Cómo puedo utilizar el Podcast y las herramientas con audio e imágenes para promover el aprendizaje de la lengua meta?
ACTIVIDADES DEL CUARTO DÍA
Martes 24 de abril de 2007
En esta sesión vamos a ver los siguientes temas:
Tema 1. Herramientas con audio y con audio e imágenes
Actividad 1.1 Consultar ligas de Slidestory y Podomatic
Actividad 1.2 Presentación con Slidestory
Actividad 1.3 Grabación con Podomatic
Actividad 1.4 Colocar liga de la actividad en el Blog
Actividad 1.5 Visitar actividades de compañeros y dejar comentario en el Blog
Tema 1.
Herramientas con audio y con audio e imágenes
¿Cómo puedo utilizar las herramientas con audio y con audio e imágenes para promover el aprendizaje de contenidos curriculares?
Objetivo:
Los participantes serán capaces de:
Identificar las actividades idóneas utilizando herramientas de audio y de audio e imágenes.
Identificar las características que debe tener un producto de calidad utilizando podcast o slidestory.
Diseñar una actividad de manera individual o en parejas utilizando Slidestory.com o Podomatic.com
Seleccionar y redactar una propuesta de trabajo para sus alumnos en la que, mediante slidestory, o un podcast elaboren un producto que dé cuenta de su conocimiento sobre un tema asignado.
Introducción
La socialización de la información ha sido posible gracias al desarrollo de herramientas digitales beta que permiten al usuario compartir con cualquier usuario de Internet sus ideas mediante el uso de imágenes, audio y video. Para su adecuado funcionamiento, estos medios requieren del uso de banda ancha. Afortunadamente, cada vez es más común este tipo de conectividad. Las aplicaciones de estas herramientas en el contexto educativo invitan al docente a poner en juego su destreza y creatividad.
En esta sesión trabajarás con una de las dos herramientas, slidestory o podcast.
Actividad 1.1.
Consulta las siguientes ligas para que explores algunos eje
FREE Webinar "Camtasia Studio 8 for e-Learning Case Studies"
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FREE Webinar "Camtasia Studio 8 for e-Learning Case Studies"
Exclusive Offer for http://elearningindustry.com Members
Tuesday, September 25th - 4 PM Eastern
Forever it seems that Articulate and Captivate have been known as the first choice tools for E-learning. When Instructional Designers thought of Camtasia Studio they would most likely thing of linear software demos but not any more. With the arrival of Camtasia Studio 8 the is now a third option that is not only much less expensive than the competitors but also allow for a rich media experience along with a crystal clear screen capture engine and a vast array of outputs.
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Next Tuesday, Sept. 25th--> 4:00 p.m EST/1:00 p.m PST
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Nairobi 2010 Conference Reoprt
Climate Change and Natural Resource Use in Eastern Africa: Impacts, Adaptation and Mitigation
Report of the 3rd Scientific Conference of the Ecological Society for Eastern Africa (ESEA) and co-hosted with the Pan African Climate Justice Alliance (PACJA) at Multimedia University College, Nairobi, 19 - 21 May 2010
By
Nicholas Oguge, Caroline Lumosi, Teddy Odindo, Joseph Ngondi and Philista Malaki
October 4, 2010
Summary
While the Earth's climate has changed throughout history, the current warming trend has been of particular concern because most of it is human-induced and proceeding at a rate that is unprecedented. One of the greatest concerns of this global warming is climate variability and change. The risks associated with climate change add to development challenges such as food and water insecurity. Although climate change is only one of the many drivers negatively affecting biodiversity and ecosystem services, it certainly exacerbates the other factors such as land degradation and unsustainable natural resource use. There is general concern on the accelerating deterioration of the human environment and natural resources. This would widen poverty levels confronting eastern African countries and threaten gains made towards achieving the Millennium Development Goals.
