Question 206 of 365: Where is the open book?

Every time I put my son down for bed, he sees fit to be totally uninterested without a good amount of singing of songs and reapplying blankets. In between each one of these tries at sleep during which he may or may not actually close his eyes, I head over to the bookshelf with all of my old novels on it. As my son considers sleep for the twelfth time, I open up The Great Gatsby or if I’m feeling slightly more ambitious, Plato’s Republic. I read through all of the passages that I have highlighted or notated, which is quite a bit.

Each of the stars next to a given paragraph is enough for me to jump right back in to the person that I was when I first read the book. And as my son wakes up and goes back down with severe regularity, I keep on coming back to the fact that I have absolutely no way to retrieve those moments of insight without opening up each one of those volumes and reading that exact underlining, with scribbles that only I would understand.

Every time I stumble upon something that meant a great deal to me in a book I haven’t read for years, I feel this pang of regret that I didn’t read it on a digital device with syncable notes and sharable annotations. I look at a lot of the works that I read as an english major and how many of them are in the public domain. Each one of those I could have downloaded as an ePub file and opened up on an iPad or Kindle, had they only existed.

I know the intimacy of books is desirable, but sometimes I just wish that I could export those intimate moments and savor them more regularly. I don’t want to have the parts of me that I left on those pages get left behind. I want them at my fingertips.

And I know I could use Evernote to scan in or take pictures of those notes, but I really think that misses the point. If I am only copying over the pages that mattered then, there is almost no hope that I will read the entire work again and discover new things about the author and myself. I want the whole context of these notations. I want the whole story of why I starred entire sections. I want to search through and find the threads that bind together all of my braces hanging in the margins like unfinished picture frames ready to be hung in my digital memory.

I believe that this kind of work will happen when I am not responsible for digitizing the content itself, but only the annotations. I mean that all of the books I read as a student must be available in Google Books or some other easily searchable format. Then I want q scanner that only looks in the margins and maps it to a page number and a paragraph.

It would look something like the formula that a good friend of mine wrote in high school for knowing what page number he should be on in his very different version of Jude the Obscure. The class set was larger print, but my friend’s copy was an antique. He used his graphing calculator to concoct a formula for going back and forth between his book and ours. It worked flawlessly. I want the same thing for my notes. I want a way to map the words I wrote with the ones that my famous counterparts penned. Only then will I be able to look at the little diagrams I made up in the 9th grade with anything but nostalgia and regret.

If I want my past to live into my ore went I need a way to map it to something living. All of the books on that bookshelf are dead. Without commenting and liking or metadata, those words are not going to assemble themselves into something of value. And I want to find that value again, if for no other reason than to see exacltly who I was and how all of that has changed now that I am reading exerpts wle my son sits in his room, screaming because the door is stuck on the inside.

Because, it has changed, believe me.

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When is a book, not a book?

I believe that I have been looking for this capability for a solid year, but I was only able to figure it out today. It can be described most easily as: Converting a folder of html files into a format that can be edited and manipulated by an LMS.

Before today, these were the things that I tried:

1. Creating an iFrame embed for each important file and reconstructing a navigation for those files
2. Linking to the files on a webserver and hoping for the best
3. Importing individual files to Google Docs and then fixing all of the broken images and links. (This allows for editing easily as long as you are signed into your google account, but it is a lot of extra work to create the files)
4. Researching the heck out of nearly every online hosting solution that integrates with an LMS to no avail.

Today, however, was a different story.

Today I found this.

It is a book module for Moodle, but really it is more than that. It is the single largest time saver I have ever run into. I can select a folder that I have uploaded to the Site Files and it will import all of the HTML, remake the relative links into links within the book itself, and rework all image files to work within the book. It creates a tree structure for the files. It allows you to print the entire book or only one chapter, and you can even export the entire thing as a IMS file (a standard format for elearning resources).

