Phase III

16 01 2017

Phases.  Cycles.  To everything is a season.

In May of 1991, fresh graduate degree and commission in hand, my trusty little Mazda and I headed further south than I had ever traveled – to Biloxi Mississippi for Air Force tech training.  While there I spent weeks learning how to program databases in a software package called Enable and learning about the color arrangement of lights on the runway.  After class we ran the track and did drill. That July, my Mazda and I headed in the opposite direction – to Minot, North Dakota and my active duty assignment… where I never once programmed a database in Enable (Microsoft Office came out just as I arrived) and I never once was asked to explain the pattern of lights on runway.  I didn’t run a track much in Minot either – although I did pick up on the 90’s fitness craze of step aerobics (complete with snazzy purple spandex and slouchy socks). Still, that time in Biloxi was the start of an era.

We really never know what direction life will take and I consider it a strength that I never much obsessed over it.  My decision process has always boiled down to “which choice sounds more interesting?”.  Choose, and go for it. So, orders to Minot, ND?  No problem! Little did I know, on my first day in Minot that I would get lost trying to find my office.  Or, that the helpful guy that asked if I was lost and showed me the way that first day would end up helping me find my way for the rest of my life.

25 years.  Passed by in the flash of an eye.  Marriage, kids, more grad school, moves, job changes, struggles, successes – the stuff of “adulthood”.  Childhood, adolescence, college – Phase I.  Adulthood – Phase II. Then, the kids find their own wings and move on to their own phase II – and the transition occurs – Phase III.

By chance, we passed through Biloxi again last month, during another transition.  And again, the transition is taking me to North Dakota – this time with my trusty Nissan.  Another chance to explore an opportunity that sounds fascinating, if a bit overwhelming.  Definitely challenging.  I’ve been invited to teach graduate school pathophysiology in the physician’s assistant program. 2017-01-16-15-37-57

With new challenges, I work best by immersion – by focusing deeply and completely on mastery of the new task. So, soon, I head back to North Dakota.  It’s where phase II began – and I welcome the challenge of Phase III.  In a sense, North Dakota is home.  It’s where I met and married that helpful, supportive, and (mostly) patient guy – it’s where my two amazing kids were born.  Sure, it’s a little cold there… that’s why I’m headed there “soon”, not “now”.  I may always be up for a challenge, but I kind of need to ease back into those winters slowly…





Dismantling the information silos: #integrate

16 01 2016

This past week our family reached a couple of milestones. Son 1 was awarded his certification and is on the road to professional employment.  Son 2 was promoted into the first rung of management. They are setting out toward successfully adulting. As they spread their wings to fly, momma bird is proud – and a bit relieved.  Twenty four of my forty eight years have been spent momma birding.  But then, momma birding never really stops – it just changes form. Just ask my own momma bird, her phone chirping away, signaling questions and updates – her nest of baby birds in her pocket.

Still, even before I had little family birds, I had students.  This month I’ve finished my 25th year of teaching college, and have started what I hope will be at least another 25 years.  As I look at my teaching methods and priorities now, I see how much has changed over the years.  When I first started, it was definitely a “sage on the stage” and “facts from the books” environment.  There was no convenient internet access.  No email.  No text messaging.

Ten years after I started teaching college, I was trained to be a medical school facilitator for the problem based learning curriculum.  “Sage on the stage” became a sort of academic insult – “guide on the side” became the in phrase.  I started developing my own case studies and implemented discussion groups in my community college courses as well.

