ED 659, Screencasting Assignment

Jon B. a case study, a YouTube, content creator. Blog posts where I write about Jon B.

The (Creative) Commons

Theoretical run-up on Elements of Digital Storytelling

Initial Exploration of Structures and Boundaries in Creating a Web Presence

I am not in love with what I have produced here. I tried to use Screencastify and just got annoyed. So, since I have Camtasia on my work machine I just fired it up and started recording. My first attempt was merely with an oral narrative, see the Gold Glove recording below. I then redid this Jon B. recording with the inset reaction camera. Technically, these both are Screencast recordings. However, aside from the topic, I am uninspired with my use of the technology.

Gold Glove, a case study, of a YouTube, content creator. Blog posts where I write about Gold Glove.

Exploring Digital Citizenship

Initial Exploration of Structures and Boundaries in Creating a Web Presence

I don’t recall what free Screencast program I used to create the following video. However, I think my storytelling is better and overall this is a better use of technology to aid in telling the story. The pacing on this is languid, and that is a flaw.

I told the same story as the first two screencasts, but I experimented with tools and techniques in making this one that make the viewing a little more dynamic a little more interesting.

On the whole, I am concluding that I have a learning curve that is still steep and rising when it comes to making screencasts. I’ve struggled in the past trying to use free versions of the software. Using Camtasia again involved challenges and frustrations however the experience of the technology was better than with other products. I believe as well that a step by step sequence or a clear storyline makes for a better cast. The conceptual discussion just doesn’t work very well, at least at my skill level.

Project Proposal, ED 650

iPad Distance Delivery of Student Services

Executive Summary:

Bristol Bay Campus in fulfillment of Title III grant objectives is charged with delivering Student Services to the four main hubs in the Bristol Bay region. This proposal is for the purchase, setup, distribution, and usage of iPads in Dillingham, King Salmon, New Stuyahok, and Togiak. The iPads will be configured with files, bookmarks, and applications which support Student Services functions (e.g.,  course applications, financial aid, career and academic advising, etc.), as well as resources that help student retention and program completion. Established audio conference communication protocols will be used to guide and communicate with the iPad users. While this pilot is focused on Student Services, it is a small reach to imagine using similarly configured devices


Bristol Bay Campus is a rural campus located in Dillingham, Alaska.  The campus is under the umbrella of University of Alaska – Fairbanks College of Rural and Community Development. It specializes in applied science and vocational programs. Most courses are offered online. BBC’s service region extends from Bristol Bay to the Aleutian-Pribilof region covering more than 100,000 square miles.


Online learning is in ascendance and for locations with reliable, fast internet that is both a strategic and tactical move that all educators need to be making. However, in rural southwest Alaska internet is constrained both in bandwidth and in the amount of data. It is also prohibitively expensive and unreliable. Nevertheless, given the vastness of our geographic service area and the thinness of our population density educators have to take distance delivery seriously. BBC has a reliable infrastructure of audio conference lines.  By augmenting audio delivery with iPads, we can efficiently provide Student Services to remote locations throughout our regions. Moreover, we have Title III grant objectives that this project addresses.  Specifically, the objectives include deployment of technology and the recruitment of cohorts in hub communities.  An important aim of Title III grants projects that are sustainable after the grant is fulfilled. Deploying iPads and using existing audio conference lines to coach and advise remote learners on student service topics is more viable than flying personnel to remote locations.   And it avoids – or at least offers – an alternative to the conundrum of the slow and expensive internet.


It is proposed that five iPads be configured for each location. Each location will need a secure place to store the devices and a method for checking in and out. Cases to protect the devices and additional power adapters will be provided with the devices. Also, a plan for regular system and file updates will be implemented.

iPads are particularly useful because, first their portability, as well they can operate online or be set up with files and used offline. Since the students are required to interact with online interfaces, like Google Apps, UA Online, and BlackBoard this versatility is essential.

Screen captures of routine online interactions, UA Online, BlackBoard, will be created, saved in pdf format, and then saved to the devices. Similarly, video or audio files used as tutorial resources will likewise need to be selected or created and loaded. Browsers will need a standard set of both academic and student service resources.

One of the grant objectives speaks to using technology in the rural communities. Facebook analytics shows that our customers predominately use mobile devices to interact with our page. Accordingly, iPads are a small reach from iPhones and Android. Hopefully, our use of these devices, because of their ubiquity, will be transparent and require little instruction.

Managing iPads Inventory:

Part of this proposal is to review and learn about configuring, controlling access to settings, and proxy server settings as well as pushing applications and updates to the devices. We will explore the requirements of bulk purchasing, licensing of iPad applications, and the setup of customized printing based on each Center’s network and printers. Tools and plans for mobile device management (e.g., Apple Device Enrollment Program, Apple Configurator) offers device enrollment, configuration, set up, and assignment. The main thrust of this initiative is focused on delivering Student Services, particularly Career and Academic Advising to the rural areas and Centers of BBC’s catchment area.  A secondary benefit is that the project will serve as a pilot for learning both the back office aspect of mobile device management and the front end use.  As our learning curve accelerates, BBC will expand its delivery of instruction using iPads.

Screen Capture, ED 659

In this document, I drafted and illustrated directions for using GIMP to edit images. The same tasks I described doing with Photoshop in the photography unit for this course.

Screen Capture Assignment

To create this screen capture, I went old school and used the Print Screen key, Paint, and MS Publisher to layout the document.

The download time and volume on SnagIt killed the motivation to use that tool. As well that I was past due on the assignment caused me to go with efficiency.

Whatever my shortcomings in making a screen capture I do encourage folks to explore GIMP it is an outstanding photo editing program.


It is different from Photoshop obviously for patent and copyright reasons. That means you have to Google and YouTube how to’s because it is different, but it is full-featured and robust in its own right.

