AustLit – Australian Literature like you’ve never accessed it before!

austlit logoEvery Australian teacher, and any teachers of literature across the world who teach Australian Literature should make themselves aware of AustLit, an amazing resource created by a dedicated team of researchers and indexers based at the University of Queensland, funded by the Australian Government and a range of University and research partners.

AustLit’s mission is ‘to be the definitive information resource and research environment for Australian literary, print, and narrative cultures’ – and indeed it is.

AustLit is available to patrons of subscribing libraries, educational institutions, other organisations, and individuals. Currently, all registered users of subscribing libraries or institutions have full access to AustLit, which includes registered users of almost all Australian universities, the National Library of Australia, Australian State & Territory Libraries, a number of local council libraries around the country and…ALL STAFF AND STUDENTS OF BRISBANE CATHOLIC EDUCATION!!

The decision to subscribe on a system wide level has enabled all BCE students and staff to make full use of this fantastic resource – and this blog post aims to give some insight in to just some of the fantastic resources available to support quality learning and teaching.

Tip One: Use Search Effectively

austlit searchAustLit is a database, and as such it has a powerful search ability to access the 152 000 writers and organisations who have created the over 840 000 accessible works. This includes full text novels, poems, films and TV, children’s and young adult literature, biographies, criticisms and reviews.

Understandably, a simple search may not pinpoint the exact work you are looking for, so making use of the Advanced Search capability is a time-saving feature for busy teachers and students. AustLit provides extensive information on how to search effectively, as well as an overview of how to use the built in Boolean Operators and the handy Subject Heading thesaurus.

The Advanced Search allows for very fine-grained searching; a search for female authors of the crime genre, who were born in Brisbane revealed that there are eight that fit the bill:

adv search

brisbane authorsTip Two: Make Use of the Curated Exhibitions/Trails

Austlit staff don’t just add records to the database; they also curate rich resources known as Exhibitions or Trails around their research projects. These curated collections of AustLit records and other relevant material  provide insights into specific fields or areas of study – just some of them are pictured below:

Click on the image to access these and other research trails.

Click on the image to access these and other research trails.

Tip three: DO check out Black Words

Click on the image to read more about BlackWords

Click on the image to read more about BlackWords

BlackWords records information about the lives and works of Aboriginal and Torres Strait Islander writers and storytellers and the literary cultures and traditions that formed and influenced them. BlackWords is the most comprehensive record of Aboriginal and Torres Strait Islander publications available. It includes texts both by and about Aboriginal and Torres Strait Islander writers and literary and storytelling cultures.

This resource is magnificent, both for Australians wishing to learn more about Australia’s heritage and our first people, and for those internationally who would like to learn more about the oldest culture on earth. This article, by Dr Jeanine Leane (PDF) outlines what resources are available through BlackWords, and how teachers might use these resources to meaningfully embed Aboriginal and Torres Strait Islander perspectives into the curriculum. Please note that the link to the map of pre-colonial Australia referred to in the article has changed; the map can now be accessed here.

Tip Four: Don’t forget Reading Australia

Reading Australia was created separately, by the Copyright Agency of Australia. It is a list of over 200 Australian titles, many of which are accompanied by practical teaching resources that align to the Australian Curriculum. In addition to these resources, AustLit has created a series of curated information trails that provide context and supporting information relating to the Reading Australia texts.

Click on the image to go directly to Reading Australia.

Click on the image to go directly to Reading Australia.

 Tip Five: BCE Students and Staff – access AustLit TODAY!

As mentioned in the introduction, AustLit is available through many channels, but for Brisbane Catholic Education students and staff, the database is being delivered system wide, with the username and password available via the ResourceLink Portal.

Go to the ResourceLink Portal AustLit page, where you will find further resources, as well as useful links and our conditions of use. BCE staff can share access information with BCE students. Simply sign into KWeb and go to the ResourceLink Portal, click on School Access and then Austlit, or go directly using this link, signing in when prompted.

AustLit has an active social media presence, as recognised by this recently crowdsourced list of Australian historic fiction; follow them on Twitter @AustLit or stay up to date via their blog at http://www.austlit.edu.au/news/.