Now, with mobile “always on” having reached saturation among students, I’ve transitioned almost fully away from my “sage on the stage” beginnings.  I also find myself moving further away from a reliance on books each year.  Students still need the guide on the side – they need someone to help them take a machete to the information overgrowth so they can find the path.  My teaching now is less about focusing on the facts – those can be harvested from books and other sources.  The purpose of teaching as I see it now, is the human connection – the lighting of the fire, the bringing the lens into focus.  To do that fully, I need to deconstruct the knowledge silos.  Moving forward, that is my focus, the “grand design of it all” – the linking of ideas in videos and animations.  The development of content that students want to learn.  The giving as much or as little as a student needs to reach mastery of the information.  To help build new nurses and trainers.  Not to obsess over points or quizzes or test banks – the “factory model”.  It’s time to move beyond that – to integrate the content. For, life is integrated – it is universal – to say “now we learn about the hormones of the stomach, don’t worry about the bacteria within it” and then to switch classes and say  “now we learn about the bacteria of the stomach, don’t worry about the hormones” seems silly somehow.  It’s all connected – life doesn’t separate one from the other.

My word of the year for 2016 is “Integrate”.  My goal is to extract the big concepts and 2016 integratebuild a core framework for all of my courses that shows the connection points and branches of the material.  It’s going to be a huge project, one that will take many years.  It will include a variety of tools – from OERs to commercial materials.  But, when it is finished, I envision a map – like a garden pathway – with points of interest and places to stop and explore awhile.  There will be starting gates, and some bridges to be crossed.  There will even be some challenging climbs for those up to it.  But, above all, it will be a place students feel safe to explore and learn.  Somewhere they will leave, having learned, but where they can always come back to learn more.

Through the past 25 years, I have never labeled myself with separate “teacher”, “mom”, “researcher” labels – I’ve always just seen myself as “me”.   It’s time to see students the same way.  They are not a series of blank notebooks to be filled with static writing, they are unique individuals, traveling the path in their own way and time.  If I could eliminate the semester structure, I’d do it in a heartbeat.  But, as long as I’m working within the confines of 15 week due-date laden Carnegie credit hours, at least I can make the journey more useful and interesting  – I can move it out of the pages, and into the world.





Moving toward content immersion

21 11 2015

Over the past 15 years, online learning has experienced a paradox.  As video streaming speeds have increased and bandwidth limitations have decreased, students are increasingly less likely to watch long instructional videos.  In fact, data gathered from the viewing habits of thousands of MOOC students show that the average time students stick with an instructional video is six minutes – regardless of the length of the video.

In 2007, advances in streaming speeds made it feasible for me to start creating and sharing “lecture tidbit” videos with my online students.  I had a (then) cutting edge (and expensive) home set-up with a microphone headset, wired Wacom tablet, white board drawing program, and Camtasia screencasting program.  My videos averaged 15-20 minutes long.  Students told me they watched them over and over.  Those videos are still accessible and active.  The last time a student told me they watched one of them “over and over”?  At least three or four years ago.

It’s time for a change.

I’ve started to replace the videos.  I’m shooting for concentrated bursts of information, no more than two minutes long.  I’m making the videos part of narratives – more of an immersive experience – embedded within storyline presentations, allowing for not only instruction – but also practice and self-assessment activities.  My first overhaul has been my pharmacology med math activities.  Formerly, the activities were static Power Point and worksheet based.  Now, they are dynamic.

2015-11-17 11.59.10The new activities use video and practice embedded into Articulate Storyline presentations.  Storyline is a pricy program, but Office Mix, a free Power Point add-on, has some of the same rudimentary functions (including self-assessment quizzing).  Other than Storyline, the tools of the screencasting trade have decreased in cost and increased in ease of use and access.  I record video on my phone, using the native camera app.  I have a small flexible tripod for demos.  For whiteboard videos, I use the Vittle video app on my iPad – no dedicated drawing tablet required.  Both Vittle feed and camera app videos upload seamlessly into Storyline. And Storyline, an HTML 5 publishing product, avoids the device limitations of Flash.

Once published, students can access the activities from both desktop and mobile devices. My old Camtasia videos, uploaded to the LMS, were only available on LMS-compatible devices.  Since my college uses an outdated non-mobile  LMS, that was a limitation.  Over time, I had transferred some of the videos to YouTube to increase accessibility. But, YouTube does not allow for interactivity. Storyline activities can be hosted both within and outside of the LMS.  I maintain my own domain and website for maximum flexibility, but most schools will also provide server space to host the activities.

