Google IO 2014

#ISTE2014 road trip – day 3.

It was a long day in the car today. We drive over 600 miles and had to get through major congestion near Chattanooga. It happened to be the opening of Google IO and we have plenty of data left for the month. The keynote took about 2.5 hours an we then followed that up with the This Week in Google 2 hour analysis.

The IO event seemed very much like Apple’s WWDC. Unlike some years when new devices are announced, the focus was on software and what seemed like improved integration of existing services.

There was no specific mention of capabilities that would be of value to educators. This was a conference for developers so such potential for the classroom would not be featured.

Here is what I thought might be the potential take aways for education:

1) Improved casting capabilities with Chromecast should bring an inexpensive way to “cast” whatever can be viewed on a phone or tablet to a large television.

2) Google Play for Education offers an improved way to load resources to student devices.

3) Google drive will not allow editing of more file types in their native formats. You can edit a Microsoft file as a Microsoft file.

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Tools within tools

I have been writing about the writing process and improving the teaching of writing for the past few weeks. You do not see this work at present because most will be incorporated into the summer revision of our textbook.

This focus has led to deeper examination of Google docs. I use the service constantly, but do not investigate what new capabilities are available unless some activity prompts me to move beyond my immediate personal needs. One of the new ideas that I have been exploring in greater depth is the provision to supplement the basic tool (docs) with add-ons. This capability is new to docs, but familiar to those of us who have been extending browsers with plugins and extensions for years. The hierarchical nature of this situations strikes me as interesting – plugins within docs within a browser.

Anyway, the idea of tools within tools seemed worth a blog post.

Pro

I remember when there seemed to be multiple levels of tools for a general purpose. For example, I remember when a software company would offer simple and advanced products for authoring web pages. Then, it seemed, the lower end and less expensive tools seemed to disappear. What remained were expensive and bloated (for most purposes) tools. The tool within a tool category seems to me to be a return to a simpler time with an improvement. There is now the real opportunity to expand core tools (say Google docs) to meet specific needs. This seems a great opportunity especially with the tools and plugins are free or inexpensive.

A related interesting opportunity is the similar process of merging tools. Again, using a Google example, you can kind of expand the capabilities of hangouts by adding docs. Now you have a setting capable of powerful discussions (via hangouts) around a common, shared document.

Con

Here is what I have observed as a down side. It may sound like a complaint, but you really should not complain about free.

The motivation for those who generate the main and the supplemental level tools often differ (in other words some are third party providers) and this can cause incompatibilities when improvements are made to the main tool. The case that continually brings this to my attention is my use of Last.FM. This product might be promoted as a social, music discovery tool, but for me it is primarily a way to track my listening habits over time. I can account for nearly all of the songs I have listened to since 2006. When I listen to music on my devices or my computers a record of my “listens” is sent to Last.FM. This is a process that has been named scrobbling. I have never understood the origin of the term. Anyway, I pay Last.Fm $4 a month for a pro membership. For a service and the reason I use it, this is a lot of money. I assume Last.FM is motivated to make improvements to maintain my interest and my payments.

In order to scrobble my plays from my android phone, my iPads, my multiple computers and from many different music sources (iTune, Pandora, Google, Amazon, Grooveshark, YouTube, etc., etc.), it is necessary to rely on plugins (extensions, etc.) that must often be tuned (ha, ha) to the different music sources. I pay for none of these. I seem to have to constantly search for new plugins to fix what used to work. I attribute this issue to the differential motives of Last.FM and those who contributed the multiple supplemental tools. The base tool is being improved to attract my money and these enhancements seem to “break” the add-ons. Last.FM is likely not big enough to offer multiple plugins because the “scrobbling” feature is not perceived as the main role for their product.

It seems to me this situation is likely to create much more inconsistency than we tend to expect.

 

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Collaboration

I have stumbled into an approach for advanced classes I like. I run my grad “tech for teachers” class using a kind of flipped model. There are reading assignments and tasks to be completed before class and then the class (online in this case) involves discussion, demonstrations, etc. I typically generate some talking points/notes I provide students at the beginning of class to provide some structure. The outline does not necessarily control the class but it offers some structure in case a structure is needed.

The topic for the week focused on productivity tools, the writing process, peer editing, etc. and one requirement to assure the students had explored the procedure was for the students to comment on a Google doc I had shared. I decided to use the document I was working on for the class outline as the target for the student exercise. The results were pretty interesting. There was no expectation of relevance just the requirement to demonstrate the students could use the comment feature, but the things they decided to add were interesting. I decided the tactic offers some interesting possibilities for the future.

docscollaboration

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Free as in Gift or Free as in Expected?

Some years ago I remember a cable channel (Channel One) providing educational content was criticized because the content contained ads. I remember my reaction. If content a student viewed at home contained ads, why would content they viewed at school have to be different? At least the educational content was educational.

Today Google announced (see Google comment, EdWeek description) there would be no more ads in the free GAFE opportunities for students. I guess I understand the issue – parents may have a position on whether they want their children to be exposed to ads and schools using Google services may not be sensitive to the parents position. I do think it is more complicated than this. Google did provide a way to turn off the ads. Most parents probably don’t care because they allow their children to watch television which offers no on/off switch for ads. I often describe the reality of education vs. interesting ideas as the challenge of taking ideas that make sense for individuals and struggling to determine how to apply the ideas to a group. Typically, I am describing an idea someone has about a specific instructional idea (coding, making, etc.) that are ideal for some. It seems to apply to what and how we are willing to pay for education as well.

I wonder if anyone ever thought – we should say thanks to Google for allowing our students/children to use these valuable services without compensating Google. Do we somehow think we deserve such opportunities? Why? (Reminds me of the Chris Anderson book – Free: The future of a radical price).

 

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Google Doc Table of Contents

The Google Doc adds-on offer some new capabilities and a great way of expanding the power of apps in general.

docaddon1

I am putting together content that will eventually be divided between a textbook and related online resources. My work flow results in one giant integrated file and I eventually decide what I will end up putting where.

docaddon2

 

In the image that appears above, you see the Table of Contents as a second window to the right of the open doc. The one technique I had to add to my normal approach is to identify my headings as headings (I usually just bold my headings). If you are familiar with HTML headings, you  are ready to go.

 

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Apple – pay attention

Apple has always done very well in the education market, but I am concerned the company has become complacent. There is a diminishing return on the value of more elegant and powerful hardware and the number of apps in the App Store. Cloud-based approaches treat hardware as an appliance and increase the importance of cost. The number of apps may be less important than the number of app categories. You really only need one good app per category.

Recent announcements by Google and Amazon are attempts to target other weaknesses.

Google

Google Play for Education (see the video) is separate from Google play and offers apps, video and books organized in ways that will be useful to teachers (e.g., subject, grade level, standard). The store provides an approach consistent with the ways schools invest in content – purchase orders and bulk purchases. Educators can then send specific content to specific students.

Amazon

Whispercast (not to be confused with whispersynch) will work on any device – Kindle or running Kindle software. Push commercial content from Amazon and content created by teachers to specific students. Some unique arrangements were described at FETC – lower prices on books available for a limited period of time. Efficient ways for schools to manage the distribution of this content.

New Amazon approach

My wife proposes that these companies seem to have carefully analyzed the frustrations of educators in implementing learning with apps in a school setting and attempted to design solutions.

What should Apple do?

  1. Offer a less costly tablet.
  2. Improve (drastically) the quality of cloud services.
  3. Offer a platform independent version of iBooks

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