There’s an app for that… [iOS Edition]

This is the second of two posts where I am sharing the apps that I use on a day-to-day basis to get the work done. In yesterday’s post, I discussed the apps that I use on my MacBook Air. Today I am focussing on the apps that I use on my iPhone.

Just glancing at my iPhone’s home screen, I realise that I have a lot of apps installed. However, there are a number that I do not use on weekly basis, let alone on a daily one. Therefore, I am just going to write about the ones that get regular use. Also, I have structured the post based on the folders that I use on my iPhone home screen…

home-05-04-13

Dock

Fantastical – Unlike on the desktop, I have found a calendar app for my iPhone which truly suits my needs. Rather than offering the traditional calendar views, Fantastical places emphasis on your agenda as well as providing an intuitive way to quickly look backwards/forwards to different days/weeks.

Wunderlist – As I said in my previous post, I would like to be using Any.DO but the lack of a desktop/web app is making me stick with Wunderlist for now. However, Any.DO is worth checking out. It has the most intuitive input for a todo app that I have found.

Chrome is also my browser of choice on my iPhone. Although there was some initial friction, many of the apps that I regularly use now allow you to open links in Chrome rather than Safari. As such Apple’s built in browser has been relegated to a ‘Sometimes’ folder on the second screen.

Launch Centre Pro – I am still training myself to use this app. As I have moved to organising all of my apps within folders, I wanted to be able to quickly launch them without having to go into folders all of the time. LCP allows you to launch actions rather than apps reducing the number of clicks needed. For example, with LCP open in one click I can be in the new email window of Sparrow, or the new event window of Fantastical. The more it becomes ingrained in my muscle memory the more efficient my use of the phone is becoming.

Folders

*A note on my folder structure. Each folder is named using a verb of the action that the apps are used for. They are also positioned on the screen based on the amount of use they get. As I hold the phone with my right hand, the folders with the apps that I use most frequently are positioned on the right hand side of the screen. The folders with the apps I use less often are on the left hand side. You can see this structure in the image at the top of this post.

*I am going to work through the folders in order of most used to least used…

Communicate

Perhaps unsurprisingly the most used apps on my iPhone are the ones I use to communicate with other people. This includes the Messages and Phone (Contacts) apps. I have Skype and Google+ installed although I rarely use them on the iPhone. My most used apps in this folder are…

Sparrow – Where I have managed to adapt Mail on my MacBook Air to be more aesthetically pleasing and user friendly, the same can not be said of the built in mail app on the iPhone. As such, even though development on it has been stopped, I am still suing Sparrow. It matches most closely the experience I get with using Mail on my MacBook.

Tweetbot is my Twitter client of choice. It was the first app that I installed when I bought my iPhone. It is a power-user client offering a huge range of features including people, keyword, hashtag and client filters. It offers a range of retweet styles, in app profiles, search, retweet information and also the ability to create and edit lists. With this app there is never a need for me to access Twitter via its web interface.

Read

Reeder is my RSS app of choice, like its desktop counterpart, it offers a beautiful reading experience, and offers a multitude of services allowing you to share what you are reading. I have mine set up to easily share to Twitter, Pocket and Delicious.

Pocket is where I read all of the stuff I haven’t got to yet. Although, progress is slow at the moment (check out the unread count on the folder!)

The Kindle app has had a significant impact on when I read and how much I am reading. As I have my phone with me at all times I can pick up and read whenever time allows. Moreover, due to small screen size and keeping the font at a reasonable size, I find that I am reading in bite-size chunks. I am not sure of the science behind this (and I could just be imagining it) but it certainly feels as though I am powering through books at a far quicker pace than I did with the printed page.

Write

Drafts deserves its own post, to be honest. It is so integral to my workflow that this post is significantly out of date now. I use Drafts to take notes during meetings, draft longer emails, capture ideas, and to write blog posts. It works with Markdown, meaning that I can be very efficient with my typing. However, the power of Drafts comes from the way that it leverages x-callback-urls allowing you to send the text that you have captured to a seemingly endless array of apps and places. I have it set up to share directly with my notes folder in Dropbox. It can be customised to follow any naming/tagging systems that you use. I have been so impressed with it, that I rarely use Byword anymore. I tend to only use it now to access and update existing documents in my notes folder. Most of the time I capture text in Drafts and push it straight out as an email, tweet or to…

Poster which is a beautiful blogging application for WordPress. It allows you to write, edit and publish posts/pages to multiple WordPress blogs. It parses Markdown meaning that when I push a draft post from Drafts I don’t need to do anything, apart from add images if appropriate. It has a clean and minimal UI which is pleasing. However, it is the ease of use that makes this such a great app. I have tried a variety of mobile blogging apps and have never been satisfied with them, usually due to a level of friction that they imposed on the writing/publishing process. Poster, on the other hand, makes the process seamless.

