Kind: Articles

traditional long form content: a post with an explicit title and body

Posted on
by

AudioBoom is closing its free tier:

If you take no action, then after 2nd October 2017, you will no longer be able to upload new content and your account will become private. We will continue to enable distribution of your existing content for a period of a month so all your RSS feeds and web embeds will continue to work for that period. If you choose to move to another podcast provider, let us know by emailing us at support@audioboom.com and we will redirect your RSS feeds for you. We’ll need at least 5 working days to comply with your request. After 36 months from 30th August 2017, your account will be deleted (including your old podcasts and your RSS feeds, so we recommend that you arrange for redirection of your RSS feeds, download your old podcasts and back them up elsewhere, before that period expires.

from: Subscription Changes

Which is depressing news for me and for Edutalk. I have 50 odd boos which range over field recording, audio recorded for Edutalk and some microcast type posts. Edutalk has had several hundred contributions from many different people over the years.

The situation at Edutalk is more worrying. I could pay $9.99 a month to keep my own account alive. But Edutalk has had contributions from many different people, we could not expect them to pay up for the privilege of having their content syndicated onto Edutalk.

AudioBoom did not provide any export that would help with importing into WordPress (or anything else). This differs from the posterous closedown which did give a WordPress export option.

We do have a while to sort this out. There is a month until the accounts become private.

AudioBoom does have an API, and we used it before.

I am not intending to rush, so this is the plan.

  1. Download the information about the posts using the API
  2. Download all the mp3s by parsing the JSON the api provides.
  3. Delete all the posts on edutalk that have been syndicated from AudioBoom.
  4. Upload all the mp3s
  5. Create posts that embed all these mp3s with the matching titles and descriptions etc.

Today I managed to download the json files and the mp3 I used AppleScript as I find it easier to get stuff done with that than pure shell scripting.

Thank goodness for the JSON helper for AppleScript which worked a treat.

I’ve put the script here:


set downloadfolder to "/Users/john/Desktop/audioboom/edutalk/"
–so this next bit could be a loop but doing it manual was not much of a hassle
set pagecount to 9
set tag to "edutalk"
set itemcount to 100
tell application "JSON Helper"
set bURL to "https://api.audioboom.com/tag/" & tag & "/audio_clips?page[items]=" & itemcount & "&page[number]=" & pagecount
set boos to fetch JSON from bURL
set myFile to open for access "Macintosh HD:Users:john:Desktop:audioboom:edutalk_" & pagecount & ".json" with write permission
set boohoo to make JSON from boos
write boohoo to myFile
close access myFile
set imageCount to count of audio_clips of body of boos
set mp3urls to {}
repeat with boo in audio_clips of body of boos
set end of mp3urls to high_mp3 of urls of boo
end repeat
end tell
repeat with mp3 in mp3urls
set cmd to "curl -L " & mp3 & " > " & downloadfolder & filenamefromurl(mp3)
do shell script cmd
end repeat
return cmd
on filenamefromurl(theurl)
set s to "url=\"" & theurl & "\"; echo \"${url##*/}\""
return do shell script s
end filenamefromurl

view raw

downloadboos.scpt

hosted with ❤ by GitHub

in case anyone is interested.

I had to run it 10 times, I guess I could have just made a loop but as I ended up downloading 890 mp3 for a total of 2.6 GB batches of 100 files at a time seemed like a good idea.

I am a wee bit worried that there are 2186 posts syndicated from audioboo on the Edutalk site, but there does seem to be a lot of duplication presumably caused by FeedWordPress.

Next Steps

I’ve now got all of the data and the mp3 files I can get.

I know how to post to WordPress from AppleScript, but I’ve discovered a couple of hurdles. I don’t seem to be able to add an enclosure with AppleScript and I can’t see how to ad multiple tags to a post.

The first is probably not a problem. These posts are all so old that they will not feature in our RSS feed. I would like to include all of the tags. I may end up creating a WordPress export file or try one of the csv import plugins. There is now not such a rush. I can test these approaches on this blog with my own boos.

I guess the main lesson to be learnt here is about the temporary nature of the free layer of the web. The AudioBoo app and service were wonderful in their day but reliance on free services costs.

The featured images is a gif captured with Licecap, of a mp3 download.

Posted on
by

Last week I posted about the end of Flash, one of the thing I regretted was the loss of a tool to teach animation.
This week I noticed Wick: The Internet’s Free and Open-Source Creation Toolkit. This  works best with Firefox and Chrome. It make javascript animations that can be exported as a webpage. I’ve put one in the iFrame below.

