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Clif Mims

Record MP3 - 30 views

www.recordmp3.org

Audio Podcasting Literacy Telecommunication Collaboration=Telecollaboration Music 2.0 Tutorials

shared by Clif Mims on 13 Apr 12 - No Cached
  • Clif Mims on 23 Apr 12
     
    Just click the button above to start recording. We will give you an mp3 you can save, and a link you can share with anyone. Record live audio and get an mp3.
pipermediaus

Industrial Video Production Services in Toronto - 1 views

pipermedia.com/...industrial

industrial video toronto photography corporate video videography

shared by pipermediaus on 06 Apr 17 - No Cached
  • pipermediaus on 06 Apr 17
     
    Toronto creative video production company providing videography and music video. Piper Media is an innovative corporate video production company in Toronto. We produce corporate and industrial videos for sales, marketing.
Clif Mims

Spreaker - 21 views

www.spreaker.com

Audio Podcasting Literacy Telecommunication Collaboration=Telecollaboration Music 2.0 Tutorials

shared by Clif Mims on 23 Apr 12 - Cached
  • Clif Mims on 23 Apr 12
     
    Create a live Internet radio show for free.
Kre Rad

Mr. Duey - Fractions (Official Video) - YouTube - 0 views

www.youtube.com/watch

fractions official video youtube

shared by Kre Rad on 19 Apr 12 - No Cached
  • Kre Rad on 19 Apr 12
     
    maths music video on fractions
Wanda Terral

Download Free Sound Effects - 0 views

www.freesfx.co.uk

audio soundeffects sound music resources effects podcast Sounds

shared by Wanda Terral on 23 Dec 11 - Cached
  • Wanda Terral on 23 Dec 11
     
    freeSFX.co.uk
Carrie Wible

6 Apps for Musicians - 0 views

http://www.helpteaching.com/blog/great-apps-for-musicians-of-all-ages.html

education technology Resources apps music

started by Carrie Wible on 19 Sep 14 no follow-up yet
Barbara Lindsey

Philosophy | Intrepid Teacher - 4 views

intrepidteacher.edublogs.org/philosophy

educator blogger Qatar international

shared by Barbara Lindsey on 01 Oct 09 - Cached
  • The 21st century classroom must be a place to network, to create, to publish, to share.
  • The new classroom does not integrate technology into an outdated curriculum, but rather infuses technology into the daily performance of classroom life.
  • In this new classroom, the teacher is not the sole expert or the only source of information, but rather the teacher is the lead member of a network—guiding and facilitating as students search for answers to questions they have carefully generated.
  • ...4 more annotations...
  • It is important to note that some students may be quietly sitting in the corner engrossed in an old fashioned text.
  • Daily and total access to computers allows students to realize that technology is not something they “do” when they go to the lab or when the teacher has checked out the laptop cart, but rather technology is something they can use everyday in class to help themselves learn.
  • In this new classroom, students will begin to understand that their computer is not simply a novelty to take notes with, but it is their binder, their planner, their dictionary, their journal, their photo album, their music archive, their address book.
  • tudents will begin to understand that their computer is not simply a novel
  • Barbara Lindsey on 01 Oct 09
     
    Outstanding teaching philosophy that gets at the heart of how and why technology should be used in learning.
Steve Fulton

YouTube - SOUR '日々の音色 (Hibi no neiro)' - 0 views

www.youtube.com/watch

youtube music creativity web2.0 mashup

shared by Steve Fulton on 12 Aug 10 - Cached
  • Steve Fulton on 12 Aug 10
     
    An example of digital composing.
Lisa Durff

Storyblender - Now everyone can create web video! - 1 views

www.storyblender.com/index.asp

storytelling mashup storyblender Language-Arts photos

shared by Lisa Durff on 24 Dec 08 - Cached
  • Clif Mims on 24 Dec 08
     
    Create your own videos. Enhance anything on YouTube. Remake other blends. Add webcam video. Narrate your own photos. Add music, themes, and much more.
  • anonymous on 10 Jan 09
     
