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Allan Gyorke

Mobile Media Kit for Campus Instructional Designers | ETS - 5 views

ets.tlt.psu.edu/...campus-instructional-designers

Commonwealth Campuses Media Commons mobile media kit audio video mobility iPod Touch

shared by Allan Gyorke on 02 Jun 11 - No Cached
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • ...13 more annotations...
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • Allan Gyorke on 02 Jun 11
     
    "If the campus instructional designers had a mobile media kit, how would they use it? We weren't sure and Jackie didn't want to speak for all of them, so we sent out a survey and got back some really interesting ideas including ones like these: To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech"
  • Allan Gyorke on 02 Jun 11
     
    I wouldn't normally bookmark my own posts, but this Cole asked for this information and I thought it would be interesting to others.
Cole Camplese

7 Things You Should Know About the Modern Learning Commons | EDUCAUSE - 4 views

www.educause.edu/...227141

psutlt LearningSpaces commons library

shared by Cole Camplese on 26 Apr 11 - No Cached
  • The learning commons, sometimes called an “information commons,” has evolved from a combination library and computer lab into a full-service learning, research, and project space. As a place where students can meet, talk, study, and use “borrowed” equipment, the learning commons brings together the functions of libraries, labs, lounges, and seminar areas in a single community gathering place. The cost of a learning commons can be an obstacle, but for institutions that invest in a sophisticated learning commons, the new and expanded partnerships across disciplines facilitate and promote greater levels of collaboration. The commons invites students to devise their own approaches to their work and to transfer what they learn in one course to the work they do for another.
  • Cole Camplese on 26 Apr 11
     
    This is a critical discussion today and will be more important going forward. If TLT wants to create a vision related to creating the best learning spaces in higher education we need to better understand what is and isn't working.  My emerging goal is to establish a strategic direction that has us look at our spaces on a continuum from very informal to very formal in a consistent and systematic way.
  • Allan Gyorke on 26 Apr 11
     
    The writing process around this particular 7 Things paper was a lot of fun. I got a real sense that what we're doing with the Media Commons spaces, especially plans for the Knowledge Commons and Ritenour are in line with the kinds of spaces being developed at other universities. There was a lot of discussion around the political side of these spaces since the physical space, staffing, and resources don't fall into a neat hierarchy of organizational structure. Anyway, I'd really enjoy being part of a discussion about space design. There are a set of recommendations that the informal learning spaces group generated two years ago that haven't been acted upon. Not that those recommendations are still the right way to go, but it's a starting point for some of the discussion: http://tlt.its.psu.edu/about/reports/2009/Learning-Spaces-Vision.pdf/view
Allan Gyorke

CDW-G Report: Campus Tech a Top Factor in College Selection and Perceived Career Succes... - 4 views

www.businesswire.com/...Campus-Tech-Top-Factor-College

learning spaces recruitment CLC ETS

shared by Allan Gyorke on 27 Jul 11 - No Cached
  • Allan Gyorke on 27 Jul 11
     
    "Eighty-seven percent of college students surveyed said they considered their institution's technology when selecting their college. This finding is also reflected in CDW-G's 21st-Century Classroom Report, which looked at educational technology in K-12 and found that 92 percent of current high school students say technology is an important consideration as they evaluate colleges. "
  • ...1 more comment...
  • Allan Gyorke on 27 Jul 11
     
    Jamie posted this to the Facebook wall and I thought it was worth looking at further. It's connected to what we are doing with our classrooms, Media Commons, EGC, learning space designs, Knowledge Commons, and mobile learning projects.
  • Allan Gyorke on 27 Jul 11
     
    Oh - and it reminds me of the University of Michigan learning spaces designs - Cole took pictures. I think it's their North Quad.
  • bartmon on 28 Jul 11
     
    I wasn't able to download the report w/o creating an account, but I'm curious *what* technologies are important to students as it pertains to selecting a university. Another highlight claimed that both faculty and students find 'virtual learning' and 'e-reader/mobile technologies' important. Not sure if those are the top 2 things kids look at when selecting a university...I would find that somewhat hard to believe. I know bandwidth cap still plays a role here in terms of on-campus housing post freshman year. Wonder if that also plays a role in university selection.
gary chinn

Reverse Instruction: Dan Pink and Karl's "Fisch Flip" | Connected Principals - 4 views

www.connectedprincipals.com/...1534

reverseinstruction flip Teaching

shared by gary chinn on 25 Apr 11 - No Cached
  • If kids can get the lectures, can get the content delivery and skill modeling as well (or often better) by computer lecture than in person, why do we have use precious class-time for this purpose?  Why do we, in the status quo,  replicate in person in our classrooms what is easily available elsewhere, the content delivery/skill modeling, and then have kids apply their learning to difficult problems at home, without us there to help? Increasingly,  education’s value-add is and will be in the coaching and troubleshooting when students are applying their learning, and in challenging students to apply their thinking to hands-on learning by doing and teaming:  so let’s have them do these things in class, not sit and listen.   We know that collaboration is a critical skill set which can’t be developed easily either on-line or at home alone– let’s have students learn it with us in our classrooms.   Let every classroom be a collaborative problem solving laboratory or studio.
  • gary chinn on 25 Apr 11
     
    not a new article, but I just found it. I think these kinds of strategies are good to have in mind when thinking through implications of lecture capture. "classroom flip" is one example, and a different spin on one that the Blended Learning Initiative at PSU explored; in this case, instruction would be delivered via video instead of text/graphics web pages, but the goal of freeing classroom time is the same.
  • ...4 more comments...
  • Allan Gyorke on 26 Apr 11
     
