutes of sharing his story, than I could in a year! Afterwards during class change, he thanked me for giving him the opportunity to share. He said that other teachers don’t even act like he is there except to yell at him, and that he felt like I would let him speak his heart.
I believe as teachers, we should be believers and empowers first and foremost! Many of our students have never had anyone empower them before, why would we seek to continue the trend.
I wrote:
Aimee,
I really liked your story about Stanley. In my first two years working where I work now, I had a number of student transfers from other teachers who did NOT get along with these students. Of course, I took the challenge with open arms, because a good teacher can get through to any kid...to SOME degree. The other teachers would say that he needed a male influence, which is totally understandable, but really every time I would get these students, I wouldn't have a problem with them...at all. I give every student, no matter what I already know about them, a square one type of respect that fosters a natural sense of respect in them towards you, the teacher. SO, i completely agree with your last few sentences. I NEVER have a problem helping out my coworkers, but deep down inside, I always felt they failed, and they let tehr emotions and personal misery in their own job, life...or whatever get the better of them. I'm glad I'm not there yet in my career and it's my personal goal to NEVER be there.
WK4 Reading- Billy Madison and the 'Me' Bird
I liked the way the story of the second grader with chemo-therapy was used to illustrate the author's point in 'Creating Frameworks for Possibility'. It made me remember the way Adam Sandler illustrated basically the same point in 'Billy Madison' when they all take a field trip and when they all had to return to the bus, Billy's (Adam Sandler's) little 4th grader friend was hiding in the corner. When he confronted Ernie, he told him that he couldn't get on the bus because he had 'peed his pants'. So, then, Billy Madison, who was as cool to the 4th graders as any other fully grown adult/comedian could be, decided to put water on his pants, too, thereby making Ernie 'cool'. It was at that point that the curator of this field trip says this:
The final chapter for this book was very fitting. Most of the chapters were about breaking schemas and creating new positive scenarios from them. The schemas in this case being the mindset behind fear, competition, and struggle. These factors all can work very counter-productively against human progress, understanding, tolerance, and development. My Dad used to have a name for when someone in our household of 6 kids would do something selfish like, not wrap up the loaf of bread after using it, or polishing off the last of the milk without telling anybody...or worse, leaving a thimble-full of milk just so they wouldn't have to be the last one to use it and have to report its absence. He would say 'looks like the ME-bird has been here....meeeeeeeee!!!...meeeeeeeeee!!!' as he would flap his arms slowly. Of course, we would all just laugh and block out the message behind it, that is until we got older. Now, a family is much like a microcosm for mankind in general. When we consider other people and their needs, we can truly advance ourselves as far as being an effective, sensitive, and considerate human race.
The final chapter for this book was very fitting. Most of the chapters were about breaking schemas and creating new positive scenarios from them. The schemas in this case being the mindset behind fear, competition, and struggle. These factors all can work very counter-productively against human progress, understanding, tolerance, and development. My Dad used to have a name for when someone in our household of 6 kids would do something selfish like, not wrap up the loaf of bread after using it, or polishing off the last of the milk without telling anybody...or worse, leaving a thimble-full of milk just so they wouldn't have to be the last one to use it and have to report its absence. He would say 'looks like the ME-bird has been here....meeeeeeeee!!!...meeeeeeeeee!!!' as he would flap his arms slowly. Of course, we would all just laugh and block out the message behind it, that is until we got older. Now, a family is much like a microcosm for mankind in general. When we consider other people and their needs, we can truly advance ourselves as far as being an effective, sensitive, and considerate human race.
Saturday, June 19, 2010
WK3 Response #2- Danielle Brayer
Danielle wrote:
Chapter 7. The Way Things Are: Sometimes settling for the way things are is a lowering of expectations, sometimes it’s finding a starting point so that one can make things better. Where are you in this continuum?
Chapter 8. Giving Way to Passion: Control says that the only way to avoid disappointment and frustration is to not care at all. No hits, no runs, but most importantly, no errors. What are you doing in your daily life that expresses your passion or the things you are passionate about?
Chapter 9. Lighting a Spark. It’s not about us. It’s about them. What are you doing to pay-forward from your universe of possibility?
I commented:
Sometimes realizing the way things are CAN BE a lowering of expectations, if you want to look at it that way. However, sometimes you have no choice to accept things for the way they are and be happy with it. We can't be constantly reminding ourselves how we 'settled'. For example, I am not going to waste one second wondering why I am not married to Jaime Pressly. If you don't know who that is, she's way hotter, talented, and accomplished than I am. She's a movie star, etc. It will NEVER happen on this or any other parallel universe, and...I am OK with that. Did that make any sense?
Anyway, some people, I think need to accept the way things are, too. I think they'd be alot happier. I quote a line from 'Fight Club', a story about a bunch of repressed men looking to flex their own primal existences, "We were raised by television to believe that someday we'll all be millionaires and movie stars and rock stars -- but we won't. And we're learning that fact. And we're very, *very* pissed-off."
