New Catlin Gabel web site launched!

Posted by: Richard
July022009

We launched the new Catlin Gabel web site yesterday morning! The first day went very smoothly. Thank you to those who sent feedback (especially the two with constructive comments). Most first reactions have been about graphic design and navigation. I'm sure that people will have more to say about functionality once they use the site to get things done.

We timed the launch for the very slowest week of summer, so that we could see how the site performs as the load increases up to the start of school. A handful of teachers and staff members are updating new sections of the site, such as Sustainable School and Global Education. Other parts of the site are missing content at present and will need to be populated before the start of school. I created an introductory video to call attention to some aspects of the site.

Far from being done with the site, I have a very long list of items to address, most notably continuing development work on our custom modules. Many remaining to-do items are to customize aspects of the Drupal interface that aren't quite the right match for our needs. Nonetheless, it feels great to have cleared a major hurdle!

Some of the recent posts on this blog describe the site's features and development process in greater detail.

new web site

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Social Media Tools and School Admissions

Posted by: Richard
April222009

I attended the FinalSite social media webinar this morning. They now have a web site to help schools get started with Facebook, Twitter, LinkedIn, and YouTube. Here are a few notes of the most interesting examples I picked up from this session.

Northfield Mount Hermon
- 2,000 fans of their main Facebook page
- separate Facebook page for "admitted but not yet enrolled" students

Christchurch School
- Admission inquiry Facebook page

Urban School
- Facebook page for "accepted but not enrolled" students

Could LinkedIn replace our web site career network? I'll test the idea tonight with our alumni board.

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Posting links to Facebook fan pages

Posted by: Richard
April052009

I figured out how to reinstate the "post link" tool on our Facebook page. From what I can tell, this application is supposed to be active by default, but it was not on our two new fan pages. Facebook support told me to read the documentation, which only suggests to set the corresponding wall preference -- not helpful.

The solution appeared in the Facebook forums. Re-install the application from its page..

We're going to have to get used to dancing to Facebook's tune.

Before

before

After

after

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Print publications on the web

Posted by: Richard
April032009

Would you like to publish your high-quality print publications on your web site? Web pages cannot easily reproduce the layers and resolution of glossy print magazines. In recent years, design companies have offered conversion to Flash-based flip books at a steep price. Now, Issuu.com is the first service of which I am aware that converts print publications to Flash-based books for free. They have managed to completely automate the conversion process. During Issuu's trial period, there is no cost to use their services. When they begin to charge, their prices will be comparable to Flash video hosting services.

We also post individual article pages, but the Flash format is a great way to leverage our investment in the graphic design, not just the content.

Here is our recent school magazine online. Be sure to enter full-screen mode and flip through the pages.



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Facebook changes fan pages

Posted by: Richard
March052009

We just learned about Facebook fan pages, and now they've changed them! As we are only just starting to set up our pages, the change probably works to our advantage.

fb notice

As Mashable explains, the new fan pages operate more like a profile than a "shrine." The organization's wall dominates the page, and company information is minimized. Most importantly to us, page status updates will now appear in fan's news feeds. This is critical to us as we adopt Facebook to reach our school community where they are. The new model appears to suit our communication strategy better than the old, where a user would have to remember to go visit our fan page.

page

We plan to launch the Facebook pages with our new web site this summer. Stay tuned.

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365photos

Posted by: Richard
January012009

With this humble entry, I hereby join 365photos.

and we're off ...

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Learning from snow days

Posted by: Richard
December202008

snow
Portland isn't accustomed to snow. This week, light snowfall and freezing roadways led to five consecutive snow days at Catlin Gabel and Beaverton public schools. It's been different. What have we learned?

Upper school English classes proceeded with business as usual. They already run most of their class activities through Moodle. Only the in-class presentations had to wait. Other classes shifted to independent work or went completely on hold. Seniors applying to colleges continued to manage their materials using Naviance.

When (if?) we return in January, we will likely consider whether to create an online learning plan for extended school closures. Some schools in Seattle and mountain regions have these plans in place. I will want to find out more about their planning process. Most teachers use their course web sites to host some materials -- only a few operate their entire classroom process through it. Most teachers would have to learn how to manage an online learning environment and what activities could transition well to the online space.

The IT department successfully stayed home all five days but continued necessary work through our various network services: email, web sites, and SSL-VPN.

