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doug woods

ICT in Education Consultant and Trainer

Posts Tagged ‘Twitter’

Paper.Li

Wednesday, September 1st, 2010

paper.li  150x150 Paper.Li

I first mentioned Paper.li in an earlier post http://dougwoods.co.uk/blog/four-twitter-services-you-may-not-have-seen/ where it was one of a few new twitter services I was trying out. Since that time, Paper.li has grown and developed further. However, as from today I have decided to stop tweeting about new editions of my paper.li newspaper.

Essentially, paper.li is an online newspaper created from twitter tweets. You can select to create a daily paper from tweets by the people you follow, by a twitter list or by a hashtag. Each day a ‘newspaper’ will be created based upon the criteria you have chosen. Please note, though, that you do not have any control of the content other than initially choosing the criteria nor can you select the time or frequency of publication. These are two factors which I felt were a limitation on the service.

The tweets selected will appear in a daily website ‘newspaper’ which looks very good. Indeed it is the look of the resulting page that first attracts users. In appearance it appears much more interesting than similar services such as twitter times. The newspaper will contain articles, adverts, videos and images, the amount and content of which will depend upon the number of your followers or twitters using a given hashtag.

It is important to note, though, that the articles are not written by the people who tweet them, they are often written by someone else but are associated with the people who tweeted about them or linked to them in a tweet. This has caused some confusion with people emailing or messaging me to say that they did not write the article that was associated with them.

Initially I created just one newspaper based upon the tweets of the people I follow. This was very useful and created a very interesting newspaper, mainly because I follow quite a number of people and so the content changed regularly. I also created a newspaper based upon one of my created lists, this too was interesting but as the list had fewer people it had less content each day. More recently I created a few newspapers based upon hashtags, generally these have been less successful and the amount of content has varied depending upon the popularity of the various hashtags.

What, you might ask, were the reasons for creating these ‘newspapers’? Firstly, I wanted to see if they were of any use and, yes, I was seduced by the look of them. Secondly, I felt that they would be useful to catch up on tweets I may have missed during the day. Thirdly, I wanted to see if there could be any educational use for them.

My reason for creating newspapers based upon hashtags is that, initially, I thought these could be the most interesting and the more useful in education. My first hashtag newspaper was created to follow the #ukedchat discussions on a Thursday evening. I felt that this would be a useful way to present all the tweets that happen in what is often a very rushed hour of discussion and exchange of tweets. I realised that the paper would come out each day but that only the Thursday or Friday editions would reflect the week’s discussion hour. However, it was not as good as I had hoped. Although many people were taking part in the ukedchat discussions, they were only picked up by paper.li if they had links to websites, videos or photos; general tweets using the #ukedchat hashtag were usually overlooked.

I wanted to try to create a paper.li newspaper which might be of use in a classroom, for this I created a ‘newspaper’ based on the #flood hashtag. This was at the time of the Pakistan floods, though it would also pick up other floods if the #flood hashtag was used. I felt that this was a worldwide event which would be worthy of use in a classroom on geography or current affairs and might be a way of introducing twitter into lessons.

Fairly recently, Paper.li introduced the facility to automatically tweet when new editions of your newspapers were made available. I took advantage of this and used it to tweet whenever a new edition of each newspaper became available. The effect of this was in part to publicise further the tool being offered by paper.li and I am aware that many people signed up for the service as a result of my autotweets. It also led to an increase in the number of people following me. However, it also meant that my twitter stream became populated with more autotweets; something which annoys many people.

I am still using the paper.li service but I have decided to switch off, for now, the autotweets. There are a number of limitations in the service which make me question its current usefulness, though I do accept that it is still in alpha stage so may address these issues later on its development. Firstly, I became frustrated that some newspapers contained far more content than others, I guess this is understandable but regrettable, it might be overcome, though, if the user could select the frequency of each publication; say, daily, weekly or monthly so that only those with a lot of regular content could be published daily but others could accumulate content for weekly or monthly publication.

I have already mentioned that, apart from selecting the criteria for the content, the user has no control over what appears in their ‘newspaper’. This was a concern for me, especially on the very few occasions when I found disagreeable content being presented or adverts for something I don’t like being displayed. It would be nice if the user had the option to remove any content they did not like before publication.

However, this really raises the question, who is each newspaper for? Who is/are the target audience? is it the creator, is it the followers of the creator or is it someone else? I think you can make a case for each but without the creator having some control over content and publication schedule, it is difficult to use it effectively with users other than the creator themselves.

Another feature I would very much like to see is the ability to archive issues. At the present each new issue replaces previous issues, so links only direct the user to the current issue and previous issues are lost. This is a shame as I feel that an archive of past issues could be of great use, particularly in an educational setting.

So in conclusion I would say that the paper.li service is a very interesting one and one which has lots of potential. It is still in alpha stage of development and really needs to add new features to increase its usefulness. I know that part of the idea is that it is an automated service but I really would like to see greater control of content by the users. I’d also like to be able to determine the frequency of publication and have the ability to archive issues. If these features could be introduced, I’d recommend anyone to have a look at the service and explore its potential further.

