5 Presentation Tools for the Online & Face-to-Face Classroom

From EdTech Diva on Flickr

Here are five sites that each offer a specific purpose and tool set for your face-to-face or online presentation needs. From the most basic (showing an image), to the more sophisticated (multimedia mashups), all of these sites can be used by students and instructors to effectively convey content and foster engagement.

Keeping It Basic

Drop Mocks works with your Google account and is perhaps the simplest tool I’ve seen yet. All you do is just drag your  image file on to the web browser screen and…. viola!  Your presentation is born. If you don’t think anything is that easy, just watch this demo. Each Drop Mock generates a URL for easy sharing.  I appreciate the simplicity and recommend Drop Mocks when you need to create an image-based slide show on the fly. Also, this is a fairly easy tool for young children to use too.

At this time, Drop Mocks only works in the latest versions of Google Chrome or Firefox 4. Also, you can only use common image file formats such as jpg, png, gif, and tiff.  Each drop mock generates a URL for easy sharing, but no embed codes at this time. Despite this, it’s still pretty easy and slick.

Moving Beyond Slides

Prezi was the belle of the ball in 2010 and it seems everyone is still buzzing about this alternative presentation tool. This Prezi ,created by Adam Somlai-Fischer, is both a great prezi example that explains how Prezi’s are different than traditional slideshows. Overall, Prezi allows you to break a way from bulleted text and sequential viewing of your slides. You can still use images (and bulleted text) and you can even embed video.  If you work best brainstorming and organizing with mind maps, then Prezi may feel very fluid and natural to you.

Check out this Learning to Play Math Prezi to get a feel of the potential of Prezi.

Media Mashups Made Easy

I did a review of VuVox last week (full review here). In summary,  VuVox lets you do a lot, without needing a lot of high-tech know-how. Students and teachers can generate impressive multimedia collages and panoramas of their work.  VuVox can easily import RSS feeds, and your photo collections from Flickr, Picasa, and Smug Mug.  Add soundtracks and annotate your creations with comments and links to other websites. I find at its core, you can do a lot with VuVox , whether its making a static presentation, or creating interactive content. View an example from the NIHF STEM School in Akron, Ohio or one about Second Life.

Amplify Your Existing Slides

myBrainShark is the individual, free version, of the Brainshark product suite. Brainshark allows you to upload PowerPoints, MS Word documents, and pictures that you can then narrate and share with friend, co-workers, students, etc (you get the point). The site also provides a podcast and video recording option too.  And….drum roll please, you can add your Prezi into Brainshark too. Brainshark is a  great option if you are looking to personalize and add audio to your work, but do not require responses or audio feedback from your viewers. This is an excellent tool for students to generate presentations in as well. Presenters can even record audio by calling in on their phones. The downside: to use the free version you must leave your content  viewable to the public.

Engage and Interact

I describe VoiceThread as an “audio/visual discussion board.” I often turn to Voicethreads when needing to facilitate discussion about a topic. This is a favorite site for educators desiring a way to create more engagement, interaction, and feedback on academic work. This is also an excellent tool for students to present their own content and solicit feedback.

Unlike the previous examples, Voicethread really is a service that you load your pre-designed content into (usually developed in PowerPoint, but PDFs, image files, documents, and movie files). So while you are not authoring content from scratch in Voicethread, you are using Voicethread to enhance the learning experience by engaging viewers in direct conversation and interaction throughout the piece. Because of its audio and video features, many people forget that Voicethread is a not live broadcasting tool. Comments are recorded and listened to at the viewers convenience. Voicethreads can be made public or private, making this a great choice in the education community.  Some excellent examples include of Voicethread include:

Digital Writing Workshop

Picture Writing (K-3 example)

Voicethread on Integration of Voicethread in Online Learning

Voicethread Integrating SmartBoard Images

There are many, many, more presentations tools to consider. While this posting was more focused on visual and interactive options, other educator favorites include Google Presentation (part of Google docs) and Slideshare for posting Powerpoints for viewing.  In the next year expect to see some new releases  that blend social media features into the presentation experience. I am particularly looking forward to testing Storify.

