My inner librarian is strong. Perhaps too strong. I have a large collection of photos from Flickr that I use for my desktop wallpaper. A couple times each week, someone comments on my desktop and wonders where I got the photo. So, I was pondering the problem of reverse engineering the garbage-strings of numbers that Flickr auto-generates for a filename to get a link back to the original photo. Some quick Googling led me to this tidbit. And some a quick PHP scripting resulted in this:
Feel free to paste in your own Flickr filenames to find the URL of the original image. The script will send you directly to the original image page.
Seth Battis February 14th, 2010
Posted In: How To
A quick follow-up on my post from earlier in the week on my Flickr image turning up on Chron.com:
Yesterday morning (via some suggestions from Alex Howard on Twitter and friends and family on Facebook), I got connected with Dean Betz, the Director of Content for the Houston Chronicle online. Dean has turned this into a learning opportunity for his staff, and has been candid with me about how events unfolded. Suffice to say that I am really impressed with his response thus far, particularly his decision to handle this as a teachable moment. He’s planning to post an explanation here, in his own words, of what happened and how he’s handled it.
Seth Battis February 11th, 2010
This post is part of a series that are components of my “Expert Plan” at my school, looking to create a shared resource for my colleagues as the school moves towards greater adoption of laptops and technology in our pedagogy.
One goal of [my media design class] and [my computer animation class] is for the students to develop a portfolio of completed work that demonstrates their skills and creativity in digital design and presentation. In both classes, I have been collecting projects and final products on the [local network shares] and (in the case of [media design]), on Flickr (more on the Flickr experience specifically under Social Media).
At the end of the digital photography unit in [media design], I asked my students to draw on their body of work to present a portfolio of the 5-7 most representative pieces, and to post these pieces, with some annotation, to our class blog. The students each created a category on the blog for their portfolio (so that we could bring up everything related to their portfolio on a single page). I posted my (public) feedback to the students into these portfolios, and asked the students to provide feedback to each other (in public) on the blog as well.
A major part of my rationale for asking the students to publish their portfolio to the blog was to provide them with a public arena for “publishing” their work, hopefully pushing them to take pride in their presentation (and allow them to share with their friends, family, etc.).
Thus far, one unit (digital photography) has been posted to the blog. I anticipate that we will post videos shortly, although this may be a more restricted process (I don’t feel good about publishing interviews with students to the world without some pretty clear and explicit permission from the families involved). We may end up having conversations about the videos on the blog without embedding the video (instead, we will probably link to the videos posted on a Ning).
I would like to get my computer animation class to the same point of presenting their work in a portfolio, but the lion’s share of the file collection and organization has been mine. The students in that class have had far more problems losing their files, misnaming them, forgetting to turn them in, and so forth. In fact, on Parent’s Night, I realized that, although I had required a JPEG of each model that that they had constructed, such a vanishingly small minority of the students had turned those files in (and had, therefore, taken a full grade hit on their scores), I didn’t really have enough to put together a slide show for parents.
One unanticipated issue (on my part), was the difficulty the students had in distinguishing between when I wanted them to create a new post of their own, and when I wanted them to comment on someone else’s post. I think (based on their most recent performance), that this is a confusion that is dissipating, but that a good clear explanation of the structure of a blog might have been a good place to start.
I fell into the classic trap: I believed that my students were more technologically able than they are, based simply on their appearance as “digital natives” — particularly embarrassing, as I have spent the last few years railing against this assumption! (Students know how to do something better than teachers — play video games, watch YouTube, IM — but are vastly deficient in the critical and analytical skills related to thinking and learning, which we have learned through years of education (and so will they, albeit moderated through more extensive use of technology).
Seth Battis November 22nd, 2009
As part of my education technology role at my school, I am a member of our high school “Laptop Leaders” group. A few weeks ago, at the end of our first quarter, the Laptop Leaders were asked to document the work they were doing, to create a shared resource, both for themselves and for other teachers. Ultimately, this is preparation for more large-scale adoption of laptops and technology in general as teaching tools in the high school.
The teachers in this Laptop Leaders group were selected last spring, so I joined the group late, at the beginning of the school year and had, really, only a sketchy plan for what I would be working on. The outline (lightly revised) is below. My intention is to share my various write-ups related to this process in this space.
I’m working with students to develop a class wiki as a collaborative information source, with students contributing class notes, screencasts and other updates and expansions on course content.
I’m working with students to use the class blog as a publication platform for ideas/questions relevant to the greater community in their discipline (e.g. develop [my class] blog into a discussion of [media and design] and related ideas in the outside world).
I’m working with faculty (and students) to use social bookmarking tools (specifically Diigo) to create dynamic and annotated resources for each other (and for and by students).
I’m working with faculty and students to develop personal learning networks that tie together all of these Web 2.0 tools to create an online identity and a group of “fellow travelers” studying and exploring the same area. In students’ case, we’re working on this as a class (blogging), but for faculty tools like Twitter (and personal blogs) may also be useful. Also looking at other sharing sites (e.g. Flickr) for use as collaborative tools.
In the interests of sharing, when I was at my last school, I sat down and created an iusethis.com profile of the handy applications that I use day-to-day. I’ve added this to my profile [on the school wiki], along with a (slowly growing) list of tools that I’ve built for special purposes around school.
Updated November 22, 2009: I should mention that I have Bowdler-ized some of these posts to protect (at least a little), the identities of my students. When posted to our school wiki, there are a number of links to examples. If you pop me an email or a comment and identify yourself, I’m happy to share these examples. Just trying to do some due diligence with regard to my students’ privacy.
Seth Battis November 22nd, 2009
Tags: blog, blogging, bookmark, bookmarking, collaboration, communication, design, Diigo, education, Educational Technology, Flickr, Laptop Leaders, pedagogy, photography, planning, sharing, Teaching, technology, Twitter, wiki, WordPress
What educational use has Flickr? This, I say. (In perfect honesty, Andy Ihntako is not at his finely honed prime in the comments, but it’s a neat little travelogue.)
Seth Battis January 23rd, 2008
Posted In: Educational Technology