hig tech learninglogo

High tech learning refers to the constantly evolving hardware, software, and networking tools and resources available to those wishing to acquire knowledge, skills, attitudes, or values through formal instruction or free inquiry. Because of the virtual nature of these digital tools and resources, high tech learning can occur anywhere, anytime.

Start at the Course Home Page. Explore the Course Materials section to read the Syllabus, explore the Calendar, Requirements and Checklist, or access the Course Guide. When you're ready to begin, work your way through the three sections of the course: High Tech Learning, Tools, and Learning Spaces.

Questions? Contact Larry Johnson.

Class Email Archives

June 18, 2013 Kwicknote: S603 High Tech Learning
It's winding down quickly. Feedback and scores for your final two Fiesta activities have been entered onto the Oncourse Gradebook.

Your Final Project is due tomorrow. Grades will be turned in on Friday (Released to you soon after).

If you are having trouble meeting the deadline, please make contact IMMEDIATELY so we can make arrangements.

Please check the GRADEBOOK and let me know if I've missed any of your points. Every point is important in this class.

This link to Summer2013 Course evaluation will also be sent out via Oncourse Mail.

Check out these courses offered by my wife and I this coming Fall semester.

S604 Marketing for Libraries
Instructor: Annette Lamb
An important and practical elective; this new online course is for YOU!

Marketing is much more than creating attractive displays and updating your Facebook status, it's about meeting the needs of individuals and groups. If library users aren't aware of your resources and services, they're unlikely to visit your physical or virtual library. If they've had a bad experience in the past, they may be sharing this negativity with their friends and colleagues. Marketing is about understanding the needs and interests of current and potential users, reaching those individuals with quality resources and services, and evaluating the experience so adjustments can be made to increase effectiveness, efficiency, and appeal.

This three-credit hour graduate course focuses on the application of marketing concepts, techniques, and technologies for all library types. Emphasis is on matching library customers with services through information, education, persuasion, and partnerships. Topics include planning, audience analysis, needs assessment, market analysis, goal-setting, message design, public relations, publicity, promotion, advocacy, assessment and evaluation, internal and external communication, and change theory.

What do people want and need from a library? What services can your library provide? How can services be connected with the needs of current and potential library users? Regardless of whether you're interested in academic, school, public, and/or other special library settings, this course will expand your thinking about the essential role of marketing.
To learn more, explore the course at http://eduscapes.com/marketing/

S681: History of the Book 1450+
Instructor: Annette Lamb
From book smuggling and censorship to scandalous content and astonishing illustrations, the history of the book is filled with adventure and intrigue. When you look at a book, you may see a cover and bound pages. However a book is ultimately the story of people. From the author, illustrator, typesetter, and printer to the publisher, bookseller, and reader, a book is much more than a physical object. It’s an artifact that reflects a connection to people, places, periods, and society.

This three-credit graduate course provides a survey of the book from 1450 to the present, with emphasis on the development of the book in the West. It focuses on the physical aspects of the book from the mid-fifteenth through the twentieth centuries, and on some of the many roles of the book in society during this period. It also increases awareness of current scholarly trends in the history of the book.
Note: There's NO overlap between S580 History of Libraries and S681 History of the Book.

This course is a great elective regardless of your area of specialization. However, it's essential for those working on a dual degree with History.
This course makes a great companion to S580 History of Libraries. Consider taking both course for twice the fun!
This course is 100% online with meaningful projects that bridge theory and practice. The flexible assignments allow students to match their professional goals with interesting learning experiences.
To learn more, download the course syllabi: http://eduscapes.com/bookhistory/S681syllabi.pdf

S671 School Media
Instructor: Larry Johnson
This course focuses on the role of the school library media specialist as an educational leader and center administrator. Emphasis is placed on the evolving role of the teacher librarian as a critical player in the learning community including manager, collaborator, collection and curriculum developer, facilities designer, fiscal agent, planner, advocate, promoter, and evaluator. In addition to building professional knowledge and skills in traditional areas, this course explores accountability, administration, and advocacy aspects of the media specialist's critical leadership role in the learning community.
To learn more, explore the course at http://eduscapes.com/sms/index.html

S672 Seminar in Literature for Youth - Nonfiction Focus
Instructor: Annette Lamb
From graphic biographies and histories to plant and animal field guides, libraries are full of engaging nonfiction for children and young adults. By pairing popular fiction with nonfiction books, introducing graphic novel-style nonfiction to reluctant readers, and tying engaging nonfiction works to online tools and resources, librarians can attract new leisure readers and promote essential 21st century skills.

The introduction of the Common Core State Standards makes this a particular timely topic for school and public librarians alike. These new standards place emphasis on nonfiction reading and research skills. In addition, this course explores ways that readers’ advisory services can be used to connect nonfiction titles with readers through both direct and indirect means.

Finally, nonfiction reading is fun! This course provides opportunities to read and analyze a wide range of nonfiction books for youth. Come join the fun!

This is a required course in some specializations and an elective in the rest of the program. It is HIGHLY recommended for those interested in school librarianship and public librarianship. However it's fun for everyone.
To view the syllabus, go to http://eduscapes.com/nonfiction/S672syllabi.pdf

Contact either one of us for more information or to answer specific questions.

Richard Byrne's blogsite, Free Technology for Teachers, focuses on information about free resources (Technology emphasis) that teachers and teacher librarians can use in their classrooms.
Useful for keeping informed - I subscribe to it on my RSS reader.

