How to Create Interactive eBooks with iBooks Author

iBA interactiveI’m offering an iBooks Author training session for faculty at the University of Portland. In our first session, Ben Kahn of UP’s ATS shot some video which he edited into these two presentations.

For additional support on using iBooks Author see my free iBook Quick Start: iBooks Author free at iTunes. Check out my training website Get Started with iBA

Hat tip to Ben Kahn and Maria Erb of University of Portland’s Academic Technology Services for making workshop arrangements and creating these videos

Part I: A quick tour of iBooks Author widgets and how they can be used in your iBook

Part II: A demo of how easy it is to input content into iBooks Author and how to use 2nd party widgets.

How to Tweet Live Video of Your Presentation with Meerkat

Meerkats-Auckland_ZooNo doubt you’ve heard of Meerkat and its coronation as the next big thing at the recent SXSW conference. If not, think of it as a mobile video streaming app that piggybacks on Twitter. Imagine a live video stream of Romney’s “47% moment,” and you’ll see why Meerkat has caused a stir. 

To quickly check it out, search #Meerkat on Twitter and you will be inundated with “LIVE NOW #meerkat” tweets – followed by a url. Click on the link and most likely you’ll find a screen that says “STREAM OVER. Tune in next time @so-and-so is live.” (Plus an invitation to download the app and follow the Tweeter). I’m guessing that most Meerkasts are people testing it out for a few seconds. But you might also get to watch a live screencast of a band rehearsal or a breaking news story. Time will tell if Meerkat is the next Instagram or Ello.

If you have downloaded the app its easy to sign up with your Twitter account. Don’t be afraid to try your own test Meerkast. Most likely no one will tune in so you can check it out in private. If any viewers start watching you they will appear as Twitter icons at the top of the screen. You can decide if you’re having a bad hair day and it’s time to shutdown.

I recently “Meerkasted” (is that now a verb?) a talk I gave to a small gathering of colleagues at the University of Portland. The app was easy and effective enough to demonstrate to me that Meerkat could be useful for reaching an off-site audience at presentations and other events. Meerkat doesn’t provide an FAQ, so here’s what I’ve learned through experience or research. 

In advance:
Meerkat allows you either begin a live stream immediately, or “schedule” one for the future (no sooner than 5 mins). If you choose to schedule, then others who follow you on Meerkat or Twitter will see your promo tweet (with an image you can upload). They can choose to subscribe via the Meerkat app or simply check back on your Twitter stream at the appointed time.

It could be my bad luck, but I tried to “schedule” a Meerkat multiple times and was never able to get it to work. (If someone knows the trick to that or has any other Meerkat tips, please leave a comment below.) So instead of scheduling it, I just tweeted out an advance notice to tune in to the event with date and time. Then I started a live stream just before I began the talk.

Tech tips for set up:

  • At this point it’s iOS only, but Android is sure to follow.
  • Meerkat is a bit of a battery hog. I suggest having your iPhone on a charger.
  • You’ll need a mount to hold your iPhone. I use a Square Jellyfish “Spring Tripod Mount.” It clamps securely on my iPhone 5s and provides a junction to a standard tripod. It’s adjustable enough to accommodate the larger 6 series and most iPhone cases. With a mini tripod, you could set up your iPhone on your lectern.
  • Be sure to set your iPhone in portrait format. If you try to shoot in landscape, Meerkat will zoom in and convert the image to portrait anyway.
  • The front facing camera works fine and points the iPhone mic in your direction. If you set the camera fairly close to you, it allows you to check your position in the frame. 
  • Stick with a headshot. While you can view a Meerkast on any web-enabled device, it’s really designed for the intimacy of iPhone viewing. I had a Keynote presentation going in the background, but kept it out of the frame. (There’s too much contrast to try shoot video of a person in front of a presentation screen.)
  • If you have the iPhone set up within a few feet of you, its mic should work fine.
  • If you choose to use iPhone’s iSight camera remember that the built in mic will be facing away from you. You’ll be “off-mic” unless you add external microphone. You could use a small directional mic, but you’re making this all it too complicated. Meerkat is useful because its simple. You could use a headphone mic, but do you really want your live audience to think your listening to music? 
  • My experience and some contact with other users suggests that the sound / image sync is more stable when you use your cell network rather than wifi. In my tests, it was always flawless over cell, wifi got out of sync half the time. (Another reason I keep my grandfathered unlimited data plan with AT&T.)  
  • There’s 10 sec delay between you and your Meerkast, so I wouldn’t spend too much time focussed on your iPhone. 
  • Your Meerkast audience can tweet in comments which will appear on your Meerkat app. (That interaction works best when you are doing a intimate Meerkast over your latte). I found them too small to read during my presentation. If you want to follow Meerkast tweets while presenting, you could have another device with you at the podium dialed into Twitter. 
  • You could respond to tweets coming in and do the whole “backchannel” thing, but that can get complicated during a presentation. Unless you have someone else to follow and respond to your Meerkast tweets, keep it simple and focus on your live audience.

