Wednesday, March 21, 2007
Tuesday, March 20, 2007
Monday, March 19, 2007
Erik's Storyboard and Design Grid
Storyboard
The boxes hyperlink to the incomplete pages in the IMU.
Design Grid
Looks kind of crummy b/c I couldn't figure out how to save a file in Photoshop with the grid, so I took a screen shot... gets the job done for sharing (at least).
The boxes hyperlink to the incomplete pages in the IMU.
Design Grid
Looks kind of crummy b/c I couldn't figure out how to save a file in Photoshop with the grid, so I took a screen shot... gets the job done for sharing (at least).
JavaScript Revisited
As much as I resisted using a JavaScript dropdown menu on my IMU site, it has proven to be the most efficient and logical way to guide my site’s navigation. My resistance was solely based on my “been there, done that” attitude. I was semi-convinced that a web 2.0-ish design with the top-level nav menu living at the top and the expanded second-level nav menu living on the bottom (!!!) of the page would be workable and, oh…different. (see example) And somehow it would all fit together and work beautifully. Right? Right! All because I didn’t want to pop in yet another (yawn) JS dropdown menu.
My intentions were good (at least to me) but not practical. I came f2f with logic and reason while creating my storyboard and grid. There was no way anyone was going to think the lower page navigation menu was reasonable. So after a couple of fist and teeth-clenching “arggg’s” I set out to find a JS nav menu that I could live with. About 100 clicks later I found this menu. It’s called the tabs mouseover menu. What appeals to me is that it’s not the usual drop-down vertical menu, but rather a drop-down horizontal menu. Plus, it fits in almost perfectly where my original top menu once lived. So, my IMU site now has logic and JS driving the navigational scheme.
So what about that lower expandable nav menu? Why is it still hanging out down there on my pages, you ask? I have no reasonable answer for you other than because I like the way it looks! Translation: it “completes” the design, in my mind. LOL! And I plan to replace the IMU-related links with non-IMU links, such as our college links, internal links, and student-related links. Because it’s different, and it’ll all work out, right?? Right? hello? anyone…
Stay tuned to see if the lower menu makes the final cut for the final project. :-)
My intentions were good (at least to me) but not practical. I came f2f with logic and reason while creating my storyboard and grid. There was no way anyone was going to think the lower page navigation menu was reasonable. So after a couple of fist and teeth-clenching “arggg’s” I set out to find a JS nav menu that I could live with. About 100 clicks later I found this menu. It’s called the tabs mouseover menu. What appeals to me is that it’s not the usual drop-down vertical menu, but rather a drop-down horizontal menu. Plus, it fits in almost perfectly where my original top menu once lived. So, my IMU site now has logic and JS driving the navigational scheme.
So what about that lower expandable nav menu? Why is it still hanging out down there on my pages, you ask? I have no reasonable answer for you other than because I like the way it looks! Translation: it “completes” the design, in my mind. LOL! And I plan to replace the IMU-related links with non-IMU links, such as our college links, internal links, and student-related links. Because it’s different, and it’ll all work out, right?? Right? hello? anyone…
Stay tuned to see if the lower menu makes the final cut for the final project. :-)
Saturday, March 10, 2007
Using podcasts in higher ed, Part I
I’ve been playing around with podcasts and podcast technology for the last several years and have come to appreciate the usefulness of podcasting in several arenas. I have dual job functions at my college, so my opinions are based on classroom use as well as marketing techniques that can effectively employ the use of podcasts. This blog entry will focus on podcast usage in the classroom.
In the area of classroom use, podcasts, as well as vodcasts (or vidcasts) have proven to be useful for both instructors and students at my college. Unlike Duke University, we have not implemented podcasts on a large scale yet, so only a handful of lecture classes have experimented with offering them. The overwhelming positive response has been that by making podcasts of lectures available, it has freed the instructor and students from the traditional “come to class, listen and take notes” style of instruction. Yes, the students need the information, but, depending on the course and material presented, there’s often no compelling reason for them to have to sit in class for 60 minutes M-F to get it. ☺ So, classroom time is freed up for more engaging learning activities.