    That's one of the problems that we're having with the "lecture capture" term. In some of the scenarios that Chris Millet is putting together, faculty would be using the personal capture features to prepare learning materials for students (short bursts) and then use classroom time for discussion/debate/problems/group work. So then the question becomes how we design classrooms (or learning spaces or studios, labs, etc...) to support that kind of activity.
  • gary chinn on 26 Apr 11
     
    has great potential for mid-week short example problems or "muddiest point" videos as well. it seems like an important part of the roll-out would be communicating the possibilities beyond the straight lecture capture, many of which we've probably not thought of yet.
  • Allan Gyorke on 26 Apr 11
     
    Agreed there. I don't think we should even label it "lecture capture" if we can avoid that term. By the way, we are always looking for good Symposium speakers. If you happen to see someone who you think would be good to bring to a Penn State audience, the planning group would like to hear about it. Most of the ones we've had in the past few years have had a nice blend of an academic background, innovative thinking, understanding of cultural trends, have written popular books, and have excellent speaking skills. Dan Pink may be two into the workplace motivation side of things, but maybe not.
  • gary chinn on 27 Apr 11
     
    I think pink's an interesting guy & good writer. we actually emailed his reps when we were planning an innovation & engineering workshop because his book "drive" talks a good deal about mastery and that was a topic we were interested in. but the quote we received was ~$45k, which was over 3 times our speaker budget. who knows, though, he might have an ed discount. :) I always found esther hargittai's work to be very interesting, though she is perhaps too 'academic' for the purposes of the symposium.
  • Allan Gyorke on 27 Apr 11
     
    Yeah - no - that's a bit high. I'm not sure that he's the best choice anyway. Maybe we just buy some copies of his book instead.
  • gary chinn on 28 Apr 11
     
    I certainly don't envy the symposium planning group; it's a diverse audience, so finding a speaker who resonates with most attendees seems like a daunting task. as for the book, a few friends have told me that pink's 20 minute ted talk has pretty much everything that's in the book, save some examples. very interesting topic, though. would be good fodder for a 'book club' discussion. the other book that might be good for a group read is digital habitats: http://www.amazon.com/Digital-Habitats-stewarding-technology-communities/dp/0982503601/ref=sr_1_1?s=books&ie=UTF8&qid=1304001207&sr=1-1 there's info in there about communities of practice & technology stewardship that I really liked. who knows, perhaps Etienne Wenger could be an intriguing potential speaker? FYI, I have an extra copy of the book in my cube if anyone wants to borrow it.
bartmon

Portal 2 Authoring Tools for schools: Newell explains | Joystiq - 0 views

www.joystiq.com/...ls-for-schools-newell-explains

shared by bartmon on 23 Jun 11 - No Cached
  • turning the game into a more direct learning experience, with custom tools to match educational programs. "We just add another layer on top of the authoring tools to simplify the production of those spaces," Valve head Gabe Newell explained to us this afternoon.
  • the level creation tool for the PC version of Portal 2 gets another layer of interaction on top of the placement of, say, platforms or boxes. "If you give us a lesson plan, we can give you a tool that allows kids to build content to lock down those lessons,"
  • "The layering on top of it of the framework for giving people a direct physical experience of physics is there, but you have to tell me exactly how you want to measure whether or not your students are successful or not."
  • bartmon on 23 Jun 11
     
    This is crazy...one of the top developers (Valve) building an 'educational layer' on top of Portal 2's authoring environment specifically for education, likely physics education. Even crazier...Gabe wants the implementation ASSESSED! We already have a great relationship with Valve, being an early adopter of SourceU that runs our Steam installs. Anyone know science/physics profs we can approach for this? I plan on sifting through the Institute's database to see if we have any contacts that might want to play in this space.
Chris Millet

At Calhoun School, Longer Classes in 5 Short Terms - NYTimes.com - 0 views

www.nytimes.com/...02calhoun.html

shared by Chris Millet on 01 Jun 11 - No Cached
  • Instead of the traditional schedule of eight 45-minute classes each day, with courses broken into two semesters, high school students at Calhoun intensively study three to five subjects in each of five terms, or modules, that are 32 to 36 days long. Classes are in blocks of 65 or 130 minutes each day. Every day, students have 45 minutes of “community time,” an intentionally unstructured period for the students to hang out.
  • What started five years ago as an effort to accommodate maddeningly complex schedules in a relatively small space quickly became a sort of evangelical mission to make progressive education more, well, progressive: embracing depth over breadth, allowing for more experiential learning in Central Park and at nearby museums, and, administrators said they hoped, reducing stress. Steven J. Nelson, Calhoun’s head of school, said the new schedule fostered teaching in the ways children learn best.
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