for all geeks and tech devotees, as well as fellow podcasters, MarketPlace and TechInsider join effort in a new podcast, called CodeBreaker

“Marketplace,” Tech Insider joining forces on “Codebreaker” podcast

Powtoon as PPT alternative

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what is Powtoon.

PowToon is Web-based animation software that allows users to create animated presentations by manipulating pre-created objects, imported images, provided music and user created voice-overs.[4] Powtoon uses an Adobe Flex engine to generate an XML file that can be played in the Powtoon online viewer, exported to YouTube or downloaded as an MP4 file.[2]

  1. Videomaker, Presentation tool, storytelling tool.
  2. templates versus starting from scratch
  3. having a plan (or a story, or a screenplay)
  4. narrate with voice over your video. can’t edit recording, but can re-record

Why Powtoon.

Powtoon, like
Prezi (,
ThingLink (
Haiku Deck (
is one of the many cloud-based applications, which effectively can substitute PowerPoint. Here is an entry from this same blog, which list a generous choice of similar applications:

Before you start working on PowToon, please consider the following guidelines for a good presentation design:

Here are some tutorials, which you might consider:

How to use PowToon

Powtoon Tutorial – Creating Your First Powtoon

Plamen Miltenoff, Ph.D., MLIS

regulations for drones

Unmanned Aircraft Systems

Rogue drones: Transportation agency considers owner registration
nd the objections against it:

FAA drops the hammer on drones, but specifics about regulations remain up in the air

| October 20, 2015, 1:04 PM PST

The specific FAA regulations are still unclear at this point—a task force is being assembled to collect recommendations by November 20th

FAA issues its small drone rule

Active Learning Classrooms

Join us next Tuesday, November 10th from 12:00 PM to 1:00 PM, for a special SIG Series webinar: Tales from the National Forum on Active Learning Classrooms

The WSU Learning Spaces Team attended the National Forum on Active Learning Classrooms at the University of Minnesota – Twin Cities this summer and learned a lot. With topics ranging from picking whiteboards to better integrating classroom design into your campus strategic planning efforts, the conference was a treasure trove of good practices, pictures of cool new classrooms, links to useful information, and pro tips. Join us as we share what we learned at this amazing gathering. If you didn’t get a chance to go, this session will be a great opportunity to zoom in on the highlights. If you went, we would love to compare notes!

Ken Graetz, Tom Hill, Stephanie Stango, Dave Burman, and Eric Wright are all part of the Winona State University Learning Spaces Team and members of the Teaching, Learning, and Technology Services unit of Information Technology Services. They attended the National Forum as a team this summer and were able to cover almost all of the sessions. Each brings a unique perspective to the discussion, from under-the-hood classroom systems design and configuration to instructional design and pedagogical strategies.

Register for the webinar at Please forward this on to anyone on your campus who might be interested.

Link to the Virtual Room:

Or join by phone:

+1 646 568 7788 (US Toll) or +1 415 762 9988 (US Toll)

Meeting ID: 672 493 176


CCUMC Leadership in Media and Academic Technology.

EduCause learning space rating system.

McGill Principles for Designing of Teaching and Learning Spaces has rubric

most useful technology in an ALC appears to be the whiteboard.

Whiteboards are also very glitchy. Projecting my tablet or laptop is just as effective–with less glitches

evidence that students are reluctant to engage in active learning.

the U has done work, but the “Canadians have the process”

the support faculty gets from technicians: two week in the beginning of the semester in a new classroom.

what is the most important goal of your college education and therefore of this course: a. inquiring information b. learning how to sue information and knowledge in  anew situation c. developing skills to continue learning after college

  1. creativity
  2. computer skills
  3. GPA cutoff above 3.0
  4. problem solving skills
  5. teamwork skills
  6. verbal communication
  7. written communication skills  instructor will have students use in classes to identify problems engaging in a virtual field trip. student engagement

design thinking

wikispaces as GOogle docs, MS Word 16, work collaboratively

not group, but team. team work very important

take what we learned in ALCs to traditional large lecture halls

blending the formal with the informal (including outdoors)

connecting ALCs together across distance

thinking about gear (raised floors, smart kapp boards)

Face-to-Face vs. Online Learning

Face-to-Face vs. Online Learning: Why Is It Either/Or?

