INFUSE Learning

As most of you are aware, I have recently moved back to a BlackBerry Curve after a year on an iPhone 3G. While I was on the iPhone, I used MotionX GPS for tracking my trips. When I came back to the BlackBerry, I resumed the use of GPSed for tracking my trips.

GPSed is by Shape Services and is a fairly nice GPS tracking application. The interface is very polished for the BlackBerry. GPSed comes in both a free and pay (professional) version. The free version exceeds the capacities of many of its pay competitors.

The GPSed tracking screen has a smooth interface that matches the “feel” of the BlackBerry.

The Problem

After about a month of using GPSed, I started to notice that it was not processing the tracks on corners correctly. What was happening was that instead of tracking me all the way through a turn, it would stop about 20 feet before the turn and then resume about 20 feet after the turn. So, while I had actually traveled 40 feet, GPSed only recorded that I had traveled 28.3 feet (the hypotenuse of the formed triangle). So, in just one turn, I have lost 11.7 feet. That may not sound like much, but on a long trip this effect is cumulative and could result in a substantial loss of actual distance covered. I also noticed that GPSed was doing this on larger curves and bends in the road.

As you can see in the image above, GPSed, stopped tracking just as the road turns at the top-right of the image and it does not resume tracking until after the road straightens out at the top-left of the image. This “chopping” results in a cumulative loss of actual distance traveled.

The Challenge

I then decided to do a side-by-side test with another tracking application to see if this anomaly was being caused by the GPS receiver or the application.

The Challenger

I loaded Blackstar on the phone for this side-by-side comparison. BlackStar is created by Blackstar Navigation and is a free GPS tracking application. While is does not have as polished of an interface as GPSed does, it has even more functionality.

The interface for BlackStar is somewhat more “primitive” than the interface of GPSed, but for what is lacks in luster, it makes up for in features.

The Test

Starting at the Rockwall County Central Library (32°54′53.40″N / 96°26′55.34″W) and driving to the Johnson City Avenue entrance of the Travis Ranch Neighborhood (32°48′5.87″N / 96°28′12.37″W) I ran both GPSed and BlackStar.

At all of the intersections, GPSed “chopped” the turns while BlackStar followed through all of them. GPSed also “chopped” about 50% of the curves on the track - as can be seen in the image below:

In the image above, the red line is the track from GPSed and the blue line is the track from Blackstar. As you can see, GPSed “chopped” the curve in the road while BlackStar followed it all the way through.

As you can see in the image above, GPSed “chopped” near 90-degree turns as well.

GPS Filtering

GPS filtering is integrated into GPSed and filters “outlaying” data. The higher the filtering is set, the more data is “lost". For all of these tests, GPS filtering was completely disabled to ensure no points were lost.

BlackStar does not have any “direct” GPS filter option. Within BlackStar, you can set the distance interval between track points. The default is 20 meters.

The Final Judgement

At this point, I think some further testing may be needed, but I am beginning to favor BlackStar over GPSed because of the features and its accuracy.

In the end, both GPSed and BlackStar both listed the the total test track at 10.8 miles in length. GPSed used a total of 189 points to record the test track. BlackStar used a total of 581 points to record the test track. In simple English, BlackStar recorded a little over 3 times the number of points as GPSed for the test track. As such, BlackStar gave a more accurate track as to where the GPS receiver was actually located. However, GPSed gave more accurate information on speed and bearing at each individual point since is captures and calculates more data at each point.

BlackStar records the data-points as follows:

GPSed records the data-points as follows:

There are benefits and drawbacks to both and further testing/playing will determine which tool becomes my tool of choice.

To start off, I have to say the problem I am going to address here could have been avoided if I had simply taken a full backup of my web server. That is the lesson to be learned from the start.

The situation: From August 2004 through June 2008, I created and housed online course materials for Juan Seguin High School Technology Applications/Computer Science on an instance of MOODLE that was housed on an external web server. This was because MOODLE was not adopted by Arlington ISD until July 2008.

In July 2008, I provided Arlington ISD a copy of the MOODLE database via e-mail. At some point during that same summer, the files in the public_html directory were purged.

