What does it all Meme? The whys and wherefores of a modern communication phenomenon.

See more on Know Your Meme

By Kay Oddone.

An internet meme is that thing that everyone is talking about. The blue/gold dress. Charlie bit my finger. LOLCats. Some of the most well known internet memes are the image with a pithy quote overlaid. They can be in turns hilariously funny, insightful or just crude, however they are a contemporary form of communication which many young people seem to instinctively ‘get’ and which leave many adults feeling like they are missing the joke.

The term meme was coined in 1976 by Richard Dawkins, in his book The Selfish Gene, as a way of using evolutionary principles to explain the spread of ideas and cultural phenomena such as melodies, catchphrases or fashion. These small units of culture were spread through imitation and innovation upon an original idea – a spread that is similar to a virus, as they go through the processes of variation, mutation, competition, and inheritance, each of which influences a meme’s reproductive success.

The meme above, known as ‘One does not simply’ is a good example. Drawn from a quote from The Lord of the Rings, where the character Boromir makes the quote “One does not simply walk into Mordor”.

The meme spread across sites such as Reddit, Tumblr and Imgur, with variations firstly on the word walk –

See more on Know Your Meme

 

See more on Know Your Meme

 

and became so well known it was included as an Easter Egg on Google Maps:

Now, the phrase “one does not simply” is well known enough that memes such as the one shared at the beginning of this post can be applied to a wide range of scenarios, with an underlying understanding of the context – that whatever is being suggested is no simple matter.

It is this rich intertextuality that makes memes both worthwhile, yet challenging. One must know the context of the initial post before the meme truly makes sense, but if the shared understanding is strong enough, the meme becomes a powerful and viral mode of communication.

Internet memes, and their viral spread, are an example of participatory culture, as the reproduction, imitation and re-interpretation of these nuggets of society are practices which have become a huge part of contemporary digital culture. In fact, Limor Shifman, in her text Memes in Digital Culture goes so far as to say that we live in an era driven by a hypermemetic logic, where almost every major public event sprouts a stream of memes. He argues that although at first glance they appear to be trivial pieces of pop culture, upon deeper reflection one sees that they play an integral part in some of the defining events of the 21st century.

Limor Shifman also takes the time to define internet memes differently to the original concept of a single cultural unit as described by Dawkins. Her definition describes an internet memes  as

(a) a group of digital items sharing common characteristics of content, form, and/or stance; (b) that were created with awareness of each other; and (c) were circulated, imitated, and transformed via the internet by multiple users. – http://henryjenkins.org/2014/02/a-meme-is-a-terrible-thing-to-waste-an-interview-with-limor-shifman-part-one.html#sthash.NfZt8OrC.dpuf

So why do educators need to be aware of memes and their role in communicating culture? They don’t. Educators don’t NEED to be aware of memes, anymore than they must play Minecraft or read Twilight. However, there are several compelling reasons to consider taking the time to think about memes and how they might play a role in teaching – particularly of older students.

Reason One: Engagement

It is true – memes are fun. They can be playful, humorous and, well, there is a reason they spread so quickly. Select use of memes can hook students in, and challenging students to create a meme actually demands higher order thinking at a level students often are not required to meet. The need to not only respond to a context, but respond creatively and concisely is difficult, and the most successful internet memes are often actually very clever. This is not to say all memes are clever; like everything online, there are many in poor taste, and with little depth. However an example of inferential comprehension required to understand a meme is evident with the popular ‘Soon’ meme:

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What appears to be an innocent cow in a field is rendered threatening by the simple addition of the word ‘Soon’…why is this so?

Reason Two: Information Literacy

Dr Alec Couros argues that the digital participatory culture within which students communicate, socialise and learn provides essential opportunities for information literacy, and suggests that memes are a powerful way of discussing many different aspects of this literacy. He begins by suggesting that students examine memes with a view to understanding how information travels and is distributed online. The viral nature of memes means that whether by merit, messenger or manipulation, a chunk of information/culture/art may be spread via networks at an astonishingly fast pace. Students who understand this are not only more likely to be aware of their responsibilities when sharing online, but are also more prepared for a world where marketing is pervasive.

Reason Three: Critical understanding of current world events

The Australian controversy with our previous Federal Parliamentary speaker is a very recent example of current events becoming a viral meme (helicopters anyone?).

