Evaluating Coursera for Blended and Online Learning (Part 1)

Evaluating Coursera for Blended and Online Learning (Part 1)

Adjusting back to the heat of Milan in August is taking a little time for the family and this means broken sleep all round. Add a fantastic thundstorm right overhead at 3am and you have the perfect recipe for an early start to your day!

Inspired by some of my notes from reading Jay Ashcroft’s The Tablet Revolution (see review) I decided to investigate alternative MOOC platforms to iTunesU. I love iTunesU but the iOS app is a far superior experience than a student gets using iTunes on a MacBook. I flitted between Coursera and Udemy for a while not really finding a suitable course for comparison before stumbling upon an old article related to e-Learning: Most Popular Online Courses for eLearning Professionals. It seemed familiar and my Evernote concurred that I’d been here before.

While many of the courses listed are now long gone I found that Georgia Tech had just begun running a course titled K12 Blended and Online Learning. I decided enrolling would be useful on two fronts:

  1. Allow me to evaluate the Coursera platform
  2. Further my own professional development in the area of blended learning

Week one concentrates on the standards and documents from iNACOL. For anyone interested in deepening their understanding  of blended learning I highly recommend visiting their site. Of course Georgia Tech have linked all the required reading into their MOOC for you.


The instructional videos were clear, less than 8mins each in length and punctuated with short multiple choice quizzes. I do however wonder if Coursera allows different types of questioning similar to EdPuzzle (which I love). The iOS app reminded me of iTunesU a little, especially the ability to download videos for offline viewing.


I do wonder what the extra space is for in the video player… Might have been nice to have a transcript here.


I realise that students might be accessing Coursera on their MacBook so their experience will probably be different.

I completed the pre-assessment you can see linked in the screenshot earlier and found it very useful in helping to focus my targets. I’m comfortable with policy, online tools and classroom teaching, but want to delve deeper into intervention strategies that will enhance the learning of my online students. As the pre-assessment was a spreadsheet (also a PDF option) I would have liked the ability to upload an image or type some notes to myself and link it to my current stage in the course. I couldn’t find a way of doing this outside of the discussion forums so will have to rely on Evernote instead. On reflection it is probably good to have my notes outside of my MOOC, just in case.

Supplemental information appears to be text-only with hyperlinks and this is fine. One of the pages had embedded PDF and XLSX files that opened in Coursera’s own browser. Clicking on a world icon then opened it in Safari so documents could then be opened in other applications or saved. It would have been nice to select between Safari and Chrome as the default.

The discussion forums were basic but easy to navigate. Nothing I’d want to add there, there’s a reply and an upvote button for each post. Not sure how you are notified of new posts but will find out soon I hope!

In summary this is a good start. I’ve not tried creating a unit in Coursera yet but as a user I’m finding it easy to learn and navigate. I’m also enjoying the course and picking up new tips along the way which I intend to share with you, dear reader, in another instalment.

Book review: The Tablet Revolution by Jay Ashcroft @LearnMakeruk

The Tablet Revolution by Jay Ashcroft (amazon paperback & kindle)

The Tablet Revolution Cover

As someone involved in the planning, design and implementation of a large scale iPad rollout project a few years ago I found this book a fascinating read that echoed much of my own school’s experience. Each of the chapters cover a particular area that a school or education authority must consider before putting devices into the hands of teachers and students with nuggets of wisdom from the other side of the fence: that of the sales or support team wanting to part you from your funds!

The case studies peppered throughout the book highlight the pitfalls of poor planning or vague vision as well as the better-known success stories. I found this refreshing as many articles and books tend to make it seem like every project has been a success whereas anyone involved in an IT project in education or commerce will know this is just not the case!

Screen Shot 2016-08-08 at 18.12.35

I highly recommend this book to those who are planning a roll out of devices to students, those who are in the midst of the roll out and definitely to those who have been through the highs and lows already. I took the opportunity to reflect on my own approach, assumptions and practice as I read this book and think that Jay has given me insights in how to improve the learning and teaching outcomes of those using devices in the future.

Thank you for sharing this Jay!

Rating: 5 stars

As posted on Amazon.co.uk

You can read an interview with Jay Ashcroft here: http://www.ipadeducators.com/single-post/2015/04/03/INTERVIEW-Jay-Ashcroft

Using CodeBug tethered via USB on a MacBook

It has been a few weeks since our CodeBugs arrived here in Milan and after playing around with some of the sample programs and thinking about their features I have decided to use these with next session’s Year 10 students as an introduction to the iGCSE Computer Science course in September.