Evernote – As I mentioned in my previous post, I am using Evernote to organise my M.Ed. I use the mobile app for two specific tasks. The first is to capture notes during lectures and seminars. The second is to photograph sections of books, adding notes and tags. I stole this workflow from Doug Belshaw, which he write about here.

Listen

Beyond using my iPhone to get the work done, I use it to listen to music and podcasts a lot. In terms of music, I use the built in app. However for podcasts I use Instacast. The recent update to Apple’s own podcast app looks great but I’ve been an Instacast user since I bought the iPhone. It is looks great and is feature rich. The way that it displays and lets you work with show notes/links is particularly useful. Moreover, it offers a lot of customisation in terms of how you organise your subscriptions and playlists. I’m not going to list all of the podcasts that I listen to here but I recommend that you check out Back to Work featuring Merlin Mann and Enough featuring Patrick Rhone. They are both excellent and have really helped me in terms of focus and productivity.

Utilise

Dropbox – After Tweetbot this was the next app that I installed on my iPhone. I don’t think I really need to explain this one, see yesterday’s post.

Delicious is where I bookmark everything. While I could access my bookmarks via the web interface in Chrome, this app offers a far more pleasing and efficient way of searching them.

Calcbot is a beautifully designed calculator. If I am honest, it does not offer a great deal of functionality over the built in calculator. However, I am a huge fan of Tapbots’ applications and I use this one a lot. While I know there is a calculator built into OSX, I much prefer to do calculations on my phone. I guess this is the result of habit, having used a calculator so regularly in school.

Similarly, Convertbot is another Tapbots app. It offers a wide range of conversions including area, length, time, data size and currency. Like Calcbot it is beautifully designed with all the usual bells and whistles that you find in a Tapbots app.

Shoot

Although the iPhone comes with a very good Camera built into it, I only use it occasionally make use of it. I simply don’t take a lot of photos, I never have. However, I do use it to take photos from time to time. Usually, this is to capture a mind map or chart that I (or mu students) created in class. Sometimes, I use it to capture students’ writing so that I can put it up on the whiteboard for discussion. And occasionally, I do see something interesting when I am out and about that I think is worth sharing. The few photos that I do take are simply organised in the Photos app. I use the share function from with the app to send photos to my email account. I have Tweetbot set up to upload images via CloudApp when I tweet them out for the same reasons I explained in yesterday’s post.

Watch

I don’t watch a lot of anything really on my iPhone due to the fact that I feel the screen size is too small. However, occasionally I do use the YouTube app to browse for a music video. Invariably, I end up listening to the video I have found rather than watching it.

And there you have it. As with yesterday’s post, if you would like me to elaborate on how I am using any of the apps above, leave a comment or send me a tweet.

There’s an app for that… [OSX Edition]

It has been a while since I have written about the applications I am using in my day-to-day workflow. With it being the Easter break, I thought this was an excellent opportunity to rectify that.

Today, I am going to focus on the apps that I am using on my MacBook Air and tomorrow I will share what I am using on my iPhone. I hope that some of you find this useful…

apps

Utilities…

Alfred 2 is an app launcher; clipboard; productivity toolbox, if you will, that helps me to exercise my inner control freak. Hazel helps with that too! Between the two apps I can automate searches, workflows, and keep folders tidy and up-to-date. One of the main ways that I use Alfred 2 is to search both the web and my MacBook via the Alfred interface. You can add very specific custom searches that you can action with keywords. I have custom searches for creative commons photos on Flickr, tags in Tumblr, the Mozilla Developer Network and my Delicious bookmarks as well as a host of others.

TextExpander took a while to get used to but now I think I would be lost without it. TE makes writing a lot less painful by allowing you to write in any app using shorthand which it expands into pre-defined full text. I have snippets for email signatures, file naming conventions and phrases/expressions that I use on a regular basis.