See more on Know Your Meme

One which we can examine with the benefit of hindsight is below:

See more on Know Your Meme

In a hypermemetic world, it is completely possible that current events filter into our Facebook feed as a meme before we even realise the deeper story behind them. A case in point is the Pepper Spray Cop (also known as “Casually Pepper Spray Everything Cop”) –
See more on Know Your Meme

which went viral after the image of a police officer casually pepper spraying a group of Occupy protesters at the University of California  was captured in 2011.
See more on Know Your Meme

The image was photoshopped into a variety of contexts, which enflamed what was already a very tense political situation, and when the police officer’s contact details were made public online, he was the target of a huge text and email campaign critiquing his actions. This meme influenced news reports, customer reviews of pepper spray available for sale on Amazon and spawned songs and videos. The repercussions of this single (questionable) action resulted in the resignation of the police chief and the loss of the police officers job, as well as compensation claims and legal suits. The full detail of this meme can be read on Know Your Meme, however it is clear that a much larger and more serious story lies behind what many probably thought was a humorous internet joke.

Internet memes are an interpretation of the fad joke that has always been there, however with the power of the crowd and the potential to manipulate and remix in the hands of so many, they have become a much larger part of internet and general culture. It is important to be aware of the complexity behind many of these simple jokes (and be able to enjoy the ones that are indeed just simple jokes).

Have you taught using Memes? Please share your experiences and resources in the comments!

 

References:

Couros, A. (n.d.). open thinking [Blog]. Retrieved 11 August 2015, from http://educationaltechnology.ca/couros/

Gladwell, M. (2002). The Tipping Point: How Little Things Can Make a Big Difference. Boston: Back Bay Books.

Internet Meme Database | Know Your Meme. (n.d.). Retrieved 11 August 2015, from http://knowyourmeme.com/

Shifman, L. (2013). Memes in Digital Culture. Cambridge MA: The MIT Press.

 

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

By Kay Oddone

Every 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 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:

Tip 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.

Tip three: DO check out Black Words

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.

 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!

 

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.

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.

 

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!

 

 

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:

Images used with permission cc licenced (by)
DonkeyHotey ;Victor Bezrukov; a_whisper_of_unremitting_demand

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.

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.

The 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:

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.

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:

1. 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.

2. 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!

 

 

 

 

 

Creating Quality Presentations Part Two: Nuts and Bolts

 

cc licensed ( BY ) flickr photo by Pot Noodle: http://flickr.com/photos/maggiew/6121970836/

Now the previous post has given you  an overview of the basics for creating a great presentation, the following information will focus on ‘how to’ actually produce it.

Choose your Tool

Your first decision when creating a presentation is deciding which tool best suits the purpose. The main players for presentations are PowerPoint (Windows), Keynote (Mac) and Prezi (Online).

There are also mobile apps that create presentations, which are useful if you are on the move.

PowerPoint is the best known application in this area. Superb presentations can be created using PowerPoint – Nancy Duarte has created an amazing example of just how far PowerPoint can be pushed, which can be viewed here. PowerPoint is easy to use, although it can sometimes be a little unreliable when embedding video, (more on this later) and many of its pre-designed themes and templates are less than appealing.

Keynote is only available to those operating on the Mac platform. It performs the same role as PowerPoint, however some argue its design is sleeker and it is known to be able to handle video and music files more capably than PowerPoint.

Click the image to go to a Prezi presentation explaining Prezi in further detail.

Prezi is a relative newcomer, but it is growing in popularity. Prezi is online, and stores your presentations ‘in the cloud’, although for a modest subscription you can download a desktop editor, which allows you to work in an offline mode.

Prezi is not based on linear slides, but has an unlimited canvas, onto which you place your content. As you design your Prezi, you create a ‘path’ which directs the order in which this content is presented. Being a canvas, Prezi is terrific for creating non-linear presentations, as you can zoom in and out to view the big picture or focus on smaller details, and the design is not limited by slide size. A tutorial on getting started with Prezi  can be downloaded here. Click the image to view a brief Prezi on what Prezi is all about.

A beautiful mobile device presentation app is Haiku Deck. The focus of Haiku Deck is to create image based slides, with minimal text. Built into the app is a search of Creative Commons licenced images, and it automatically places the attribution onto the image, which is a huge time saver. If you have access to an iPad, it is worth exploring. Below is an example of a Haiku Deck slide.

Start Creating

• Slide Layout

Avoid using the standard templates, if at all possible. There are a number of reasons for this. Firstly, they are not original or memorable. As PowerPoint is used so commonly, the layouts will make your slides seem just like everyone else’s. Secondly, the templates provided encourage the creation of slideuments – encouraging headings and subheadings, dot points and even two columns of information on the one slide.

• Colour Matters

Example of an Ishihara color test plate. The numeral “74” should be clearly visible to viewers with normal color vision.

What looks amazing on the computer may not display as well when projected on a screen. The size and brightness of the room and strength of the projector can impact upon the colours, rendering some colour combinations unreadable. Another consideration is that approximately 8% of men suffer from colour-blindness (Victorian Department of Health and Safety,2013). Therefore the choice of background colour, text colour and the use of contrast are all important.