Have you used AustLit in your learning or teaching? Share in the comments what you did, and how it went – we’d love to hear from you!

 

#Edutechau – Report from the 2015 Edutech Conference

This is why we must have events like Edutech.

The Edutech Conference is the largest of its kind in Australia. Over 1000 delegates, participating in streams reaching broadly across the educational landscape; K-12 Leadership, Teacher Librarianship, IT Directors, Higher Ed, Vocational Education and Training, Tertiary Education, Business Managers – basically if you are in education, there is a stream for you.

The world is undeniably changing, and we must prepare students for a future which will be significantly different to our own experiences. Many speakers, including David Price, author of Open, How We’ll Work, Live and Learn in the Future, pointed out that the rate of technology development is rapidly shaping the skills and capacities required by today’s learners. While the entire 15 minutes of the following video is fascinating viewing, here’s just the final summary, which paints a challenge for everyone in education and indeed in government today:

It wasn’t all doom and gloom though. George Couros asked us to remember that sometimes, it can be easy to be drawn into the myths of technology, and be swayed by the negative hyperbole of the media. His stirring keynote reminded us that there is a lot to be gained from the connections social media enables us to create; both from a learning and a personal point of view. He presented strong challenges to the myths of technology; that it automatically ensures engagement and that connecting with strangers online is inherently dangerous He also argued against the common beliefs that technology will make us narcissistic, replace face to face interaction and dehumanise us, while also making us dumb! You can read more about each of these on George’s blog, where he addresses each of these myths.

One of the highlights of the 3 days was the effervescent Super Awesome Sylvia, who’s have a go attitude and maker videos have brought her world wide attention at age 13. Her short keynote was a great example of ‘feel the fear, and do it anyway’ – she was clearly nervous (as any normal person speaking in front of such a huge crowd would be), but she spoke with passion and simplicity, encouraging everyone to take on a maker mindset, see failure as part of learning and learn through play.

2015-06-09_0933Personally, I had great fun presenting to a group on the value of developing your Personal/Professional/Passionate Learning Network, using Social Media, and also was honoured to be a part of a panel which included Joyce Valenza, Jane Viner and led by Debbie Hunter, where we discussed the value and importance of curation for the Australian Curriculum.

 

Reporting on such a massive conference is challenging, as it is physically impossible to participate in the workshops run simultaneously by world class speakers, and even a keen eye on the mind-boggling tweet stream could only give a glimpse at the amount of information being trafficked. My summary below is just a tiny snapshot. I have included also as many links as I could to the speakers’ handouts, websites or resources, as well as the links to my Storify Summaries, which are on the final page of the presentation below, which was created in my latest tool ‘discovery’, E-Maze.

The video below tries to capture some of the emerging themes of the conference. You can view it at a more leisurely pace, viewing the videos and accessing the hyperlinks (the little orange ‘play’ symbol indicates if a word or phrase is a hyperlink, and every web address should also link directly out) viewing it online here.

If you would like to read more deeply into some of the wisdom shared via twitter by accessing the three Storify summaries I have created – one for each day.

2015-06-09_08282015-06-09_0828_0012015-06-09_0828_002 This was my first experience of Edutech. It was a great confirmation of the work we are doing at schools in Brisbane Catholic Education, and an opportunity to meet with likeminded educators who all share the belief that being an educator is an ongoing learning experience. Share your Edutech experience in the comments below!

 

 

Your Professional/Personal/Passionate Learning Network – Your PLN!

Struggling to stay afloat in a sea of information?

flickr photo shared by kleuske under a Creative Commons ( BY-SA ) license

If there is one thing that is true of education today, it is that change is the only constant. Staying abreast of educational change can seem like a full time job in itself, and sometimes it seems fair enough to think that it is just not possible to stay afloat amid the overwhelming amount of information that is presented to us every day.

