Blogging Honesty

The Federal Trade Commission Ruling

According to an article I read recently (http://daneblogger.com/bloggers-disclose-reviews/), the Federal Trade Commission (FTC) has revised its guidelines, and has determined that bloggers who review products, receive payment for it, and then fail to make a disclosure about it, face a fine of up to $11,000.

Sticking points

There are a few sticking points here, specifically:
1. How will they enforce it on overseas bloggers?
2. What's the position of someone who reviews products on their blog, on behalf of a magazine or website? Every time I've reviewed a product for a magazine or website, I've been allowed to keep it, except for hardware. That hasn't influenced my review, and it's just normal for that to happen anyway. Do they count such software and books as 'gifts'?
3. As above, but when it's on your own behalf. Whenever I review software, or a website that is subscription-based and fee-paying, I usually insist on having access to the real thing. I cannot in all honesty review the free, trial version, and then on that basis recommend the paid-for version. For all I know, once the 30 day free trial period is over, everything goes haywire. By the same token, it would be unfair on the company for me to dissuade readers from buying it on the basis of my experience with a trial version.
If you don't think this is the right way of looking at it, and that trial versions are OK to review, consider this: would you think it acceptable for me to recommend, or not recommend, a book on the basis of having read a few pages on Amazon by clicking the 'look inside the book' link?
4. Do the same rules apply to journalists?
5. If you write a blog about films or theatre, are you supposed to declare that you were given a press pass to see the production? It should be obvious to anyone with common sense that that is probably what you've done, especially if you write several reviews a week.

Is the FTC ruling a good thing?

Notwithstanding those questions, I think it's a good thing for the FTC to insist on bloggers (and other writers) being  'clean' in this respect because I for one am pretty sick and tired of constantly having to declare that I am not on someone's payroll. It's very tedious, when writing a positive review of a product, to have to say, "By the way, I'm not being paid to say this."
I have to say, on the whole I try to resist the temptation to write something like that because I know I'm honest and have integrity, and if someone else doubts it, I think that's their problem. (I'd be interested to hear what you think of that way of looking at things.)
I think there is actually nothing wrong in paid to write a review, as long as it is agreed that the fact of payment, and the content of the review, have no relation with each other. As that is impossible to prove, I think it better to avoid that situation altogether, unless there is a disconnect between you and the article under review. For example, if a magazine, or a website specialising in product reviews, pays you to write reviews regardless of what the product is, or what you say about it, that's fine. At least, that seems fine to me. It's probably not fine from the FTC's point of view.

Recommendations

If you're a blogger, how can you act in a way that is not only above board, but seen to be so? I would recommend the following:
If you are asked to publicise an event in return for a free ticket to attend, that places you in a very difficult position, potentially. Try saying this:
Send me the details of your conference. If it is (a) about the subject I write about and (b) looks like it will be of interest to, and benefit, my readers, I will probably give it a plug on my blog. If you then choose to send me a free ticket, that's up to you, but I will plug it, or not, regardless of your intentions in that regard.
The important point here, in fact, is that it's the 'seller' who creates the potential problem, albeit inadvertently.
How should you respond if you receive emails from companies or their PR agents asking you to publish details of their latest offering? They may even offer to write an article for you, including case studies.
I suggest the following. Firstly, check whether their product or service is something you would actually wish to publicise. Use this rubric, or something like it:
1. Is it to do with, or involve, the subject I write about?
2. If 'yes', is it likely to be of interest to my readers and RSS or newsletter subscribers?
3. If 'yes', is it OK, ie above board, and useful (ie not a solution seeking a problem)?
Assuming those criteria are met successfully, why not tell the company that it has three options:
1. They can send you the product for you to review. The review may be good or bad, as your obligation, in my opinion, is to your readers, not to the company. It's a risk they take.
2. If they don't like the sound of that, inform them that they can place an advertisement. Tell them that it will be clearly signposted as an ad, and that they have to agree that their ad will meet the Advertising Standards Code in the country in which the blog is published (disclaimer: everything in this article, including this, is my understanding of the situation, but I'm not a lawyer so don't take my word for it!).
3. Alternatively, suggest that they write an article or case study, which will be clearly labelled as a sponsored article (ie advertorial), and for which they will pay you.
In the case of book reviews, if you know the author, declare that to be the case, especially if you end up recommending the book. In the UK, the ICT (educational technology) scene is tight-knit enough for it to be reasonably likely that you will know, or at least have had dealings with, an author of, or contributor to, a book. I think it's sensible to make that clear if it happens to be the case. (See, for example, my review of Information & Communication Technology: Inside the Black Box http://terry-freedman.org.uk/artman/publish/article_1292.php.)
I don't know about the legal aspects of these suggestions, but they just seem to me to be eminently sensible. I think it's a great shame that, by implication of the FTC's ruling, some bloggers have been ill-advised enough to receive payment to write positive things about a product without declaring their (conflict of) interest.
What do you think of such matters?

