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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.
gary chinn

How Do We Prepare Kids for Jobs We Can't Imagine Yet? Teach Imagination - Education - GOOD - 3 views

www.good.is/...-imagine-yet-teach-imagination

creativity education imagination Teaching

shared by gary chinn on 06 May 11 - No Cached
  • Instead of simply putting their research on how to foster imagination, creativity, and conceptual thinking into a report, King and Fouts decided to create a free, easy-to-use web portal that's full of the ideas and solutions that they've found work best. Interestingly, instead of the model of individual success and standardized test taking that currently exists in schools, the education approaches they've found best foster imagination also teach kids to collaborate to solve problems.
  • gary chinn on 06 May 11
     
    I like the idea behind the project, as well as the portal-style organization. fun to take a look at some of these.
Allan Gyorke

50 most stunning examples of data visualization and infographics | Richworks - 4 views

richworks.in/...visualization-and-infographics

visualization data design inspiration infographics

shared by Allan Gyorke on 31 Oct 11 - Cached
  • Allan Gyorke on 31 Oct 11
     
    "The terms Data visualization and Infographics are used interchangeably, the former means the study of visual representation of data and the latter is its representation per se. In this article, I have showcased some of the most creative infographics and data visualization examples, along with some really effective tools to help you improve your skills in creating infographics. Enjoy the journey!"
  • Allan Gyorke on 31 Oct 11
     
    I was looking for some good examples of displaying data in meaningful ways and came across this post.
bartmon

A 'Moneyball' Approach to College - Technology - The Chronicle of Higher Education - 2 views

chronicle.com/...130062

shared by bartmon on 13 Dec 11 - No Cached
  • Think of it as higher education meets Moneyball.
  • Today, half of students quit college before earning a credential. Proponents feel that making better use of data to inform decisions, known as "analytics," can help solve that problem while also improving teaching.
  • In April, Austin Peay debuted software that recommends courses based on a student's major, academic record, and how similar students fared in that class.
  • ...3 more annotations...
  • One analytics tactic—monitoring student clicks in course-management systems—especially worries critics like Gardner Campbell, director of professional development and innovative initiatives at Virginia Tech. He sees these systems as sterile environments where students respond to instructor prompts rather than express creativity. Analytics projects that focus on such systems threaten to damage colleges much like high-stakes standardized testing harmed elementary and secondary schools, he argues.
  • Mr. Mazur argues that his new software solves at least three problems. One, it selects student discussion groups. Two, it helps instructors manage the pace of classes by automatically figuring out how long to leave questions open so the vast majority of students will have enough time. And three, it pushes beyond the multiple-choice problems typically used with clickers, inviting students to submit open-ended responses, like sketching a function with a mouse or with their finger on the screen of an iPad. "This is grounded on pedagogy; it's not just the technology," says Mr. Mazur, a gadget skeptic who feels technology has done "incredibly little to improve education."
  • By the eighth day of class, Rio Salado College predicts with 70-percent accuracy whether a student will score a C or better in a course.
  • bartmon on 13 Dec 11
     
    Great article on Learning Analytics. I respectfully disagree with Gardner Campbell's quote, but I do see where he's coming from and that is something that universities need to be careful of.
bartmon

The seduction secrets of video game designers | Technology | The Observer - 2 views

www.guardian.co.uk/...video-game-design-psychology

learning gaming

shared by bartmon on 25 May 11 - No Cached
  • Central to it all is a simple theory – that games are fun because they teach us interesting things and they do it in a way that our brains prefer – through systems and puzzles
  • "An effective learning environment, and for that matter an effective creative environment, is one in which failure is OK – it's even welcomed,"
  • bartmon on 25 May 11
     
    Interesting read on some of the hooks game designers use to keep people motivated and engaged, with a few plugs from educators on how we can use things like autonomy and agency to better engage.
Cole Camplese

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

www.douglasadams.com/...19990901-00-a.html

ci597 disruption psuhack technology internet

shared by Cole Camplese on 11 May 11 - Cached
  • 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."
  • Cole Camplese on 11 May 11
     
    Great piece by the late Douglas Adams in 1999.  So true in the rearview mirror!
  • bkozlek on 11 May 11
     