June 12, 2013 Kwicknote: S603 High Tech Learning
Your Fiesta5 postings have been evaluated, and feedback and scores have been recorded in the online Gradebook.

It was fun reading about your perspectives on social technology! I sometimes e-hear people saying virtual worlds and social technology are just for young people. I say, get real! Age is all in the mind. I've been around for way more than half a century, yet I hike mountains and build websites. My father-in-law (Age in the 70s) daily updates his blogsites about family history and photographs. I have dozens of cousins, nieces and nephews who are Facebook friends.

I have the feeling a few people have become bored or just not interested in social networks? I'm still involved in many online social systems, but sometimes feel the same way. However it's essential that we remember each person is unique. Not all kids love video games and not everyone enjoys hiking in the woods. The key is to remember that as librarians and educators, we need to be thinking about the needs and interests of all of our users. While it would be nice for everyone to physically come to the library and read traditional books, it's also our job to attract new patrons who might participate in virtual book clubs and listen to books on an MP3.

When Second Life http://secondlife.com/ becomes more like the holodeck on the starship Enterprise, I'll be ready to jump back in with both feet. Second Life is fascinating for specific applications, but I sometimes don't like synchronous applications including phones, chat, IM, and Second Life because they interfere with my real life. You're on someone else's schedule when you answer the phone or have to be at a meeting at a particular time. What I prefer about networks such as LibraryThing and Facebook is the opportunity to read, reflect, and respond on my own time.

Over the next several years, we'll see more education-related MUVEs (Multi User Virtual Environments) with specific educational applications. If you want to see better quality images, check out the World of Warcraft community.

Personally, I use LibraryThing. However that's probably because Annette and I have a large library collection, and we share books within our family and with several friends and neighbors. We can organize and search our personal collection, and use LibraryThing to see what everyone has and what we've been reading. Some people are disappointed that they can only enter 200 books; a lifetime membership is only $25 and provides unlimited use. I consider it a good investment.

Good Reads is also a great choice, especially if your focus is on book discussions and book clubs. For some fun, join the IUPUI SLIS YA Book Group at http://www.goodreads.com/group/show/25963.IUPUI_SLIS_YA_Book_Group

You all did a great job and discussed the pros and cons of various social networks. Keep in mind that although it may seem like tool such as Facebook has been around a long time, social technology is still evolving. However there are still fundamental questions that many of you identified. For instance, is it a good use of time . . who's the judge? In what situations is it effective for communication and interaction? What about privacy issues?

To explore a few of these issues... how about a video clip? A few years back, Annette wrote an article for Knowledge Quest on Social Technology and Intellectual Freedom. The editor of that issue interviewed her for one of her graduate courses. Check it out...
http://library.mansfield.edu/video5545.asp Length 33 min. (Low audio quality; forgive the background buzz).

The bottom line with social networks is . . . will it make your life better in some way? Our family uses AllRecipes to store and share family recipes. It's a perfect choice (although the ads are annoying). The key is picking the best tool for the job.

It's time to begin work on the final project.
As always in this course, it should be fun!

Consider doing something entirely new and different to apply your new skills. However, keep in mind that you should use 'new examples' for your final project. It's fine to use technology tools you've used before (such as the digital camera, a blog or wiki). You could even do the same "theme" such as oral histories or book reviews. However don't reuse the same recordings or use the same blog or wikispace.

Consider trying some of the tools you skipped the first round such as goanimate or voicethread.

You could also incorporate a technology that we didn't study in this course. For example, if you've taken a Flash course, you could create an ORIGINAL Flash Interactive, as long as you create something new for this course. :-)

Keep in mind that there are two aspects to this project: Written Plan and Final Products.

Your written plan should provide enough detail that I or someone else could implement your idea. The same goes for the final products.
EACH of the FOUR technology elements is worth TWO points, so be sure you do your BEST work.

In the criteria list, there's one point that asks the question "was this an engaging, innovative, high tech learning experience?"... Outstanding projects will be effective, efficient, and appealing for their specific audience.

Finally, challenge yourself. I know it's tempting to do something comfortable. Instead, think about your professional portfolio. What type of project would impress prospective employers and reflect your technology skills?

This is a great opportunity to do something that you could show during a job interview. Increasingly library and school settings expect new people to be able to demonstrate technology skills. The final project is due next Wednesday, June 19th.

Last ones!
Mobile Apps http://eduscapes.com/hightech/spaces/interactives/apps.htm
Augmented Reality http://eduscapes.com/hightech/spaces/interactives/augmented.htm
Gaming http://eduscapes.com/hightech/spaces/interactives/gaming.htm

Replies are due to be posted for Fiesta6: Digital Learning Spaces by the end of today.

The final Fiesta7: Interactive Technology is due on Friday (Replies the following
Complete one of three options: Interactives, Apps or QR Codes.

June 9, 2013 Kwicknote: S603 High Tech Learning
Hello everyone,
The end is in sight. I will be scoring your Fiesta5s today.

At the end of the day on Monday, your Fiesta6: Learning Spaces activity is due.
There are two options; select the one that best fits your needs and helps to expand your skills.
Option 1- Online Learning Space involves your setting up and using Delicious and Diigo plus designing an activity for a class, club / group, or library program.
Option 2 involves selecting and setting up a 'Desktop Space' for participants / learners and include a discussion framework, an assignment template or a starter activity. Your work is to be shared at the class wiki for this assignment option.

This should be an enjoyable, easy, low-stress assignment, so have some fun!

