Podcasts! 

I now know the difference between podcasts (Talk Tech) and regular videos that reside in places like You Tube  Podcasts are video broadcasts to which one returns for additional episodes.  Regular videos that are uploaded to the internet are "one-time" things - independent entities, if you will.  My class this term had us looking for pod-casts in an educational area of personal interest.  I am interested in using videogames in classrooms, so I searched for pod-casts with search terms reflecting my interests (videogames, kinnect, elearning - to list a few).

However, I am not sure how impressed I am.  By far, the overwhelming majority of the multitudes of pod-casts (about 6) I found had not been added to in more than 3 years.  One of my fellow students mentioned this same problem during our last class.  In contrast, You Tube's education videos were varied and there were many series that were newly created.

One podcast I found that has regular, recent additions is the eLearning Academy.  The current podcast is about social media in education.  Very interesting.  

I look forward to finding more pod-casts.  I know that they are out there! Perhaps I need to make my own!  What is your experience with finding pod-casts?  Do you think they are more valuable that independent videos?  Let me know, please!

Latest Class Assignment

    In this, my (hopefully) last master's degree class, we are beginning by jumping into the blogoshpere.  I have been avidly reading blogs for the last two years (since beginning my master's program), and I have many favorites.  Originally, they were are educational, but since I developed a serious addiction to Pinterest my horizons have expanded; now I read lots of sewing and cooking blogs - even some fashion gurus

from the May 8 blog post

  Ok, let's talk seriously about some instructional technology blogs.  My absolute favorite is the Rapid eLearning Blog.  This blog is ostensibly designed to motivate people to buy from the Articulate community of software.  However, I love, love, love it for all the things this blog has taught me about using PowerPoint!  Plus, you get gobs of free templates - when you get to know me better, you'll understand my obsession for free things.  I once wasted over $1K to get a $50 mp3 player - sad story; another time.

Another blog I enjoy reading is Games 4 Change  I believe that video games are powerful tools.  They can reignite learning motivation, affect social change, actually change the brain's skills, and are just plain fun.  This blog is part of a consortium designed to promote games that can change society.  Have you ever heard of Urgent Evoke or Jane McGonigal?  Well, Games 4 Change supports the same premise - games can change the world.

   I am currently a substitute teacher, and one day I thought - maybe there might be a blog or two to help me with issues I face in those scary classrooms.  I found several.  This first one is one of my favorites.  The author has actual suggestions and her experiences make me feel less alone.  Most of the others have not been updated recently or are not really substitute teacher blogs(more like long commercials).  Another favorite, even though I can never find the home button easily, is Substitutes, FTW  I'm not sure if this lady is still a substitute teacher, but she offers great tips to use for regular teachers, too. It hasn't been updated in awhile, tho'  :(

   This summer I hope to get over my fear of blogging and contribute to the community. No longer just a reader be!  What are your biggest challenges in blogging?  Lack of time, desire, or writer's block?  How do you overcome your difficulties?  Let me know.

An "Other Things" type post

6' drawers in sewing room

     One of the things I love to do is sew.  I have a wonderful sewing machine and waay too much fabric!  I have been reading lots of sewing and cooking blogs during my semester break.  One of the blogs that I read, Sew, Mama, Sew!, has been talking about how important it is to RECYCLE.  The authors are giving away a very interesting book all about reinventing sewing with recycled stuff!  I want to win this book.

    To that end, I am sharing a picture (or two) of a sewing organizer I made from old blue jeans.  I had the greatest fun choosing pockets (off old pants) that would be used for storage, cutting up the legs to make the background. It's kinda heavy, but it's durable!  And, useful!

Fun to make!

Back side showing

   This is my sewing organizer - notice the spot along the side for a yardstick.  You can see that the back is just one large piece of blue fabric and there is a rod pocket.

 There is no pattern, just pick cool pockets, add a waistband to hold a yardstick, attach stuff to pieces of pant legs, and add a backing. Voila! you're organized

    Can you see the cool design right below the pinking shears? It was on a pant leg!  No you can't - here's a close-up.