Chapter 7. The Way Things Are: Sometimes settling for the way things are is a lowering of expectations, sometimes it’s finding a starting point so that one can make things better. Where are you in this continuum?
Chapter 8. Giving Way to Passion: Control says that the only way to avoid disappointment and frustration is to not care at all. No hits, no runs, but most importantly, no errors. What are you doing in your daily life that expresses your passion or the things you are passionate about?
Chapter 9. Lighting a Spark. It’s not about us. It’s about them. What are you doing to pay-forward from your universe of possibility?
I commented:
Sometimes realizing the way things are CAN BE a lowering of expectations, if you want to look at it that way. However, sometimes you have no choice to accept things for the way they are and be happy with it. We can't be constantly reminding ourselves how we 'settled'. For example, I am not going to waste one second wondering why I am not married to Jaime Pressly. If you don't know who that is, she's way hotter, talented, and accomplished than I am. She's a movie star, etc. It will NEVER happen on this or any other parallel universe, and...I am OK with that. Did that make any sense?
Anyway, some people, I think need to accept the way things are, too. I think they'd be alot happier. I quote a line from 'Fight Club', a story about a bunch of repressed men looking to flex their own primal existences, "We were raised by television to believe that someday we'll all be millionaires and movie stars and rock stars -- but we won't. And we're learning that fact. And we're very, *very* pissed-off."
WK3 Response #1- Michael Melvin
Michael wrote:
My favorite personal saying is “I may not be the light, but I will the spark.”
It’s about relationships and motivating others passion. In our society we call, chat, text and social network, all of them lack the personal relations of face to face. Each can be cold and misinterpreted. When we reach out to others we should leave an impression. When we motivate them through their passions, dreams or aspirations we liberate them to be better and do great things. Parents and teachers spark interest and passion of students to be whatever they want in life. Or they can diminish that light that a child holds.
My goal in life and teaching is if I can’t be the light then at least be the spark that inspire others to be the light. Which lights the way or inspires others to be better, do better and live. I become a guide, mentor, motivator and the challenger for those around me, my family, friends, co-workers and students. That’s important to me, I believe in leaving legacies and the only way we can do that is by developing relationships.
I remember in college how some of my professors would invite use to their home or the local coffee shop just to talk. That showed me that they were people just like me, that’s the type of teacher and one day professor I hope to be.
“I may not be the light, but I will the spark.”
I commented:
It's not what you tell them, it's how you make them feel...
I can't remember where I heard that, but it totally makes sense. I remember the first time I met my favorite teacher in high school, Rolf Eklund. I was a sophomore and wouldn't be fortunate to have his class for another year, and for the most part, I was used to being looked down upon. So, when another teacher told me to go get a projector from him in the AV room, there he was, looking all old, stern, and scary, but within the first 30 seconds, I noticed his gentle and FUNNY energy. Instantly, I was a fan of this guy, and I was lucky to have his class the following next two years.
My favorite personal saying is “I may not be the light, but I will the spark.”
It’s about relationships and motivating others passion. In our society we call, chat, text and social network, all of them lack the personal relations of face to face. Each can be cold and misinterpreted. When we reach out to others we should leave an impression. When we motivate them through their passions, dreams or aspirations we liberate them to be better and do great things. Parents and teachers spark interest and passion of students to be whatever they want in life. Or they can diminish that light that a child holds.
My goal in life and teaching is if I can’t be the light then at least be the spark that inspire others to be the light. Which lights the way or inspires others to be better, do better and live. I become a guide, mentor, motivator and the challenger for those around me, my family, friends, co-workers and students. That’s important to me, I believe in leaving legacies and the only way we can do that is by developing relationships.
I remember in college how some of my professors would invite use to their home or the local coffee shop just to talk. That showed me that they were people just like me, that’s the type of teacher and one day professor I hope to be.
“I may not be the light, but I will the spark.”
I commented:
It's not what you tell them, it's how you make them feel...
I can't remember where I heard that, but it totally makes sense. I remember the first time I met my favorite teacher in high school, Rolf Eklund. I was a sophomore and wouldn't be fortunate to have his class for another year, and for the most part, I was used to being looked down upon. So, when another teacher told me to go get a projector from him in the AV room, there he was, looking all old, stern, and scary, but within the first 30 seconds, I noticed his gentle and FUNNY energy. Instantly, I was a fan of this guy, and I was lucky to have his class the following next two years.
WK3 Project- Lit Review
I have to admit that the Literature Review is a source of stress for me. However, since I haven't really written anything that formal since high school, I think I've been doing pretty good. When I turned in my literature review the last time, I was proud of it. When I got it returned, I realized that maybe I should stop pulling all-nighters.