Again notice that you have two options. You only need to do ONE of these options.
If you choose OPTION 1, you'll need to join both Diigo and Delicous and provide the URLs to your accounts in your Oncourse posting.
If you choose OPTION 2, you'll be posting your project at the learningspaces wiki page. You can either create a page on the class wiki or add a link that connects to your wiki space.

The term "interactive" was originally associated with computer-based museum exhibits, however over the past decade the word has been connected with a wide variety of virtual learning spaces such as multimedia simulations and games. These are often created using Adobe Flash software but increasingly with HTML5. From multimedia games to multiuser environments, online gaming has become very popular in learning. The most recent type of interactive is called a widget. These mini-applications include a wide range of tools and games.

Monday's assigned readings:
Interactive Technology http://eduscapes.com/hightech/spaces/interactives/index.htm
Interactives http://eduscapes.com/hightech/spaces/interactives/interactives.htm
Widgets http://eduscapes.com/hightech/spaces/interactives/widgets.htm

There's just one more Fiesta to complete. Notice that POINTS are given for 'effective idea' . . . this means multiple ideas and examples for the full points. Work on completion of your final Fiesta7: Interactive Technology.

Also if you are not already doing so, begin thinking about and working on the Final Project (Due June 19th).

If you're looking for some library specific widgets, try




Also, check out Joyce Valenza's page of widget ideas (Huge resource) at
http://aaslsmackdown.wikispaces.com/Information+Fluency#Information Organization and Management-Embedding Information: Widgets

Keep in mind that you can use ANY interactive. It doesn't need to be one from the list. You could create your own original interactive for this class... HOWEVER please develop something original and useful.

June 6, 2013 Kwicknote: S603 High Tech Learning
I hope that you are having a great week!

Your Fiesta4 scores have been entered to the Oncourse gradebook. I really enjoyed reading everyone's blogs and watching/listening to your media elements. Many of you were able to create materials to use in your own libraries. I hope many more of you get a chance to try this approach in your school, academic, or public library settings in the future. Like all technology, the initial learn time is high but once you get the kinks out of the system, you can really start having fun.

Overall your blogs were wonderful. Keep in mind the difference between a traditional web page and a blog. Rather than a static page, blogs are designed to get outsiders actively participating in your content. Some of you did a wonderful job with this aspect of the assignment. You encouraged patrons to submit their music, book reviews, concerns, creative writing, photographs, or other content. Others asked deep questions or provided prompts for interesting discussions. I know some people are concerned about spam, however this is VERY infrequent. You can set up your blog so you can moderate the comments and/or be notified of comments. Or you can provide young people with a username and password to use when they participate.

A few people got caught up in the issue of "reverse chronological order" and having a "finished product." Keep in mind that the idea of a blog is that new postings would continue to be added to the top of the page for the duration of the project. There may never be a "finish" if people continue to add new postings and additional comments. For instance, you might keep a "hot books" blog that highlights popular books and challenges readers to solve a problem or post their perspective. This may go for years... with no particular end in sight. If you're concerned about new people understanding what they're supposed to "do".. consider a link near the top on the side or in the header that takes people to an overview of the project.

Some people were overwhelmed by the idea of constant updates. Remember, there are many kinds of blogs. Some are only updated when new materials come into the library, when focusing on book award events, or when working on a creative writing unit. Think of it like a mini-newsletter that's interactive!

Many of you included Web 2.0 applications such as GoAnimate, embedded audio/video, but you might also include slideshows and widgets. There are endless options available. I hope you continue to explore the possibilities on your own.

Earlier this week the online readings were:
Social Technology http://eduscapes.com/hightech/spaces/social/index.htm
Social Networks http://eduscapes.com/hightech/spaces/social/networks.htm
Multi-user Virtual Environments (MUVE) http://eduscapes.com/hightech/spaces/social/muve.htm

Mid-week the reading continued:
Course Management Systems http://eduscapes.com/hightech/spaces/course/index.htm

And this coming Friday:
Digital Learning Spaces http://eduscapes.com/hightech/spaces/desktop/index.htm
Desktop Learning Spaces http://eduscapes.com/hightech/spaces/desktop/sidekicks.htm
Electronic Whiteboards and Clickers http://eduscapes.com/hightech/spaces/desktop/whiteboards.htm

Replies at the Oncourse Forum should be posted for Fiesta5 Social Networks by the end-of-the-day this Friday; make sure that your response is high-quality - that it includes added information, ideas, examples, and / or insights directly related to the original content in a classmate's activity.

I've had a few email conversations with a few people about their final project. If you need to bounce ideas around, I'm happy to help. This is a chance for you to try out what you've learned and extend yourself! Try to work on something that's practical and can actually be used by you and others.

Remember, employers are seeking people with technology skills. This should be your best professional work. Develop something that you would be proud to show a potential employer. This project could also be a great addition to your portfolio!

People often ask me what professional resources I read. One of my favorites is the weekly American Libraries Direct e-newsletter that comes to me through email. You can now subscribe without being an ALA member:

American Libraries Direct at

Back with you again soon.

May 30, 2013 Kwicknote: S603 High Tech Learning
Pardon my error on the Subject heading of emailed feedback and score; most of you must have figured out that it was for Fiesta3 not two?

Assigned readings:
(Wed) Virtual Conferencing http://eduscapes.com/hightech/spaces/virtual/index.htm
(Friday) Collaborative Web and Wikis http://eduscapes.com/hightech/spaces/collaborative/index.htm

Due tomorrow (Friday): Be sure to post at least two quality comments to a peer's blog (Fiesta4) and or / add a comment to their forum posting at Oncourse.