Direct link: jj-test-wick

It looks like you can do a lot of cleave stuff with JavaScript, byr the editor supports the use of motion tweens and clips that can have their own timelines and tweens without any scripting.

My skills in this department are limited, but if you look closely you will see the person in the animation is moving his arms and legs. They are a clip.

The flash vacuum is being filled before it exists.

Posted on
by

When I post a like or reply the postkinds plugin grabs title and author and puts it at the top of the post. Look ok on blog but when it arrives on microblog the heart image is gone and the quote looks as if it might be mine. Same with twitter. I need to fix that. Somehow…

Posted on
by

Last week Adobe announced that they would stop supporting Flash in 2020.

Although in the age of mobile and tablets Flash content has become less important there still is a lot of educational material, especially games, that uses Flash.

Back at the end of the last century I used flash to make resources for teaching I even used this old one and this one in class this year.

I also used Flash to teach animation in class. Although Flash is expensive at the time I used it you could get cheap education copies and the software was less complicated.

Sandaig Primary School: Computer Club (on the Internet archive) still has some of the work we did.

I’ve just had a trip down memory lane, Littlefish Flash lists some of the things I did with Flash and also links to a pile of worksheets I made for my pupils.

Looking back I remember how exciting, for me, to be able to learn and teach about layers, frames, bitmap and vector graphics.

One of the introductory exercises we did was to use flash to trace our faces. The same technique was popular with my class using iPad apps this year.

I’ve read a lot online about the problems with Flash over the last few years. It uses too much energy for mobile and has regular security problems. Despite this and the fact it was priced out of my classroom when Adobe bought it I am a little sad that old flash content will either vanish or be hard to view in just a few years.

Posted on
by

I didn’t ever expect to write a post with this title, but this has been stuck in my head for a while, I started writing it a few weeks ago.

Kenny Pieper is one of my favourite education bloggers. He doesn’t write much about technology but I don’t miss a post (his Book is a good read too).

In a recent post he writes about using google docs with his class and this bit brought me to a halt:

I would never use it with younger kids; they need to write accurately with pen or pencil before they should move on to more focused tools but for seniors it works really well.

From: What’s Up, Docs? Digital Technology in English.

I’ve recently finished my first year in a classroom in nearly a decade. A lot had changed! One of the thing that changed in my classroom is the children each had use of an iPad. I’ve blogged a bit about some of the technical aspects of the experience but not about some of the decisions made about when to use technology and any benefits. At the start of the year I didn’t introduce the iPads straightaway, but established jotters as normal. We discussed the importance of keeping using the jotters and over the year came to some sort of balance. I’d estimate about 1:2 iPad to handwriting ratio. Given that the primary sevens would be going to a new school next session where they would not have 1–2–1 devices I did not want to put them at any disadvantage.

It was a small class and only the older children, the primary sixes and sevens, did a lot of daily writing on the iPads. I’ve not got any statistics or real findings. I do feel that writing digitally has help with some of the processes of writing. In particular the ability and willingness to revise written work. Correcting ones own writing is a lot easier on a device and gives a more pleasing result in the main. Reorganising writing is easier too. Moving paragraphs around, or just creating paragraphs out of a block of text is a lot easier.

That should make improving writing easier? I hope so.

Kenny writes about his own experience of finding examples of his handwriting from the past.

I found a little piece of my own history when I came across the old notebook. Wouldn’t it be a shame if that same opportunity were to be denied to future generations?

From: What’s the point of handwriting?

Which was obviously an enjoyable experience for him. My own history with handwriting has been different.

All the way through school (and university) I got reminded that I would lose marks for my handwriting writing. I can’t recall ever feeling pleased with it.

Left handed, primary seven lessons with pen and ink were a smear. Even with a left handed fountain pen.

At sixteen, taking a shotgun licence form to the local police station my printed ‘signature’ provoked a ‘call that a signature son’, I’ve signed a scrawl ever since.

A gap of nearly 10 years between university and Jordanhill did nothing to improve the situation.

My first permanent head teacher gently suggested I practice writing on the board and at home. This I did for a few minutes at home (copied out the Tao Te Ching), and when I arrived in school. This improved my classroom writing enough to get by. Making Banda worksheets was an extended torture for me. Usually making a mistake right at the end.