• Finding Quality Images

The vast majority of images found through Google Images are copyrighted. When presenting to an audience, replicating images you do not have permission to use breaches copyright. Fortunately, there are a number of sources of images you can use, and these sources are growing.Creative Commons licenced images are an alternative to copyrighted images. Whereas copyright works on an all rights reserved model, Creative Commons licences allow the creator of the work to state which rights they choose to reserve (e.g. non-commercial indicates the creator reserves the right to prohibit commercial use of their creation). Images can also be labelled Public Domain, which means anyone is free to use them. These images are usually commonly used symbols, or images that have passed out of copyright.

A comprehensive explanation of Creative Commons, Public Domain and Copyright is available on the Copyright and Copyleft wiki.

If you have a budget for the presentation, you can purchase images from one of the many stock photo companies online. We have found iStockphoto to have an excellent range, and reasonably priced.

If you have no funds, don’t despair! There are many other excellent sources of creative commons licenced and free images and quality clipart.

Flickr Creative Commons – a huge range of photos all licenced to be used under various CC Licences.

Wikimedia Commons – a database of over 16 million freely usable media files to which anyone can contribute.

Clker  royalty free public domain clip art in vector format and in image PNG format. It also allows you to make simple edits to these images.

• Inserting Video

Inserting video in PowerPoint can be problematic. PowerPoint offers three options for inserting video.

Inserting a video from file is essentially the same as inserting an image. You browse to where the file is located, and click insert. There are a number of caveats on this simple process.

a)   Keep the video file and the PowerPoint file in the same folder. The video is not embedded into the PowerPoint, it ‘links’ to it, so if you move the PowerPoint (say onto a data key to transport to the presentation location) and you don’t move the video file as well, the video will fail to load. Moving the entire folder with all linked files goes some way to resolving this (although it is good to test at the presentation location, as sometimes videos need to be ‘reinserted’).

b)  If you have a video stored as a file on your hard drive, you should either own this video or have permission to store it. Downloading YouTube videos without the permission of the creator is a breach of copyright.

Inserting a video from a website can be problematic. There are multiple requests for assistance online from PowerPoint users for whom this process just simply doesn’t work. The process seems simple:

Step 1: Copy the embed code from the video you wish to include. Note you must choose the ‘old embed code’ option.

Step 2: Paste into PowerPoint in the appropriate field under Insert Video from Website.

This process has never worked successfully for us, on a range of different computers. The video appears as a black box that will not play, or there is an error which requires Adobe Flash to be updated (even when the latest version is installed).
Fortunately, there are two alternatives:

a) Hyperlink to the video

b) Use a third party plug-in such as AuthorStream

Hyperlinking to the video means you temporarily leave the presentation, and go to where the video is situated to view. This can be disruptive during a presentation, however it does mean you can link to any video on any website (YouTube, Vimeo, TeacherTube etc). You can also link to a video edited on SafeShare TV, so that all of the annoying ads are removed. A tutorial on how to hyperlink to Safeshare TV can be downloaded here.

A third party plug-in such as AuthorStream allows you to embed YouTube or Vimeo videos directly into the slideshow so that they can be seamlessly displayed as part of the presentation.

Download Authorstream and follow the directions to install. Once it is installed, in PowerPoint a new tab will appear on the ribbon at the top of the screen.

Embedding the video is simply a matter of pasting the video hyperlink (not the embed code) into the window, as below.

Please note that embedded videos require an internet connection to operate.

Embedding video from clipart is quite straight forward, however the limited range of videos available from clipart means this option is rarely chosen.        The videos available are generally classified as animations, and add little to formal presentations.

If you have many videos to embed, it may be easier to choose Prezi as your presentation tool. To embed video into Prezi, simply paste the link where you want the video to appear, and as long as you have an internet connection, the process is complete.

• Fonts are important

Choice of font is essential if you wish to have readable slides. If at all possible, choose no more than two fonts; a headline font and a text font. Make use of bold and italic options if you need further differentiation.

Nancy Duarte explains font choice very well in her book, Slideology. Essentially, there are two types of fonts; serif and sans serif.
Serifs are the small strokes at the end of letters that aid readability – you can see them

Serif fonts are good for long chunks of text. San Serif fonts don’t have the serifs, and are

Once you have selected the font, don’t make the mistake of keeping it too small. Even though it may be readable on the computer screen, once projected this may change. As a general rule, stick to 24pt and above, larger if you are presenting in a large room and some audience members may be seated far from the screen.

Choice of font does not have to be limited to those available in the application. There are several websites where you can download free fonts for maximum impact. Two excellent sites are

(click on the logos to go to the sites).