 

 

 

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Web 2.0 Project: Nicole Luongo's work

Here’s a thumbnail sketch of some interesting work that Nicole Luongo is doing with Web 2.0. It is taken from the forthcoming second edition of the free Web 2.0 projects Book which was published last year -- over 11,000 copies downloaded! The book itself will contain even more information, so look out for that early in 2010!

Name: Nicole Luongo

Application type: Podcasting in the Elementary Reading Classroom, Podcast,Blog

Age range: 5-7 years

Description of project

Pre-service students at St. Peter's College in Jersey City, NJ learn how to use podcasting in their future K-5 classrooms. They will use Podomatic to read stories, which will be shared with parents and other students via a blog on Blogger.

Benefits of using Web 2.0

Motivation,Participation,Variety of means of expression,Any time,Anywhere,Ownership,Forms of literacy,Collaboration,Creativity

URL: http://professorluongo.blogspot.com/ 

Are you doing interesting work with Web 2.0 applications in your school or college? If so, why not contribute to a new ebook containing ideas that other teachers can pick up and use? Further information is right here:

http://www.ictineducation.org/home-page/2009/10/14/web-20-projects-book-deadline-extended.html

21 ideas for an ICT or Technology Co-ordinators’ Day

Does part of your job involve planning and running professional development days for the ICT Co-ordinators (known as Technology Co-ordinators in some parts of the world) in your area? If so, you may find these twenty activity suggestions useful.

The activities are not mutually exclusive. The idea of this list is to use a pick-‘n’-mix approach to selecting a few activities that you could run in a single day.

A separate article to be published on Thursday morning will look in more detail at making the day a success, but for now there is one important thing to bear in mind: vary the nature of the activities in terms of what attendees will be doing. I have attended conferences where the only “activity” consisted of listening to a presenter, with the occasional 5 minute break for a table discussion. That sort of menu is ultimately not very useful for people, as they struggle to maintain their concentration after several hours of doing very little. Make your conference different.

The activities

Book an expert speaker

ie someone who is an expert in a particular area, such as assessing students’ attainment in ICT, or government requirements.

It’s a bonus if the speaker is prepared to run a break-out session or workshop to follow on from their main talk.

Book an inspirational speaker

It can be very useful to get someone in who can get people fired up. However, a lot of one-day conference organisers make the mistake of getting in two such speakers. That is too much: people like to be inspired, but then they also want to know how to translate their new-found enthusiasm in their lesson tomorrow morning.

Book a product demonstration

Schools may be thinking about buying a particular product, or a particular type of product. Getting in someone to give a demonstration, especially if it would be difficult for a school to evaluate it on its own (such as a VLE) can be quite useful.

However, if the aim of the exercise is to decide as a whole group which product to buy for all schools, you will probably need to go through a more formal process in which would-be suppliers are invited to demonstrate their wares.

Book a product training session

If schools have recently been given or have recently purchased a particular product, a training session may be quite useful. You may wish to organise a couple of parallel sessions, so that people can choose whether to go to the basic or the advanced “course”.

