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Watch Educational Videos Offline with YouTube | Open Culture - 0 views
The Screenr Blog - 5 views
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This blog supports Screenr, a desktop video system tied to your twitter account. After capturing the video (max length 5 minutes) you have the choice of tweeting the video url, posting the video to YouTube, downloading the video as an MP4, or using an embed code for webpages. Screenr is similar to Jing in many ways. However, it does not live on your computer, it's completely online or 'in the cloud' if you prefer. Also, screenr gives you functionality you'll have to pay for with Jing. This blog will show you a lot of things that Screenr will go. If you have a need for desktop video, give Screenr a try!
John Cleese teaching about the brain - 0 views
Zamzar - Free online file conversion - 0 views
» How to Use This Free Screencasting Tool for E-Learning The Rapid eLearning Blog - 0 views
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You may have heard the news last week that Articulate launched a new screencasting tool called Screenr. It is a free web-based tool that lets you create screencasts without installing any software.
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My favorite…there’s no branding on the downloaded MP4 files. Since you can download the videos, you’re free to use them as you wish. That means you can use it in your elearning courses without looking like one of those MLS soccer players. Go Sounders! And of course, Screenr is free. Free is always good.
Think_Ahead_Final_Small-iPhone.m4v (video/mp4 Object) - 0 views
The academy's neoliberal response to COVID-19: Why faculty should be wary and how we can push back - Academic Matters - 1 views
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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.
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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.
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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
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