I recently had a “podcast-worthy” situation occur in a class I teach. Last month I was unable to hold and attend classes for a week due to my husband’s heart surgery, so rather than give my students lots of busy work to do (ack!) or give them half the work load, which would put us way behind, I located my class lectures that I had recorded sometime last year for another project, repurposed them into podcasts, uploaded them on our course management system and class weblog, and held lecture class asynchronously that week. We’ve managed to stay current with our syllabus, and now I’m considering creating more podcasts for next term! My class is really hands-on, since we’re working with industry- specific software in a computer lab, so I’ve been really reluctant to give up my f2f time, but now I’m rethinking it. Also, the students reacted favorably to the podcasts. The final exam results will be helpful, too, in determining how effective the podcasts were for that particular section of information.
On a personal note, my husband, mentioned earlier in this entry, had heart valve replacement surgery on Feb. 14th – yes, Valentine’s Day! He’s home and doing really well. I can actually hear his new techno-valve if I’m sitting really close – it sounds like a Timex watch in there. Bonus: the valve comes with an identification card listing his “part number” on it. LOL! Not sure if he’s supposed to carry that around in his wallet, or what…
In the area of classroom use, podcasts, as well as vodcasts (or vidcasts) have proven to be useful for both instructors and students at my college. Unlike Duke University, we have not implemented podcasts on a large scale yet, so only a handful of lecture classes have experimented with offering them. The overwhelming positive response has been that by making podcasts of lectures available, it has freed the instructor and students from the traditional “come to class, listen and take notes” style of instruction. Yes, the students need the information, but, depending on the course and material presented, there’s often no compelling reason for them to have to sit in class for 60 minutes M-F to get it. ☺ So, classroom time is freed up for more engaging learning activities.
I recently had a “podcast-worthy” situation occur in a class I teach. Last month I was unable to hold and attend classes for a week due to my husband’s heart surgery, so rather than give my students lots of busy work to do (ack!) or give them half the work load, which would put us way behind, I located my class lectures that I had recorded sometime last year for another project, repurposed them into podcasts, uploaded them on our course management system and class weblog, and held lecture class asynchronously that week. We’ve managed to stay current with our syllabus, and now I’m considering creating more podcasts for next term! My class is really hands-on, since we’re working with industry- specific software in a computer lab, so I’ve been really reluctant to give up my f2f time, but now I’m rethinking it. Also, the students reacted favorably to the podcasts. The final exam results will be helpful, too, in determining how effective the podcasts were for that particular section of information.
On a personal note, my husband, mentioned earlier in this entry, had heart valve replacement surgery on Feb. 14th – yes, Valentine’s Day! He’s home and doing really well. I can actually hear his new techno-valve if I’m sitting really close – it sounds like a Timex watch in there. Bonus: the valve comes with an identification card listing his “part number” on it. LOL! Not sure if he’s supposed to carry that around in his wallet, or what…
Friday, March 9, 2007
Adding sound sounds like Fun!
Sound can be an integral part of learning, but for a good yoga class it is essential.
According to yoga tradition, every yoga class should include the sound of mantra and/or any meditation would be more relaxing and effective if it is accompanied by chanting a simple word or phrase. The idea is to include all of your senses in unison, so as to simultaneously harmonize your attention to the present moment and that way give you the experience of relaxation. In a nutshell, the moment you are present, all your senses are attentive to the present moment, your mind will relax and calm.
Most of the time at the end of a class, the yoga instructor will play the gong... Nothing like the smashing sound of Westernized Chinese movies, rather the gong is played with a rhythmic soothing vibration song that permeates the whole room where the class is held. The gong is not only listened by your ears but the vibration is perceived within you. As part of my training, I was taught how to play the gong and it would be wonderful if I can include that at the end of this online lesson I am preparing.
Adding sound some type of sound, mantra, gong, or music, to my instructional project is unavoidable and should be fun! What to choose that is most effective online is what is tricky. Just this past weekend I received a guided meditation over email. Lately, I have been researching resources and trying everything I come accross which might potentially be included in my instructional final project. After trying it, I decided I might not use it after all. I wanted to include it here just to share some cool stuff in return of all the video and ideas you have been sharing too.
http://www.conociendoalosangeles.com/mp3/meditacion-ariadna-tapia.mp3
According to yoga tradition, every yoga class should include the sound of mantra and/or any meditation would be more relaxing and effective if it is accompanied by chanting a simple word or phrase. The idea is to include all of your senses in unison, so as to simultaneously harmonize your attention to the present moment and that way give you the experience of relaxation. In a nutshell, the moment you are present, all your senses are attentive to the present moment, your mind will relax and calm.