If there are quite a few attendees, some of whom may not need any training session, give a couple of further choices for them.

Write your ICT Strategy

Nobody in school has enough time to do things like write their ICT Strategy. You could provide them with an opportunity to do so, in a situation in which they will have access to your and their colleagues’ expertise and experience, and access to all the official documentation they need.

Write your e-Safety Strategy

As above, but for an e-Safety Strategy.

Observe a lesson, via video

Watch a video, and then discuss with others what were the good points and what the not-so-good points about the lesson (or extract from the lesson). You may want the group to focus on a particular aspect of the lesson. In fact, you might ask different groups to look at different aspects.

Obviously, you should get the video clips from a source that is in the public domain, or make sure you have the teachers’ permission to use it.

Observe a scenario, using actors

There are actors’ companies who visit schools and other organisations for educational purposes. If there are particular issues that need to be addressed, especially where relationships and choices are concerned, they will work with you to devise a semi-improvised scenario that brings out the points you want to address.

Be an inspector

Disseminate the relevant inspection framework, and a case study (anonymised or made up) and invite participants to “inspect” the school or department. What lessons can they learn to apply to their own situation?

Be an evaluator

As for an inspector, but perhaps a lighter touch, less formal or focusing on specific aspects of a school’s ICT provision.

Be a moderator

Disseminate examples of students’ work (anonymised), along with Level descriptions of the set of standards you go by, and ask participants to assess the students’ attainment, and come to an agreement with each other about it.

Be a data analyst

Disseminate some statistics pertaining to ICT attainment for one or two anonymised schools. Which students have shown the greatest attainment and improvement? Which are the areas that need to be addressed?

Be a trouble-shooter

Disseminate a case study of a situation in which several things are going wrong, and invite participants to identify the issues and suggest solutions. I used this approach to address problems being experienced in several of the schools represented at the event, and the outcome was very useful to all concerned.

Create a resource in a day

As already stated, people lack time in school. If you have 20 participants, and they get into pairs and create 10 resources by the end of the day (or the morning), everyone will have an extra ten resources they can use straight away, or which they can customise.

Share good practice, unconference style

Invite participants to take turns sharing good ideas with each other, or resources they’ve discovered, or things they have tried out in their own classroom.

Have a mini-exhibition

Bring in vendors to display their wares around the room or hall. Invite participants to provide examples of work they’ve been doing. Then allow time in the day for people to wander around looking talking.

Have a primary-secondary (elementary-high) school get-together

These two phases of education often do not know what the other one does. Getting them in the same room to discuss what they’ve been up to can be quite revelatory.

Collaborate with a partner school

If some schools are in partnership with a neighbouring school, or for a particular project, make time available in which they can have a meeting to progress some issues.

Collaborate with cluster schools

As above, but involving schools in a cluster, which may be geographically-based or based on a different criterion, such as participation in a government-funded project.

Plan your district’s policy

An ICT Co-ordinators’ Day is a good opportunity to thrash out issues such as the local area’s internet safety policy, or other issues of general local interest.

Have an away-day

This works best with a relatively small number of people, but can be very useful. For example, I once arranged a visit to a major software and hardware supplier. They gave us a tour, showed us products in development, a training session on an existing product and a nice lunch!

Conclusion

One day conferences do not need to be boring, or follow the same old tired format of a couple of keynote presenters and a workshop. Be imaginative!

If you have any other suggestions, please let us know in the comments section below.

 

Coming soon on this website

preview

I've got a ton of great new content coming up on this website over the next week. Each morning there is a checklist sort of article planned, and every afternoon there is a focus on a Web 2.0 project submitted for inclusion in the second edition of the Web 2.0 projects book I'm compiling. (Incidentally, please see this article for an important update about that.)

