For the third blog post on this topic I wanted to use Python to generate different pieces of art without relying entirely on the random function. I decided to use the tweepy library, mainly because I had already used it to post content to Twitter but had never investigated how it could be used to read information back from Twitter.
It didn’t take long to find out how to read the latest 10 tweets from my own timeline using Python. Then I split the individual words into a list and sorted them into alphabetical order (for no real reason at the moment, but frequency analysis will follow!). Then I used the write method from the Turtle graphics library to place each word at a random location on the screen. This was my first attempt:
A bit tricky to read the words I thought. And I’d accidentally forgotten to penup before moving the turtle. However this accidental vector spider web became part of the artwork (because when I removed it, it looked quite boring).
A little while later I was able to change the font size at random (I changed the font to palatino after experimenting with a few others) and changing the pencolor in the same way as previous Python art programs changed the text colour too.
I had a lot of text to display, even just from 10 tweets, so I thought of ways to reduce the amount. I wrote a little Python subroutine that removed hashtags, mentions and URLs (as well as any other non ASCII text) and that was enough!
The video below shows the program in action. I decided to make a video this time because you can make out the individual words much more clearly at the beginning of the drawing than at the end!
As before the code is now on github (with my tweepy details removed for security). I’ve left in a commented out section of code that allows you to run a search for a keyword, hashtag or phrase instead of taking the latest timeline so you can experiment.
Any comments or improvements would be much appreciated!
I’ve used Twitter now for over 3 years (a late starter, making up for that now) but in all that time have never made use of its list functionality. I hate the way Twitter forces you to click , click, click and click again to add a single user to a list and then wait for you to close a window before continuing with the next user… and the next… so, up until now, I’ve made use of hashtags and browsing the main timeline. Not very efficient.
In contrast I really like the way Google+ allows you to build your circles without fuss using drag and drop. I hoped someone out there had created something for Twitter lists that worked in the same way, searched Google for a while and found Icotile (http://icotile.ogaoga.org/, free).
As you can see the main part of the interface is made up of small tiled images of your Twitter contacts. On the left hand side of the screen are the lists you have created and on the right is the biography of currently selected Twitter user (very handy!). To add a contact to a group simply drag the image on to the list.
It’s not perfect – I’d love to be able to select multiple contacts before adding them to the list for example. You should also ensure you have created all the lists before starting to use Icotile to avoid problems when adding (it doesn’t show any error messages should a contact already be in a list or cannot be added to one). I also think that being able to filter out contacts already added to a list would be very useful, especially when you have over 1500 to sift through! However Icotile has allowed me to begin to organise my Twitter streams more efficiently and allow me to customise my Chrome TweetDeck app (free) to show selected lists rather than the timeline and a series of hashtag searches.
Can anyone suggest alternative ways of organising your Twitter lists?
With one week to go until school session 2012-13 I thought I should summarise and categorise my CPD blog posts this year. I think, to be honest, that I should have posted much more about my offline reading and twitter conversations but I struggled to fix on a method for sharing my thoughts. However I set out to make an impact at my new school and to push for changes which would benefit my learners and I achieved this with a lot of help and support from local and international colleagues so THANK YOU for your tweets, emails, discussions and blog posts: I owe you a coffee when we meet in person!
Please click on the link to CPD 2011-12 to see a summary list of all my blog posts against my initial CPD plans. Also please feel free to post a comment linking to your own CPD reflection or pass on tips of how to nail those targets every time!
I’ve just come back from a two-week holiday in Slovenia. It was my first time there and I highly recommend a visit – we were based at Lake Bled but had the benefit of a hire car for four days midway through the fortnight which allowed us to tackle the Vršič Pass (and get lost on a one mile “easy” walk as advertised by our error-strewn Sunflower walking guide), take in the sights of Ljubljana’s Old Town (although I’m sad I didn’t have enough time to get to Metelkovo mestro as taunting snippets of its graffiti were in every guide book, calendar and even merchandise. Take a look at the video embedded in Piran Cafe’s Ljubljana Graffiti Tour if you are wondering what I’m on about) and have our plans to drive to Lipica and Trieste thwarted by thunderstorms. We struck lucky by staying at one of the most kid friendly hotels I’ve ever experienced, the Hotel Savica, and as a result every single member of the family returned home in great spirits (despite 7 different modes of transport between our hotel and house!).
Here’s a great on-board video of the VršičPass to give you an idea of how twisty-turny the route is. I loved it (and drove most of it in 1st and 2nd gear).
