Google proof your image attributions

Often, you are in a great need for some pictures to freshen up your webpage and would like to include one of these images. If you want to do this, there are quite a lot of steps necessary:
  • Make sure you understood the license correctly
  • Get the correct HTML code for the IMG tag
  • Link the image back to the Flickr photo page
  • Give the author of the image proper credits (Attribution)
  • Link to the Flickr profile of the author
  • Link to the license the image is licensed under

Flickr currently hosts more than 75 million images that are licensed under a Creative Commons license.  Depending on the license, you may use the images on your private or commercial webpage, or make changes to it.

ImageCodr solution

With ImageCodr.org, there is no need to do all this manually!!

You simply grab the URL of the picture page that you are interested in.

Drop it into ImageCodr.

Then ImageCodr.org will generate the ready-to-use HTML code for you to drop into your online platform of choice.

It will also display a brief and easy license summary, so you don’t get in legal trouble because you missed something.

I know that students (and teachers) just like to copy and paste images from anywhere into anything. But we really can’t afford to miss the opportunity to teach our kids real digital citizenship skills even if it’s just about how to use images.

From small acorns, big trees grow! What seeds are you planning on help grow today?

Free web stuff for your library

I couldn’t resist sharing this presentation from Sarah Houghton-Jan. You know – you really don’t have to have megabucks to squeeze the best out of interactive web spaces – just a co-operative and flexible IT manager!

Innovation and attention ~ locally

For many  campuses [and schools], the question is which learning technologies to support locally to support deeper student engagement with learning.

The information in the Horizon Report, published annually by the EDUCAUSE Learning Initiative (ELI) and the New Media Consortium (NMC), can help.2 The report identifies and describes the key trends and critical challenges associated with those emerging technologies that are likely to have a significant impact on teaching, learning, creative inquiry, and student engagement in higher education over the next five years. It categorizes six areas of emerging technologies within three adoption horizons: a year or less, two to three years, and four to five years. A quick review of the report and its vast collection of examples and practices can serve as the preliminary research needed for an institution to proceed tactically.

This article from Educause Review addresses three technologies from the 2010 Horizon Report: electronic books, mobile computing, and open content. Both mobile computing and open content are within the one-year-or-less time-to-adoption; electronic books are in the two-to-three-years adoption horizon.

Read the full articleDeploying Innovation Locally.

Other articles in the  current issue Attention, Engagement, and the Next Generation — Volume 45, Number 5, September/October 2010 – are also worth reading.

Howard Rheingold’s article has some important points for us all to consider in  Attention, and Other 21st-Century Social Media Literacies. Always enjoy reading Howard’s thoughts!

If we want to discover how we can engage students as well as ourselves in the 21st century, we must move beyond skills and technologies. We must explore also the interconnected social media literacies of attention, participation, cooperation, network awareness, and critical consumption.
Although I consider attention to be fundamental to all the other literacies, the one that links together all the others, and although it is the one I will spend the most time discussing in this article, none of these literacies live in isolation.1 They are interconnected. You need to learn how to exercise mindful deployment of your attention online if you are going to become a critical consumer of digital media; productive use of Twitter or YouTube requires knowledge of who your public is, how your participation meets their needs (and what you get in return), and how memes flow through networked publics. Ultimately, the most important fluency is not in mastering a particular literacy but in being able to put all five of these literacies together into a way of being in digital culture.

Don’t be afraid ~ give me Google Apps

It was really fun to read Head in the Clouds from friend and ICT integrator Michael, who works in a large secondary school here in Sydney. I always enjoyed visitng Michael, and admired the sensible way that he adopts Web 2.0 and cloud computing in great ways to support the learning of the students at his school.

Michael says:

Over the past few days, it’s been very hard to contain my excitement over Google’s recent moves to add all the applications from standard Google accounts to Google Apps for Education. While the core suite of applications – Mail, Docs and Calendar – are extremely useful and have put my school on the Web 2.0 map, I’ve been so disappointed that other Google apps like Reader, Picasa and Blogger have been off-limits for so long.

Sure, students can create their own Google accounts, you say? Having worked with frustrated teachers and students who all-too-easily forget usernames and passwords, I’ve really come to appreciate the ability to control accounts as the school administrator and have kids quickly online and using the tools they need to get ahead.

Now when all of my students log in, they get immediate access to an incredibly powerful set of Web 2.0 applications without the need to enter a single name or additional password! Exploring these is going to take some time, but it’s great to know they’re there for anyone to use.

As a technology expert/administrator, Michael  see this the use of these Web 2.0 Google tools as providing a level playing field for all teachers and students.