Mashups & Media Literacy, Part I

In essence, I think the mashup is a compelling example of why media literacy should be an essential part of education (k-12 and higher education.) As educators create and share digital resources for use in the classroom, we have the opportunity to model best uses and create some effective mashups of our own. Also our students are creating more and more of their own digital content and a mashup can be an excellent project.

A couple of years ago I remember getting asked a lot about mashups. What were they? How do you make one?  Now, in 2011,  mashups are commonplace on the web. Yet this does not mean we (the everyday web surfer) is more cognizant of what mashups are all about.  So I decided to dust off one of my earlier attempts at explaining the basic mashup (see below) as I find it a relevant, evolving media form.

Mashup Image of women with blender
from librarian.net

Most of the time you might not even realize a website you are browsing might really be a  blend of  different apps and content being brought together for a seamless experience. This is could be considered a classic mashup. When you get down to it, isn’t your iGoogle page a type of mashup?

There are some amazing creations that come from mashups,  especially with music and video. This is where mashups can be controversial and the intellectual property and copyright is tricky to navigate. (For more on IP and copyright I recommend teachingcopyright.org) In essence, I think the mashup is a compelling example of why media literacy should be an essential part  of education (k-12 and higher education.) As educators create and share digital resources for use in the classroom, we have the opportunity to model best uses and create some effective mashups of our own. Also our students are creating more  and more of their own digital content and a  mashup can be an excellent project.

Below is the first part of a posting I wrote back in 2008 for my department’s blog on introducing the basic concept of the mashup to newbies.  Look for part II on creating mashups  tomorrow.

Understanding the Mashup -Part I

We’ve received a few inquires this fall about what mashups are and how they might be used in a course. The origin of the mashup is rooted in the music industry where people bring together instrumentation and vocal tracks from different songs to create a new song. Listen to an example of the classic Petula Clark song Downtown merged with the current Russian band t.A.T.u’s Not Gonna Get Us to form the new song Not Gonna Get Us Downtown.

The technical definition of a mashup refers to a website that brings together features, functions, and content of different websites into one tool or page. So essentially, a mashup is something that has been created from many other existing things to form a uniquely new thing, usually a piece of media or website.

Still scratching your head? That’s okay, so was I when I started reading more about mashups. The terminology and definition can seem more cumbersome than actually experiencing a mashup. Once you see one, you begin to realize that mashups are all around us. Here are some examples:
  • Flicker Sudoku – http://flickrsudoku.com/ The perfect site for sudoku fans and Flicker users alike, this site allows you to play sudoku with other members of the Flicker site, while pulling in content and sudoku boards from other sites. You experience the site as a normal, single webpage. In actuality it’s a site made of many sites and features.
  • Weather Bonk -http://www.weatherbonk.com/ Weather bonk is an interactive map pulling data from the National Weather Service, Google Maps, and other media sources. The site provides an interactive map of your region which gives you real-time weather, traffic, and sometime visual/image data. At same time, the site is very graphically busy and can be an example of the downside of the mashup.

Video Mashups
Video mashups are abundant. YouTube features many of them, and they are popular creations on comedy shows like the Daily Show. In an election year the variety and numbers of video mashups are vast. Below is a clip produced by an individual that was posted on YouTube. Notice the variety of images and clips ranging from Hillary Clinton speaking, a Nike ad runner, infused with George Orwell’s 1984:

Part II: How do I create a Mashup?
Basic mashups do not require expensive computer equipment or software. The most important resource in mashup creation is creativity and to keep in mind to start simple and build from there. In the next posting we will talk more about how to build a mashup using basic tools like PowerPoint.

RFP Lesley University Academic Technology Institute January 19th

14th Annual Academic Technology Institute Request for Proposals

Each year I run an internal Technology & eLearning Institute for Lesley faculty and academic staff. This year we are  want to open it up to regional presenters from other Boston schools and educational organizations.  Below is our RFP and link to apply to present at the Institute.  Presenters get free registration. We are unable to support transportation costs, etc.

