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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

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

thenextweb.com/...b-design-forget-mobile-formats

web elearning

shared by Cole Camplese on 23 May 11 - No Cached
  • 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.
  • Cole Camplese on 23 May 11
     
    While about web design this is a look into how we need to think about designing learning online.
Allan Gyorke

Wired Campus - The Chronicle of Higher Education - 0 views

chronicle.com/...32835

games crowdsourcing

shared by Allan Gyorke on 16 Aug 11 - No Cached
  • Allan Gyorke on 16 Aug 11
     
    "The game EteRNA, which was started by the Stanford biochemist Rhiju Das and the Carnegie Mellon computer scientist Adrien Treuille, allows researchers to farm out some of the intellectual legwork behind RNA design to 26,000 players, rather than a relatively few lab workers. Players are given a puzzle design-an RNA molecule in the shape of a star or a cross, for example-that they must fill in with the components, called nucleotides, to produce the most plausible solution. The community of players then votes for the blueprint it thinks will have the best chance of success in the lab. The Stanford researchers select the highest-rated blueprints and actually synthesize them. The scientists then report back the results of the experiments to the crowd to inform future designs. The crowd-sourcing has produced results that tend to be more effective than computer-generated arrangements. "Computational methods are not perfect in making these shapes," says Mr. Das, "and as we get to more and more complex ones, they essentially always fail, so we know that there are rules to be learned." Players are figuring out these principles on their own, says Mr. Treuille. He says that while they're more like a grandmother's instructions on baking a cake than a strict scientific formula, they work remarkably well in practice. "EteRNA players are extremely good at designing RNA's," says Mr. Treuille, "which is all the more surprising because the top algorithms published by scientists are not nearly so good. The gap is pretty dramatic.""
  • Allan Gyorke on 16 Aug 11
     
    Interesting example of crowdsourcing to work on scientific issues.
Cole Camplese

Is lecture capture the worst educational technology? | Mark Smithers - 32 views

www.masmithers.com/...e-worst-educational-technology

psutlt

shared by Cole Camplese on 15 Mar 11 - No Cached
  • Cole Camplese on 15 Mar 11
     
    Should we be investing in a University wide initiative?
  • ...12 more comments...
  • Allan Gyorke on 15 Mar 11
     
    This is a pretty standard critique. Reasons for lecture capture from my readings on class podcasts: Accessibility (physical, sensory, and learning disability), time shifting (TiVo), exam review, increased student satisfaction, ESL students, hybrid learning, and student feedback (on presentations). I could probably list several more. Smithers doesn't really address these kinds of uses. He also mentions that preparing short videos to augment classroom materials is a worthwhile effort, and we'd get desktop capture along with the system that we'd purchase.
  • Chris Millet on 15 Mar 11
     
    When I first started thinking about lecture capture, what this article is saying pretty much summed up my position. Lectures represent poor instruction, and all lecture capture does is perpetuate that. I've come to have a more nuanced perspective on this issue than this author seems to have. First, there are certain realities we have to deal with. Large-enrollment courses and large lecture halls aren't going away anytime soon. In fact, they're only going to get more common as higher educational institutions try to operate more efficiently. Given this, as educational technologists, we need to look into technologies which provide the best teaching and learning experience with this contraint. Clickers are a good example of encouraging student engagement in large lecture halls. Lecture capture can improve this situation in a number of ways. If a student falls behind and is not able to ask questions due to the sheer size of a section, they can review the lecture later and engage with peers using the collaboration features of most lecture capture systems. Faculty can use lecture capture to create supplementary materials to supplement their instruction and minimize rote lecture, which may open an opportunity for incorporating critical dialogue in class. There are many other ways to use lecture capture to address the difficult teaching challenge of large lectures. Second, one situation that came up numerous times in my focus groups was that lecture captures helped students particularly in courses where the content was particularly challenging or informationally dense. No matter how good an instructor is, there are times that information presented in a lecture needs to be reviewed, and the presence of a lecture capture system provides that capability. Good systems, like the ones we're looking at, capture multiple sources like slides and document cameras, do OCR to make content searchable, etc., so review is a fairly rich experience.
  • Chris Millet on 15 Mar 11
     