Now, in July 2010, I needed to try to access some of the materials from that instance of MOODLE.

The solution: To my amazement, I found the moodledata folder, which resides outside public_html was still in-tact and was in an archived backup from July 2008.

I was also able to locate the MySQL database in my e-mail archive, but there was a problem. It had originally been sent as a ZIP file from Mozilla Thunderbird. Since then, I have migrated to Microsoft Outlook. The ZIP file had been converted to Base 64 code in the migration to Outlook. It was several million ASCII characters, but not a usable ZIP file.

Using the Base 64 Decoder at http://www.opinionatedgeek.com/dotnet/tools/base64decode/. This generated a file named “DecodedBase64.bin” that was 2.96MB. I renamed the file moodle.zip and then decompressed the archive. Inside the archive was the complete MySQL file.

I then did a find/replace on the MySQL file to reflect the database name-change from cd2239_moodle.sql to infusele_moodle.sql. I also had to change any references to the old domain from http://www.tech-apps.net to the new domain and location of http://www.infuselearning.com/moodle.

Putting it all together: It was now time to put everything together and see if it worked.

I downloaded and installed MOODLE on my server at home3/public_html/moodle. I uploaded the contents of the moodledata folder to home3/…/moodledata. This took 9 volleys to get all 1.48GB of data onto the server. Finally, I imported the MySQL database to my server via phpMyAdmin.

I then followed the installation script and after a 20 minute unattended installation, I was able to access all of the course materials. Unfortunately, all of the images were not accessible.

This was resolved by modifying the value of $CFG->dataroot to /home3/…/moodledata from /home3/…/public_html/moodledata.

As you can see from the image below, the site has been fully restored with all materials.

Click on Image for a Larger View

On July 8, 2010, we got confirmation that the first of the four proposals submitted to TCEA for consideration at the Annual TCEA Convention and Expo was accepted!

The workshop, entitled “Beyond the Limits with LAMS in MOODLE” is a 3-hour BYOD (Bring Your Own Device) hands-on workshop. Currently, the workshop is scheduled for Thursday, February 10th from 10:00am to 1:00pm in Room 9A (on the 3rd floor of the convention center).

The short description for this workshop is:

Participants will learn how to use the tools in LAMS to create dynamic, interactive, and engaging online learning paths and activities in MOODLE.

The long description for this workshop is:

Participants will learn how to use the tools in LAMS to create dynamic, interactive, and engaging online learning paths and activities in MOODLE.

LAMS is a free and open-source online learning system that can stand alone as its own Learning Management System or be integrated with an existing LMS like MOODLE or Blackboard. In this session, participants will see how LAMS interfaces with MOODLE.

Learn hands-on from educators from Forney ISD (Area 10) and Donna ISD (Area 1) how to use this exciting system that will help take learning farther beyond the limits of the classroom walls.

In this workshop, I will have the assistance of Ms. Lisa Rogers (Instructional Facilitator - Forney ISD) and Mr. George Dale (Instructional Technology Specialist - Donna ISD).

I am appreciative to TCEA for their consideration for this workshop and wish to thank them for hosting this annual convention.

On July 8, 2010, we got confirmation that the second of the four proposals submitted to TCEA for consideration at the Annual TCEA Convention and Expo was accepted!

The workshop, entitled “Beyond the Limits with a Combined LAMS & MOODLE Server” is a 3-hour BYOD (Bring Your Own Device) hands-on workshop. Currently, the workshop is scheduled for Wednesday, February 9th from 3:30pm to 6:30pm in Room 9B (on the 3rd floor of the convention center).

The short description for this workshop is:

Participants will learn how to setup a LAMS server, a MOODLE server, and how to integrate the two together.

The long description for this workshop is:

LAMS is a free and open-source online learning system that can stand alone as its own Learning Management System or be integrated with an existing LMS like MOODLE or Blackboard.

Learn hands-on from educators from Forney ISD (Area 10) and Donna ISD (Area 1) about this exciting system that will help take learning farther beyond the limits of the classroom walls.