Of course I took the old iPod Touch 2G with me. I still love its portability and even though it is showing its age now (stuck on/off button, can’t upgrade past 4.2.1 iOS) it was a godsend during the holiday for route planning, weather forecasts, translation, news and social media. My PLN were fantastic in suggesting things to see and do while in Slovenia (thanks Freda O’Byrne and @shirlpj) and I was able to keep up with some great education conversations and thoughts. I’d signed up to Doug Belshaw‘s Things I’ve Learned This Week newsletter just before the end of the Scottish school term (I used to love reading his short blog posts on this topic and thought he had simply stopped doing them) and some of the links and ideas he mentioned are now in a nice little “to investigate” list in my iOS Notes app. The iPod also allowed me to keep up to date with the Computing At School group posts which continues to inform my planning for the 2012-13 session and simultaneously marvel at the great work that has been done to reintroduce or refresh Computing Science concepts in the UK and Ireland. I lurk there a lot but intend to get more involved as I get further along the road with a few developments (my Raspberry Pi being one of them!).
Slovenia had a fantastic free wifi network: from hotels, bars, airports and museums let me connect quickly without registration and the bandwidth seemed very generous. The most striking moments of high tech connectivity for me were: being able to access fast broadband at a rustic restaurant in Trenta (a tiny village beyond the aforementioned Vršič Pass) and the FREE public wifi available at Ljubljana airport as we checked in for our return flight. Those responsible for digital infrastructure in the UK could do well to take inspiration from their Slovenian counterparts. It was hassle-free, reliable and meant I could get on with my holiday rather than battling with settings, email confirmations, logins, etc.
Although I used Twitter on a daily basis while on holiday, Facebook was a different matter. Their mobile app, almost universally accepted as being pants, has been long erased from the iPod Touch. I did update my status whilst on holiday to let family and friends know how the holiday was going, but made use of Selective Tweets to cross-post from Twitter to Facebook through use of a ‘#fb’ hashtag. This workflow is simple and reliable and saves me a whole heap of app crashes and mood swings.
Although the percentage of Slovenia’s population who have internet access is much lower than that of the UK, they seem to have the right idea about how it should, or rather should not, disrupt normal everyday life. Because access was simplified, I felt that I used my device more effectively to enhance my holiday experience. I didn’t have to spend an hour after breakfast surfing for information and alienating my family, instead looking for information, news or communications on the go when it was needed. I do realise this is what most people with 3G connections can do already, but they pay through the nose for it.
At my previous school I battled to make use of the wifi network to utilise a class set of iPod Touches. The connection authorisation process was so unwieldy that in the end I was forced to take some staff members out of school to the local library to train them. I understand the desire to lock down access to files and personal information on the school network but when the primary use would be to access the internet I feel it should be as open as possible. The traffic would still be going through the school’s filtering system and logs would still be held on the server so the activity of each device can still be monitored. From a learner’s point of view access is most important and, like the staff who were new to mobile devices and wifi at my previous school, difficulties in this area will reduce their confidence in the technology. However if they can focus on extracting or curating information without disruption…
On the journey home I thought a lot about my own workflows and how they can be refined as I begin my new role as PT of ICT for Learning at my current school. I’ll go into this in the detail it deserves in a future blog post.
On Wednesday evening I once again found myself at MacRobert Building, University of Aberdeen six months on from the last one organised primarily by Stuart Brown. The wikispace advertising the TeachMeet can be found here and, in addition to this, Stuart made use of social media to extend the reach of the promotional material. This approach, along with the assistance of Jim and Linda at the University in selecting the optimum date for engaging PGDE and BEd students, resulted in over 60 attending the evening. At times the online stream had viewers into double figures but we were beset with technical issues, most disruptive was the lack of constant wifi and this seriously hampered our online impact as well as preventing the planned link up with TeachMeet Strathclyde. However the evening could be considered a success and as we were able to record most of the presentations on the laptop I hope we can – in time – share the talks with a wider audience.
To whet your appetite, here is a YouTube playlist of the May 2011 TeachMeet Aberdeen presentations.
When I find the time to edit and upload the individual presentations to YouTube I’ll update this post but I’ve included my notes on each presentation and relevant links to the web sites mentioned.