I also use Google Apps to power my own learning and my work with my PLN (though not at school).  Just last evening the invincible Teacherman79, popped up in my Gtalk, to chat briefly about some stuff he is preparing for a College class he is teaching in Virtual WorldsJeff is a middle school gifted and talented teacher in Montana, and he just wanted someone to run a ‘critical friend’s’ eye over  a handout he was preparing to facilitate kids  choosing  their  OWN way of learning pathway.

You guessed it – he shared his Google Doc with me, and within minutes we were editing that document together ~ and enjoying working! Realtime collaboration is very powerful.

Just one tiny example from me!

In case you didn’t know, here are some of the most interesting features of the new version of Google documents:

  • Real time collaboration: See updates from other collaborators as they edit the document.
  • Higher-quality imports: More consistent imports from your desktop into Google Docs.
  • Chat with other collaborators: As you make your edits, you can chat with other document editors about the changes, from within the document.
  • Ruler: Google documents have a ruler for setting margins, indentations, and tab stops.

There is  so much that teachers and students can do using Google tools these days to collaborate within their classrooms, and beyond their classrooms.

Too easy!

Now, if only more technology experts/adminstrators would take the view that Michael does ~ adapting to  and adopting cloud computing ~  instead of locking down machines and networks to proprietory systems and software within a walled garden.

Horizon Report K-12 – future think!

What a buzz!  I helped with the Horizon Report K-12, which has been officially released.

This volume, the 2010 Horizon Report: K-12 Edition, examines emerging technologies for their potential impact on and use in teaching, learning, and creative expression within the environment of pre-college education.

Make sure you read it and circulate it to the leadership team in your school or institution.

Thanks to  Larry Johnson and Alan Levine of  NMC  for inviting me to join the 2010 K-12 Horizon Project Advisory Board as an Australian school representative.

Web of knowledge: the Semantic Web

Last week many Australian teachers & tech  educators travelled to Melbourne to participate in the ACEC 2010 Conference Digital Diversity, an Australian biennial national ICT education conference. Much has been written since then about the challenges we encountered, the message of the keynote presentations, and the interesting experiences and conversations we all enjoyed.

What struck me was the continued conversation about the same things – even the Keynote sessions offered no new insights into the future directions of learning, though there were some challenging messages thrown out to the participants as ‘take-aways’.  For me the absolute  highlight was the  Keynote by Oscar award-winning Australian  Adam Elliot. So refreshing to hear something beyond the usual Gary Stager message of gloom and doom which offered little in constructive strategies for the listeners.  Thanks to Chris Betcher for his Keynote and reflections on Gary’s presentation too. I liked Chris’ presentation much  more than I liked Gary’s – despite Gary’s apparent claim to  fame.

BUT where were the discussions about the future directions of the web?  No keynotes that explored the synergy between virtual worlds, augmented reality, or the Semantic Web.  Nothing that offered hands -on grass-roots understanding about information fluency and knowledge work in a globally connected semantic web.

We have to stop working/thinking in silos!!  It was the same at the Apple  ITSC2010 conference, held over the last two days in Sydney.  Nice stuff covered for sure, and fun hands-on workshops. But nothing that points the way forward. Nothing that deals with reading and  literacy (our inescapable way of cognitive engagement with multimodal texts) on a variety of devices from paper to e-devices. Nothing that acknowledges the virtual, augmented, semantic mashup of connection with the world.

You know, the journey is  just  become interesting – don’t stop now:-

•1980s – Desktop is the platform
•1990s – Browser/server is the platform
•2000s – Web services are the platform
•2010s – Semantic web is the platform
Humanity is being connected by technology – oh not just in a Web 2.0, connected/conversation way, but in the way that Tim Berner’s Lee actually envisioned.
Web 3.0 – the Semantic Web – will revolutionise knowledge discovery.  And here we are still talking about the same old stuff without so much as a’ doff of the hat’ towards the real future of the web.
Do not for a minute think that you have prepared you students to understand how to learn well if you are integrating a bit of fun  technology- whatever the platform you use!  What are the thinking strategies that are underpinning your work?  What are the information fluency tactics that your are deploying in your classrooms?
I presented a preliminary conversation starter about  Web 3.0 and the Semantic web at ACEC2010 – just because I know that too many teachers are not even now looking at the different search engines, and the strategies that can be applied in the current web. How on earth will we expect our students to query the value of the information flood of knowledge that will be more readily available once the Semantic web takes a hold?
Time to roll your sleeves up my friends, and go beyond current thinking to understand learning and teaching when the web is our personalised federated search engine!  Will our students know more? or will they become more easily swayed through biased popular opinion?
Get beyond  your 21st century learning bubble of Web 2.0 tools and technology integration, and start planning for the actual future of learning.