You should be working on the next Fiesta activity (Not due until next week)
You are to create / setup your account at both GoodReads and Library Thing and follow that with a comparison to another social network of your choice.

Your grades for Fiesta 3 have been posted. Great job!

I had a great time grading Fiesta 3... it sounds like most of you had fun creating your audio, video, and animations! Most of the problems seemed to center on converting or uploading files rather than creating the projects themselves. I've made a list of ideas that might be helpful in future projects:

Linking to Web Pages - Remember that you can upload files to your MY WORKSPACE area in Oncourse. Then you can create a link to the audio, video, or other files from your blog or wiki project. However, be sure you make your project PUBLIC or others won't be able to see your files. On the other hand, you REALLY want to learn how to post your work on a website somewhere because once your coursework is done, you'll lose your campus virtual space.

Embedding - Many of the tools provide directions to EMBED the video or slideshow in a blog or other type of web page such as Google Sites. Consider using these directions. For instance, YouTube and Vimeo provides this code on the right side of each page. Just follow the directions.

Audio Problems - In Windows there are two system settings: one for recording and one for playback. Be sure check the volume control, this can help the quality in audio recordings made in Windows. You can find this area by going to the sound option on the bottom task bar, then choose Properties and check the menu options.

File Formats - Remember that tools like Movie Maker and PhotoStory are Windows products, not open source. When you complete your project it's important to save or export files to WMV rather than using the Movie Maker or Photostory files. Then, people without MovieMaker and Photostory can still enjoy your projects. This exporting procedure also compresses the file so it doesn't take as much space.

Copyright Issues - Using background music from published works - - be sure to consider the copyright implications. If you're using it within a class project and only sharing with the class, it's okay to simply cite the work. However if you're sharing on YouTube or other public areas, you need to get permission to use these works. Tools such as PhotoStory come with an option to produce background music. This is a good option for projects you might use in your library or publish on the web.

The SLIS-INDY listserv is an important tool for communication. If you don't already get the SLIS-INDY messages, be sure to subscribe. To add yourself to the SLIS mailing list, send an email message to slis-indy@list.iupui.edu. The message and subject can be blank.

May 30, 2013 Update: S603 High Tech Learning
Fiesta4: Blogs, Podcasts, & Videocasts
is due tomorrow. This is a holiday weekend; therefore nothing is due on Memorial Day (Next Monday). Replies to Fiesta4 are due this coming Wednesday. Next week marks the mid-point of this course. Moving on . . .

For many members of the class, this is their first audio or video. Others have experience with video editing and web publishing. Remember, it doesn't have to be sophisticated. Most still digital cameras have a video recording option. This file can be placed directly on the web.

Also, if you're having trouble uploading, try it in the evening and just let it upload... it may take a LONG time to upload to Oncourse. If you use the Oncourse space, be sure to make your video accessible to the public so we can see it.
Also keep in mind that you can use one of the many Web 2.0 services discussed in the online readings. You might have better luck using one of the online services such as Vimeo.

Most video sharing websites provide instructions for embedding your video in a blog. I've updated the directions on our Audio and Video page to include these instructions.

I recommend NOT using PowerPoint for the Fiesta assignment... instead explore some of the many online tools that have great potential for sharing. Most people have used PowerPoint before, live a little and have some fun with a new tool. Some people experience trouble exporting their PowerPoint projects with movies and sounds.

But if you're already exporting a PowerPoint with sound, try these:
One option is to save as a PowerPoint Package and this will embed the sounds. Choose SAVE AS and look at the file type options.
Or, see if you have the PACK AND GO option under the File menu.
Or, older versions of PowerPoint have a setting in Options or Preferences for whether sounds should be exported. This option is sometimes within the area where you record a sound.

If you're exporting with a movie, you need to upload the movie along with the PowerPoint in the same folder. It actually links the movie rather than embedding it. Again, it depends on your version of PowerPoint (Note you can download the latest MS PowerPoint software at IUWare).

Be sure to try your project on someone else's computer to be sure your work is correct.

How are libraries using social media? Check out this recent study:

Since you've been sharing your audio and video productions, I thought I'd share one that Annette and I worked on with some 4-H youth a couple summers ago. We used a flip camera and Mac imovie. The video won the 4-H National Video Contest in Science-Engineering-Technology (SET). You can watch the video at http://youtu.be/TGKQ84-glLY.

As you continue to work your way through the Fiesta assignments, remember that the class isn't just about learning new technology skills. As you explore the readings and examples, be sure to be thinking about their applications in the learning of your patrons and students. In other words, consider ways that technology can be used in accessing, recording, and communicating ideas. As you're providing reference assistance for a patron on gardening questions, you might suggest that the person keep a digital photojournal of their garden using a digital camera. As you're talking to students and teachers about class projects, why not create podcasts or develop a team wiki rather than writing a traditional report? As you discuss family history with a grandmother, why not introduce online tools for sharing family photos and slide shows? With the many online tools available, library services can go beyond simply providing information. Librarians can guide patrons through the creation of their own personal and professional information resources that can be shared online.

Ready for a reality check? Every few years, someone declares the web dead! These articles were written more than two years ago.