There was alot of things I missed. There was alot of things I simply did not know. However, I did get help from Roxanne DeLeon, and it made me realize that nothing really replaces TALKING TO your teacher. It clears so much up in one quick chat.
There was alot of things I missed. There was alot of things I simply did not know. However, I did get help from Roxanne DeLeon, and it made me realize that nothing really replaces TALKING TO your teacher. It clears so much up in one quick chat.
WK3 Reading- Unconquered
We ARE surrounded by energy!!...I mean, I'm assuming we are. I plan on shooting this blog from my computer to my router wirelessly, so that tells me that there are THINGS out there that are undetectable by my human eye but are very significant and by all means THINGS. This blog transforms itself into radio waves and back again into text that causes some kind of response with another individual effecting him or her. I do, in fact, try to be cognizant of the energies around us that we just can't see. As it pertains to Chapter 7, I'll say that something as simple as recognizing all the other forces around you can make one realize that YOU are not the only force on this planet and you have to find some kind of harmony with the universe around you in order to realize your full potential.
Chapter 8 embraces energy again, but between humans. My Dad was a huge proponent of remembering someone's name...and using it. He knew that most people are egocentric and in order to #1. command their respect was to at least remember who you're talking to and #2. keep them interested, because you're making THEM part of what you're talking about. Also, unless you've been under a rock your whole life, you have to notice the energy you feel when you feel a mutual attraction to someone, that look in their eye or the tone of their voice, or something you just can't put your finger on.
Chapter 9...read this poem
Out of the night that covers me,
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find me unafraid.
It matters not how strait the gate,
How charged with punishments the scroll
I am the master of my fate:
I am the captain of my soul.
This poem is entitled 'Invictus'. This poem was a source of inspiration for Nelson Mandela while he was a political prisoner. He later hand-wrote a copy and gave it to Francois Pienaar, the captain of the South African rugby team, as inspiration to win the 1995 Rugby World Cup, which they did, uniting a nation.
The poem was written by William Ernest Henley who wrote it from his hospital bed. His indomitable spirit led him to triumph over the amputation of his leg.
'Invictus' was retreived from http://blog.beliefnet.com/moviemom/2009/12/invictus-the-poem.html
Chapter 8 embraces energy again, but between humans. My Dad was a huge proponent of remembering someone's name...and using it. He knew that most people are egocentric and in order to #1. command their respect was to at least remember who you're talking to and #2. keep them interested, because you're making THEM part of what you're talking about. Also, unless you've been under a rock your whole life, you have to notice the energy you feel when you feel a mutual attraction to someone, that look in their eye or the tone of their voice, or something you just can't put your finger on.
Chapter 9...read this poem
Out of the night that covers me,
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find me unafraid.
It matters not how strait the gate,
How charged with punishments the scroll
I am the master of my fate:
I am the captain of my soul.
This poem is entitled 'Invictus'. This poem was a source of inspiration for Nelson Mandela while he was a political prisoner. He later hand-wrote a copy and gave it to Francois Pienaar, the captain of the South African rugby team, as inspiration to win the 1995 Rugby World Cup, which they did, uniting a nation.
The poem was written by William Ernest Henley who wrote it from his hospital bed. His indomitable spirit led him to triumph over the amputation of his leg.
'Invictus' was retreived from http://blog.beliefnet.com/moviemom/2009/12/invictus-the-poem.html
WK1 Project- ARP Website and MobileMe
I am starting to not like my MobileMe site.
RUNNING OUT OF TIME- Alright, first of all, as of last week, when I uploaded my new ARP Flash movie, MobileMe is telling me that I have only 25 days left on my account. Now, I know that I took a month or so off from the program, but 25 more days wouldn't even be enough if I WAS on track. It's really stressing me out, because everything is on there, and if I don't do something about this (see: pay for another year MYSELF) then I will be putting myself directly in Ole' Murphy's way (Murphy's Law, that is). This SUCKS, because...
IT DOESN'T WORK RIGHT- That's right. I'll have to pay for another year for something that doesn't even work correctly. Case in point, and this is a good one. My ARP is a flash movie I created and embedded, of course, inside an .HTML page. The process is quite simple, actually. All you have to do if you want to bypass the whole iWeb thing is create another folder, upload your flash movie and your .html page into it and then pull it up on the web. HOWEVER...for SOME REASON, whenever I publish another flash site like I've done a MILLION TIMES in the past few months, it gives me an error when trying to pull up the URL. It asks me if I want to download the .html page???....WHAT!!???...WHY!!???. It's not space. I have plenty of that. So, to work around the problem, I had to overwrite a page that is already working now. There was no other way around it.