I have also been working on the next issue of Computers in Classrooms. This will feature a report on the recent Handheld Learning Conference, a guest article by Neil Howie on Adobe's Creative Suite 4, an article about why you need an elevator speech, and several reviews, including the following books:

  • The making of a digital world
  • The Well-Fed Writer
  • Totally Wired
  • Wikified Schools

What I also intend doing is putting up a page on this website where people can buy the books I review, from Amazon. (Please bear in mind that by purchasing a book in this manner, you will be helping to keep a whole family out of the debtors' prison. Mind you, I have not exactly given a resounding recommendation to one of the books listed above, so perhaps I should defer my desert island retirement plans for now.)

There may be more (hopefully, will be more), but I'd rather under-promise and over-deliver than the converse of that!

I am pleased that there has been quite a lot of interest in this new website, and as you may have noticed I am working like crazy to get new content up here. In fact, at the moment I am posting at the rate of at least two articles a day. I'm always interested in hearing from potential contributors to the newsletter and website, and guest-bloggers and reciprocating that on other people's blogs. If that is of interest to you, then please get in touch, using one of the myriad options on the Contact Us page.

Enough of this persiflage! There's another (hopefully useful) article coming in around 6.5 hours' time, containing a whole load of ideas for an ICT Co-ordinators' (sometimes known as Technology Co-ordinators) day. Yes, it's true: they do not have to consist of a load of boring people reading out their PowerPoint slides!

Do subscribe to the RSS feed if you don't want to miss it! In fact, why not subscribe even if you do want to miss it? After all, you don't have to read it, and there'll be another one at 16:30 anyway, and you won't want to miss that!

Web 2.0 Project: Jennifer Wagner's work

Here’s a thumbnail sketch of some interesting work that Jennifer Wagner is doing with Web 2.0. It is taken from the forthcoming second edition of the free Web 2.0 projects Book which was published last year -- over 11,000 copies downloaded! The book itself will contain even more information, so look out for that early in 2010!

Name: Jennifer Wagner

Application type: Jenuinetech.com, Wiki,Presentation

Age range: PreK - 6th

Description of project

Jenuinetech.com hosts a variety of projects throughout the year.  Most projects provide creative ways of teaching math, language, history, art, and science in your classroom.  Projects usually run between 2 and 4 weeks.

Benefits of using Web 2.0

Motivation,Participation,Any time,Anywhere,Forms of literacy,Collaboration,Creativity

URL: http://www.jenuinetech.com 

Are you doing interesting work with Web 2.0 applications in your school or college? If so, why not contribute to a new ebook containing ideas that other teachers can pick up and use? Further information is right here:

http://www.ictineducation.org/home-page/2009/10/14/web-20-projects-book-deadline-extended.html

 

10 Reasons to use Diigo

Diigo is a social bookmark service. A social bookmark service is like the Favorites in Internet Explorer, or Bookmarks in other web browsers, like Firefox. However, instead of saving a URL to your computer, you save it on the internet.

This has a number of advantages:

Firstly, you're less likely to lose all your bookmarks in the event of a hard drive meltdown: you just move on to a different computer.

Secondly, you don't have the hassle of trying to remember which URLs you saved on which computer.

Thirdly, a corollary to the above is that you don't have the annoying situation of finding yourself at work wishing you could remember the URL you saved on your home computer, or vice versa.

Fourthly, and this is where the 'social' comes in, by saving your bookmarks on the web, suitably tagged, other people will be able to see your bookmarks on a particular topic, and you will be able to see theirs. This makes for a very rich experience, and helps you to expand your horizons. It's basically a very practical demonstration of the old adage: Many hands make light work.

Think of how you might use that with your colleagues, or with your students.

Diigo is one of several social bookmarking applications that are available, and I like it for the following reasons.

