Posted on February 21, 2017 by CathyW
Techgen has created a pretty good review of the Assembly app and the video goes through the key points of using it. I have been using it on my iPad and haven’t, as yet, encountered the problems he had on his phone. I can manage the shape choices across the bottom bar of my iPad Air quite well . What I can’t do is find out how to put in my own backgrounds as he did . There doesn’t seem to be an option for that. Maybe it comes with the subscription to Assembly Pro.
I am running the free version and have plenty to be working with and the shape packages are now all free. You can easily download them as you want them. I run it with the snap to grid functionality because it creates very precise placement and image manipulation. It is easy to change the colours and add text and to bring pictures forward or put hem to the back. It is an app which fits in well with the ACARA Digital Technologies curriculum requirements because students can learn how to manipulate objects, how to apply graphic design ideas , how to collaborate and how digital systems work to create meaning. It’s a great app for creating logos, simple designs and not so simple designs when you get good at it. There are tutorials on You Tube and the Assembly app site itself points you in the right direction. Currently it’s an iOS app. There is a review of it on stuff.tv . It saves the created images in HD and the size is about 4000 pixels square , so a good size for manipulating further and reducing them will not disturb image integrity.
Filed under: classroom, e-learning, methodology, software, technology | Tagged: ACARA, apps for learning, digital technologies, graphic design, graphic design apps, UI, UX | Leave a comment »
Posted on February 20, 2017 by CathyW
That cartoon came up on my Facebook again this morning, endorsed by a teacher. We live in the digital age and we can be victims of it and put ourselves in the position of being constantly rescued or told, or we can take control of it and have some input, some capacity to see what is happening and have sufficient knowledge to be able to manage what happens with devices and computers. I am not a big coder but I know enough to know when to alert sites, to know how to discuss technical problems and to negotiate improvements. I know when to be concerned or not when something goes wrong and I know how to customise some things when I want to and it’s possible. Knowing code puts you in the driver’s seat. You make better choices. Coding is cardio for you brain and The Smart Girl Workout explains it well. The article on the Benefits of Coding explains why it is good for anyone to learn how to code and then provides a number of links to support the arguments. It covers a number of different benefits including sustainablity. Douglas Rushkoff, in the video, has looked at our digital world from all angles and has widely shared his ideas. He analyses and questions our digital world in a comprehensive way. Rex Salisbury looks at the benefits of immersive learning at coding bootcamps where you are in an intensive learning situation and come out of it with a strong sense of achievement and knowledge. For some that would be a better way of going about it rather than being drip fed. Immersive learning cannot be sustained because it’s exhausting and demanding but it’s a great way to get a head start into the ongoing brain cardio work of coding.
Filed under: classroom, coding, e-learning, methodology, software, technology | Tagged: benefits of coding, brain cardio, coding, program or be programmed, Teaching for Effective Learning, teaching in the 21st century, teaching in the digital world | Leave a comment »
Posted on February 19, 2017 by CathyW
vivaLucci is straight to the point and explains clearly how to go about learning code. Code is problem solving. Get a good project and learn to code. Get a reason to code and learn to code. Start with one code and dedicate yourself to that learning and you’ll find a lot of the knowledge and approaches are transferable. I started coding because I was there when Commodore 64s came on to the market as the first home computers. They were clever but to get the best out of them you had to code. The manual came with some codes to learn and I built on that. The school I was in introduced BBC computers which could run some software but we had nothing for languages. I used my Commodore 64 language, borrowed books on BBC computers and learned to write scripts to run programmes to teach languages. I was coding the images, the sequence of events and then collaborating with interested students to develop those programmes further. That’s a point vivaLucci makes. Coding gets you collaborating and collaborating improves your coding. Students couldn’t write the scripts I was writing but they could add to them. We were a mini coding team and grew our knowledge by helping each other. We had a purpose. We were trying to make cool things for the class to use in the computer lab. I have grown from that point and add to it when I want to. Forbes has a good article as to why students should learn coding :
“It also has the potential to bring about a fundamental shift in the way we view technology, turning us from passive consumers into active producers. “There is a massive difference between consuming content and being able to create it,” Sutcliffe adds. “It is important to have agency over the tools you are using.””
