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We’ve recently had fun expanding our Media Resources page. There are new links to image collections, organized by Agriculture and Natural Resources, Art, History, Science, and General Collections. There are more video links, too. Read about copyright and fair use, and then go forth… as a kid in a candy store: www.uvm.edu/ctl/mediaresources.
It seems like we hear this more and more: “I’ve been crazy busy!” So, in the interest of getting to “sane busy,” I’m listing here what I think are some of the best work tools and techniques for time and task management:
To-do List Apps: Write down everything you need to do for a particular list, prioritize your list, assign dates, take action, and then cross them off when done. Be sure to prioritize your workload. Work backwards from project due dates to set your deadlines and prioritize your tasks. For more help prioritizing your workload take a look at: http://www.wikihow.com/Prioritize-Projects.
Here are some apps/websites to try:
Remember the Milk. Share lists, syncs across computers, tablets, smart phones (iphone & android), google calendar, gmail, outlook and twitter!
Wunderlist. It has a simple and clean interface, ability to share /email your lists, and syncs with all of my computers and devices. Smart lists and notes here too.
Toodledo. A powerful tool when you are looking for robust task manager. Includes hotlists, filters, sorting, scheduling, notes, file attachments, sharing, time tracking, imports lists, alarms, and more. Syncs with multiple devices.
- Timers to help you stay on task. The Pomodoro Technique is a simple, effective approach to time management that chunks the work into “pomodoros” (or tomato, in Italian)—25 minute periods of focus—followed by short breaks. This is effective for projects that take a good deal of focused energy to complete. The method is based on the idea that frequent breaks can improve mental agility. A Google search for pomodoro timers or pomodoro technique will yield a lot of results, but here’s one site that’s all about the simple timer: Pomodoro Timer.
There are five basic steps to implementing the technique:
- After creating your to-dos, decide on the task to be done;
- Set the pomodoro (timer) to 25 minutes;
- Work on the task until the timer rings; record with an x;
- Take a short break (3-5 minutes); and
- Every four “pomodoros” take a longer break (15–30 minutes)
- Get(ting) Things Done is a time-management methodology, as described in the book with the same title by productivity consultant David Allen, often referred to simply as GTD. The Getting Things Done method rests on the idea that a person needs to move tasks out of the mind by recording them externally, so the mind is free from the job of remembering the tasks that need to be completed. One can then concentrate on performing the tasks, instead of remembering.
I read this book in a moment of panic earlier in the semester and it has been a serious stress reducer. It’s full of ideas to help you, well, get things done.
The David Allen Company lists many tools to help you manage your time more efficiently like TheBrain and EverNote. Richard Winters wrote an article reviewing 3 apps he uses to get things done including the low-tech index/notecard.
You put a lot of work into your Blackboard course space. As we move through each semester there are tasks you can do to protect that work. This checklist can help you wrap up the closing semester and make the transition to a new semester run more smoothly.
Links throughout this post take you to specific “How To” pages at the CTL’s Blackboard Help site at: http://www.uvm.edu/ctl
At the end of the semester
- Try Color Coding in your Grade Center to easily see students at risk.
- Download the final Backup of your Grade Center to store for your records.
- Create, download, and store an Archive of your course. An Archive is a compressed file that contains all the information you have built in your course as well as your student grades. It can be used to build a new course and it should be saved as your backup of your grade center and your course materials.
Before the new semester starts
- Log in to Blackboard, explore the new appearance (upgrade happening on Dec 19th), and check that your course appears with the correct instructors associated with it. Instructors are added to Blackboard through the Banner system, by departmental staff.
- Add TAs as soon as possible.
- Gather your course materials, plan how you will organize them in your course space, create Tests or Surveys, and plan which tools you will use for assignments and course activities. Plan early if you intend to create and incorporate videos.
- If you are reusing course material from a previous course, Archive the material from the old course, then Import it to the new course. Another way is with Course Copy command.
- Begin planning your Grade Center. Visit the CTL Dr Is In so our staff can consult with you on strategies for using this tool most effectively and efficiently, especially if you are teaching large enrollment courses. See Dr Is In schedule here.