Is the web dead as Wired Magazine stated? Read "The Web is Dead. Long Live the Internet" by Chris Anderson and Michael Wolff (Aug 17, 2010) at http://www.wired.com/magazine/2010/08/ff_webrip/

For a library perspective on this topic, read Joseph Janes' article "As the Web Fades Away" in the September 23, 2010 issue of American Libraries at http://americanlibrariesmagazine.org/columns/internet-librarian/web-fades-away

A Mar. 28, 2012 article reported on a Pew Research Center's Internet & American Life Project study that focused on the question "Is the web dead."

What do you think will be happening two or three years from now?

Have a great weekend,

May 18, 2013 Update: S603 High Tech Learning
I hope you're enjoying the spring weather. Take a break when possible and go outdoors; I always come back refreshed and thinking clearly.

Over the past several years, there's been lots of advances in 3D and Animation tools. In addition, there's a new wave of online tools that allow the easy creation of 3D Graphics, Animation, Slide Shows, and other multimedia activities.

For those of you who are beginners, look for a tool that's easy to use but has features that meet your needs. For instance, Animation-ish (free trial version available http://shop.fablevisionlearning.com/animationish/fa/shop.detail/productID/2543/#.UZffKiv71E0) is a simple software package for all ages. Simple animation tools are even available for the iPad like DoInk Animation - https://itunes.apple.com/us/app/doink-animation-drawing/id364762290?mt=8

Recently you were to read about:
Sounds http://eduscapes.com/hightech/tools/sounds/index.htm
Video http://eduscapes.com/hightech/tools/video/index.htm

Read Tools: 3D Graphics, Animation, and Slide Shows http://eduscapes.com/hightech/tools/animation/index.htm

The readings provide background information and ideas for completing
Fiesta3: Sound, Video, and 3D/Animation http://eduscapes.com/hightech/course/courseguide.htm#f3

Once you have posted your work for Fiesta3. (Due Monday, May 20th), you'll have until this coming Wednesday to post a REPLY to the work of your peers.

Plan ahead. Don't wait until the last day to try to get your project uploaded and shared in Oncourse.

While talking about assignments, I hope that you are looking ahead at the activities and readings for Fiesta 4 and Fiesta 5. Get ideas about where the course is headed. Its a good idea to be alert and looking for what is coming up soon - - especially during an intense summer session!

I know that many have already started work on Fiesta3 (http://eduscapes.com/hightech/course/courseguide.htm#f3); but in case you are still in the planning stages and are thinking about audio and video, consider a project that really makes use of the characteristics of the media. In other words, audio allows people to hear the passion and excitement in your voice. Video allows you to show motion sequences or a series of related still images. How will you use the power of the medium?

As you examine the requirements for Fiesta 3, keep in mind that you aren't required to use the hardware and software I suggest. For example, if you want to use the audio recording features of PowerPoint, that's fine. However make sure that it's a dynamic application and that it works well such as full project narration not just "crashing glass." Or if you're interested in learning a higher-end video editing package, that's great too. Pick something at your interest and ability level.

Keep in mind that you'll need to share your project so it can be viewed by others. You may also want to share your "raw file" For example, PhotoStory 3 generates an application file with the .wp3 file extension. The program also allows developers to create a .wmv file that can be viewed with Windows MediaPlayer. You should upload BOTH versions.

Finally, BE SURE to test your project. In other words, try it on another computer to be sure that your audio comes through. This is particularly important with PowerPoint because not all PowerPoint versions automatically embed the audio.

If you want something fun AND easy, try downloading Audacity. You can create audio clips that can be saved as MP3 files and uploaded to blogs and wikis. They can also be placed in Word documents or other programs. In most cases, you add an audio file very much like you'd insert an image.

Also remember that you can add audio to online slide shows such as VoiceThread or a fun animated voice such as Voki.

I am enjoying exploring your digital photography projects. I know that using Google Sites was frustrating for some of you, but learning to use a template-driven web development tool is a very practical skill. In a library setting, it's something that you can easily teach a staff member or volunteer. A quick web-site is very useful for promoting library programs and sharing program experiences. For instance, you might develop a site to promote your summer reading program or a new book club.

From commercial products like PhotoShop and Fireworks (Free to you through IUWare to freebies like Paint.net and GIMP, you all did a great job exploring the options available in the photo editors. Keep these in mind the next time you do a library promotional brochure, step-by-step directions for the photocopier, or other visual applications.

Many of you created wonderful tutorials and step-by-step instructional materials for the learning activity. What was missing from many of the projects was a connection between your specific example and the larger approach to teaching and learning. Many of you used great techniques such as "over the shoulder" shots, labeled photos, and close-ups, but few of you provided an explanation of WHY you thought your approach would be effective in teaching and learning.

As you design instructional materials, think about how each photo contributes to the experience. How do the use of techniques such as close-ups impact learning? How do the captions interact with the photos to make the experience more effective?

A number of you had problems with PERMISSIONS and SHARING. Be sure that you SIGN OUT of GoogleSites and check your work when dealing with Google products. You want to be sure you've either shared with the people who need to see your work. Or, set the permission to PUBLIC so everyone can view it.

Also, when creating presentations in PowerPoint that you plan to share online through a tool like Google Presentations, be sure to check the fonts. In some cases, fonts are specific to your computer. When sharing on the web, check the fonts available through Google Presentations.

When working with photos for the web, it's a good idea to resize to smaller dimensions such as 300 or 400 pixels. HOWEVER when using photos in Photostory or PowerPoint, you want to be sure that they are large enough to view on the full screen. Dimensions such as 600x800 pixels or 768x1024 pixels work best.

I really enjoyed reading about how many of you view yourself as learners. Particularly with technology it's easy to use the tools you already know rather than investigating new possibilities. It's important to stretch and learn new things. You all did a great job exploring new software opportunities.