So what would you fill these pockets with?  Let me know.

Waverly-Shell Rock's new Middle School/Junior High

         Waverly, Iowa built a brand new school after the flood of 2008.  Like my house, the school that formerly served fifth and sixth-graders was ruined; additionally, Waverly's Junior High (built 1926) once again lost the old gymnasium and almost lost the first floor (replaced after the 1998 flood).  I confess that I was not in favor of the new school;  I do not approve of the location (a very swampy area in an average spring).
     
 Today I attended an Open House at the school. Waverly's middle school serves about 550 students.  The community is your basic middle-sized, midwestern city.  There's a liberal arts college in the city, and parents are highly involved with their children.   An average sized crowd of educators and community members listened intently as Steve Kwikkel, jr. high principal, and Bridget Wagoner discussed the new school and its design. These educators stated that the school did not/does not have a technology initiative.  Rather, they say W-SR has a learning initiative.  The goal is not an increase in test scores; Waverly's scores are actually pretty high.  The goal is to change the face of learning so that students' needs in the 21st century are met and that students continue to be engaged in learning.

I saw several intriguing things during my visit.  The first few can be illustrated by pictures I took.  They have whiteboard tables - great for collaboration or visual learning, comfy furniture, and these bizarre, wobbly stools (called Hoki stools).  Mr. Kwikkel said the furniture for the new school was purchased with the following ratio in mind: 1/3 comfort, 1/3 collaboration,and 1/3 traditional school-type furniture.

Waverly-Shell Rock has also invested in a formative and summative assessment program developed by Naiku.  The promotional flier describes the company as "founded by assessment and educational technology veterans to provide a formative and summative assessment solution that enables teachers to raise student academic achievement."  During my conversation with CEO, Corey Thompson, teachers receive rubric-based assessments in myriad ways (paper to cell phone), input the information, and receive information on standard's performance, class statistics, etc that can easily be shared.  Naiku works over cellular networks and with regular computers, ipads, phones, et al.

I really like this idea!  Theoretically, it simplifies management activities without being a learning management system.  It also helps the school focus on metacognition and mastery learning.

After the school day ended, I wandered the halls a bit.  There was an after-school cooking club and an after-school art club meeting - How fun!  Lastly, did I mention that there are virtually no school bells?!  They have a bell in the morning and at the end (there might be one at lunch, but my sources said it was largely irrelevant), but they have no bells signaling the end of class periods.  How curious!

All in all, I am quite impressed with the facility and the atmosphere at this school.  The staff puts into practice their professed belief in student-centered learning.  The environment is conducive to active engagement.  Real learners may result!

I Have Integrated My Technology!!!!

My Selection and Integration of Technology course winds to a close this evening.  I wish I could lament its sad passing, but I am truly tired of schoolwork for a few weeks!

Our task this time was to take all we learned over the semester and incorporate it into one giant document!

I'd like to believe a teacher has the time to do this for every lesson, but sadly I doubt that is true.  The good thing about this level of detail is that it can be left for substitutes with the above average chance that the substitute will be able to continue in one's stead.

I truly loathe going into a classroom and making students complete BORING worksheets because the teacher is afraid to let the substitute teach.  I understand the conundrum.  I also think it is counterproductive for subs and teachers not to communicate before the event, if possible.  Oh well, I digress - again.

I am attaching the Columbus lesson plan that I created.  I copied shamelessly from sites I found on the internet.  I tried to faithfully record each; if you find that I have omitted someone who needs recognition, please let me know.

Engel - Integrated Plan

Assessing Videogames

Videogames are ubiquitous.  I doubt you can find a child in the United States that has not played them.  Researchers are agog at their potential for motivating students to learn.  But can the learning be mapped to federal, state, and local standards?

Here is a Prezi I recently completed that introduces some of the issues surrounding this topic.  Please listen to the video in the presentation.  It's a small part of a talk by James Paul Gee on the importance of videogames and how easy it should be to assess the learning.

UDL is for everyone!