Stuart Brown – “Why de ye bother with aww that?’ – Justifying the use of ICT in the classroom
I felt this was an excellent start to the night. Stuart highlighted the fact that 19C teaching methods and environments are not suited to 21C learning. That most pupils have access to instantaneous information using devices which are often more technologically advanced than the computers and resources available in school puts today’s teachers at a disadvantage. I agreed (through gritted teeth as I recognised the phrase “don’t throw out the baby with the bathwater” from many unfocussed, confused presentations on implementation of Curriculum for Excellence) with Stuart on the need for all teachers to adapt, not rebuild to ensure that we are serving our learners sufficiently. I recommend you watch Stuart’s last TeachMeet talk (May 2011) which is a stepping stone to this presentation.
I loved the phrase Stuart used in the presentation “to stratify education” – but felt it needed explanation. Internet searches show this to be standarisation of education or use of standard tests and tracking methods.
Ian Simpson – “Becoming Orson: Podcasting the War of The Worlds”
I did this so I won’t comment for long on the actual presentation. On reflection this talk was a little early, my lunchtime podcasting group had only been working on this for about 5 weeks (30-40mins per week) and despite their excellent progress there was little evidence to share with the teachers present. However it was a good starting point for a future presentation (maybe TeachMeet Aberdeen October 2012?) on how these learners have self-organised themselves into an amateur radio drama production group. After working with them the day after the presentation and seeing how they continued to innovate and collaborate with the newly-arrived high quality microphones I have high hopes of achieving our ambitious target to have recorded and shared the full radio play by next October. Follow the progress via this blog or my twitter stream @familysimpson.
In addition Dave Adams, DO Curriculum and Quality Improvement Service for South Lanarkshire, got in touch in September and kindly sent his ideas based around the 1938 Orson Welles War of The Worlds radio play for CBS. I’ve emailed Dave to see if these lesson ideas are publicly available and will update the links section if this is the case.
Nikki Stobbie – Random Name Generator
A presentation from a press-ganged student! Nikki showed us http://www.classtools.net and, in particular, the random name generator. Great resource to use in class and a great 2 minute presentation!
Mark Hay – ”Look what I did…” E-Portfolio’s using glow wiki
I didn’t see this presentation as I had to run to the shop for supplies but will update once I’ve extracted the presentation from the video clips currently sitting on my laptop.
Martin Coutts – “Maths is just a game” – Using GBL to raise attainment
Martin showed how he used Mangahigh with an Access 3 / Foundation class to improve their motivation and attainment. Pupils were taught maths through combination of games and Prodigi technique. Competitive aspect through bronze, silver and gold and school leaderboard. Martin especially recommends sigma prime.
Kathryn Roper – “GeoBus – A mobile Earth Science Resource”
GeoBus: based at St Andrews University but a national funded resource for secondary schools (or P7 at a push). Kathryn seems very passionate about Earth Science and claims to be able to develop activities to suit your curricular area.
GeoBus launches January 2012 but those interested can get in touch with Kathryn now via email@example.com
Gretchen Perk – “Frayer Model in Literacy”
Meldrum Academy English teacher Gretchen spoke about the Frayer Model which is a “vocab aquisition graphic builder”. She found it great for more effective learning of keywords through use of higher order skills such as analysis and synthesis. I personally found the use of non-examples especially useful. Gretchen highlighted the fact that it is a good teaching strategy for all subjects I’m already thinking about how to use this with Computing classes.
Charlie Barrow – An outward facing classroom using Augmented Reality – Junaio
Charlie repeated his May 11 talk on using augmented reality in the classroom but wanted to inspire teachers to build an Aberdeenshire channel for augmented reality. I’ve included the video of his presentation from May and hope to be working with him in the future on his vision for an Aberdeenshire channel.
Ed Walton – Fusion, Meta-cognition and The Learning Story
Presentation written during teachmeet! Ed shared how Fraserburgh Academy used Glow effectively to dissemenate work to pupils unable to attend school during snowdays. Three themes; fusion, meta-cognition And the learning story. Ed showed snow work posted for AH on glow featuring embedded prezis for self-directed learning, stagework.org which allows users to be the director for a scene from His Dark Materials. It looked fantastic! Ed showed Comic Life which he has used with classes and whole-school assemblies to explain meta-cognition. Finally Ed explained how Fraserburgh Academy has been using Honeycomb / I Can as a trial school to build an ePortfolio which remains with the child as they progress from primary through secondary. I was interested to note that because data is stored on a separate server from Glow there is no upload limit so videos and large image files can be posted. To be honest the presentation was actually 3 or 4 but there was lots of useful information.
