Technology


I’m a Member of ECOO — Are You?

“I helped Bring IT, Together,” animatedGIF by @aforgrave — Share using the #ecoo tag

Having attended the 2016 Bring IT, Together conference in Niagara Falls last November, I am a member of the Educational Computing Organization of Ontario (ECOO). If you attended #BIT16 last fall — even for a day — then you are a member of ECOO, too!  This frequently comes asa surprise to first-time attendees, but it is true!

Your ECOO membership is supported by a $25 annual membership fee, which for most members is collected as a component of the conference registration. Folks who do not attend the annual conference can elect to pay the $25 fee directly to the ECOO office, thus maintaining their membership, although most members simply renew by attending the conference annually.   Life members are recognized for their service to the organization over the years and are exempt from paying the annual fee.

Your ECOO membership cycle is tied to the timing of ECOO’s Annual General Meeting. Attendees at November’s #BIT16 have a membership which extends through the remainder of this school year, through the summer and into fall, expiring at the subsequent AGM with the conclusion of voting. In 2013, ECOO moved to include an electronic balloting process for the selection of the Board of Directors, so even if you do not attend the conference in a given year, you remain eligible to vote as long as your membership is current.  Active ECOO members may nominate their peers to stand for the Board of Directors, and may also stand for election to the Board themselves. Watch for details related to the Call for Nominations to the Board of Directors later this summer. The Call remains open for three months so that there is plenty of time to nominate your peers or consider standing for nomination yourself!

I have been a member of ECOO for over 20 years now. The organization provides a great opportunity to connect with new colleagues and collaborate with longstanding education friends.

ECOO is more than just the annual conference, and so if you are a recent conference attendee (and thus, a member!), reach out with the #ecoo tag on twitter, say hi, and connect with other members throughout the year!

The ECOO Board of Directors are currently conducting a survey of the membership and would like your input! If you have not yet submitted your thoughts, please take a moment now to do so! The Board is working to establish future priorities and needs to hear from the membership! PROVIDE YOUR INPUT NOW

NOTE: The “I helped Bring IT, Together” animated GIF above is based on my original, “Doug Peterson Brings IT, Together” animated GIF from November, 2016.  I snapped the pic of Doug with his animated shirt at the ECOO registration booth.

“Doug Peterson Brings IT, Together,” original animated GIF by @aforgrave

 

 

 

 


Doug and Pete’s Technological Listing of 10 Things to Fear 5

Comfort Zone, credited to Barrett Brooks

What Do Educators Fear About Using Technology?

Doug Peterson (@dougpete, on Twitter) and Peter McAsh (@pmcash, on Twitter) sat down to brainstorm a response to the original Colleen Rose’ post What Do Educators Fear About Using Technology?, and Doug posted 10 Things to Fear this morning. As I read through their list, I found myself mentally generating possible responses to their compilation, and found myself drawn to reply:

First, let’s look at fear:

Fear: an unpleasant emotion caused by the belief that someone or something is dangerous, likely to cause pain, or a threat.

Definition: Fear, as returned via Google, edited

 

Perception, Attitude, Behaviour and Learning Outside our Comfort Zone

Year’s ago, I learned that our behaviours are influenced by our attitudes, and that our attitudes are influenced by our perceptions. Fear is perceived — we need to start with our perceptions of technology and our come to grips with our attitudes towards it so that we can modify our behaviours as we address its role in supporting learning.

Moving from fear towards comfort requires moving through a zone of discomfort.  I did a quick search for a header graphic and selected the one seen above (Comfort Zone, credited to Barrett Brooks (@BarrattABrooks, on Twitter) via a How your Comfort Zone is Sabotaging your Success on Huffington Post.) You may be interested in seeing the results of my simple search and choose a variant that works for you.

I will confess up front that there are times when I find it difficult to encounter fear with technology. And as a result, I found myself coming up with some rather flip responses to some of the entries on Doug and Peter’s list — there are no doubt some real challenges expressed there. But I also found that a good number of the entries on Doug and Peter’s list would be what we might term as “heard rationalizations,” — things that we have heard people say over the years, rather than true rationales against using technology. Rationalizations help you argue against something with yourself. Instead we need to cultivate with our learners a “find a way” mindset towards finding solutions. So watch for a few short comebacks embedded within the following. But in general, I’ve also tried to provide a start at a valid set of possible supports.