From project-based learning and multiple intelligences, the class explored a wide range of issues. As library users become increasingly "connected" it's important to think about ways to use this to our advantage through teaching and marketing with technology. However, we also need ways to encourage people to occasionally disconnect through paper books and face-to-face gatherings.

Keep in mind that Internet companies come and go. It's a good idea to keep a back-up of the work you do online. Consider using well-known companies such as Google that have been around for a while.

Sometimes you encounter problems with file formats. Keep in mind that when you save images in proprietary software the person using the image must also own that software. If you just choose SAVE in Photoshop, it creates a .psd file. Only people with Photoshop can open these files.

When you save, examine the file extension. Images saved as .JPG, .GIF, and the open source option .PNG can be uploaded and shared on most web pages. Most software applications have the option to SAVE AS or EXPORT under the File menu. This allows you to save as different file formats.

In many cases, the default for Web 2.0 type applications is "private." If you want to share with others, you'll need to check the SHARE option to share with individuals or make your document available to the public. If you upload images to the MY WORKSPACE section of OnCourse, be sure to check the ACTIONS box and make your images public so everyone can see them.

BookLamp at http://booklamp.org/ is a book recommendation engine that scans the texts of its partner publishers to establish what it calls "Book DNA."

Much like Pandora assigns specific qualities to music, BookLamp measures the story components of a book (characteristics like history, domestic environments, physical injury) and how it's written (density, pacing, dialog, description, motion).

It uses these descriptions to suggest books you might like based on a book you've liked in the past, turning up books that match the actual style and content of the text rather than books people like you have purchased in the past. The objective is an improved online browsing experience.

I know some of you have difficulty reading off the screen, here are a few tips:
1 - Enlarge the size of the font. All web browsers provide an option to increase the VIEW size.
2 - Reduce the width of the screen so it's not so wide to read across the lines.
3 - Use your mouse to drag down the text line by line as you read. The text will be highlighted making it easier to read. It may seem like something young readers would do with a bookmark, reading line by line. However I find that it's easier to keep track of your place on the page.

As you post your Fiesta assignments, I'll be reading along. If I notice any problems or issues, I'll send you a personal email. I try not to interfere with your discussions.

AFTER the posting and reply period, I post the grades in the Oncourse Gradebook. In scoring the replies, I like to go back and reread the threads in context as I grade - - so I can see the flow of the discussion. If I take off any points, you will see a comment with an explanation.

Your grades have been posted for both Fiesta1 (Comments and scores were emailed) and will soon be followed with scores for the Fiesta 2 activity.

Let me know if you have questions. I'm happy to help.

May 15, 2013 Update: S603 High Tech Learning
We've made it through the first week of e-class. I can tell already that the Summer1 semester is going to fly by! From now on, I'll normally send out two messages during each week. I know many of you like to work on course materials over the weekend; therefore the next one will be near the end of the week.

Some of you are feeling a little overwhelmed by the readings. I tried to stuff a lot of ideas into the first week of the semester! On the other hand, I think this information is critical for the "big picture" of what's happening with high tech learning. You'll be happy to hear that the rest of the semester, the readings will be lighter.
Be sure and notice that you're required to make a reply in addition to posting your Fiesta activity. You have a few days after the initial posting to reply to the postings of classmates (Due end of the day Wednesday).

If you're seeing the latest and greatest online tools for high tech learning, check out the TOP 100 as well as the emerging list for 2011-2012 at http://c4lpt.co.uk/top100tools/

I hope you had fun with the Fiesta1 assignment. Since I'm incorporating your "reply" grade into your Fiesta1 points, I won't be posting grades for Fiesta1 until this Thursday or Friday after the replies are due.

This is a fun week for readings and activities. You need a digital camera to complete the Fiesta 2 activity, so start making some friends if you don't have one you can use.

Read Tools: Photographs - http://eduscapes.com/hightech/tools/photographs/index.htm
Read Fiesta 2 Assignment - http://eduscapes.com/hightech/course/courseguide.htm#f2

Your Fiesta 2: Digital Photography assignment is due today, May 15th. If you need an extra day or two - - it is not a problem for this activity, email me requesting an extension (No penalty).

If you run into a major problem, let me know.

For the Fiesta 2 assignment, use GoogleSites technology to share projects. This Google Application is a quick way to share ideas and resources in a collaborative web space. Although we'll be talking more about collaboration and wikis later in the semester, I thought it would be fun to use the format now. The purpose of this format is to share and collaborate.

Go to GoogleSites (http://sites.google.com) and get an account. It's free. You'll need to create your own Google username and password. Then, create your own GoogleSite. You'll be placing your assignment in your own space.

Then, you'll need to link to the class GoogleSite at https://sites.google.com/site/fiesta2project/
When you try to edit our class space, you'll need "join" the class space. I've sent you an email inviting you to join this space. If you don't get this email or are using a different account, just let me know and I can send you another invitation.

For help in using GoogleSites, go to https://support.google.com/sites/?hl=en

First, review the directions for this assignment in last week's email and at the website at

If you mess something up, don't worry, you can go back and fix it later. This is the advantage of Google Sites tools.

I've already given your class email permission to share at the site. However rather than using your IU or IUPUI account, I recommend that you get a Google gmail account. Let me know if you need to have an account added to the class Googlesite. It just takes a couple minutes.
I'll be around if you have questions.

