TubeChop allows you to easily chop a funny or interesting section from any YouTube video and share it.
How Does It Work?
1. Find the video you want to chop.
2. Select & cut interesting part of the video.
3. Share it with friends.
Do you find it is tedious to read a large number of discussion threads, needing multiple clicks to read each one, reply, and read more? Let us introduce you to an efficient way to save you from clicking, clicking, clicking…
Watch a video demo recorded by Neal Caidin using Jing
Another site in the Lifestreaming category:
http://mybloglog.com
includes a truck load of services including "new with Me" streams:
- Bebo
Post a blog entry
- Deli.cio.us
Add a bookmark
- Digg
Digg a story, submit a story
- Flickr
Upload a photo, comment on a photo, add a photo to favorites
- FriendFeed
Likes, Comments, Links, Posts. We also bring along additional services that FriendFeed carries if you don't already have them in MyBlogLog.
- Google Reader
Share items
- Jumpcut
Post a movie
- Last.FM
Listen to a track
- Mag.nolia
Adds a Bookmarks
- MyBlogLog
Post a blog entry, comment on a blog, add a contact, join a community, tag a member or community, leave a message for a member
- Netflix
Add a DVD to queue
- Seesmic
Post a video
- Stumbleupon
Add a website to favorites, submit a website
- ThisNext
Recommends an item
- Twitter
Post a tweet
- Yahoo Answers
Post a question
- Yelp
Submit a review
- YouTube
Add a video to favorites
- Upcoming
Watch an event, attend an event
just how bad are most of these so-called ‘educational games?
Yes. Most "educational" games suck. They are created to make drills and tedious practice more palatable
If the goal is to solve as many math problems as possible in as short a time as possible, whether there are aliens or puppies or whatever, it's just not as important.
Commercial games have engaging environments
there are goals that are appropriately difficult for players
Most current groups making educational games do not seem to have much background (or at least they do not put much thought into) game design.
a quote from Will Wright, creator of Sim City, The Sims, and Spore.
"Why are we even talking about 'educational games' -- as if games weren't already educational"
Instead of looking to attach video games to our curriculum, we should be looking to attach our curriculum to video games.
Here are a bunch of screen shots of different online games for learning.
Most of these appear to be aimed at kids of middle or high school age...
Just how bad are most of these so-called 'educational games? What is out there that's comparable in the commercial downloadable/DVD educational games sector?
singular focus was not merely a practical way to structure one’s time; it was a mark of intelligence
multitasking
parallel processing abilities of computers, multitasking is now shorthand for the human attempt to do simultaneously as many things as possible, as quickly as possible, preferably marshalling the power of as many technologies as possible
2005, the BBC reported on a research study, funded by Hewlett-Packard and conducted by the Institute of Psychiatry at the University of London
2007 was Linda Stone’s notion of “continuous partial attention,
multitasking a “mythical activity in which people believe they can perform two or more tasks simultaneously.”
ADT is “purely a response to the hyperkinetic environment in which we live,”
“Attention Deficit Trait,”
workers took an average of twenty-five minutes to recover from interruptions such as phone calls or answering e-mail and return to their original task
“task-switching”—that is, multitasking behavior—the flow of blood increases to a region of the frontal cortex called Brodmann area 10
the last part of the brain to evolve, the most mysterious and exciting part
rather than a bottleneck in the brain, a process of “adaptive executive control” takes place, which “schedules task processes appropriately to obey instructions about their relative priorities and serial order,
with training, the brain can learn to task-switch more effectively
people who are not distracted show activity in the hippocampus, a region involved in storing and recalling information
people who are distracted or multitasking show activity in the striatum, a region of the brain involved in learning new skills
Media multitasking—that is, the simultaneous use of several different media, such as television, the Internet, video games, text messages, telephones, and e-mail—is clearly on the rise,
Their adoption of technology is based on top–down directives rather than interest or aptitude (Samarawickrema and Stacey, 2007).
They do not possess the “information literacy” skills now required of many undergraduates (Reid, 2006),
despite an assumption that professors are all computer–savvy (Dykman and Davis, 2008)
most are novices when it comes to the Web
most do not use the Web either extensively or intensively in their own work (Lane, 2007)
Few programs in the traditional disciplines at traditional universities offer anything in the way of Web–based methods
,300 college instructors showed that while many use e–mail and some use discussion forums or plagiarism–check applications, none were communicating with students via current Web technologies such as video or audio chat, and only a few were experimenting with blogs for classes (Jones and Johnson–Yale, 2005)
Those experienced with the content involved in the search, but inexperienced at using the Web, did not tend to search far from the central “hub” where they began
Expert users contextualize their resources fluidly and organize materials effectively, while novices just upload and share files, hoping students will find them (Reanut, et al., 2006)
novices are inclined to utilize only the aspects they understand from a non–Web context
they require “restricted vocabularies, simple tasks, small numbers of possibilities, and very informative feedback.” (Chen, 2001)
buttons are based on type rather than purpose
exactly what most instructors do: upload word–processed files of their classroom materials
“plug in” their content under the appropriate category instead of envisioning a translation of their individual pedagogical style into an online environment.
Blackboard “tends to encourage a linear pathway through the content” [3], and its default is to support easy uploading and text entry to achieve that goal.
It would be natural and useful for novice instructors to see a blank schedule into which they could create each week’s or unit’s activities, rather than a selection of pre–set buttons or links.
Most professors think in terms of the semester, and how their pedagogical goals can be achieved within the context of time, rather than space.
It forces the instructor to think in terms of content types instead, breaking the natural structure of the semester, or of a list of topic
You could change all the course menu buttons into “Week 1”, “Week 2”, or organize by topic instead of content type.
Faculty are led by the interface of a CMS not only because they do not immediately see an alternative, but because the familiar signposts (the Syllabus button) imply a single way of completing the task (upload a document).
experience with the CMS over time does not necessarily lead to more creative pedagogy, or even to more expansive use of system features
faculty requests for help focus on what the technology can do, rather than how their pedagogical goals can be achieved.
Carmean and Haefner (2008) argue that any CMS can provide a deep learning experience and can be used for multimedia and in–depth communication with students
Novices happily use the high–tech CMS as a glorified copy machine (Dutton, 2004; Walker and Johnson, 2008).
With Web novices, pedagogy must be emphasized before features and tools
creating a course piecemeal means that the pedagogical goals are left behind in the interest of mastering a few tools
That replaces the instructor’s main strength (their expertise in their discipline and their teaching) with their main weakness (technological literacy).
A history instructor at MiraCosta College in California since 1989, Lisa M. Lane
A closer look at how course management systems work, combined with an understanding of how novices use technology, provides a clearer view of the manner in which a CMS may not only influence, but control, instructional approaches.