If you’ve been a Mac user for a long time, you know that the community can be fickle. On one hand, there’s a consistent complaint that the Mac platform doesn’t get nearly enough attention from Apple compared to iOS/iPadOS. On the other hand, you know that this community is resistant to change. Every time there any significant changes to macOS’ look and feel, no matter how small, there’s seems to be immediate skepticism. The design changes coming to the Mac signify something bigger. It’s being introduced as part of a broader vision that will be brought forth when all Macs transition to Apple Silicon.
But change can be good. The changes coming to macOS Big Sur are divisive because the OS is clearly adopting a more iPad-like look and feel. It’s going to be different, and I would argue it’s a much more drastic design overhaul than the introduction of Yosemite in 2014. Many folks have focused on the iPad influences on the Mac, but I’d argue there’s more of a cross-pollination between these platforms. It’s clear to me that the platforms aren’t merging (at least not yet). But both are borrowing features from each other. This is an ecosystem play. These design changes will make it considerably easier to switch between the Mac and iPad, making owners of both happy campers. I’m not brave enough to install beta software on my primary machines, but from what I can tell macOS Big Sur and iPadOS 14 tells us a lot about the future of these platforms.
I originally conducted this archival research 10 years ago when I was a student at The University of British Columbia Okanagan. I received an undergraduate research grant in Summer 2009 which allowed me to study Italian immigration to the Central Okanagan and West Kootenays during the 1880s and 1920s. This piece talks about the lasting legacy of Italian immigration, and the important role played by some of the early Italian families, in the Kelowna area.
I want to give a big thanks to Archivist, Tara Hurley at the Kelowna Museums and Don Rampone from the Kelowna Italian Club for helping me update this research with additional historical documents and details!
It’s no longer a rumour. Last week, Apple announced it was transitioning its entire line of Mac computers from Intel chips to its custom “Apple Silicon” over the next two years. Why is this transition so important? And, what will this mean for the Mac and the computer industry moving forward?
The following is an interview with Curt Newton. Curt is the director of the MIT OpenCourseWare (OCW) platform, one of the best-known and respected open education platforms. In this interview, we discuss Curt's background and how he came to MIT, the OCW platform and the impact it's had on the world, and the future of open education. April 4, 2021, will mark MIT OCW's 20th Anniversary. To learn more about MIT OCW, be sure to visit the OCW website and follow the Twitter account @MITOCW.LINKS*MIT OpenCourseWare website*MIT OCW Twitter @MITOCW*Curt's website*Curt's Twitter @qwertnewtoPODCAST CONTACT:Website: edtechexamined.comEmail: email@example.comTwitter: @EdTechExaminedTEAM INFORMATIONErik Christiansen, Co-Founder & Co-HostWebsite: erikchristiansen.net Twitter: @egchristiansenBlog: tech-bytes.netKris Hans, Co-Founder & Co-HostWebsite: krishans.caTwitter: @KrisHansMarket Grade: marketgrade.comChristopher Hoang, Audio Producer & Sound EngineerWebsite: chrishoang.ca
Interested in education technology? Teaching during COVID-19 on your mind?
Kris Hans and Erik Christiansen are excited to launch this new podcast “EdTech Examined.” We’ll be talking all things education technology.
In this monthly podcast, Kris and Erik will be providing practical tech tips for college and university educators, discussing relevant tech news, and answering your tech questions.
Working from home during COVID-19 means we need a decent computer. Unfortunately, with the economic uncertainty that the pandemic has brought, it’s not so easy to plunk down $1500 or more for a new laptop. The good news is that our laptops are lasting longer than ever.
I recently upgraded to a beefier MacBook Pro 16″, since I use my laptop for work, graphics, audio production and programming. Thankfully, my old 2013 13″ MacBook Pro is no slouch (see specs at bottom) and I got the battery replaced early last year. My wife showed interest since she has an older, slower version of the same computer. For Mac users, there are built-in tools, as well as some tricks, that can help you migrate data between computers. Here are some strategies for migrating the data and getting your computer organized.
I discuss the release of the new 2020 iPhone SE and what it means for the tech industry. I dub this the year of “trickle-down technology.”
It’s the meaning behind this device that I find so fascinating. With the entry-level iPad, Apple was able to use an older design and a slower (though still blazing fast) CPU to get the tablet’s price point down. Aside from the recycled body, this iPhone has entirely new internals. That means all the Apple’s phones run the same CPU, at least until new devices come in September. Why not do this for their tablets? Why can’t the iPad, iPad Air, and iPad Pro all run the A12Z and keep the price variations. Perhaps this is the end-goal.