Dropbox – The obligatory file syncing app, which also helps me to back up the important stuff.

CloudApp is where I upload images and screen grabs for sharing… I stopped using all other image/upload services in my efforts to reduce the number of accounts that I use, as well as seeking to retain a greater level of ownership of my data.

Time Machine is how I keep my MacBook Air backed up.

Writing…

nvALT – You know I love this app, right!? I have tried many other writing/note-taking apps (TextEdit, Byword, SublimeText) but in the end I always come back to nvALT; writing everything (blog posts, emails, speaker notes) in Markdown. The app’s interface is clean, the CSS customisable and has a useful set of shortcuts that let you use it efficiently in full screen mode. Notes are stored as plain text and synced via a folder in Dropbox. This set up is both simple and liberating.

Google Docs (Drive) might be my most used app at the moment. I write and publish material for my M.Ed. with it; I work collaboratively with colleagues; I work collaboratively with my students… the list goes on. Anything that is of high importance, I periodically download and add to a folder in Dropbox. I am all about redundancies.

Coding…

Brackets is an open source HTML/CSS editor. It does exactly what it says on the tin and has auto pairing of HTML/CSS syntax built in, which is winning in my book.

*FileZilla is not strictly an app that I code with but it doesn’t really fit anywhere else. I make manual edits to my home page/blog and also upload/maintain HTML5 presentations, like this one.

Communicating/Connecting…

Mail – Using a couple of hacks to make GMail and Mail integrate more effectively, I have come to find Apple’s built in inbox perfectly usable.

Tweetbot is a bit pricey for some but I love the iOS version; using it on OSX is just a natural fit. Moreover, considering the value that Twitter has added to my career as an educator through the numerous connections I have made, it is worth every penny.

Google+ – My use of G+ is sporadic. Sometimes I remember to share a post but more often than not I tend to be using it for the Hangouts feature, connecting and chatting with fellow educators.

Organising…

Until Any.DO launches their web version, I have returned to using Wunderlist. It is the app that currently meets my needs the most. Any.DO is almost there but without a web/desktop app it falls a short.

Google Calendar – iCal is a terrible app to use both in terms of UI and UX. I’ve tried a few others, including QuickCal but I continually find myself entering items via the Google Calendar web interface. Until something better comes along, I will be sticking with it.

nvALT – Again!? Well of course… alongside writing blog posts and emails, I also keep snippets, lists and reference materials in nvALT. It is my everything bucket.

Evernote has helped me keep my M.Ed. notes, reading and data analysis organised. I use it for this sole purpose.

Browsing/Reading…

Google Chrome with a few tweaks (DuckDuckGo anyone?) has been my browser of choice for some time now. The UI/UX is cleaner/more user friendly than Firefox and it’s way faster than Safari. I try to keep Chrome as lean as possible, as such I only have four extensions installed. These are AdBlock as I don’t want to see advertisements while I’m browsing, Delicious Tools to bookmark content on the fly, Pocket, to save content for later and nvIt which is a neat little extension that allows me to grab text from a web page and open it as new note in nvALT.

Reeder is how I keep on top of RSS. It is not dead people and Reeder is due to be updated on OSX to include support for Feedbin which I have signed up to following the announcement from Google that they’re retiring Google Reader.

Pocket is where I put all that stuff I want to read/watch but simply do not have the time. I will get to it someday…

Listening/Watching/Editing…

iTunes is still my music app of choice. My library is housed in an external hard drive as I currently have 112GB of music!

Quicktime with Perian installed allows me to watch most video formats. However, my main use for Quicktime is screen capture, recording and editing video tutorials and lectures.

*YouTube – Not strictly an app but I use it a lot at the moment, uploading weekly video lectures for the open online course I am running.

Preview – Apart from viewing/reading PDF files, I use Preview to edit images. It is perfect for balancing levels, adjusting hue/saturation, as well as cropping and resizing images. When I need to do more robust editing I turn to Gimp. Running something like Photoshop is not really an option on my MacBook Air. Gimp is lighter and open source… which makes me ‘happy, happy, happy’!

And that, as they say, is that. If you would like to know more about how I use a specific app, either add a comment below or get in touch via Twitter. I’ll be back tomorrow to share the apps that I am using on my iPhone.

