While writing this I became aware — rather serendipitously I might say — of a soon-to-be-released mobile app
that seems to have some similar thinking behind it. Tappestry
‘s interface has very creative representations of the types of relationships between events, resources, people and ideas that make up an experience. Float Mobile Learning will reveal Tappestry at their Mobile Learning Symposium
, so I’ll say no more!
Opportunity + support + resources + access
When it comes to the guitar, I’ve been in charge of my own learning since I was 9 years old. I remember what intrigued or engaged me, where I got “stuck,” and what I did to get unstuck. Reflecting on those things and taking stock of them has become a huge part of my pedagogy, both overtly and subconsciously. As an “electronic education specialist” I now spend a lot of time thinking about learning activities that are to be delivered electronically, so the questions often include, “Sure, but what does that look like as a Web page?” I quickly conclude that “page” is an inadequate description of what we’re doing. ELearning is an application; more and more, whether consciously or not, we’re thinking of lesson plans and units as “apps.” Continue reading
Git is version control software, sort of like “track changes” for an entire directory structure. But it has powers and abilities far beyond those of ordinary version control tools. Among other things it can move files — securely — between servers anywhere you have access to install it.
Why did I bother to learn Git?
My motivation was both intrinsic and extrinsic: I have experienced the deep feeling of chagrin that comes from knowing you’ve just overwritten hours of good work with an older version of a file. I already wanted to learn how to use Git because I had seen interesting projects on GitHub that I thought I might even be able to contribute to. The extrinsic motivation, and the reason I stopped procrastinating, is I now have to use it at work.
Did I have a strategy?
What did I already know that helped me learn Git?
Almost immediately as I started working with Git I thanked the fact that I’ve installed and worked with various Linux flavors — Fedora and Ubuntu mainly, but others as well. Git runs on Windows in a Linux “shell” and you need to know about case-sensitivity and forward slashes. The most frightening and potentially alienating thing for any Windows user is probably Vim, the 20-year old text editor (and so much more) that Linux geeks will never abandon or bury. When you commit changes using
commit -a a Vim terminal appears. When you start typing in Vim all hell breaks loose until you learn to press Insert up front, and you won’t get out with anything you type intact until you learn the sequence
ESC : w q . I was lucky I went through that frustration a couple years earlier.
What surprised me about learning Git, or what did I learn that I didn’t expect to learn?
At one point I had to open a utility, Gitk, that comes with Git. Looking at the long list of commit messages I generated as the project evolved I realized I had inadvertently collected a log of my thought processes. If I were teaching something in a classroom and I could have my students keep a similar log while working on their projects I’d know what they were thinking at various stages, and perhaps gain all sorts of otherwise unexposed insights into both their learning and my teaching. I mentioned this thought to the IT program manager at work. His comment was he would love it if they taught Git in high school.
I’ll probably post more about working with Git. But don’t wait for me… get Git and all the documentation and tutorials you’ll probably ever need at git-scm.com/.