- Post your Syllabus.
- Make the course Available to students when you are ready for them to access it.
During the semester
- Create and download an Archive of your course frequently throughout the semester. These will be your backup copies in case you need to restore any deleted material to your course.
- Download and store a Backup of your Grade Center both before and after adding grades.
- Use Color Coding in your Grade Center to easily see students at risk.
On December 19th, UVM’s Blackboard system will be upgraded to version 9.1.9.
What will I have to do?
Aside from the normal end-of-term backups and course management tasks, you won’t have to do anything at all to prepare for this upgrade. The system will be upgraded “in-place,” which means that there is no need for migrating or moving materials and data to something new.
What’s New? What’s Changed?
Most changes to this version affect the “look and feel” of the application. This means that the daily use won’t be that different from what you’re used to. That said, here are a few notable changes and additions.
- Contextual chevron menus are hidden until you move your mouse over them. This is perhaps the largest functional change, however it is mostly aesthetic, since the use of this content hasn’t really changed.
- Colors, typography, and overall aesthetic design has changed. While these might be the first thing you’ll notice, the changes here will be the least in your way. The aesthetic changes should make aspects of getting around your course easier, with improvements to readability and navigation.
- Less clicks to get from point A to point B. Speaking of navigation, this version advertises less steps to get to different parts of a course. For example, you can now jump from one course to another without having to go back to the “My Blackboard” tab.
Where do I find out more about this? Can I test
drive this new version?
For more information about these upcoming changes, and to get a sneak preview of the new version, take a look at the FAQ on the CTL website.
MOOCs are courses that are:
- Massive: designed for large-scale participation by dozens or even thousands of
- Open: freely available with free access to all course materials.
- Online: available through any web browser on any mobile device or computer.
As the MOOC model has gained acceptance it continues to be redefined and changed to suit the needs of learners, teachers, and institutions.
Currently, MOOCs combine the practice of online education with the ideals of open education and open courseware initiatives. They have gathered increasing attention in the past year as the model has been adopted by such well-known universities as MIT, Stanford, Harvard, and Berkeley . They have even been blamed for the recent controversy surrounding the departure and subsequent return of the President of the University of Virginia. 
Where did MOOCs Come From?
The advent of the web provided new opportunities for proponents of distance education. In addition to the ability to provide course materials and communication opportunities online, the web has allowed for experimentation with new pedagogical approaches. In 1999 the University of Tübingen in Germany made videos of its lectures freely available online. MIT followed suit in 2002 with its publication of course materials through its OpenCourseware initiative . Alongside these initiatives, discussions about Personal Learning Environments, or the more colorfully named Edupunk, combined a reaction against the commercialization of learning with a focus on individually crafting one’s own learning and curriculum. 
Giving away course materials for self-learners was one thing. Giving away access to actual taught courses was another, yet that is exactly what David Wiley of Utah State University did in 2007 when he opened his graduate course on, appropriately enough, open education, to anyone who wished to participate. The term MOOC itself, however, came as a result of a course taught by longtime open education advocates George Siemens , of the Technology Enhanced Knowledge Research Institute at Athabasca University and Stephen Downes , Senior Researcher at The National Research Council (Canada). The course was titled “Connectivism and Connective Knowledge” and was offered both to the students at the University of Manitoba who took it for credit and to the over 2,000 students who participated for free. The course content and discussion were made available through a variety of tools such as blogs, threaded discussions using Moodle, virtual encounters in Second Life, and synchronous online meetings. As a result of that course, and with a nod to an older interactive and collaborative technology, the MOO, Dave Cormier, Manager of Web Communication and Innovations at the University of Prince Edward Island, coined the term MOOC in 2008 and created the video that defined it.
Cormier, Downes, and Siemans have continued their experiments with MOOCs, offering a number of courses. In 2011 they brought together over 30 facilitators to offer a 35 week MOOC focused on innovations and directions in online education.  As of the writing of this post they are offering a MOOC titled Current/Future State of Higher Education (#CFHE12) to explore the impact of the MOOC model. 