The web-based VPN was most critical. Our $500 Sonicwall SSL-VPN appliance requires no client-side configuration, a major step forward in usability and administration from our previous VPN technology. It supports up to seven concurrent users, which has been more than enough for our small user base, since we typically work on campus. Yesterday, our communications team used VPN to send out a large email blast to the community. The alumni office used it to prepare an upcoming communication. I used it to reset two passwords for stranded users.

With everyday business conveniently out of the way, I spent a lot of time on Drupal site configuration. As we consider the platform for our next public-facing web site, I have learned the most from building a prototype. I enjoyed starting anew with a fresh install of Drupal 6. I also installed Plone but haven't had the chance to open the requisite firewall port to really play with it. At what point does an open-source test become part of the development of the production site? I am at least migrating a lot of content as I go.

Working from home for several days makes me appreciate the in-person contact more than usual. This is why we work at a school -- for contact with students, teachers, and staff attempting to create the best educational environment possible. These three weeks should comprise a true break.

Happy holidays to you.

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Placefulness in Drupal

Posted by: Richard
December172008

Google the terms "placefulness" and "Drupal" together, and the top results all point to ... Plone! As we move more deeply into our web site design, we are gaining a better understand of our site needs.

Placefulness: the Plone community makes frequent use of this term to describe how the system automatically retains the "location" of each new document one creates in the site. In end-user terms, the user clearly knows where he/she is within the site at all times. This makes Plone well-suited for sites with a clean content hierarchy. Contrast this with Drupal, in which new nodes have no location by default. The system only automatically assigns them a node ID number. Drupal developers use content types, menus, tags, views, and modules to create the illusion of place and hierarchical structure.

Many of our users, responsible for a particular school program, need to manage the hierarchy of article in their content area. If this process is difficult to use, it will challenge a lot of people and become an obstacle to content creation. We must also consider permissions and menus. Plone cascades editing privileges in a way that Drupal does not -- if you can edit the parent, then you can also edit its children by default. Users may expect menu items to appear automatically in a hierarchical content structure.

Recognizing the need, the Drupal community has generated a number of modules that help automatically link new nodes to their location within a hierarchical content structure. Most obvious is the book module, distributed with core. Users may create child pages, and the Book Navigation feature automatically generates a book menu on the fly.

I learned that it is best to automatically display Book Navigation on whenever one is in a book. If one restricts the block's visibility based on the URL path, then one has to specify custom URLs for all of the pages in the book or use PathAuto to automatically generate them. This quickly becomes a hassle again.

At first glance, it does not appear straightforward to mix book and non-book menu items in these menus, which could be a problem. We could create separate menus for structured content navigation and links to interactive pages (a.k.a., transactions). While that would work better within Drupal, would it make the site more or less usable to our visitors?

menu 1

menu 2

To further complicate matters, we want the landing page of each top-level section to show the news items for that category instead of a book page. Now we need to make the book navigation appear before we are actually in the book. This code snippet makes book navigation appear on all pages -- we would have to modify it to display a navigation block to match the book one is about to enter. Another possible direction is to insert PHP code into the book landing page to manually query the database for news items related to that book. That may be more straightforward.

Good news: I just tried two new tricks (for me). I inserted PHP code into a book page to mix dynamic with static content. Drupal provided me the SQL query in the Drupal 6 View interface.

$sql = "SELECT node.nid AS nid FROM node node LEFT JOIN term_node term_node ON node.vid = term_node.vid INNER JOIN term_data term_data ON term_node.tid = term_data.tid WHERE (node.type in ('news')) AND (term_data.name = 'admission')";

$result = db_query($sql);

while ($row = db_fetch_object($result)) {

$node = node_load($row->nid);
print node_view($node);

}


And also used a redirect to send the user from a static page to a separate, dynamic one.

header('Location:http://ww2.catlin.edu/scripts/admission.pl');

(I know, I'm showing my novice Drupal learning curve. It's my blog.)

We could throw in the towel and manually manage the menus. We really want the ability to post a single article to multiple places in the hierarchy, which seems to run counter to any automatic menu generation feature. However, if a user responsible for a small portion of the site needs to scroll through the entire site menu hierarchy to place their item, they will be stopped in their tracks.

Node Hierarchy appears to address our concern directly, allowing a user to specify the child relationship of a new node to an existing one. It's unclear whether development on this module is sufficiently active to use on our primary, public web site. The Drupal 6 version is currently in alpha. I also question whether it uses a popup menu to select the parent node, which would be very awkward on a large site. Node Hierarchy is incompatible with book, which would mean that we were placing our trust in a module with less community support than Book.