This week I have been investigating Universal Design for Learning (UDL).  I believe that is really for everyone.  Many of the changes for those labeled "disabled" make life easier for all of us.  Today's post investigates some of the iPad apps designed to aid us.

There are Apps for communicating, schedule making, tracking data, and education.  Most of the apps are low cost, and some of them are free - making them useful for schools with limited budgets.  Engaging students can require lots of patience, and special needs children require special skills - but having some cool tools may help! 

One app for iPads is called Special Words. It's an interactive game to help children learn to read.  I imagine its being brought into elementary schools and used with literacy programs.  Words can be added to suit a particular unit.   I also think younger students learning foreign languages or those learning English would find this useful.  It comes with 96 words (spoken and written), matching pictures, and eight languages.  Teachers and parents can easily add more words and sounds. There are 3 levels of difficulty, and it was designed with cooperation by teachers and special needs professionals. There are Zombies and cool music, too. Even non-challenged children will enjoy this!

Factor POP is a video game and more!  It is designed to help students master multiplication and division concepts like factors and multiples.  Harder levels can be unlocked by showing mastery of easier ones.  This program reaches those struggling with traditional methods by using kinesthetic responses.  As I visit schools, I am continually surprised by how many kids cannot figure out what goes into any particular number.  I've learned that children with non-verbal learning disorders struggle with these sorts of concepts. Often their condition is not diagnosed.  This game is fun enough and uses repetition enough to help those who struggle and even those with no problems! I think this would be useful in a classroom preparing for learning algebraic concepts - gotta know how to factor!

Another fun way to learn math is through Math Snacks.  I sat in my car in the cold rain playing this for quite awhile.  This site has short games and  animations that present math differently than most programs (how about 14/6ths!).  These are great for classes up through middle school, or even classes for struggling learners.  Those who say they don't like math will get caught up in the Pearl Diving game or empathize with the girl on the Bad Date. This can be used on a variety of platforms. 

An important concept of UDL is presenting information in multiple ways. As a student, I struggled to memorize the Periodic Table; kids with learning disabilities may not be able to do this at all.  An app for the iPad allows learners to see each element in stunning 3D.  This adds some concreteness to an abstract concept.  Many students with LDs are removed out of science and history classes so they miss vital background knowledge in these areas.  Incorporating technology like this can help bridge the gap.  However, this app has considerable overlap between being assistive and instructional.  It provides benefits to both groups, which helps to mainstream LD students.

Visual Dictionary Online helps students who are struggling to grasp a concept (i.e. how a gear works) can go to this site (or use the iPhone app) and type in the term to see it. When you know what something looks like, but not what it's called (or vice versa), you can quickly match the word to the image.  This would be great for any type of class from English to Science.  It's possible to browse the categories as well. 


Also helpful are graphic organizers.  There are several for the iPad: Popplet, IdeaSketch, MindNode, and iThought, to name a few.  Some are free and others cost a few dollars. They are easy to use and many allow users to import and export to a variety of programs - even a desktop word processor.  Below is a preview of iThoughts ($7.99).

Cyber-Citizenry

Are you a good cyber citizen?  Are any of us?

picture courtesy of http://web.csoww.catholic.edu.au/
Learning/ICLT/OnlineSafety/tabid/165/Default.aspx

My instructional technology class has been exploring ways of teaching others to be ethical online community members.  We were tasked with creating a learning unit for a topic from the Common Sense Media website,  I chose to explore the topic of "Connected Culture."  Middle school students learn how interconnected real worlds and virtual worlds are.  Being a good citizen of one's community is similar whether or not the community is in the face to face world or the digital world. 

Please visit my cyber learning unit by clicking here
                                                                           Thanks, in advance, for all feedback!

ITEC 2011

Wow!  What an event - I learned sooo much, saw many things, ate great food.  The people who produced this event did an incredibly wonderful job!  Kudos, my friends.

A workshop I attended gave participants several samples of software.  The software I used for this feature was created by MIT (yes, Mass. Inst of Tech!).  From Scratch's website comes the following quote, "Scratch is a programming language that makes it easy to create your own interactive stories, animations, games, music, and art -- and share your creations on the web." 