The Institute provides three session formats -A traditional presentation, a BYOL (bring your own laptop) for skills training or how-to’s and a digital poster session. Digital poster sessions are like traditional posters, except we provide you a data projector for you to display your work.  Traditional posters are also welcome.

If you have any questions please contact me at rpeterse [at] lesley [dot] edu.

RFP  Guidelines and Submission Form

Faculty and Academic Administrators and educators from the broader community are invited to submit proposals to present at Lesley’s 14th Annual Academic Technology Institute to be held on Wednesday, January 19th from 9am-4pm in University Hall. The day will feature a variety of sessions ranging from traditional presentations, to hands-on demonstrations, to digital poster sessions. Please consider sharing your work, whether it is a specific assignment from a course, or perhaps research you are currently engaged in.

Some examples of presentation topics and formats include:

  • Innovative uses of media and technology in teaching and scholarship
  • Teaching and learning with mobile devices
  • Fostering engagement, collaboration, and communication with/through technology
  • Multimedia/Video/Digital Storytelling
  • Exploration of trends in social media
  • Assessment and reflection using digital media
  • Next Generation and Millennial Learning Needs and Styles
  • Poster presentations on research or teaching related to the use of digital media or instructional uses of media in face-to-face, hybrid, and online environments

Presentations may be as a group or individual. Presenters will select one of the following presentation formats to share:

  • Traditional Concurrent Session: These are presentations or discussions of a topic or concept (60 minutes).
  • Bring Your Own Laptop (BYOL): These are presentations that encourage hands-on exploration of specific websites or tools. Participants will bring their own laptops to participate.
  • Digital Poster Session: Presentations held at the end of the day, in a poster-style format, utilizing projection and traditional mediums to present a concept, idea, or specific piece of work and research
  • We might be able to offer one or two Skyped-in or Elluminate presentations. If you are interested in this option, please contact me directly to discuss.

The full RFP and Guidelines are available here: http://lesley.edu/elis/ati/ati2011/rfp.html

To go directly to the online submission form go here: http://tinyurl.com/ati2011proposals

Use Many Eyes for Text and Data Visualization

I am attending the Personalized Learning Symposium (#perLearn on Twitter) in Boston, MA this week. Today’s first group breakout session asked us to describe the qualities and characteristics that make a personalized learning environment.  At the completion of the conversation, one thing remained clear -we have a lot of ideas but no clear consensus. The lexicon for personalized learning is still developing.

I asked Molly McCloskey, Manager of Whole Child Programs at ASCD, and convener in the Bartlett Room breakout session, to email me the collected table notes to see if I could create visualizations from our words. My goal is straightforward:  can we see immediate  patterns and connections from our combined words?  I usually use Wordle for some instant feedback. The result was okay, but didn’t make this diffuse topic any clearer.  So I turned to IBM’s Many Eyes site which allows multiple visualization types (including Wordle).  Here are the results:

Classic Wordle:
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The next three are a series of branching diagrams showing the connection of one word, to many thoughts & phrases. As you view these diagrams click on some of the words and see what happens.

Branching Diagrams: Students
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Branching Diagrams: Learning
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Branching Diagram: Teachers
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The Classic Tag Cloud
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Many Eyes is also capable of creating data driven visuals using specific word counts to create a variety of relationship diagrams.  I pulled the master word count list out of Worlde to generate an example of one of these options. For this to truly work, I need to go in a clean up all the “is, a, the, of , ands”…well you get the point.

Bubble Plot Example:
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For me the clear winner was the branching diagrams for this exercise. What is really great is that you can type different words into the textbox to see if they can be mapped.  Many Eyes is a free service and works simply by cutting and pasting your text into a basic text box. From there you can create interesting visuals for your data analysis. Do I dare say its a tad bit personalized?  Enjoy!