But, it works for now...and I'm very happy about that.
http://web.me.com/bmc0004/MCMAHONIMACTION_RESEARCH/ARP.html
RUNNING OUT OF TIME- Alright, first of all, as of last week, when I uploaded my new ARP Flash movie, MobileMe is telling me that I have only 25 days left on my account. Now, I know that I took a month or so off from the program, but 25 more days wouldn't even be enough if I WAS on track. It's really stressing me out, because everything is on there, and if I don't do something about this (see: pay for another year MYSELF) then I will be putting myself directly in Ole' Murphy's way (Murphy's Law, that is). This SUCKS, because...
IT DOESN'T WORK RIGHT- That's right. I'll have to pay for another year for something that doesn't even work correctly. Case in point, and this is a good one. My ARP is a flash movie I created and embedded, of course, inside an .HTML page. The process is quite simple, actually. All you have to do if you want to bypass the whole iWeb thing is create another folder, upload your flash movie and your .html page into it and then pull it up on the web. HOWEVER...for SOME REASON, whenever I publish another flash site like I've done a MILLION TIMES in the past few months, it gives me an error when trying to pull up the URL. It asks me if I want to download the .html page???....WHAT!!???...WHY!!???. It's not space. I have plenty of that. So, to work around the problem, I had to overwrite a page that is already working now. There was no other way around it.
But, it works for now...and I'm very happy about that.
http://web.me.com/bmc0004/MCMAHONIMACTION_RESEARCH/ARP.html
WK1 Response #2- Charles Mills
Chuck wrote:
I don’t read much at all. Though I enjoy reading, my life is so busy I find it difficult to find the time. Over the years I have read very few books with the exception of the bible. Many of my friends can’t understand this because their perception of the bible is that it is a book of rules, of do’s and don’ts, of penalties and judgment (hell, fire and brimstone), and weeping and gnashing of teeth (as one professor recently alluded to in a Wimba session). These things are not what stand out to me. I see hope, redemption, forgiveness, compassion, love, and the fact that though I could never “measure up”, I am an “A”.
Life on the other hand can cause me to lose faith when I lose sight of the right perspective. I refer to not only spiritual faith, but faith in others…like faith in my students! When I consider my teaching career, with all its ups and downs, I can clearly see how I have allowed myself to be boxed in and consequently, have drawn boxes for my students to operate within. It reminds me of an auto commercial that came out several years ago of a young driver being instructed to “stay between the lines”. When the “lines” ran into a roadblock (traffic), the driver turned and went off road…and did just fine! I rationalize drawing boxes for the purpose of “safety”, careful to protect my students and me. Most of it is because of a few minor mistakes made when some “liberties” were taken with video projects. Reflecting on the reading and considering my classes, I see that I have become judgmental and am limiting possibilities for my students. Time to step outside some of the lines I have drawn and open my eyes to a world of possibilities for my students.
I commented:
Chuck,
I'm all about trying to get perspective on life and its problems when things get trying. There is really something to be said for the 'forest before the trees' saying.
At my job (or any job for that matter) I find that it is the mark of any good professional to step outside the lines and realize things for what they really are. It's perspective and the ability to gain perspective that keeps us productive, cooperative, and SANE!!
I witness coworkers every day wrapped up in their own tiny little world and sometimes I just have to look at them and just say...'a www...look at them thinking that the world revolves around them...' kind of like how I look at a video of a bulldog riding a skateboard.
I don’t read much at all. Though I enjoy reading, my life is so busy I find it difficult to find the time. Over the years I have read very few books with the exception of the bible. Many of my friends can’t understand this because their perception of the bible is that it is a book of rules, of do’s and don’ts, of penalties and judgment (hell, fire and brimstone), and weeping and gnashing of teeth (as one professor recently alluded to in a Wimba session). These things are not what stand out to me. I see hope, redemption, forgiveness, compassion, love, and the fact that though I could never “measure up”, I am an “A”.
Life on the other hand can cause me to lose faith when I lose sight of the right perspective. I refer to not only spiritual faith, but faith in others…like faith in my students! When I consider my teaching career, with all its ups and downs, I can clearly see how I have allowed myself to be boxed in and consequently, have drawn boxes for my students to operate within. It reminds me of an auto commercial that came out several years ago of a young driver being instructed to “stay between the lines”. When the “lines” ran into a roadblock (traffic), the driver turned and went off road…and did just fine! I rationalize drawing boxes for the purpose of “safety”, careful to protect my students and me. Most of it is because of a few minor mistakes made when some “liberties” were taken with video projects. Reflecting on the reading and considering my classes, I see that I have become judgmental and am limiting possibilities for my students. Time to step outside some of the lines I have drawn and open my eyes to a world of possibilities for my students.
I commented:
Chuck,
I'm all about trying to get perspective on life and its problems when things get trying. There is really something to be said for the 'forest before the trees' saying.
At my job (or any job for that matter) I find that it is the mark of any good professional to step outside the lines and realize things for what they really are. It's perspective and the ability to gain perspective that keeps us productive, cooperative, and SANE!!
