Tag Archives: visual

21st century learning, creativity, flickr, photos

Shahi – A visual dictionary

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Have you noticed that the world is becoming increasingly visual? Well, that’s OK with me because I actually understand things better when text is accompanied with images. I’m sure I’m not the only one. In the learning realm, images – either still or moving – aid and enhance textual presentation: photos, maps, film, video clip, images on websites, visual search engines – and now a visual dictionary: Shahi.

Shahi is a visual dictionary that combines Wiktionary content with Flickr images, and more!

What I like about Shahi is the different perspectives you get from the same word. Let’s take the example ‘racism’. Here is one of the results; I like the humour and originality:

The word ‘dangerous’ yielded these results amongst others:

and this:

Definitely not what I expected!

Thought I’d try a verb – collaborate:

Never know what you’ll find.

As a teacher librarian I’m thinking of collecting images to go with fiction genres. Here’s fantasy:

What about crime?

A metaphorical meaning: photography is not a crime

Classroom possibilities beg to be discovered! Comparison of different interpretations of the same picture, guessing games, inspiration for students’ own images to accompany words, springboard for creative writing, collaborative slide presentations on a theme or message, and so on.

Thanks to Amanda for sharing this.

By the way, this reminds me of a post from a while ago,  A picture’s worth a thousand words.

creativity, Education, media, Web 2.0

Capzles: time captured in a story

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Capzles is a new way to combine videos, photos and mp3s into rich, multimedia storytelling.

capzleobama

Until I’m successful in embedding the widget, here’s the link to a capzle on Obama. 

Capzles promises to ‘claim your memories; tell your stories; travel through time’, and they do that eloquently. The Obama capzle traces Obama’s life sequentially, and includes photos, and video and transcripts of speeches. I can definitely see the value of capzles for teaching subject matter, but more than that, kids would enjoy creating capzles to present research. This application really does have the potential to capture what’s essential and interesting, and package it neatly for viewing.

It’s free and simple to join. You can browse capzles created in popular categories, eg. history, art and design, film and movies, people and life, vacation and travel, etc. Under history, for example, you’ll find ‘history of Apple computer’ and ’75 years of the popemobile’. It’s a great way to share travel experiences, or present biographies in an engaging format. Or encapzlate your old photographs. Oh, and of course, it’s another great sharing tool. Although there isn’t a huge amount there at the moment, I expect it will expand its archive very quickly.

Thanks to @grosseck for this.

animation, art, play

Flip! literacies in animation

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[youtube=http://au.youtube.com/watch?v=AYeTwfyx0nw]

Here’s a quirky and creative little flipbook animation called Kraak & Smaak: Squeeze me (source: Drawn).

Another example of the endless possibilities for creativity with technology. Literacies? The kinds of things that include storytelling, sequencing, playful possibilities, imagination, what-ifs and the like.

author, Literature

Gaiman gives away ‘The graveyard book’ one chapter at a time

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Neil Gaiman has given away his new book, ‘The graveyard book’, one chapter at a time, reading a chapter across 9 cities, starting October 1 and finishing yesterday. Fans are also able to access the readings at Gaiman’s website for young readers, Mouse Circus, where the readings are on video.

‘The graveyard book’ was conceived when Gaiman used to take his son into the cemetery to ride his bike, not having anywhere else to ride. The story is about an orphaned boy called Nobody, who is raised by cemetery inhabitants – not the human kind. Gaiman was inspired by Kipling’s ‘The jungle book’, only Gaiman’s protagonist is raised by dead people instead of animals.

Wired.com has filmed Gaiman talking about his childhood and ‘The graveyard book’ – a fascinating insight.

[youtube=http://au.youtube.com/watch?v=c9Dz90e883Q]

On his blog, Gaiman comments on his videos being free to those who missed the readings, as he talks about his idea of sharing the story:

As far as I’m concerned, the videos exist to allow people who weren’t there to experience the readings, to taste the story, to enjoy it. I’d love it if libraries used them. I’m happy if bookstores use them, or if schools use them for that purpose, in the US or out of it.

Another reader comments on the advantage of the streamed reading:

Watching you read, your face taking on the myriad expressions of your characters, is so much better than just an audio. Stray noises and all. Thanks for giving us the experience.

 For the latest news and articles about Neil, the Universe, and Everything, go and bookmark Lucy Anne’s The Dreaming at del.icio.us.

It would be fun to run sessions for students to watch the video of Neil Gaiman reading his own work, either as a marathon, or splitting it up by chapter. I love the way the book takes on a life of its own, with the author turning the book into an event, and giving of himself, and  with the follow-up videos. Another idea that comes to mind is a student-created video where they read a chapter from their favourite book or a story they have written themselves. They could do a straight reading or add costume and effects.

  

Education, play, Web 2.0

Back to Wordle

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Further to my previous posts about Wordle (here, here, and here), I discovered in Box of Tricks excellent uses of Wordle by different teachers. One teacher used Wordle for a pre-reading strategy, and made two wordles from two different newspaper articles on the theme they were studying. Each student, armed with dictionaries, had to guess the gist of one of the two, then explain to the other student what they thought the article was about. The teacher supplemented this with further vocabulary discussion, displaying the Wordle on the interactive whiteboard. Finally, students looked at the full-text articles. The teacher saw the value of Wordle, ‘not only as a text analysis tool, but also as a tool to elicit speaking and creative writing’.