Entrepreneur has some good sites to help anyone learn coding. There is so much free material to help you learn and you can go back to it and learn some more when you are ready. Lifehacker has some good recommendations for apps and sites for children to learn coding. For children to learn coding adults have to know what to safely recommend and have a degree of comfort with the software and apps and teachers need some good training which enables them to feel at ease with coding and see the purpose of it:
“But if coding is to become embedded in schools it is going to take a massive effort in terms of teacher-training. Kirsop attests to the shortage of time lack spent on programming skills on her own training course. “There is a long way to go before teachers feel confident enough to teach these skills,” she says.”
Teach kids how to code and you give them a skill for life
Filed under: classroom, coding, e-learning, resources, software, technology | Tagged: ACARA, apps for coding, coding, digital technologies, how to code, ICT, learn to code, why code | Leave a comment »
Posted on February 18, 2017 by CathyW
This image was doing the rounds on the net earlier on the week and it was surprising how many teachers supported it. That said a lot. It means they do not feel comfortable with coding. Teaching code does not in any way mean that you ignore or replace other curriculum content, personal and social capabilities or wellbeing. As one of the people says in the video if you want to make money or you want to change the world then you need to learn coding. Coding is everywhere and in every part of our life. Healthcare is one of the biggest growth areas for IT development skills and programming skills. Coding is saving lives but we don’t currently have the source code to save the planet. Something to work on.
Kodables has a really good infographic as to why we should teach coding but it supports that with some very helpful downloadable materials to teach it. Educational Technology and Mobile Learning
Why learn coding?
has looked at the skills students learn from coding . The video explains it all well, though, and teachers need to be able to find a level of comfort with teaching coding. That cartoon could not have been broadcast and shared on the internet without coding. Researchers collaborate across the planet to solve problems and develop ideas. All of that requires coding. Someone else in the video said that if someone had told her that software was about humanity she would have been able to approach coding in a better way earlier in her life.
Filed under: classroom, coding, e-learning, methodology, resources, software, technology | Tagged: ACARA, coding, coding skills, digital technologies, reasons to teach coding, teaching coding, TfEL, why teach coding | 2 Comments »
Posted on February 13, 2017 by CathyW
Image: Customised from Clipart Kid
Great functionality for stalkers, noseyparkers and eavesdroppers. Facebook is now running a live feed in the sidebar on the activity of your Facebook friends so you know when they like something and when they are commenting on something. I’ve just shut my sidebar down because it is none of my business. As such that sidebar is also broadcasting when you are online which may or may not be a problem. Facebook asks a lot of us and I think it’s time we need to ask Facebook to adapt to our needs too. We know Facebook. We know it’s a blabbermouth but the amount of concern caused by the broadcasting of likes and comments on the main Facebook feed was enough to drive people to try and find a way to shut it down. That was invasive. Now the live sidebar is escalating that. Facebook has always pushed the social boundaries and operated on the notion that people will squawk for a while and then settle down. Good old chook shed slapping. This comments and likes broadcasting is causing real concern fro two main reasons:
- Your friends and friends of friends can see what you like and comment on
- Friends of friends can comment and like things from your friends even though they don’t know each other
It comes back to the settings. You cannot turn off the broadcasting of what you have liked and commented on. You cannot control it either. Your Facebook friends have to limit this for you. They have to go to their settings and change the permissions so that your privacy is respected a bit more. It would be better and easier for Facebook to change its algorithm but it’s called co option and, at this point, it is unclear as to what we are being co opted into. Asking others to change their setting? Leaving Facebook because they have gone too far and thereby being the ones who bring down Facebook? Not liking and commenting so that Facebook gets no more interaction and therefore fewer discussions which breaks our connections?
Everyone needs to look at their settings. You can start with the 5 cnet recommended in 2011. You can try and scroll down to the bottom of your own Facebook wall to adjust further settings there. Quickest way is to click and hold anywhere on the Facebook page and press the spacebar. I am never going to get to the bottom of my wall. It just keeps loading. Check the settings top right of your Facebook page, especially notifications and limit who sees what you publish and do. Set it to friends and not public or friends of friends. Check the bottom right of your Facebook page and click on the cog. Change those settings to suit your needs. Check your privacy settings. Basically, you have to go around Facebook and take control of the settings as much as you can. You can help change this by contacting Facebook about your concerns and also by asking your friends to change their settings…which is rude, but we seem to be living in a socially incompetent world by default.
Filed under: e-learning, software, technology | Tagged: comments and likes, comments and likes feed, Facebook, Facebook feed, Facebook settings, online safety, privacy | Leave a comment »