Too often, adults assume the worst about kids’ online behavior instead of seeing the best. The facts are that teens know how to build community online — and they’re already doing it. A recent Pew survey of teens and online behavior (as reported by The New York Times) revealed:

57 percent of American teenagers age 13 to 17 say they have made a friend online. Nearly three in 10 of the teenagers surveyed said they had a network of more than five friends they had made through the internet. The vast majority, 77 percent, of these relationships don’t culminate in an actual meeting.

7 Stages of Development

There’s a clear path to online learning, matched with strong face-to-face interactions. Schools should be nimble enough to incorporate both modes of learning. And what does the path to successful digital learning look like? Here are the stages of development:
1. Clean up infrastructure.

2. Go 1:1.

3. Find the right LMS.

4. Consider ergonomics and surfaces.

5. Embrace teamwork and collaboration.

6. Communicate with and educate the parent community.

7. Find the right consortium for online learning.

The “Why” of Technology Adoption

Slideshare presentations on gaming and gamfication

More on games, gamification, serious games and game-based learning in this IMS blog:

K-12 Technology

A Digital Future: K-12 Technology by 2018

The recently-released New Media Consortium Horizon Report details six up-and-coming technologies in the next five years for K-12 classrooms.

Horizon #1: In the next year, or less.

Mobile learning. Cloud computing.

Horizon #2: Within two to three years.

Learning analytics. Open content.

Horizon #3: Within four to five years.

3D printing. Virtual laboratories.

Presented on the NMC K-12 Horizon Report over the weekend at the Alliance for International Education Conference held at Yew Chung International School of Shanghai:


LMS and student learning

Techniques for Unleashing Student Work from Learning Management Systems

the fundamental problem is that learning management systems are ultimately about serving the needs of institutions, not individual students.

In his manifesto on Connectivism, George Siemens writes that in Connectivist learning environments, the “pipes” of a course are more important than what flows through those pipes. The networks that students build are durable structures of lifelong learning, and they are more important

by having students own their learning spaces and democratize the means of production. Rather than forcing students to log in to an institutional LMS, I asked them to create their own websites, blogs, Twitter accounts and spaces on the open Web. In these spaces, students could curate links and connections and share their evolving ideas. Whatever they create is owned and maintained by them, not by me or by Harvard. They can keep their content for three months, three years, or the rest of their lives, so long as they continue to curate and move their published content as platforms change.

so, it is back what i claimed at the turn of the century: LMS were claimed to be invented to make the instructor’s life “easier”: instead of learning HTML, use LMS. My argument was that by the time one learns the interface of WebCT, one can learn HTML and HTML will be remain for the rest of their professional life, whereas WebCT got replaced by D2L and D2L will be replaced by another interface. I was labeled as “D2L hater” for such an opinion.
Now to the argument that LMS was a waste of instructors’ time, is added the new argument that it is also a waste of students’ time.

The way that Connected Courses deal with this challenge is by aggregation, sometimes also called syndication. All of the content produced on student blogs, websites, Twitter accounts and other social media accounts is syndicated to a single website. On the Flow page, every piece of content created by students, myself and teaching staff was aggregated into one place. We also had Blog and Twitter Hubs that displayed only long-form writing from blogs or microposts from Twitter. A Spotlight page highlighted some of the best writings from students.

This online learning environment had three important advantages. First, students owned their means of production. They weren’t writing in discussion forums in order to get 2 points for posting to the weekly prompt. They wrote to communicate with audiences within the class and beyond. Second, everyone’s thinking could be found in the same place, by looking at hashtags and our syndication engines on Finally, this design allows our learning to be permeable to the outside world. Students could write for audiences they cared about: fellow librarians or English teachers or education technologists working in developing countries. And as our networks grew, colleagues form outside our classroom could share with us, by posting links or thoughts to the #t509massive hashtag.