  • It's very intuitive to use. In this sense, it's not that different from the others available.
  • It's also free. Ditto.
  • You can publish a bookmark straight to your blog. This is a very nice feature. It means that you can, in effect, use the Diigo description text box as a surrogate blogging platform: very handy if you're out and about, and you come across a website you'd like to draw others' attention to, but don't have the time to write a blog about it, or to repeat what you have already said in the Diigo text box.
  • If you prefer, you could send the link to Twitter instead.
  • You can also organise your bookmarks into lists. I have to say that I have not yet tried this myself, but it seems like the kind of feature you'd find useful.
  • For the time being at least, I've decided to make use of the Groups feature. You can join (or apply to join) groups within your area of interest. Doing so will mean that you can be notified of any new bookmarks that other people in your niche have made. It's like doing research, or having continuing professional development, without actually doing much apart from checking your email now and again.
  • You can also create your own groups. I've created a group called Education Technology - ICT in Education. From a sharing point of view, it doesn't really cover anything more than several other ICT-related groups already do. But I created it as a way of easily storing bookmarks I have referenced, or may wish to reference, in my own articles.
  • Remember my point about being able to publish a bookmark to a blog? Well, the feature that makes Diigo stand out for me is the facility of being able to set up an autoblog post. What that means is that I can set it up to post my bookmarks at particular times and intervals. You can set conditions too. Thus I have set it up to automatically publish, twice a day (although I may change this to once a day or even once a week), any bookmarks in the group I have created. So, if I bookmark something now, it will miraculously appear on my blog at 9 pm today. If I discover and bookmark stuff after that, it will automatically publish it tomorrow morning at 9 am.
  • Think of how you could use this in school. For example, you could require your students to join a particular group and bookmark useful sites there, and have that published once a week, say. So their weekly homework would be to check the blog every week to see what's new, and to explore the freshly-bookmarked sites.
  • As with other social bookmarking sites, you don't have to share all of your URLs with the world: you can mark them as private if you prefer.

But as I think you'll agree, the educational possibilities of using the various (non-private) facilities of Diigo are vast.

 

Life without the internet?

I just happened to come across this video, which I think is wonderful. I remember life before the internet, and I am not sure how I got anything done! (Mind you, I also don't know how I get anything done now, because of the distractions of the internet!)

I think this would be a great video to use as a starter for discussion on the importance of internet, and encourage students to respond with a video or podcast or even (shudder) an essay!

Would love to hear what you think of it.

Take a look: 10/30/2009 (p.m.)


Posted from Diigo. The rest of my favorite links are here.

Web 2.0 Project: Marina Alfonso's work

Here’s a thumbnail sketch of some interesting work that Marina Alfonso is doing with Web 2.0. It is taken from the forthcoming second edition of the free Web 2.0 projects Book which was published last year -- over 11,000 copies downloaded! The book itself will contain even more information, so look out for that early in 2010!

Name: Marina Alfonso

Application type: 21st Century Learning, Blog

Age range: 14-16 years

Description of project

These teenagers had never used computers in language learning. We started with a class blog where I posted activities;passed to individual blogs, where they publish videos, podcasts, etc.We'll also work on a collaborative project with students from Brazil

Benefits of using Web 2.0

Motivation,Participation,Variety of means of expression,Any time,Anywhere,Ownership,Peer assessment,Forms of literacy,Collaboration,Creativity

URL: http://santarosa2nd.blogspot.com 

Are you doing interesting work with Web 2.0 applications in your school or college? If so, why not contribute to a new ebook containing ideas that other teachers can pick up and use? Further information is right here:

http://www.ictineducation.org/home-page/2009/10/14/web-20-projects-book-deadline-extended.html

Look out for more 'thumbnail sketches' next week.

 

12 factors to consider when evaluating books and other paper resources

ICT is not just about using computers, and it is useful to have teaching resources such as books from which you can set work. Unfortunately, ICT is still very much in its infancy in this context, compared with other subjects such as Mathematics, Science and English. Nevertheless, there are books out there, and there seem to be more and more titles coming out all the time.

Obtain inspection copies where possible, and ask other ICT teachers what they think of the books or resources you are interested in purchasing. (In the interests of not making life difficult or more expensive for others in the long run, please buy or return inspection copies, and only ask for them in the first place if you are both genuinely interested and have an influence on purchasing.)