I witness coworkers every day wrapped up in their own tiny little world and sometimes I just have to look at them and just say...'a www...look at them thinking that the world revolves around them...' kind of like how I look at a video of a bulldog riding a skateboard.
WK1 Response #1- Susan Nwokedi
Susan wrote:
Being a thespian that I am, I always look for ways to breed life into ordinary books by having my students act out the story at the end of the unit. After reading the ever-popular book “The Grouchy Ladybug” by Eric Carle, I had my students act it out. They each chose an animal or insect and acted the part of that creature. The students had so much fun I decided to share the experience with the rest of the kindergarten team. And so the school plays “The Grouchy Ladybug” was born. First I had to talk to my team leader, then the music teacher, and then the principal. Once I had all of them on board, I tackled my teammates. Everyone thought “oh what a cute idea”. So I did the research, wrote the script and held a casting call for the parts. It was awesome until it time came for everyone, remember the people that thought “wow how cute” to start doing their part. I had some good committed helpers but there were those who became grouchier than the grouchy ladybug. I ended up doing a lot of the work on my own. I remember the complaints about and antennas, getting the children dress on time for the early morning presentation. Visits to the principal’s office by one some of them to put an end to the production simply because in their view it became too much for them handle. With every complaint came a quick solution from me. In the end, the play was fantastic and everyone had so much fun that they are already talking about doing another plays next school year.
I commented:
Thanks for your comment on my last blog. I liked this story. My Dad used to always say to us, 'eaten bread is soon forgotten', and your story reminded me of that. It's difficult to put on a production which is what pretty much pushed me to animating. All through high school and college, I would definitely always use video as a project if I could. It was so much more fun and I could really use some creativity. In those days, I always had plenty of willing participants, but in the older, working world, it's so much more difficult. The saying 'if you want something done right, you have to do it yourself' certainly rings true. And, in this case, it sounds like you had to take the bull by the horns, and it came out right. Good job!!...and the whole time, I bet you didn't turn into a grouchy ladybug...or any kind of angry insect for that matter.
Being a thespian that I am, I always look for ways to breed life into ordinary books by having my students act out the story at the end of the unit. After reading the ever-popular book “The Grouchy Ladybug” by Eric Carle, I had my students act it out. They each chose an animal or insect and acted the part of that creature. The students had so much fun I decided to share the experience with the rest of the kindergarten team. And so the school plays “The Grouchy Ladybug” was born. First I had to talk to my team leader, then the music teacher, and then the principal. Once I had all of them on board, I tackled my teammates. Everyone thought “oh what a cute idea”. So I did the research, wrote the script and held a casting call for the parts. It was awesome until it time came for everyone, remember the people that thought “wow how cute” to start doing their part. I had some good committed helpers but there were those who became grouchier than the grouchy ladybug. I ended up doing a lot of the work on my own. I remember the complaints about and antennas, getting the children dress on time for the early morning presentation. Visits to the principal’s office by one some of them to put an end to the production simply because in their view it became too much for them handle. With every complaint came a quick solution from me. In the end, the play was fantastic and everyone had so much fun that they are already talking about doing another plays next school year.
I commented:
Thanks for your comment on my last blog. I liked this story. My Dad used to always say to us, 'eaten bread is soon forgotten', and your story reminded me of that. It's difficult to put on a production which is what pretty much pushed me to animating. All through high school and college, I would definitely always use video as a project if I could. It was so much more fun and I could really use some creativity. In those days, I always had plenty of willing participants, but in the older, working world, it's so much more difficult. The saying 'if you want something done right, you have to do it yourself' certainly rings true. And, in this case, it sounds like you had to take the bull by the horns, and it came out right. Good job!!...and the whole time, I bet you didn't turn into a grouchy ladybug...or any kind of angry insect for that matter.
Monday, June 14, 2010
WK2 Wild Card Blog-Flash & Actionscript 3.0
THIS BLOG ACTUALLY IS A CONTINUATION OF WK2 READING...
I just made it out of day one of Actionscript 3.0 training. Let me give you the back story. Back in 1997, I was completing my first year of teaching, and right out of college I knew that I wanted to incorporate my own cartoons into classroom curriculum. at the time I had no idea what I was doing outside a pencil and paper. My last computer experience came from coding Pascal back in 1991. Graphical User Interfaces did not exist.
Long story short, after many fruitless searches, the sun shone upon me when I discovered the magical, artistic canvas that was Macromedia Flash. Words cannot describe how this BRILLIANT program empowered me. From 1997 to the present I have constantly been creating Flash content. My passion for learning and mastering it (and trying to make people chuckle with my work) was insatiable. I suppose the culmination of it all can be seen at www.mcmahonimation.com . Now, here's the problem.