So, now I can go from HTML that has do be downloaded, edited offline, and uploaded again into a single editable (IMS compliant) book that can be enhanced with pretty much anything you can create on a webpage. If you would like to see an example, here is what the first semester of our Algebra Course looks like.

I can think of about a hundred different reasons why this is a good thing for teachers to be able to do with their content, but I will leave you with just one:

Download anything you see on the web as a webpage and add it to your book.

Literally, everything becomes importable.

Comment on Educational Insanity’s Blog post

This blog post is taken from a comment I wrote on Educational Insanity’s blog post, Reflections from NECC – Equity, Diversity, Social Justice. I thought is was important enough to repeat it here.

I really appreciate your honest assessment of NECC 2008. Although I cannot be there in person (my wife is ready to give birth any day now), I did want to show support for sessions that discuss issues of diversity, equity, and social justice. I’m not sure how to deal with the (perceived?) lack of racial diversity in the edublogosphere or at the Blogger’s Cafe, but I do think that we need to be reaching out. Do you know if Taking It Global (http://takingitglobal.org) is doing a session at NECC? Getting someone from that organization to come into the Blogging arena of NECC would go a long way to ushering in an air of social justice and diversity.

The other question I have is about the diversity of the conference in general. If there is a lack of diversity (or at least a lack of people talking about it), is that because the people that are attending are mostly getting their school districts to pay for it? If a school district cannot buy books (as is the case in the documentary that you just mentioned, which I hadn’t heard of because I don’t get HBO… Is there some other way I can see it?), how can they send teachers to a (fairly) pricey conference.

Talk about equity, the conference should have scholarships for districts that are looking to be forward thinking, but don’t have the funds. (Is this something that is possible.)

I would love to have a larger debate in the edubloggosphere about the issues of equity, diversity, and social justice, but I wonder how valuable it can be for a white folks (of which I am one) to debate the issues without getting some voices outside of the echo chamber to take part. Any ideas?

A Personal Curriculum Post.

The first piece of my personal curriculum that I have decided to tackle is reading 3 boy coming-of-age novels and starting one of my own. This is not something I have done absentmindedly, but rather with the strange focus of something that has true importance for my life. You see, I keep coming back to coming-of-age novels about boys who struggle within their teen years. All of my favorite books are ones that I can see from the awkward perspective of pubescent life. The only problem is that I don’t know why.

Sure, I had a pretty tough time in middle school, but everything worked out in high school, if in an overly eccentric way. I always identified with the loners and nerds, but I stopped thinking that those were bad things long ago. Why then do I seem to obsess over the minutiae of teendom. Why do I care if a boy picks up a cigarrete out of boredom or explores his city for the first time? Why am I so concerned with the first time around, when I am at least on my second? Well, in an attempt to try and figure this part of my personal curriculum out, I will be analyzing these books that have left such an impact on my reading life.

For a while now, I have been compiling a list of all of these particular influential books, and here is what I have come up with:

1. The Perks of Being a Wallflower
2. The Unthinkable Thoughts of Jacob Green
3. Looking for Alaska
4. Catcher in the Rye
5. Old School
6. King Dork

I would like to analyze my affinity for each one of these books individually in the hopes of find out why they force me to keep looking that this part of my life with a critical eye. I think that I am both up for this challenge and up for doing something, anything to work through this obsession.

The Discovery School within a School

A colleague of mine and I were brainstorming all of the technology implementation possibilities for the next school, when he suggested that what we were talking about was not merely two classes (Social Studies and Language Arts) collaborating, but that we were shifting the paradigm of teaching to a School within a School.

On this podcast, I attempt to flesh out what a technology-centric School within a School would look like and I hit upon a couple of things:
1. Online interactive notebooks.
2. Collaborative note taking.
3. Curriculum wiki’s that are edited by students and teachers.
4. Teacher reflective blogging.
5. Strands of curriculum that students could learn all disciplines within.
6. Synchronous and Asynchronous online discussion.