One thing to note if you are using downloaded fonts – they will only work on the computer where the fonts are installed. This is vital to know, as many presentations are created on one computer and transferred for presentation onto a different computer. If you know the presentation is going to be moved, it is best to stick to one of the pre-installed fonts, or save the presentation in PDF format, which will prevent the fonts from changing no matter what computer is being used.

Avoid the overuse of bullet points!

Want to know more?

These two posts on creating presentations that work have drawn on the work of several experts in this area; Nancy Duarte, Garr Reynolds and Seth Godin. A full bibliography of references used is below for further reading and information.

5 Ways to Make PowerPoint Sing! (And Dance!). (n.d.). Duarte Blog. Retrieved April 12, 2013, from http://blog.duarte.com/2010/01/5-ways-to-make-powerpoint-sing-and-dance/

Department of Human Services, Victoria. (n.d.). Colour blindness. Better Health Channel. Retrieved April 12, 2013, from http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Colour_blindness

Duarte, N. (2008). slide:ology: The Art and Science of Creating Great Presentations (1st ed.). O’Reilly Media.

Godin, S. (2001, January 10). Really Bad PowerPoint: (and how to avoid it): Seth Godin: Amazon.com: Books. Do You Zoom Inc.

Hooker, D. (2012, March 25). Get Started with Prezi. Prezi Support. Retrieved April 12, 2013, from https://prezi.zendesk.com/entries/23448918-Get-Started-with-Prezi

Lessons from TED: 5 Simple Tweaks. (n.d.). Duarte Blog. Retrieved April 12, 2013, from http://blog.duarte.com/2009/02/lessons-from-ted-5-simple-tweaks/

Reynolds, G. (2011). Presentation Zen: Simple Ideas on Presentation Design and Delivery (2nd Edition) (2nd ed.). New Riders.

Creating Quality Presentations Part One: First Steps

Death by PowerPoint

Image used with permission: Frits Ahlefeldt http://www.hikingartist.net/media.details.php?mediaID=NTllODkwZGI1NWZm

Every day, in conference rooms and offices around the world, people are dying. Death by PowerPoint is the commonly used term for presentations of endless slides, filled with dense text, complex diagrams and poor design.

The simple tips in this two-part post will help you transform presentations into tools of communication that will engage the audience, and provide a memorable accompaniment to your message.

The first post  will give you four simple steps to improve the overall impact of your presentations. The second post will focus on specific strategies to aid in the creation of effective presentations, as well as a tutorial for the PowerPoint alternative, Prezi. You can download the printable booklet of both posts here:http://tinyurl.com/presentationsthatwork .

You can view the presentation that accompanies this workshop here.

First Steps

cc licensed ( BY ) flickr photo by Thomas Leth-Olsen: http://flickr.com/photos/thomasletholsen/6050828458/

Seth Godin, entrepreneur, author and public speaker admits that he has seen a lot of presentations in his career; and is adamant that most are poor. His simple rules for creating effective presentations have formed the basis of what I call ‘First Steps’.

Step 1: Keep Text Minimal

One of the common issues with slides in a presentation is ‘cognitive load’. Cognitive load is essentially how much your brain can take in. Our working memory is limited, and we process words and images separately, and therefore, when a speaker is presenting to an audience, and there is a slide full of text behind them, the audience must make a subconscious choice about which to pay attention to. They simply can’t take in both.  Seth Godin says absolutely no more than 6 words per slide; however if this is too rigid, at least try to limit the text to the main ideas. The audience came to hear the speaker. If all of the content is on the presentation, they could have just stayed at home and had the slideshow emailed to them!

Step 2: Use Inspiring Images

Now that the text on each slide is minimised, you have room to include amazing images! The content of the presentation is made richer when it is accompanied by images that engage the audience emotionally. An image smokestacks belching into the sky is far more memorable than a list of dot points about pollution. One key thing to remember when choosing images is that the image should illustrate the point you are making – design, don’t decorate. For example:

An example of a poorly designed slide, with too much text and ‘decorative’ clipart.

An example of a slide with better design. Limited text, and an image that illustrates the point of the speaker.

Step 3: Keep it Simple

PowerPoint is fitted out with many features that are not conducive to good design. Animations that have text swooshing across the slide, transitions that blink and flash and overdone backgrounds that distract from the text simply confuse your message. The best presentations are simple, clean and free of distractions.

Step 4: Put the Information in a Handout

Like this! The audience will be relieved to know that all of the information being communicated during the presentation will be theirs to walk away with at the conclusion. This frees them up to truly listen to the presenter – rather than scribbling down notes. It also means your slides do not have to contain all of the information, and can be used to engage the audience using the tips above.  It is important – vital! However, that it is handed out at the end of the presentation – otherwise the audience will simply read the document, and ignore the presenter.