I made a little animation (only took about 15 hours - remember, I'm an English major - not a programmer,and I was watching TV at the same time) that captures a couple of highlights.  Please watch it, and let me know what you think.

ITEC conference - Scratch presentation


Could you use Scratch in your world?

Amping it Up!

Greetings,
        I am attending the ITEC (Iowa Technology Education Connection) conference in Des Moines this week. Click here to learn more about ITEC.  Lots of great information available regarding instructional technology. 
        Speaking about technology in Iowa, I present five experiences that I encountered during the last twelve months of substitute teaching.  These experiences occurred in more than one school district, and, although they likely accomplished the desired outcomes, after describing the experiences I will show where the classes rank on the Technology Integration Matrix. 
         Next, three of the lucky experiences will be chosen for the Ultimate Makeover.  This means these class will be taken to the next level, and that experience described here.  Are You Ready?


Experience 1
The class in ninth grade English did a critical reading of The Monkey's Paw by W. W. Jacobs. Students read and discussed the story; they examined foreshadowing, predicted, and talked about themes, author intent, etc.  The objective of this activity is to introduce the structure, and model the creation, of the “5-paragraph essay.”    This fits into the Active-Entry cell. The teacher uses technology to present her lecture, but does not incorporate technology into what the students are doing. This fits into my future classroom because Critical Reading skills are important in every endeavor; workers often read the same material and informally share their opinions.  Also, all educated people need to be able to write well.

Experience 2
A class of special needs students in a Social Studies class is creating an invention timeline using cut-outs from assorted magazines. They glue the inventions to poster board; they are also required to draw and color little hand-drawn images of the inventions.  The objective of this activity is to introduce the concept of timelines and to explore the history of the Industrial Revolution.   A video is shown that teaches about the Industrial Revolution, and the teacher uses a Smart Board to present lesson material.  This belongs in the Active Entry cell of the T.I.M. because the teacher is passively using technology; there is no student engagement with the technology.  I chose this example because often corporate trainers want students to get a hands-on feel for the particular subject being taught, but they teach the material only with teacher demonstrations.


Experience 3
A high school business class is learning PowerPoint. They follow a scripted process to create slides. Each student does exactly the same thing, following a workbook. Some students do provide peer coaching.             Applicable TIM cell – Active Entry.  This cell on the TIM states that the students are paced through the activity and everyone does the same thing.  This relates to me/my interests because of my consideration of corporate training as a career.  Too often, corporate training uses this same process to teach software to employees 


Experience 4
An eighth grade science class views a Discovery Education video on genetics as review for a test. Applicable T.I.M. cell – Adoptive Entry because students are not engaged in using technology. This fits into my future endeavors because video-training is often used in industry.  Video-training is a passive way of teaching. Only extremely motivated learners get much out of this style. 

Experience 5
A 10th grade girl’s chorus class meets to prepare for an upcoming school-wide performance. Each ensemble steps up randomly and performs their number.  Students use technology to play accompaniments and microphones for vocals.  This goes into the Collaborative Entry cell of the T.I.M.  This fits into my world because workers often need to learn how to use microphones and select music for presentations.

Take It Up a Notch

Experience 1
Students read the same short story.  The discussion takes place on VoiceThread.  The teacher guides the discussion by participating.  Points discussed include those mentioned in the original experience and expand to have students point out specific examples of the structural components of the essay.  Students benefit from peer opinions, can contribute to the discussion at home or during school.  This is moved to the Collaborative Adoption Cell on the T.I.M.  Using VoiceThread allows students to learn from their peers.  Reflection is increased as students think about ideas before posting – VT can be used both synchronously and asynchronously, which gives opportunity for thinking before talking.