Developing a comfort with discomfort is a great way to start.

My responses to 10 Things to Fear.

  • “The kids know more than I do!”
    • In life, everyone knows different things. Learn to learn from one another.
    • Ask yourself, “When did you stop learning? Why did you stop learning?” “What do you think you need to learn more about?”
  • “I don’t have time; so many other things that are more important.”
    • What is more important than learning?
    • Re-assess priorities from time to time. Think critically about what you are doing and whether it still fits. Maybe there is a newer, better way?
    • Buddha says, “Your purpose in life is to find your purpose in life.”
  • “How do I know that it fits the curriculum?”
    • What a great question! Ontario’s Language curriculum is dated 2006, which is before Twitter existed. The “leader of the free world” exerts considerable influence through his “writing” via the technology of Twitter. We always need to assess the relevancy of the curriculum.
  • “My school doesn’t have enough computers for every student to have their own.”
    • Get more.
    • BYOD
    • Have your students share. Re-organize lessons to use groups or centres. (There are days when I still struggle with this. But it works.)
  • “I need a workshop on this.”
    • Find a friend to learn with.
    • Search YouTube for a video.
    • Join an open, online course.
    • Worst case, go find a workshop on this. But seriously, we don’t need workshops on everything; We need to change our beliefs and then our behaviours about how we learn. In this day and age, waiting for a workshop is an excuse.
  • “Nothing worse than booking the lab, taking the entire class there, and then half the computers are broken.”
    • Yeah, that is a bummer. Been there. As I learner, I would be ticked off. I’m sure the principal, the superintendent, the trustees (and the parents of your students!) don’t want half the computers to be broken. This is a school issue, and there are folks who can help you to get it addressed.
    • In the meantime, have the kids work with a partner.
  • “It’s not in the curriculum.”
    • See “How do I know that it fits the curriculum?” above.
    • “Coding” is only minimally reflected in Ontario’s K-12 curriculum. Ontario currently faces a shortage of programmers on the order of tens of thousands per year. The Ontario Ministry of Education knows this. But so do a lot of teachers. A lot of teachers are making space for coding, rather than waiting for “a curriculum.”
  • Too much curriculum; not enough time to experiment.”
    • Time is a real constraint, no doubt about it. What is important?
    • With time, you can learn to make time. Again, learning is an investment. Careful investing requires making careful choices.
  • “I’m not sure I have a login on the school network.  Who do I ask?”
    • Ask a colleague at your school.
    • Ask your office administrator.
    • Ask your best teacher friend who teaches at a different school.
    • Ask your principal.
    • Check for a “help desk” on your district’s web site.
    • Email someone on the OSAPAC committee.
    • Follow up with that person you met at that conference you went to a year ago with whom you exchanged emails after you had that discussion about that thing.
  • “I have a Mac at home and the school has Windows.”
    • Excellent! You can do a lot great stuff with a Mac!
    • 95% of what you need is web-based, and the web is cross-platform. Your school is good to go, as long as you have good Internet.
  • “The IT Department has the computers locked down and I can’t run the software I need.”
    • 95% of what you need is web-based, and the web is cross-platform. Your school is good to go, as long as you have good Internet. Is there an echo?
  • “What if the kids get into a porn site?”
    • Responsible IT departments have this covered for you.
    • Relax. Most kids are immediately horrified whenever something even remotely “inappropriate” shows up on a screen at school.
  • “I can teach the topic better without technology.”
    • Can the students LEARN the topic better WITH technology? If so, use the methods that best support their learning.  It’s not about technology OR your teaching, it’s about their learning.
    • Technology is not the answer to everything, and not everything is best learned via technology. Us it when it makes a difference.
  • “I’m a Google person trapped in a Microsoft world or vice versa.”
    • Ouch. Yeah. Or a Mac person trapped in a Microsoft world.
    • Either make friends with what you are given, advocate for alternatives, or find ways to transfer the necessary skills to your board’s chosen platform.
    • Be happy, in the olden days, folks worried about whether they had WordPerfect or MS-Office, and honestly, it’s what you write that is important, not the program you write it in. But yeah.
  • “Our computers are too old and not powerful enough.”
    • They must be good for writing.
    • What is the replacement cycle at your school/board? If they are that old, you are just about to get an upgrade!!!!
  • “I’m concerned about student privacy.”
    • Being cautious about student privacy is a good thing. It’s not an excuse to do nothing.
    • Use your concern about student privacy to learn and educate your learners.
  • “I’m concerned about my own privacy.”
    • Being cautious about your own privacy is a good thing. It’s not an excuse to do nothing.
    • Use your concern about privacy to learn and educate yourself. Again, find a friend to learn with.
  • “Somebody needs to be the champion of cursive.”
    • I discovered one day (not too many years ago) that it is important to know cursive so that you can read cursive.
    • I discovered one day (not too many years ago, but the same day as I discovered the item above) that very little of what we encounter in schools today is written in cursive.
    • I also learned that using cursive as an educator exacerbates the learning challenges for my identified students, and that printing fits a UDL model. My printing has always been easier to read than my cursive.