You are not alone! We are living in an age of information abundance, and it is no longer reasonable to expect that any one person can hold the entirety of knowledge on any particular topic within their brain, nor keep up with the rate of change in knowledge and information. In fact, people like David Weinberger, author of books such as (the extremely long titled) Too Big to Know: Rethinking Knowledge Now That the Facts are not the Facts, Experts are Everywhere, and the Smartest Person in the Room is the Room and Everything is Miscellaneous go so far as to say that technology is reshaping the way we understand and experience knowledge, and that we must begin to teach network literacy, as it will be the connections that we have, and the ability to access information when we need it that will be a determinant of success in the future, rather than the ability to store knowledge in our own brains, which has previously been how we have assessed expertise.

As educators, we know more than anyone that in a rapidly changing world, a student who has learned how to learn, who is flexible and is able to transfer skills across contexts, and who knows how, when and of whom to ask the right questions are likely to be the most successful – in life, if not in standardised tests.

flickr photo shared by purplechalk under a Creative Commons ( BY-SA ) license

So in an  environment of infowhelm, who can we turn to to seek support, ask questions, share learnings and sometimes just have a laugh (or cry!)? Teachers have always been able to turn to each other for this support, however in a networked world, we are fortunate in that we can reach beyond the boundaries of our own school, and connect with others all over the country and the world.

These well-known diagrams by Alec Couros sum up the potential of making connections for the 21st century educator:

flickr photo shared by courosa under a Creative Commons ( BY-NC-SA ) license

flickr photo shared by courosa under a Creative Commons ( BY-NC-SA ) license

A networked teacher, connecting to the many sources which Alec Couros has described above, has a very healthy PLN – a Personal, Professional, Passionate Learning Network  – a community of like-minded individuals who might never meet in person, but which challenge, push, share, teach and support each other.


flickr photo shared by mrsdkrebs under a Creative Commons ( BY ) license

All of this talk about having a support network sounds nice…but educators are busy people, and you may feel you need more convincing that connecting and developing a PLN is worth the effort. Don’t just take my word for it! Here are some of the wonderful members of my PLN, sharing why they love having a network of teachers and thought-leaders at their fingertips…

why pln

So if you are convinced…or even if you want to give it a go…there are many tools that you can use.
One of the most popular is Twitter, and I have written before on the value of using this tool as a way of making connections with other educators (just click on the link above or on the image below to read the blog post about how to get connected using Twitter).

flickr photo by Rosaura Ochoa http://flickr.com/photos/rosauraochoa/3419823308 shared under a Creative Commons (BY) license

flickr photo by Rosaura Ochoa http://flickr.com/photos/rosauraochoa/3419823308 shared under a Creative Commons (BY) license

 

Of course, Twitter is just one tool; you can build your PLN using Facebook, through subscribing to blogs, by contributing to communities on Google Plus or Diigo, or by connecting with and following curators on Scoopit, Pinterest or Pearltrees. You can choose one or all – the beautiful thing about PLNs is that they are PERSONAL! No one can tell you how best to grow your connections, or which tools will suit you best! You can spend as little or as much time as you like developing your networks, and the flexibility of online PLNs is that they are always accessible – either during working hours, or after hours, whether you are a night person or a morning person, a visual person or a verbal one – you learn the way that suits you best, where it best suits and when.

Hopefully this post has whetted your appetite for exploring the potential of developing your own PLN.

If so, these resources may get you on your way:

2015-05-25_2053

You can also check out my presentation, which I shared at the Edutech Conference in Brisbane in June 2015, (see below) or become part of my PLN – you can follow me on Twitter as KayC28.

PLN using social media

Augmented Reality in Education – update

About 3 years ago, I wrote two posts describing Augmented Reality and exploring the potential of Augmented Reality in education and the workplace: Augmented Reality – Even Better than the Real Thing? and Bringing Augmented Reality to Life – in the classroom and the workplace.

Take a moment to re-read these posts, or, if time is short, watch this great video  which will quickly bring you up to speed on what Augmented Reality is:

As you can expect, a lot changes in three years – resources such as String, which I explored previously have morphed to embrace new concepts, while tools like Aurasma have continued to develop the quality of their experience, providing more reliability and better results than ever before. What’s more, tools like Google Cardboard are moving beyond augmented reality, and providing a completely virtual reality experience – more on this in a future post!