Who is teaching them? Where are they taught?
There are multiple online courses calling themselves MOOCs. These are currently taking one of two forms, recently labelled by Downes as cMOOCs and xMOOCs. The original MOOC concept envisioned that an instructor would provide information and encourage participants to share their knowledge and experience, connecting with each other in groups and sub-groups based on their particular interests and expertise. They would take the opportunity to peer instruct and even expand upon areas where the instructor may not have extensive knowledge. In other words, much if not most of the learning experience is derived through meaningful interaction with others in the course. This connectivist approach, or cMOOC, makes use of many of the social networking tools now available: blogs, Twitter, Facebook, discussion boards, etc.
xMOOCs, or those served by new start-ups such as EdX, Coursera, Udacity and Udemy  are an effort to formalize the MOOC model. Their service provides the managerial functions necessary for institutions offering MOOCs: account administration, server infrastructure, marketing, etc.
What are the potential benefits of the MOOC model?
- can encourage communication among participants who bring a variety of viewpoints, knowledge, and skills to the course. This serves to create communities of interest along with broadening the scope of the MOOC.
- could inspire people to “try on” subjects that they wouldn’t otherwise pursue or even try on education itself.
- can provide multiple ways to engage with course material, encouraging multimodal learning that can address the needs of learners with a variety of learning styles (i.e. Universal Design for Learning or UDL).
- by developing for multimodal learners, could inspire better teaching and use of technologies in general for face to face courses.
Yet MOOCs are viewed with trepidation and skepticism by some who see them as reinforcing the worst aspects of teaching. Those that are designed to simply provide droning lectures followed by auto-graded multiple choice tests are, in the words of Said Vaidhyanathan “taking the worst aspects of college learning as the favored methods of college learning.”
And then there are the financial questions. While MOOCs have been and might continue to be used for marketing purposes or to claim cultural capital for those institutions that are the early adopters, there is no doubt they can be expensive to run. They are not yet direct revenue generators. Among many educators that lack of commercial viability is seen as a positive trait, especially for public institutions that, ideally, promote the extension of knowledge as a core value. Those who see commercialism as corrupter are understandably leery of institutions that view MOOCs solely in terms of revenue generation through commercial transactions with students.
Administering several large MOOCs simultaneously has infrastructure implications. Alternatively, outsourcing MOOC administration to any of the several MOOC providers that have sprung up must take into account FERPA policies and the privacy of students.
Among the many questions revolving around the formalization of MOOCs are how faculty will be compensated for teaching them and how universities will credential students taking them. Currently, xMOOCs generally make a point of offering some form of assessment but we are a long way for any kind of standardization that would allow for MOOC credit to travel easily from institution to institution. Then again, “long” is a relative term. When speaking of the evolution of MOOCs that day may come much sooner than expected. Indeed, in the past few weeks the University of Texas has negotiated with Coursera to offer courses that may carry college credit. Meanwhile the State of Minnesota Office of Higher Education has declared that Coursera cannot offer any courses to citizens of Minnesota without that government’s consent, an odd proposition given that the courses are free and offer no credit. 
How can you learn more about them?
A quick look through the notes below, or a search through The Chronicle of Higher Education, Wikipedia, or even generally via Google or YouTube will net you more than a little information on MOOCs. A more experiential way to learn about MOOCs is to take one. Visit the xMOOC providers or follow Siemans’ or Downes’ offerings.
1. The Chronicle of Higher Education has compiled a timeline of their articles related to MOOCs at “What You Need to Know About MOOCs.”
2. In the May 2012 article “Harvard and M.I.T. Team Up to Offer Free Online Courses” the New York Times reported that several other universities had jumped on the MOOC bandwagon.
3. While the ouster of President Sullivan was more complex than a simple argument over the adoption of MOOCs, it is interesting to note that almost immediately upon her return to that Office the university signed a deal with Coursera to begin developing MOOCs.
4. Since that time the MIT OpenCourseWare site has continued to be enlarged, reporting 100 million visits by 2010.
5. Educators also see a role for EduPunk and Open Education practices as a counter to the more restrictive and, some would argue, limiting environment of Learning Management Systems like Blackboard, Moodle, etc.
