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Allan Gyorke

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

  • 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
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  • 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
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    "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"
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    I wouldn't normally bookmark my own posts, but this Cole asked for this information and I thought it would be interesting to others.
Chris Millet

Mobile Learning Research | ACU Connected - 0 views

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    Outcomes from Abilene's mobile learning research.  This seems to be similar to our Faculty Fellows program, but just focused on mobile.
Allan Gyorke

MindTap - Cengage Learning - 4 views

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    "Say hello to MindTap. This program of digital products and services: * Engages students through highly interactive content including assignable and gradable learning activities * Offers instructors choice in content, adaptable learning paths, additive learning tools, and multi-platform/device support * Mashes up and orchestrates rich content, learning activities, and apps delivered in one cohesive context to drive higher levels of engagement and outcomes"
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    Not sure if this product has legs or not. I may see a demo of it in a couple of weeks.
Allan Gyorke

Penn State Live - Berks to participate in Penn State's Mobile Media Pilot Program - 1 views

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    "Zohra Guisse, a lecturer in French and Arabic at Penn State Berks, is one of 11 faculty members selected across the University to participate in Penn State's Mobile Media Pilot program. The program, an initiative of the Penn State Media Commons, will explore how mobile devices can be used in students' media production workflow."
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    Writeup in Penn State Live about one of the faculty members who are using the video recording, editing, and posting capabilities of iPods for teaching and learning purposes.
Allan Gyorke

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

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    "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. "
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    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.
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    Oh - and it reminds me of the University of Michigan learning spaces designs - Cole took pictures. I think it's their North Quad.
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    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.
Allan Gyorke

Penn State Live - Garden of delights: The Arboretum at Penn State - 1 views

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    A project out of College of Ed that ETS collaborated on.  This group created some augmented reality apps for the iPod and iPad to help young students (I believe 3rd or 4th grade) learn about their natural environment, in particular how to identify trees.  Pretty cool stuff.
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    "During the event, faculty and staff led children through a variety of hands-on learning stations. For example, Zimmerman, along with Associate Professor of Education Susan Land and a team of six education graduate students, led a station titled, "Tree Investigators," in which they used iPads and iPods (provided by Penn State's Educational Technology Services) to give the kids an in-depth lesson on how to identify trees. "We used iPads to figure out what type of tree we were planting," said Collin Wayne, a student from Park Forest Elementary School, who attended the event. "We were in groups and we used a tree-finder app. You take a picture of a symbol and it tells you about the tree.""
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    Penn State Live article about a College of Education project. Elementary school students used iPads and iPod Touches to interact with data about trees in the arboretum. We talked with Susan Land and Heather Zimmerman about the project and helped out by loaning them some equipment. Future partnerships with them are in the works.
Cole Camplese

Wired Campus - The Chronicle of Higher Education - 1 views

  • Sprint officials reasoned that colleges would flock to the free version of the software, Mobile Learn. And because only Sprint customers could use the software with Android, BlackBerry and Palm phones, college students would have a powerful incentive to sign up with Sprint.
    • Cole Camplese
       
      Really? Students would "flock to the free version of the software" ... if you've used the software, I don't quite know if that is the "f word" I'd use to describe it.
  • Sprint asked a judge to bar Blackboard from allowing its free iPhone and iPad versions to use wireless networks.
    • Cole Camplese
       
      You know, for the kids.
  • The exact amount is unclear, but Sprint will eventually owe more than $50-million that it has not already paid, Blackboard said in a court document. Sprint must pay Blackboard $2 per month for every student who has downloaded Mobile Learn for Sprint, in addition to millions in other fees, the document says.
Cole Camplese

What's next in Web design? Forget mobile formats. - TNW Design and Dev - 2 views

  • This is undoubtedly a good idea, but it’s not the full picture of what needs to happen. What’s the answer? Rather than having different sites for each format, the way forward is to have designs that work equally as well on a tablet/touch format as they do on your laptop.
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    While about web design this is a look into how we need to think about designing learning online.
anonymous

Leafsnap: An Electronic Field Guide - 2 views

shared by anonymous on 21 Jun 11 - No Cached
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    An iPhone app that uses facial recognition techniques to identify trees based on photos of their leaves. Thought this was a really interesting mobile learning development concept.
Emily Rimland

Apple - Education - Apple iPad Learning Lab - 2 views

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    Just learned about this nifty thing and heard that EMS may be getting one? Lots of possibilities with this!
Allan Gyorke