Experience 3
Students will learn PowerPoint.  This class will use differentiated learning.  Students with prior experience using PowerPoint will serve as mentors and will learn more advanced ppt skills.  Students are paired (and will share a computer).  They will choose a topic that applies to any subject for which they need to prepare a presentation.  If a student has no assignment to prepare, a list of possible topics will be available; student choice of topic will also be accepted.  Teacher models use of Master Slides, basic ppt functions, and designing aesthetically pleasing slides.   Guided instruction is provided by the teacher while students work on their projects.  This moves the class to the Collaborative Adoption cell on the T.I.M. because students help each other with particular aspects of the program.  Students are able to progress at their own speeds (learning just what they need for their particular situation), explore what the software can do, and create an artifact that can be used in another situation. 

Experience 5

Students preparing vocal presentations for the concert will be recorded and will post their performances on a version on You Tube designed for schools (less open). Students will search for music on the Internet and research copyright issues. The ensembles will self-evaluate and offer constructive criticism on other performances. This moves the learning activity into the Collaborative Adoption Cell on the T.I.M. Seeing one’s performance allows for self-evaluation and revision that is intrinsically motivated. The peer evaluations are important because often new ideas are generated and then expanded upon by peers.

September 30, 2011 - Gradual Release of Responsibility

UPDATE: I never included a link to the lesson!
Here it is:

I have just learned that something I always thought was intrinsic to teaching is a NEW theory, of sorts.  It's called "Gradual Release of Responsibility" or GRR.  The purpose is to help students take control of their own learning.  Hooray!

I have a GRR lesson plan for learning about Columbus about which I would love your comments.  Please let me know your true thoughts.

Thanks,
Linda

Introduction for Fall of 2011

Greetings!

    I am excited about the new term.  My name is Linda Engel, and I live in Waverly, IA.  I have 3 children, the youngest of whom begins college this fall at Wartburg College in Waverly.  He lives on campus, much to his chagrin.  I also have a 14 month old grandson - absolutely adorable little guy.  My older son is a videogame designer in Florida; he designs games that teach the military how to fire 50-caliber tank weapons.

   I earned my bachelor's in English, May 2009, which makes me a non-traditional student.   I like to cook and sew.  I just moved into a new house that replaced the one lost in the 2008 flood.  I still need to unpack. 

   I am really interested in the possible benefits of videogames to increase motivation in students. (Dr. Z, I worked hard to change this sentence so it doesn't use "use" - LOL).  This blog is one I started when I first began my master's program.  Perhaps, I'll use it more now.

While researching for info for my ID project

I was searching for a ready-made, short video to embed in my training, and I found this cautionary "tail" by the CEO of Identity Finder.  I thought it was interesting, and sent a link to my son.

Then. . . for some reason I went to my Facebook page, and there was a message for me that my Facebook account had been accessed from some location they didn't recognize!   I followed the steps to see where the location was; it was in Ft. Lauderdale, FL. !!!!!

So now, I'm in the process of changing all accounts that use that same userid and password.  Kinda funny these two things happened within hours of each other.  They say, "God protects fools and children."  But, they also say, "God helps those who help themselves."  (my apologies to the agnostics and atheists that read this).

My point - be safe. Vary your log-ins, especially on sites where money is concerned!  Oh, and Identity Finder has a free, scaled-down version (finds passwords and CC numbers only). Check it out

What have I learned?

The "biggest" thing I learned during this class is that the up and coming generations are all essentially "visual learners." You hear about all the different learning styles (kinesthetic, auditory, etc), but with all the video games, DVDs, internet surfing, etc, the world is becoming more visual.

Now, while that was the item that struck me most forcefully, it wasn't the only thing this class has taught me. For one thing, I got over my blogging anxiety. I've tried to start a blog two or three times, but never got past registering - something about opening my inner thoughts to the world for condemnation or praise is pretty scary.

Randy's and my class presentation was thrilling. Not so much the working together part, that was hard, but the subject matter. I am sooo excited about the possibilities for learning that already exist in videogames. Here is just one site that exemplifies my point. I learned so much about educational gaming.

Some of the learning objectives in this class covered things I already new - either because I am a grad student or because of my age. Occasionally I had to remind myself of those things, so even "rehashing" material was helpful.