Presentations which contain the entirety of information being delivered are known as ‘slideuments’. They are a terrible hybrid of document and slideshow presentation. While it may take a little longer to create a document and an accompanying presentation, the results are worth it in audience engagement and quality communication.

More is coming!

This has been an overview of the basics for creating a great presentation. The following post will detail more specific strategies for actually producing presentations.

Augmented Reality – Even Better than the Real Thing?

Augmented Reality has become a buzz word recently in ed-tech circles.The K-12 Horizon Report describes Augmented Reality as  blending — or augmenting — what
we see in the real world with related information,data, media, and even live action.

Although it was once envisaged that the future would be completely virtual, it is now becoming apparent that rather than stepping into entirely computer created worlds, it is better to harness technology to add to our current reality – hence ‘augmented reality’ has become more popular, and ‘virtual reality’ has become less so.

An easy way to understand exactly what the difference between virtual reality and augmented reality is by viewing examples of each:

This is an explanation of Virtual Reality (also known as Virtual Worlds):

Below is an example of Augmented Reality:

The girl is able to see a 3d model of the lego before she purchases it.

Virtual reality has existed for quite some time, however the increasing use of mobile devices equipped with cameras has enabled the development of apps that put this technology into the hands of students and teachers; and the potential for learning is very exciting.

Augmented reality has two major forms; the first is where a printed trigger image initiates an interaction through the camera of the mobile device; there are many examples of this (and they will be elaborated on below), but the one pictured here is ‘Sneaker ID’, where the printed image of a sneaker transforms into a realistic 3d depiction of a sneaker when viewed through the app.

The second form is where the app uses the devices GPS capabilities to ‘layer’ digital data over the location where the user is. A well known example of this is Layar, which provides a huge number of layers which can provide information about the user’s local environment. The photo below shows a Layar view of Museums and Galleries in a 5 kilometre radius from the Brisbane Catholic Education head office in Brisbane.

Although augmented reality as a learning tool is still in its infancy, there are a number of apps that provide an engaging way to stimulate students imaginations, and one app in particular, Aurasma Lite, which moves beyond simple viewing an augmented reality, and provides tools that students and teachers can use to quickly and easily create their own digital layers onto images and items.

The Horizon Report suggests that Augmented reality is very likely to become a powerful teaching tool within the near future for the following reasons:

• It can be used for visual and highly interactive forms of learning.
• Students find connections between their lives and their education through the addition of a contextual layer.
• It is an active, not a passive technology; students can use it to construct new understanding based on interactions with virtual  objects that bring underlying data to life.
• Dynamic processes, extensive datasets, and objects too large or too small to be manipulated can be brought into a student’s personal space at a scale and in a form easy to understand and work with.

Before looking at using Aurasma though, let’s just explore some of the ‘fun’ ways that augmented reality can be used in the classroom.

1. As a stimulus for creative writing:

Download the String AR app, and using the printouts available from the String website, bring ‘Proto’ to life on a student’s desk, or inspire a story based around a dragon who bursts out of the computer screen and into the classroom.

2. As part of a science unit on Earth and Space Science:

Examine the Mars Rover in a way that was never possible previously; Using the marker downloaded from the NASA 3D spacecraft app, bring the Rover right into the classroom for an interactive experience:

3. Make mental calculations of money fun:

Capture photos of students with money falling from the sky using MoneyVision; add the totals and graph to seewhich student received the most ‘virtual’ cash!

4. Students studying weather patterns can use the Floodlines app and printable markers created by the State Library of Queensland to examine the extent of the flooding in Brisbane during the 2011 floods.

More ideas for these apps can be found in the attached booklet.

Aurasma takes the tools for augmenting reality and gives it to users.

It allows users to connect short movies, animations or still images to items; best explained by the creator of Aurasma himself, Matt Mills

Creating an ‘aura’ is simple – instructions are in this booklet.

Ideas for using Aurasma in a school setting are numerous; here are just a few:

1. Attach a video of a student presenting their project/artwork/writing to the piece, so that those who weren’t in attendance at the presentation can view it later.

2. Attach a student created book trailer to the cover of the actual book, so that others can view the trailer prior to reading.

3. Embed footage of a school event into the printed school newsletter – still photos in the newsletter become video captured on the day.

4. Record a student reading to a photo of the student holding that book; a collation of these images with embedded video taken over time can provide a timeline of student reading development.

5. Embed a video of the teacher reading out an exam/assignment question onto the task sheet for those students who struggle with reading print text.

6. Create a short video orientation of the school and attach to the school emblem/crest – this will provide a multimedia introduction to the school to anyone who scans the emblem using the Aurasma app.