    (continued.. Diigo cut off my comment) Third, another affordance good lecture capture systems offer is collaboration. Reviewing a lecture capture is not a one-way consumption of a capture, but rather a place for contextual discussion of course materials with peers, or a place for students to ask targeted questions regarding a particularly difficult section of a lecture. Given that this discussion is contextual, it's often far more useful than an LMS discussion area. Finally, this technology aids teaching by offering instructors the ability to more easily see where students are having problems (via observing what sections they are reviewing the most or where they have the most questions) so they can address this in class. There's more value in lecture capture beyond what I've suggested here, such as in supporting distance or hybrid instruction (another growing need at this institution). Perhaps the problem is in the name 'lecture capture', as this doesn't really encapsulate much of what I just described. And there's definitely a faculty training need created here, in order to help develop pedagogies to properly leverage this technology and not just perpetuate bad teaching. But I think that's the case with any technologies we introduce. In short, this article provides a very one-dimensional view of lecture capture, and is probably based on observations of a small handful of poor uses. I think we can do better, and I am much more hopeful about this technology.
  • bkozlek on 15 Mar 11
     
    I think the original author would argue that the points you bring up would be better suited by series of short desktop recordings. It is a better way to present informationally dense materials. Students can collaborate around the desktop recording as much as a recorded lecture, and analytics on desktop recordings can reveal areas where students are struggling just as well as a recorded lecture. To the first point of classrooms getting larger - maybe it is incumbent on ed technologists to find ways to increase efficiency in ways other than increasing capacity of lecture halls - like allowing faculty to present content from their desktop via the web and rethinking the assumptions of getting everyone together in a large room. I certainly don't have all the answers or all the information, but just a little advocating for the devil.
  • Chris Millet on 15 Mar 11
     
    That's a good point, Brad. You're right that desktop capture applications can do some of what systems like Echo360 can do. Something like Camtasia Relay is a good example of a desktop capture app that publishes into a centralized system, which could then integrate into an LMS, blogs, or whatever. I would say that Echo360's personal capture solution might be able to produce a more rich capture of multiple sources, and has some other collaboration and analytics features that Camtasia doesn't (can you tell I've been evaluating these tools for the last two months?). But still, you might say Echo360 is overkill if primarily what you want to do is desktop recording. I'm not convinced that that's all faculty will want to do, or if that's the right approach pedagogically speaking. But I guess that's why we need to pilot this stuff. I agree that packing students into larger and larger classroom isn't the right answer being more efficient. To some extent it's inevitable though, at least until more modern pedagogies that include active and social learning become more mainstream, and there's proven technology to support that on a large scale. Maybe lecture capture is just an interim step towards that model. I'm not sure..
  • gary chinn on 02 Apr 11
     
    this is a highly relevant article for me. by way of background, my director & I have been making the rounds to faculty meetings for the departments in our college (there are 13 in total) to talk about our center and what we do. one of the first comments/questions we get has something to do with lecture capture as a proposed "online course" model. for myriad reasons, I am against the notion that lecture capture can represent the foundation of a high-quality online learning experience. and, in fact, I am positive that the reason it comes up so often is that it is far and away the lowest burden on faculty in terms of effort: no course redesign; no reconsideration of teaching approaches; no change in anything, really, just record an already-ongoing in class presentation and stream it. I think it's lazy work and leads to a subpar instructional experience. that said, I have no issue with it at all as an ancillary resource for a res class. in fact, the content covered in many of our classes would benefit from allowing students to go back and review example problems, equations, in-class demos, etc.
  • Allan Gyorke on 02 Apr 11
     
    At the ELI meeting, I went to an excellent session by some folks at George Washington University where they're using lecture capture as the primary delivery platform for a distance education program. According to them, it works very well and both on-campus and on-line students are happy with the program. My notes are here: http://www.personal.psu.edu/asg102/blogs/portfolio/2011/02/echo-360-at-george-washington.html
  • Chris Millet on 02 Apr 11
     
