Podcasting in real time

Today I had the pleasure of co-presenting with the 3 other members of the edtech posse at Campus Saskatchewan’s TLT 2006 conference. Although we’ve been podcasting for a year, this is the first time we’ve been together in the same room.  The presentation as you can read, was an attempt to demystify the process and actually create a podcast during our one hour presentation.

It certainly wasn’t a perfect presentation as I forgot a projector, (I retrieved if from my van by running across campus and back without having a heart attack)  and we strayed several times from our agenda to address relevant issues and questions.  I guess that’s important although there’s something comforting about following a linear presentation and knowing you delivered what you promised. Rick commented that it was interesting to see us handle questions as we intuitively knew who would address various issues.

We shared our favourites, talked about copyrightleft, classroom applications, global publishing and more. It’s always difficult to do more in one hour than simply enlighten and perhaps begin conversations and ideas that will later flourish. Time will tell.

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1 slide = $1,000,000

I’ve been a fan of Cliff Atkinson for the better part of a year. Cliff’s Beyond Bullets book and blog have been helpful in transforming my view of PowerPoint as a storytelling tool and in turn changed how I present it to students and teachers.

Recently Cliff was hired by a Texas lawyer to develop a presentation for his opening statement. The resulting 253 slides helped to gain a $253 million dollar settlement.  Read the LA times article here.… Read the rest

Repitition and Passion

I’m thinking of beginning all of my workshops and talks on the read/write web with this cavaet, “Don’t get too excited about any of this because the chances of any of you really making this a reality in your classroom is almost nil.” Not very optimistic but I think fairly accurate.

Brian Crosby of Learning is Messy writes,

You can’t just show most people – you have to show them and explain it to them and then answer their questions and then show it to them again and then explain it to them again and then show them how this relates to things they already do – takes the place of this and makes it even better and does this and this and this! I’m telling you they will think the vodcast was kinda cool… would be an interesting thing for their kids to do once if they had the equipment and the time and someone to show them how to do it. But they won’t get it until they experience you doing it and getting them to do it…several times … and talk about it and have them notice their students’ reaction and learning and how they talk about

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The Posse has awakened

From the Posse:

Our hiatus is over! I hope you think it was worth the wait!

This conversation featuring the full posse – Alec Couros, Rick Schwier, Dean Shareski and Rob Wall – was recorded on December 14, 2005. Just the day before we recorded, I was in a meeting for developing an Information Literacy scope and sequence for the school where I teach. The teacher librarian and I were talking about blogging, wikis, RSS, podcasting and other tools of the read-write web, along with production technologies like digital video editing. One of the teachers in the meeting asked what was the point of having students do these things in school – I was so stunned to be asked this that I didn’t have a good response, so I posed the question to the posse. A very robust conversation was the result – EdTech Posse Podcast #013. (I even took the time to change the sample rate to eliminate the dreaded chipmunk effect.)

Releasing this podcast now is very timely – it seems like much of our discussion is complementary to some of George Siemen’s reflection in his short podcast Restructuring our Structures. If you like

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