Tag Archives: Google Maps

Google for Educational Contexts

Interesting wishlist, over at tbarrett’s classroom ICT blog.

11 Google Apps Improvements for the Classroom | ICT in my Classroom.

In a way, Google is in a unique position in terms of creating the optimal set of classroom tools. And Google teams have an interest in educational projects (as made clear by Google for Educators, Google Summer of Code, Google Apps for schools…).
What seems to be missing is integration. Maybe Google is taking its time before integrating all of its services and apps. After all, the integration of Google Notebook and Google Bookmarks was fairly recent (and we can easily imagine a further integration with Google Reader). But some of us are a bit impatient. Or too enthusiastic about tools.

Because I just skimmed through the Google Chrome comicbook, I get to think that, maybe, Google is getting ready to integrate its tools in a neat way. Not specifically meant for schools but, in the end, an integrated Google platform can be developed into an education-specific set of applications.
After all, apart from Google Scholar, we’re talking about pretty much the same tools as those used outside of educational contexts.

What tools am I personally thinking about? Almost everything Google does or has done could be useful in educational contexts. From Google Apps (which includes Google Docs, Gmail, Google Sites, GTalk, Gcal…) to Google Books and Google Scholar or even Google Earth, Google Translate, and Google Maps. Not to mention OpenSocial, YouTube, Android, Blogger, Sketchup, Lively

Not that Google’s versions of all of these tools and services are inherently more appropriate for education than those developed outside of Google. But it’s clear that Google has an edge in terms of its technology portfolio. Can’t we just imagine a new kind of Learning Management System leveraging all the neat Google technologies and using a social networking model?

Educational contexts do have some specific requirements. Despite Google’s love affair with “openness,” schools typically require protection for different types of data. Some would also say that Google’s usual advertisement-supported model may be inappropriate for learning environments. So it might be a sign that Google does understand school-focused requirements that Google Apps are ad-free for students, faculty, and staff.

Ok, I’m thinking out loud. But isn’t this what wishlists are about?


Selling Myself Long

Been attending sessions by Meri Aaron Walker about online methods to get paid for our expertise. Meri coaches teachers about those issues.

MAWSTOOLBOX.COM

There’s also a LearnHub “course”: Jumpstart Your Online Teaching Career.

Some notes, on my own thinking about monetization of expertise. Still draft-like, but RERO is my battle cry.

Some obstacles to my selling expertise:

  • My “oral personality.”
  • The position on open/free knowledge in academia and elsewhere.
  • My emphasis on friendship and personal rapport.
  • My abilities as an employee instead of a “boss.”
  • Difficulty in assessing the value of my expertise.
  • The fact that other people have the same expertise that I think I have.
  • High stakes (though this can be decreased, in some contexts).
  • My distaste for competition/competitiveness.
  • Difficulty at selling and advertising myself (despite my social capital).
  • Being a creative generalist instead of a specialist.

Despite all these obstacles, I have been thinking about selling my services online.

One reason is that I really do enjoy teaching. As I keep saying, teaching is my hobby (when I get paid, it’s to learn how to interact with other learners and to set up learning contexts).

In fact, I enjoy almost everything in teaching (the major exception being grading/evaluating). From holding office hours and lecturing to facilitating discussions and answering questions through email. Teaching, for me, is deeply satisfying and I think that learning situations which imply the role of a teacher still make a lot of sense. I also like more informal learning situations and I even try to make my courses more similar to informal teaching. But I still find specific value in a “teaching and learning” system.

Some people seem to assume that teaching a course is the same thing as “selling expertise.” My perspective on learning revolves to a large extent on the difference between teaching and “selling expertise.” One part is that I find a difference between selling a product or process and getting paid in a broader transaction which does involve exchange about knowledge but which isn’t restricted to that exchange. Another part is that I don’t see teachers as specialists imparting their wisdom to eager masses. I see knowledge as being constructed in diverse situations, including formal and informal learning. Expertise is often an obstacle in the kind of teaching I’m interested in!