Now that I’ve had a week or more to play around with the cursor support in iPadOS 13.4, I’m ready to share some brief thoughts and impressions. There’s lots of coverage of this on all the tech websites, so I won’t retread old ground. What’s most interesting to me is what’s to come. The last two years of iPad software updates have been productivity-focused, and it’s likely there’s more to come for iPadOS 14 and beyond.
The term ‘alternate delivery’ has become common among Canadian (and American) universities that are shifting to online teaching during the COVID-19 pandemic. Educators in colleges and K-12 are scrambling and I feel for them. Online teaching isn’t an easy thing to do, and my colleagues out there are doing their best to learn the technology.
As a librarian, my world is a little bit different. Since I’m trying out new things myself, I decided to create a series on this website about what I’ve done to teach online (including creation of resources for asynchronous delivery), technology and edtech tools I use for instruction generally, my productivity strategy for working at home, etc. I don’t have his series all planned out, but I’ll post things as they come to me. And, what better way to start than with an example of how I spent a weekend transitioning a face-to-face library session to an online module.
For this example, I’m using a General Education session I teach every semester with a colleague. This is an English course, and students have to write a persuasive essay on how an aspect of society is changing or has changed the English language. Students are given a list of possible research questions to answer, but they do have the opportunity to develop their own as well. For my face-to-face session, the objectives would be to have students 1) create a mind mind for their research question and brainstorm search terms 2) find a handful of preliminary (or background) sources and 3) get started finding academic research. I give students a template for how to document their search, the goal being to develop good research organization skills early in their program.
I kept my library guide simple.I focused on designing content as if the course was asynchronous. Why not just do the whole session live over video conference? The advantage of online is the opportunity to re-watch content, and I wanted a guide students could return to. Students have enough on their plate right now.
The guide is divided into the following steps
Developing your search strategy
For steps one through three, I developed some screencasts illustrated what I wanted them to do. I’ve put links to the videos below.
These videos were done quickly, which is what instructors scrambling to switch to online delivery will be doing. I worked in education technology and instructional design prior to being a librarian, so I can tell you that the quality could be better. I remember spending many hours with instructors to develop slick PowerPoint, scripts, and animations for recorded lectures. We used to use green screens and special cameras. Not this time around…
That being said screen casting short videos is easy to do and can be effective. For most of these screencasts I used my Mac with Quicktime to record the audio and video. Quicktime is built into your Mac, and it records at high quality. There’s also a Windows alternative – the Xbox Game Bar app. There’s lots of way to do audio over PowerPoint, though in my experience the audio quality can be poor so I’d recommend against it.
For the second video, I wanted to recreate what I would have shown using a whiteboard. There are many digital whiteboard apps that allow you to draw out concepts easily. These apps work best with a device that has stylus support – such as the iPad, Samsung tablets, Microsoft’s Surface devices, etc. For this video I used an app called Explain Everything which has a huge toolset for teachers. You can record whatever you do on the screen. This allowed me to take a sample research question and create a mind map. Again, the goal is to get students brainstorming what they know about the topic. This app is pretty specialized. Microsoft Office (PowerPoint, Word, and OneNote) has really good pen support as well and it’s cross platform.
The search strategy videos covered how to find background resources using CREDO Reference, our library’s discovery system and Google Scholar. It’s pretty basic, but unlike an in-person session students can watch these again to reinforce the skills. I think the time spent by the instructor recording important skills or concepts is valuable, even for face-to-face courses. Videos should be five minutes or less ideally. I broke that rule here, but the goal was to get this done quickly.
Virtual library session
I held live library classes over video conference, but I didn’t use it to recreate the classroom experience exactly. With the help of my faculty colleague, we gave students pre-library session homework. Students were instructed to read the assignment, read through the library guide and watch the videos. The virtual library session provided an overview of how to use the guide and tackle the assignment, but the majority was allocated to discussion and answering questions.
Just like a guided reading, students were given direction on what to do before the virtual class. This is key. Both sections were excellent – with students using either their device microphones or chat to ask questions. My faculty colleague was also on the session, so it was very much a team effort. We all met over Google Meet (our campus solution) and it worked well with little lag.
What I learned
Though I have some experience with instructional design and developing online content for other instructors, it’s not what I do on a daily basis (apart from my library guides). Creating good multimedia content is an art. This experience was a good refresher and I (re)learned a few things.
Videos don’t have to be perfect. As you get better with the production value things will improve. Structuring the content clearly and keeping the videos relatively brief is key.
Don’t try and recreate the classroom. Online is different so I’d recommend leaning into this. The advantage is that students can rewatch, so use ‘class time’ for discussion.
Before a virtual library session, give some homework. Even if the task is ‘watch the videos’ that’s enough to get people’s minds working. The process is similar to giving students guiding questions for readings.
I hope this is somewhat useful for folks. If anyone wants more details on how I used apps the aforementioned apps, or if you want recommendations for other tools, give me a shout.