I was overwhelmed today with new, up and coming technologies. I can't help but feel like I am never going to have a chance to develop something that's FINISHED and marketable before something new is invented. Actionscript 3.0 is NOTHING like Actionscript 2.0. To make matters worse, with the advent of new tech like tablet PC's and smart phones, Flash may be messed with so much that my magical canvas turns into a convoluted mess that revolves around programmers instead of animators. I do not want to be disenfranchised.
But, I guess like the Zander mentions about the destination and the journey thing. Maybe I just need to take Chapter 6's advice and try to see the bigger picture and realize that I am making a contribution right NOW. Maybe I just don't know it.
I just made it out of day one of Actionscript 3.0 training. Let me give you the back story. Back in 1997, I was completing my first year of teaching, and right out of college I knew that I wanted to incorporate my own cartoons into classroom curriculum. at the time I had no idea what I was doing outside a pencil and paper. My last computer experience came from coding Pascal back in 1991. Graphical User Interfaces did not exist.
Long story short, after many fruitless searches, the sun shone upon me when I discovered the magical, artistic canvas that was Macromedia Flash. Words cannot describe how this BRILLIANT program empowered me. From 1997 to the present I have constantly been creating Flash content. My passion for learning and mastering it (and trying to make people chuckle with my work) was insatiable. I suppose the culmination of it all can be seen at www.mcmahonimation.com . Now, here's the problem.
I was overwhelmed today with new, up and coming technologies. I can't help but feel like I am never going to have a chance to develop something that's FINISHED and marketable before something new is invented. Actionscript 3.0 is NOTHING like Actionscript 2.0. To make matters worse, with the advent of new tech like tablet PC's and smart phones, Flash may be messed with so much that my magical canvas turns into a convoluted mess that revolves around programmers instead of animators. I do not want to be disenfranchised.
But, I guess like the Zander mentions about the destination and the journey thing. Maybe I just need to take Chapter 6's advice and try to see the bigger picture and realize that I am making a contribution right NOW. Maybe I just don't know it.
WK2 Response #2-Timothy Bemiller
Tim wrote:
The Chapter 5 reading was very cool in the way it communicated proper leadership. The main theme to me was that leaders are in place to nurture and guide those under their leadership. This concept of leadership does not need to be in your face and dictator oriented. The concept to me is that leaders can lead and inspire from a rather subdued role, hence the name of the chapter. I like the idea that a leader’s main role is to make the people better through well timed insight and wisdom that is not intended to put people down, rather to lift them up.
I am not an intense person. I do however love to lead the group if I feel I am qualified to do so. I lead in the way the book identifies and that makes me feel good about my style of helping those around me. I thrive off of making people better and not just controlling them.
I commented:
Good post, Tim...I really have to agree. Personally, either through experience or general wisdom, I tend to listen to most anyone along the chain of command, because one never knows when someone even on the lowest of the totem pole has a better idea. It's those who shut everyone else out who really suffer and as a result make others suffer as well. I think I have some sort of deal with kharma that as soon as I start thinking that I am the end all be all and noone else knows what they're talking about, then I'm about to crash and burn if I don't chill out and listen to reason.
The Chapter 5 reading was very cool in the way it communicated proper leadership. The main theme to me was that leaders are in place to nurture and guide those under their leadership. This concept of leadership does not need to be in your face and dictator oriented. The concept to me is that leaders can lead and inspire from a rather subdued role, hence the name of the chapter. I like the idea that a leader’s main role is to make the people better through well timed insight and wisdom that is not intended to put people down, rather to lift them up.
I am not an intense person. I do however love to lead the group if I feel I am qualified to do so. I lead in the way the book identifies and that makes me feel good about my style of helping those around me. I thrive off of making people better and not just controlling them.
I commented:
Good post, Tim...I really have to agree. Personally, either through experience or general wisdom, I tend to listen to most anyone along the chain of command, because one never knows when someone even on the lowest of the totem pole has a better idea. It's those who shut everyone else out who really suffer and as a result make others suffer as well. I think I have some sort of deal with kharma that as soon as I start thinking that I am the end all be all and noone else knows what they're talking about, then I'm about to crash and burn if I don't chill out and listen to reason.
WK2 Response #1-Lorri Reinhardt
Lorri wrote:
In my family we used to sit around the dinner table and talk about the ups and downs of the day also. There seem to be pros and cons to this method as one brother always got in trouble and didn’t have much success to talk about. As I remember there was a lot of fighting but there was a lot of laughter and family cohesiveness. The era seems to be gone when families sit down to dinner and talk about their days. For a while my little family played a game I saw in a movie, it seemed to take the pressure off of success or failure as I remembered it from my childhood. We would go around the table and ask what was your high point or low point and comfort each other rejoice with each other according.