Darren Gibb – ICT teaching and learning tools
The last talk of the night was delivered by Darren Gibb, teacher of English at Banchory Academy. He exemplified many ICT tools that has augmented his learning and teaching. Again the audience was treated to a suite of presentations on different services from Todaysmeet to Evernote, Wikispaces to Glow.
I like coffee. No – let me rephrase that – I LOVE coffee. It plays a big part in my teaching – at times providing a versatile prop for explaining the difference between an object and operation, at others simply providing the nervous energy to keep the learners learning. (I’ve been re-reading #MoveMeOn, curated by Doug Belshaw @dajbelshaw. thanks to @frankcrawford for that particular gem!)
I managed to clear my desk on Thursday earlier than planned so took the opportunity to walk around the three shopping malls near my new workplace. Not just to kill time (heaven forbid Mr McCormac!), I wanted to expand an ongoing series of lessons on data protection and loyalty schemes I had delivered to my S4 ICT class earlier in the term and me having an up-to-date knowledge of the businesses in the local area was a pre-requisite. It didn’t take long to complete what I needed to do (UK shopping malls or shopping centres are much smaller than in the US with perhaps 20-40 stores, some smaller) so I had a quick stop at the Apple store in Aberdeen to eavesdrop of a group of six pensioners who were being shown how to use their brand new iPads then started my lunch break at the nearby Starbucks with a crème brulee macchiatto and a quick refresh of my social media sites on their free wi-fi.
It was a lot busier than usual – I had, in the past, only used this particular Starbucks as a go-to when late afternoon trains were cancelled and I had an hour or so to kill before the next one – but I found a small table with plenty of scope for people-watching. The coffee-house furniture is a mixture of hard back chairs and small “regular” tables, sofa chairs and low tables, benches and long tables, stools and narrow bars. Students, parents, office workers and transients like myself sat and chatted, read quietly, enjoyed their purchases and from time-to-time accessed their devices if they had them and if they needed to. A few of my Advanced Higher Computing students had had a similar idea to my own, joined me at my table (they asked first!) and then… we had a fantastic unplanned seminar on what had been taught over the past few weeks, about mobile apps, about Steve Jobs, about programming, about social media, and then finally about learning spaces! During this enthralling conversation (I think we all learned a lot in this half-hour) one asked why schools didn’t create spaces like this and I saw immediately what he meant because it had been percolating in my head at that moment too. Why can’t we all have learning rooms where the furniture offers visitors choice of working areas, where the wireless Internet access is a background consideration that “just works with a quick log-in”, where there isn’t a designated space for the teacher to lecture from, where learning becomes personalised? All three of us had mobile devices on the table between the cups and plates and augmented our conversation with these when we needed to: I showed them Twitter for example and explained why it was such a great resource for me to make contact with others who share similar interests. I posted this tweet:
Coffee chains have undoubtedly studied the effect of their environment on their customers from a financial point of view and have generally come to the conclusion that a varied, customisable, slightly eclectic environment is the worm that keeps us on the hook. So who is doing this for education? There are educators in each authority, in roles from classroom to management, who are striving to find the best furniture or layout for existing classrooms. Most of us tend to tinker with our rooms if we can. But if you’ll indulge the point of view of a Computing teacher for a moment (well you’ve got this far!) this may be the problem – moving the furniture in any space which has been built to deliver the Victorian model of education has inherent restrictions but when you also have electrical equipment, cables and power sockets to worry about you really can’t change very much without the firm belief and financial support of your school management team. And then you move on and the next teacher has a different idea… it’s really not that feasible an option for any subject with fixed resources.
And who is studying the effect of the coffee shop environment on learners? Well, a few have come to my attention. I stumbled on a paper whilst writing this blog post called “The Classroom Coffeehouse” which focusses on reworking the layout of an English classroom to promote sharing of written work between New Jersey 8th graders – well worth a read! Also highly recommended is the well-considered post “The Coffee Shop: A Classroom for Creativity, Reflections from a Coffee Shop in Harbin, China“. The Edinburgh Coffee Morning model is something which I envied a few years ago while at Inverurie and provides a nice text break below!
Last night I read Angela Maiers’ post “What If You Knew You Mattered?” where she describes an increasingly common experience of customer non-service where recognition of failure and empathy with the customer would do much more than a discount voucher. It’s at the core of GIRFEC policy for teachers to make their learners feel included and respected while at the same time encouraging their development as respectful and inclusive citizens. The two words “you matter” apply to each young person who steps into your classroom, but if you are delivering your education as if you were working a conveyor belt at a factory when do you have the time to make sure your well planned generic summaries (and even the differentiated materials) are actually arriving at their destination? Through spending some time listening to the learners and learning something new yourself. Where better than the relaxed environment of a coffee shop?