Online education is a field where the only constant is change.  One of the things I love most about working in this area is exploring all of the ways to help maximize student learning.  Moving from text to video in 2007 increased student engagement.  I anticipate that moving to an interactive video/skills mix will provide even greater levels of immersion.





Online Ed: Riding the third wave of tech change

31 10 2015

I recently read an essay in the Chronicle of Higher Education that got me thinking about the changes in delivery modes that have occurred during my sixteen years as an online educator.  As I see it, we are now within the third major wave of change.

In 2000, online education was a revolutionary idea.  Correspondence courses had been around for decades (maybe centuries?), but doing away with the post office and allowing for real time communication over the dial-up phone lines was an intriguing concept.  We didn’t really know if the mode would take off, but the first wave of change – the move from dial-up to cable speeds facilitated an enrollment explosion.  The increased speed allowed online course delivery to co-evolve with digital photography and videography.  When I first started teaching anatomy online (and included model building), it was not unusual for students to mail me physical photograph prints of their work.  Now, less than 10 years after that course first went live, I doubt any of my students have daily access to a film camera. Content delivery, in the dial-up days, was nearly all textbook based and heavy in reading.  While I provided notes, large image-rich files were discouraged because of bandwidth limitations.  Around 2002, I moved to cable internet.  Oh, the possibilities!2014-05-03 14.58.59

The next wave of change in online education involved the rise of Apple laptop and desktop computers.  Long used in K-12 education, most colleges in the early 2000’s were using primarily PCs in their general computer labs, and most students had Compaq/HP/Dell machines at home because of the lower cost.  In the early days of the PhysioEx and Virtual Unknown lab simulation programs I use for class, only PC CD versions were available.  Students who owned Apple machines were required to travel to a PC-based computer lab to do their work.  Around 2012, both of those programs switched from CD to browser-based delivery, and the PC vs. Mac divide was no longer an issue.  Nothing I do in any of my classes is now limited by machine or OS type.  That wave has largely passed.

The current wave of change in online course delivery involves desktop vs mobile course access.  Although Apple computers never dominated the desktop market, the iPhone and iPad product lines do dominate the mobile world.  And, Apple products do not play Flash-based content.  This means that a student, expecting to complete my online course on an iPad, is not able to do so.  Will that change?  Yes, I’m sure it will.  HTML5 and increasing processing power of mobile devices will certainly give a larger degree of flexibility and accessibility to mobile content in future years.  The main limitation to completing work on the phone will soon be, for most students, screen size.  I recently upgraded to an iPhone 6 Plus for the screen size.  If I wanted to, I could physically do most of my day to day work on my phone, but I certainly wouldn’t want to – my eyes would protest.  However, someone with eyes much younger than mine may wish to work primarily from a mobile device.  The new Windows phones can even dock with an external monitor – can Apple be far behind on that?

When I taught my first online course I could not have foreseen that, down the road, I would be able to take pictures and videos on my phone, and upload them to my courses – where students would then access them on their phones.  As someone who is an early tech adopter, always looking to play with the next new thing, I am excited to see what comes next.  Virtual reality labs, maybe??  Please??





Fifteen apps for productive online teaching and learning #onlineed #OER

17 10 2015

Photo Oct 09, 7 26 05 PMLast week, I wrote in support of mobile devices in the classroom.  This week, I’ll explore some apps I use in my own teaching and learning process.  As I redesign my curriculum to emphasize depth of knowledge and decrease reliance on commercial textbooks, I rely heavily on apps that sync across all popular platforms.  Throughout the day, I move continuously between my PC, phone, iPad, and Mac so any app I use must either sync reliably across those devices or must offer cloud access.