    Lecture capture is just a technology. It can be used poorly (using it to re-broadcast bad teaching) or it can be used well (to prompt students and facilitate in-class discussion). The important thing is to understand its affordances and apply sound instructional design to its use. Again, I think people get hung up on the term "lecture capture" and miss all the other compelling uses of the technology. It take your point though, Gary, and there is a chance that these systems will encourage people to be lazy and call it innovative teaching practice anyway. But isn't that true with any technology?
  • gary chinn on 03 Apr 11
     
    good points, chris. again, my issue is with lecture capture as the foundation (ie primary content delivery approach) of a completely online course. as a way to making materials available outside of a residential course, I think lecture capture has clear application. we've also been working on "classroom flip" models for years in our college, which provide students with recorded lectures in preparation for in-class meetings. our architectural engineering department has done a good deal of these over the years and refined his process. so there is clear value to providing recordings of lectures. my criticisms are in the specific context of online instruction. we're incorporating lots of screencasts and other shorter video clips into courses currently under development, and have been doing so since I joined the center three years ago. but in terms of effective content delivery in an online environment, 50-minute captured lectures are a poor approach; if folks are interested in more info, I have a lit review I assembled last year on this exact issue. in short, long uninterrupted blocks of video are a poor choice for engagement & the realities of learner attention. however, steps can be taken to address these issues with pacing and building in opportunities for learner-to-content interaction within the larger elearning framework. to put another way, many of the benefits of redesigning for distance instruction are not the obvious ones: tasks such as revisiting learning objectives; reconsidering how interaction will work; reconsidering the balance between student-centered and instructor-led content delivery; how central student discussions or presentations are to mastery of specific course goals; and so on. i'm of the mind that simply posting recorded lectures does not force a closer examination of the course, and thus is philosophically equivalent to posting PPT slides/PDFs and calling that an online course. would we (as learning design professionals) la
  • Cole Camplese on 03 Apr 11
     
    I think it is better than the Aqua Bar, that's for sure ;-). I also wonder if this discussion would have happend as a comment thread to a blog post ... I doubt it. I like that the discussion is happening though. I wonder if we should organize an open discussion with people from around campus to see what they think. Conversations with designers and faculty might prove really interesting. Would the implementation of LC in all GPC's on campus change the design models for web courses or the world campus? Would that be a good thing? I just don't know. Anyone want to consider this as a way to get a larger conversation going?
  • gary chinn on 03 Apr 11
     
    aside: is there a character limit for these comments? I was looking over my second comment and the last 2 paragraphs are truncated. here they are: i'm of the mind that simply posting recorded lectures does not force a closer examination of the course, and thus is philosophically equivalent to posting PPT slides/PDFs and calling that an online course. would we (as learning design professionals) laugh at the notion that posting slides from a lecture constitutes a "quality course?" I think we might. and if we would, what makes a recorded lecture different? in my opinion, not much. and according to the educause quarterly article from 2009, there's no empirical evidence of an impact (pro or con) on grades, test scores or learning outcomes. anyway, thanks for the good discussion. I like this diigo thing, it's certainly got a leg up on delicious in the conversation department. :)
  • gary chinn on 03 Apr 11
     
    regarding a larger discussion, I think there would be interest. some collegues & I talked about it as a possible topic for the all-ld meeting late last fall, but the timing didn't work out. I've had conversations about it with elearing peers because "why don't we just post lectures as an online course?" is a common question from faculty. how, specifically, lc might change things is an interesting question. the ability to quickly & easily capture video would certainly have a benefit to online learning units, even if it's not full lectures. but something akin to a "one button studio" for faculty to create a quick demo/intro/expand on a confounding point? that would be great for sure.
  • Chris Millet on 04 Apr 11
     
    It would be great to get others involved in this discussion. Lecture capture has the potential to very broadly affect teaching and learning at Penn State, and there no better time than now to develop our thinking and strategies on the subject. The weekly All-ID meetings and the Learning Design Summer Camp would both be great forums for the discussion. A focused discussion with World Campus would be a good idea as well.
  • gary chinn on 04 Apr 11
     
    agree that all-ld is a good place to talk about things. would you be interesting in providing an overview of the lc committee's work? what you're looking for, how vendors are being evaluated, etc? then perhaps we could segue into a discussion of the larger implications with the group. if that sounds reasonable, we can talk to jeff about getting on the agenda. as for a focused session with WC, that's a good idea. I wonder if it could be a WC + online learning units from colleges, since we'd all be interested in impacts for online instruction.
Cole Camplese