Try the DABEL Model When Offering PD on Social Media

Social Media can be a fun topic to teach educators and colleagues about.  It  is often an overwhelming concept for new users of social media tools to grasp. I think I described this on #edchat the other day as “Social Media is like breathing water to new people.” I’d like to revise that comment to that it probably feels more like a being a fish trying to swim without fins!

I recently gave a lecture/workshop to 32 Ph.D candidates at Lesley University. They were taking a special topics course in new media in scholarship, and I was asked to help them think about using tools like Twitter,  Mendeley,  and social bookmarking sites to assist with their scholarly networking. While at least 3/4 of the class were active Facebookers, people were a bit miffed, and some a tad petrified, about using Twitter.  To get us going, I used my DABEL model which stands for: Deepen Apply Brainstorm Engage and Learn.  In the context of social media and research, I presented the following goals for the afternoon:

  • Deepen our knowledge and understanding of social media
  • Apply social media ideas and concepts to the practice of research and inquiry
  • Brainstorm opportunities for using social media and other digital media tools to strengthen research goals and projects
  • Engage in inquisitive “play” with featured tools (Twitter, Wallwisher, MindMeister, Wordle)
  • Learn new pathways for collaboration and analysis

I find a lot of adult learners are so worried about “screwing up” the computer or looking dumb they are unable to hear about the purpose and potential of technology. Intrinsically, many adults assume they must master a tool before they can use it, as this is how many of us were taught in school (back in ye old dark ages). Setting the tone with DABEL is a great way to  give permission for inquiry, exploration, and play. This also provides a balance on applying known theory and practice, to new media and tools.

After giving the class a couple of videos that presented some thought-provoking stats and commentary, the conversation immediately started rocking. One of the faculty in the room said it felt like driving down the autobahn in a convertible. (I believe this was a compliment.)

I scaffolded our exploration with “easy” tools that I had set up for them in their Blackboard course site. One was a link to wallwiser, where they could post their research questions and topics. This was easy, fun and slightly addictive to a few students. By the time we arrived at Twitter the skepticism was there, but there was openness to consider and try it since they had successfully dabbled in a few previous tools and we engaged in dialogue and brainstorming on how to use them professionally and for school.

Below is the full presentation. I haven’t seen DABEL used before, so  I am claiming it as my own little acronym. Contact me if you’ve seen it. And if you want to use it, great; let me know how it worked and it’s extra nice if you cite this post as your source!

Link to Google Presentation with embedded videos.

Social Scholarship Slide Photo
Image of slide show

The Power of Visualizing Information: Reflections on ed reform

This post talks about how wordle can be used to rethinking and visualize the main ideas of reading. Examples from “A Nation at Risk” and “A Blueprint for Ed Reform” are used.

The amount of blogging time I have is pretty much 0-2% these days.  After work, I devote my idle hours to doctoral studies and family (and sadly in that order some days).

One thing about graduate work is the volume of print reading has not changed since I was in my Master’s program in 98-99. Darn. Synthesizing lots and lots of text quickly is a challenge for anyone.  As a teacher educator,  I am always demonstrating the use of certain tools to help organize and visualize text and data for k12 students.  So wouldn’t it be a novel idea to actually use some myself? I imagine anyone reading this might be saying –well golly yes– you just realized that?

I’ve been using Wordle a bit more to validate (or invalidate) perceptions of readings, especially articles that I have read before and already have formed strong value statements about. In my summer Historical Perspectives on Education course, we were assigned the classic A Nation At Risk report from 1983. I was feeling a bit more sour than usual about ed reform.  Chatter in the online discussion of my course turned to a bit of griping that not much has changed in our reform rhetoric since 1983. After completing a Worlde for #edchat this morning, I began to wonder if perhaps Wordle could help me see and perceive our impressions of a Nation at Risk differently, especially in comparison to a current policy document? If our class believed nothing had changed, we should see more similarities than differences between the two. In my mini-experiment I selected the recommendations section from  A Nation At Risk, and compared it to the recommendations of the recent  Blue Print for Reform for the reauthorization of the ESEA. Here is what happened:

Wordle Recommendations Section from a Nation At Risk (1983)
Wordle: Recommendation section from a Nation at Risk

Worlde Recommendations from a Blue Print for Reform (2009)
Wordle: A Blue Print for Reform --Priorities Summary of ESEA Reauthorization

I haven’t had chance to do a comprehensive analysis of each Worlde. Here are just some quick reactions:

  • That students were the most commonly used word in both reports. While we may not agree with the rhetoric in one or both of the documents, students are clearly at  the center.
  • Support is a huge theme in our current ed reform rhetoric and it was not even on the map in At Risk.
  • A Nation At Risk is  focused on k-12, with emphasis on teachers and students and preparing teachers.
  • Blueprint expands our thinking and focus; administrators and districts are mentioned frequently. Mentions of parents and community also appear.
  • Teachers are integral to both reports. But, the focus on teacher preparation through universities in the At-Risk report is not the core focus of the Blue Print recommendations.
  • Hmmm where did learning go in the Blue Print?
  • In the Blue Print, schooling is focused on preparing us for college, not just successful graduation from high school.
  • At Risk focused on the “Basics” that students need to master.  Standards appear to be our new basics.
  • Content based knowledge mentioned throughout the at risk. New reform rhetoric focused more on accountability and performance.
  • Heavy focus on nationalism in At-risk and national status.

I am glad I did this little exercise. We are inundated with so much information online, I know I am scanning my content more and forming assumptions and opinions quickly. While I didn’t walk away thinking “Wow, we’ve really changed! Reform now is soooo much better,”  it helped me clarify my thinking and even rethink how I approach discussing this with my classmates.  Even though I had read At Risk many times,  there is something intangibly powerful about visualizing the main themes of the text in a new way.  And, because I am not getting any more free time to read,  I did as I tell my teachers to do with their students: I stepped back, utilized a tool designed to assist and enhance  my understanding.

For any readers out there; do you ever Wordle, or use another tool, to help you with our own personal work and learning? This little exercise got me wondering about how often as educators we use the same tools we give our students for our own personal learning and reflection?

It’s #ISTE10 OMG!

After 24 hours of ISTE10  it was hard to tell which hurt more: my feet or my brain. So much to see and learn (an understatement of gross proportion). I’ve dusted off ye olde blog to brain dump a few things observed and learned. Below is the list of topics covered in this post for easy peasy reading and skimming:

  • EduBlogger
  • The Power of People: Twitter Thoughts
  • Apple+iPad= UnSponsorship Award
  • Go look at these guys: It’s Learning, Shmoop, Adaptive Curriculum, Tech4Learning and BrainPop (of course!).

First off– pretty much all of EduBloggerCon (#ebc10) was quality and one of the best experiences so far at ISTE. A big thanks to Steve Hargadon & colleagues for their organization of this. The icing on the cake is that it was free –no extra pre-registration to participate! The Tech Smackdown after lunch highlighted some quality up and coming tools and I was thrilled to see the collaborative writing tool Storybird included. My students and I have dabbled with this site and I think there is a lot of potential for this site. I’ll post  my thoughts separately on the whole “Are Wikis Dying” conversation I participated in. Short answer: No/Yes/Maybe.

People Power: Twitter

TwitterIf there was an award for the 10,000 pound gorilla in the room it is  Twitter. Most sessions so far have had very active backchannels, which provides a mix of amusement, enables connections between attendees, provides avenues for rich resource sharing and also a chance for those of us locked out of the full sessions due to fire code (or virtually attending),  to follow along . Most importantly, since there is so much good stuff going on, you can benefit from fuller conference coverage, especially through the use of the new tool paper.li  and the #ISTE10 “newspaper” powered by Tweets. But the real story isn’t about Twitter; it’s about how people are working together, in generally helpful and useful ways, through the backchannel. I don’t know if I would go as far as to say the #iste10 hashtag is trasformative but I do think it’s been an essential positive part of my experience.

The pervasiveness of Twitter makes me wonder if ISTE will give us a field on our name badges next year to prominently display our Twitter Ids? I can only speak for myself, but I  will recognize a Twitter name before the  real name of a person. Hmmm, what does this mean???