7. Place Location Auras around the school grounds, with video explaining the history/useful information about that part of the school.

8. Attach labels with embedded video to realia in the school library to add additional explanations about use or care of the item.

The list is endless! Please share your ideas in the comments below.

Augmented Reality might still seem futuristic, but it is hardly science fiction. Students will be engaged and challenged by the multimedia and transmedia possibilities augmented reality brings to learning; what an exciting time to be an educator!

Check out more augmented reality information and resources on my PearlTree.

A Day in the Life of a Mobile Learner

The flexibility of mobile devices is without doubt what affords them their great potential.  Whether you have a 1:1 tablet arrangement, a bank devices or a single device per class, there are many possibilities for creative use. A mobile learner takes advantage of this flexibility; they use it individually, with a buddy and in groups,  taking it to where the learning is – to the playground, to the library, on the excursion – and using it in a variety of ways – as a source of information, as a tool for recording learning, as a method of expression or a channel for collaboration. This post aims to exemplify just some of these modes of use.

The SAMR model developed by Ruben R. Puentedura encourages teachers to move beyond simply substituting the mobile device for what they might otherwise do with another tool, and

‘enables teachers to design, develop, and integrate digital learning experiences that utilize technology to transform learning experiences to lead to high levels of  achievement for students’ (Beyond Substitution, 2011).

SAMR, a model designed to help educators integrate technology into teaching and learning , was developed by Dr. Ruben Puentedura.

While this model is excellent in encouraging teachers to imagine creative new ways to engage students in constructing new understandings, it also provides a place for apps that simply present more traditional teaching strategies in innovative ways. The key as always is balance – and the seamless use of technology – so that it does not dominate the learning but merely enables it. Just as picking up a pencil does not disrupt the ‘flow’ of a lesson, but just enables the student to record their learning, so too should opening up an app on a mobile device not be the focus of the lesson, but just the process through which students access the information or learning opportunity.

The presentation below ‘A Day in the Life of a Mobile Learner’ seeks to present the many ways a mobile device (in this scenario, an iPad) could be used throughout a ‘typical’ day for a student in the middle years of primary school. Below the presentation is a more detailed account of the day, with suggestion as to how each of the activities fit within the SAMR model, to enhance understanding of how the model looks in action.

If you cannot view the Prezi (above) please use this link.

A day in the life of a mobile learner: the adventures of Kid A

The app images link directly to the page where you can download these apps. For other useful teaching apps, check out the ResourceLink Pinterest board for apps.

Before School:

Kid A goes to the school library, and borrows an iPad from the ‘Gadget Garage’. He then chooses ‘Fred and Ted’s Road Trip’ to download  onto the Overdrive Media Console.  When the bell rings, he returns the book on Overdrive, and then returns the iPad, before moving to class.

First up Kid A participates in Literacy Block.

Kid A participates in a number of different activities.

The first thing Kid A does is practise his morning talk with a buddy. He recorded the talk using Dragon Dictation, and then pasted the text into the the VisioPrompt app, which converts the iPad into a teleprompter. Having his talk on the teleprompter enables him to feel more comfortable when talking in front of the class, and also gives additional reading practise. This is an example of Augmentation, as the apps allow Kid A to do the same task (morning talk) but with functional improvement.

Kid A has a spelling list of words that he practises by typing into WordFoto. The act of typing the words in and searching for a picture that connects or represents the words helps Kid A remember them better. When he completes his wordfoto, he places the picture into the Dropbox app, so that his teacher can print it out later for him to take home. Having a visual stimulus assists Kid A and encourages him to spend more time practising his spelling words. This is an example of Modification – although the task of recalling spelling words is the same, the method used is significantly modified by the Wordfoto app.

Kid A now joins with three classmates and plays Futaba, using the pre-prepared list of vocabulary words and images his group compiled the previous week. Futaba is unique, as it allows four students to participate in a game using the one iPad simultaneously. This is an example of Substitution, as there have always been word games that students have played where they match words with images – the iPad in this case simply provides a different channel for delivering the game.

Next week, the students in Kid A’s class will be exploring the instructional text type of recipes. In preparation for this, Kid A works through the Cookie Doodle app, reading each stage of the recipe and noting the verbs used at the beginning of each instruction. The Cookie Doodle app is an example of Redefinition – the task is redefined through the use of this app, as it allows a level of interactivity with the recipe that would only otherwise be possible through actually cooking.

After morning tea, Kid A starts his maths rotations.

During this time, he works individually and in groups, completing number skill activities and also more open ended problem solving tasks.

First, Kid A practises his ‘add to 10’ skills, playing the game Mathris, a number facts game based on Tetris. (Substitution).

