A lecture on TED about open source economics
Wednesday, April 16, 2008
Tuesday, April 15, 2008
Viddler and Downloading Streaming Video
Videos on Viddler actually can be downloaded, as can most anything streaming. You need the latest version of RealPlayer (11.something), and when you mouseover a playing video, you will get a tab above it asking if you want to download the video. It will also work on YouTube and almost anywhere else. A few places (like lectures on GSE's streaming server) won't work...there is a way for them to turn off the downloadable feature, but it isn't generally available.
Sunday, April 13, 2008
more thoughts on audio books
I started listening to a new book today, and was startled by the use of accents for certain characters, which got me thinking about what purpose they play in a story. In this story, the characters were from different countries, so their accents reinforced that and actually helped in keeping certain points of the plot together (which characters were from the same place, etc.) That is one thing that is definitely hard to replicate when one is reading from text, or with a screen reader. I've seen a few books where the author does an admirable job of writing certain character's dialogue more or less phonetically, but only a few, and only for a couple characters who were supposed to have pronounced accents. A few years ago I took a TESL (Teaching English as a Second Language) course, and one of the activities was to 'translate' into written English some sentences that were written in a phonetic alphabet, and also to 'translate' some written English sentences into there phonetic written equivalent. We had to identify our region and what dialect we spoke, since the accent changed how one would pronounce certain words. This is a depth that totally falls away in written text...the nuances of regional accents. Anyway, it was interesting to muse about the effect of accents on the processing of the story...
Saturday, April 12, 2008
streamlining notes
Hello All,
I've noticed some of the notes people have posted on the course site or their blogs include multiple files...one for each page they scanned of their notes. I took 3 of those sets and turned them into single pdf files...thought I'd post them here if anyone wants them. I find it helps keep my folders less cluttered, to combine pages. For those using scanners in the GCA, or wants to do this to their notes...it's really easy to do with Adobe Professional. You can make a single PDF document out of just about any file type, or combination of file types. Here's how:
Open Adobe Professional
Choose "Create PDF"
Choose "Create PDF from multiple files"
Select the files you want to use
Reorder the files if necessary
Click "next"
Click "create"
Save the combined file
Anyway, I posted notes from Val, Laurel, and Prim on the course isite.
If anyone wants their T560 scanned notes combined like this, I can do it for you too, if you send me the individual files! dunhamka @ gse...
I've noticed some of the notes people have posted on the course site or their blogs include multiple files...one for each page they scanned of their notes. I took 3 of those sets and turned them into single pdf files...thought I'd post them here if anyone wants them. I find it helps keep my folders less cluttered, to combine pages. For those using scanners in the GCA, or wants to do this to their notes...it's really easy to do with Adobe Professional. You can make a single PDF document out of just about any file type, or combination of file types. Here's how:
Open Adobe Professional
Choose "Create PDF"
Choose "Create PDF from multiple files"
Select the files you want to use
Reorder the files if necessary
Click "next"
Click "create"
Save the combined file
Anyway, I posted notes from Val, Laurel, and Prim on the course isite.
If anyone wants their T560 scanned notes combined like this, I can do it for you too, if you send me the individual files! dunhamka @ gse...
Friday, April 11, 2008
Now you have it, now you don't...
A friend sent me this interesting podcast about a brain scientiest about her stroke, and studying the brain from the inside out!
Thursday, April 10, 2008
Audio Book Thoughts.
I've been thinking a lot about Liz's post a couple of weeks ago about listening to someone read, and whether it makes it better if the author is the one who is reading, since they would know best what the affect is supposed to be. It is certainly an interesting thought, though I think many people still would prefer to add their own affect anyway, since that is part of the enjoyment!
When I was in elementary and high school I read TONS of books. In the last 3 or so years I've started listening to a lot of audio books, due to the development of vision trouble. Since I grew up reading books and adding my own interpretations, and I'm not blind, I don't think that my experiences are very representative of how blind people typically feel about audio books, but I do appreciate the storytelling feel of having a narrator. The thing that trips *me* up is that sometimes several books that I want to listen to are narrated by the same person, who dutifully creates different voices for each character in a book, then then reuses some of those voices for other books! I've found myself stopping my iPod, and trying to figure out how I changed stories w/o knowing it, only to realize that I'm still in the right story, the narrator is just reusing a character voice that I've heard before.