But back to Augmented Reality (AR) – where technology allows you to create a ‘layer’ of information over a person’s experience of the world. When you think about it, educators are the original ‘augmented reality’, providing an overlay to student’s perspectives!

Tools such as Aurasma  enable learning to be engaging in a completely new way, and this post aims at providing some ideas as to how AR can used by students to raise their expression of learning to a new level.

As I introduced in earlier blog posts, Augmented Reality apps come in two main forms: the first is where a printed trigger image initiates an interaction through the camera of the mobile device, and the second where the app uses the mobile device’s GPS capabilities to ‘layer’ digital data over the location where the user is.

It is the first type where students can really get involved in the creation of AR, as they can either create both the trigger image and the overlay, or just overlay their own creation onto an image (or item, e.g. a book cover), through using an app such as Aurasma. There are a few other apps which allow for this AR creation, one notable one being DAQRI (you can see its potential here).  However, Aurasma appears to be the most stable and currently the best on the market. Access to the Educator’s 4D DAQRI Studio appears to be currently unavailable.

Check out just some of what can be created using Aurasma in this video:

In education, creating an overlay which enriches resources is the most obvious way to use this technology. Imagine being able to embed a book trailer video directly onto the cover of a book, so that students could simply open their phone or other mobile device to the AR app, scan the cover of the book and immediately view the trailer; AR makes this totally possible. Even better if the book trailer is student created – a way to bring student voice directly into the reading experience!

Another option would be to augment a student’s artwork with a video of themselves explaining the work, or a montage of the pieces that inspired their creation – again, not only possible, but easily and quickly done.

A third option is to record a student performance, and then embed this directly onto the criteria sheet, so moderating teachers simply view the sheet through their mobile device to review the student’s singing, dancing, acting etc – what a powerful way to bring assessment to life.

With creativity and imagination, the options are endless. What about using a video to demonstrate the correct pronunciation of foreign language words for a LOTE class, and overlaying these on the flashcards, or researching the plants in the school grounds and overlaying videos with this information onto signs near those trees or plants for others to view. Bring the map of the school’s local area alive with videos of elderly residents sharing their stories of how the area has changed, or link the school choir singing the school song to the logo on your newsletter. Even better, link newsletter photos with video, so parents can experience the moment as it happened.

Younger students could create slideshows of images all beginning with a particular letter or blend and then embed these on alphabet cards, while senior students could list the properties of elements and develop an interactive periodic table..it doesn’t matter what age or stage, AR can allow students to demonstrate their own learning, and then easily share it with others, creating useful resources that other learners can benefit from also.

These are just some examples of how you could use an App such as Aurasma to bring AR into your classroom.  Aurasma is one of the easiest ways to create your own AR overlays. You can do it within the app on your mobile device, or, if you want greater flexibility, download the Aurasma Studio to create on your computer.

Augmented_realityThe steps on this PDF take you through just how you do this (click on the image or click here)

Once you have developed confidence with creating the overlay and combining it with the trigger image to create an AR experience, you can then distribute these either via email to specific users, or more broadly by creating your own ‘channel’ to which users can subscribe. Either choice is easy to set up either within the app itself, or in the online studio environment.

This field is changing all the time, so the best thing to do is just jump in and try it! Now that many students have access to mobile technology (either at home or at school or both), the implementation of AR is likely to become more common (at least more common than it was three years ago when I first wrote about it!).

If you would like to learn more, check out this Pinterest board, which has a growing range of links to different ideas, apps and information about AR – and if you bring AR into your classroom, drop us a line in the comments – we’d love to hear from you!

 

 

Ebooks revisioned with the launch of “The Boat”

The Boat is a book of short stories, authored by Nam Le, which has been extensively used in education to stimulate discussions and elicit challenges about the way Senior students (aged 15 and up) might think about concepts such as war, refugees, resilience, family, intercultural perspectives and more. Extensive teaching guides are available via AustLit & Reading Australia. As a text, it is powerful, and critics admire how Le writes with authenticity across a variety of worldviews and experiences.
To mark the 40th anniversary of the fall of Saigon, SBS has launched an interactive graphic novel, specifically for online audiences, which brings the title story, ‘The Boat’ to a whole new audience, in a whole new way. The work, in Le’s own words,

” is strange and powerful. More importantly, it opens up new ground.”