6. This video continues to be the definition of MOOCs as originally conceived, though the term itself is applied to two diverging definitions. In an all too common instance of web irony, and as an example of how quickly the MOOC concept is evolving, this video has been accused of being “inaccurate” by a commenter who apparently did not know Cormier’s role in creating the term.
7. While more formal talks by both George Siemens and David Cormier have been recorded, for a more casual discussion about MOOCs by these founders, see the interview with Martin Weller of the UK’s Open University at http://youtu.be/l1G4SUblnbo.
8. Stephen Downes has been writing and speaking about issues in education for many years. For example, in this 2009 video he describes Open Education. You can also see his brief introduction to the 2011 “Change 2011 MOOC” which provides his take on how that MOOC will work.
11. In an interview with Downes for her July 2012 article (“Massively Open Online Courses Are ‘Here to Stay’“), Tanya Roscorla picked up on his use of the terms xMOOC and cMOOC, so they have now entered the MOOC lexicon. See also the report by Sir John Daniels “Making Sense of MOOCs.”
12. EdX is a joint venture created by MIT and Harvard. Coursera was founded by Daphne Koller and Andrew Ng of Stanford. Three roboticists, Sebastian Thrun, Mike Sokolsky and David Stavens founded Udacity. Udemy was founded by Gagan Biyani, Eren Bali and Oktay Caglar.
14. As reported in the Washington Post on October 19, 2012 (“Is Minnesota Cracking Down on MOOCs?”). For a recent recap of other general issues surrounding MOOCs, see Katherine Mangan’s “MOOC Mania” in the Chronicle of Higher Education, Oct. 1, 2012. In addition, feel free to visit my growing collection of MOOC references at http://delicious.com/hopegreenberg/mooc+MOOC?link_view=expanded
“Physical activity has been identified as an important behavior to help prevent the development of overweight/obesity and associated conditions including diabetes, cardiovascular disease, and metabolic syndrome. Regular physical activity has also been found to improve dietary intake and patterns. Therefore, interventions targeting physical activity may lead to weight change not only by increasing calories expended each day, but also by influencing the food choices people make.” 1
Or so thought Nutritional Sciences Graduate student Lizzie Pope. So she designed a study to provide new information on the efficacy of using monetary incentives to help college freshmen meet physical activity guidelines, and therefore establish an important health-promoting behavior. It worked like this:
One hundred and seventeen students were randomized to one of three groups: continued-incentive, discontinued-incentive, or control. For 12 weeks during the fall semester both the continued-incentive and discontinued-incentive groups received weekly incentives for using the university fitness center. At the conclusion of fall semester weekly incentive payouts ended for both incentive groups. For 12 weeks during spring semester the discontinued-incentive group received no incentives to use the fitness center while the continued-incentive group received incentives on a variable-interval schedule, averaging one incentive payment each month. During the spring semester the exact schedule for the incentives was not known to participants in this group.
Great. But how was she going to track the students? Well, perhaps she could set up some sort of card swipe system that would record the student ID, date, and entry/exit times for each visit to the fitness center. Great, how do you do that?
Enter the Center for Teaching and Learning. Lizzie enlisted the aid of CTL staffer Wesley Wright. Together, Wesley and Lizzie assembled a Mac Mini computer and magnetic card reader. The Mac recorded each card swipe and entered the data into a central database. The database fed a web site, and the web site was used by the students to track their individual progress, using both tables and graphs. The web site also provided Lizzie with both individual and group statistics and the incentive payment owed to the students.
Results? “Basically, we were able to increase fitness-center use over the fall semester by paying weekly incentives,” says Lizzie, “however this increased exercise did not translate into weight maintenance for the incentive groups over the fall semester. In the spring semester without incentive payments our discontinued-incentive group no longer met fitness-center use goals. However, with a variable-interval payment schedule our continued-incentive group continued to meet fitness-center use goals. Unfortunately, this increased exercise again did not translate into weight maintenance over the spring semester. It would be interesting to measure body composition and metabolic markers to see if the increased exercise had beneficial effects other than weight control.”