Productivity and Organization:

  1. OneNote: My blog posts are composed in OneNote. The unit outlines for my writing projects, including my OER textbooks, are in OneNote. My grading rubrics and keys are in OneNote.  My semester grading checklist, curriculum revision lists, and committee meeting notes are all there.  My academic department started using it this year as a collaboration space.  I was a late comer to the OneNote party – I’ve been using it less than a year – but within a few days of starting it took over as my primary ongoing work tool.
  1. Wunderlist: To-do apps are my weakness – I have no idea how many I have tried – dozens for sure. When I got my first iPod touch back in the day, I tried app after app – eventually landing on Wunderlist.  Whereas I use OneNote for ongoing and long-form projects, Wunderlist is my daily task app.  With repeatable tasks, Wunderlist is what I use to remind me that my textbook order is due each October and that I need to email my students next Thursday to encourage them to start their project.  My grocery list, travel packing list, and Kindle pre-order release date favorite author list are all in Wunderlist.  The benefit to Wunderlist over OneNote is timeliness.  Wunderlist pops the task out to me, OneNote makes me remember to go to the task.  In theory, you can set due dates and reminders for OneNote, but my version doesn’t have the “Task” tab in the menu bar and I haven’t been able to figure out how to add it.
  1. Dropbox: When I was in grad school, in the 90’s, I saved my research data Excel files to floppy disks and snail mailed a backup to my mom.  I also gave a backup to a neighbor.  Later, when I needed to move files between my home and work computers, I used thumb drives.  Now, I use Dropbox – files, pictures, screen shots all go to Dropbox.  My camera roll uploads automatically from my phone to Dropbox. It’s is accessible from all of my devices – including my phone – so sending a file or example photo to a student is easy, even away from my desk.
  1. Sunrise Calendar: Like to-do lists, I’ve lost track of how many calendar apps I have tried. Sunrise is the first one I have found that fully and reliably integrates my work calendar, personal calendars, and Wunderlist tasks in one place.  Sunrise is available as a Chrome extension and as a mobile app.
  1. Pocket: I have a love/hate relationship with bookmark apps/sites. I use Pocket as my “read later” repository.  Unfortunately, it seems I rarely have time to actually “read later” so it’s become a sort of link graveyard.  But, I still send links to it regularly, most frequently from Twitter.  Pocket allows tagging and sorting, but I don’t use it to store active resources.  Items I have actually read and want to save for later are stored in Diigo.  Links I use daily are stored on my start.me homepage.
  1. Relax: My kids are in their 20’s and are at that in-between almost-launched stage. Since I work from home, a good pair of headphones and a relaxing noise reduction program is essential to my ability to focus productively.  On my phone and iPad I use the Relax app.  On my PC, I use YouTube playlists of either focus music or nature sounds.

Content Creation: 

