Key Takeaways
For the actor, today's digital technology provides career and business support while - thanks to the increasing use of digital acting counterparts such as linear animation films, games, and virtual simulated performances - threatening the actor's livelihood.
An intermediate acting class added digital technology to investigate how it might enhance character interpretation and explore whether it could play an integral part in the performance without becoming the performance.
The acting instructor fostered creativity with traditional acting skills, while the technology expert provided tools and instruction in their use for students, with mixed success apparent in the final performances.
Back in October 2012 I made my first Little Box of Poems - this is a self-contained box that prints out a random short poem when you press a big red shiny button. I like having poems instead of receipts in my wallet. And it makes a good educational project combining physics (wiring), DT (making the box), ICT (programming) and English (writing or finding poems
The Streaming Audio Recorder application allows users to record any type of streaming audio via their computers' speakers or microphone. It's a simple way to record audio from sites such as Grooveshark,YouTube, BBC and others. The program is compatible with computers running Windows 2000 and newer
any publishers and teachers have ExamView Question Banks that would be great to be able to import into Canvas rahter than typing it all out in the Quizzes tool. Well, you CAN do this! Here's a screen-cast on how to do this and create a Quiz in Canvas that randomly picks "x" amount of questions from a question bank.
http://youtu.be/ugcke8zMjkc
Three months of development for one hour of online coursework. In terms of numbers, that's one point that came out of listening to the podcast, which was a helpful landmark. That estimate was for a middle of the road course on the three variables:
Graphics/Multimedia
Level of Interactivity
Instructional Design
Recently, the authors engaged in a collaborative inquiry with a sixth grade science class to explore mind mapping, a graphic organizer that can be used to generate ideas, take notes, develop concepts and ideas, and improve memory (Buzan 1979). With a very limited body of research available on how to best use mind maps in the classroom, the authors decided to explore ways mind mapping could be used for the teaching and learning of middle school science. This article reviews research about graphic organizers, describes the ways the authors incorporated mind mapping into a sixth grade science curriculum, and discusses what they learned by using mind mapping as both a teaching and learning strateg