    • Voice-to-text is a marvellous technology. For everybody.
    • Slowing down the brain by writing by hand still has a place in helping one to think.
  • “Nobody has ever hacked my filing cabinet.
    • Probably true. But are you sure?”
    • Nobody is likely to hack your computer for your lesson plans either. Worry more about your PIN and your bank card.
  • “The printer never works – I have to print their work so I can mark it.”
    • No you don’t. (I really only ever had this as a need once.)
    • Learn to print to PDF. CutePDF is one of many answers if one doesn’t already exist at your school.
  • “What if the technology isn’t charged and goes dead in class?”
    • Been there. It’s a lesson in learning to be prepared, and one that your learners need to learn to deal with themselves.
    • Do you have a car charger for your phone? Why?
    • Be that person at a conference who totes around a power bar or extra phone battery. You can make friends that way. (‘Truth!)
  • “I tried once and failed badly.  Once burned, twice shy.”
    • There is a story floating around about Thomas Edison and the light bulb. The number 10, 000 comes up in it. He probably got burned at least once.
    • There is an acronym floating around: FAIL: First Attempt at Learning.
  • “Phones are banned in my school.”
    • Do you need phones? What question are “phones” providing the answer for? Is there another answer?
    • My P/J students don’t have phones. Getting phones isn’t an answer to their needs.
    • Why are phones banned? Who do you need to convince? (Answer: You only need to convince yourself to get started on this path …)
    • Are phones banned for teachers and administrators, too? Is this hypocrisy?
  • “The bulb in my data projector is burned out and my principal won’t replace it.”
    • Yeah. Data projector bulbs are pricey, no doubt.
    • Why won’t your principal replace it? Is the issue financial/budgetary, or is it philosophical?
    • Back in the day, I arrived at a new school one September and we had ONE overhead projector for the whole school. We were promised we would have new overhead projectors for all for the following September. Back then, I decided that rather than have my practice and my classroom be disadvantaged for a whole year, I would buy one myself. A couple years later, I lobbied my principal for a SMART board, and the overhead projector became redundant. How important is a particular piece of technology to your teaching and learning practice?
  • “Nobody else does, why should I?”
    • Do you believe that “it” is important?
    • Somebody needs to be first. Why not you?
    • Somebody needs to be second. Why not you?
    • The person who goes first needs a friend, and the person who goes second can be that friend. You and a friend can share the honours and support one another.
  • “What do I do when something goes wrong?”
    • Excellent question! What DO you do when something goes wrong?
    • Learn to develop the comfort requried to answer the question, “What do you do when something goes wrong?”
  • “I don’t want to show a weakness in my knowledge in front of the class.”
    • Knowledge Doubling Every 12 Months, Soon to be Every 12 Hours
    • Nobody expects you to know everything. You may be an expert in one or several fields, and in those areas you are likely well ahead of your learners. But our understanding of the world is continually evolving, and you probably know that.
    • You probably already know that kids like to connect with the real you. Encourage a two way dialogue about learning. What can you learn from them?
  • “I’ve never had a Scratch workshop; maybe my school could hire somebody.”
  • “What if a student puts 2 spaces after a period?”
    • As a learner and as a educator I put two spaces after a period for decades and the world never ended. It was the convention then. Nobody complained. Then one day I read an article about how the convention was changing (print publishers needed to save money and someone had calculated the real savings) and so I simply taught myself to tap the spacebar once instead of twice after a period. Today, I only worry about having an accidental double-space between words in my report card comments, because THAT is the one real no-no where it matters.
  • “What if their essay or report includes emoji?”
    • Do you include emoji in your emails and texts? 😉 I’m partial to the winky-face, because there is a lot to wink about in learning. You can even say “smiley face” or “winky face” to Siri and she will put it in your paragraph or text for you!
    • Consider audience, context, and format. Emoji are a new addition to our text-based communication, originally a work-around on the limits of the keyboard as a way to include emotion. Maybe you can work with the learner on tone, voice, and the use of irony and hyperbole as new techniques in communicating on multiple levels?
    • Remember that primary students are taught to self-assess their work using smiley faces before they learn to couch their emotions in words. Words are just a different symbolic representation.
  • “Many of the resources have US content. What about Canadian resources?”
    • US English. UK English. Put a U in colour, honour, neighbourhood. Can you get a little Canadian Flag to show in the menubar instead of the US one?
  • “It’s the librarian’s job.”
    • Lucky you! You have a librarian.
  • “How do I mark it?”
    • Ask the Ministry of Education. (Sorry, that’s an old joke.)
  • “If my board or school thought it was important, they would do workshops and train me.”
    • Breaking News: Boards and Schools don’t have a monopoly on deciding what is important.
    • Breaking News: Board and Schools don’t have the time and resources to do workshops and train you on everything you need/want to know.
    • OTF, OSSTF, ETFO, AEFO, OECTA, and TVO all offer workshops for teachers. So do our professional subject associations.
    • Search out an #edCamp near you!
  • “Two words – Fake News”