Go to our class page at https://sites.google.com/site/fiesta2project/home
You'll find links to examples of the three areas of the project on this page.
Next, you need to create a Google account and a Google Site where you'll share your project.
To create a Google Site, go to http://sites.google.com/
For help with Google Site, go to http://sites.google.com/support/?hl=en

Be sure to go to our class page at https://sites.google.com/site/fiesta2project/home
Scroll to the bottom of the class page and choose SIGN IN.
Create or sign into your Google account.
I shared the class site with everyone in class using the email address you're using for the course. However if you're using a different email address of your Google Account, let me know and I'll add it to the class list so you can edit the page.
To add your name and make a link, choose EDIT PAGE.
Add your name to the list and select it.
Click LINK on the tool bar.
Choose WEB ADDRESS from the left column.
Enter the URL of your project page.
Click OK.

After you've created your GoogleSite for your project, you'll need to make it public so others can see it.
Go to your project GoogleSite and sign in.
In the Advanced Permissions section, put a check mark next to "Anyone in the world may view this site (make it public)

A couple people have asked about photo sizes. I provided a general size of 300-400 pixels in terms of images that work well for screen loading and viewing... it's okay if they are odd sizes such as 350x412. It's just sometimes useful to have either the width or height of photos a consistent size. This makes it easier to create slide shows or to line up photos on a web page. In most software packages such as the open source GIMP software, you can change one dimension and it will automatically change to other so your visual is resized proportionally.

Or, use one of the free online image resizers such as http://www.shrinkpictures.com/

Many new technology users become frustrated when they don't know how to do things. Don't worry, be happy! Learning to use technology is just like any other skill. It's most rewarding when you learn on your own. While some people prefer to read directions, others learn best through discovery and systematically exploring the features of new software. If you get stuck, ask a friend and see if you can work through the problem together.

I started using technology in the mid 1970s. When you choose to be "ahead" of the crowd, it may take a little more time but it's exciting to know that you have valuable knowledge that you can share with others. Have fun becoming a high tech learning leader!

Since we've been exploring text and illustrations the past couple weeks, I thought you'd enjoy a few fun tools that combine text and illustrations. Have fun!

For a fun way to make digital posters, go to Glogster at http://www.glogster.com/

For a great way to create interactive images, go to Thinglink at http://www.thinglink.com/ and SpeakingImage at http://www.speakingimage.org/

As you explore the use of photos in library settings, think about events you might host on photography. For instance, Annette and I developed a Photography for Kids Comic (http://www.eduscapes.com/sessions/safari/comic.html) for use with a library program for kids and their parents. Also think about ways teachers can integrate photography into the curriculum at http://www.eduscapes.com/sessions/safari/

Put simply... the readings are intended to help you complete the activities and the projects for class. People come to this class with very diverse skills. Some people have no background and need much more support than others. Since there are no tests, it's only really essential that you skim the materials until you feel like you have the concept. In some cases, just reading my web pages without reading any of the articles may be enough background for you.

So... here's the strategy I'd use. Read my class page. Then go back and select articles you think look the most interesting and relevant. Skim those first. Then, if you feel like you need more help, go back and skim some of the other articles.

Pay particular attention to the red icons that will help you determine what you should read and do. If the reading doesn't have a red icon, it's just for reference if you need more information. Unlike traditional textbooks with specific page lengths and uniform formats, the readings for this class include everything from blogs to podcasts. I know this can cause confusion, but it's also a chance to explore different approaches to gathering information in a "high tech" world.

Everyone is overwhelmed at first. There's lots of reading the first couple weeks to provide background information. Don't worry if you don't understand everything. You just need enough background to ask some questions and choose an area you can explore for the first assignment. Remember, the course wouldn't be about learning if you already knew everything. ;-)

You have three tasks:

1 - Follow the course calendar and complete your assignments on time. As a matter of fact, getting things in early is a good idea.

Read my class email updates for a review of what's happening. If you think you may have missed one, just check the class archives which is also the entry page for our Oncourse materials at http://www.eduscapes.com/hightech/course/archives.htm

2 - Let me know if you run into trouble. Don't fret and worry about your problem. Instead, email me and let's discuss it. If you're not sure about a topic for an assignment or have trouble with a due date, just let me know. I'm flexible and happy to help.

3 - Have fun. Learning is about opening a new world of information, skills, and understandings. Many assignments encourage you to explore resources and brainstorm ideas. Don't think of the class discussions as painful homework. Think of them as a chance to interact with your colleagues about issues and ideas important to our profession.

My job is to help you successfully complete this course and expand your skills in high tech learning. I "live" on the Internet, so I'm happy to hold personal email discussions whenever you feel the need to talk. Feel free to email any time. I'll get back to you ASAP.

Enjoy the course . . . You'll hear from me again soon.

May 8th, 2013 Update: S603 High Tech Learning
My emails will generally provide an overview of the required readings and assignments as well as suggestions and tips. Although I know these messages can be long, please read them. They will help direct your activities for the week.

For those that have not already made email contact, email me back with a brief message confirming that my email has reached you. And if there is another email address that you would prefer I use, let me know. Similar for a preferred name to use.

Since this course is called "high tech," I'm trying to incorporate the latest technology you're likely to encounter in educational and library settings. As such, I've chosen to use online materials rather than a print textbook.... save the cheers until you see the online reading. ;-)

Here's a list of some of the most important course resources and links. It's also available in Oncourse. Oncourse can be SLOW much of the time. My suggestion is to open the course readings directly from your web browser. Only go to Oncourse when you want to interact with the forums.