The last thing I experienced (that I will discuss) is how inter-related all my classes this term were! In addition to this class, I also took Media Planning & Production and Distance Education. All three classes built upon each other - I guess one could say they "scaffolded" (a term I learned in D.E.). That is each class helped me learn parts and supported me with modeling experiences that eventually helped me learn the material for all the classes more thoroughly!

I've enjoyed the class discussions, the students, the instructor, and even the work. I wish I hadn't had as many personal challenges so that the quality of my work would have better reflected the extent of my learning. See you again!

Perception

I'm finally finishing my midterm, yikes!!!!, and I googled "can something ugly be art" to see what I would get. Along with the usual suggestions of how to turn something ugly into something beautiful - which is not what I wanted, I stumbled upon this blog (http://www.greenwala.com/profiles/linda-lucille/blog/4922-Trippy-Pollution-Photography-Can-Something-So-Ugly-Actually-Be-Beautiful).

Isn't this amazing?! Beauty is definitely in the eye of the beholder!

The pictures are beautiful images, full of color, and of the type to make you wonder how they were taken. Yet, when you think about what they are pictures of...you realize just how ugly they are.



This is a great example of how a person really needs to be visually literate to understand what they are seeing. If I were completely illiterate, I might want copies of these pictures to put on my walls. After all they would make great modern art - imagine them on a wall framed in simple black frames - gorgeous. But what I would be celebrating is the destruction of my world. How sad.

You know, I just realized, I took some similar pictures during my trip to Nicaragua last spring. I should find those and post them as well. Of course, right now they are packed and unorganizedly placed in my storage facility. One cannot complain when one has to rely on the kindness of others,... but there should have been a little more organization to the placement of boxes. Oh well, I'll be in a house and out of this motel by the end of April - I hope!

My question is: don't people just get this automatically. Do people really need to be educated just to read? It's sad to say, that the answer to my question is probably yes, people do need to be educated.


Oh well, comme ci, comme ca (excuse the lack of diacritical marks)

Back to the beginning!

I'm alive! Between sickness, moving, selling my house, getting robbed (last night), wrecking a truck I rented (Fri a.m., sick as a dog) - it's been a hell of a Spring Break!

Through it all fonts keep coming to the fore! Fonts seem to be the visual element I notice most. Why is that? Is it because I have spent hundreds of hours creating lettering as a draftsman before computers? I have amassed a huge quantity of fonts and spend quite a lot of time deciding which font will work best for a particular document.

Apparently, according to a radio program on the BBC (http://www.bbc.co.uk/radio4/science/fromarialtowidelatin.shtml) fonts operate as a "secret language." All sorts of emotional and subliminal messages are sent by the fonts we choose. "The fonts we dress our words in are arguably as much of a fashion statement as the clothes we wear" (Peacock, BBC Science, 2005).

Another video (pretty funny) I found on the same blog. Here it is - http://www.articulate.com/community/blogdemo/font_conference/player.html (Wish I could figure out how to embed the video right into this blog - perhaps when I feel better.) I wonder if I'll make it to school tomorrow?

One last picture I found - this says it all about perception. I'm gonna post it to our WebCT place when I'm feeling feistier!

Advertising

We discussed advertising and perception a lot during the past few meetings. I watched the assigned video with my teenager; I think it opened his eyes even though he did not want to admit it.

I was confused by the posting with LaRae. My perception was that she was trying to provoke me with her first comments, then the conversation degenerated to weird places.

You challenged us to post visually. I realized that I do not want to do that because of the way I look to myself.

It's funny - my self-perception is tied up in all the garbage that we talked about in advertising, but yet I'm glad to not have to worry about all of that. At least I profess to not worry, but when it comes to brass tacks I guess I'm still caught up in all of that.

Aaahhh...Perception

I've been thinking a lot about perception during the last two weeks. This was spurred by the reading assignment, of course, but it has proven to be quite illuminating.