ELearning Platform Reviews - ETS - 3 views

ets.tlt.psu.edu/...ELearning_Platform_Reviews

ETS elearning reviews psutlt learning

shared by Cole Camplese on 07 Sep 11 - No Cached
  • Cole Camplese on 07 Sep 11
     
    In early 2010, Cole Camplese, then Director of Education Technology Services at Penn State, created a Web site (hereafter referred to as the OCDM wiki) that invited University Park learning designers and administrators to provide a summary of their unit's online course development models in order to capture a snapshot of practice at Penn State's main campus. In Summer 2010, an invitation was sent to the entire learning design community at Penn State to elicit the same information for other campus locations.  In January 2011, Ann Taylor, Assistant Director of the Dutton e-Education Institute in the College of Earth and Mineral Sciences and Chair of the Senate Outreach Committee, joined Camplese in his efforts to gather and analyze information about University-wide course development models. Several additional invitations were made to the University community, asking learning designers and administrators to update and/or to add their unit's online course development model summary to the OCDM wiki.
Cole Camplese

Economics Game Ramp Up: Effective Achievements - Zac Zidik - 6 views

www.personal.psu.edu/...up-effective-achievements.html

psuegc psutlt games design

shared by Cole Camplese on 15 May 11 - No Cached
  • The real challenge in designing this game will be designing it so that there are many paths to success and and many paths to failure with all the mediums inbetween, while continually keeping the player informed on how they are doing in regards to the "expected achievements."
  • Cole Camplese on 15 May 11
     
    Good post from Zac on design elements for game achievments.
Cole Camplese

Push Pop Press: Al Gore's Our Choice - 2 views

pushpoppress.com/ourchoice

design ipad book future psuhack

shared by Cole Camplese on 29 Apr 11 - No Cached
  • Cole Camplese on 29 Apr 11
     
    I don't care if you agree with the science, this represents the first real interactive text designed for iOS that I have seen.  I can't even imagine how much this thing cost to make, but it looks really stunning.  But at 4.99 it seems like a mind bending opportunity to learn about interaction design.
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

Designing a big news site is about more than beauty » Nieman Journalism Lab »... - 2 views

www.niemanlab.org/...site-is-about-more-than-beauty

design web psutlt

shared by Cole Camplese on 28 Jul 11 - No Cached
  • Cole Camplese on 28 Jul 11
     
    Lessons for the TLT website?
bkozlek

Milwaukee 7th-grader among winners in national video game design contest - JSOnline - 0 views

www.jsonline.com/...118943044.html

psutlt gaming egc

shared by bkozlek on 31 Mar 11 - No Cached
  • A seventh-grader from Milwaukee Montessori School is among the winners of a nationwide video game design challenge launched at the White House last fall. Shireen Zaineb created a game called "Discover.." that earned her a victory in the National STEM Video Game Challenge, which was designed to generate interest in science, technology, engineering and math, also known as STEM. Zaineb's Web-based game teaches players about concepts such as mass, friction, weight and gravity through a series of platforming challenges in which players must jump a character through 2-D environments and collect items.
Derek Gittler

Adam Curtis - All Watched Over By Machines Of Loving Grace - 0 views

www.reddit.com/...ll_watched_over_by_machines_of

Adam Curtis Networks Social Order

shared by Derek Gittler on 24 May 11 - No Cached
  • Derek Gittler on 24 May 11
     
    Another amazing Documentary by Adam Curtis Individuals acting as independent agents, without hierarchy, form orders without design, and how network computer technologies facilitate this in society. This is Part 1, Just shown tonight on the BBC in England, but copyright laws what they are, the links to LiveLeak in this Reddit post will probably be taken down soon.  But there are always other means.
Jamie Oberdick