I have yet to investigate breadcrumb navigation, which would also help strengthen the sense of placefulness of each node. I hope it will play well with the other hoops I am jumping through to make this work.

For classroom pages, it may make more sense to use Organic Groups. That should allow teachers to post articles, manually maintain a simple menu, and create items for other content types as we support them (image galleries, calendar, blog posts, etc.). This will also allow individuals to maintain both public and private content, which should help us both maintain visibility of classroom programs and protect the privacy of our students, teachers, and parents.

Amherst College developed their own solution, Monster Menus, to provide this functionality to their site. However, development was so extensive that they were not able to publish a module for this, despite recognizing the high levels of interest and expressing their willingness to share.

If we need to choose between Drupal and Plone, we may need to determine the core nature of our site. Is this a traditional content repository with some interactive features, or is it an interactive site with some hierarchical content? Will the interactivity be mostly one-way (collecting information from school community members), or will we really reply and produce lots of original, dynamic content ourselves? In other words, will we really have the kind of community site that Drupal was invented to provide? We don't want to constantly swim upstream against Drupal's core tendencies.

The ace up our sleeve is that we can set up a test site to experiment with different potential solutions before we commit to a development platform.

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Drupal Multimedia (Aaron Winborn, Packt Press)

Posted by: Richard
November292008

Cover image, link to publisher web site
Having worked with Drupal for two years, I have reached the point where I need expert advice in order to continue to grow. Drupal is a bit like a forest with many paths running through it. You could spend all year trying each one and learning from experience, or you could get an experienced hand to point you in the right direction, especially if you cannot devote all your time to learning Drupal.

Aaron Winborn is experienced, knowledgeable, and helpful, if his writing at all reflects the man. The creator of the Embedded Media Field module, his has recognized expertise in configuring Drupal to handle multimedia content. In Drupal Multimedia, Winborn describes the state of Drupal multimedia support with one eye toward Drupal history and the other exploring the future. Context helps achieve deeper understanding.

For most of the book explains how to include images, video, and audio in Drupal sites. In these chapters, I found answers to questions I had been asking for a while. What felt right about the Image module (e.g., image galleries), and what needed fine-tuning to work better (e.g., WYSIWYG integration)? Winborn takes the reader from Image to Image Assist, Image Attach, and finally the TinyMCE DrupalImage button, the last of which had escaped me in my previous forays into online documentation and support forum discussions. I was only disappointed not to find an answer to another longstanding want: easy bulk image upload for end-users.

Winborn does not always take a single path through the forest. Often, he points out two or three different paths that might work well for your needs, while omitting mention of those that (I assume) he feels might not. After the comprehensive introduction to Image, Winborn changes approach. He describes how to use ImageField and ImageCache in conjunction with one's own custom content type. Comparing the two approaches not only helped me better understand how to structure my own approach but also provided an important insight into the Drupal ecosystem.

Winborn takes care not to blow his own horn too loudly. His creation, Embedded Media Field, plays third string behind other image solutions. The explanation is critical to integration with third-party media hosts such as Flickr and YouTube.

Winborn introduces the book as a "beginner to intermediate" Drupal resource while acknowleding the advanced nature of some examples. I thought this description was right on. A Drupal beginner would likely not be comfortable implementing some of the solutions provided, for example adding a preprocess hook to display the appropriate media player for an attached video. On the other hand, I found the emphasis on Node Reference essential for me to understand how to keep media items in their own nodes yet allow web pages to display them in the proper player.

Later in the book, Winborn takes a couple of thoughtful turns. He treats video before audio, upsetting the conventional order between them yet explicitly acknowledging the dominance of video these days. He also presents the embedded video field before addressing how to upload "local" video files. That also makes good sense to me, as I have quickly discovered how even a low-volume site benefits from hosting video at a specialized provider, such as Blip.tv.

Your perspective on the book may depend on your definition of "beginner" and "intermediate." I benefitted from both the high-level view and the relatively complex explanations. The book provided something to seek me teeth into and room for growth, which I imagine every Drupal developer needs. True beginners may quickly lose themselves in the details. Advanced users may not find the text sufficiently challenging.

Drupal Multimedia will remain an essential resource for me, due to its vertical treatment of key techniques. Yet, I also find myself wanting more almost immediately. Will DrupalImage reach production site quality for Drupal 6? How should I provide bulk image upload capability to end users? What will support and maintenance of these techniques look like a year from now? While I am glad to have added this book to my knowledge base, I have quickly followed up the read with more tinkering on a test site and surfing the discussion forums.