As for games and contributions, well America is a competitive country no matter which way you look at it. As the two old sayings go: it’s important for you to just stay in the game; and it’s not just whether or not you win or lose, but how you played the game. From my middle age standpoint and wisdom gained it’s easy to claim that’s a contribution to the game of life is the most important thing, but I’m not sure I would have been able to see that as a seventeen or eighteen year old.
I commented:
Lorri,
the beginning of your post (like the story in the book) reminded me of a time when I was a kid and my brother and sister were both getting a verbal disciplining from my mom over the phone about their end of 6 weeks grades being horrible. Finally, when it was my turn, I had told her with enthusiasm how i aced all my tests. After I got off the phone, I had both my brother and sister to deal with. That didn't end until my Mom got home, and then there was more chaos.
I also really appreciate when you mention that it's important for you to stay in the game. Most other like phrases don't ring as true as this one. For someone who has never been too athletic and certainly knows physical defeat, I also to this day engage myself in tough sports for the sole reason of simply humbling myself and learning something new. If all I was in it for was winning and hero status, then I'd be setting myself up for failure. I do it because it makes me a better person, because if you stay in the game and show a little bit of heart, there really is no loser, because you win a lot in the long run. You certainly win more that someone who never even tries to play.
In my family we used to sit around the dinner table and talk about the ups and downs of the day also. There seem to be pros and cons to this method as one brother always got in trouble and didn’t have much success to talk about. As I remember there was a lot of fighting but there was a lot of laughter and family cohesiveness. The era seems to be gone when families sit down to dinner and talk about their days. For a while my little family played a game I saw in a movie, it seemed to take the pressure off of success or failure as I remembered it from my childhood. We would go around the table and ask what was your high point or low point and comfort each other rejoice with each other according.
As for games and contributions, well America is a competitive country no matter which way you look at it. As the two old sayings go: it’s important for you to just stay in the game; and it’s not just whether or not you win or lose, but how you played the game. From my middle age standpoint and wisdom gained it’s easy to claim that’s a contribution to the game of life is the most important thing, but I’m not sure I would have been able to see that as a seventeen or eighteen year old.
I commented:
Lorri,
the beginning of your post (like the story in the book) reminded me of a time when I was a kid and my brother and sister were both getting a verbal disciplining from my mom over the phone about their end of 6 weeks grades being horrible. Finally, when it was my turn, I had told her with enthusiasm how i aced all my tests. After I got off the phone, I had both my brother and sister to deal with. That didn't end until my Mom got home, and then there was more chaos.
I also really appreciate when you mention that it's important for you to stay in the game. Most other like phrases don't ring as true as this one. For someone who has never been too athletic and certainly knows physical defeat, I also to this day engage myself in tough sports for the sole reason of simply humbling myself and learning something new. If all I was in it for was winning and hero status, then I'd be setting myself up for failure. I do it because it makes me a better person, because if you stay in the game and show a little bit of heart, there really is no loser, because you win a lot in the long run. You certainly win more that someone who never even tries to play.
WK2 Reading - Contributing, Listening, and Remaining Calm
While skimming chapters 4-6, I decided to write about the material as it may relate to current events. For chapter 4, I'd like to bring up this guy:
Kevin Costner is an actor. He also loves the environment. Even though, as a successful actor, he could have written off disasters like the Exxon Valdez oil spill that happened years ago. But, instead, he decided to use his time and effort to try and prevent a disaster like that happening again. So, even though he was assured by oil companies that spills like that would never happen again, he still used his own resources and ingenuity to create and test machines that would suck up water and separate it from its pollutants. He is a really good real world example of making a contribution, and making a contribution like this speaks volumes if it's done selflessly and with a purpose and against the grain.
This brings us to the next chapter. Keeping with this same theme, I'd like to talk about proper management and leadership. Like the book says, leaders cooperate and they listen to others. Just because you're not in the head spot doesn't mean you don't have input or your input isn't vital. In terms of project management, there are going to be the people with one singular goal in their head, to get the job done. This sounds good in theory, but what about the ifs? Negativity and criticism is part of the planning process. Contingencies have to be thought through at every possible turn no matter what the time line for project completion is. A good leader listens to everyone involved with the production process ESPECIALLY the risk assessors. It could prevent something like this:
Finally, you have to look at the big picture. Not realizing the true scope and importance of your projects can either make you perpetually dissatisfied with your progress or success. This is basically fear of failure almost. An overgrown drive for success has in effect become or becomes driven by a huge fear of failure. Take out the fear and the threat of losing and you either have more fun doing what you're doing, or slow down long enough to make sure you're doing it right. I know it is very hard to tie this chapter to the same theme, so I'll just say this. Instead of freaking out, keep a cool head long enough to find the solution.
