This week I spent my writing time updating videos I lost when my YouTube account was deactivated. I still have more videos to remake (and new ones to create), but it feels good to begin piecing this collection back together. I planned to do this work over summer vacation, but I was really still too depressed about losing everything in the first place to begin again. Also, I knew what a slow process it would be. Yet, nothing ever gets done until I put my butt in the chair and do the work…so this week’s butt-in-the-chair-writing-time was spent on video re-making. Luckily, I kept some of the videos on my computer, so replacing this lost work went relatively quickly. Here are links to past posts that now have restored video clips:
Animoto makes you look good…really good. Their simple interface makes creating professional quality slideshows soooooooo easy. If you don’t know about this site, go there now. You can get started making videos of up to 30 seconds in length without paying anything.
Even better, if you’re a teacher, the good folks at Animoto will give you a free, full-access educator’s account that gives you (and your students) six months of full service. When your six months are up, just contact them, and they will keep hooking you up with new codes and more service. Some of the themes and features require a professional account (another paid level), but the choices connected with free educator accounts are vast.
I was recently playing around on my phone and made this video in less than 30 minutes. The mobile app is quite elegant and user friendly. That short video inspired me to offer Animoto to all the grade 10 students at Frankfurt International School.
Completely by accident, I just set fire to four years of work. My classroom YouTube account (NealEnglish) no longer exists. Vanishing with this account are all the tutorials and examples of student work I have collected. My old work email was deleted, and with the removal of that Gmail account, the YouTube account went with it.
This accident was completely my own fault. When switching jobs, I knew I needed to transfer necessary information, and I thought I had taken care of all the necessary steps. Yet, in the chaos and daily grind of a big move, I did not notice that my NealEnglish YouTube channel was linked to my work email…so poof.
I doubt I can do anything to recover this work. I’m exploring all options (so share an idea if you have one), but I am not hopeful. Of course, I am sick about the loss, but I am also trying to take a more enlightened, objective view.
I am happy that I had work to lose in the first place. For many years I have been methodical about carving out time from a busy schedule to write and curate and capture. I have developed work habits that help me share classroom work that really matters, so I now just need to put in the time, little by little, to rebuild.
If you navigate this blog, you are will hit many dead video links (for a while). I apologize. It will take me some time to restore the important videos, but I will. And, as I do this I will try to improve each one (and ensure I safely store them in such a way that I don’t lose such a massive amount of work again). I am going to treat this re-doing of work as a meditation of sorts, and hopefully something more meaningful will rise from the ashes.
Just a short anecdote from an English 9 class that gives me a boost and reminds me why it is worth our time to make the extra effort to publish online. I have written before about how I use macros and AutoText to save time when giving feedback on writing. In a recent essay, one of my students was making a chronic comma error, one that I dub The Most Common Comma Error in the World. My AutoText comment to her was, “Remember our quick lesson on the most common comma error in the world? You make it time and time again, but it’s easy to fix. Hint: the comma in that last sentence is a clue as to what mistake you’re making.” One problem. I never taught her class anything about this topic. Obviously, I thought I had.
Yet, it was not really a problem. She just Googled the phrase “The Most Common Comma Error in the World” and watched the video I had posted on this same topic years earlier. She viewed the video and made her changes.
It was a microscopic moment of flipped teaching, but it was one that reminds why I take the extra effort to share my work online: Continue reading
To my shock and horror, my students claimed to have never seen a PopUp Video. They were vaguely aware of VH1 and suspected that some old people still watch it? If it even exists?
We were brainstorming uses of Mozilla’s Popcorn Maker, and I was sharing that a colleague had a great idea of using the free online tool to make a PopUp video of a presidential debate. As candidates make their claims, viewers could fact-check or point out rhetorical techniques, completely changing the viewer’s experience. A quick search and fifteen seconds of the Ghostbusters’ Theme Popup had them back on track. (They actually knew what I was talking about after all.)
Recently, I have been exploring how to make online videos more interactive for the viewer. In Interactive Video (Part One), I reviewed TED-ed’s Flipped Video Interface. In this post I will examine Mozilla’s Popcorn Maker, an easy way to take most anything that exists on the Internet and “lay it” over a video or audio track.
For my first experiment, I took the same video I flipped at TED-ed and used it to explore Mozilla’s Popcorn Maker. I have about two hours invested in this current version, and after a colleague gave me some time saving tips, I found the interface to be simple and intuitive. I suggested the tool to some students, as well, and they picked it up without any instruction on my part. In addition, some of my colleagues and I brainstormed uses for Popcorn Maker during a recent in-house professional development session. Feel free to add your own ideas to this list! As I collect examples of the various ways we use the tool, I will share them.
I have always liked the way Hobbits celebrate their birthdays. Instead of receiving gifts, they give a small gift to their friends and loved ones. In this way, nearly every single day of the year, a hobbit receives a small present. What a wonderful way to go through life.
Today is my birthday, so let me give you this small gift: subscribe to the Crash Course channel on YouTube. One of my star students (and the guy’s last name actually is Starr!) recently showed me John Green‘s analysis of The Great Gatsby, and I just had to pass it along:
(Also, there are a few more gifts in the other links I provided.)
You, like me, have spent a fair amount of time watching on-line videos. Who can blame us? When we need a break from grading, routines, or vacuuming, lovely owls, talking dogs, or five people playing one guitar are irresistible draws. Of course, video can be a powerful teaching tool, too. You surely are amazed by my obvious commentary. No? Well, let me try to impress you, then.
Two free online tools—Mozilla’s Popcorn Maker and TED-ed’s Flipped Interface–can make online videos more interactive. I am still in the early stages of experimentation with both, and my students are using the tools, so my opinions are still very much developing. Yet, at this nascent stage, I am intrigued (and harbor some reservations). In this post I will focus on the TED-ed channel’s “flip” interface.
You have probably already been to TED-ed. If not, stop reading this. Go there now. I’ll see you in a few hours.
TED-ed is a valuable resource for classroom teachers, a nicely edited platform with many visually arresting videos on a variety of topics. The “flipped” videos already have comprehension questions and supplemental resources built in.
When teaching AP or IB English, one of the most useful things I did each year was to write at least one of the essays I assigned my students. I would select a textual response prompt I had never seen before and, within the same time constraints set on the students, I would read, analyze, and respond. I would then slip my anonymous response in with the model essays we used during review. It was always humorous and enlightening to hear my students praise and criticize my work, and once I revealed my response, they were always appreciative that I had put myself “out there.”
As teachers we can easily fall into the trap of forgetting the messy, recursive and challenging process of learning. As we repeat lessons throughout the day or re-read books each year, we remove ourselves further from the inevitable struggles inherent in any learning process. To heighten my empathy for my students’ challenges and to model good learning in action, I often do my students’ work. I try, at least once a term, to complete one of my own assignments.
I gave an Ignite speech right along with my students. An Ignite speech is five minutes long, and the speaker creates 20 slides that auto-advance every 15 seconds. I have never given such a speech, so I knew I needed to do it as well. I’m glad I did. Had I simply assigned it, I never would have understood how difficult this format really is.
I easily invested six hours into my five minute speech, and I even had to take a “mulligan” when delivering the speech to the class. In the end, however, I am happy with the results.