#crit101 and Open Badges [UCL]

Today, I delivered a presentation about #crit101 and Open Badges at University College London. Critical Skills 101 [#crit101] is an open online course that I have been running as a case study, seeking to answer my dissertation research question:

To what extent can virtual courses support the development of independent learning beyond ‘real time’ curriculum delivery?

The course is intended to help participants develop a set of critical skills that will help them to become more effective in(ter)dependent learners.  Part way through the process of developing the course I decided that I needed a way to acknowledge their achievements. I opted to use Open Badges, having kept up with Mozilla’s work in this area.

The experience of using Open Badges in #crit101 has met with mixed results and this was a great opportunity to reflect on this. As such, it has raised more questions than answers about motivation, accreditation, value, longevity… and also a deeper consideration of the processes involved in creating, earning and awarding badges.

The slides for my presentation are available here: #crit101 and Open Badges

  • Hover over the thumbnails to view speaker notes and links (cmd/ctrl click to open in a new tab). Click on any of the thumbnails to view the slides in full size.

[Update: 02.04.13] Depending on the device/screen size you are using to look at the presentation, the speaker notes may not be that easy to navigate. As such, I have added them below…

#crit101 and Open Badges – Speaker Notes

01 – Title Slide

02 – What is #crit101?

  • Critical Skills 101 is an open online course. It seeks to introduce/develop a set of skills that will encourage independent/interdependent learning.
  • The course focuses on interdisciplinary skills that will be useful for study at FE and HE.
  • My original intention was to target KS5 students specifically. However, after some discussion with colleagues, I opted to broaden the field to include KS4 students as well.

03 – #MAinEDU

  • The course represents the culmination of work/research I have been iterating on with regards to independent learning and e-learning.
  • I am of the opinion that more needs to be done to disrupt the ‘teach to the test’ / ‘spoon-feeding’ culture present within schools.
  • I have sought to use ed-tech to achieve this, using a diverse range of tools with my students:
    • Google Docs
    • Blogging
    • Twitter
  • All with an emphasis on collaboration and reflection.
  • #crit101 uses all the above tools to encourage active rather than passive engagement.

04 – cMOOC

  • The course is underpinned by the connectivist principles of the early massive open online courses (cMOOCs)
  • Connection, collaboration and discussion are at its core, placing an emphasis on creation.

05 – Inspiration

  • The course wears its influences on its sleeves:
    • The use of a WP Blog as the course hub has come directly from DS106, along with a number of structural and pedagogical features. Thanks must go to Alan Levine for sharing the nuts and bolts of how DS106 works.
    • Another point of inspiration, particularly with regard to connecting badges with the process came from P2PU
    • And finally, I participated in MOOC MOOC – a MOOC about MOOCs. It also had a significant effect on the way that I pieced together the course, as well as inspiring a number of the assignments.

06 – In(ter)dependence

  • Participants recognise that being an effective independent learner has more to do with interdependence that autonomy.
  • As course leader I have sought to reposition myself; removing myself from the process as much as possible.

07 – Toward “Peeragogy”

  • Howard Rheingold coined the term ‘peeragogy’. The learning is developed collaboratively by the learners.
  • Put students in control; make them take ownership:
    • What do I need to learn?
    • Why do I need to learn that?
    • How should I go about learning that?

08 – 3 Tenets

  • Slide 15 from this presentation by Catherine Cronin, describes the approach I have been developing within and beyond my classroom over the last three years.
  • As I constructed and iterated on the course I have sought to ensure that openness, networks, and voice/choice are at it’s heart.

09 – #crit101 Blog

  • The blog is a hub, hosting the course content as well as syndicating the work produced by participants.
  • Syndication is made possible by using the FeedWordpress plugin.

10 – Critical Skills

  • The skills were drawn from research that I completed in a previous M.Ed. module on Independent learning.
  • Both hard and soft skills have been selected and are given equal footing.

11 – Tools

12 – Changing Roles

  • Empowering learners to take ownership of their own learning; to develop the skills and characteristics of a life-long learner.
  • Placing emphasis on creative thinking, sharing, collaboration, creation and reflection.