Apple is here –right?
If you were to award UnSponsorship from a company that would go to Apple.  Apple’s full force presence in the exhibits is conspicuously absent this year. But, from the looks of things, does it matter? I’ve seen lots and lots and lots and lots (did I say lots?) of iPads this week in use by attendees. These are followed by iBooks, iTouches and iPhones.The iPad is being handed out as prize candy by vendors everywhere.  There are little sessions popping up through the unplugged portion of the conference about the iPad. The EduBlogger conference also featured a session on the iPad.  Apple has the best kind of visibility with everyone using their stuff this week.

Products, Tools, and “Good Stuff”
So this is just it’s own separate post for later. Some highlights:

If you are shopping for interesting ways to host/facilitate your courses walk right past Blackboard and Moodle and head straight to It’s Learning and Edmodo.   Heck, even if you are not shopping or the lead decision maker in your school/district, just go look at what’s possible to be inspired! Both vendors are in the way back of the exhibits and around the corner from each other.  I have to say It’s Learning is elegant and just makes sense. One nice feature allows video capture and audio comments right into the course site without extra authoring software. It just makes sense and takes the techie out of the learning. Edmodo is known best for its Facebook like look, feel, and features which gives it some nice familiarity for students.

I’ve been a long time fan of Tech4Learning, BrainPop, and Adaptive Curriculum. Shmoop is new on the scene and is worth a look too. Go say hi to these student-centered folks.

In Summary:
There is soooo much more to say –like the great sessions and conversations I’ve had, which are the most important parts of this conference and really require my brain to do a bit better at synthesizing for a posting. Globalization and our social responsibility is a recurrent theme and I just can not cover that well in 5 minutes or less of typing!

So what have you seen? What are your thoughts on Twitter? Vendors? Ideas that you find worth sharing ( riff on #TEDxDenverED).  The floor is yours.

Getting Out of Topic Purgatory: A Poll

I have about three to six blog post ideas a day. I don’t know if this is low, average, insanely high, or reveals a touch of narcissism? They come to me at random moments; weeding a flower bed, not paying attention during a committee meeting, or scraping some type of mysterious goo off  kids’ playroom floor.  I take the decent ideas and place them in my  wordpress draft pile, aka “topic purgatory.”  I’ve been trying to find a moment to write something semi-literate on one of these, yet purgatory is just getting more crowded.

I started the blog to create a collection of ideas and develop my writing a bit more. If I was grading myself I could get at least a 50% if I had published the list of topics! I’d rather not offer up all of the reasons I’ve been a tad lame at my posting pattern. I have not mastered the teaching-doctoral student-administrator-wife-mom thing.  Blogging, with laundry, has taken a back seat. The good news is my husband is fine with doing laundry. He’s not so keen on taking the blogging.

I really want to write because it helps me think through all that clutter of ideas and thoughts I read via twitter, other blogs, journals, and conversations. So I thought, why not poll any interested souls on some of the topics you think are worthy of more blog coverage? I don’t really have an expectation that I will have huge numbers of replies, but I do appreciate the feedback.

Below is a poll with a list of topics plucked off the purgatory list. Please chime in, or add your own idea.

Fab Find: PaperRater

I tweeted awhile ago about PaperRater, and after testing it, I am selecting the site as today’s Fab Find.  PaperRater is a free grammar checker and automated proofreading service geared toward students and anyone who is writing professional copy. The site also provides plagiarism detection.

If you are a WordPress user then the grammar and proofreading check will feel a little familiar. For an automated system, PaperRater provides some decent analysis of your work with some reasonable suggestions.

One of the nicest features is the originality/plagiarism detection which proactively alerts the author to any text or content that is either not cited, or sounds like it is copied.  Most anti-plagiarism services are offered to teachers in assisting them in finding copied work after submission by the student. Since most authors are now consulting online sources as they create their own work, I like that PaperRater is offering a helpful service to writers to ensure they are not unintentionally copying work or not citing original content. I imagine that PaperRater could be used constructively as part of a writing assignment for students to check how well they are doing with citations.

