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Jennifer Garcia

Record by phone with Gabcast.com - 7 views

www.gabcast.com/index.php

podcasting web2.0 podcast tools audio blog podcasts recording

shared by Jennifer Garcia on 18 Mar 10 - Cached
  • Jennifer Garcia on 18 Mar 10
     
    "# record using your phone or VoIP Recording audio has never been easier! Simply call us using a touch-tone telephone or a VoIP client. No microphone or audio editing software required. VoIP recording is FREE! Telephone recording is just $0.10/min - there are no other costs involved. # create podcasts Are you an audiophile? No. Then why concern yourself with the complexities of podcasting? Let us do the heavy lifting. Yes. Upload your studio produced episodes. Each of your channels can be subscribed to by an RSS client like iTunes, IE7, Firefox or any number of web-based portals. # post audio to your blogs Post audio content to your blogs! We integrate with popular blogging software like Blogger, TypePad, WordPress and more! # create audio greetings Create audio greetings to welcome users to your website! Or use a greeting as an audio avatar or signature in an email! # host conference calls Connect with colleagues and friends in conference calls! # tell me more "
Vicki Davis

Board Cam Pro- live exhibitions of small features for iPhone 3GS, iPhone 4, iPhone 4S, ... - 1 views

itunes.apple.com/...id434217477

edu_newapp ipadchat edapp

shared by Vicki Davis on 10 Apr 13 - No Cached
  • Vicki Davis on 10 Apr 13
     
    What makes this app interesting is that you can use the whiteboard, but you can also record and record things "or over video streaming** without changing of application". So, you can record what you're doing and it records what you're doing and voice and drawings. FAscinating app but a tad more expensive at $4.99
Martin Burrett

Record mp3 - 12 views

www.recordmp3.org

mp3 record recorder

shared by Martin Burrett on 13 Apr 12 - No Cached
  • Martin Burrett on 13 Apr 12
     
    This is a really simple flash-based audio recorder. Just press record, listen and download or share the link. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
anonymous

Making and using Clinical and Healthcare Recordings for Learning and Teaching | Healthc... - 1 views

www.scoop.it/...ings-for-learning-and-teaching

clinical healthcare recordings learning teaching

shared by anonymous on 07 Aug 12 - No Cached
  • anonymous on 07 Aug 12
     
    This site contains guidance material aimed primarily at students, teachers or doctors who wish to use a patient recording or patient data for learning and teaching. It will also be of interest and use to other clinical and healthcare workers as well as to university staff where patient recordings are made available for learning and teaching.
yc c

Understand the archives | The National Archives - 3 views

www.nationalarchives.gov.uk/...understand-the-archives.htm

latin old archive howto study elearning

shared by yc c on 09 Feb 10 - Cached
    • yc c
      yc c on 09 Feb 10
       
      Very good content
  • yc c on 09 Feb 10
     
    Use the resources on this page to learn more about how archives work, how to find and understand records, and how to look after your own records. Try our interactive tutorials on Latin and palaeography, and discover what information you can find online about us and our records.
Kelly Faulkner

Audioboo - 1 views

audioboo.fm

audio podcasting web2.0 tools audioboo sound recording sharing files

shared by Kelly Faulkner on 05 Aug 09 - Cached
  • Ted Sakshaug on 05 Aug 09
     
    easy and quick video podcast
  • ...1 more comment...
  • Clif Mims on 16 Jan 10
     
    "Record and playback digital recordings up to 5 minutes long which can then be posted on" to your personal Audioboo profile page. You can record your "boos" by phone, with the iPhone app or through your web browser. AudioBoo is iTunes ready making it the easiest way to begin podcasting.
  • Michael Walker on 15 May 10
     
    Recording and uploading audio quickly and easily
  • Kelly Faulkner on 24 Oct 10
     
    an easy way to record & share audio files
David Wetzel

5 Creative Ways to Use Flip Cameras in Science and Math - 16 views

www.teachscienceandmath.com/...ip-cameras-in-science-and-math

flip cameras science math digital media technology strategies teach assessment learning teaching project based and

shared by David Wetzel on 02 Aug 10 - Cached
  • David Wetzel on 02 Aug 10
     
    The Flip camera is great for all types of projects in science and math - at any grade level. Flip cameras are small handheld video cameras that can record 30 or 60 minutes worth of video. They connect to a computer with a USB plug that "flips" out from the side of the camera. The benefits of these cameras include another means for assessing students understanding of concepts beyond worksheets and tests. Besides a teacher's record, the videos provide a digital record for parents and administrators to show a student's successes or areas which need improvement.
Carl Bogardu