1 “Burn and Earn: Incentivizing Physical Activity in College Freshman – UNIVERSITY OF VERMONT”, n.d. http://www.reeis.usda.gov/web/crisprojectpages/0223043-burn-and-earn-incentivizing-physical-activity-in-college-freshman.html.
Universal Design for Learning (UDL) is an educational framework, based in cognitive neuroscience, that encourages the design of flexible learning environments to accommodate a variety of learning styles and differences. This post focuses on one of the three core principles in UDL: multiple means of representation.
This means moving beyond textual representation by presenting information and conceptual knowledge to students in a variety of formats, e.g., images, video, and audio. Not only does research indicate that this practice can enhance student understanding and retention of course content, it can also be used to engage students and prime discussion. Students responding to an image, song or movie clip can spark reflection and debate.
Effective use of multimedia in your teaching is non-trivial. It takes time to find the right image or clip and prepare it so that is accessible and available to all students. Fortunately, UVM has some resources to help you every step of the way.
Step 1: Finding Multimedia
There are so many sources of multimedia, and so little time. To help you get started, CTL has collected a list of websites where you can find images and videos applicable to many disciplines. Check out this link for information about copyright, fair use, and using multimedia in your courses, as well.
Additionally, Bailey/Howe Library has several new, searchable databases for streaming media that provides access to licensed documentaries with relevance across the curriculum. Features for some of these databases include synchronized, searchable transcripts, editing capabilities to make video clips, and an embeddable video player that can be used in Blackboard courses.
Step 2: Making Multimedia Accessible
Multimedia used in class or on the web needs to be ADA compliant. Video/audio content needs to be captioned. Captioning not only benefits the deaf or hard of hearing student, but can also benefit students for whom English is a second language, and individuals with learning disabilities (hearing and reading at the same time can improve comprehension). For information regarding captioning services on campus, please see the ACCESS offices captioning website.
Images on the web also need to be accessible and take into consideration not only people with blindness, but also those low vision, color-blindness, or cognitive disabilities. For a comprehensive discussion on effective and appropriate use of images to facilitate comprehension, see Creating Accessible Images on the WebAIM website.
Step 3: Making Multimedia Available on the Web
If you want students to access your own audio/video content on the web, or if the content falls within Fair Use copyright guidelines, use the UVM Media Manager tool to upload the files to your UVM server space, also known as your “zoo space.” The Media Manager makes it simple to share your media by broadcasting it, linking to it, or embedding it on a webpage such as a Blackboard course page. See Media Manager directions here.
Another way to add media to your Blackboard (Bb) course is to use the Bb “MashUp” tool. This tool allows you to search YouTube, Flickr, and SlideShare (a site for viewing and sharing PowerPoint-like presentations), select content, and then embed this content directly into your Bb course. While the media content resides on their respective websites, students view the media content without ever leaving the Bb course. View this tutorial on the Bb MashUp tool
Interested in Learning More?
For more information about the Filmmakers Library Online, attend the upcoming CTL Sound (Teaching) Bite on “Teaching with Streaming Media” facilitated by Daisy Benson of the B/H Library, on October 9, 12:00 – 1:00 pm. Visit this page for information and to register.
For more information about the Media Manager, attend the upcoming CTL Sound (Teaching) Bite, “From DVD to Blackboard” on October 3, 12:00- 1:00 pm. Visit this page for information and to register.
In short, one of the principles of Universal Design for Learning is that if you offer students multiple options for exploring content and expressing what they’ve learned, their experience is richer and more meaningful—and this gives their learning “sticking power.”
Google Earth is a free, easy to learn tool and absorbingly fun! It’s an exciting option for immersive learning because students can delve into a topic and show their knowledge (and comprehension and analysis) through writing and/or other means while simultaneously building geospatial and technical fluency.