It could be interesting to experiment with different people reading the same passage and see how listeners feel about the different voices. In most screen readers you can choose among several voices, and the same for GPS navigation systems. Sometimes people choose one voice over another because they have a hard time with a cerain range of tones, or they want to listen to something with an accent (do people who rely on screenreaders for information like the accents?). I recall reading a study about the selection of voices for GPS navigators...specifically that they favored male voices because women don't mind as much hearing directions from men (or male voices) and men DO mind hearing directions for women (or female voices). Though, in constrast, the only person I know who uses a GPS navigator regularly is a guy, and he prefers the female voice and has named her 'natalie'. Goes to show that a trend is a trend, but not representative of EVERYONE! I wonder what goes into our preferences for different voices?
When I was in elementary and high school I read TONS of books. In the last 3 or so years I've started listening to a lot of audio books, due to the development of vision trouble. Since I grew up reading books and adding my own interpretations, and I'm not blind, I don't think that my experiences are very representative of how blind people typically feel about audio books, but I do appreciate the storytelling feel of having a narrator. The thing that trips *me* up is that sometimes several books that I want to listen to are narrated by the same person, who dutifully creates different voices for each character in a book, then then reuses some of those voices for other books! I've found myself stopping my iPod, and trying to figure out how I changed stories w/o knowing it, only to realize that I'm still in the right story, the narrator is just reusing a character voice that I've heard before.
It could be interesting to experiment with different people reading the same passage and see how listeners feel about the different voices. In most screen readers you can choose among several voices, and the same for GPS navigation systems. Sometimes people choose one voice over another because they have a hard time with a cerain range of tones, or they want to listen to something with an accent (do people who rely on screenreaders for information like the accents?). I recall reading a study about the selection of voices for GPS navigators...specifically that they favored male voices because women don't mind as much hearing directions from men (or male voices) and men DO mind hearing directions for women (or female voices). Though, in constrast, the only person I know who uses a GPS navigator regularly is a guy, and he prefers the female voice and has named her 'natalie'. Goes to show that a trend is a trend, but not representative of EVERYONE! I wonder what goes into our preferences for different voices?
Tuesday, April 8, 2008
My Notes from class April 7
T560 Notes
Monday, April 7, 2008
We tend to think of educational needs like a medical model--triage...but this neglects the change in medicine away
from crisis management to public health model that figures out what triggers the problem and then try to prevent it.
Education needs to work on anticipatory aids rather than patching things up when the fail totally for someone.
curriculum is non-responsive to individual differences
What is different about images? Art does not read like a sentence. you see the whole, as well as details.
different to view the parts from the whole...can view the parts sequentially and separately, but also SIMULTANEOUSLY
view the whole--(picture of sitting room and chair). A blind person can only see things point by point, so need to
find ways presenting two-handed information...one hand gets the whole picture, the other details.
text tends to be sequential, which is better than oral, which is sequential and time-locked.
images are good for
1) representing concrete objects or settings
2) representing the relationships between objects or ideas: illustrating or capturing their relationships--concept
maps, etc.
3) representing the relationship between things and their context--maintain both figure and ground
4) capturing simultaneity: eg. parts and wholes simultaneously
5) direct representation: not encoded, fairly direct and accessible
can recognize things in context--parallel info. actually facilitates, makes it easier to recognize in context,
plate on table, letters vs. words vs. sentence--priming effect. ex. two concentric ovals don't mean much alone,
but when placed in line drawing of table, silverware, chair, we suddenly realize it is a plate.
context processers
brain separates elements of an image...color, motion, even objects...like faces, processes them in different areas.
Damage to one area inhibits processing of the associated element
web site Face Blind--bill's face blindness pages http://www.choisser.com/faceblind
damage to the part of the brain the processes faces. he uses other cues to identify people. didn't know until he
was an adult that other people recognized others by their faces!
illusions as top-down constraints on understanding images--size, shadow, background knowledge about orientation,
etc.
background knowledge--old picture (damage) man, officer, military (inferred from clothes, hair, etc.)
alternate means of representation--
image to tactile transformation
tactile diagrams
finding how to translate images into *meaningful* tactile representations. Picture of woman in a dress, with raised
surfaces, does not translate to a dress for the blind people who tested it.
images...using words to describe...are we describing it for? what is a house? what else is meaningful or not to
them? making it tactile does not always communicate the content though.
have to know the purpose for which you are describing it before you can do it before it is meaningful. making the
content accessible should not delete the goal of the activity. Federal style house...if the goal is to count the
windows, should not say "there are 13 windows"!
start with the broad overview--big picture in context
focus on a few relevant details--see purpose
describe relationships and comparisons, facts
leave interpretations to the observer
image detective--website for how to strategically look at images.
