A new QuickTime

I make frequent use of tools others recognize, but have decided they have no use for, One of these is Apple Quicktime. This product comes free with Apple devices (probably the reason I first explored it in some detail) and is a tool for video play (it may be known to you as player), creation, and editing. It does not have the capabilities of more advanced and costly tools, but does some basic things quite well.

I first used Quicktime to remove the soundtrack from video I had captured and wanted to use in a way that would result in the sound being distracting. Quicktime would allow me to open the video file, have access to both the video and sound, and delete one or the other. This was useful. Quicktime was updated in 2009, yes that long ago, and this capability removed. Apple seems to have a way of making its software user-friendly and in the process removing some capability I use. Remember when Garageband had an option for making podcasts.

I continued to find uses for the new version of QuickTime with the most frequent being screen capture. There are other products that do this well, but QuickTime was so convenient and so flexible. I used QuickTime to capture the video from my online classes. I would just use the tool of the year for running the class, activate Quicktime, and capture the class for posting to YouTube for those unable to attend. Because Quicktime was recording the video on my computer, I could be assured that my voice was always easy to understand. With multiple individuals involved online, I learned that the remotely recorded signal from other services cannot be counted on. Since, I probably talked more than any one student and I sometimes conveyed content that others were expected to use in one way or another, local recording solved many problems. It made certain the recorded video always contained reliable sound at least for my voice.

I have also used QuickTime to create many of the tutorials I eventually post to video. Use a good mic, do your demonstrations, and record what appears on the screen. Quicktime allowed exporting in multiple formats so I could reduce the quality of the recording before uploading to YouTube. The following video is an example of recording from the screen for a somewhat different reason. There are several products for doing this, but since I was familiar with QuickTime from the other ways in which I used it why learn another tool.

It now appears that Apple is updating Quicktime to make it 64-bit compatible. In doing so, it appears that Apple is again making the product easier to use and less capable. I was unable to determine from this announcement which capabilities will be removed, but it might be time to find a new product to suit my needs. When Apple updated the original QuickTime, it was possible to hide the old version in the utilities folder before updating so the capabilities of the original product could be maintained. The way QuickTime tied into the underlying capabilities of the operating system allowed this hack to work. It is unclear if this workaround will still work.

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Update your approach to teach online content evaluation

The educational researchers have discovered “fake news” and are beginning to investigate just how easily students are misled by online content. A friend of ours in presenting as part of an AERA session on this issue and shared access to the papers from the session. We are usually at AERA but this year we are in the middle of the Atlantic Ocean instead.

The Sam Wineberg paper caught my attention and he referenced a recent publication from the Stanford History Education Group that is investigating issues associated with what they describe as “civic reasoning in a social media environment” (translate this as how to avoid fake news if the chosen title sounds too pretentious). With difference discipline areas making pitches for the different generalizable thinking skills developed by their discipline (e.g., coding), the historians should make their case for critical thinking. This is more about what you learn from “doing history” rather than reading about the history written by others. Some call it the “historians craft” and it involves techniques for the careful collection, interpretation, and integration of information. The Stanford group call the application of these skills to online information “civic reasoning”.

The paper I reference above suggests that the checklists educators have been using to help students learn to evaluate the quality of online information have become dated and no longer satisfy the needs of evaluating purposefully generated and sophisticated looking online propaganda (information slanted for a purpose). The group conducts research in this area and offers suggestions. If interested, I suggest you take a look at their research materials which are available online (you will be asked to register).

One of the things they have done is to contrast the activities of individuals who would qualify as fact checkers and contrast their behavior with others taking a more standard approach. They suggest that fact checkers use search results (the display with all of the hits) to evaluate the top result before reading that result. They use the snippets of information associated with the other results to identify contrasting positions on the search topic. They also note that more skilled fact checkers take advantage of the web to locate other content generated by a given source and to investigate other takes on the same topic. In other words, take advantage of the web to investigate content appearing on the web.