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Voicethread activity design

Posted by: Richard
November242008

Voicethread may be one of those very versatile tools that appeals to a wide variety of teachers and supports many different kinds of learners. These examples demonstrate some different lesson designs we discussed during a meeting with our language teachers and Barbara Cohen of Marin Country Day School.

Introductory activity: state your goals for the year, attempt your first Spanish statements. This activity was both a low-risk way to have kids test their Voicethread connections from home and get a sense of their Spanish abilities.



Quiz practice: Kids practice and share their preparation for the phrase completion quiz.



Math solutions: This creative example took us by surprise. The MCDS students use the doodle tool and audio narration to walk through math solutions. Very cool.



Organic story: Spencer came up with the idea to have students create a story one comment at a time. Start with a single prompt and then have students each continue the story from the previous student's comment.


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Students speak, we publish it!

Posted by: Richard
November192008

An an experiment, we videotaped and published two student panels from last weekend's admission open house. Inspired by our recent work on a new web site design, I wanted to provide content that directly meets a priority audience need and fits how our audiences consume content.





We know that watching video has become increasingly popular online, and that it doesn't have to be very high quality to meet people's expectations. In fact, lower quality may connote greater authenticity than a highly polished product. We have also learned that middle and high school students, not their parents, are increasingly making choices among schools. We figure that students are even more likely to enjoy consuming information in a visual format.

We also know that prospective families want to find out directly what the student experience is like. What better way to learn than to hear from students themselves. Admittedly, the students were answering questions within the context of an admission open house, but their relaxed nature and eagerness shows the truth to the words they speak.

Simultaneously, I broadcast the events to uStream in order to practice this for the first time. It was so easy to do, aside from the fact that the audio didn't publish! I connected my DV camera to the Mac via FireWire, and then specified DV for video and audio input on uStream. One key lesson is that uStream dramatically reduces file transfer and processing time. Even if we are not interested in broadcasting live, the moment the event is over, we have a web-enabled, embeddable movie. Brilliant.

We will track statistics and listen to anecdotal feedback to determine whether we should post video or schedule interactive experiences more often. I can envision interactive chats with the Head of School or the broadcasting of sports competitions, arts performances, and distinguished speakers. Alumni in particular might enjoy tuning in to a substantive presentation from their old school. Parents might be able to watch a presentation from home that they could not attend in person. Automatically archiving everything is wonderful. Making the process really easy helps with adoption.


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Moodle Administration (Alex Büchner, Packt Publishing)

Posted by: Richard
November082008

Moodle Administration
How ironic it is to read a commercial book about open-source software! I was nonetheless intrigued when Packt Publishing invited me to review a complimentary copy of Moodle Administration. Why not give book learning another try? I might find new value and improve my knowledge of Moodle.

Moodle Administration presents a clear and thorough review of essential concepts and tasks for Moodle site administrators. Büchner consistently focuses on his priority audience, staff who are tasked with installing and managing Moodle. He stays away from systems administration or course construction tasks. The guide will make sense in a variety of contexts, from campus-based schools and universities to virtual schools.

Moodle's own structure guides the book's organization. Chapter topics include installation, course management, user management, look and feel, security, backup and restore, backup and restore, and networking. This makes the book easy to use for a variety of purposes: an introduction to the new Moodle administrator, a refresher for a current Moodle admin, or as a quick reference for specific topics.

The Moodle community maintains its own documentation for administrators. These freely-accessible, maintained documents also cover the basics of site administration and follow Moodle's structure. Why buy the book? Overall, Büchner's focused effort demonstrates greater thoroughness and consistency than does the online documentation. One finds an appropriate level of detail and visuals throughout the book. That said, some explanations of the administrative interface reference and borrow from existing, free Moodle documentation.

The book helped fill a number of gaps in my knowledge, many of them new features in version 1.9 and some older. I will look into the Accessibility Options module as a way to provide screen-reading and high-contrast themes to three of our users. I enjoyed the clear explanation of how to set up parent roles using the mentee function, though I did not find the answer to my longstanding question of how to most easily provide parent access to their child's courses. I had heard of Mahara e-portfolio integration, but the book's explanation provided me with more complete context for the relationship than I had previously encountered. I learned a lot about how to synchronize enrollment with our student information system, which we may do one day. I also learned about file access via WebDAV, which could help teachers who maintain large file collections, but I was left curious when the book only demonstrated how to connect a Windows client to a WebDAV-enabled system.