In this workshop, I will have the assistance of Ms. Lisa Rogers (Instructional Facilitator - Forney ISD) and Mr. George Dale (Instructional Technology Specialist - Donna ISD).

I am appreciative to TCEA for their consideration for this workshop and wish to thank them for hosting this annual convention.

On July 8, 2010, we got confirmation that the third of the four proposals submitted to TCEA for consideration at the Annual TCEA Convention and Expo was accepted!

The session, entitled “Beyond the Limits of the Classroom Walls with LAMS” is a 50-minute session (Concurrent Session). Currently, the session is scheduled for Thursday, February 10th from 3:45pm to 4:35pm in Room 15 (on the 4th floor of the convention center).

The short description for this session is:

Participants will learn how Forney ISD (Area 10) and Donna ISD (Area 1) have been using LAMS to create dynamic online learning paths and activities for students.

The long description for this session is:

Participants will learn how Forney ISD (Area 10) and Donna ISD (Area 1) have been using LAMS to create dynamic online learning paths and activities for students.

LAMS is a free and open-source online learning system that can stand alone as its own Learning Management System or be integrated with an existing LMS like MOODLE or Blackboard.

Come see how these two districts are using this exciting free product with their students and staff.

In this workshop, I will have the assistance of Ms. Lisa Rogers (Instructional Facilitator - Forney ISD) and Mr. George Dale (Instructional Technology Specialist - Donna ISD).

I am appreciative to TCEA for their consideration for this session and wish to thank them for hosting this annual convention.

On July 8, 2010, we got confirmation that the fourth of the four proposals submitted to TCEA for consideration at the Annual TCEA Convention and Expo was declined.

The workshop, entitled “Pushing Beyond the Limits - The Tools of LAMS” was to be a 3-hour hands-on PC-lab workshop.

The short description for this workshop was:

Participants will learn how to use the tools in LAMS to create dynamic, interactive, and engaging online learning paths and activities.

The long description for this workshop was:

Participants will learn how to use the tools in LAMS to create dynamic, interactive, and engaging online learning paths and activities.

LAMS is a free and open-source online learning system that can stand alone as its own Learning Management System or be integrated with an existing LMS like MOODLE or Blackboard.

Learn hands-on from educators from Forney ISD (Area 10) and Donna ISD (Area 1) how to use this exciting system that will help take learning farther beyond the limits of the classroom walls.

I am appreciative to TCEA for their consideration for this workshop and wish to thank them for hosting this annual convention.

As of start of business on Monday, June 7, 2010, AT&T will no longer offer unlimited data plans to new smart-phone customers.

This new policy will also impact existing customers choosing to change devices on their plans. For example, I have an Apple iPhone 3G that drops calls worse than a klutz with buttered fingers. I have had a BlackBerry Curve 8310 in the past and would like to switch back to a BlackBerry phone.

If I do this change before midnight, Sunday June 6, 2010, I can get an unlimited data plan for $30.00/month. If I do this change on or after Monday, June 7, 2010, I must choose between two “limited” data plans that AT&T will offer its customers moving forward.

The first “limited” data plan AT&T will offer will run $25.00/month and offer customers 2GB of data transfer per month. AT&T claims that this will meet the needs of 98% of their current smart-phone customers. If you exceed the 2GB, each additional GB of overage will cost $10.00.

The second “limited” data plan AT&T will offer will run $15.00/month and offer customers 200MB of data transfer per month. AT&T claims that this plan will meet with needs of 65% of their current smart-phone customers. If you exceed the 200MB, each additional block of 200BM will cost $15.00.

AT&T hopes this move will ease the congestion on its network which had drawn sharp criticism from customers, especially in larger metro areas.

Personally, I have become very tired of the frequently dropped calls on my iPhone and am thankful that AT&T has made this transition.

Now, my dilemma: I am not eligible for an “upgrade” on my phone until the end of July. So, I could “upgrade” to the BlackBerry that I want now for the full price of $449.99 today and get an unlimited plan or I can wait until the end of July and “upgrade” for free but will no longer be able to enjoy unlimited wireless internet.