Working with a partner, Kid A then uses ScreenChomp to develop an explanation of how to multiply by two digit numbers. This whiteboard app records the verbal explanation and the writing on the screen and converts it to a video, which Kid A emails to his teacher. The video forms an excellent piece of evidence for the teacher in assessing Kid A’s understanding of multiplication. It also allows the teacher to pinpoint if and where there are any difficulties (i.e. if Kid A needs more practise with basic maths facts, or in remembering the strategy for multiplying double digits etc). Previously this opportunity to watch and listen as a child explains the process of completing an equation was limited, as teachers did not have the time to sit one on one with every child – therefore this is an example of Modification – the app provides data gathering in a way that was previously extremely difficult.

To wind up their maths rotations, Kid A leads a whole class game invented by the teacher,  using the speaking calculator app. Another example of Augmentation, as the presence of the app allows for a functional improvement on previous games using calculators, by the presence of the ‘speaking’ feature.

Time for the class to begin working on their integrated unit, which is one on sustainability.

The class is exploring ways that they can change their school environment so that it better reflects principles of sustainability.

They begin with a simple ‘substitution’ exercise – working in small groups to complete a KWL graphic organiser on the iPad, using the Tools  4 Students app. This is emailed to the teacher for later use in a whole class activity.

Next, Kid A buddies up with a friend, and walks around the school, using the iPad to take photos of parts of the playground where they think environmental practices could be implemented. They return to the classroom, and use the Skitch app to annotate their photos, explaining why they took the photo and what change they believe is needed. This combination of activities is an example of Modification – although it could previously have been completed using a digital camera and pen and paper, the use of the iPad camera and Skitch app have made the learning far more about the process rather than the tools.

Finally, the class adds the finishing touches to a display for their upcoming parent morning. This display is two-fold. Firstly, the students wrote poems about the school environment, and published them as posters for the classroom walls. They then recited these poems to the class, while a classmate recorded their presentation using the video recorder on the iPad. Today, the students use the Aurasma Lite app to attach the video to the posters, so that parents can view through the Aurasma app and see their recitations. This is an example of Augmented Reality, and is definitely a task that falls into the Redefinition category of the SAMR model, as it was not in any way possible prior to the use of augmented reality apps in the classroom.

Further information on Augmented Reality and augmented reality apps will be featured in an upcoming blog post, so if this activity has intrigued you, stay tuned!

The afternoon session brings Health and Physical Education and Art.

The HPE and Art activities are simple examples of how basic substitution apps such as PE Games and FacesiMake can be used in creative ways that encourage higher order thinking and collaboration skills.

The PE Games app is essentially a HPE Games book that is accessible on the iPad. The flexibility comes from being able to add your own games to the ones already included. Students can be encouraged to work collaboratively by providing them with access to the app and the required resources (e.g. balls, hoops, beanbags), and asking them to work together to understand and play a game that is randomly chosen by shaking the iPad/iPod touch gently.

The FacesiMake app allows students to exercise creativity in designing a face using innumerable number of items, including pieces of fruit, household implements, stationary items…the options are endless. Suggesting that students use this app to create a new character for a story that they are to write, or to imitate a famous work of art adds another layer to what is essentially a very fun and non-messy way of creating unique images of faces.

Kid A’s day is over too soon! He has never been as engaged, and during the  day, he has worked independently, in partnership with his buddy and in small groups, as well as in whole class settings. He can’t wait to see what apps he might use tomorrow…but that is a blog post for another day!

References:

Beyond Substitution: The SAMR Model. (n.d.).2011 Summer Tech Institute. Retrieved August 1, 2012, from http://msad75summertechnologyinstitute.wordpress.com/beyond-substitution/

Please note: The Prezi in this post was embedded using the very helpful tips found at https://boisebarbara.clarify-it.com/d/62kpct

Info-what? Developing visual literacy through infographics

Infographics – not just beautiful!

The need to be visually literate in the 21^st century is continuing to grow. “In an uncharted world of boundless data, information designers are our new navigators,” begins a recent Times article, “When the Data Struts Its Stuff.”To bring home just how important it is to be able to navigate through a sea of data, check out how much content is created in just sixty seconds online:

This graphic was originally published by Gizmodo What Happens in 60 Seconds on The Internet. (20 June 2011). Retrieved July 4, 2011, from http://gizmodo.com/5813875/what-happens-in-60-seconds-on-the-internet

Now imagine trying to communicate even this information in any way other than visual….