Faculty and teachers can still use the PaperRater’s antiplagarism service by cutting and pasting a student document into the web page and then receiving a report on suspected missed citations and blatant copying.

Try PaperRater now: http://www.paperrater.com

Why another digital tech blog?

Why another ed tech blog? Why not, but truthfully it’s a personal journey and exploration of community, interacting, and just being a better online writer for this blogger.

Well first off, I hope this is not just another digital tech blog. Let me explain.

I am an avid reader of many edtech blogs and twitter feeds. Before Personal Learning Networks (PLNs)  became the hot trend du jour,  I was quietly engaged in my own little self-created personal learning networks/links via RSS feeds on my Google reader page. I imagine many of you reading this have the same set up too.   I have benefited and learned greatly from so many people willing to share their thoughts, insights and ideas so freely online.

For me,  I never really felt the need to blog because there is already so much blogging going on in whatever topic matter I am interested in. So really, what more could I really say that isn’t already being said? Ironically, given my field of employment and general research interests, that is the kind of statement my colleagues would kindly remind me “misses the point of blogging.”  Maybe I’d get a sharp *tsk* from a couple of them given the fact I helped design a learning module about blogging and I am giving a workshop on the topic.  So immediately, one reason for this blog is to “walk my talk.”

For most bloggers,  this medium is not just about marketing your content, or making a name for yourself (though we know it can be).  I find that particularly within the ed tech and eLearning blogosphere, as well as PLNs, most of us are enthusiastic sharers of information and ideas looking for kindred spirits to share our geekry and passion of the field with. “Ooo did you see this new tool”  “Oh my gosh, I just did the coolest thing with my class today!” And so on and so forth. It is a platform from which we can reach out and connect more deeply than the 140 character feed of our twitter microblogs.

On a completely practical level I was never really good at keeping any kind of diary or journal as a kid or teen.  Many of the fabulous bloggers I know were loyal journal keepers.  I am a verbal thinker by nature and much rather enter into animated in-person dialogue  rather than writing a report or summary of an idea that I’ve had. (The irony since I teach online). In fact, depending on what I am writing, it can be very intense and laborious to me. Let me rephrase that: Writing efficiently and interestingly has never been much of a natural gift.

This  brings me to one of the other primary reasons why I’ve finally decide to seriously give it a go with this blog. Beyond creating yet another digital, educational, elearning, techology, online training, free tool focused blog to join the rest of them, I want to become a better and more effective online writer and communicator. Online writing is much different from traditional, narrative prose writing.  I preach this in my day job as we design online and hybrid courses.  Online readers, especially of blogs, are skimmers by nature, looking to glean those quick useful tidbits quickly. If you are still reading this, bravo– this will probably be one of my longest posts.

I thought about choosing a topic that was not work-related (cooking, travel) but the truth of the matter is that I am passionate about my work and field.  And for a blog to work for both reader and writer, there needs to be passionate interest and connection (or so I think). As I take part in more twitter groups and conversations I feel the need to develop a bigger space to capture all of the thoughts and ideas I see flash by my tweet deck each minute. I hope this blog provides a nice little springboard and collection of some of the more intriguing thoughts and concepts I’ve seen pass through my twitter feeds, journals, and other RSS feeds. If anything I hope it keeps me more intellectually organized.

So while this blog will focus primarily on digital learning and ed tech, I feel, no matter how many years of professional experience and schooling I have in the field, I am in a constant state of digital learning.

So to answer the blog post heading: What another digital tech blog? Well I think I’ve answered that, albiet in my own meandering way. Please comment, follow along, etc. I plan to post ideas about resources, articles, thoughts from the twittersphere etc. Give constructive feedback. Recommend feature enhancements. Most of all,  thanks for reading. And hopefully, I’ll stick with it and so will you.

Now, if I could only get this proofreading thing down.. maybe with time. :>)

Best,

Rebecca