A class of 5-7 year olds used Wordle as a visual voting tool. They brainstormed a list of words following an excursion, then voted on the ones they felt were most significant. The size of the most popular words was very obvious in the Wordle.

Wordle has been discovered to be useful in different areas of the curriculum, eg. Visual art, Maths (representing data), English (vocabulary and spelling), brainstorming a topic or theme as an introduction or reflection tool, and eLearning/ICT (presenting information).

Some excellent pedagogical reasons for using Wordle were raised:
– Wordle’s visual attractiveness can make a dull text analysis task more attractive, motivating students to complete the task;
– By capturing the gist of a text, it helps pupils focus on the vocabulary, register and grammar in a simple and engaging way;
– its electronic form enables it to be adapted to different media, eg. paper, blogs, interactive whiteboards, etc.

Nick Peachey, on his blog, outlined how Wordle is useful for language teachers:
Revision of texts: students could look at the Wordle and try to remember and reconstruct the text;
Students can make predictions based on the Wordle of the text they are about to study; they could check the meaning of vocabulary before reading the text;
a Wordle could be a prompt for reconstruction of a dialogue;
Students could examine a Wordle made from a short poem, and write a poem of their own from the Wordle, then compare their poem with the original;
A Wordle could be made from different text genres, and students could guess the genre and give reasons for their decision;
Wordles could be made from different poems, and students could guess the poet from the Wordle;
Students could make Wordles from a text they write introducing themselves to the class; these could be displayed, and students could try to guess the person from the Wordle; or they could exchange Wordles and use them to introduce each other;
A research topic could be introduced by a Wordle, and students’ pre-knowledge could be tested by asking how they think the word is related to the topic; after further research is carried out, the Wordle could be used as a prompt for an oral presentation;
Wordles based on topics to be studied could be displayed at home for revision of vocabulary;

Above all, most teachers really appreciated the simplicity and versatility of Wordle. I’m amazed at the number of pedagogical uses people have discovered for this simple, attractive tool.

play, Web 2.0

Very much like Wordle, another tag cloud application: TagCrowd

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Just when you thought that Wordle was the be-all-and-end-all of the word tag cloud, along comes TagCrowd.com The tag cloud above is generated using Senator John McCain’s statement regarding the continuing Wall Street saga and the US government’s $85 billion bailout of AIG. The result is a handy visualisation of the most frequently used words in the speech. These word visualisations were found on The Online NewsHour in a post entitled ‘McCain pushes regulation, Obama blames failed economic philosophy in AIG statements.’

Here is Barack Obama’s reaction in a word cloud:

How is Tagcrowd different from Wordle? Both applications require the user to enter text, url or file for cloud generation. But whereas with Wordle, fonts, layouts and colour schemes can be tweaked, TagCrowd has more options for greater manipulation. The user has control of things, such as setting a maximum number of words to show in the cloud, setting a minimum frequency (not showing infrequent words), showing frequencies or not (word count next to word), ignoring words from a stoplist (ie. customised list of words to be removed), grouping similar words (eg. learned, learns, learning), ignoring common English words (eg. and, of, me), and other options. TagCrowd also allows the user to print a full-screen version of the tag cloud.

TagCrowd is more specific about the possible uses of the tag cloud:
‘When we look at a text cloud, we see not only an informative, beautiful image that communicates much in a single glance, we see a whole new perspective on text.’

There are some good suggestions for TagCrowd’s applications: topic summaries for speeches and text; a blog tool or website analysis for search engine optimisation; visual analysis of survey data; help for writers and students in reflecting on their work; and others.

I put in my blog url, and the result seems to have captured the front page:

photos, Web 2.0

Web 2.0 in magazine format

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Here’s a Web 2.0 application with stylish presentation. Issuu allows for viewing and publishing online within categories: academia / architecture / art / comics / culture / design / fashion / fun / gadgets / games / illustration / magazine / motor / nature / portfolio / photography / shopping / sport / sketchbook / street / technology / travel. It’s marketed as a living library where users can upload their own documents to share ‘in cool magazine’ format. It’s like Flickr in magazine format, giving the authors a place to store and share work; allowing viewers to bookmark favourites; share links or embed in an aggregating service, such as Facebook; share comments. Continue reading Web 2.0 in magazine format →

play, Web 2.0

Wordle

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wordle Hitler speech

Originally uploaded by tsheko

My first go at Wordle, the word cloud generator using text, has resulted in a rather strong example of the interesting possibilities with this application. Using Hitler’s speech delivered in Munich in April, 1923, the wordle has created a powerful, visual summary of the text, revealing  points of emphasis.

It would be an interesting experiment for students to enter chunks of text in order to visualise main concepts and ideas at a glance. You can also play around with colour and font. I’d be interested to know what other ideas anyone has for this application in the classroom.