Funnily enough, I don’t tend to think of expertise as something that is easily measurable or transmissible. Those who study expertise have ways to assess something which is related to “being an expert,” especially in the case of observable skills (many of those are about “playing,” actually: chess, baseball, piano…). My personal perspective on expertise tends to be broader, more fluid. Similar to experience, but with more of a conscious approach to learning.

There also seems to be a major difference between “breadth of expertise” and “topics you can teach.” You don’t necessarily need to be very efficient at some task to help someone learn to do it. In fact, in some cases, being proficient in a domain is an obstacle to teaching in that domain, since expertise is so ingrained as to be very difficult to retrieve consciously.

This is close to “do what I say, not what I do.” I even think that it can be quite effective to actually instruct people without direct experience of these instructions. Similar to consulting, actually. Some people easily disagree with this point and some people tease teachers about “doing vs. teaching.” But we teachers do have a number of ways to respond, some of them snarkier than others. And though I disagree with several parts of his attitude, I quite like this short monologue by Taylor Mali about What Teachers Make.

Another reason I might “sell my expertise” is that I genuinely enjoy sharing my expertise. I usually provide it for free, but I can possibly relate to the value argument. I don’t feel so tied to social systems based on market economy (socialist, capitalist, communist…) but I have to make do.

Another link to “selling expertise” is more disciplinary. As an ethnographer, I enjoy being a “cultural translator.” of sorts. And, in some cases, my expertise in some domains is more of a translation from specialized speech into laypeople’s terms. I’m actually not very efficient at translating utterances from one language to another. But my habit of navigating between different “worlds” makes it possible for me to bridge gaps, cross bridges, serve as mediator, explain something fairly “esoteric” to an outsider. Close to popularization.

So, I’ve been thinking about what can be paid in such contexts which give prominence to expertise. Tutoring, homework help, consulting, coaching, advice, recommendation, writing, communicating, producing content…

And, finally, I’ve been thinking about my domains of expertise. As a “Jack of All Trades,” I can list a lot of those. My level of expertise varies greatly between them and I’m clearly a “Master of None.” In fact, some of them are merely from personal experience or even anecdotal evidence. Some are skills I’ve been told I have. But I’d still feel comfortable helping others with all of them.

I’m funny that way.

Domains of  Expertise

French

  • Conversation
  • Reading
  • Writing
  • Culture
  • Literature
  • Regional diversity
  • Chanson appreciation

Bamanan (Bambara)

  • Greetings
  • Conversation

Social sciences

  • Ethnographic disciplines
  • Ethnographic field research
  • Cultural anthropology
  • Linguistic anthropology
  • Symbolic anthropology
  • Ethnomusicology
  • Folkloristics

Semiotics

Language studies

  • Language description
  • Social dimensions of language
  • Language change
  • Field methods

Education

  • Critical thinking
  • Lifelong learning
  • Higher education
  • Graduate school
  • Graduate advising
  • Academia
  • Humanities
  • Social sciences
  • Engaging students
  • Getting students to talk
  • Online teaching
  • Online tools for teaching

Course Management Systems (Learning Management Systems)

  • Oncourse
  • Sakai
  • WebCT
  • Blackboard
  • Moodle

Social networks

  • Network ethnography
  • Network analysis
  • Influence management

Web platforms

  • Facebook
  • MySpace
  • Ning
  • LinkedIn
  • Twitter
  • Jaiku
  • YouTube
  • Flickr

Music

  • Cultural dimensions of music
  • Social dimensions of music
  • Musicking
  • Musical diversity
  • Musical exploration
  • Classical saxophone
  • Basic music theory
  • Musical acoustics
  • Globalisation
  • Business models for music
  • Sound analysis
  • Sound recording

Beer

  • Homebrewing
  • Brewing techniques
  • Recipe formulation
  • Finding ingredients
  • Appreciation
  • Craft beer culture
  • Brewing trends
  • Beer styles
  • Brewing software

Coffee

  • Homeroasting
  • Moka pot brewing
  • Espresso appreciation
  • Coffee fundamentals
  • Global coffee trade