    An 11 year old text, the message of which still needs to be delivered to many people today.
gary chinn

Will a Harvard Professor's New Technology Make College Lectures a Thing of the Past? - ... - 3 views

www.good.is/...e-lectures-a-thing-of-the-past

flip psutlt lecture

shared by gary chinn on 03 Aug 11 - No Cached
Angela Dick liked it
  • Mazur sold attendees at the recent Building Learning Communities conference on this new approach by first asking them to identify something they're good at, and then having them explain how they mastered it. After the crowd shared, Mazur pointed out that no one said they'd learned by listening to lectures. Similarly, Mazur said, college students don't learn by taking notes during a lecture and then regurgitating information. They need to be able to discuss concepts, apply them to problems and get real-time feedback. Mazur says Learning Catalytics enables this process to take place.
  • gary chinn on 03 Aug 11
     
    anyone familiar with Learning Catalytics? sounds like it's invite-only, but might be worth a look.
  • ...2 more comments...
  • Allan Gyorke on 04 Aug 11
     
    I saw something else along these lines at ELI this year (I'll have to look up the notes). It was mostly about organizing students into discussion groups and assigning them a topic, role, position on the issue, etc... I could see us doing a hot team on several of these technologies. But about the flipping the classroom part of this article, we'll probably open a "Flip the Classroom" engagement initiative this fall to explore multiple approaches to creating the class preparation materials and in-class activities. Some of this is related to the Kahn Academy discussions we've been having. Some touch the lecture capture software that faculty could run in their offices to create personal captures going over material or key points. Anyway, I'd like to open this up to the creativity across Penn State and see what approaches people propose.
  • Angela Dick on 04 Aug 11
     
    Awesome article! This is very similar to the way we are designing the modules for our NIH project. Allan, I would love to be part of "Flip the Classroom" engagement initiative this fall. If there is anything I can do please let me know.
  • gary chinn on 04 Aug 11
     
    an engagement initiative seems like a good idea. many of the approaches are implementations of active learning strategies, and I think having faculty from multiple disciplines exploring and sharing is a good way to test the effectiveness of various approaches. we just met with faculty from architectural engineering who've been flipping since 2008. one observation they made was that they flipped to allow student teams to work on group projects during class time. I had always thought that was a good idea for logistical purposes (especially in a team-heavy college like engineering), but they made a point I had not thought of: using classroom flip in that manner also allowed for the teams to have access to faculty advice and guidance while they were meeting to work on their projects. that seems like it may have huge benefits, especially at key points in a group assignment. all a long way of saying, there's much to learn. the blended learning initiative was essentially a 'classroom flip' approach as well, so some of the ways faculty adapted instruction for those courses might be relevant here too.
  • Allan Gyorke on 04 Aug 11
     
    Angela: Let's talk about it. Gary: Tapping into first-hand experience would be great. I know a bit from the National Conference on Academic Transformation conference. The example that comes to mind is a flip where students learn about math through some short (5 minute) video tutorials and then attend "class" in a lab environment to work in teams and get access to the GA and faculty. It taps into a lot of the features of "student engagement" as measured by the National Survey on Student Engagement with factors such as increased student-student work, collaborative problem solving, immediate feedback, and increased student-faculty contact. Overall, an excellent design.
Cole Camplese

Free Online Class Shakes Up Photo Education | Raw File - 4 views

www.wired.com/...lass-shakes-up-photo-education

photography education open opencourseware openeducation

shared by Cole Camplese on 14 Aug 11 - No Cached
  • “The key thing is to use existing architecture where possible. Institutions develop institutionalized approaches. Like locking themselves into inefficient, inappropriate and expensive software systems,” says Worth “Twitter granted me access to the discourses that I wanted to listen to, learn from, and engage with.”
    • Cole Camplese
      Cole Camplese on 14 Aug 11
       