I think I got a bit punchy towards the end. Maybe Doug and Peter were scraping the bottom of their barrel by that point, too.

Help to Make Peace with Technology in Learning

For anyone who might like to add to this — especially with concrete responses to the real challenges, feel free to ask for access to edit the shared document that I’ve made available to Doug, Peter, and Colleen.

Again, learn to develop a comfort with discomfort!

If you are a member of the Educational Computing Organization of Ontario (ECOO), look to bring a colleague or three to the annual Ontario education technology conference, Bring IT, Together #BIT17, November 8-10th in Niagara Falls, Ontario.

If you are NOT a member of the Educational Computing Organization of Ontario (ECOO), you automatically become a member by attending our annual Ontario education technology conference, Bring IT, Together #BIT17 November 8-10th in Niagara Falls, Ontario. So come, and bring a colleague or three with you and learn together!

There is nothing to fear, technology-using educators are a friendly bunch!

#BIT17 Bring IT, Together 2017 promo, by aforgrave


Do You Dream of Databases? 2

“Sunset on a Set of Boxes Sitting,” image by aforgrave, on Flickr

Cross-Posted from a long comment response to a Doug Peterson (@dougpete) question, “Whatever Happened to Filemaker Pro?” on his Doug – Off The Record blog.

I knew when I read Doug’s post this morning that it would be impossible for me to let it go without commenting. But where to start? How could I start and not go on for hours and hours? And I expect that he knew that it would be difficult for me to not reply. I remember the day when John Taylor introduced us to one another at ECOO. I’m fairly certain he was looking at pushing the OSAPAC database of licensed software to the web from FileMaker at the time.