When the same head suggested I improve my non-existent ICT skills by taking home a computer for the summer break I was not too keen, but I went along with it. I discover ClarisWorks and the ease of editing. I was much more interested now.

I write a lot. I’d not argue that I am a good writer, but I love blogging, as a way of sharing but more as a way of thinking.

The main difference between my blog and the few journals I’ve kept (I’ve found old travel ones) is that I can read the blog. I can search it too and find what I half-recall.

I don’t know if digital writing is better or worse for pupils literacy. I’ve read various bits of research but nothing conclusive. I certainly feel digital helps me and perhaps some learners.

Update: while this post has been maturing in drafts I read: Can’t Trust It: Typing vs Handwriting archive.org link which indicates that the water is muddy.

Posted on
by

I just spent Saturday and half of Sunday at WordCamp Edinburgh 2017. This is only my third WordCamp, but I though it might be worth typing up a few impressions.

The camp was very nicely organised, ran to time, had good food, the venue was great. Minimal friction for attendees.

The vibe was quite like a TeachMeet although most of the presentations were an hour long and a bit more formal. I guess Wordcamp like TM has its roots in Bar Camp? Compared to a TeachMeet the sponsored were more visible and more part of the community. This felt fine as I guess most of the attendees were professional working alongside the sponsors. (I am not a fan of the over sponsorship of TeachMeets)

The talks were very varied, some technical, some business related. All the ones I went to were informative and enjoyable. There seemed to be a strong strand about using WordPress for the good, democracy and social change.

Social Good

Two of the keynotes were to do with this idea of social good. The opening one on day one was by Leah Lockhart, who talked about helping community groups and local politicians to communicate. I felt there were a lot in common with eduction. Schools have embraced online communication in the same sort of way, veering towards twitter ( probably less Facebook that community groups) as an easy way to get messages out. In the same way they lose control of their information and its organisation. Leah spoke of the way WordPress could give you a better long term result.

Leah also explained that it is hard for community groups to be able to design how their information gets out. I think we are at the point where WordPress is easy enough to use the difficulty comes in using it in a strategic way that maximises its potential. I’ve got a fair bit of experience in helping schools use WordPress in a practical sense and there is plenty of online help for that. There is a gap to be filled in the preparation and planning. If this is solved for community groups it might be easy to repurpose the information and processes for education.

Bridget Hamilton spoke of Using WordPress to create social change. Her story of her site Verbal Remedy was inspirational. A blog provide effective communication without much in the way of backing.

Technical

I went to a few of the more technical talks.

Mark Wilkinson spoke of ‘a deep understanding of actions and filters’. Since I mess around with code in WordPress at a very basic level this was a really useful talk for me. It was just pitched at the right level. I’ve used these with only a basic understanding. I think Mark got me to the point I could being to understand things a lot better the next time I dip in. Mark’s Slides

Tom Nowell spoke about the WordPress Rest API for beginners, he meant beginners with the API not generally. I held on by the skin of my teeth. Luckily I follow Tom Woodward and had played with the API in a much simpler way than either Tom documented. Yesterday I added a wee bit to my homepage to pull in the last status from my blog! Tom’s Slides

Twitter vs Blogs

Franz Vitulli talked about aspects of the pull between Social media and blogging it was good to hear another view of the area I’ve been reading and thinking about from an indieweb point of view.

Progressive Enhancement

Ben Usher Smith gave this talk, at first I thought it was a bit out of my wheelhouse, but it became apparent that the process of progressive enhancement can be applied to any sort of enterprise. I hope to be more aware of this when planning for my class next session. Ben’s post Progressive enhancement — More than just works without JavaScript on medium.

Even More…

I went to a few other talks all of which I enjoyed. Even the ones I though I was choosing almost at random had something interesting to them. Often it was in thinking about how the ideas or principles fitted into my world.

I took notes during the talks using Little Outliner 2, this meant I could publish as I went along: Notes from #wcedin. I am really liking using an outliner for this process, although I don’t think an iPad was as good as a laptop would have been. There are a few different links and thoughts there.

After I got back I feed the twitter hash tag into Tags, Martin Hawksey’s tool. This gives me TAGSExplorer: Interactive archive of twitter conversations from a Google Spreadsheet for #wcedin .

I probably missed a few opportunities to talk to folk, I found myself feeling a bit less social than I do in my TeachMeet comfort zone. But the atmosphere was very relaxed and inclusive. I’d recommend educators with an interest in blogging to join in if there is a Wordcamp near them.