After the session:
Since Meerkat only streams in portrait, a YouTube broadcast of your Meerkast will look like it was shot by someone who doesn’t know enough to shoot their video in the desktop-friendly landscape mode. Nonetheless, Meerkat allows you to save your livesteam to your iPhone at the end of the session. You could then upload that to YouTube or use in another context. That save feature seems to work fine for shorter streams. I tried to save a 50 min session and it failed.

Another option for saving your livesteam is to add #katch hashtag in the title of your Meerkast. Katchkats will automatically create a YouTube video and post it back to Twitter with your Twitter handle. (If you forget, you can tweet a #katch hashtag via the Meerkat app anytime during your session and your Meerkast will be saved). #Katch places some limits on lengths of Meerkasts – it failed to save my 50 min session because of it’s length. Note: If you shoot a Meerkast in landscape and save via #katch it still ends up on YouTube in portrait.

Bottomline:
Meerkat is easy to use, but the product is ephemeral. If you really want to share a high quality record of your presentation, you should be using another platform like UStream.

When I Meerkasted my presentation, I stayed focussed on the audience in the room. Meerkat was set up, running and other than staying in the frame, I ignored it. Since I was unable to save the presentation, I have no permanent record of the event. But I had a tech in the room tuned into to my Meerkast checking in on his headphones. From what he told me, it went fine. I had a dozen Meerkast viewers who didn’t tweet much. But that was fine with me since it was a test run. I’m keynoting and running some workshops at Southern Oregon University Ed Tech Summit next month. Tune in on April 17th and see Meerkat in action. 

Image Credit Wikipedia / Vườn thú Auckland

Teaching Politics, Controversy, Engagement – #sschat 11/3/14

sschat-promoMy @EdMethods students and I [@edteck] are proud to be guest hosts for Twitter #sschat on Monday November 3, 2014 from 7-8 PM (eastern). That night is election eve ’14 and our topic will be very timely –  “Teaching Politics, Controversy and Civic Engagement.” Here’s our questions:

Q1: What are student attitudes about politics and government – engagement, distain or indifference?
Q2: How do you create a safe classroom climate to address hot-button political and social issues?
Q3: How should teachers deal with their personal opinions when teaching politics and controversial issues – teach, preach, abstain?
Q4: How can we help students be critical consumers of political news and opinion?
Q5: What resources / ideas can you recommend for teaching politics and fostering civic engagement?
Q6: (Channel your inner Nate Silver) Do you have a prediction to make about a hot 2014 election or ballot initiative?

My co-hosts are pre-service social studies teachers in the School of Education, University of Portland (Ore). We take social media seriously in EdMethods. It’s an essential element of the course. Our students include: 

Kari Vankommer  @MissKVK
Christy Thomas  @crthomas478
Emily Strocher  @emilystrocher
Andy Saxton  @MrAndySaxton
Erik Nelson @ENelsonEdu
Michelle Murphy  @michelleqmurphy
Kristi McKenzi  @tiannemckenzie
Sam Kimerling  @kimerlin171
Scott Deal  @SLDeal15
Jenna Bunnell  @jennamarie0927
Ceci Brunning  @csquared93

America Divided: Teaching Media Literacy and Political Polarization

pew political polarization

The Pew Research Center has just released an update to its research series on political polarization in the American public. It provides engaging data visualizations and survey tools that are ideal for teachers and students of American government and politics. It’s also a great opportunity to explore news media literacy and critical thinking skills. 

For more ideas on teaching politics join #sschat on Twitter on Monday Nov 3 at 7 PM (Eastern) for “Election ’14: Teaching Politics, Controversy and Civic Engagement”

I will be guest hosting #sschat with my social studies methods students @EdMethods.

