Mirroring and Recording an iDevice on a Mac

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Saw this piece from iphoneinformer.com and was actually just wondering that. I had seen a Snapchat from the Boston Breakers (soccer team) that I thought would be interesting to post to my coaching blog, so I thought that would be a good way to try it out. So here’s the process (basics from iphoneinformer; screenshots and annotations from me):

  1. Plug in your iOS device to your Mac.
  2. Open Quicktime.
  3. From the File menu choose New Movie Recording.
  4. Screen Shot 2017-03-21 at 7.29.02 AM
  5. When I first tried this, I mistakenly chose New Screen Recording (because it seemed intuitive) but that does not work. So it is New Movie Recording (and be prepared for that wonderful moment when the Facetime camera turns on and there you are).
  6. From the menu next to the record button, change the input to your device, which, if plugged in, will appear there.
  7. Screen Shot 2017-03-21 at 7.32.13 AM
  8. One thing to note is that I did not change the audio input (bottom arrow above) and so did not record the sound with the video. This was not enough to make me redo it; I didn’t really care about the sound, but it is worth noting that the audio input needs to be changed to capture any sound from the phone (and the iphoneinformer piece did not mention this).

Obviously this function can be used for recording instructions or how-tos, even game-casts, but a useful thing to know / have in the toolbox for when you need it.

Here’s the video that I recorded (again, without the sound):

Untitled from Ed DeHoratius on Vimeo.

“The Michaels” on YouTube

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So, in a catch-up technological moment, I finally (stupidly) figured out how to upload longer videos to YouTube (by verifying my account; I’m not a big YouTube user, so had never gotten that far). I had the video files of both productions of “The Michaels”, our Classical Lit project from last spring, on my desktop, but wasn’t quite sure what to do with them: they were too big for Vimeo and too long for YouTube (though I of course knew longer videos existed). In any case, for your viewing (pleasure?) and for posterity (and potential future embarrassment), here they both are.

PBL – Classical Lit Play Project – Curricular Spotlight

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Our project was the superintendent’s (thanks, PS) curricular spotlight at the June 20th School Committee Meeting, and I include the presentation / clip here.

ScreenFlow from Ed DeHoratius on Vimeo.

Low-Tech Fun: Senior Project on GoogleMaps

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No, I have not hacked the NSA, nor am I running my own double-top-secret operation. I teach a sibling of a former student this year, and I mentioned to her that I noticed an addition going on the house. I know where she lives because her brother and some friends made a battering ram for their final project for my Medieval Lit class and, since the house is near the school, and I wasn’t sure how admin would feel about a battering ram on campus, we walked to his house to see it. I mentioned this to her and she laughed and said that the battering ram shows up in the GoogleMaps image of their house. Clearly I had to check that out and memorialize my Medieval Lit project’s brief moment of fame.

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Museum Scavenger Hunt Using Instagram Hashtags

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So I will begin by crediting my colleague HP who, inadvertently but certainly not unwillingly, gave me this idea. She had mentioned to me a project she had heard about whereby students use Instagram and hashtags to post aspects of a project for French, and we ended up talking through what that might look like, how that might look, etc.

I was bringing my Classical Literature class to the Harvard Art Museum today for the first time; in past years, I had brought them to Boston’s MFA. The MFA provided docent tours for the class, while Harvard does not and I was the only chaperone who could reliably give a tour on ancient art. So I wanted (really, needed) something for the not-with-me-group to do while I was giving the other half the tour. And a scavenger hunt seemed a logical choice.

The problem was I wasn’t quite sure what that would look like, especially since I had not been to the newly renovated Harvard Art Museum yet and wasn’t too familiar with the collection. I had done a scavenger hunt years ago at the Worcester Art Museum, but I knew that collection very well and could easily come up with specific things to be found.

I quickly realized that the Instagram hashtag approach could be the solution to my problems. I would create an open ended scavenger hunt that students would conduct by taking pictures with their smart phones and posting them to Instagram with a scavenger-hunt-specific hashtag. Each group would then have their own hashtag to distinguish one group from the other.

Here is the scavenger hunt itself:

Screen Shot 2016-02-04 at 8.52.08 PM

This seemed about right length wise. Not every group finished, but that’s ok; I would have rathered too much to find than too little. And all of the groups seemed excited about it. In fact, the scavenger hunt ended up being more engaging and interesting than my tour; next year, I suspect that I might just do the scavenger hunt, but wander and offer specific information about specific pieces as I run into students scavenging.

And here are some of the Instagram results. The hashtag for the scavenger hunt was #hamftscavhunt (harvard art museum field trip scavenger hunt), and you can see some of the hashtags the groups came up with.

Screen Shot 2016-02-04 at 8.42.13 PMScreen Shot 2016-02-04 at 8.45.18 PMScreen Shot 2016-02-04 at 8.45.45 PMScreen Shot 2016-02-04 at 8.46.01 PM

Coursera App

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I’ve long been a fan of multi-media digital resources for my own reference and/or preparation. The Teaching Company (now called, it seems, The Great Courses) is perhaps the pioneer in this area (they contract with college professors to record lectures and courses that they sell to the general public, first in CD form and now CD, DVD, and digital format), but Apple’s iTunesU and, ultimately, the MOOC movement have exploded the number of available resources for everyone. These resources allowed me to prep for my teaching day during my commute; I would know what book of Homer’s Iliad I was teaching, and would listen to a lecture on it on the way in to school.

The problem has always been, though, how to store, organize, and deploy these resources. When MOOCs were hot, I was thrilled to find the resources available to me through Coursera. (For my subject area, the humanities, and specifically the Classics and Latin, Coursera has more resources than the other providers like EdX or Udacity (the latter of which is apparently out of the MOOC business).) I started downloading video lecture after video lecture. I would change the file name, import them into a school-specific iTunes Library (so that they wouldn’t clutter my music iTunes Library; to create a second or new iTunes Library, hold down the option key when you open iTunes; it will give you the option of creating a new one; you have to remember to use the option key when opening iTunes to switch between iTunes Libraries). I even had old iPods to which I imported these so that I could listen to them during my commute. At the risk of stating the obvious, this was cool at first but quickly lost its appeal given the work and time involved.

I noticed today the Coursera app among the App Store’s featured apps and decided to check it out. And right there, in the Coursera app, is the work that I had undertaken above, when I was first exploring Coursera. The courses are available directly through the app, with the lectures available for streaming or, it seems (haven’t done this yet), the lectures are available for download, which means that, as I do with Podcasts, I can download what I want when I want it. The limitation, of course, is that it is dependent on the courses being available but, as long as they are, the lectures are right there and available.

So I’ve not done much with it yet, because I just discovered it tonight, but I’m excited to use the Coursera app and to make my prep work more streamlined.

The Cost of Comic Sans (Huff Post Infographic)

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So this was a cool intersection of my tech interests and the pseudo-academic past in which I envisioned myself sequestered in romanticized, rare book rooms / libraries throughout Europe (think Name of the Rose without the conspiracy / bloodshed; I did make it into a couple of those libraries in Rome while working on my undergrad thesis).

An infographic analyzes the impact that something as seemingly trivial as font choice can have on ink consumption and a single letter can have on paper use. (My students are constantly amazed at the Romans’ lack of use of spaces between words. I remind them that 1. it’s not has hard to read that way as you think and 2. how much space spaces take up in a book / how much paper could be saved if we remove those spaces.

http://www.huffingtonpost.com/2014/09/03/true-cost-comic-sans-infographic_n_5737590.html?utm_hp_ref=tw

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