My original thought was that I would reply by writing my own post on my own blog. But the post would be out of the blue and wouldn’t have the context that Doug’s post provided. In the end, I posted a long comment on Doug’s blog, and based it on his prompt questions. To go broader would open the floodgates and I’d never get any sleep. But I did decide to cross-post it here to EdVisioned.ca all the same. After all, I spent upwards of five years from 1998 to 2003 breathing, eating, and sleeping in Filemaker. I’m sure I had a few Filemaker-inspired dreams along the way.

Have you ever developed a database application in Filemaker Pro?

Database101Oh, yeah. You know I have! It all began with a demo version on floppy disk in the back of Guy Kawasaki’s Database 101 book, purchased one lazy Sunday afternoon while browsing computer section at the the local bookseller, a year or so after I started teaching. That was pre-Chapters/Indigo, pre-Internet. But I did have a Mac, and a background in programming and Hypercard, and the first real project was to develop a lesson planner for a summer course I was taking. Why spend all that time formatting the pages when common fields across the various lessons in the unit could be automagically arranged, and I could add and re-sort the lessons with a nice table of contents to boot? I remember carrying that Mac to and from class and school in one of those big bags.

“Ontario Curriculum Unit Planner,” photo by aforgrave, on Flickr

Subsequent to that, the Class Organizer was a database that I developed and then shared at an ECOO SIG-ELEM in Kingston (Doug wrote about Special Interest Groups last weekend), and then came a school report card in my third year of teaching — followed by district Report Cards, Provincial Report Cards, and then the Ontario Curriculum Unit Planner (units still available via Queen’s University as PDFs) for the Ministry of Education.

Do you have a need for a database in the things you do on a computer?

To this day, I maintain student records and manage a bunch of classroom tasks from within Filemaker. Record keeping is the very raison d’être of a database, but the reality is that most folks do not “think” in terms of databases. I’ve had conversations with people over the years (looking at you, Peter Skillen) about how our thought processes and problem solving are influenced by the tools we understand and use. You are familiar with The Law of the Instrument, perhaps as initially clarified by Abraham Maslow in 1966: “I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.” For years and years, the hammer of choice for many in Ontario was WordPerfect, and every single problem was solved with it. Now, decades later, comfort with spreadsheets has increased, but the subtleties of difference between spreadsheets and databases are lost to most. While visiting the Google Showcase at pre-ISTE NECC in 2009, I recall asking their booth folks if Google had a database program under development to complement Docs, Sheets, Slides — and I just received blank stares from the folks there. Now, a few years later, even Microsoft’s Access has disappeared from Office365. Databases are a hidden entity. They manage our finances, they organize and store our blog posts behind the interface of WordPress, but most people do NOT think of a database when faced with a database problem. It is not in our toolbox.

What sorts of things do you collect that would be suitable for inclusion in a database?
There was a time when I worked towards what one might call The Grand Unification of Data Architecture, where any and all information worth capturing was stored within a set of linked databases and was available to be searched and cross-linked and referenced with other related bits of data. Calendar entries, journal entries, financial data, family and contact information, events, presentations, goals, books and movies and media, quotes and research findings, long-range plans, any and all information belonged gathered together in a single related data-entity. As it has turned out, in the same way Facebook has given a web presence to the masses in a way that HTML never did, the multitude of mobile apps that exist today for managing groceries, workouts, friends, photos, and so on have provided everyone with a splintered and fractured collection of databases that can be used without truly understanding the methods beneath. Have a problem? There’s an app for that, no need to solve the problem yourself.

keep-calm-there-s-an-app-for-that-MODIf you’re not using a Filemaker Pro version, what are you using instead?
Over the years, I have played around with other data structures, MySQL being the most long-standing complement to my use of the latest versions of Filemaker. When the web really kicked into gear in the 2000s, the gathering and provision of data via AJAX became a new technological pursuit for me. That meant working with MySQL, HTML/CSS, and Javascript — three separate components. From the days of FileMaker 2.1 through FileMaker 15, one of the strongest features of FileMaker has been the way in which it marries the traditional modal-view-controller components within the domain of one application. With Filemaker, developers simultaneously manage the data structure, the interface, and the business logic. The most recent releases of Filemaker continue to support publishing web interface as well as generating mobile apps. For me, however, with today’s prevalence of apps and cloud computing, a lot of my data is stored within someone else’s data architecture. There are instances when I wish it were easier to hook the bits together, but the need to create things from scratch out of necessity has been supplanted over time with ready access to a multitude of specialized apps. The emerging potential of APIs has yet to be realized.