So, as any good person would do, I first got a little “hot under the collar” about the situation. I then cooled down and did a little research. I pulled up my AT&T Wireless bills online and looked at my data usage over the past 6 months on the iPhone. I was completely shocked!

Over the past six months, my data usage has ranged from a low of 65.5MB/month to a high of 105.3MB/month with a 6-month average of 84.3MB/month!

I then decided to pull my wife’s data usage as she is using my old BlackBerry Curve 8310 and this would let me see the usage levels on a BlackBerry. I was once again shocked!

Over the past six months, her data usage has ranged from a low of 18.2MB/month to a high of 107.9MB/month with a 6-month average of 37.1MB/month!

After crunching the numbers, I am going to wait to “upgrade” until late-July and will then leave my iPhone 3G to return to a BlackBerry and will get the 200MB/month data plan, thus netting a savings of $15.00/month. Later next week, I will also move my wife from the current unlimited data plan to the new 200MB/month data plan which will give us an additional savings of $15.00/month.

So, with something that started to raise my blood pressure when I first heard it, after some reading and research, I am happy to say that the new “limited” wireless data plans will actually save us $30.00/month ($360.00/year)!

I have spent the past week reflecting on the Texas Distance Learning Association 2010 Conference that was recently last week in Houston, TX at the Westin Galleria Hotel in the Houston Galleria.

In retrospect, the conference was very informative. I had the opportunity to learn several new things and reinforce the knowledge that I already had. I was also able to meet with professionals from across the online learning community.

On a scale of 1 to 10, I would rate this conference at a 9.0! In all 13 of the break-out session timeslots, there was only 1 timeslot where I couldn’t find a session that I “had” to attend. That is pretty good.

I am looking forward to next year (April 20th through April 22nd) for the TxDLA 2011 Conference at the Grand Hyatt Hotel on the San Antonio Riverwalk!

Today, I had the opportunity to attend a webinar hosted by Acer entitled “Creating Twenty-First Century Classrooms". The speaker of the session was Rob Mancabelli - Directory of Information Systems at Hunterdon Central Regional School District.

Rob Mancabelli presented his district-wide initiatives for technology. He opened by showing a classroom shot with students from a schoolhouse about 100 years ago and a modern classroom image. He discussed how things have not really changed.

He then discussed the idea of how teachers should be a facilitators to help the students with their learning.

He then moved to covering the list of “Non-Negotiable 21st Century Skills” as written by Tony Wagner at Harvard University.

1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination

The main topics for the webinar were presented as follows:

1. Learning: How are they (and their world) changing?
2. How is Hunterdon Central trying to create 21st Century classrooms?

The wealth of human knowledge has been placed online. In the past, when you wanted to learn something, you would either go to school, find someone to teach it to you as an apprenticeship, or teach it to yourself (by reading and research). Today, the content has been placed online.

In today’s society, learners have access to information and knowledge anytime and anyplace. This makes learners a very “connected culture".

The way we work is changing so fast and the jobs out there are changing that students are being trained for jobs that may not even exist when they get out into the workforce.

The way students learn (according to FMRI studies) is changing. When a multimedia component is added to instruction, retention increases exponentially.

Today’s Learner (in a nutshell)

• Ubiquitously connected
• Globally aware
• Developmentally different
• Entering a different workplace that will require more independent work
• Need to adapt to rapidly changing technological environments
• Motivated by making a difference

In addressing what the Hunterdon Central is doing to create 21st Century classrooms the first item discussed was that the technology department needed a paradigm shift to be more focused on the instructional processes and not just “technology".

Next, were the various programs that were being deployed through the Hunterdon Central district.