I wish the book had spent more time on year-to-year transitions. Büchner alludes to year-end and start-of-year administrative tasks, underscores the importance of planning your course organization ahead of time, and explains both importing activities and restore from backup. Büchner could more fully explain different ways to help teachers who want to carry their course from one year into the next. I don't recall a reference to the Reset Course feature or manual approaches that teachers may use to keep some content and remove others from one year to the next.

Ideally, the Moodle community would make this quality of documentation available online. In the meantime, this book should find a receptive audience. I am pleased to read that Packt donates a portion of the proceeds from the sale of the book to the Moodle project. I trust that Büchner's company, Synergy Learning, regularly contributes core code and modules to the Moodle project.

While academic technology specialists and teachers bear the most responsibility to understand how Moodle may support a constructionist learning environment, the Moodle administrator also plays a role. Moodle Administration misses the opportunity to educate Moodle admins on what makes Moodle different from its peers and competitors. The book could draw particular attention to configuration and maintenance tasks that facilitate student-centered instruction. For example, what block configurations typically accompany the Social Format for courses? How could students use their personalized calendar views to manage their own assignments? How may one allow more student control over course content? What features do students use to monitor course activity, especially in discussion forums? How does one configure inline commenting to provide more opportunities for teacher-student dialogue around completed work? In other words, it is great to know the function of each configuration setting, but should we not also teach the purpose?

The book encourages me to explore two of Packt Publishing's other Moodle titles, Moodle Teaching Techniques and Moodle E-Learning Course Development. These may provide more of the broader perspective on administering Moodle that I seek. On the other hand, how many school staff would spend about $150 US in order to purchase them all?

Moodle E-Learning Course Development Moodle Teaching Teaching Techniques

Moodle Administration fulfills its primary goal, to provide clear, comprehensive explanations of all of the major components of Moodle 1.9 to staff responsible for system installation and maintenance. It should serve as a useful introduction to new Moodle administrators or a reference manual for current admins. Advanced Moodle administrators may find the text useful as a refresher.



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Student notes system

Posted by: Richard
October272008

Teachers make dozens of observations daily about students but have little time to share them with their colleagues. Students benefit when teachers have detailed knowledge of their talents and needs, yet often students exhibit different patterns of study and learning in different classes. How may teachers use technology to share their day-to-day student observations with each other? Doing so deepens the personalization of student instruction, a distinguishing feature of independent schools. It becomes invaluable during teacher-parent conferences, when teachers summarize the student experience for parents and simultaneously collect so much new information. A school that emphasizes awareness of student learning profiles needs such a system, because

In a web-based world, the core functionality of such a system is pretty straightforward. We even piloted this functionality in Moodle using a standard discussion forum and restricted course enrollment. The system needs a database to store the comments and a front-end for posting and viewing.

student notes

The fun lies in configuring the details of such a system. We have so far added the following features.

  • Notes follow the student from year to year, so that institutional knowledge is retained.
  • Blog-like format -- notes post in reverse chronological order.
  • Student and teacher lists pull from school database, so they automatically stay up-to-date.
  • Limit access to adults who currently have contact with student.
  • Flag student learning profile information so that it's easier to find.
  • Expire sensitive posts shortly, so that teachers may share urgent information with lower risk of exposure.
  • Add second layer of password security so that system is not vulnerable to one lost password.
  • Require SSL to protect information from packet sniffers.
  • Each post generates an email notification to teachers, except when the teacher disables it or conferences are taking place.


Last year, we used such a system with two grades. Having declared the pilot a success, we have expanded the system to eight grades. Greater participation in the system has generated new, insightful teacher questions. Should we more narrowly define what kinds of information we post to the system? How does it alter the school's legal liability to permanently store information in a mySQL database that was previously either shared by email or not recorded at all? How much additional structure should we add to the system to keep notes organized as they accumulate? Is limiting access to current teachers too strict, considering the other meaningful teacher-student relationships that exist?

I am excited to continue to study and modify

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Sharing 340 Flip videos?

Posted by: Richard
October262008

I am spending a little bit of time trying to find a way to convert Flip video files into QuickTime or FLV format for posting on our web sites. This is not really a how-to guide, but rather a snapshot into my (limited) progress with this task at this moment in time. Perhaps I will make more progress later, or one of you fine readers will post a comment detailing a more helpful solution!