While they worked really well with the Raspberry Pi I struggled to get the CodeBugs working with IDLE on the MacBook. Installing packages via Terminal updated the Python 2.7 install that comes with the OS and – for me anyway – Homebrew complicated what should have been a very easy process. In Visual Studio if you wanted to use a module library you simply added it to the project and IDLE does not have this function.

I found PyCharm today – an IDE for Python that allows me to add the codebug_tether module (and any others I need) with the minimum of fuss. Now my CodeBug can be programmed while connected via USB to my MacBook! As an added bonus I learned more about Virtual Environments.

IMAG1237

To make it easier for my students to get going with their CodeBugs in September I created a 20-step guide linked here. It’s CC0 so please feel free to use and adapt as required. If you find any mistakes or it just doesn’t work for you in the same way please let me know.

A slightly late #teacher5aday 2016 pledge

Although spending most of the Christmas holidays under the weather (double dose of the Milan flu I’ve been told!) I really enjoyed following the #teacher5adayslowchat hashtag on Twitter (started and perpetuated by Martyn Reah). I peeked over the parapet to post my thoughts and had resolved to post a #teacher5aday pledge before the end of the week. However – I forgot!

To keep my own wellbeing in sharp focus, as well as the development of my students, I pledge to:

#connect – although I already connect a lot digitally I want to try and voice chat (already getting into @voxer)/ video chat with friends and colleagues more in 2016. I also want to take advantage of the short visits home to catch up with as many technophobe friends as possible!

#exercise – take advantage of Milan’s BikeMi service, where you can borrow bikes from areas across the city by swiping your metro card; swim in the lakes as soon as it gets warm enough!

#notice – Explore Milan, find secret places, drink in the artwork and try to slow down in my spare time.

#learn – I was lucky enough to get an electric guitar and iRig for Christmas so I’m currently using Yousician to brush up on some rusty techniques; My Italian could (and will) be better; I also want to continue to learn from my colleagues – both real and virtual!

#volunteer – As well as planning for TeachMeet Milan at the end of the school year I’d like to volunteer outside of the educational sphere. I’ve heard that Italians are some of the most generous and helpful people in the world. There must be a way to lend a hand…

Using @EdPuzzle for the first time #flipclass #flipchat

EdPuzzle is not a new site to me, however I’ve never had the time to sit down and investigate it properly. I got the opportunity today as the rain made an overdue visit to Milan.

My Year 10 Computer Science students are revisiting the Python language and I gauged their knowledge during class last week. As they all selected similar problems to solve I decided to share my solutions via video and take advantage of the embedded questioning offered by EdPuzzle.

I had intended to link to the finished EdPuzzle from a Google Form and then mark student submissions using Flubaroo however I was happy to see that EdPuzzle linked to Google Classroom and recorded student results and progress for me.

I’ve attached a quick video walkthrough of one of the tasks below, in case you want to see how it works. I think that next time I’ll make one video so that students do not have two tasks to complete but would appreciate any other feedback or suggestions!

Clean slate classroom: What would you do?

image

I’m thinking about classroom design this evening.

My current classroom is suitable for any subject area – as long as there are less than 12 students. I’m considering how to make it stand out as a Computer Science and STEM classroom while still retaining practicality and space to move!

I’ve thought about my movement in the current classroom, what irritates me about current organisation that -if changed- will have a positive impact on my classes, my desire to amalgamate the classroom and STEM club (currently two floors apart) and how the room should be primarily a place for students to learn, but also a place that promotes the subject to visitors.

The current STEM room has desktop monitors that I have moved into the classroom in the past (two floors apart remember?). These dominate the layout and take up a lot of space when not being used so I am interested in trialling some HDMIPi screens which can be stored away when not in use.

I also want it to be a fun environment where students can interact or change some of the elements. Ideas for this include an interactive electronics wall where elements can be added or removed to change how it works, multi coloured dry erase vinyl stickers that can be placed on walls and desks, and easy access computing kits that are in magnetic containers stuck to a themed wall. I want to maximise what students can do in lessons while minimising the daily prep required to get the room ready and then reset.

Not included in the sketches are alternative seating or the location of the tall benches.