1. District-wide conversation about student-centered instruction and 21st Century Skills
• Eliminated faculty meetings and substituted 2 times a month for 21st Century Skills conversations
• Added 2 half-days
• Dedicated existing in-service
• Scheduling half-days once a month next year
• Targeting once a week after school
• Moving toward a formal PLC model
2. Teacher Tablet PC program supported by heavy professional development in emerging technologies
• Greater flexibility in classroom instruction
• More student engagement
• Increased productivity
• Better organization
• A feeling of empowerment (builds “capacity")
• Personalization minimizes downtime support
3. Movement towards more student-centered instruction, supported by web 2.0 technologies. This was guided by use of embedded professional development.
• Short skills sessions (short teacher-led after-school PD sessions)
• Technology Self-Assessment Tool
• Professional Improvement Plans
• Formal Teacher-Taught Coursework
• Classroom Practice
4. Pilot program for student one to one computing with an emphasis on student-centered instruction
• The scope of the pilot covers 527 students (20% of student population at the high school)
• The pilot was used in all levels of instructions (general education, honors, special education, alternative campus, and others)
• The goals of the pilot were listed as:
1. Provide technological equity of access for the students
2. Use emerging technologies in way that support student-centered classrooms that promote and advance the seven survival skills listed above
3. Support teachers in developing personal learning networks, creating 21st century adult learners
• The teachers were given 15 days to change 10 weeks of instruction for use in the pilot

Jing Capture from presentation - Instructional Changes


Jing Capture from presentation - What Web 2.0 technologies are used by the various departments/courses


• The evaluation that is used to determine if the pilot is working are the sevel survival skills that were listed above

Jing Capture from presentation - 3-month Comparison of “Accessing and Analyzing Information” Skills Use


5. Discussion of alternative methods of teacher observation and feedback
• The way teachers are appraised is having to be changed to be in line with the 21st century skills teaching and the teachers are having input in those changes

The session closed with a pretty quick Q&A session. Most of the questions dealt with the actual technologies being used, but not much on the theory.

Today was the final day of the TxDLA Conference in Houston, TX. The morning opened with another nice breakfast. I enjoyed the company of Bucky Dodd from University of Central Oklahoma and the director of Instructional Technology for a private/charter school in Houston (unfortunately, I did not catch his name) at breakfast.

The first session I attended this morning was entitled, “Diary of an Exemplary Course Program Reviewer” with the Twitter tag of #txdla-128. The session was presented by Tomika Greer (Texas A&M University). In this session, attendees were introduced to the BlackBoard Exemplary Course Program and how courses are evaluated and ranked. Unfortunately, there was too much information to be covered in the time alloted. As such, we didn’t get to cover all of the materials. On a separate note, this was the only session I attended during the entire conference that made a reference to their Twitter tag. The presenter had the tag in the lower-left corner of all of her slides in her PPT. The session materials are posted on the TxDLA website at http://www.txdla.org/conference/2010/program-session.php?id=128

The second session I attended this morning was entitled, “Using Web 2.0 Tools in the K-12 Classroom in Unexpected Ways” with the Twitter tag of #txdla-209. The session was presented by Dr. Carolyn Awalt (UT-El Paso). In this session, attendees saw actual projects of how various educators who have worked with the presenter have integrated various Web 2.0 technologies into their classrooms. One of the “interesting” items was the creation of SmartBoard for under $100.00 (assuming you have a computer and projector)! All that is needed is an IR pen, a Wii remote, a Bluetooth enabled computer, and a projector. The session materials have not been posted to the TxDLA website at the time of this writing. However, if/when they are posted, they will be available at http://www.txdla.org/conference/2010/program-session.php?id=209.

The final session I attended this morning was entitled, “Add Pizzazz to Your Online Course” with the Twitter tag of #txdla-139. This session was presented by Kimberly Boutwell (Clear Creek ISD) and Jeri Veile (Clear Creek ISD). In this session, attendees learned about various tools that add “flash” to a website. Items presented ranged from scrolling marquees and talking avatars to text-to-speech MP3 recorders/players and create a custom magazine cover. The session was basically an overview of “toys” that can add to a website. However, as any good developer knows, these tools should be used sparingly and not overpower the user. The session materials have not been posted to the TxDLA website at the time of this writing. However, if/when they are posted, they will be available at http://www.txdla.org/conference/2010/program-session.php?id=139.

Unfortunately, because some bad weather was starting to build in West Texas, I chose to head back home and forgo the closing general session. I made it back home about 45 minutes before the storm front hit the area where I live.