Kevin Costner is an actor. He also loves the environment. Even though, as a successful actor, he could have written off disasters like the Exxon Valdez oil spill that happened years ago. But, instead, he decided to use his time and effort to try and prevent a disaster like that happening again. So, even though he was assured by oil companies that spills like that would never happen again, he still used his own resources and ingenuity to create and test machines that would suck up water and separate it from its pollutants. He is a really good real world example of making a contribution, and making a contribution like this speaks volumes if it's done selflessly and with a purpose and against the grain.
This brings us to the next chapter. Keeping with this same theme, I'd like to talk about proper management and leadership. Like the book says, leaders cooperate and they listen to others. Just because you're not in the head spot doesn't mean you don't have input or your input isn't vital. In terms of project management, there are going to be the people with one singular goal in their head, to get the job done. This sounds good in theory, but what about the ifs? Negativity and criticism is part of the planning process. Contingencies have to be thought through at every possible turn no matter what the time line for project completion is. A good leader listens to everyone involved with the production process ESPECIALLY the risk assessors. It could prevent something like this:
Finally, you have to look at the big picture. Not realizing the true scope and importance of your projects can either make you perpetually dissatisfied with your progress or success. This is basically fear of failure almost. An overgrown drive for success has in effect become or becomes driven by a huge fear of failure. Take out the fear and the threat of losing and you either have more fun doing what you're doing, or slow down long enough to make sure you're doing it right. I know it is very hard to tie this chapter to the same theme, so I'll just say this. Instead of freaking out, keep a cool head long enough to find the solution.
Saturday, June 5, 2010
WK1 Reading - Bike Seats and Boxes
These first three chapters immediately make me think of a concept I was taught long ago, and that's the concept of 'schema'. A schema is generally perceived notions about things. The human mind is bombarded with millions of bits of information per second. The only way the CONSCIOUS (and sober) mind can handle all of this information is to attach info to preconceived notions about the world. For example, if I were a Native American Indian on the beach of San Salvador around 1492. I would not be able to fit three huge ships sailing onto the coast with white people with loud, bangy sticks, shiny armor, and huge dog-like animals that they ride into my schema. This is because I've never seen anything like it...at all. If I was a contemporary, I would know exactly how to process this information, because I know what a ship, a horse, a rifle, and armor is. In this context, a schema would be 'the box'.
So, it makes sense that when the first bikes were constructed, the builders wanted to come up with a seat design. The first thing that came to their minds first was the design for a saddle, what they were already using to ride horses. The bike designers never bothered to ask themselves, 'hey...do we HAVE TO emulate this saddle?..and for decades, right up until today, we have to endure riding seats that look like this:
This applies to most everything. In order to think outside the box, we must first reinvent our schema towards what we're trying to do. Now, look at this picture:
This is an arm bar. Jiu Jitsu submissions moves like this work!!...trust me. There is an entire world of ass-kicking out there. People have studied this world, perfected it, reinvented it, re-styled it, but at the core, we really can't think outside this box, because this box is the human pentagram (a head, two arms, two legs). This entire art is based and completely limited to the human body. If we were to sprout an extra appendage. This Jiu Jitsu box would shatter and would have to reinvented. This art is strictly for the human form and would be ENTIRELY different if we were created differently.
I would say, in my limited mathematical knowledge, that math is the only universal language and the only universal box, as it were. Everything else we know about the universe is theoretical and we build a box, or schema around what we know and find out, but this box can be reinvented, re-designed, re-styled once we find out more information about the universe...just like a jiu jitsu class would be completely different if we all sprouted a prehensile tail tomorrow.
So, it makes sense that when the first bikes were constructed, the builders wanted to come up with a seat design. The first thing that came to their minds first was the design for a saddle, what they were already using to ride horses. The bike designers never bothered to ask themselves, 'hey...do we HAVE TO emulate this saddle?..and for decades, right up until today, we have to endure riding seats that look like this:
This applies to most everything. In order to think outside the box, we must first reinvent our schema towards what we're trying to do. Now, look at this picture:
This is an arm bar. Jiu Jitsu submissions moves like this work!!...trust me. There is an entire world of ass-kicking out there. People have studied this world, perfected it, reinvented it, re-styled it, but at the core, we really can't think outside this box, because this box is the human pentagram (a head, two arms, two legs). This entire art is based and completely limited to the human body. If we were to sprout an extra appendage. This Jiu Jitsu box would shatter and would have to reinvented. This art is strictly for the human form and would be ENTIRELY different if we were created differently.
I would say, in my limited mathematical knowledge, that math is the only universal language and the only universal box, as it were. Everything else we know about the universe is theoretical and we build a box, or schema around what we know and find out, but this box can be reinvented, re-designed, re-styled once we find out more information about the universe...just like a jiu jitsu class would be completely different if we all sprouted a prehensile tail tomorrow.
Tuesday, June 1, 2010
NEW CLASS!!
this is only a test...had this actually been a real emergency, i would not be sitting here typing a blog!!...
Subscribe to:
Comments (Atom)