Using a combination of illustration and movie-making techniques, the online story draws the reader in, as they scroll down at their own pace, immersed in a soundscape that engages the senses and following text that flows across the screen like the ocean the boat is traversing. Experience it here.

As a librarian, this is what I imagine ebooks truly should be. To use Puentedura‘s terms – this is not just a substitution – backlit text on an electronic page – but something that reimagines and redefines storytelling and the experience of story, taking advantage of flexibility in form and function, and drawing together word, image, animation and sound.


flickr photo shared by laura pasquini under a Creative Commons ( BY-NC-SA ) license

While movie sound designer, Sam Petty, reflects on the challenges he experienced while creating in this new media form:

“I’ve had to break up what I do into very specific moments that relate to a particular drawing, extend the mood for as long as someone lingers and provide atmospheres that blend into one another. It’s been fascinating… and quite a technical challenge.”

it is clear to see that this style of publishing requires a whole new literacy to be taught to students. No longer just dealing with alphabetic fonts on a static page, readers must move with the text in a non-linear way – sometimes fading into dreams which feature a collage of line drawing and historical photo, then returning to the main storyline, simultaneously combining their understanding of the interplay of many different forms of expression.

Screengrab from 'The Boat' - click image to access the site.

Screengrab from ‘The Boat’ – click image to access the site.

Will there be more re-imaginings of the ebook, and even more interactive and engaging stories being shared via changing technologies? I hope so. I also hope that educators continue to deepen their definition of literacy, so that students are able to not just consume, but begin to create innovations such as this.

shape-of-text-cover-250-320

 

The shape of texts to come by Jon Callow as well as the work of Anstey and Bull are great places for teachers to begin exploring multiliteracies and the development of visual literacy. Another avenue to explore is that of graphic novels – the format which shapes The Boat – as complex, stand-alone plotlines are developed using text and sequential art. You can read more about the potential of graphic novels in the classroom in this recent ResourceLink blog post, Getting Graphic.

So please, take the time to explore ‘The Boat’ – both interactive and traditional versions. Introduce it to your students (even younger students can access the story as retold on the site); and consider how literacy has changed, is changing, and the impact this has on your practice. Share your thoughts below!

 

 

Changing Spaces, Changing Minds – Libraries and Learning Spaces as Places of the Future

Today my colleague and I were fortunate to participate in a workshop run by the passionate and inspiring Liz McGettigan, who is the Director of Digital Experiences at SOLUS. The workshop was entitled Changing Spaces, Changing Minds, and focused on  how to combine the physical with the virtual in public spaces. Although the workshop was aimed at Librarians, and investigated Liz’ and the participants’ experiences in libraries, many of the ideas and concepts could easily be adapted to apply to any learning space.

2015-02-09_1601

Like many institutions, libraries are currently in a state of flux. Whereas once libraries were a fount of knowledge, and librarians the gatekeepers of information, today, everyone has the world’s information in their pocket. So how do libraries (and many would argue schools) remain creative, relevant and sustainable community spaces where rich, real and relevant learning occurs? Just like in Will Richardson’s text Why School? (a extended essay which for $3.10 is a must read for anyone involved in education), Liz challenged us to step away from negative mindsets limited by funding shortages and staff cuts, and instead to embrace a new way of thinking about libraries, which focuses on leadership and vision.

“At a time when the provision of knowledge and culture is increasingly digital and screen-based, the value and importance of high-quality physical spaces and experiences is growing, not diminishing” Roly Keating, CEO British Library.

This quote by Roly Keating set the stage for an important discussion – how to effectively combine the physical and the virtual – to find the right balance so that library is seen not as a dusty remnant of the past, but as a living incubator of ideas, learning and innovation. The clues for how to achieve this are in the strategies employed by the commercial sector – entrepreneurial vision, effective marketing and meeting user needs – indeed, Liz encouraged us to ‘shake of our modesty’ and promote the wonderful work libraries do, and to make sure everyone knows that the library they remember from their childhood is now a completely different space!