Thus, the Ecological Society for Eastern African organised its 3rd annual scientific conference with a theme addressing this global challenge. The idea was to bring together researchers, policy makers and the general public together to discuss the climate change phenomena, its impacts, mitigation strategies and adaptation measures with regard to natural resource use in Eastern Africa. In order to address above issues and to reach out to a wider audience, we designed the conference strategically on three tiers:
1. Plenary talks: to provide policy information and direction, science on climate change, ecological and socio-economic effects, how to commun
ACC 562 WEEK 10 ASSIGNMENT 4
Visit the Website of Eastman Kodak at http://www.kodak.com and review the most recent financial report
Write a six to eight page paper in which you
1. Evaluate the current financial condition of Eastman Kodak based on its most recent quarterly report, which can be located at http://www.Kodak.com. Based on your evaluation, discuss the most significant â€Å"red flags†for its public accounting firm to consider.
2. Assume that you are the PricewaterhouseCoopers audit engagement partner and have assessed Kodak as a high-risk client. Explain the modification you would make to the audit engagement procedures to minimize any potential liability of the firm.
3. Create an argument to the Kodak shareholders that, despite the long relationship between Kodak and PricewaterhouseCoopers, the public accounting firm maintains its professional independence.
4. In audits of high-risk clients, determine which requirements in the AICPA- Code of Professional conduct are most likely to be breached by the auditors. Provide your rationale.
5. Analyze the risk of financial fraud at Kodak and how it is most likely to be committed.
6. Based on your analysis of the financial fraud risk areas, discuss the internal controls that should be implemented.
Given Kodak filing for bankruptcy, discuss the fiduciary responsibility of the audit committee and board of directors.
7. Use at least four (4) quality resources in this assignment.
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Martin Dougiamas presented the keynote at the Canadian Moodlemoot in Edmonton.
Martin updated us with the current stats on Moodle
54,000 verified sites worldwide.
41 Million users
97 language packs (17 fully complete, the rest are in various states)
54 Moodle Partners who fund the project and its going very well ensuring the project will continue into the future. (such as Remote-Learner who I work for)
USA still has the highest raw number of installations and Spain has half of that with much less population.
Brazil is now 3rd in the world and has overtaken the UK now in total installs.
3 of the top 10 are English speaking
per head of population, Portugal has the largest number of Moodle installations.
As many may have seen before, there are 10 steps of pedagogical usage of Moodle, which is outlined on Moodle Docs. It details the typical 10 step progression which looks like:
Putting up the handouts (Resources, SCORM)
Providing a passive Forum (unfacilitated)
Using Quizzes and Assignments (less management)
Using the Wiki, Glossary and Database tools (interactive content)
Facilitate discussions in Forums, asking questions, guiding
Combining activities into sequences, where results feed later activities
Introduce external activities and games (internet resources)
Using the Survey module to study and reflect on course activity
Using peer-review modules like Workshop, giving students more control over grading and even structuring the course in some ways
Conducting active research on oneself, sharing ideas in a community of peers
”a lot of people find that giving
students the ability to teach is a valuable learning process” – Martin Dougiamas.
A lot of people want that secure private place in the LMS with big gates, with students needing to gain competencies and
knowledge. Many people really want this “Content Pump” focus, becuase it is what they need. Others use it as a community of practitioners, connected activities, content created by students and teachers alike and many methods of assessment. These are the two ends of the spectrum of usage.
Moodle has two roles:
to be progressive and integrate with things coming up, and a drag and drop UI, with innovate workflows and improve media handling and mobile platforms
to be conservative and improve security and usability and assessment , accredition, detailed management tracking and reports and performance and stability
Since Moodle 1.9 came out three years ago, March 2008 and most are still using the three year old code which has had fixes applied
since then (1.9.11 is the current release.) The support for 1.9 will continue until the middle of 2012 as it is understood
that it will be a big move to Moodle2. “If you are going to Moodle2, you may as well go to Moodle 2.1 as it is better with 6 months more work” .
However, the ongoing support for each release will be 1 yr moving to the future. Moodle will be released every 6 months which enables the organisations to plan their upgrade times ahead of time.
