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Sheri Edwards

Print: These Lectures Are Gone in 60 Seconds - - 0 views

  • HOW TO CREATE A ONE-MINUTE LECTURE Professors spend a lot of time crafting hourlong LECTUREs. The prospect of boiling them down to 60 seconds — or even five minutes — may seem daunting. David Penrose, a course designer for SunGard Higher Education who developed San Juan College's microLECTUREs, suggests that it can be done in five steps: 1. List the key concepts you are trying to convey in the 60-minute LECTURE. That series of phrases will form the core of your microLECTURE. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only LECTURE, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the LECTURE that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software. Section: Information Technology Volume 55, Issue 26, Page A13
    transform traditional lectures for today's student expectations; thanks to twitterer jonathanmoss
Martin Burrett

TalkMiner - 0 views

    A search engine for video lectures. The site has over 28,000 lectures archived on a range of topics from some of the biggest lecture producers, including TED.
Dr. Nellie Deutsch

Impact of introduction of online learning in developing countries-special reference to Open University of Sri Lanka by Nalin Abesysekera - 0 views

    The Open University of Sri Lanka (OUSL) was set up for the purpose of providing higher educational facilities to persons above 18 years of age with relevant basic qualifications, in Sri Lanka. It is the only recognized university in Sri Lanka where students are able to pursue further education by distance education techniques in keeping with the philosophy of open and distance learning. The main focus of this lecture would be to identify and evaluate the impact of online learning on the students. This lecture would essentially discuss the findings from a research done using random sampling method with a questionnaire technique. According to the findings, most students prefer forums as the best online teaching/ collaboration tool. They like this method because they can contact their coordinator at any time and at any place, and can also network as well as discuss their queries. Students pursuing their studies at post graduate level prefer this method more than other students. However, the students have identified this method as a complement and not as a substitute for traditional face to face learning. As far as barriers for Online Education are concerned : Lack of resources (computers as well as experts in the field), infrastructure, no proper training on Moodle, and low awareness level of e-Learning are considered as main problems. This lecture would be more of a discussion on impact of Online Learning and lessons learned from it in a developing country. I will present our findings and then we can have an open house to discuss this further.
J Black

Study: class podcasts can lead to better grades - Ars Technica - 0 views

  • Listening to podcasted versions of university lectures seems to be better for students than simply going to class, according to new research by State University of New York (SUNY) Fredonia psychologist Dani McKinney. Her study, titled "iTunes University and the classroom: Can podcasts replace Professors?" suggests that students who download the podcast version of a class tend to achieve better academic performance than those who don't, though it's more about what the students do when they download the podcast than the existence of the podcast itself.
    Listening to podcasted versions of university lectures seems to be better for students than simply going to class, according to new research by State University of New York (SUNY) Fredonia psychologist Dani McKinney. Her study, titled "iTunes University and the classroom: Can podcasts replace Professors?" suggests that students who download the podcast version of a class tend to achieve better academic performance than those who don't, though it's more about what the students do when they download the podcast than the existence of the podcast itself.
Tero Toivanen

Academic Earth - Video lectures from the world's top scholars - 1 views

    Thousands of video lectures from the world's top scholars.
Tero Toivanen

Digital Citizenship | the human network - 0 views

  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
  • ...13 more annotations...
  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
    Mark Pesce: Digital Citizenship and the future of Education.
J Black

Deseret News | Universities will be 'irrelevant' by 2020, Y. professor says - 0 views

    Wiley is one part Nostradamus and nine parts revolutionary, an educational evangelist who preaches about a world where students listen to lectures on iPods, and those lectures are also available online to everyone anywhere for free. Course materials are shared between universities, science labs are virtual, and digital textbooks are free. Institutions that don't adapt, he says, risk losing students to institutions that do. The warning applies to community colleges and ivy-covered universities, says Wiley, who is a professor of psychology and instructional technology at Brigham Young University. America's colleges and universities, says Wiley, have been acting as if what they offer - access to educational materials, a venue for socializing, the awarding of a credential - can't be obtained anywhere else. By and large, campus-based universities haven't been innovative, he says, because they've been a monopoly.
Dennis OConnor

Project Tuva: Enhanced Video Player Home - Microsoft Research - 0 views

    A new project from Bill Gates that provides a series of video lectures to "explore core scientific concepts and theories". Includes "..searchable videos, transcripts, notes and interactive extras." Free, requires installing a Microsoft plug-in called Silverlight.
Martin Burrett

SoapBox - Transform your lecture in real-time - 0 views

    This is a superb tool for ensuring that your audience are keeping up with your lecture. The audience can post questions without interrupting and interact in real time in many other ways. Great for CPD trainers and Teachmeets.
aunt tammie

Online Video Lectures and Course Materials - Open Yale Courses - 39 views

    Open Yale Courses. Lectures from Yale University
    You want to earn a big extra income? Be one of our Agents now on Registration is FREE you only need to share our website link in any social websites. For more details visit our website and contact us to
Kerry J - 12 views

    Study on the use of pre-lectures for tutorials where theory and background info are provided to support activities in tutorials. Would like to see this combined with research on what makes for effective pre-lectures.
    goodby 2015 welcome 2016 to all friends
Thomas Galvez

Podcast trumps lecture in one college study - 0 views

    Students who listened to a lecture via iTunes U outperformed those who attended in person -- pause button a factor
Russell D. Jones

R.I.P.: Lectures, Notes, and Tests (Scrapping the Old Ways) | Britannica Blog - 0 views

  • Where I used to have to call on students and provoke and pull discussion out of them, the discussions took off. I had assigned student teams to experiment with collaboration using wikis and forums to plan group projects. The presentations that the students gave at the end of the term blew us all away — the other students were as amazed and rapt as I was. So I began thinking about radically changing the way I taught. What about eliminating lectures entirely, and assigning the students to co-teach with me?
    • Russell D. Jones
      So this is where collaborative learning could end up.
Kathleen N

Video Games and Storytelling - 0 views

    Analyzes video games and storytelling in snappy, compelling "lecture" presentation. Daniel Floyd has a series on video games and various topics available on YouTube.
    Analyzes video games and storytelling in snappy, animated "lecture" presentation. Daniel Floyd has a series on video games and various topics available on YouTube.
Steve Ransom

Michael Wesch: What killed their souls? on Vimeo - 27 views

    Interesting comments about why the lecture is not going away from around 13:00-16:00 minute marker. Is the "flipped classroom" model still about efficiency rather than meaningful learning?
Steve Ransom

A Tech-Happy Professor Reboots After Hearing His Teaching Advice Isn't Working - Technology - The Chronicle of Higher Education - 41 views

    See Wesch's comments down in the comment stream. I think he is correct in supporting a balance between good lecture and participatory pedagogy in the classroom
Martin Burrett

Keen Talks - 0 views

    This is a superb video lecture and debate site with amazing world class speakers talking about a range of topics, including education, science, technology and more.
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