13 – Open Badges

  • A badge in its own right is visual representation of an achievement. Open Badges are a digital version of this.
  • They are a useful way of accrediting and acknowledging learning beyond the curriculum and seemed like a good fit for the course that I was offering.
  • I implemented them based on the Mozilla Open Badges Infrastructure (OBI)
  • I worked through a lot of this process, both pedagogically and technically with Doug Belshaw who is ‘Badges and Skills Lead’ at Mozilla Open Badges team.

14 – #crit101 Badges

  • There is a badge to be earned for each skill within the course.
  • Earning the badges is built on an incremental approach. The criteria is available on the blog and is baked into the badges.
  • The badges were designed by Josh Gray – an A2 Media Studies student and one of the first participant in the #crit101 course.

15 – WPBadger

  • To issue/award the badges I am using a WordPress plugin developed by Dave Lester.

16 – Feedback 1

  • After the first version of #crit101 I sought feedback. The review of the badges garnered mixed reviews
  • Part of the problem came with the issuing and claiming the badges… WPBadger is experimental and there are some bugs.

17 – Feedback 2

  • A number of the participants said that the badges were not an incentive for them in the first place; they took the course as they wanted to develop new skills and/or improve their ability to learn independently.
  • Others said they found the idea intriguing but struggled to see the actual value of them.
  • The feedback left me with a number of questions…

18 – Open Badges – Questions?

  • Do badges work as a motivator? (Intrinsic motivation Vs. extrinsic motivation)
  • Accreditation seems to be very important. What form should it take? From where should it come?
  • Without accreditation do badges have value?
  • Should learners need to be involved in the badge design process?
  • Who decides on the criteria?
  • Who should award the badges? How would peer-assessment work?
  • How can we ensure that they are useful beyond the course/later in life?

19 – The Five Ws

  • Deciding to use badges needs to be well thought through.
    • Are they right for your course, learners, institution…?
  • Consider the Five Ws:
    • Who, what, where, when, why, (and how)?
  • Investigate use cases:

20 – Chicken or Egg?

  • The most important thing to remember is that there is no one right way with Open Badges…
  • At this stage, like the ‘chicken and the egg’, it is not so much the answer as the question that is important.

‘Leashes not required’ – [#TLAB13]

As mentioned in a previous post, today I am running a workshop on ‘Independent Learning’ at The Teaching, Learning and Assessment Conference in Berkhamsted.

‘Leashes not required’ – In(ter)dependent Learning Inside and Outside the Secondary School Classroom

Spoon-feeding and teach-to-the-test culture seem to pervade the secondary school classroom, as teachers strive to meet increasingly demanding targets. This workshop will demonstrate that such approaches are not necessary; that adopting a strategy that encourages independence, critical and creative thinking; and values the use of new technologies produces equally outstanding results. The workshop will share both the guiding principles on which such an approach is built and also give specific examples of what in(ter)dependent learning is like in practice.

The slides have been written in HTML5 and are available here: ‘Leashes not required’ – Workshop.

* Hover over the thumbnails to view speaker notes and links (cmd/ctrl click to open in a new tab). Click on any of the thumbnails to view the slides in full size.

[Update: 18.03.13] Depending on the device/screen size you are using to look at the presentation, the speaker notes may not be that easy to navigate. As such, I have added them (unedited) below…

‘Leashes not required’ – Workshop – Speaker Notes

01 – Title Slide

  • Educator working with 14-18 year olds at Chalfonts Community College in Buckinghamshire
  • Find me on Twitter: @jamesmichie / Blog: jamesmichie.com/blog
  • Introduce students and explain their role in the workshop
  • ‘Leashes not required’ cc Kevin McLaughlin

02 – What is Independent Learning?

  • I’ve arrived at this definition through innovating in the classroom & research, as part of an M.Ed
  • You might see it as being unrealistic…but I disagree. I think that all learners regardless of age or ability can learn to be more independent
  • Perhaps, the most important factor is acknowledging that independent learning is not about independence at all. It is about developing interdependence.

03 – Discovery

  • When we’re born we learn through discovery and play… we have freedom. However, as we move through the stages of systematised education our independence is stripped away.

04 – Systematised Education

  • Systematised education is like Disneyland. It is exciting, fun even but has become a slick, well-oiled machine where ‘teach to the test’ dominates. Learning is placed into neat little boxes, organised into linear, incremental chunks.