To prepare students to be ‘successful learners, confident and creative individuals and active and informed citizens’ (Melbourne Declaration), they must be able to comprehend, interpret and extrapolate from information presented in a wide variety of formats. Increasingly, statistical data is being presented in creative and attractive infographics. Just as the old adage ‘a picture is worth one thousand words’, an infographic not only allows a great deal of data to be effectively communicated, it is also much easier for a viewer to make connections and draw conclusions from data that is presented in this visual format.

This infographic is from A Roundup of 25 Jaw-Dropping Infographics – Marked Lines. (n.d.). Retrieved July 4, 2011, from http://www.markedlines.com/a-roundup-of-25-jaw-dropping-infographics/

 

What is an infographic?

Literally, an infographic is a graphic (picture) that displays information.

PC Magazine defines ‘infographic’ as:

An umbrella term for illustrations and charts that instruct people, which otherwise would be difficult or impossible with only text. Infographics are used worldwide in every discipline from road maps and street signs to the many technical drawings.

On Dave Gray’s Blog Communication Nation, he explains that Infographics are:

1. A visual explanation that helps you more easily understand, find or do something.

2. Visual, and when necessary, integrates words and pictures in a fluid, dynamic way.

3. Stand alone and completely self-explanatory.

4. Able to reveal information that was formerly hidden or submerged.

5. Designed to make possible faster, more consistent understanding.

6. Universally understandable.

As Silvia Rosenthal Tolisano points out,Information, Knowledge, Visualization, and Communication are key themes that run through these descriptions – and are also key concepts for developing 21st Century Skills and Literacies.

Infographics and the Australian Curriculum

A very quick search of the Australian Curriculum also reveals emphasis placed upon developing student abilities in visual literacy and information management. From the Australian Curriculum:

Years 3-6

English – ‘To consolidate both ‘learning to read and write’ and ‘reading and writing to learn’, students explore the language of different types of texts, including visual texts, advertising, digital/online and media texts.’

Maths – ‘Students still require active experiences that allow them to construct key mathematical ideas, but there is a trend to move to using models, pictures and symbols to represent these ideas.’

Science – ‘Processing & analysing data and information’

History – ‘Historical skills include skills that are used in the process of historical inquiry associated with: historical questions and research; the analysis and use of sources; perspectives and interpretations; comprehension and communication. There is an increasing emphasis on historical interpretation and the use of evidence within this strand.’

Infographics in the classroom

There are three key ways to use Infographics in the classroom.

1. As a source of information
2. As a tool to teach visual and critical literacy
3. As a way for students to express their or others’ data

As a source of information:

There are countless Infographics online and in newspapers, magazines and books. What better way to introduce complex data to encourage students to draw conclusions and see relationships than through an inspiring and beautiful infographic.

Places to find beautiful and useful infographics:

Infographic a day for teachers– The always inventive David Warlick presents useful infographics for teachers. Check out David Warlick’s site also – he is an inspiring educator and you are guaranteed to learn something new every time you visit.

Information is beautiful – David McCandless’ beautiful site, that accompanies his beautiful book. One of my favourite infographic creators. The fascinating thing about David’s work is that in many cases, he shares where he sourced his data – and the fact that it was all available freely online is an amazing testament to the amount of information we have access to today.

Good Infographics – a collaborative site which focuses on providing good quality web resources – in this case, infographics

Infographic World – a business that specialises in  creating static and animated infographics – their portfolio has some excellent examples

A creative way of presenting a copyright quandry

As a tool to teach visual and critical literacy:

Infographics use a variety of tools to effectively display information. Colour, graphics, icons, text, shape and other elements are combined in a creative way to visualise data. Each of these elements may (or may not) carry additional meaning, which visually literate viewers are aware of. Also, a pretty or professional infographic can be very persuasive – viewers must be critical of the data in the same way they would be if it were presented as a list of statistics.

A great presentation: Visual Literacy and Nonlinguistic Representations: Infographics Part 1

One way to teach about being critical of infographics – deconstruct ‘bad’ examples – this post will give you a few ideas:

Imagine A Pie Chart Stomping On An Infographic Forever

As a way for students to express their or others’ data:

A list of numbers on a page may not always reflect a student’s understanding of the deeper meanings within data. Challenge them to create their own infographic, and you can be sure they will not only be familiar with the data by the time they are finished, they will also have examined it in ways only necessary to complete this type of process.

Resources to help students learn how to create infographics:

10 Free tools to create infographics

Chart Chooser – a tool to help visualise data

The anatomy of an infographic

Lesson Plan – presenting an essay as an infographic (for secondary students)

Get started with Infographics – places to start

A Lesson Plan for Infographics

Examples to inspire:

An example of using Glogster to create an infographic

Flickr: Infographics for the classroom – a growing collection

Enjoy the wonderful, amazing world of infographics! If you have been working with your students in creating or decoding infographics, share with us! Post a comment below!