“Ripple effect” assessment for blogging

A detailed and thoughtful essay presenting the use of blogs to teach critical and self-reflective thinking in a junior-high classroom from Konrad Glogowski and the Blog of Proximal Development.

I am posting it to the beta blog because of his “ripple effect” template for self-assessment of blog assignments, which I think could be adapted to the timeline. Which, in fact, I intend to adapt to the timeline – perhaps next week.

Here’s one of Mr. Glogowski’s examples of a ripple-effect self-assessment:

ripplesample.jpg

Unpleasant discoveries..

Our timeline will not accept BC dates. Oops. Gotta fix that…

For magical potions, keep shopping…

Two incidents in class this week suggest that (brace yourselves)… just because a piece of information is on the timeline, doesn’t mean that it is also firmly lodged in the brain of the students in the class.

Well, duh.

From this, two reflections. I still think, observe, and maintain that the new posts, and the act of researching a post, represent an extraordinarily fertile mental space; that the students seem to be engaging with the material in a way different from anything I’ve experienced in a literature class. So the green and growing edge of the timeline is alive and well.

At this time, however, there is no accountability for older material, and no way to navigate it other than the rummage sale box method (sift around, see what you find.) Also, without a spiffier “What’s new” function, I think there’s relatively limited lateral contact with other people’s work, outside of the in-class show-and-tell (which works absolutely great, for what it does.)

I do plan for the final project to incorporate a degree of accountability for the content, in that each person will be asked to actively incorporate the timeline, using existing posts and posts added for the purpose, into their presentation. However, we are a few features short of that reality, insofar as we need a search/sort/limit function before this will easily work.

The timeline as an individual study tool?

We’ve got another testing angle going. A very strong student, self-described Painfully Visual Learner, with a monster art history test looming on the horizon…. and the intrepid and opportunistic Professor Hurlburt says, “Do you think the timeline might be a good way to study for that test, if you had your own?”

“Well,” they said, “Yeah!”

And we set them up. And now we are waiting, almost forgetting to pretend that we are the ones doing the student a favor, to see what comes of it.

I’ve no idea how much of a pain in the Tech Services patooty it would be if this thing extended to students being able to each set up their own timeline. But I think that application is a question worth asking, and we’re asking it.

How do you know what’s new?

I’ve been thinking about how to address this problem. Our initial fix is the flat view, which default sorts by most recent edit (well, actually, that’s currently the ONLY sort, but eventually it will be one of several options, by user, by absolute date, etc.)

However, the problem with the flat view as a “what’s new” is that it loses all link to the visual representation of information in TIME… As an RSS feed, flat view seems like a fine idea (although I’d like it to show up in my RSS feeder.) But as a “what’s new” representation, it seems lacking.

So, latest crazy idea, how about when we get to the part about sorting/categories/different colored dots, we think about a way to highlight all entries added within the last X number of days? You’d look at the timeline, and the new stuff would blink right back at you. Well, perhaps not blink. But be visually distinct in some way from the older posts.

Can we or can we not post video?

Well… sort of.

Embed commands work in the popup window, as long as the size of the object is less than the 300 pixels (I think that’s what it is) of the popup window. Youtube video is 425 pixels wide by default, and won’t let us change that by hand to resize. Dailymotion.com has an “embed small” option which gives you code that WILL paste into the description field and work. Quicktime also works fine, although I’ve been using net tools to generate the “embed” stuff. In either case, however, the question of how to make it easy for students to use seems the real challenge.

Note that Youtube.com video works in the flat view. It just doesn’t work in the popup window.

Set all videos to autoplay=false, otherwise when you go to flat view, they ALL START PLAYING AT ONCE. <ahem>.

Starting out right… or not.

So the first round of posts from the second class is up, and I’ve learned a few things. Firstly, this was pretty concrete proof of the impact of the first timeline session in the literature class. I don’t remember if I posted about that, but I took them to a computer classroom and brought in a cartload of reference books. I talked about the timeline and how to use it, and why, for about 15-20 minutes and then we spent the rest of the 50-minute period posting. Or rather, they were posting, and I was circulating, partly to answer questions, but principally to help work out in dialogue and practice what a timeline post might look like. Underneath the timeline lesson, therefore, was a lesson in research methods.