05 – Learning is Messy

  • The problem is, learning is not liner. It’s not orderly.
  • Learning is messy!
  • It’s a tangled web of disconnected strands that over time connect together…
  • To prepare young people to become life long learners we need to stop teaching to the test, embrace the mess and rediscover learning through discovery.

06 – Toward Independence

  • Some learners need to be allowed to be independent.
  • Some learners need to be encouraged.
  • Some learners need to be dragged, kicking and screaming.

07 – Skills

08 – Friction

  • I start this journey towards independence by creating friction…
    • Spelling (Student: “Sir, how do you spell…? “Me: Google it!”)
    • Breaking the rules – mobile phones are allowed in my classroom
    • Make them figure it out for themselves; encourage them to form support networks that are not you!

09 – Toward In(ter)dependence

  • Collaborating, interacting, sharing…
  • AfL – developing skills in peer and self-assessment.

10 – Network

  • Embracing connectivist principles… developing ‘Learning Networks’
    • I use Twitter with my students, the dialogue continues beyond the classroom
    • They know they can email when they need help
    • Lines of communication are ‘open’
    • I’m a learner too… were in this together
  • I seek to give students a voice through: their blogging…
    • Listening to them
    • Surveys and feedback

11 – Tools

12 – Toward Peeragogy

  • Howard Rheingold coined the term ‘peeragogy’. The learning is developed collaboratively by the learners…
  • Put students in control
    • Share, discuss and have the students develop the learning objectives and success criteria
    • Empower them in their learning – What do I need to learn? Why? How?

13 – 3 Tenets

  • When I saw slide 15 from this presentation by Catherine Cronin, I realised it described the approach I have been developing within and beyond my classroom over the last three years.
  • To embrace openness, networks, and choice.

14 – Horses Mouth

  • Break out session. Students working with a group of teachers, discussing their experiences of in(ter)dependent learning.
  • Opportunity for any arrising questions to be answered.

15 – Changing Roles

  • Empowering learners to take ownership of their own learning; to develop the skills and characteristics of a life-long learner.
  • Placing emphasis on creative thinking, sharing, collaboration, creation and reflection.

16 – Critical Skills 101

  • Dissertation for M.Ed. – “To what extent can virtual courses support the development of independent learning beyond ‘real time’ curriculum delivery?”
  • #crit101 – A MOOC aimed at towards 14-18 year-olds.
  • Built on the three tenets – “openness ~ social media ~ student voice/choice”.
  • Hard and soft skills being developed as the building blocks of effective in(ter)dependent learning.

17 – Leashes not required

  • In conclusion, I’m saying: take the leashes off, step down from the pulpit, & redefine your role.
    • I’m a learner too
    • Each year I embark on a journey of discovery with my classes
    • I can’t imagine doing it any other way

18 – Reflection

  • Time for participants to reflect and share a way that they will encourage their students to be more in(ter)dependent.

Becoming an active, critical reader…

Back in September, Jim Groom shared his thoughts on the importance of reading for context. An approach to reading that for me is about becoming a more active, critical reader. As I read his post, I found myself nodding along, each sentiment reflecting what I find myself saying to both my GCSE and A-Level students on a weekly basis…

I’ve taken pains to reinforce how essential it is to read for context. To read for the things that don’t make sense, read for the things you do not know, and read for the ideas that make you stop and think. And in the process take the time to play detective. Look things up. Follow the lead the writer gives you, try and build a context for your reading. What’s more, with the ubiquity of the web the process couldn’t be any easier.

Without an understanding of context…

You miss something in the understanding. And with the web always already right there it makes the excuses of not doing it nothing short of paltry. Contextualizing and augmenting one’s understanding of any book is that much easier, faster, and more powerful—and it should increasingly be expected of students.

Yet I often find that it isn’t or hasn’t been. And as Jim exemplifies in the age of Google there is no excuse.

With my own students I begin at an even more basic level. When they encounter a word they do not know, I encourage them to work to figure it out; to contextualise it. And should that not work, to turn to the dictionary and find the definition. What I won’t do is tell them the answer nor will I allow them to ignore it. Why? Because…

…the act of reading is not to be taken for granted.

Reading is an active, critical process that needs to be cultivated. While it may not seem likely to them at first, I believe that most of my students come to appreciate that rather than taking the pleasure out of reading, stopping and looking things up improves their understanding and their enjoyment with it.