Home - Traverso DAW - 11 views

traverso-daw.org/dio-recording-and-editing.html

home traverso music editor recording open source tools

shared by Carl Bogardu on 13 Dec 10 - Cached
  • Carl Bogardu on 13 Dec 10
     
    Is an audio recording and editing program which is very well suited to record a single voice, a band, an ensemble, a whole orchestra or any other source of music!
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
yc c

Sketchcast - A new way to express yourself - Sketchcast.com - 0 views

sketchcast.com

animation editor draw video sketchpad recording

shared by yc c on 08 May 08 - Cached
  • Jason Heiser on 08 May 08
     
    Awesome Web 2.0 tool that allows you to create content in a video form to share with others
  • yc c on 21 Jun 09
     
    communicate something online by recording a sketch, optionally with your voice speaking. Any sketch can then be embedded on your blog/ homepage for people to play-back, and you can also point people to your sketchcast channel here (or let them subscribe to your sketchcast RSS feed). Create a tutorial explaining how boomerangs work (and why they don't always return). Draw a doodle of your ex. Explain a math formula. Create a cartoon (you can use the eraser tool to make place for several panels of the cartoon). Get a partner and explain a concept together... voice recording doesn't have to be used by only one person! Write a love letter with lots of sketching inbetween. Create an online Chinese course and explain Pinyin writing. Create a masterpiece and show others how to draw. Explain baseball to Europeans... or explain soccer to Americans! Create a riddle for kids: draw something and the kid has to guess while you're drawing. Draw a manga action scene. Or many other drawing ideas.
Vicki Davis

GRAMMY in the Schools | Make your future be music - 2 views

www.grammyintheschools.com

education news music edu_news

shared by Vicki Davis on 19 Mar 13 - Cached
  • Vicki Davis on 19 Mar 13
     
    Just in. Nominate your favorite music teacher for this award!!! "The GRAMMY Foundation® and The Recording Academy® are partnering to present the first-ever Music Educator Award, to recognize music educators for their contributions to our musical landscape. Whether singing in the shower, playing in their college marching band, or performing on the GRAMMY® stage, musicians of all levels have had music teachers that have made a difference in their lives, and this award will acknowledge that contribution.  The award is open to current U.S. music teachers from kindergarten through college, and the first annual award will be presented at the Special Merit Awards Ceremony & Nominees Reception in 2014, the night before the GRAMMY Awards®. The Music Educator Award recipient will receive an award and honorarium of $10,000. In addition, nine finalists will also be recognized for their contributions and they will each receive an award and $1,000. Everyone can nominate a teacher - students, parents, friends, colleagues, community members, members of The Recording Academy, school deans and administrators.  Teachers are also able to nominate themselves.  Once a teacher is nominated, s/he will be notified and encouraged to fill out the complete application. 
Vicki Davis

Moving at the Speed of Creativity | Redeeming the Family: Blessing Children of Incarcer... - 2 views

www.speedofcreativity.org/...ildren-of-incarcerated-parents

education news prison families edu_news

shared by Vicki Davis on 22 May 13 - No Cached
  • Vicki Davis on 22 May 13
     
    Wesley Fryer is not only a great educator but a great man. Here he shares how he and other men went into the Cushing Oklahooma correction facility and helped dads record messages to their children for Father's day. What a great thing to do. Part of my own faith is the forgiveness that we can receive and as people we must forgive and encourage those who have made mistakes. If you don't make a mistake ignore this post, if you do, then consider bringing something like this to your area. Great work, Wes. I hope our PLN's share this message far and wide. "This is a 14 minute video reflection by Wesley Fryer, who volunteered with Redeeming the Family on May 15, 2013, at the Cimarron Correctional Facility (prison) in Cushing, Oklahoma. Oklahoma currently has 17 prisons, and Cimarron is one of three which is privately operated. Corrections Corporation of America has owned and operated this prison commercially since 1997. Last week Redeeming the Family volunteers assisted 50 incarcerated dads to record video messages of love for their children, which will be mailed to their children before Father's Day on Sunday, June 16th."
Vicki Davis

Doodlecast Pro for iPad on the iTunes App Store - 7 views

itunes.apple.com/...id469486202

edu_newapp education teaching ipadchat

shared by Vicki Davis on 10 Apr 13 - No Cached
  • Vicki Davis on 10 Apr 13
     
    This app does one thing well - you quick draw and record. It saves it to your camera roll and then you take it from there (can upload to dropbox, etc.) "The app records your voice as you draw to create quick presentations. Doodlecast Pro saves videos to the camera roll making it easy to import them into popular video editors or presentation tools such as iMovie, Keynote, or iBooks Author. Perfect for teachers, students, business"
Vicki Davis