  1. Paper by 53: I write OER textbooks and develop OER activities. Engaging content requires illustrations.  Although open photo resources are available through Creative Commons licensing, I’ve found that I enjoy drawing my own diagrams and cartoon pictures.  I am no great artist, but I’ve been scratching out teaching images since back in the days of chalk on the green board.  One of my fondest memories is of my first whiteboard and the amazing four colors of Expo markers with which I could suddenly draw.  As a science teacher, diagrams and images have always been the bulk of my lectures. The Paper app provides an easy way to include my sketches in my OER content.  Creating the illustrations saves me the time consuming step of explaining what I want to an illustrator, paying said illustrator, and/or spending hours searching through open source images for what I need.
  1. MindMeister: When I outline content, I use OneNote. When I move the outline to text, I use Scrivener.  But, before I get to the outline or writing stage I first need to brainstorm idea links and relationships.  I’ve found that brainstorming is most effective when I use a free-flowing mind map.  MindMeister is a bare bones mind mapping tool that is accessible from both a browser and an app.  Accessibility is key for mind mapping because I often let content simmer and play with organization and content relationships for days, or weeks, (or months) before I head to the outline stage of development.
  1. Vittle: I just discovered Vittle and haven’t used it for any large projects yet – but I intend to. I played around a bit with the free version and then almost immediately purchased the full version.  Vittle is an iPad screen casting app that does, for less than $10, what I used to use Camtasia to do.  Vittle has a whiteboard pad that records audio and video explanations.  As I move my content from long 20-minute ten-year-old videos into short 1-2 minute focused segments, Vittle will be my go-to whiteboard “lecture tidbit” app.
  1. WordPress: I started my blog over five years ago, but it lay dormant for most of that time. Recently, I’ve begun to write about my teaching process and the tools I use for that process.  I also have used my blog to write out longer-form answers for questions I’m frequently asked by students.  Having a blog post, with step by step pictures available allows me to point students to help without needing to repeatedly explain the same thing in multiple emails.
  1. YouTube: I’ve been teaching online for over 15 years. In the early days, it wasn’t possible to share video content because most students (and teachers) were on dial-up internet modems. In 2007 I started sharing my first video lecture content – as Camtasia uploads into my LMS shells.  By 2012, any new video content I created was going into YouTube instead of into the LMS.  Students can access YouTube independently of the LMS, giving them more mobility and freedom to learn in a time and place that is most convenient for them.  My end of term evaluations always  have requests for more videos and YouTube is where most of those videos land.  Moving forward, I’m using Articulate Storyline and Office Mix to integrate short videos with other content (particularly with self-assessment quizzing) but YouTube will continue to be my go-to for longer form materials.

Inspiration and Information:

  1. Feedly: I’ve always been an RSS fan and the discontinuation of Google Reader years ago left me in a bind. I tried a couple of different replacement readers and Feely is the one that stuck.  I’m not a fan of content aggregators like Flipboard – I always feel like I’m missing something when I allow a service to curate content for me.  I prefer to curate my own sources and a RSS reader allows that.  However, I have recently become a fan of the Skimm and NextDraft newsletters so my Feedly reading had dropped off a bit as a result.
  1. Tweetbot: I created my Twitter account over five years ago, and then promptly ignored it. Recently, at a conference, I learned about Twitter backchannels and I discovered a world of content and interaction that brought together like minds from around the world in collaboration.  I’ve had to back off of Twitter a bit recently because it was sucking me in for hours at a time, but I still find ideas and inspiration every time I check it.  For me, the key to using Twitter is to actively curate my lists.  If someone I follow tweets repeatedly off topic, or their main posts are those status things about how many followers they added that week – they’re gone.  I curate my lists heavily in favor of those who share relevant, timely, content.

Reference:

  1. America’s Navy Anatomy Study Guide: My focus is OER content and this Anatomy guide is the best free mobile app version I’ve found. It has multiple modes, including a quizzing mode, that allows students to drill the bones and muscles any time they have a few minutes to spare.  The key to retention is repetition and ongoing drill is beneficial.
  1. PubMed: Writing OER content requires constant fact-checking. PubMed is the go-to for up to date basic medical science research.  While most articles referenced are behind pay walls (grr…), the abstracts are generally sufficient for a quick fact check.  For deeper research, I’ll then go through Google Scholar to see if the relevant article .pdf has been posted online anywhere.

As an online teacher, I spend hours each day using technology as an interface to interact with my students as they learn.  Since online learning is most frequently asynchronous, I am always excited about tools that improve the learning experience for students when I’m not immediately available for contact.  I’m also always on the look out for OER resources and the tools to help me create them. It’s a happy day when I find an online tool that helps me and my students travel our education journey more effectively together.