Recording Video Lectures - Part 0 - JShook - 3 views

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    "After carefully considering all of these, other online sources found by searching for terms such as 'tablet PC' and 'lecture recording' and presentations by others at the Teaching and Learning Symposium at Penn State I decided to purchase a powerful Lenovo Tablet PC with Windows 7, Microsoft One Note, and Camtasia Studio 7.0. I plan on taking my .docx lectures into One Note, opening the page in One Note during class, and recording the screen with Camtasia studio as I go through the lecture, writing on the tablet PC with the stylus pen as I speak to students about each topic. Then I can save my screen capture and edit it into nice 10-15 minute segments in Camtasia Studio and post them online for student review."
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    I'm interested in exploring a Kahn Academy approach and I've gotten some inquiries about how to do it from others (recently Carol McQuiggan). Between lecture capture software, Camtasia, iPads, tablet PCs, bamboo tablets, and other software/input device combinations, I'm sure we can come up with a supportable combination. The trick is to make it easy for faculty, similar to the one-button studio project.
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    We're talking a lot about the "make it easy for faculty" part in the lecture capture working group. Something the research seems to indicate is that pre-recorded lectures (for example, a faculty member sitting in front of a camera and mic, recording without any students 'late night' style) are more effective than a faculty member simply recording a lecture in front of x number of students. It's much easier to hit the 'play' button and do your normal lecture in class vs. taking the time to pre-record. Hopefully we can find a happy medium. I recently spent a lot of time with Khan Academy, both looking for statistical help for myself and asking faculty about it. A group of about 40 STEM faculty took a look at it upon our request and came back not impressed. A couple said they might use it for supplemental instruction...I'm somewhat baffled why more faculty wouldn't want to use this to supplement their course.
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    I know what you mean Bart. I've found that to be the case with podcasting - a recording made for an external audience is more engaging because the person is talking to you. It has a very different feel than a recording of a meeting, presentation, or training session where the presenter is primarily addressing a local audience.
Cole Camplese

DNA/How to Stop Worrying and Learn to Love the Internet - 1 views

  • I suppose earlier generations had to sit through all this huffing and puffing with the invention of television, the phone, cinema, radio, the car, the bicycle, printing, the wheel and so on, but you would think we would learn the way these things work, which is this: 1) everything that’s already in the world when you’re born is just normal; 2) anything that gets invented between then and before you turn thirty is incredibly exciting and creative and with any luck you can make a career out of it; 3) anything that gets invented after you’re thirty is against the natural order of things and the beginning of the end of civilisation as we know it until it’s been around for about ten years when it gradually turns out to be alright really.
  • In other words the cost of connection is rapidly approaching zero, and for a very simple reason: the value of the web increases with every single additional person who joins it. It’s in everybody’s interest for costs to keep dropping closer and closer to nothing until every last person on the planet is connected.
  • Another problem with the net is that it’s still ‘technology’, and ‘technology’, as the computer scientist Bran Ferren memorably defined it, is ‘stuff that doesn’t work yet.’ We no longer think of chairs as technology, we just think of them as chairs. But there was a time when we hadn’t worked out how many legs chairs should have, how tall they should be, and they would often ‘crash’ when we tried to use them. Before long, computers will be as trivial and plentiful as chairs (and a couple of decades or so after that, as sheets of paper or grains of sand) and we will cease to be aware of the things. In fact I’m sure we will look back on this last decade and wonder how we could ever have mistaken what we were doing with them for ‘productivity.’
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  • The same thing is happening in communication technology. Most of us are stumbling along in a kind of pidgin version of it, squinting myopically at things the size of fridges on our desks, not quite understanding where email goes, and cursing at the beeps of mobile phones. Our children, however, are doing something completely different. Risto Linturi, research fellow of the Helsinki Telephone Corporation, quoted in Wired magazine, describes the extraordinary behaviour kids in the streets of Helsinki, all carrying cellphones with messaging capabilities. They are not exchanging important business information, they’re just chattering, staying in touch. "We are herd animals," he says. "These kids are connected to their herd – they always know where it’s moving." Pervasive wireless communication, he believes will "bring us back to behaviour patterns that were natural to us and destroy behaviour patterns that were brought about by the limitations of technology."
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    Great piece by the late Douglas Adams in 1999.  So true in the rearview mirror!
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    An 11 year old text, the message of which still needs to be delivered to many people today.
Allan Gyorke

STAC iPad Resources | Media Commons at Penn State - 4 views

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    "Enhance your involvement with the Student Technology Advisory Council by taking advantage of the software on your iPad 2. The preloaded apps will help you to make the most of meeting materials and presentations, share your thoughts on Blogs @ PSU and learn more on technology topics."
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    Page put together by Justin Miller listing the apps that the students on the student technology advisory committee will be using. Good collection of tools for other purposes.
Angela Dick

Teachers embrace social media in class - 0 views

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    As social media become nearly inescapable on college campuses, a pair of recently published studies supports what many professors already have concluded: Students using Facebook or text messaging during a lecture tend to do worse when quizzed later. But wait: Faculty who build Twitter into classwork may be helping students learn better, a 2010 study suggests.
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