My newspapers are still online, changed daily and available for anyone to see, even though I have turned off the autotweet function.

http://paper.li/deerwood

http://paper.li/deerwood/edtech

http://paper.li/#ukedchat

http://paper.li/#flood

 Paper.Li

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Flipping Textbooks

Friday, August 6th, 2010

Biology Textbook
Image by Amin Tabrizi via Flickr

The other day, I got quite depressed by watching a discussion on Twitter about textbooks. Not, you will notice, ebooks or even etextbooks but good old fashioned hardbacked or paperbacked textbooks; the sort we used to use when I was at school (and I’m talking about as a pupil not as a teacher). Does education find it really hard to let go of the past or does it just go around in cycles?

Even though I didn’t agree with almost anything I saw on that discussion, it did make me think about textbooks and the relative advantages and disadvantages of them.

Information

There is usually much more information in a textbook than on, say, a website. This is a big advantage in favour of textbooks. At one time it was claimed that CD roms would replace textbooks, but CDs and even DVDs just never seemed to hold as much information upon a topic as did the average textbook. Sure, the CD or DVD had the advantage that it could contain animation, video, photographs and interactive quizzes, all of which might be more difficult, if not impossible, in a textbook but in terms of actual amount of information, the textbook wins.

A disadvantage of the textbook is that it could soon go out of date or become inaccurate as things changed, whereas a website could be easily changed to keep it up to date and relevant.

Relevance and Appropriateness

One of the good things about textbooks is that you could have a textbook written on a subject for young pupils, have another textbook written on the same subject for older pupils and others written for adult learners. You rarely seem to find this, though, for websites or CD roms, though there are some for young pupils, most websites appear to be aimed at an almost ‘ageless’ audience. You used also to get textbooks that progressed in series with the learners; so you’d have book 1, book 2, or book 3 or beginner, intermediate, advanced … you rarely seem to get such progression in digital media.

Critical Thinking

Perhaps the biggest disadvantage of a textbook is that a class or school often only use one, so it had only one source of information which was also presented in only one way. By using the web, a school could have access to several different sources which could present different viewpoints on the same topic. The web could therefore better allow for the development of critical thinking in the learner whereas in the days of textbooks, the learner just assumed the textbook was correct and presented the only view. However, this critical thinking could only go so far because websites and other digital media rarely present as much information, upon which to be critical, as textbooks.

Engaging

This is a tricky one as I’m sure we can all think back to any textbooks we used to learn in school and I daresay ‘engaging’ is not a term we would immediately apply to them. TV looks much more engaging, CDroms look much more engaging, the web looks much more engaging, .. at least they did when they first came out, do these media still look as engaging as they once did?

So it seems that textbooks had some advantages over modern digital media but also some drawbacks. So should they be used or barred in 21st century learning?

 Flipping Textbooks

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Education Technology; Teaching Tool or Learning Tool?

Friday, July 9th, 2010

A student using an Interactive Whiteboard
Image via Wikipedia

Yesterday, I read this great short blog post from @kylepace entitled Good Vs Great Teachers. In the article, Kyle criticises another author who appeared to believe that educational technology was a waste of time because it would never replace good teachers. All in all I would agree very much with Kyle’s response, which is basically that good teachers embrace the technology and what it offers, to become Great teachers.

I posted a tweet on Twitter, inviting my followers to take a look at the article but I also posed the question, does the article still look upon education technology as a teaching tool rather than a learning tool? The purpose of this post on my blog is to attempt to explain what I meant by that.

We’ve had computers in schools for around 30 years now. I’m still surprised when I encounter a colleague who still questions whether we should have computers in schools. I remind them just how long they have been around in education and, if I’m feeling particularly narked, I ask what my colleague has been doing all this time? (I wonder why I have no friends!)

As I say, we’ve had computers for around 30 years and, in that time, the nature of the technology and its uses have changed considerably. No longer is a computer a device which only one, or possibly two, people could use at a time when sat at a monitor screen. Nowadays, we can project computer images to large groups and classes via interactive whiteboards. The computer in the classroom is no longer the sole preserve of the teacher, who says who can use it and when. Now each pupil can have their own computer, on a desk, on their lap or in their pocket.

Originally, pupils could engage in the learning software that their teacher presented to them. Nowadays, pupils can locate their own resources and share them with peers. They can use computers to collaborate on projects and other learning work. They can create their own materials and display or broadcast them to an audience. Their audience, or their peer group, is no longer confined to the members of their own school, year or class group, that audience is now to be found beyond school or even national boundaries.

What is echoing in my mind, are the words I first heard from John Davitt, “we need to move learners from being passive consumers of technology into becoming creative users of that technology” . I feel that this shift has been happening over the years and needs to continue to progress. The technology is no longer just a tool for the teacher, it is no a tool for the learner.

I sometimes find myself saying to teachers, particularly those who have some reticence or lack confidence in using ICT, that it does not matter so much how you use technology, what matters most is how you allow and enable your learners to use technology.

So, for me, educational technology is a tool more for the learner than the teacher. That is not to deny the role that technology has in supporting the teacher in their work and in their approaches to learning but that it is the use of technology by the learner that is key to the future of education.

For me, a good teacher is one who uses technology in their work ( see my article elsewhere on good teachers and technology), a great teacher is one who extends that to encourage, support and develop their learners’ use of technology in their learning.

 Education Technology; Teaching Tool or Learning Tool?

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