What can students do in Google Earth? They can explore a 3D model of the earth, turn numerous data layers on and off, and zoom in close—in many places to an on-the-street, photographic, 360° view of a place. Most importantly, they can create their own map views in which they placemark physical locations and into each placemark they can:
- add their own written work
- include excerpts from texts
- embed imagery, video, and audio from a website
- include links to sources
If desired, the placemarks can be gathered into an animated tour. Finally, they can save their maps and upload them to Blackboard for assessment or to share with the class.
The project possibilities are nearly limitless, but here are just a few ideas:
- In English or foreign language classes, students can explore a literary work, an author’s life or journey, or create a place-based, illustrated, poetry anthology. Example assignments might be to map 10 places from John Steinbeck’s Travels with Charley, or trace Virginia Woolf’s Mrs. Dalloway’s walk through London, include analysis or reflection of text excerpts and historical photos in each placemark. Include web-sourced audio files where possible, such as the sound of a passing train or Big Ben chiming in London.
- In history classes, students can map events or parts of events, such as wars, diasporas, revolutions, or a single person’s lifetime. An example would be to map one Civil War regiment’s movements and battles. Embed both historic and contemporary photos of the battlegrounds and include excerpts of accounts from properly cited sources.
- In fine art classes, students can search for compelling views of the planet on which to base works of art. They can capture and print their chosen sources from Google Earth and then submit these with the finished project. Examples might be to create a study of abandoned cities or densely populated areas, or the dynamism of a river, e.g., meanders or alluvial fans, or environmental contrasts or perils.
Interested in learning more?
Attend the CTL workshop on September 25th co-taught by Walter Poleman (RSENR) and Inés Berrizbeitia (CTL).
Contact email@example.com for questions about how the CTL may be able to help you develop an assignment, teach Google Earth to your students, and work with you to develop a rubric for assessing the assignment.
For a variety of resources and a link to download Google Earth, see this page in the CTL Website’s “Teaching Resources” area.
How do you use your iPad with a projector? For example, how do you project a slide show, make annotations, and display what you type on a screen? Are there other apps that allow for other interesting classroom activities?
You have an iPad, a vga cable, and a projector. Plug it all in and what happens? Not much. You will not be able to see your iPad screen on a projector. That is, you can’t just plug it into a projector and have it display, or mirror, whatever you are seeing or doing on the iPad. Instead of building into the iPad the ability to mirror its display, the projection function is available only at the application level. What does that mean for you? You will need to look for apps that include “vga” support, and those apps will display only certain screens in the app. Fortunately, the number of apps that support vga is growing.
Let’s start with some simple ones. If you want to display a web page on a projector, Safari won’t do it. The options are to use a different browser or another app that includes web browsing capabilities. Both Atomic Web ($.99) and Perfect Web ($2.99) are web browsers like Safari. Perfect Web has several additional features that make it well worth the $2.99. Tabs, hand gestures, and the ability to act like different kinds of browsers so you can display a web page to its best advantage are a few. Try it and you may never go back to Safari again.
Several apps include the ability to browse the web among their other functions. For example, GoodReader and iAnnotate are primarily designed for you to download, read and annotate PDF files but include the ability to display web pages as well. More on those below.
For displaying slide shows? Keynote is Apple’s slide show creator, and it does what it does elegantly and simply. However, while you can create and display your slides with Keynote (or import your PowerPoint or PDF files to edit and display) you cannot annotate your slides while projecting a slideshow. There are other apps that can. After trying out several I find myself returning most often to 2Screens ($4.99). This app allows you to call up ppt, pdf, rtf, even docx files and draw or write annotations on them. You can open several documents, then tab back and forth between these documents and a blank whiteboard to write additional notes. Notice I say write and draw, not type. The annotations that you can create with 2Screens are those which you do with a stylus or finger. There is a note feature built in so you can type and store notes in your slideshow. However, these notes are only visible to you–they are not displayed.
Any drawbacks? The annotations made in 2Screens are not saved with the presentation, but you can save a screenshot of each slide with its annotations. Another thing that might take some practise to get used to is the way 2Screens displays your ppt slides. You can choose to have it automatically create thumbnails of all slides. These are displayed to you but not projected, making it fairly easy to skip from slide to slide. Or, you can move from slide to slide by vertically scrolling. The practise part is necessary because you are ‘finger scrolling’ and so need to line the slides up to the screen as you go. It’s not hard, just something to be aware of. So, by all means, create in Keynote, but display and annotate in 2Screens.