      This is the money quote and one to think about as we adopt various technologies for teaching and learning.
  • “That ideological program is pushing an out-moded model of learning, where more time in the classroom listening to a teacher’s broadcast is the goal. Thinking creatively about teaching demands an emphasis on engagement. Leveraging social media technologies to extend learning beyond the classroom is central to engagement.”
  • The classes are centered around experimentation with – and use of – social media tools, because Worth believes them essential to his students’ future career. In the internet age, the photographer is not only a producer, they are also distributor and publisher. Getting the University to adopt services like Flickr, Soundcloud, Audioboo, Twitter and Google Docs was essential to eliminate any barriers to entry, but it was a difficult battle to wage.
  • ...1 more annotation...
  • Worth uses Twitter as “a listening device” and a means “to tune the network.”
  • bkozlek on 15 Aug 11
     
    A lot to think about here - How the practice of so many disciplines are changing due to changes in media How open Education doesn't just mean some pages put up on the web - Actually open people, not just open content. How the existing communications systems out there are the fertile ground that communities of practice sprout from, not institutional management systems. The future will be found at the confluence of these trends.
Cole Camplese

Center for Excellence in Teaching and Learning | In "Piglet mode?" Break open a New Fac... - 4 views

www.txwescetl.com/...piglet-mode

Center teaching learning faculty psutlt social psuhack

shared by Cole Camplese on 07 Sep 11 - No Cached
  • I thought my husband was a little crazy the day he bought bags and bags of emergency preparedness items for our home. We’re talking flashlights, a solar/battery/wind-up weather radio, bandages, blankets…you name it…all tucked into the closet under our stairs.
  • I tell that story because I think it’s applicable to new faculty. New faculty get thrown into the day-to-day course prep, research, advising, working with students, committee work, etc. and they don’t have time to prepare for the unexpected. Whether the unexpected is a minor flesh wound or a storm that damages nearby neighborhoods, new faculty may not be ready for those circumstances.
  • Cole Camplese on 07 Sep 11
     
    Really smart idea ... might be worth considering as a partnership between TLT and Schreyer Institute?
  • Allan Gyorke on 08 Sep 11
     
    It's a creative idea. It reminds me of the finals week survival kits that parents could buy for their kids (through Residence Life). I like that it includes key phone numbers and a dry erase marker.
Derek Gittler

The Default Major - Skating Through B-School - NYTimes.com - 1 views

www.nytimes.com/...edl-17business-t.html

shared by Derek Gittler on 21 Apr 11 - No Cached
  • According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors
  • Virginia’s integrated course system is possible because the business school is swimming in money
    • Derek Gittler
      Derek Gittler on 21 Apr 11
       
      How could Social Media integrate these various fields, without hierarchical structures imposing a cost?  Let the network find a way?
gary chinn

PR-USA.net - Flat World Knowledge Puts Faculty in Control With "Make It Your Own" Textb... - 0 views

pr-usa.net/index.php

opened textbook

shared by gary chinn on 26 Apr 11 - No Cached
  • Flat World Knowledge, the largest publisher of free and open college textbooks for students worldwide, today announced the release of a new platform called MIYO (Make It Your Own) (http://www.flatworldknowledge.com/miyo). The fully-automated system gives professors greater control over textbook content, and the ability, with one click, to make their modified book available to students free online or in multiple, low-cost digital and print formats.
  • The new system uses familiar drag-and-drop and click features that allow instructors to easily move or delete chapters and sections; upload Word and PDF documents; add notes and exercises; insert video and hyperlinks; edit sentences; and incorporate other content that is free to reuse under a Creative Commons open license.
  • gary chinn on 26 Apr 11
     
    story about release of new platform from one of david wiley's projects.
Cole Camplese

10 Ways Open CourseWare Has Freed Education | MindShift - 1 views

mindshift.kqed.org/...courseware-has-freed-education

OCW OER opencourseware

shared by Cole Camplese on 23 Apr 11 - No Cached
Derek Gittler liked it
  • The decision by the MIT faculty in 2001 to allow anyone to use their course content was a seminal move,  one that had a profound effect on democratizing education.
  • ALLOWING CUSTOMIZATION. MIT OCW is licensed under a Creative Commons Attribution-Share Alike-Non-Commercial License. That means that teachers and learners are able to share and remix the content that’s available.
  • ENCOURAGING SHARING. Do educators have an ethical responsibility to share? Open CourseWare reminds us that a large part of our role as educators is to share knowledge, and we should work to remove the barriers that make that possible.
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