OPLS blog

Although it’s been out for a while, we haven’t seen any this side of the Atlantic until quite recently, so it was quite a privilege to be able to play with a Microsoft Surface at the Future of Web Apps conference held in London a couple of weeks ago.

I took a few photos and uploaded them to Flickr with annotations.

While I was having a play, my mind was buzzing with possibilities for how it could be used in teaching in learning. Obviously it would have immediate appeal to spatial learners and those who want to ’show’ what they know or have learned. I could also imagine a small number of students brainstorming together, perhaps using some mind-mapping software and working on individual elements of an issue in ‘their part’ of the display/screen.

There are already some great software and applications written for it (check out the photos on microbiology in the stream above and how it renders 3-D imaging) and the list will only grow as it becomes more mainstream.  What’s really important, though, is the notion that it can receive multiple instructions simultaneously through touch - and that makes it immediately appealing for an educational context; even if the price tag doesn’t at US$15,000.

Here’s Microsoft’s original promo video:

And the inevitable parody

We’ve been having a look at some new developments in web-based technologies to improve and evolve the user experience of the browser.

One great example is PicLens by Cooliris. This transforms your browser into a full-screen, 3D experience for online photos and videos. It’s a small download, but once installed improves the user interface significantly and offers all sorts of possibilities when displaying content. We’re trialling it with Visual Arts folders for example. Highly recommended.

Another is Tag Galaxy. This is basically a cool way to display shared photos from Flickr. Just type in a keyword and wait for the results to display in a planet-like orb. Related tags are then displayed in a solar system arrangement. Great fun.

Just launched, as a proof of concept, is Aurora from Adaptive Path. The best way to describe this is that people, places and things are represented by objects in a three dimensional space. Closely related objects are clustered together and users can rotate through these as required. Try this video for more details (sorry about the link only - the embed code didn’t work in Wordpress)

Clearly, as more learning takes place via the web, anything that can be done to improve the experience and facilitate access to information will ensure that learners are, in turn, more inspired and engaged.

Although “best of…” posts tend to appear reasonably frequently, the good ones are worth their weight in gold. Here are a couple of blog posts summarising the best Web 2.0 applications of 2007, in so far as they relate to teaching and learning, and as proposed by Larry Ferlazzo and Silvia Tolisano:

Larry Ferlazzo’s best Web 2.0 applications for 2007

Langwitches best web 2.0 applications for elementary school

You are, of course, free to agree or disagree.

Please note that these were shared via the Classroom 2.0 network on Ning.

We knew it would only be a matter of time before the IB learning community began to inhabit media sharing sites such as YouTube and Flickr. Here are two examples we’ve come across recently - both from YouTube.

The first is a PYP exhibition sample, contributed by students and teachers at the International School of Tianjin, China.

The second example is from a TOK student in the Diploma Programme. We don’t know who he is or where he’s from, as there are no end credits, but we think you’ll enjoy it nevertheless:

With either video, we make no claims as to their adherence to programme requirements. What we do want to do, though, is use them to highlight a number of important issues.

The first is that they’re two examples of students using new technologies to get a message across and show evidence of learning. This is something we will need to come to terms with as a curriculum and assessment authority, and particularly as an awarding body, in the future. Recognising student learning, when evidence of it is so dispersed on the web, will be a real challenge for us in the years ahead.

The second is that they’re both examples of resources which can help teachers in furthering their understanding of the programmes. Discussions around what’s good, and not so good, about them are invaluable for teachers as they attempt to come to terms with programme requirements and continuously improve their practice.

Thirdly, and as a corollary of the above two points, where these examples are located will increasingly be irrelevant. What is important is how we describe them (ie what metadata will we need to establish and use in order to tag these resources?) and how we link to them (ie how can we make use of the semantic web to go beyond a closed teacher resource exchange, such as that on the OCC?)

Something to think about anyway.