    Give your photos a voice.
David Wetzel

Tips and Tricks for Podcasting - Part 2 - 0 views

www.teachscienceandmath.com/...d-tricks-for-podcasting-part-2

audacity garageband Math planning podcast software podcasting posting podcasts recording royalty free music Science tips tricks

shared by David Wetzel on 05 May 10 - Cached
  • David Wetzel on 05 May 10
     
    This is the second part of a three part series focusing on tips and tricks for podcasting.
Michael Johnson

E-Learning 2.0 ~ Stephen's Web ~ by Stephen Downes - 20 views

www.downes.ca/31741

eLearning social media teaching learning web 2.0 e-learning Downes

shared by Michael Johnson on 12 Jan 11 - Cached
  • In general, where we are now in the online world is where we were before the beginning of e-learning [1]. Traditional theories of distance learning, of (for example) transactional distance, as described by Michael G. Moore, have been adapted for the online world. Content is organized according to this traditional model and delivered either completely online or in conjunction with more traditional seminars, to cohorts of students, led by an instructor, following a specified curriculum to be completed at a predetermined pace.
  • networked markets
  • In learning, these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design. This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner
  • ...21 more annotations...
  • creation, communication and participation playing key roles
  • The breaking down of barriers has led to many of the movements and issues we see on today's Internet. File-sharing, for example, evolves not of a sudden criminality among today's youth but rather in their pervasive belief that information is something meant to be shared. This belief is manifest in such things as free and open-source software, Creative Commons licenses for content, and open access to scholarly and other works. Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
  • "Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains. The Web of documents has morphed into a Web of data. We are no longer just looking to the same old sources for information. Now we're looking to a new set of tools to aggregate and remix microcontent in new and useful ways"
  • Web 2.0 is not a technological revolution, it is a social revolution.
  • It also begins to look like a personal portfolio tool [18]. The idea here is that students will have their own personal place to create and showcase their own work. Some e-portfolio applications, such as ELGG, have already been created. IMS Global as put together an e-portfolio specification [19]. "The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [20].
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      Also a place to receive and give feedback. I believe that one of the things that learners need to have to be prepared for learning in this space (social media or web 2.0) is the ability to evaluate, to give good feedback. Additionally, to be able to receive feedback constructively.
  • In the world of e-learning, the closest thing to a social network is a community of practice, articulated and promoted by people such as Etienne Wenger in the 1990s. According to Wenger, a community of practice is characterized by "a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."
  • Yahoo! Groups
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      So, I believe he is saying that virtual communities of practice that form naturally are more real and approach what Wenger was talking about better than contrived "communities" put together in classes. That may be true. but does it have to be? If people come together to with a common purpose and the instructor allows the students freedom to explore what is important to them then I would hope that this kind of community can develop even in formal educational settings. Relevance is a key issue here!
  • "We're talking to the download generation," said Peter Smith, associate dean, Faculty of Engineering. "Why not have the option to download information about education and careers the same way you can download music? It untethers content from the Web and lets students access us at their convenience." Moreover, using an online service such as Odeo, Blogomatrix Sparks, or even simply off-the-shelf software, students can create their own podcasts.
  • The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
  • Web 2.0 is not a technological revolution, it is a social revolution. "Here's my take on it: Web 2.0 is an attitude not a technology. It's about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts"
  • This approach to learning means that learning content is created and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      I like the idea of students passing on their work to be fodder for someone else's learning. In this way we change to from a learner to a learner/teacher! (See Dillon Inouye's work and Comments from John Seeley Brown)
  • More formally, instead of using enterprise learning-management systems, educational institutions expect to use an interlocking set of open-source applications. Work on such a set of applications has begun in a number of quarters, with the E-Learning Framework defining a set of common applications and the newly formed e-Framework for Education and Research drawing on an international collaboration. While there is still an element of content delivery in these systems, there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      Jon Mott has some cool ideas related to this paragraph.
  • he most important learning skills that I see children getting from games are those that support the empowering sense of taking charge of their own learning. And the learner taking charge of learning is antithetical to the dominant ideology of curriculum design
  • game "modding" allows players to make the game their own
  • Words are only meaningful when they can be related to experiences," said Gee. If I say "I spilled the coffee," this has a different meaning depending on whether I ask for a broom or a mop. You cannot create that context ahead of time— it has to be part of the experience.
  • A similar motivation underlies the rapidly rising domain of mobile learning [24]—for after all, were the context in which learning occurs not important, it would not be useful or necessary to make learning mobile. Mobile learning offers not only new opportunities to create but also to connect. As Ellen Wagner and Bryan Alexander note, mobile learning "define(s) new relationships and behaviors among learners, information, personal computing devices, and the world at large"
  • "ubiquitous computing."
  • what this means is having learning available no matter what you are doing.
  • The challenge will not be in how to learn, but in how to use learning to create something more, to communicate.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      I still think part of the challenge is how to learn. How to wade through a sea of all that is out there and "learn from the best" that is available. Find, organize, evaluate, analyze, synthesize, as well as create. I agree with Chris Lott (@fncll) that creativity is vital! (I am just not so sure that it is a non-starter to say that we should be moral first...though it could be argued that we should become moral through the creative process).
  • And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
  • Michael Johnson on 12 Jan 11
     