The Pew political polarization research is based on a national survey of over 10,000 U.S. adults conducted by the Pew Research Center. There is an online version of that survey Where Do You Fit in the Political Typology? Teachers can create a “community group” and have their students sign in when taking the survey. You will be sent a link to your quiz page, which you should use when sharing the quiz with your community or group. After at least five members of the group have taken your quiz, you will be able to view the aggregate results on the group results page, which compares your group’s overall results with the general public’s.

Next, I would recommend reviewing the interactive graphs that demonstrate political polarization between 1994 and 2014. The new survey finds that as ideological consistency has become more common, it has become increasingly aligned with partisanship. Looking at 10 political values questions tracked since 1994, more Democrats now give uniformly liberal responses, and more Republicans give uniformly conservative responses than at any point in the last 20 years

I would asks student to explore Political Polarization & Media Habits. When it comes to getting news about politics and government, liberals and conservatives inhabit different worlds. There is little overlap in the news sources they turn to and trust. And whether discussing politics online or with friends, they are more likely than others to interact with like-minded individuals, according to a new Pew Research Center study.

Students will enjoy exploring the sortable tables: Audience Profiles & Media Habits. There they can compare the audience profiles from diverse sources such as Wall Street Journal, Fox News, Colbert Report and the Glenn Beck Program.

Fox news

colbert report

Trust Levels of News Sources by Ideological Group

Thinking Like A Historian: Student-Designed Lessons

History of SpringfieldOver the last few weeks my University of Portland EdMethods students have been designing lessons in historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). They focussed on three key skills – Sourcing, Contextualizing and Corroborating.

The lessons were designed in a shared Google presentation. Below you will find the project workflow and links to each lesson as an individual blog post.

Flip the introduction:

I used TEDEd’s video curation tool to turn an existing YouTube and into a flipped lesson introducing historical thinking skills. Students also read Thinking Like a Historian by Sam Wineburg.

Deconstruct the model:

With that background, students spent a portion of our next class deconstructing a few of the assessments found in SHEG’s Beyond the Bubble. They were asked to find three questions that focus on any of these skills: Sourcing, Contextualizing and Corroborating. With their team they explored how the assessments are designed:

  • How many historic sources, what types?
  • What additional information are students given?
  • How many prompts?
  • What are students asked to do?
  • How is the assessment designed to support the skills?
  • Be prepared to share your finding with the whole class.

Design your own lesson:

Students were then assigned to design their own historical thinking lesson based on the Beyond the Bubble assessment model. They used a shared Google presentation to host their lesson. Since not all students were familiar with Google tools, I used SnagIt to create a YouTube playlist: Working with Google Presentation

Guidelines for the lesson included:

  • Title slide for your mini-lesson. Make it catchy!
  • Your name as author of the mini-lesson on your lesson title
  • Target students – by grade level
  • Indication of one (or more) of the historic skills to be studied – Sourcing, Contextualization, Corroborating
  • One or more historic documents. Text, image and videos can be inserted into the slide. Longer documents can be linked to via URL or saved in Google drive with link to it.
  • Source URLs for all documents used
  • Guiding questions for students to use with document(s)
  • Brief description of how the document(s) and question(s) should reinforce the targeted historic skill(s)

Peer Review /  Reflection / Blog post

At our next class, students did some peer editing of each other’s lesson using Google doc’s comment feature. They used the peer feedback to do a final version of their lesson. Students were then asked to write a brief reflection on the process – it could include their take on historic thinking, the specific lesson model borrowed from SHEG, working with a shared Google presentation, peer review process, etc. They then used the content from their lesson (plus their reflection) to write an authored post for our class blog.

Ceci Brunning - March 5, 1770: “Massacre” or “Incident?”
Jenna Bunnell - Arriving in the Land of Plenty
Scott Deal - My Big Symbolic Colonial Wedding
Samuel Kimerling - American Adobo: The Fight for the Philippines
Kristi Anne McKenzie - Dr. Seuss on Domestic Security
Michelle Murphy – We Found a Lot of Naked People
Erik Nelson - Damming the Nation
Andy Saxton - Implications of the First Amendment: “To Bigotry No Sanction, To Persecution No Assistance”
Emily Strocher - The Only Thing We Have to Fear is Not Being Able to Correctly Identify These Speeches (and Fear Itself)
Christy Thomas - Who are we? A Mini-Lesson on Assimilation through Education
Kari VanKommer - Words From War: Two Soldier’s Accounts of War in Europe
 

Image source: Image from page 126 of “The history of Springfield in Massachusetts, for the young; being also in some part the history of other towns and cities in the county of Hampden” (1921)

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