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That's @otter_ai hooking directly into @roamresearch h/t @dvargas92495
You're reading a blog post that I made by using the Otter.AI speech-to-text service. Others have done that before--this time I've got a second brain working to create this post, thanks to David Vargas (above).
I wanted to find out if I could use the Otter app on a Samsung Note 9 with a cracked screen while parked in really poor broadband area. That short test worked like it always had. I made a two minute clip inside Otter and as I drove into 4G connectivity, my spoken audio uploaded to Otter in the background.
When I sat down at my laptop 20 minutes later, I watched the transcript of the audio clip drop into my Roam Research knowledge graph. This elegant connectivity of services will be a big enhancement to my daily notetaking and a major boost to my work with Open Education Resources. As you can hear from one of my Topgold Audio Clips, I want to give props to JavaScript developer David Vargas and to supporters like Jordan Burton and Dave Prout who made this happen.
For John Tierney (one of the five regular people who read my blog), this is Otter, JavaScript, and Roam Research all connecting complementary pieces of technology to provide a unified system for processing. This sort of service would be a valuable part of the toolkit for field researchers. And when integrated to part of a daily review process, these connected services would help ensure that no good ideas will get lost.
Listen to "Otter Talks to Roam E536" on Spreaker. Bonus Link
Photo of Bernie Goldbach work place snapped around the last time he was paid to roam around US Zip Code 92495.
[Bernie Goldbach teaches creative media for business on the Clonmel Digital Campus in County Tipperary, Ireland.]
Journaling with Speech Bubbles and Keyboard Entries
I TEACH JOURNALING to Media Writing students and for the next three years I plan to enhance that creative process with a few specific tips. One is to require a double spread page of speech bubbles and another task is to show a page that emerges from text input on a keyboard. I believe the Media Writing Journals I will review will have greater creative content at the end of the semester.
The speech bubbles task could arise after watching film or video clip. I reckon the speech bubbles could be laid down on a timeline to produce a rudimentary script--that's a task we attempt to complete inside the Media Writing module we deliver to second year students on the Clonmel Digital campus.
Typing on a keyboard could help capture thoughts quickly. When using our Office 365 tools, typed content will reveal spelling mistakes and the keyboard entries often automatically save into Class Notebooks where they can be transcribed into physical journals. I've asked students to attempt this workflow before and it has helped some people produce long entries that stretch across a week of thoughts.
Years ago, I kept a link to a Google Doc on the homescreen of my phone where I would add random thoughts. Then I would open the Google Doc in a quiet place to revise my meanderings before transcribing them into a Moleskine when I had quiet time. That process helped me create more sophisticated entries without the pressure of having to do everything on the run. The biggest advantage was being able to write down things while they were fresh, pushing some of them to Instapaper or Readwise, and then discovering them later inside Roam Research where they would generate back links to clever ideas, especially if woven into a shared graph on Roam. The whole process helped me see connections I did not imagine at the time.
Typing creative thoughts into Google Keep helps me improve the overall quality of deep thinking. I use Google Keep to keep time codes from podcasts I hear. I also use a time-tested share sheet process with Trello.
Bonus Links- Bernie's Moleskines on Flickr
- 142 previous items on Journals
- Why keeping a journal matters
- Browsing Instapaper
[Top image from Stuart Mackey. Bernie Goldbach teaches creative media for business on the Clonmel Digital Campus.]
The Pandemic Fought the Infodemic #WeAreKinzen
PROPS TO THE KINZEN team for showing me how to fight an infodemic during the pandemic. Throughout my lockdown days, I've been a regular reader of curated content from Kinzen. I've avoided disinformation campaigns and learned to recognise dangerous content well before my online friends.
The Kinzen app and its Slack channel encouraged me to pay for mainstream journalism. I don't think I can continue all of the paid news apps I've started since March 2020 when we were locked out of the office.
It like that Kinzen tells me interesting things, such as how white supremacy and the far-right continue to grow and spawn. I've heard about the book Hae in the Homeland. Reading it showed me how concerts, MMA gyms, and t-shirt marketplaces have radicalising aircrews I've known in the US military.
And gems such as The Robot Brains Podcast fell into my playlist, thanks to Kinzen's curated weekly emails.
We teach digital literacy on the Clonmel Digital Campus and I value the guideposts Mark Little and Aine Kerr have placed in the current media landscape.
BONUS LINKS:
[Bernie Goldbach teaches creative media for business for the Limerick Institute of Technology.]
Ailbhe Forde Shares Edtech Ideas [Flickr]
Bernie Goldbach posted a video:
Recorded in a break-out room during the 2021 ICT in Education Conference.
A Parent's View of the Virtual #ictedu Conference
I HAD A PARENT'S VIEW ON SATURDAY, May 15, 2021, watching the virtual ICT in Education Conference unfold. I spotted three things as a parent, an educator, and an organiser.
The Student Voice Was FirstAs in previous ICT in Education Conferences, voices of students were given centre stage. I watched 13yo Mia (below at our kitchen table) present her perspective of how virtual teaching and learning worked for her during the 2020-2021 COVID lockdown. Mia offered her secondary school viewpoint along with Sam who explained how things were for a primary school student.
Two of Mia's observations reverberated in the Twitterverse.
- "The timetable was shortened online".
- It's easier to listen to live sessions instead of pre-recorded ones because you can put off watching the videos and then you have to try to catch up later.
Many of the talks were easy for Dylan (9) to follow. He unexpectedly watched more than six hours of the 2021 ICT in Education Conference. During the morning panel discussion, he decided he wanted to interview one of the teachers. When Ailbhe Forde agreed to meet up with Dylan in a side conversation, he jumped right in with questions and proved his motivation as a Youth Media Team cub reporter.
Dylan wanted to know how Ailbhe got interested in ICT, whether she prefers Zoom or Teams, and he wanted to know how she uses some Microsoft software to teach reading to her third class students.
Easy Hyperlinks to Schedule HelpsThe virtual conference moved between a panel discussion, break-out sessions, casual chats, and guest speeches. Having a schedule with hyperlinks helped keep people in the correct place throughout the day.
The conference was hosted inside Microsoft Teams. It appears that some people who wanted to attend but who did not register ahead of time couldn't tap into the events on their phones. We're looking at how to overcome that snag when running future events.
I believe the 2022 ICT in Education Conference will offer a hybrid experience for people because in May 2022, the First Communion Weekends will return and that will affect the ability of some teachers to travel to Thurles for a traditional conference away. If you watched the virtual ICT in Education Conference and want to leave your feedback, watch your email for a short survey that asks your opinion on the structure and content of the event.
[Bernie Goldbach helped organise the ICT in Education Conference. You should visit ictedu.ie and follow the blog and the podcast.]