What will be in Moodle 2.1?
Performance
Restore 1.9 backups
Quiz/question refactor
Page course format
Interface polishing
Official Mobile app (there now is a Mobile division)
HQ are working on an official app which uses Moodle 2 built-in web services. This provides a secure access to the data in Moodle 2 for people who have accounts in Moodle which greatly benefits mobile apps.
Moodle HQ has looked at what is Mobile really good at and identified them one by one and implemented them. This includes messaging, list of participants in your course, marking attendence (in class roll call). This will be for the iPhone first and then someone will make it for Android so it will lag behind, but will be the same.
What is going to happen in 2.2 and beyond?
Grading and Rubrics
Competency Tracking (from activity level, course level, outside courses to generate a competency profile)
Assignment (planning to combine all 4 into one type and simplify it)
Forum (big upgrade probably based on OU Forum)
Survey (to include feedback/questionnaire – being rewritten currently)
Lesson
Scorm 2
Improved reporting
IMS LTI
IMS CC (although it is in 1.9 needs to be redone)
An important overview for any one using Moodle, especially useful for those contemplating an upgrade to 2.0 . (I'll make the move when we have 2.1 or 2.2.)
Book Reviews
Book title: Digitisation Perspectives
Type: book
Author: Ruth Rikowski
Year: 2010
Edition: 1st
ISBN: 9460912982
Publisher: Sense Publishers
Publisher's Description: This book examines various views and perspectives on digitisation. As Simon Tanner, Director Digital Consultancy, King's College London says in the Foreword: "Digitisation has become a cultural, scholastic, economic and political imperative and raises many issues for our consideration." Furthermore, that the book: "...seeks to address and answer some of the big questions of digitisation... It succeeds on many levels..." There are 22 contributors in the book, all experts in their fields. The book is divided into six parts: Part 1: 'Background and Overview to Digitisation and Digital Libraries' Part 2: 'Digitisation and Higher Education' Part 3: 'Digitisation and Inequalities' Part 4: 'Digital Libraries, Reference Services and Citation Indexing' Part 5: 'Digitisation of Rare, Valued and Scholarly Works' Part 6: 'Futuristic Developments of Digitisation' Topics covered include electronic theses, search engine technology, digitisation in Africa, citation indexing, reference services, the Scholarly Publishing and Academic Resources Coalition, new media and scholarly publishing. The final chapter explores virtual libraries, and poses some interesting questions for possible futures. The book will be of particular interest to information professionals, educators, librarians, academics and I.T. and knowledge experts. Ruth Rikowski concludes by indicating that: "...hopefully, the book will provide a source of inspiration for further research, leading to some more effective ways to proceed with the digitisation process. Also, that it will be possible to do this within a framework that can be used for good rather than ill, and for the benefit of many."
Reviewer: Eric Jukes (Formerly of College of Haringey, Enfield and North East London)
Book Rating: 5/5
Buy this book
from Amazon
Review Summary
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However, one main advantage about using discussion groups in the online environment is that the instructor can witness the full evolution of a group's discussion.
In this article, Michelle Everson summarized her attempt to use small-group discussion assignments in an online introductory statistics course. She have found that these assignments can be successful, and they can lead to opportunities for students to reason more about statistical concepts and help each other learn important course material. When using such assignments, we would encourage instructors to (1) create assignments that do not have just one "right" answer so that students have ample opportunities to discuss different ideas and respond to what their group members post, (2) allow several days for students to work on the assignment, (3) provide students with clear guidelines for every assignment so they know exactly what they need to do as a group, (4) provide incentives for students to post not only their own thoughts, but respond to what their group members have said, and (5) provide students with examples of what it means to reflectively respond to their peers. Most of all, we would encourage instructors to make their presence known to the discussion group during every discussion. Assure students that you will be there in order to make sure everyone is on the right track, and take whatever opportunity you can to cheer the group on, highlight important ideas that different members of the group have posted, and question the group in order to get them to think more critically about the material.