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Kyle Murley

TubeChop - Chop YouTube Videos - 1 views

www.tubechop.com

youtube

shared by Kyle Murley on 13 Nov 09 - Cached
  • 1. Find the video you want to chop.2. Select & cut interesting part of the video.3. Share it with friends.
  • Kyle Murley on 13 Nov 09
     
    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.
Kyle Murley

SDSUInfodome YouTube video - How to Add Money to Your SDSUCard - 0 views

www.youtube.com/watch

sdsucard

shared by Kyle Murley on 10 Dec 09 - Cached
  • Kyle Murley on 10 Dec 09
     
    This short video with show you how to add money to your SDSU Red ID card for printing and making photocopies in the Library.
  • Kyle Murley on 10 Dec 09
     
    What do you think? How could we improve? Also developing additional videos on campus Paid Printing system.
Kyle Murley

Bb Tip: Catching up with your reading! - Blackboard Discussion Board from CIT... - 1 views

cit.duke.edu/...93-blackboard-discussion-board

blackboard tutorials discussion board video

shared by Kyle Murley on 29 Sep 09 - Cached
  • 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
Kyle Murley

The History and Evolution of Social Media | Webdesigner Depot - 0 views

www.webdesignerdepot.com/...-and-evolution-of-social-media

socialmedia web2.0 webdesigner technology evolution

shared by Kyle Murley on 10 Oct 09 - Cached
    • Kyle Murley
      Kyle Murley on 10 Oct 09
       
      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
Kyle Murley

Do most educational games suck? - Dangerously Irrelevant - 1 views

www.dangerouslyirrelevant.org/...st-educational-games-suck.html

games educational gaming

shared by Kyle Murley on 03 Nov 09 - Cached
  • 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.
  • what is out there that’s comparable in the commercial downloadable/DVD educational games sector?
  • ...8 more annotations...
  • 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.
  • Kyle Murley on 03 Nov 09
     
    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?
Kyle Murley

The Myth of Multitasking - Christine Rosen » The New Atlantis || SPRING 2008 - 0 views

www.thenewatlantis.com/...the-myth-of-multitasking

multitasking article attention psychology learning

shared by Kyle Murley on 10 Sep 09 - Cached
  • 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
  • ...15 more annotations...
  • brain’s “multitasking hot spot
    • Kyle Murley
      Kyle Murley on 10 Sep 09
       
      gosh this is great
  • 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,
  • letters he wrote to his so
  • Kyle Murley on 10 Sep 09
     
    This article appears in the SPRING 2008 issue of The New Atlantis This article appears in the SPRING 2008 issue of The New Atlantis
Kyle Murley

Our Story - Common Craft - Our Product is Explanation - 0 views

www.commoncraft.com/story

shared by Kyle Murley on 04 Dec 09 - Cached
  • we were getting a lot of requests from people asking to use the videos in training and education
Kyle Murley

About Common Craft - Who We Are (And What We Do) - Common Craft - Our Product is Explan... - 0 views

www.commoncraft.com/who

shared by Kyle Murley on 04 Dec 09 - Cached
  • Playing a Common Craft video at the beginning of a training session gets students engaged and onto the same page quickly.
Kyle Murley

How course management systems impact teaching by Lisa M. Lane on Insidious pedagogy - 2 views

firstmonday.org/...2303

Moodle Blackboard elearning edtech edtec540 CMS LMS

shared by Kyle Murley on 16 Oct 09 - Cached
  • why aren’t faculty tinkering with them in an effort to make their individual pedagogies work online?
  • these systems are closed silos, and that this fact alone could hamper pedagogy
  • Many instructors teaching online today are not “Web heads”
  • ...28 more annotations...
  • 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
  • Kyle Murley on 16 Oct 09
     
    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.
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