A Hammer, a Screwdriver, and a Flashlight?
In closing, as with coding, there is an untapped depth of problem solving potential that today’s learners are missing out on because the strengths and benefits of database structure and manipulation are not readily understood by folks. We have a wonderful category of tool available to support our thinking, but it’s not in the toolbox of the masses. A screwdriver may have joined the hammer for some, and perhaps a flashlight once in a while, but we really have yet to explore the full set of tools to which we truly need access. Databases are one such tool.

hammer_PNG3890

“I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.” – Abraham Maslow, 1966.


#ThinkingFlow

Transcript

Like you, I spent much of my time learning to think with a pencil in my hand. The results of our school learning and thinking were captured on paper that wound up on the teacher’s desk. Textbooks and notebooks were both medium and message. Although the pencil remains a versatile tool that influences our thinking processes, we need learners to be agile with a variety of tools.

Today’s learners have the potential easily create and manipulate documents, photos, audio and video files, are developed across a variety of different devices and a in variety of non-paper formats. The work of their learning no longer simply translates into stacks of paper on a teacher’s desk.

As our learning and working flow more easily from one medium to another, how will this affect the flow of our thinking?
How must we adjust learning over the next three years in support of a smoother #thinkingflow?

Attributions

 


Getting Charged Up About #edCamps

"Devices a-Charging" animatedGIF by @aforgrave

“Devices a-Charging” animatedGIF by @aforgrave

On the eve of #edCampPTBO (Peterborough, ON), a goodly number of us have our iDevices and batteries plugged-in and charging in preparation for tomorrow’s learning. With the Twitter chats, the shared Google notes, photographs, and websites to bookmark, educators tomorrow will be connecting both face-to-face (F2F) and over the Internet.

Having attended two Ontario #edCamps so far this fall — (#edCampToronto and #edCampBarrie, images above) — and ten Ontario #edCamps to date over the past three years, I continue to be inspired by the energy and enthusiasm that teachers all over the globe share when they gather together on Saturday mornings for grass-roots organized professional development. For the most part, these events are not organized by school districts, but rather by active and self-directed educators within a geographical area — quite frequently mobilized and organized through conversations on Twitter. Check out the hashtag #edCamp.

I am especially pleased to know that there will be twenty-five #edCamps taking place over this coming weekend and next. I’ve not always paid attention to the numbers each weekend in the past, but I’m thinking that this current intensity is reflecting the continued surge in interest in the #edCamp personal professional learning model. (Scanning ahead into 2015, the currently scheduled events average around 4-5 per weekend. Here in Ontario, and following quickly on the heels of Toronto, Barrie, and Peterborough,  #JEDCamp Toronto will run on Sunday, October 26th, and November 8th will feature bothOntario’s #edCampOttawa and #edCampSWO (South Western Ontario).  April 18th will bring #edCampHam (Hamilton), and informed sources tell me that #edCampIsland (Manitoulin Island) 2015 will take place  in May.  Keep an eye on the edCamp Wiki for new announcements.

"25 EdCamps Over the Next Two Weekends" image by @aforgrave from edCamp.wikispaces.com

“25 EdCamps Over the Next Two Weekends” image by @aforgrave from edCamp.wikispaces.com

Featuring participant crowd-sourced agendas, participant-facilitated conversations and sessions, the free-form nature of the day lends itself very well to individualized and differentiated learning. With anywhere from 5-10 concurrent sessions to choose from, participants vote and then devote their time according to the “rule of two feet” — if a particular session is not meeting their needs, participants simply move to another session and pick up there.

If you’ve not yet attended an #edCamp to find out what the buzz is all about, why not?