The Course. This page contains many online materials for the course. The course has both onsite and offsite reading assignments.

Course Materials

Syllabus. This page provides the course syllabus including the course materials, goals, requirements, grading policy, and calendar.

Email Archives. This page will soon contain the archives of the course announcements and email updates.

The Requirements. This page highlights the course assignments and activities.

Course Checklist. Contains a checklist of requirements. You can print this out and keep track of your progress.

Calendar http://eduscapes.com/hightech/course/calendar.htm
This page provides the course calendar including the assignments and due pages. Notice that the calendar has three columns. The first column provides dates. The second column discusses the things you should be doing such as things to work on and read. The third column states the projects that are due.

Course Guide http://eduscapes.com/hightech/course/courseguide.htm
For assignments / due dates - follow the Course Guide and the Calendar.
The Course Guide will help you work through the course materials. It links to the course readings and provides the guidelines for all the requirements. Be sure to read this page carefully. Notice that it provides a key for the tiny red icons you'll find throughout the website.

At first, people are overwhelmed by all of the links. You don't need to read everything... it's not possible. Instead use the icons and directions for guidance. Notice that it will tell you to explore, skim, or read the pages.

Keep in mind that the course reading assignments can be found in two places: the course calendar and the Course Guide pages. Here are your first set of readings that will be useful in addressing your first assignment:
Overview to High Tech Learning (HTL) http://eduscapes.com/hightech/overview/index.htm
HTL: Learners http://eduscapes.com/hightech/overview/learners/index.htm
HTL: Facilitating Learning http://eduscapes.com/hightech/overview/facilitate/index.htm
HTL: Evidence-based Approaches http://eduscapes.com/hightech/overview/evidence/index.htm
HTL: Librarians & Web 2.0 http://eduscapes.com/hightech/overview/web/index.htm
HTL: High Tech Issues http://eduscapes.com/hightech/overview/legal/index.htm
HTL: Open Source http://eduscapes.com/hightech/overview/open/index.htm
HTL: High Tech Hardware http://eduscapes.com/hightech/overview/hardware/index.htm

Your first assignment is to enter Oncourse. Update your Oncourse Profile. Consider adding a photograph of yourself.
Also, go to the Discussion option and find the General Discussion: Introduce Yourself forum.

As you move through the process section of the Course Guide, you'll notice the Fiesta activities. It's a good idea to get ahead in case you get busy in other courses or at work! Don't worry if you don't have experience as a teacher or librarian. Do your best making use of the readings and your life experiences to address the requirements.

Friday's Reading Assignments:
High Tech Tools http://eduscapes.com/hightech/tools/index.htm
Tools: Texts http://eduscapes.com/hightech/tools/texts/index.htm
Tools: Illustrations http://eduscapes.com/hightech/tools/illustrations/index.htm

Next Monday, May 13th, the first activity is due:
Fiesta1: High Tech Learning, Text, and Illustration http://eduscapes.com/hightech/course/courseguide.htm#f1

The periodic emails will keep you up-to-date on things you should be doing for class and due dates. I'll also throw in some personal stuff to keep it interesting. Feel free to share your life with me too. It makes some students feel more "connected".

I've already sent out a few preliminary class emails. Let me know if you missed it. Or, check out the class email archives at

I prefer to use my personal email for class interactions rather than Oncourse. My personal email is on almost "24/7" so I'll usually get back to you immediately. I often only check Oncourse once per day. However you're free to use the Oncourse mail with classmates if you prefer. Email larrjoh@gmail.com

There are no required face-to-face or scheduled chat sessions for this course. Many students enjoy taking an online course because they don't have to be in a particular place at a particular time. HOWEVER, this means that you're responsible for making your own personal schedule in order to meet the course requirements on time. Some people find that this the most difficult part of the course. You need self-discipline to be successful in distance learning.

Soo... what now? If I were you, I'd read the syllabus and requirement pages.

The requirement page contains information about a few introductory activities you need to complete. These activities will be posted in Oncourse. Then, print out the course checklist. Next, I'd go to the Course Guide to get a feel for how the course materials are organized.

Finally, take a deep breath and relax. Once you get a handle on the materials, you can start rolling!

Check the syllabus calendar and you'll notice that the first assignment is to go to Oncourse and Introduce Yourself.

We're using the new version of Oncourse. Here are some directions to get you started:
Go to Oncourse at https://oncourse.iu.edu/portal and login.
Click the S603 Course tab to find out course.
On the left side, you'll see Forums as an option on the list.
Under General Discussion, choose Introduce Yourself.
You'll see a list of postings.
Create a new posting to introduce Yourself. Also, reply to at least one classmate.

In the past, I've been a school library media specialist, a media administrator at a community college and university, and a university instructor. My career in education began in Illinois and was followed by positions in Indiana. I know that we have a wide variety of students in this course. Some have teaching experience and/or library experience, while others are new to the library and/or education field. I look forward to learning more about you!

I enjoy teaching online courses and exploring the world around us. I don't live in Indiana (Although I once lived there for about a dozen years). My wife, Annette Lamb, and I have lived all over North America, traveling and working for a decade in our motorhome. More recently, we built a home and live in the high desert country of southcentral Utah. Don't worry about trying to find me, I'm online, all-day, everyday.

Although the information has not been recently updated, you can learn a lot more about our travels and our home at http://eduscapes.com/about/news.htm

I look forward to having you in this class. Be sure to email me if you have questions. I'm online all the time, so I can normally get right back to you with an answer.
Have a great week!


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