Nothing is to scale. Comments and suggestions would be lovely!

image

Investigating Arduino #Gemma – Adapting Blink code to control 2 LEDs #STEAM

After a reader suggestion (thanks Kathleen!) I’ve also included the adapted blink code below and on my GitHub:

Getting started with Arduino #Gemma #STEAM

Getting started with Arduino #Gemma #STEAM

SpuOf5

Tonight I found time to finally open the Arduino Gemma that arrived just before the October break.

It comes with no instructions, but Adafruit have plenty of guides on their website. However depending on where you start, you may waste a bit of time. More on that below.

The first guide I read told me nothing about how to use the Gemma, just what it was, and offered no links to follow up guides. Thanks.

The second guide I found recommended the codebender.cc website as a way to program the Gemma to do what I wanted. I figured that this would be a good place to start and that I could learn from other users on the site. It started quite promisingly, with a Getting Started Guide that took me through the process of installing the Chrome extension, Arduino drivers and then… well then it wouldn’t let me get any further because… the Adafruit Gemma programmers aren’t yet supported for the codebender app! There was no explanation behind the error message (what exactly ARE programmers in the context of Arduinos?) and I imagine that other beginning Arduino users like myself would have been bemused by the lack of user assistance.

Back to the adafruit website where I find some information about drivers. They confirm I have the Arduino Gemma because it’s teal not black. This is useful information and it means that my time on the Adafruit website has been wasted. I’m also still bemused at why codebender only offered Adafruit Gemma as an option earlier.

Right. Off to the Arduino website to see if they can be any more help. I now ignore all Adafruit guides in my Google search results.

I install the Arduino IDE and connect the mini USB cable to my Gemma. Red and green LEDs flicker and then there is a steady green LED.

Screen Shot 2015-11-01 at 19.20.36

I find and copy the Blink code into the Arduino IDE, following the instructions in the comments (good work, see above). However the IDE is obviously now different and “Upload using Programmer” is now in the Sketch menu. By the time I’d found the correct menu the 10 seconds of red LED blinking had passed and I had to press the reset button a few times on the Gemma to get it blinking again. Second time around the code transferred successfully.

I looked for a way to run the code, but then realised that the steady blinking red LED was the code running!

I’m off to investigate some more code now but thought I should summarise with my steps to getting the first program running on my Arduino Gemma:

  1. Download the Arduino IDE
  2. Connect the Arduino Gemma to Macbook via mini USB cable, make sure LEDs are lit
  3. (Windows users have to download drivers)

  4. Copy the Blink code into the code window on the Arduino IDE, replacing ALL text that is there
  5. Select Arduino Gemma from the Tools > Board menu
  6. Select Arduino Gemma from the Tools > Programmer
  7. Press the small button on the Gemma between the red and green LEDs. The red LED will glow dimly then begin to pulse. This means it is ready to receive data
  8. In the Arduino IDE select Sketch > Upload Using Programmer while the red LED is pulsing (you have 10 seconds to comply)
  9. Check the Arduino IDE output message. If there is an error message I suggest you repeat steps 6 and 7.

Screen Shot 2015-11-01 at 19.35.03

At this point – perhaps after a short wait – the red LED on the Gemma board should begin to blink slowly. This is confirmation of the program running!

Quick test for www.blogtrottr.com – WordPress RSS to Evernote

Again, not much of a blog post, just a test to see if WordPress RSS can be fed into my Evernote account as it looks like feedmyinbox doesn’t work!

I set up an account with www.blogtrottr.com using my Evernote email address, then changed the account settings so each post is delivered as an individual message with the post title as the email subject line.

Once they have arrived I plan to move them into my Postach.io notebook within Evernote, retag them if necessary and – hopefully – they will appear in that blog!

I’m now waiting to see the individual posts appear in my Evernote.

Has anyone else tried archiving their blog posts in Evernote? Do you have any tips you would like to share? Are there any success stories?

 

If blogtrottr.com doesn’t work, perhaps I need to use an email redirect to feed into Evernote?

Quick test for www.feedmyinbox.com

Not much of a blog post, just a test to see if WordPress RSS can be fed into my Evernote account.

 

I set up an account with www.feedmyinbox.com using my Evernote email address, then changed the account settings so each post is delivered as an individual message with the post title as the email subject line.

Once they have arrived I plan to move them into my Postach.io notebook within Evernote, retag them if necessary and – hopefully – they will appear in that blog!

I’m now waiting to see the individual posts appear in my Evernote. Nothing so far though, hence the test blog post!

 

Has anyone else tried archiving their blog posts in Evernote? Do you have any tips you would like to share?