Through the Google wormhole – In support of mobile devices in the classroom

10 10 2015

SSPX0049Sit back sometime and observe millennial generation young adults using mobile devices.  They don’t spend more than a few minutes in any particular app.  A message may lead to Google which may lead to YouTube and on to Snapchat.  They follow a thread of interest wherever it leads.  They rarely sit and watch a video for more than a few minutes (or seconds) at a time, and most articles are TL;DR (too long; didn’t read). They may watch a longer video if it teaches them to do something (complete a video game level, learn a guitar technique), but they tend to watch only long enough to gather the specific information they need.

If this happens in the classroom? The knee jerk reaction is to ban the distraction and lock up the cellphones.  Are mobile devices a distraction in the classroom?  Yes.  But, that’s not the question we should be asking.  The real question should be:  Is what is happening in a lecture-based classroom worth 50 minutes (or more) of non-distraction?  Is 50 minutes (or more) of complete attention to a lecture even humanly possible?

I left the face to face classroom in 2012 to move fully online.  From 1991 – 2012 I taught science to students ranging in age from high school freshmen to second year medical students.  The bulk of my classroom hours have been spent with community college pre-nursing science students.  The years I was in the traditional classroom aligned with the movement of cell phones from rare car-based devices to ubiquitous pocket-based devices.  Each year I watched the devices become more common, more capable, and more distracting.  The reaction of the high school was to ban them (a ban that was removed the year after I left the classroom).  I never banned them in my college classrooms, except during tests.  As an online teacher now, I have no way of banning them – nor would I ever want to (not even during tests).  Banning a powerful learning tool of any kind seems counterintuitive to me as an educator.

But, they are a troublesome distraction from learning, right?  Maybe. Maybe not.  If, during a lecture, I mention “brain eating amoeba” Naegleria fowleri infection and that leads a student into the Google wormhole to emerge with an understanding of the anatomical relationship between the olfactory nerve, frontal lobe, and the attraction of the protist to neurotransmitters – but missing the portion of the lecture where I went on to cover malaria – what is the impact to the student?  Did they learn something valuable?  Absolutely.  Will it be on the test?  Probably not. Is the problem then the mobile device, or is it the test?

When I first started teaching college anatomy and physiology, in the early 90’s, I felt tremendous pressure to cover every topic a future nurse might need when she or he entered clinical classes.  I taught at night so I my class sessions were generally 2 1/2 hours long.  I talked fast, and I crammed in information as a monologue presentation for at least 90 minutes of each session.  The next session always started with a quiz over what we had covered the prior session.  The book and my lectures were the content.  Students kept their notebooks for years.  It was the days of pre-consumer-internet.  Although the “content is king – cover it all!” method of teaching and learning made a sort of sense in the early 90’s, twenty-five years later why are we still teaching that way?  Why are we still expecting students to learn that way?

Over the past few years, I’ve realized just how ineffective the cram and recite method of education is.  I’m working to change my online course format – progressive ten years ago with its 20 minute lecture videos and randomized, timed quizzes – into something more educationally relevant for today’s students.

Research, using millions of MOOC video sessions, shows that students stop watching content videos after an average of six minutes – regardless of the length of the video.  Research also shows that the attention span of students in lectures is widely variable and that lectures themselves vary in their ability to convey content effectively.

In my online classes I have never had a student tell me “I learned so much from taking that multiple choice quiz!”  But, at least once a week, one of my students says to another student in a discussion area something along the lines of “When you mentioned xyz, it got me thinking and I did some more research and found…”.  In the balance of breadth vs depth of learning, breadth controlled the late 20th century, but depth is showing its value today.  So, why are we still cramming in content?  What students really need is curation, and the chance to explore further the topics that interest them.  But… don’t pre-nursing students need to know about both malaria and brain eating amoebae?  Sure, but will lecture get them there?  Or, are there more effective options?

So, what do these things have to do with cell phones?  Mobile devices have reached saturation.  In most schools, most driving age and older students have smartphones.  The phones are tools, they are no longer novelty devices.  They aren’t playing Farmville or Candy Crush during lectures (millennials don’t meet the demographic for those games).  They are communicating, and – yes – they are even learning.  They are looking up things they are curious about and they are going deeper into content.