Social media

Blogging

  • Diverse uses of blogging
  • Writing tricks
  • Workflow
  • Blogging platforms

Podcasts

  • Advantages of podcasts
  • Podcasts in teaching
  • Filming
  • Finding podcasts
  • Embedding content

Technology

  • Trends
  • Geek culture
  • Equipment
  • Beta testing
  • Troubleshooting Mac OS X

Online Life

Communities

  • Mailing-lists
  • Generating discussions
  • Entering communities
  • Building a sense of community
  • Diverse types of communities
  • Community dynamics
  • Online communities

Food

  • Enjoying food
  • Cooking
  • Baking
  • Vinaigrette
  • Pizza dough
  • Bread

Places

  • Montreal, Qc
  • Lausanne, VD
  • Bamako, ML
  • Bloomington, IN
  • Moncton, NB
  • Austin, TX
  • South Bend, IN
  • Fredericton, NB
  • Northampton, MA

Pedestrianism

  • Carfree living
  • Public transportation
  • Pedestrian-friendly places

Tools I Use

  • PDAs
  • iPod
  • iTunes
  • WordPress.com
  • Skype
  • Del.icio.us
  • Diigo
  • Blogger (Blogspot)
  • Mac OS X
  • Firefox
  • Flock
  • Internet Explorer
  • Safari
  • Gmail
  • Google Calendar
  • Google Maps
  • Zotero
  • Endnote
  • RefWorks
  • Zoho Show
  • Wikipedia
  • iPod touch
  • SMS
  • Outlining
  • PowerPoint
  • Slideshare
  • Praat
  • Audacity
  • Nero Express
  • Productivity software

Effective Web searches

Socialization

  • Social capital
  • Entering the field
  • Creating rapport
  • Event participation
  • Event hosting

Computer Use

  • Note-taking
  • Working with RSS feeds
  • Basic programing concepts
  • Data manipulations

Research Methods

  • Open-ended interviewing
  • Qualitative data analysis

Personal

  • Hedonism
  • Public speaking
  • GERD
  • Strabismus
  • Moving
  • Cultural awareness

I Want It All: The Ultimate Handheld Device?

In a way, this is a short version of a couple of posts I’ve been planning. RERO‘s better than keeping drafts.

So, what do I want in the ultimate handheld device? Basically, everything. More specifically, I’ve been thinking about the advantages of merging technologies.

At first, I was mostly thinking about “wireless” in general. Something which could bring together WiFi (802.11), WiMAX, and (3G) cellular networks. The idea being that you can get the advantages from all of these so that the device can be online pretty much all the time. It’s a pipedream, of course, but it’s a fun dream to have.

And then, the release of location services on the iPhone and iPod touch made me think about some kind of hybrid positioning system, using GPS, Google’s cellphone-based positioning, and Skyhook‘s Wi-Fi Positioning System (WPS).

A recent article in USA Today explains Skyhook’s strategy:

Jobs, iPhone have Skyhook pointed in right direction – USATODAY.com

And the Skyhook site itself has some interesting scenarios for WPS use in navigation, social networking, content management, location-specific marketing, gaming, and tracking. It seems rather clear to me that positioning systems in general have a rather bright future. I also don’t really see a reason for one positioning system to exclude the others (apart from technological and financial issues).

Positioning will be especially useful if it ever becomes really commonplace. Part network effect, part glocalization.

Of course, there are still several issues to solve. Including privacy and safety concerns. But a good system would make it possible for the user to control her/his positioning information (when and where the user’s coordinates are made available, and how precise they are allowed to be). Even without positioning systems, many of us have been using online mapping services (including Google Maps) to reveal some details about our movements. Typically, we’re fine with even perfect strangers knowing that we’ve been through a public space in the past yet we may only provide precise and up-to-date location details to people we trust. There’s no reason a positioning system on a handheld device should only work in one situation.

Now, I’m not saying that positioning is the “ultimate handheld device’s killer app.” But positioning is the kind of feature which opens up all sorts of possibilities.