Update: Images from #edCampPTBO (Peterborough)

#edCampPTBO
Beautiful Fall Colours en route to #edCampPTBO
Welcome to #edCampPTBO !!
Lotsa Good Learning in the room #edCampPTBO
All #RedShirts Survived #edCampPTBO #ST:TOS
Cathy Beach (@beachcat11) and Shelly Merton
It's @colinjagoe and @beachcat11 at #edCampPTBO
Mitch Champagne (@MitchChampagne) opening talk
Get and Stay Connected at #edCampPTBO
The Session Board at #edCampPTBO
#edCampPTBO Session Board
Math: Open Questions and Problem Solving
Math, Open Questions, and Problem Solving ... #edCampPTBO
@Kerrlaboration at #edCampPTBO
Talking about Maker Spaces at #edCampPTBO
Talking about Making Stuff, at #edCampPTBO
Learning about Sesame at #edCampPTBO
Cathy Beach (@beachcat11): Digital Learner
@Jackie_Waller at #edCampPTBO
Continuing the Conversation at #edCampPTBO
Learners at #edCampPTBO
Conversations at #edCampPTBO
@mpilgrim7xgy and @Jackie_Waller and @colinjagoe
@Jackie_Waller and @colinjagoe
Welcome to #edCampPTBO at Fleming College
Sir Sanford Fleming (3D Anaglyph)
Sir Sanford Fleming
Battery? Check. Memory Card? Oops. #edCampPTBO

 

 

 


Clouds, Docs, and Posts from #edCampSWO and #edCampLDN

CloudsDocsPosts500

“Clouds, Docs, Posts” by aforgrave, on Flickr

Yesterday, I followed #edCampSWO and #edCampLDN from afar, and wrote about the experience.  Here are some of the key pieces for easy access:

The Interactive TAG clouds & Twitter archive

The shared gDoc Notes

Forms to Gather Follow-Up Blog posts


Addendum: What I Learned TODAY!

I will confess I spent about an hour last night trying to get the #edCampSWO and #edCampLDN Blog Post Google Spreadsheets (above) to display something other than the raw responses from the Forms. I did manage to find posts on the web referencing the HYPERLINK and CONCATENATE functions with the intention of combining the Title and the URL cells from the Form Data into a single cell which would display the Title but link to the URL. I didn’t have any success, as the formula continually reverted to just the Title without the link. I similarly tried to create an active link to each authors’ Twitter profile and achieved the same, non-clickable result.  I also wanted to remove the Timestamp column — automatically inserted by the Form, but not really needed in the display. It would have been a simple five minute task to simple hand-code the information into the post — but I wanted it to dynamically update as new posts appear via the submission forms.

cogdog-watercolor-200_reasonably_small

This morning, as I received notification that it was my turn in my Words with Friends game with my #ds106 colleague and friend Alan Levine (@cogdog), I sent him a chat message asking if he had any experience in fiddling with Google forms to display properly.  His reply referenced “Google being picky about wanting double quotes on strings” and “Try doing the formulas on a second sheet. It doesnt like messing with form response.”  I shared the spreadsheet with him, and in short order, he had a clickable @Twittername link. I had to fiddle with the third column formula to get it to display the blog Title rather than the URL, but it was easy to get it to work following the Twitter example.

Note that the now-published columns come from a new sheet “Blog Posts” and so the cell references below are back to the original sheet “Form Responses.”  To leave out the Timestamp column (or any other unwanted column), simply don’t include it on the now-published sheet.

For reference, the following formula displays the Title from cell C2 but links to the URL in cell D2, provided that there is data in that row (determined by an entry in cell B2, which contains the author’s name):

=if(‘Form Responses’!B2=””;””;(HYPERLINK(‘Form Responses’!D2, ‘Form Responses’!C2)))

The formula to concatenate the users’ Twitter handle onto the base Twitter URL and display it as a link is:

=if(‘Form Responses’!B2=””;””;HYPERLINK(CONCAT(“http://twitter.com/”,’Form Responses’!E2), ‘Form Responses’!E2))

Thanks, Alan! The learning continues! What will YOU learn today?