The libraries of yesterday are nothing like the centres of creation and inspiration they are today!

The libraries of yesterday are nothing like the centres of creation and inspiration they are today!

creative commons licensed ( BY-NC-SA ) flickr photo shared by Super Furry Librarian
creative commons licensed ( BY-NC-SA ) flickr photo shared by The Daring Librarian

Learning Spaces(4)

Here in ResourceLink, we have been working at combining the physical space with the digital for some time. We have re-designed our physical space to create a more open, welcoming atmosphere, with more areas for groups to meet and work, inspired by the work of David Thornburg, Ewan McIntosh, Bruce Mau Design and others as you can see in this infographic I created to the right (click for a larger image):

We have played with Augmented Reality, both as a learning tool and as a way of engaging our users in our displays and resources, which we shared in this blog in the article Bringing Augmented Reality to Life – in the classroom and the workplace

A staff member viewing Rick's video explanation using an iPod touch. Students using mobile devices to view the past and the future with Augmented Reality

A staff member viewing Rick’s video explanation using an iPod touch.
Students using mobile devices to view the past and the future with Augmented Reality

We deliver a hybrid collection of resources, including physical items, digital and online resources through our online catalogue. Indeed, my colleagues and I joke that we would like our library management system to be one day ‘greater than Google!’. We use a range of different tools for information service delivery, including social curation tools such as Pinterest, Diigo and Bag the Web and social catalogues like Library Thing (click these links to see some of our collections).

The BCE Digital Library is delivered via our online library catalogue and enables students and staff at all 137 BCE schools to access ebooks and audiobooks.

The BCE Digital Library is delivered via our online library catalogue and enables students and staff at all 137 BCE schools to access ebooks and audiobooks.

Additionally, we provide access to e-books and audiobooks using the Overdrive platform, integrated within our library management system. Also included in the catalogue are bibliographic records linking to resources that include online video clips, websites and app reviews. Users may also search and access a selection of alternative providers from within the catalogue. This carefully evaluated and up to date list of alternative providers include Getty Images, Khan Academy, the Metropolitan Museum of Art, and the Australian National Library.

In doing so, it is hoped that if no physical item is available to meet the user’s needs, there is a far greater chance that the information the user is seeking will be available via one of these alternative formats or avenues.

makeyWe have also dabbled in Makerspaces, creating kits that schools can borrow so that they can play and learn. The development of these kits was inspired by the work of Gary Stager and Sylvia Martinez, and was informed by the best use of our space, and the needs of our users, which are mainly schools. You can read about these kits, and see how we put them together in these blog posts, Resourcing the Maker Movement and  Running a Maker Faire.

With a focus on learning, creating and innovating, ResourceLink also has a production room, where we create many short films working with other members of staff at Brisbane Catholic Education. One of our productions was created to introduce users to our Digital Library collection:

What’s next for ResourceLink? Inspired by Liz McGettigan’s workshop, we hope to venture more fully into the social media space, engaging with our users more regularly in the virtual world, and spending more time developing our knowledge around online learning. We aim to continue developing our content and to work towards truly being an incubator of ideas, inspiration and imagination.

 

How to Haiku!

Presentations that work

I was recently asked to run a workshop on how to develop effective presentations. I had run this workshop last year, but of course, last year’s work needed updating, as so much changes so quickly that workshops from even last week seem out of date! Some things remain the same:

Of course, a lot of things have also changed; and one of the most important updates I made to my workshop was to introduce participants to Haiku Deck.

What is Haiku Deck?

Originally an iPad app, and now available on the web, with future plans for access on other platforms, Haiku Deck is a gorgeously simple slideshow creator, that enables the user to create presentations that easily meet all of the tips for presentations mentioned above.

The creators behind the app focus on three words: simple, beautiful and fun.

Click this image to view a simple Haiku Deck example.
Click this image to view a simple Haiku Deck example.