    Stephen Downes' take on eLearning and what the future holds
social learning

Aviary Education - Home - 0 views

www.aviaryeducation.com

aviary education editing tools audio image music video

shared by social learning on 16 Feb 11 - No Cached
  • social learning on 16 Feb 11
     
    이미지, 음원, 동영상 편집기 제공
Allison Hobbs

Animoto - Video Slideshow Maker with Music - 3 views

animoto.com

podcast word photo video

shared by Allison Hobbs on 26 May 09 - Cached
  • Allison Hobbs on 17 Jul 11
     
    Awesome for character presentations
Clif Mims

VUVOX - slideshows, photo, video and music sharing - 1 views

www.vuvox.com

2.0 Visualization Presentations Digital Audio Video Images=Photos

shared by Clif Mims on 12 Aug 09 - Cached
  • Clif Mims on 12 Aug 09
     
    VUVOX gives you the power to create one of a kind stories in an instant. All you need to do is provide whatever cool content that you have. Take pictures, video, audio and text. Mix it up. Choose backgrounds, colors, textures that create your vibe and then you are ready to share your piece with the world.
Clif Mims

Hobnox - 4 views

www.hobnox.com/index.en.html

Music Creativity Video Audio 2.0 Network

shared by Clif Mims on 12 Oct 09 - Cached
  • Clif Mims on 12 Oct 09
     
    "Hobnox is an online entertainment and publishing platform, a network for creatives and their fans...Hobnox combines the best of current web entertainment with the newest technological possibilities of the internet to create fascinating opportunities for both artists and audiences."
nick k

Audio - Creative Commons - 4 views

creativecommons.org/3

music commons

shared by nick k on 18 Oct 09 - Cached
  • nick k on 18 Oct 09
     
    Creative Commons Audio Blog: Read the blogs to find Creative Commons Audio Web Resources
R Cabezas

Is K-12 blended learning disruptive?An introduction of the theory of hybrids | Christen... - 15 views

www.christenseninstitute.org/...hybrids

online learning transformation education blended learning blendedlearning disruptive disruption hybrid elearning

shared by R Cabezas on 10 Jul 13 - No Cached
  • Schools will focus more, for example, on providing well-kept facilities that students want to attend with great face-to-face support, high-quality meals, and a range of athletic, musical, and artistic programs and will leverage the Internet for instruction.
  • more disruptive—Flex, A La Carte, Enriched Virtual, and Individual Rotation—are positioned to transform the classroom model and become the engines of change over the longer term in high school and middle school, but likely not in elementary school.
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