First I started ruminating about people's perceptions of others. There's a man in California who has some sort of weird perception of me, based upon a woman whom I politely refer to as "trailer trash" and the apparent rambling of my dearly loved, maiden aunt (which I don't believe were originally thought by her). NO MATTER.

The point is that, just as our textbook says, changing initial perceptions is an extremely difficult task.

Next, I received the email that was shown in my previous post. This directly relates to the way people visually perceive things when there is no other information. Would either of us be any different? Not knowing that the violin player was someone "important," would we have stopped the progress of our busy lives to stand and listen to this person. We would likely have considered as a more important question, whether or not we had/or wanted to part with the money we would feel obligated to give for staying and listening.

And lastly, I went to the NPR homepage to look for "Wait, Wait,..." and I saw an essay about time perception. http://www.npr.org/blogs/13.7/2010/01/the_doors_of_time_perception.html Here is another whole different type of perception!

So we now have visual, psychological, and time; I imagine there are also auditory and tactile perceptions. Each of them interact with each other. For example, if we succumbed to the alluring violin recital, time would fly, and perhaps the person we were headed to meet would perceive that we were not responsible. Three distinct types of perception that work together to creat our lives.

Very interesting...

Something that came in my email

We have been reading about perception in our textbook, and when this came in my email I thought it was very appropriate. I checked with Snopes.com, and they confirm it as true. It was part of an experiment

PERCEPTION. . . Something To Think About. . .

Washington, DC
Metro Station on a cold January morning in 2007. The man with a violin played six Bach pieces for about 45 minutes. During that time approx. 2 thousand people went through the station, most of them on their way to work. After 3 minutes a middle aged man noticed there was a musician playing. He slowed his pace and stopped for a few seconds and then hurried to meet his schedule.

4 minutes later:
The violinist received his first dollar: a woman threw the money in the hat and, without stopping, continued to walk.

6 minutes:
A young man leaned against the wall to listen to him, then looked at his watch and
started to walk again.

10 minutes:
A 3-year old boy stopped but his mother tugged him along hurriedly. The kid stopped to look at the violinist again, but the mother pushed hard and the child continued to walk, turning his head all the time. This action was repeated by several other children. Every parent, without exception, forced their children to move on quickly.

45 minutes:
The musician played continuously. Only 6 people stopped and listened for a short
while. About 20 gave money but continued to walk at their normal pace. The man collected a total of $32.

1 hour:
He finished playing and silence took over. No one noticed. No one applauded, nor was
there any recognition.

No one knew this, but the violinist was Joshua Bell, one of the greatest musicians in the world. He played one of the most intricate pieces ever written, with a violin worth $3.5 million dollars. Two days before Joshua Bell sold out a theater in Boston where the seats averaged $100.

This is a true story. Joshua Bell playing incognito in the metro station was organized by the Washington Post as part of a social experiment about perception, taste and people's priorities.

The questions raised:
*In a common place environment at an inappropriate hour, do we perceive beauty?
*Do we stop to appreciate it?
*Do we recognize talent in an unexpected context?

One possible conclusion reached from this experiment could be this:

If we do not have a moment to stop and listen to one of the best musicians in the world, playing some of the finest music ever written, with one of the most beautiful instruments ever made. How many other things are we missing?

Week 1, Jan. 13, 2010

Well, I read chapter 1 last night. It was interesting to me to see the similarities between visual and verbal literacy.

Then, while looking at the quotes from Jerrold Kemp in our textbook (he was my Instructional Technology professor at San Jose State in 1984), I stumbled upon references to choosing fonts for Powerpoint presentations.

This morning, while waiting at a stoplight, I noticed the fonts used on the Walgreens, Historical Society museum, and a local diner. This led to an "aha" moment. The fonts chosen by these businesses subliminally reflected a great deal about their identity. Walgreen's is a friendly, rounded, almost happy looking font, the museum had a font that looked as if it had stepped out of the 1800s, and the diner had a feminine script for the owner's name (Dell) coupled with a regular Times type font saying "Diner."

I have never thought about this before, but I imagine this is what visual literacy is all about.