A ‘deck’ or presentation can be created in four easy steps, and the finished result can be shared on social media such as Twitter or Facebook, embedded on a blog, website or in a learning management system, emailed or opened in PowerPoint or Keynote for further editing (if necessary).

How to Haiku

The steps to create a deck are incredibly easy. The process described below is for the iPad app – but it is very similar using the web-based app, and extremely intuitive.

First, click the plus sign in the centre of the bottom of the screen to create a new deck.

Then, give your deck a name, and choose a theme. Don’t worry – if the theme doesn’t suit, you can always change it again at any time during the creation process.

The different themes run across the top of the iPad screen. Simply scroll through to choose your favourite.

2014-06-30_1109The deck creation process is determined by the four images you will see on the left hand side of the screen. These allow you to (from top to bottom) add text, add images, arrange your text and add notes.

Adding text is very simple, and the beauty of Haiku Deck is that it encourages you to keep the text to a minimum. Yes, they have made additions, to enable users to input dot points, or blocks of text, however the deck is most powerful when text is used sparingly.

One exception to this is using the block of text option  for quotes, which can be quite powerful when combined with the right image – see this example below:

quote eg

Choose from selected keywords, search with your own keywords or upload your own image!

Choose from selected keywords, search with your own keywords or upload your own image!

Choosing images is the fun part. Haiku deck cleverly identifies key words in the text on the slide, and automatically allows you to search a database of thousands of images using these words. You can also choose to search using your own key word, or upload your own image. The thing that really stands Haiku Deck apart from other presentation software is that if you choose a Creative Commons Licenced image (read more about this type of image here) it automatically includes the attribution on the slide – saving an enormous amount of time.

You can also choose from a range of pre-formatted charts, or choose a solid background colour (handy for those quote slides or for when you do need to include a lot of text). In addition, in the iPad app, you can purchase stock photography right from inside the app, with images costing $1.99 US.

Even if you are not wanting to create the entire slideshow in Haiku Deck this automatic attribution is powerful. Why not  create a deck of awesome pictures, complete with attribution in Haiku Deck, and then export the slides to PowerPoint or Keynote (say if you wanted to also embed movies, music or other features not currently a part of the Haiku Deck suite).

Choose to add a headline and subheading, or add dot points or a block of text.

Choose to add a headline and subheading, or add dot points or a block of text.

The third stage is to place the text. Here you have a number of options, which are useful for working around the image in order to best combine image and text. Although the options are somewhat limited (you can’t freely place text anywhere you wish on the slide, you must choose one of the set positions), this restriction actually frees the creator, as it enables the focus to be on simply word and image, and speeds the creation process.

The fourth step is optional, and is the addition of notes. You can make these notes either private, or you can publish them along with your slides, for sharing with others. This is a much valued addition to Haiku Deck, as it really enables the tool to be used for much longer or more complex presentations, and is a godsend for those of us who get nervous when speaking, and like to have a visual prompt!

When to Haiku

Haiku Deck has been designed to be used for any type of presentation, however it’s ease of use and the simplicity of the slide design lend itself particularly well to the following uses:

2014-07-01_12431. Prayer/Reflection/Meditation: when you want beautiful images and few words, nothing beats a Haiku Slide deck. Being based in Brisbane Catholic Education, many of our meetings and gatherings begin with a simple prayer or reflection; and often these are required at short notice. Even the most familiar prayer can be given new life when it is paired with amazing imagery.

2014-07-01_12422. Conference reviews: when you attend a conference, you hear many nuggets of wisdom. What better way to capture and share these, than by using Haiku Deck. When you return from the conference, and have an amazing looking presentation to share with colleagues, no one will know just how quick and easy it was to create!

There are so many other creative ways to use Haiku Deck; young students could easily create a deck for a show and tell item, use as a simple way of sharing visual instructions, create awesome looking flashcards to learn a foreign language, and then share the great holiday snaps upon return from said foreign location; the list is endless!

You can find many more exciting and wonderful applications for Haiku Deck on the Haiku Pinterest Page. Better still, share ways you have found to use this beautiful piece of technology in your classroom, library or beyond!