I also like their recommendation that teachers model this complex skill – this has been a  tactic I think is underutilized in developing higher order thinking skills. Use a projection system so that a class of students can watch as a teacher demonstrates and thinks aloud as skills such as those suggested by this research group are applied. Ask students for suggestions related to the example being evaluated.

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A good idea



I just read an interesting post from 9to5 Mac that offered a perspective on a topic of personal interest that I had not considered. The post notes that Apple has purchased Texture – a service that allows users unlimited access to a large number of magazines for a monthly fee – and should do the same for books. My wife and I have a Texture account so we are familiar with the product.

My interest was less on Apple having a way to compete with the Kindle/Amazon “all you can eat (read)” option and more on the potential of Apple finding a way to escape its own walled garden and offer a superior reading/learning format that is cross-platform. I have a couple of books available from Amazon and I know well the limitations of the Kindle model. I am not putting Amazon down for its formats (the book and textbook approaches are slightly different) because Amazon is so open to hardware options that it must provide formats for the Kindle which is ill-suited to multi-media, but great for reading and carrying around pure text. Apple iBooks is a great platform, but limited for authors because it is Apple specific.

What if Apple would take advantage of the Texture-based content sophistication, but would repurpose it as an option for textbooks?

BTW – I am not a user of the Amazon all you can read format because I value the opportunity to access my notes and highlights from the books I have read. Continued access to the integrated book and content I add is important to my work style. I don’t read enough to pay for both the all you can read and the book by book models.

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Social media and politics cannot be separated

I have another “thought leader” recommendation. Triangulation (one of the This Week in Tech podcasts) offers interviews with technology steeped individuals from different fields. This post’s recommendation is John Battelle – technology journalist probably best known as one of the individuals who developed Wired magazine. There is something for everyone in this interview – educators, individuals concerned with social media, individuals interested in politics. Battelle describes a new world in which industry, technology, and politics are inexorably interconnected. Since this future is a done deal, it is important to try to direct how this collective will operate. Educators can play a role in setting the course.

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RSS undead

“… anyone weary of black-box algorithms controlling what you see online at least has a respite, one that’s been there all along but has often gone ignored. Tired of Twitter? Facebook fatigued? It’s time to head back to RSS.”

Although I may not have the writing skills nor the connections in the industry, I should be a tech journalist. I have anticipated several topics that tech journalist are addressing of late (RSS-still relevant, RSS and RSS readers). I have wanted thoughtful consumers of online content to have a better approach to locating content they can trust. RSS allows you greater control that Twitter or Facebook’s suggestions.

RSS is undead is the title of a TechCrunch post suggesting there is value is RSS feeds, but the present versions lacks innovation. The author proposes the problem of RSS is the same issue that resulted in the privacy problems of Facebook – a business model. RSS does not have one and presently has no obvious way to encourage innovation. Facebook, Google and Twitter have a way to make money (information about you).

The author proposes:

I would gladly pay money for an Amazon Prime-like subscription where I can get unlimited text-only feeds from a bunch of a major news sources at a reasonable price.

I think I saw something like this a couple of years ago. You paid a monthly fee and there was some kind of matching that went on between you and sites that signed up for the service. Whatever you contributed was divided among the sites you visited. I wish I could remember the name of the service. I am certain I wrote a blog post about it, but I cannot seem to generate a search term that will find that post.

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Facebook is trying

Facebook is trying to assist individuals interested in the background of news stories they might encounter in their stream. This is part of their effort to combat “fake news” which should more likely be described as an effort to improve critical thinking

For news sources that Facebook recognizes, you will see an I in the lower right-hand corner of the image from that news story. Clicking that I will offer the following information you can use to interpret the likely perspective of that source:

  • Information about the news outlet
  • Other recent stories from that source
  • Where others have viewed that same stories
  • The frequency with which the story has been shared and the identity of your friends sharing this story

 

 

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