In the cinema course, I talked about it and show them how it worked on the main screen, but we did not do a practice run together.  The results seem much more mixed to me. It has certainly been the opportunity for us to discover that our interface is really not so intuitive, and not so bomb-proof. In fact, I think you could say we rigged our results with the first class, because having spent a class period working with me on the timeline, they were much less likely to discover new ways to break it based on different user-styles.

It is also my impression that the cinema students aren’t as convinced, and I think that too has to do with the fact that I didn’t do a lab session with them. It’s an hour-and-a-half long course, so taking an entire class period to do a lab session would have been an even more significant investment than it was for the other class, which is why I didn’t do it. But the thing about technology tools is that they don’t pay off in funny money. They only pay off in the same currency as any other teaching technique — when you put in the time it actually takes to do it right.

So it looks like you can’t cancel editing a post anymore…

… if you don’t have all the necessary fields filled out first. Ugh.

Down with double quotes

More bugs have cropped up in the last week, which is to be expected now that we have 21 different students trying to use the timeline, instead of just 4.

The title field does not like double quotes. In fact, it dislikes them so much it just eats everything that comes after the double quote. Since lots of people are using double quotes to express the title of movies or books, this is a problem.

Note, however, that it doesn’t eat the quotes until you attempt to revise the post. The initial post will go up correctly. When you edit it, something happens in the process of retranslating the database information to the editing form.

Weekend update (no, not the SNL news)

This update is all about making life easier on the testers. There are enough bugs to worry about without having to follow strict input guidelines to avoid making the system go boom.

The summary list of what’s new:

  • The form is reorganized a bit, hopefully for the better
  • Required fields have more prominent labels
  • Fields with temperamental formatting, like dates, now have formatting examples
  • Form validation. No, not telling the form it’s clever or handsome, but rather telling you that you’ve left a required field blank before it will let you post. Or that you didn’t enter a valid date. And so on.
  • Trying to upload something other than a JPG file for the image no longer causes the system to go into fits. It also doesn’t create pesky “phantom” entries that are both there and not, and impossible to delete without rolling up one’s sleeves and getting into the database.

And now… screenshots!

Improved(?) form

Before the update, the edit screen looked like this:

Edit form before

Editors note: One of our testers is chronicling the rise and fall (and possible rise again) of Britney Spears.

Not very inspiring, is it?

Now, behold the new edit form:

New edit form

Isn’t that much better? All the required fields are more prominent, fields are laid out a little more cleanly, and we now have text hints for filling out certain fields.

But it gets better:

New form warnings

Form validation! No longer will leaving out the require Begin Date field simply post and then crash. You now must provide not just a value, but a valid date for this field. (P.S. I’m not sure whose crazy idea it was to try Jan 0, 2001, but we don’t have a validation check for non-existent dates yet. Soon to come) We can also see that the instructor-required Source field was not filled out when this was originally entered. Granted, it should have never been able to get through in the first place (programmer error), but this person must now provide a source if they want to ever edit this entry. I suggest “Intuition”.

The Incredible Exploding Image Upload

At present, the image upload function can only handle processing JPG photos. It does some processing, like creating thumbnails on the fly, that will require some extra work to handle PNG and GIF images. We will get there at some point.

Prior to the update, you were able to upload an file other than the accepted JPG and cause a nasty error where the timeline event would be half saved, but missing some key info, resulting in a “phantom” entry that showed no poster name and could not be deleted through the standard interface.

What’s worse is that the user would see something like this:

File error before

We’re now checking for this error, avoiding the phantom entry, and giving the user some clue as to what went went wrong. Also, they get a chance to try again.

File error after

Hopefully this will ease some of the pain of those testing the system in its early stages.

Thoughts? Comments?

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