This Is Why Google Glass Is the Future - 12 views

mashable.com/...google-glass-future

education news google glass edu_news

shared by Vicki Davis on 30 Apr 13 - No Cached
  • Vicki Davis on 30 Apr 13
     
    Yes, taking pictures and recording videos are two of the biggest uses of Google glass. I think disclosure is going to be the issue, while you do have to speak to it, does it have a light to show others around you that you are, indeed, filming.  "Once you wake up Google Glass, you see the time (in rather large type) and "Okay Glass" right underneath it. That's your control command. I found that I could yell or whisper this and Google Glass sprang into action. It did have trouble in some noisy areas, but most of the time, I could get Glass' attention and then get something done. The two most obvious options, and the ones you'll likely use the most, are "Take a picture" and "Record a video." The former captures a relatively sharp 5-megapixel image. The second grabs just 10 second of 720 p video (that's the default; you can change it in settings). You can see some of the video I captured with Google Glass below."
Vicki Davis

At STEM Early College High School, students earn top test grades | STEMwire - 3 views

stemwire.org/...ol-test-scores-rise-to-the-top

education news stem college

shared by Vicki Davis on 09 May 13 - No Cached
  • Vicki Davis on 09 May 13
     
    I'm recording another episode of "Every Classroom matters" interviewing some of the teachers and organizers in the Chicago Early STEM college movement. As I researched for this show, I found this report out of North Carolina reporting an increase in test scores. A county here in Georgia is also implementing Early college stem as well. STEM is something every school needs (listen to the earlier show I recorded w/ Kevin Jarrett) but this is an interesting approach. "Just two years after it opened, a North Carolina high school has found that teaching students the principles of STEM can boost test scores and keep learners engaged. That's prompting the school to ask, "If we can do it, why can't other schools do it, too?" The school has a mouthful of a name: the Wake NC State University STEM Early College High School. It has attracted many students to its Raleigh campus - first generation-college students, minorities, and students from poor backgrounds - who are underrepresented in STEM fields. But in 2012, students did far better than average on the state's standardized exams, with more than 95 percent passing."
Martin Burrett

Sound Around You - 17 views

soundaroundyou.com

sound sound scape sounds ambient sounds audio app

shared by Martin Burrett on 23 Jan 13 - No Cached
  • Martin Burrett on 23 Jan 13
     
    This is a wonderful site from the University of Salford in the UK. Listen to soundscapes which have been recorded all over the world. Navigate on the map to find a place of interest, listen to the recording and read the information about the location. Upload your own soundscapes using the site or download the iPhone and iPad app at https://itunes.apple.com/app/i-say/id516927213. It's a useful geography resource and should get your students thinking about the sounds around them. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
Martin Burrett

Guinness World Records - 4 views

www.guinnessworldrecords.com

trivia world records

shared by Martin Burrett on 21 Jan 12 - Cached
  • Martin Burrett on 21 Jan 12
     
    Use fascinating and just plain weird World records to introduction topics in your class. http://ictmagic.wikispaces.com/Cross+Curricular
Martin Burrett

croak.it - 5 views

croak.it

speech voice audio record recorder

shared by Martin Burrett on 11 Jun 12 - No Cached
  • Martin Burrett on 11 Jun 12
     
    This is a superb online recording tool where you can make a 30 second audio recoding at the touch of a button. Just share the short link to share your message. There are apps for mobile devices and a bookmarklet for quick access. It's a wonderful way to give homework/instructions and for students to ask questions when away from class. http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
Vicki Davis

How to Use Hangouts in the Classroom - EdTechReview™ (ETR) - 0 views

edtechreview.in/...-use-hangouts-in-the-classroom

education news google hangouts globaled bestpractices all_teachers

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    How to use Google Hangouts in the Classroom. Now that you can segment participation and let certain groups of students and educators participate in Google Plus, this is becoming a popular method of connecting classrooms. I'm setting up Google Hangouts on Air to record and send to the class YouTube channel to share conversations with guests and let those students who missed the day join in. I am also going to use these recordings as part of flipped classroom modules as I learn about using Sophia for flipping my classroom.
Vicki Davis

Get started with Hangouts On Air - Google+ Help - 10 views

support.google.com/...2553119

education news google youtube flatclass

shared by Vicki Davis on 23 Aug 13 - No Cached
  • Vicki Davis on 23 Aug 13
     
    If you want to record your Google hangouts and post to your YouTube channel, you need to get started with "Hangouts on Air." HEre's the page to get you started. Note that Google plus isn't available for Apps for education so you'll need to use your personal or another gmail account with a Google plus profile if you want to record and share your class hangouts.
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