Current Topic Three, ED 650

Chapter 6

Indeed, for a moment the bedlam of “learning styles” chatter caught my attention. However, I did struggle with the exclusiveness of some of the categorizations. Also, that I am not a teacher allowed me some distance from the theorizing. I find our author’s suspicion and criticism of learning styles to be refreshing. “Moreover, their review shows that it is more important that the mode of instruction matches the nature of the subject being taught, visual instruction for geometry and geography, verbal for poetry, and so on. When instructional style matches the nature of the content, all learn better regardless of their differing preferences for how the material is taught (146).” I think this is what I was intuitively resonating within the “learning style” discussion; I recalled my struggle as a learner in school being taught with mismatched instructional methods. Mismatched instruction is different from learners having different styles of learning necessarily.

I resonated with the turn to “intelligence” and particularly Stenberg’s analytical, practical, and creative model (150). Interestingly, our cultural moment has the IQ test to capture analytical ability, but not an equivalent for estimating practical and creative intelligence we kind of fly by the seat of our pants when estimating these, and perhaps with 20/20 hindsight. Warren Buffet we surmise could score well with practical intelligence, and “the artist formerly known as Prince” on creative intelligence. I also resonated with the examples of practical intelligence, Kenyan herbal medicine, as being suggestive of some of the phenomena we see in rural Alaska. Many young men do better with snow machines, four-wheelers, hunting, and fishing than the classroom. Conversely, many young women do better with computers, writing, and the work of the office comparatively displaying a higher analytic ability. As our authors mention, the family situation may explain children of different families excelling in different areas. But, in Alaska, we need the same family situation to interpret the various gender expressions. Schools seem to reinforce these by passing women through and preventing men. But, is this cast in concrete?

Dynamic testing is a tool to identify which intelligence(s) are lagging strikes me as a far more valuable diagnostic than learning that I am in the 95 percentile for verbal and written skills or 75th for math and analytics. Alas, what is unclear to me is that we have well-developed techniques for developing practical or creative intelligence? School just does not seem the place to remedy shortcomings in those intelligences, at least not as we have it configured currently.

Structure Building

Indeed, this is a strategy that I engage in as I map out mental models of known content. I try to find that fine line where I have stripped away everything but the essential elements versus the moment where I have torn away one feature too much, and the model falls apart. I learned the core elements of the piece stripped away, and I discovered the function in the model. I have as well learned to test my models in different situations this also reveals when I have stripped away too much or a flaw in the knowledge itself and then I engage in the creative process of grafting on an element, sometimes this is elegant more often a kludge until I find something better. Moreover, this is the third aspect of my structure building, the provisional quality of the builds.

Rule Learner

I tend as well to be a “rule learner” though again my rules are provisional and modifiable as I encounter exceptions. Trying to hold in memory all of the possible examples or counterexamples has felt too cumbersome to me. The efficiency of structures and rules has informed my learning.

Chapter 7

I have to say that this section was positively inspirational and I rarely enthuse like that. The chapter is lengthy and offers many examples. However, I like the pithy conclusion.

  • effortful learning changes the brain
  • growth mindset
  • self-discipline
  • grit
  • persistence
  • conscious mnemonic devices

Chapter 8

Is a summary of the entire book as such it works as a handy annotated table of contents. Also, they offer case studies of leaning and the importance of learning beyond school, business, professions, and so on with applications of their concepts. This book has an extensive bibliography and a useful index. Yes, it is written by scholars, but for a popular audience, so the style is accessible while still being credible and rigorous.

This graduate degree has been a long haul for me. Unfortunately here at the end, it has collided with job changes and relocation. So a lot of the shine has worn off for me. However, this book is quite inspirational. I have always prided myself on being a life-long learner and have been pretty good at it. However, I see in this text ways to become better and a bit of a prompt to do so and follow through. I am intrigued as well as I achieve late-middle age with practicing the memory techniques. Neuroplasticity and neurogenerativity are intriguing concepts to an old-dog wanting too learn new tricks.

I recall as a college student feeling cross as I learned some of these techniques the hard way and wishing that someone would just teach them in K-12. As a graduate student and teaching assistant, I recall trying to work some of that into the sections of English 101; I was teaching. As my life took turns away from being a teacher, I thought less about these topics as they applied to others and mostly focused on my learning for my purposes. My learning to learn was jump-started when my son started taking karate and jujitsu Dad joined in to support kid-grit and keep him engaged with activities rather than starting and quitting. And as well since I had to drive it gave me something to do rather than just sit and wait. There are physical mnemonics that martial arts create for memorizing patterns of movements and techniques. As well, there is a similarity between forms that create efficiencies in learning. As well interleaving, effortful learning, and a growth mindset are all regular parts of martial arts practice. I hadn’t made the full-circle connection and brought those techniques back to other types of learning, and in this our text is brilliant.

I had a fascinating conversation with a LEAN Process Engineer working creating standard work for Hospital Operating Rooms. She described how washing the room had been standardized so that when a second person entered the room, they could tell at a glance where the cleaning was at and could pick up and get to work. Likewise standardizing the room setup and equipment needs with “pick cards.” The thing that was impressive for me was the insight that our book was about individual learning/recall, the LEAN engineer was about group learning/recall. Much of the techniques in our text are about making our learning standard work, making systematic and methodical. My learning, however, is an internal process and self-referential, standard work in a workplace necessarily needs communication whether it is the location of a cleaner in a room, or, the same “pick card” for the same procedure. Again the exponential challenge of group learning and recall and at times the profound urgency of getting it right, surgery or space launch.


Brown, P. C., H.L. Roediger, and M.A. McDaniel (2014). Make it stick: the science of successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press