  • Will users be able to understand it?
  • What is the layout like? Is it confusing?
  • Is it accurate?
  • Does it meet the National Curriculum requirements?
  • Where appropriate, is it suitable for the examination?
  • Is it suitable for the scheme of work being followed?
  • How easy is it to use for finding information?
  • Is it interesting?
  • Is it challenging?
  • Does it have non-computer based exercises?
  • Are the tasks realistic for the people in your class?
  • Is it good value for money? (It may be cheaper in the long run to buy sets of photocopiable resources than sets of textbooks.)

If you enjoyed reading this article, why not read "23 Factors to consider when evaluating digital resources
"?

 

Take a look: 10/29/2009 (p.m.)


Posted from Diigo. The rest of my favorite links are here.

Web 2.0 Project: Alan Perkins' work

Here’s a thumbnail sketch of some interesting work that Alan Perkins is doing with Web 2.0. It is taken from the forthcoming second edition of the free Web 2.0 projects Book which was published last year -- over 11,000 copies downloaded! The book itself will contain even more information, so look out for that early in 2010!

Name: Alan Perkins

Application type: Techbribe, Podcast,Video/Video Podcast,Blog

Age range: 14-16 years

Description of project

The Techbribe is a weblog to enable students to publish work related to their IT projects in MYP Technology. It enables students to share knowledge, ideas and much more in order to fully understand collaborative principles within the Design Cycle.

Benefits of using Web 2.0

Participation,Variety of means of expression,Any time,Anywhere,Collaboration,Creativity

URL: http://www.techbribe.com 

Are you doing interesting work with Web 2.0 applications in your school or college? If so, why not contribute to a new ebook containing ideas that other teachers can pick up and use? Further information is right here:

http://www.ictineducation.org/home-page/2009/10/14/web-20-projects-book-deadline-extended.html

Look out for another 'thumbnail sketch' this time tomorrow.

 

No comment

Well, Freedman, it has come to my attention that you've been rather lax in responding to comments. What do you have to say for yourself? And stop fidgeting, boy! mortarboard.png
Er, it wasn't my fault, Sir.
It "wasn't my fault, Sir"? Then whose fault was it? The little green men from Mars?
No, Sir. It was the program, Sir.
Program? What program? Do try and make some sense, lad. You sound like a gibbering idiot.
I thought it was set to send me an email when someone commented, Sir.
In other words, you hadn't set it properly.
No, Sir. I mean, yes, Sir. I mean, I did, but it undid itself.
Undid itself, boy? Have you taken leave of your senses? Don't answer that, Freedman. Have you corrected it now?
Yes.
Yes, what?
Yes, Sir, Sir.
Good. And when might you be responding to the aforementioned comments? Some time in the next decade one hopes?
Today, Sir.
Good. And when you've done it, I want you to show me proof. Bring me the internet first thing in the morning.
Er, but...
No, on second thoughts, print it out, and leave it for me at the staffroom.
But, but, Sir, erm --
Are you quite alright, boy? Do get a grip. Now, to help you remember such basic etiquette in future, take 500 lines.
Take them where, Sir?
Are you trying to be impudent, boy? Make that 1,000 lines. At the staffroom tomorrow morning, 8:30 sharp. "I will monitor comments on my website every day, and respond in a timely manner."
Yes, Sir.
And Freedman?
Yes, Sir?
No copying and pasting.

23 factors to consider when evaluating digital resources

This article has been superseded by an updated version.

Ask the questions below, perhaps on a form devised for the purpose. Ask other staff and, where appropriate, pupils to do the same. Obtain an evaluation copy if possible, and seek the views of the Local Authority or other advisory person or organisation, and other teachers.