Our seniors spent a morning at the pumpkin patch with their first grade buddies and took twelve Flip Mino video cameras with them. They captured 340 video segments!

video files

How may I produce one or more useful movies from these using the least possible effort? I don't want to simply post the videos directly to a site like YouTube, because some of the content is likely to be private or exceed their posting limits. I also don't want to require teachers to create YouTube accounts just to facilitate this conversion process.

Flip records in AVI format using 3ivx compression. If we go to QuickTime, we will want to convert into MOV format using H.264 compression. If we choose Flash video, then we will convert into FLV format (what does Adobe call their compression codec?).

Two issues are making this process more difficult for video than for audio. For one, Adobe and Apple can't seem to get along -- neither QuickTime nor iMovie has a FLV export feature, and I'm not about to insist that all of our teachers and students own a full copy of Flash to do this work. While some people suggest FilmRedux (formerly VisualHub) or FFMpegX, I have found these applications either too arcane for the average user or incompatible with either the import or export portions of this process. Is it possible that VisualHub used to have FLV export, but the SourceForge hosted version lacks that component?

QTAmateur
QT Amateur (converted files but can't handle nested folders)

FilmRedux
FilmRedux (wouldn't read 3ivx AVI or m4v files)

FFMPEGX
FFMPEGX (too many dependencies to foist on our users)

iMovie
iMovie (successfully reads 3ivx files, allowing users to edit first)

QTAmateur looked to be a good option to batch convert the files into a usable format before starting editing work, but then I found that it took a long time to convert files in QuickTime format, and QTAmateur was not able to reach into subfolders to convert files located in there. Since I have twelve cameras, many files have the same name and must be stored in subfolders as a result.

Good news: iMovie '08 can use the video files straight from the Flip camera, once I have installed the 3ivx decoder that comes with the Flip (the software is stored within the camera memory). Given this, it may work best to do all of the clip selection and editing work in iMovie and postpone the task of format conversion to the end. This way, we are applying the time-intensive task of format conversion to the shortest length and fewest possible number of clips.

It will then be simple for a teacher or student to use iMovie's built-in Share tools to export to QuickTime, YouTube, or iPhone.

share menu

What about posting a FLV file to one's own web site? I don't see a straightforward way to do this that would be easy for other users to follow. If it has become difficult to build FLV conversion into desktop software, then let's push that task to the web site software, as YouTube does. This way, we won't burden users with that problem.

Drupal may fulfill the role of YouTube in this case. I will have to remind myself what modules provide on-the-fly conversion of uploaded files to FLV (Video, FlashVideo, FFMPEG wrapper, what others?).

Windows users may have more options.

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Learning from our peer schools

Posted by: Richard
October122008

I spent a day and a half in Seattle to visit Seattle Academy of Arts and Sciences and attend the PNAIS Teacher Conference. I got to spend a good chunk of time with Vicki Butler, who graciously toured us through the Seattle Academy campus and gave us an in-depth look into their Moodle installation.

Seattle Academy has deeply leveraged Moodle to organize assignments and track student progress. Every teacher maintains homework assignments for every course. Teachers and students thereby benefit from Moodle's aggregation features -- each person has a meta-calendar that shows all of their outstanding work program-wide. In additon to built-in features, staff have installed optional modules and written custom code to more effectively track student progress. On their course home pages, teachers can easily view what assignment submissions remain to be graded and advisees who are falling behind on their homework. Advisors can quickly view overall course progress of their students. The school is experimenting with Mahara e-portfolio integration. I hope to learn from their use of roles and permissions in order to create a way for our parents to view course content without having to enroll in each one.

I am most interested in using Moodle to create immersive, social learning environments for students. Vicki showed me several examples of students maintaining glossaries, posting science videos, and holding discussions using Moodle's activity modules.

After checking Michael Thompson's keynote on boy education, I soon settled in with my colleagues from Lakeside, Billings, Meridian, Evergreen, and Seattle Academy to plan the PNAIS TechShare conference, scheduled for June 28-30, 2009 in Welches, Oregon. We selected a theme, "Small World," an exploration of global education and social technologies. This should lead to sessions on GIS, trip planning, international collaborations, global education, Skype, Drupal, uStream, and more. We are also hoping to walk the talk by coordinating live, international participation in the conference through uStream and Skype.

We speculated that it might be particularly effective to put a single person in charge of the remote participants in each session. Instead of occasionally reading out remote contributions, the backchannel facilitator could arrange Skype connections with remote participants and pull them into the discussion.

I also added Billings and Meridian to my list of schools with Drupal-powered public-facing web sites.

Can you imagine how much richer our daily professional life would be if the staff from all of these schools blogged?

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