I’m not advocating that we all abandon our classrooms for the nearest coffee chain but that school leaders and decision makers take a look around the wider world and really see what engages people. I highly recommend you view the articles, blog posts and videos I’ve linked to if you are in any way interested in developing mobile learning, and please suggest more using the comments option below! I am already planning to make this chance meeting a more formal part of my teaching at upper secondary level in the next term and although, yes, it will be more work initially filling in risk assessments and carefully planning my mobile lessons and – depending on the numbers – speaking nicely to the manager of the coffee shop! Escaping the classroom might be just what our learners need, and all it took was a coffee.
One week on from TeachMeet Aberdeen I wanted to jot down my impressions of the evening, record links and any available presentations, and pass on contact details of the presenters.
I was made aware of TeachMeet Aberdeen 10 (SE) at the last minute and unfortunately could not attend but in the 12 months since I’ve been able to log into live webcasts of a number of TeachMeets around the UK. I’ve been inspired by the presenters and the organisers of these events and made use of their tips in my day-to-day lesson planning – improving the experience for pupils in my classroom. So when Stuart Brown asked if I’d like to help to arrange TeachMeet Aberdeen 11 I jumped at the chance.
Our decision making and delegation centred around email and twitter communication channels and was very successful. If anyone tells you that you need to look a co-organiser in the eye to effectively plan an event, tell them they’re living in the dark ages. Stuart was an excellent colleague, coordinating press coverage and the finer details of venue arrangements (the MacRobert building at University of Aberdeen: home of the Education faculty) without breaking sweat. We met in person for the first time at about 5pm on the day of the TeachMeet, which I think is fairly mind blowing as by that point pretty much everything was in place (including Stuart’s radio interview for the next day!).
Thanks too to Jim McCracken and Linda Stephen from University of Aberdeen who organised the wifi logins, tea and coffee, room booking and even a bit of cleaning! They were brilliant hosts and incredibly supportive and enthusiastic. Disaster seemed likely half way through the evening when the laptop ran out of charge due to fact it was streaming video onto the Internet. Without Linda sourcing a few power adapters in under five minutes we would have lost more than half of our audience! Jim even pitched in with a presentation on a resource recommended by one of his students. Saying “thanks” doesn’t seem to be enough.
The video of the evening is currently available in hour long chunks at http://www.livestream.com/teachmeetaberdeen11 but I am in the process of editing them into their individual presentations. It’s unfortunate that the Livestream studio is slightly blocked within the Aberdeenshire authority at the moment – something for future TeachMeet organisers to check out before using their service.
Martin Coutts (@mcoutts81) kicked off proceedings with a presentation on how he uses an iPad to engage secondary pupils in his mathematics classes. He even used his iPad to give the presentation and showed how this device could be a godsend to classroom teachers. Earlier in the evening Martin also demonstrated how his iPad 1 could record video by using separately purchased camera connection kit – it actually allows the user to capture in a better resolution than the iPad 2! Martin also showed the audience how he uses http://www.mangahigh.com and games-based learning to augment his learning and teaching to inspire his students. A great start!
Kirsty Marsland (@kirstymarsbar), currently studying for her PGDE in Modern Studies, gave an insight into how she uses Wordle to highlight learning intentions and generate interest in her lessons.
Stuart Brown (@stuart_g_brown) was up next and described some of the challenges he faces in using ICT effectively in the classroom. He also offered excellent probationary advice to the students in the audience (real and virtual) and mused on the impact his support philosoraptor had on the attainment of his pupils and why he would let pupils use mobile phones for learning in class. This was an excellent, well considered presentation that only got better with second viewing. Highly recommended!
Charlie Barrow (@charliebarrow) rounded off the first half by showing how he uses augmented reality at Portlethen Primary to make learning magical. He uses the mobile phone application Junaio and a lot of preparation to turn pupil-generated paper images into content activators which when scanned plays an associated video or takes the user to a particular web page. It looked amazing and although my set of iPods do not have cameras (which is unfortunately de rigour for augmented reality) I hope to speak to him further about his project and see if a link to secondary could be made.
I’ll add the second post once all the videos have been uploaded to YouTube and my notes turned into something resembling a coherent train of thought!