1. What is the name of the resource?

2. What category does it fall into, eg Word Processing, Games?

3. Which computer systems will it work on?

4. How much is it?

5. Where appropriate, how much is a site licence?

6. Is it available via LGfL or another (cheaper) route?

7. What is the printed documentation like? Will users be able to understand it?

8. Is the on-line help good? Will pupils be able to understand it?

9. Do the graphics enhance the program, or distract one's attention?

10. Is the colour scheme too dull, too garish? Is it suitable for sight-impaired pupils?

11. Is the layout good, ie uncluttered, clear?

12. What print options are available?

13. How suitable is it for the classes you want it for?

14. Does it allow access by people with Special Educational Needs?

15. Does it meet the National Curriculum requirements?

16. Where appropriate, is it suitable for the examination in question, such as SATs?

17. Is it suitable for the scheme of work being followed?

18. How easy is it to use?

19. Does it make good use of the computer?

20. Will it attract pupils' interest in the short-term?

21. Will it be able to maintain pupils' interest in the long-term, eg through differentiated tasks?

22. Is it good value for money, taking into account things like the site licence cost?

23. Will it enhance your existing software resources?

Note that most of these questions apply even to free software, because of the opportunity costs involved.

Tomorrow: factors to consider when evaluating books.

Paperless office?

Your newsletter editor is hard at work sifting through the submissions for Digital Education, the free newsletter for education professionals. Have you subscribed yet?

Read more about it, and subscribe, on the Newsletter page of the ICT in Education website.

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A text editor with a difference

I love the idea of being 'punished' for having writer's block. After all, this is a condition that simply does not exist. I mean, be honest: if you really have so-called writer's block, all you need to do is write about that. Hardly a difficult task.

Writer's Block? There's a technological solution!Writing against the clock for fear of losing anything you have managed to write would, I should think, be another effective antidote: nothing like a mild panic to get the mind into gear!

If all else fails, you could always stand up, take a deep breath, and talk about the first random topic you come to in a dictionary or encyclopaedia and see where that gets you. (Locked up would be a distinct possibility if you tried that in public, so don't!)

I've just written this using the online version of Write Or Die at http://writeordie.drwicked.com. There's a desktop version too, for $10. So what does the application do? Apparently, the desktop version won't let you save anything until you've reached your target word count. There's even a setting for making it delete what you have already written if you're not quick enough off the mark.

A great idea; a great, darkly humorous, use of technology. There are myriad possible applications in a school setting. Discipline problems? What discipline problems? The kids are too busy trying to beat the clock.

Here's a badge I 'earned' while trying out the online version of the program for this article:

And here is a video about the product:

 

<object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/WtdVJF4PiF0&color1=0xb1b1b1&color2=0xcfcfcf&hl=en&feature=player_embedded&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowScriptAccess" value="always"></param><embed src="http://www.youtube.com/v/WtdVJF4PiF0&color1=0xb1b1b1&color2=0xcfcfcf&hl=en&feature=player_embedded&fs=1" type="application/x-shockwave-flash" allowfullscreen="true" allowScriptAccess="always" width="425" height="344"></embed></object>

Web 2.0 Project: Sharon Peters' work

Here’s a thumbnail sketch of some interesting work that Sharon Peters is doing with Web 2.0. It is taken from the forthcoming second edition of the free Web 2.0 projects Book which was published last year -- over 11,000 copies downloaded! The book itself will contain even more information, so look out for that early in 2010!

Name: Sharon Peters

Application type: Take2 Videos, Video/Video Podcast,Social networking

Age range: 14-16 years

Description of project

National Geographic Photojournalist, Karin Muller, embeds herself in areas of global conflict to take HD footage which she releases to students so they can create meaningful documentaries. Last year, she released footage from Darfur, this year, Cuba.

Benefits of using Web 2.0

Motivation,Participation,Variety of means of expression,Any time,Anywhere,Ownership,Forms of literacy,Collaboration,Creativity

URL: http://take2videos.ning.com/

Are you doing interesting work with Web 2.0 applications in your school or college? If so, why not contribute to a new ebook containing ideas that other teachers can pick up and use? Further information is right here:

http://www.ictineducation.org/home-page/2009/10/14/web-20-projects-book-deadline-extended.html

Look at for another 'thumbnail sketch' this time tomorrow.