If students are drifting off during lectures, maybe lecture isn’t the way to go.  If students are using phones to look up information for 100 question multiple choice tests, maybe it would be more effective to assess using 10 short answer questions instead.  Even better if the student can pick the questions they wish to answer from a list of options.  Banning mobile devices isn’t the way to go.  Instead, wouldn’t it make more sense to put such a powerful tool to work?

Some of my courses are still designed the “old way”, with lecture videos and heavy reliance on multiple choice assessment. But each term I tweak them to move more away from breadth, and towards depth.  Mobile devices may have been the impetus for the change, but I’ve realized how much of a growth experience it is to move out of the lecture/quiz rut and into a more student interest centered approach.  Education shouldn’t be about how much the teacher knows… it should be about how much the student learns.  Whatever tools help the student learn should be maximized to the extent possible.

Next week:  Apps to help teachers teach and students learn





FTP and servers and file structure – oh my!! #yesican @articluate #onlineed #FileZilla #commodore64

3 10 2015

Something I’ve picked up from my mom is the mantra “If other people can figure out how to do this, so can I”.  From the outside, we may seem different.  She buys drills, tears down walls, and builds closets and banisters.  I buy software, tear down curricula, and build interactive learning activities.  If you ask my mom why she tears down walls and fiddles with a design until it works, she’ll tell you it’s because she enjoys building things that people can use.  Although our tools are different, our goals and motivations are the same.  I, too, enjoy building things that people can use – I get that from my mom.  She’d tell you we’re not alike, but we really are.  (Yes we are, mom!)

Back in the early 1980’s, I was obsessed with programming on my Commodore 64.  My interest continued through college, where I encountered the Mac HyperCard and PC DOS worlds.  In the 90’s I left home for the military, got married, had kids, went to grad school… and by the time I had time to think about programming again – the tools of that trade had exploded beyond what I could quickly assimilate.  So, I focused instead on the tech I needed for my career.  I mastered Excel data analysis and Power Point motion tracks.  As a teacher, I became the queen of animated Power Points (yes, I was that 90’s stereotype).  In 1999, I was approached about teaching within the emerging online platform, WebCT.  I jumped at the chance! Two of my favorite things – tech and teaching – combined into one?  Yes!!

In the 2000’s, I dove into screen casting – recording lectures for my online students with my trusty Bamboo graphic tablet and whiteboard program.  It was cutting edge to be able to deliver video lectures at the time.  But, in the tech world, new quickly becomes passé. Recently, I have wanted to gain experience with interactive animation to update my content delivery.  I have my own website and I’ve done some rudimentary interactive programming there, but I wanted something more robust.

This past week I published my first interLRSC medmath1active Articulate Storyline quiz activity.  The program has a bit of a learning curve, but there are videos to help.  It’s enough like Power Point that it was fairly easy going.  Until… I couldn’t get the output to upload to my website.  And… there were way too many files to upload individually and keep in order.  And… my web hosting service wouldn’t unzip folders.  So, I got frustrated and walked away for a few days.

Then, as I looked through pictures of my mom knocking out walls and building a closet from scratch, I realized that just like her – if other people can figure this out, so can I.

So, I started researching ways to bypass the program file transfer protocol (ftp) that wasn’t working.  I came across FileZilla, and memories of an ill-fated attempt to set up a Moodle server about 10 years ago came back to me.  I downloaded the software, pulled up some help files, logged into my web host server, transferred the files, got very nervous, and… IT WORKED!!!  I started yelling my version of “Eureka!” through the house, got called a nerd by my son (who was playing video games at the time – the son of a nerd), and posted my joy on Facebook 😉

As they used to say on a famous 80’s TV show… “I love it when a plan comes together!”.

My first project:  http://www.mycozynook.com/215math1.html  More to come soon – I’m addicted now!








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