If you want to do typed annotations on a slide show the choices are more limited. Infonet Presenter ($9.99) is similar to 2Screens in that you can open ppt pdf files and annotate them. It also lets you open a variety of image and video files, even xls files. You can annotate with finger/stylus drawing but it adds the ability to type in a text box that you draw on the screen. You can collect a variety of files and images, place them in a folder that you then use for a presentation. This is particularly nice if the slideshow is composed of many images; no more having to mess about with PowerPoint, dragging dropping and resizing, when you simply want to display lots of images. Just drag them all into a Librry in Infonet Presenter and away you go. This is a somewhat different approach to presenting material and the app as a whole has some quirks. So, worth a look but may not be precisely what you need.
So how can you project text as you type it? Surprisingly, presentation apps are not the best choice. Instead, take a look at some of the note-taking apps that are available. Some now come with vga support. My favorite at the moment is Noterize ($3.99), but PaperDeskLT ($1.99) is also worth a look.
Like the other annotation apps, Noterize let’s you open a variety of file types (ppt, pdf, txt, images or even snapshots of web pages) and then draw or write on them. If you insert a new blank page you can type on that page, or you can annotate a page with a text box into which you can type. There are several fonts and font sizes available as well as a handful of colors. You can even turn on audio recording and attach that recording to your notes. These notes can be exported to Google Docs, Facebook, Twitter, Box.net, Dropbox, Email, or opened in any iPad apps that support “Open In” for these file types. To save a copy of the note with the audio intact, you save it as a pdf+audio file that will be transferred and accessible through iTunes.
PaperDeskLT is a similar product, simpler and less fully-featured than Noterize but contains the basics: text, drawing, audio that can be stored on the iPad or stored and synced with an account at paperdesk. It takes a slightly different approach to vga display: you need to create the notes as a “vga whiteboard” to display them, that is, when creating a new note you can choose the standard notebook or a vga whiteboard. You cannot simply display any notebook that you have created.
Other notable vga apps? Penultimate ($1.99), the handwriting and annotating app is a delight. No typing, but everything else works simply and smoothly. As mentioned above, iAnnotate ($9.99) and GoodReader ($2.99) both have vga display capabilities. Both are wonderful at storing and organizing your files. GoodReader annotations are particularly good because you can send the annotated files to yourself or others by email, with the annotations stored directly on them. Another plus is the way you get files into GoodReader. I find the apps that have to talk to iTunes are just annoying. GoodReader can access files by webdav, through a web browser, by email, etc. And, once the files are in GoodReader you can project them or a simple “Open in” command lets you open the files right in 2Screens for projecting and annotating. Fast. Easy.
And then there is AirSketch ($7.99). All of the apps mentioned above work with your projector by plugging your iPad into the projector itself. AirSketch takes a different approach. You connect a laptop to the projector, fire up a browser on the laptop (must be HTML5 compatible, like Firefox, Safari, Chrome), direct the browser to the address AirSketch tells you, then walk away from the laptop. You carry the iPad around the room and write on the iPad screen from wherever you are. What you write will be appear on the laptop screen and be projected from there. You can open pdf files, open ppt files that have been saved as pdf, or open images and annotate all those as well. Since the display is your laptop, you can even start a screencasting program on that laptop and capture what you are drawing or writing on your iPad as it is being displayed on the projector. The educational possibilities are obvious: project a piece of code, a formula, some grammatical errors or piece of writing, pass the iPad around and have students annotate what’s on the screen up front. Have students draw graphs on the iPad and project those. This one definitely deserves a look.
So, there’s a quick round up of some of the current vga enabled apps. If you are a UVMer and would like to see any of these in action just let me know. I’d be happy to show them to you (firstname.lastname@example.org). And for a little screencast of AirSketch in action, here you go: AirSketch