The Perfect Online Professional Development Community

I have really been thinking a lot about how to create an online community for all of the teachers in my school district who are as passionate about technology integration, reflection and collaboration as I am. The way that it stands, I feel so isolated in my quest for new and more effective ways of teaching. I know this is not the case, that there are probably hundreds of teachers who feel the same way, but that isn’t really much comfort when I don’t know who they are and I have no way of contacting them. I almost feel like I need to send out a classified ad: Young passionate teacher seeks the same in order to learn and collaborate about technology and pedagogy.

I can’t think of a better way to ask for a community than to create one and hope that other people join up. I have already run this idea by a few, more experienced, Edubloggers, Bud Hunt and Karl Fisch. They have both responded pretty well to the idea and are willing to help me get it off of the ground.

After my initial e-mails to my administration and these two great teachers/resources, I thought that there would be no way of stopping such a mammoth idea. My principal loved it, and the feeder area coordinator thought it would work well with some of our other goals. But last night, I received an e-mail from the Web Services manager of my district. In it he said that I should consider using two semi-crippled technologies (Firstclass and SchoolCenter) that teachers in my district are already fairly comfortable with (and the district has already paid for). I say that these are crippled technologies because they have real holes in their capabilities. They just can’t do everything that I want to do with this community.

Even with this minor setback, I have decided that I will not compromise (at least initially) my vision of the “Perfect Online Professional Development Community.” I would like to see just how collaborative, easy to use, scalable, social, and reflective I can make this experience for other teachers. So, without any further explanation, I would like to unveil what I think are the essential pieces of a new generation professional learning community.

A central portal will give you access to the following (I am thinking about using protopage):

1. A master blog that would guide discussion.
2. Blogroll
3. Recent Blog Articles (a la SuprGlu)
4. Archived Blog Articles (in a newsletter type format)
5. A Google Earth Mash-Up of all of the school represented in the community
6. Bios of the teacher bloggers (if they wish to include them) done in a social way so that collaboration is easier (an Elgg.org-type personal page)
7. A calendar for event planning (Skypecasts, Classroom Demonstration Webcasts, Classroom Picture Flickr Stream)

The other aspects of the community that will not be directly shown on the portal’s front page except for simply linking to them:

1. A Q+A section for both teaching questions and technical help questions (Ning.com has a great set-up for something like this).
2. A Digg-Style Article/Website recommender.
3. A Wiki for success stories of technology integration or improved practice (a little like David Warlick‘s Telling the New Story Wiki)
4. Walk-Throughs (screencasts) for how to create blogs, collaborate, etc.
5. A way of dealing with comments both attached to and unattached to their original posts. (co.mments.com has a pretty great strategy)
6. A professional development bookshelf (akin to either this one or this one)
7. A way of signing up for an e-mail RSS system for new posts (most teachers check their e-mail religiously)
8. A belief statements wiki about technology or teaching in general for certain collaborating members or individuals (this could be a running list of belief statements and/or a running list of questions that these belief statements beg to be answered. I also like the idea of using standpoint.com somehow).
9. A system for sharing lesson plans and ideas (both formatted and unformatted) including a collaborative document center.
10. A cross-school project starter (partnering up similar teaching styles)

Questions I still have about how to get this done:

1. How do we get as many different positions represented in this community (principals, core teachers, librarians, elective teachers, etc.)
2. Should we try to protect anonymity on the blogs?
3. Just how much do most people know about these technologies? Will it be like starting from scratch for most people? And if so, should I send out a formal (or informal) survey about these ideas (What have you done in your classrooms with technology? Do you like to create you own lessons? How much do you enjoy reflection? Do you want feedback on your classroom ideas from other teachers? How worried are you that this is going to take too much of your free time? How many of you already blog?)?

Well, that is pretty much it. I would like to make this project as appealing and voluntary as possible, so that everyone who is in the community has a lot of buy-in. Let me know what you think of this grand scheme. What is possible and what is not possible?