Most of the time at the end of a class, the yoga instructor will play the gong... Nothing like the smashing sound of Westernized Chinese movies, rather the gong is played with a rhythmic soothing vibration song that permeates the whole room where the class is held. The gong is not only listened by your ears but the vibration is perceived within you. As part of my training, I was taught how to play the gong and it would be wonderful if I can include that at the end of this online lesson I am preparing.
Adding sound some type of sound, mantra, gong, or music, to my instructional project is unavoidable and should be fun! What to choose that is most effective online is what is tricky. Just this past weekend I received a guided meditation over email. Lately, I have been researching resources and trying everything I come accross which might potentially be included in my instructional final project. After trying it, I decided I might not use it after all. I wanted to include it here just to share some cool stuff in return of all the video and ideas you have been sharing too.
http://www.conociendoalosangeles.com/mp3/meditacion-ariadna-tapia.mp3
Saturday, March 3, 2007
JavaScript Appreciation Speech
My friendship with JavaScript (JS) began almost a decade ago. When I was I was in need of some (then) impressive online interaction, JS was there to help me out. JS provided me with my first experience of coding arrays. JS allowed me to feel like a programmer; I was able to look at the code, “see” the sequence of events, and then replace parts of the code to fit my purposes.
A classic example was the old image rollovers that were all the rage back in the mid to late ‘90s. I had some pretty involved rollovers happening on many of my sites during that time but most of those examples are no longer available. I did find an old one, though, that uses the rollover sparingly on the home page. You can view the source code to see there, as well. Also note in the source how that huge graphic on the home page was diced into parts for “faster loading.” Yikes! Hey- it was ‘90s!
Another JS element that I used a lot and still do, only with a more current and valid script, is the internal navigational menu that you see on that same site. Because I continue to use that type of JS navigation on many of my current sites, I intentionally didn’t use it for my JS competency; I wanted to try something new. Again, JS to the rescue. It had been awhile since I trolled the net for my old friend JS, and I stumbled on one of our old meeting places: Dynamic Drive. I was pleasantly surprised to see that the digs had been updated and JS was spending a lot of time with a newcomer, Ajax. Apparently, they’ve joined forces for many projects, so I was eager to check that out and see them in action.
Eventually, I settled on a JS navigational and content loading script for my competency. Interestingly, there was an Ajax version of nearly the same script, which I’m very interested in pursuing when time allows. I’m still working on the JS version and, as always, my old friend hasn’t let me down. So far the script has been simple enough to follow, but involved enough to let me “program” it for my needs. Here’s to JavaScript – may it live on in many forms while continuing to be accessible and useable for the masses.
A classic example was the old image rollovers that were all the rage back in the mid to late ‘90s. I had some pretty involved rollovers happening on many of my sites during that time but most of those examples are no longer available. I did find an old one, though, that uses the rollover sparingly on the home page. You can view the source code to see there, as well. Also note in the source how that huge graphic on the home page was diced into parts for “faster loading.” Yikes! Hey- it was ‘90s!
Another JS element that I used a lot and still do, only with a more current and valid script, is the internal navigational menu that you see on that same site. Because I continue to use that type of JS navigation on many of my current sites, I intentionally didn’t use it for my JS competency; I wanted to try something new. Again, JS to the rescue. It had been awhile since I trolled the net for my old friend JS, and I stumbled on one of our old meeting places: Dynamic Drive. I was pleasantly surprised to see that the digs had been updated and JS was spending a lot of time with a newcomer, Ajax. Apparently, they’ve joined forces for many projects, so I was eager to check that out and see them in action.
Eventually, I settled on a JS navigational and content loading script for my competency. Interestingly, there was an Ajax version of nearly the same script, which I’m very interested in pursuing when time allows. I’m still working on the JS version and, as always, my old friend hasn’t let me down. So far the script has been simple enough to follow, but involved enough to let me “program” it for my needs. Here’s to JavaScript – may it live on in many forms while continuing to be accessible and useable for the masses.
Thursday, March 1, 2007
Beyond the Class Blog
As I am falling in love with this application of blogs as a class collaboration tool, I find it is already obsolete. I've just been introduced to Ning... which is like MySpace for ad hoc social networks. Something like MySpace could never be a valid tool for teaching, but the collection of tools that make up "social networking," which include blogging, are certianly more powerful than blogging alone. In that, I see much appeal in this service. Check out the video if you are interested.
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