Interesting embeddable widget I discovered on Wesley Fryer's blog. It shows how many blog posts etc there have been since you loaded the widget, in real time.

I'm not actually sure how valuable or even how valid such information is. There is no doubt, however, that using it in a presentation, as Fryer intended to do, would be a good way of grabbing people's attention right from the start.

Perhaps it would work well in a classroom setting too, as a starting point for a discussion about what such statistics mean, in a 'real' sense.

You can obtain the widget, and more information about it, from Gary Hayes' website.

Video choice: 10/28/2009

Warren Etheredge – The Art of the Interview (Or How to Grill a Star) ~ Chris Pirillo

This video has nothing to do with educational technology as such. However, I decided to bookmark it because it contains some important lessons for would-be student media stars:

  • Do your research
  • Only prepare the first question
  • Above all, LISTEN.
  •  

    Definitely worth watching with your class and then discussing.

    tags: video


    Posted from Diigo. The rest of my favorite links are here.

    Building up slowly: more changes to this website

    Walk past any building site, and what will you see? More than likely, people lolling around drinking tea. Yet as you walk by every day you notice something strange: slowly, inexorably, the building is taking shape. Here is some scaffolding where only yesterday was an empty space; there a wall, where only yesterday there was scaffolding.

    Thus it is with this website. From your point of view, no doubt, I am lolling around drinking tea. Yet look more closely, and you will notice changes here and there. Small, incremental changes, but not insignificant ones I hope.

    Last week I listened to the reminder from Doug Woods that blue/yellow was almost as bad a colour combination as red/green. So out went the yellow background and most of the blue text, apart from the hyperlinks.

    IMG_0751

    As another aspect of making the site accessible to all, I've been experimenting with Talkr, which converts text to speech automatically. Unfortunately, it would seem that if you have article summaries, Talkr converts the summary and not the main article. So, out went the summaries despite the fact that I quite liked the idea of presenting several headlines and abstracts on the front page of the website: what a glorious choice the visitor had!

    Sadly, ditching the summaries had the unintended consequence of making the early (summarised) articles unamenable to conversion to speech. I hope you will agree that this is a small sacrifice for the greater, and longer term, good.

    Of course, this now meant that having five articles per page required, in Ray Tolley's words, "having to endlessly scroll further down the page in case there is a different topic further down." Therefore I took a leaf out of his book and reduced the number of articles to just one per page -- but still with the last six headlines just over to the left of the main area.

    Like any consultant, part of the purpose of my website is to make it easy for people to find out what I do and why I'm qualified to do it, in the hope that they will offer me some gainful employment. So up went the CV (resumé) in a web-friendly form, on the page titled Assignments Undertaken.

    Lastly, I added a section called 'Social Profile' which gives my addresses on Twitter, Linked-In, and elsewhere. Rather cleverly, Squarespace allowed me to make that visible only on the 'Contact Us' page. (If you're impressed enough to want to create your own Squarespace website,  you might consider clicking on the 'Powered by Squarespace' icon on the right-hand side of this page. That links to an affiliate scheme which will place untold riches into my coffers. Well, a couple of quid I think, but every little helps, to coin a phrase!)

    Back to the website, and I must thank everyone who has been kind enough to provide feedback on the new site. I've done so in private emails, but I think a public acknowledgement of people's kindness would not go amiss. If you have any feedback, you can get in touch with me in all sorts of ways, as shown on the Contact Us page.

    Do keep visiting! It took five years to build up the wealth of content on the original website, so please be patient! I'm doing a fair amount of posting at the moment, but you know what they say: Rome wasn't built in a day. And you can always help by suggesting an article that you would like to write.

    If you like the site, please do tell others about it, comment on the articles and write about them. Visitor stats are looking pretty good at the moment, but I'm a Type A person and I need results yesterday!

    But for now, I think it's time I had another cup of tea....