*******************************************
Final Project
cast lesson plan builder, especially for those who haven't made lessons before
UDL lessons start out detailed, but as you do more, they don't need to be quite so explicit
there are existing lesson plans online to look at as examples
can download Word template to fill in offline
what is an anticipatory set? thinking about what you are doing and how you set the stage for the lesson. what
background knowledge do the students have or need?
lab 3--should be getting feedback this week if you haven't already
lab 4 due next Monday
sections--Rachel and Yvonne will be doing one on turning lessons into UDL lessons--workshop format, so bring
projects and can have open discussion
Chris and Bart will be doing section on using images
for final project proposal, will be getting feedback this week. rubric will be posted
if you have trouble viewing the webpage, e-mail peter to get access to the documents
look at each other's book builder projects
final project due may 12
Monday, April 7, 2008
We tend to think of educational needs like a medical model--triage...but this neglects the change in medicine away
from crisis management to public health model that figures out what triggers the problem and then try to prevent it.
Education needs to work on anticipatory aids rather than patching things up when the fail totally for someone.
curriculum is non-responsive to individual differences
What is different about images? Art does not read like a sentence. you see the whole, as well as details.
different to view the parts from the whole...can view the parts sequentially and separately, but also SIMULTANEOUSLY
view the whole--(picture of sitting room and chair). A blind person can only see things point by point, so need to
find ways presenting two-handed information...one hand gets the whole picture, the other details.
text tends to be sequential, which is better than oral, which is sequential and time-locked.
images are good for
1) representing concrete objects or settings
2) representing the relationships between objects or ideas: illustrating or capturing their relationships--concept
maps, etc.
3) representing the relationship between things and their context--maintain both figure and ground
4) capturing simultaneity: eg. parts and wholes simultaneously
5) direct representation: not encoded, fairly direct and accessible
can recognize things in context--parallel info. actually facilitates, makes it easier to recognize in context,
plate on table, letters vs. words vs. sentence--priming effect. ex. two concentric ovals don't mean much alone,
but when placed in line drawing of table, silverware, chair, we suddenly realize it is a plate.
context processers
brain separates elements of an image...color, motion, even objects...like faces, processes them in different areas.
Damage to one area inhibits processing of the associated element
web site Face Blind--bill's face blindness pages http://www.choisser.com/faceblind
damage to the part of the brain the processes faces. he uses other cues to identify people. didn't know until he
was an adult that other people recognized others by their faces!
illusions as top-down constraints on understanding images--size, shadow, background knowledge about orientation,
etc.
background knowledge--old picture (damage) man, officer, military (inferred from clothes, hair, etc.)
alternate means of representation--
image to tactile transformation
tactile diagrams
finding how to translate images into *meaningful* tactile representations. Picture of woman in a dress, with raised
surfaces, does not translate to a dress for the blind people who tested it.
images...using words to describe...are we describing it for? what is a house? what else is meaningful or not to
them? making it tactile does not always communicate the content though.
have to know the purpose for which you are describing it before you can do it before it is meaningful. making the
content accessible should not delete the goal of the activity. Federal style house...if the goal is to count the
windows, should not say "there are 13 windows"!
start with the broad overview--big picture in context
focus on a few relevant details--see purpose
describe relationships and comparisons, facts
leave interpretations to the observer
image detective--website for how to strategically look at images.
*******************************************
Final Project
cast lesson plan builder, especially for those who haven't made lessons before
UDL lessons start out detailed, but as you do more, they don't need to be quite so explicit
there are existing lesson plans online to look at as examples
can download Word template to fill in offline
what is an anticipatory set? thinking about what you are doing and how you set the stage for the lesson. what
background knowledge do the students have or need?
lab 3--should be getting feedback this week if you haven't already
lab 4 due next Monday
sections--Rachel and Yvonne will be doing one on turning lessons into UDL lessons--workshop format, so bring
projects and can have open discussion
Chris and Bart will be doing section on using images
for final project proposal, will be getting feedback this week. rubric will be posted
if you have trouble viewing the webpage, e-mail peter to get access to the documents
look at each other's book builder projects
final project due may 12
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