And, actually, I’ve been thinking about GPS devices for quite a while. Unfortunately, most of them are either quite expensive or meant almost exclusively for car navigation or for outdoor activities. As a non-wealthy compulsive pedestrian who hasn’t been doing much outdoors in recent years, a dedicated GPS device never seemed that reasonable a purchase.

But as a semi-nomadic ethnographer, I often wished I had an easy way to record where I was. In fact, a positioning-enabled handheld device could be quite useful in ethnographic fieldwork. Several things could be made easier if we were able to geotag field material (including fieldnotes, still pictures, and audio recordings). And, of course, colleagues in archeology have been using GPS and GIS for quite a while.

Of course, any smartphone with a positioning system could help. Apple’s iPhone is one and we already know that smartphones compatible with Google’s Android will be able to have location-based functionalities. Given Google’s lead in terms of maps and cellphone-based positioning, those Android devices do sound rather close to the ultimate handheld device.


Planning Austin

Been thinking about our upcoming move to Austin, TX. We’ll be there by mid-December.

Looks like our neighborhood, Bouldin Creek, will be an interesting one. It’s close to the (apparently trendy) SoCo area as well as downtown.

Been putting dots on a map for places of potential interest.

Google Maps

Zoom map

Of course, much of my interest focuses on coffee and beer, at this point. But I often find out that this type of focus is a great way to learn a new place.


Web 2.1 or Internet 7.0?

Speaking of Web technologies getting together to create tomorrow’s Web. It’s all about puzzles.

It’s really not that hard to visualize the completed picture of a Web 2.1 puzzle merging most of the advantages from the main Web 2.0 players: Facebook meets YouTube, Wikipedia meets WordPress, PodShow meets Digg, Flickr meets SecondLife… Smaller players like Moodle and GarageBand are likely to have a huge impact in the long run, but the first steps have more to do with the biggest pieces of the puzzle.

In fact, if I were to take a bet on the near future of the user-driven Web, I’d say Google is the one institution with most of the important pieces of the puzzle. Google owns YouTube, JotSpot, MeasureMap, Writely, SketchUp, Blogger, etc. They have also developed important services and features like Gmail and Google Maps. In many ways, their management seems clueful enough. Their “do no evil” stance has helped them maintain much of the goodwill toward them on the part of geeks. They understand the value of the Web. And they have a fair amount of money on hand.

Because of all of this, Google is, IMHO, the most likely group to solve the puzzle of redesigning the Web. To pull it off, though, they might need to get their act together in terms of organizing their different services and features.

On the other hand, there’s an off-Web puzzle that might be more important. Internet 7.0 needs not be Web 3.0 and the Web may become less important in terms of digital life. Though I don’t own a cell phone myself, a lot of people are surely betting on cell phones for the future of digital life. AFAIK, there are more cell phone users than Internet users in the world and cell phones generate quite a bit of revenue to a lot of people. The connection between cell phones and the Net goes beyond moblogging, VoIP, IM, and music downloads. It’s not hard to envision a setup combining the advantages of a smartphone (à la Tréo or Blackberry) with those of a media device like the Apple iPod, Creative Zen, or Microsoft Zune. Sure, there’s the matter of the form factor difference between smartphones and portable media players. But the device could easily have two parts. The important thing here is not to have a single device doing everything but having a way to integrate all of these features together, without the use of a laptop or desktop computer.

There are other pieces to that second puzzle: MVNOs, voice navigation, flash memory, portable games, Linux, P2P, mesh networks, media outlets, DRM-freedom, etc. And it’s difficult to tell who has the most of those pieces. Sony would be a good bet but they have messed up on too many occasions recently to be trusted with such a thing as a digital life vision. Apple fans like myself would hope that the computer company has a good chance at shaking things up with its rumored phone, but it’s hard to tell if they are willing to listen to consumers instead of WIPO member corporations.

It’s also difficult to predict which scenario is likely to happen first, if both scenarios will merge, if we will instead see a Web 2.0 burst, etc.

Puzzling.