Garden Rant: Forget Gen Y. Make way for Generation G. - 0 views

www.gardenrant.com/...make-way-for-generation-g.html

garden education technology learning

shared by Jamie Oberdick on 26 May 11 - No Cached
  • I spent a lot of time talking with and learning from gardeners from many different backgrounds and age groups who would no more hire a landscape designer than I would hire a personal stylist.
  • I feel even more strongly that many Gen Yers take a holistic approach to gardening and are comfortable reinterpreting the definition of what a garden can be.  For example, their commitment to the environment, their passion for figuring things out for themselves and their tendency to rely on the internet rather than on books
  • Whether it’s trading in lawn for meadows, ornamentals for edibles or chemicals for compost, the gardening world seems more open to change and innovation than ever before.
  • ...1 more annotation...
  • And in true Gen Y fashion, when we asked where she got her ideas, she explained most came from browsing Flickr (which coincidentally, is where we found her).
  • Jamie Oberdick on 26 May 11
     
    There are many parallels to how learning is changing and how gardening is changing. The concept of a gardener some may have as a fogey in a big floppy hat is as quaint as the concept of a knitter being an elderly lady with a cat or a professor being John Houseman in the Paper Chase.  Note how younger gardeners are learning - not from books. I see this constantly. They reject the idea of manicured lawns as not only old but of questionable morals given effects on environment. They believe in eating META local. They believe in collaboration and community. This is continuing adult learning, and it's blended learning.  Note where Emily Goodman got her idea for her garden design - not from a book. And guess what - it's not limited to age. Just interesting to me how stuff like this is happening in so many aspects of the world outside higher ed. I think this offers more evidence we need to keep up. 
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.
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.
Allan Gyorke

About - App Inventor for Android - 2 views

appinventor.googlelabs.com/about

mobility apps programming

shared by Allan Gyorke on 18 Aug 11 - Cached
  • Allan Gyorke on 18 Aug 11
     
    "App Inventor for Android Create apps for your phone! Creating an App Inventor app begins in your browser, where you design how the app will look. Then, like fitting together puzzle pieces, you set your app's behavior. All the while, through a live connection between your computer and your phone, your app appears on your phone."
  • ...1 more comment...
  • Allan Gyorke on 18 Aug 11
     
    Video on this site shows an interface that reminds me of Authorware back in the day - drag and drop visual programming. Could be an interesting part of a student programming project or our work with Jansen. I wonder if something like this exists for the iOS.
  • bartmon on 19 Aug 11
     
    I had some people in my class play around with this last spring, it seems straightforward (if you own an Android phone, which limited most of my students). I showed this to the faculty running the Erie game certificate program, and they were trying to figure out a way they might expose students to it to build some games. Certainly simplifies mobile, entry-level app development.
  • Allan Gyorke on 19 Aug 11
     
    Thanks. Getting started on a new platform can be daunting, but an early success like this could spark interest in mobile app development.
Jeff Swain

Education Week: At-Risk Kids Treated as 'Gifted' Perform Better, Study Finds - 1 views

www.edweek.org/...28mct_ncgifted.h30.html

pedagogy psutlt

shared by Jeff Swain on 08 Apr 11 - No Cached
  • The training of teachers is key, said Margaret Gayle, co-designer of the program and director of the American Association for Gifted Children at Duke. The program was designed to give teachers new skills tailored for advanced students. "They challenge students more; they do more with problem-based learning," she said. "They get a lot of higher-level instructional strategies, they know better how to motivate kids."
  • Jeff Swain on 08 Apr 11
     
    Should we all be following this approach?
Cole Camplese

How one newspaper rebooted its workflow with Google Docs and WordPress - O'Reilly Radar - 3 views

radar.oreilly.com/...rdpress-indesign-workflow.html

wordpress googleapps workflow

shared by Cole Camplese on 04 Jul 11 - No Cached
  • Cole Camplese on 04 Jul 11
     
    This could be altered to create a heck of an eLearning design workflow.
  • ...3 more comments...
  • Allan Gyorke on 05 Jul 11
     
    Very interesting. The screencast is helpful in understanding how they automated the connection between Google Docs and WordPress. I'm going to send this to Matt to make sure he sees it.
  • Matt Meyer on 05 Jul 11
     
    They definitely take it to the next level with the API from Gdocs into WordPress. Could be an interesting 'meth lab' experiment. The other big piece to such a system would be the media management integration element. Very cool stuff.
  • bkozlek on 05 Jul 11
     
    From the technical side, this is music to my ears given the bad place we are with some other of our other CMSes: "WordPress has a great API and it's very extendable - we've been able to easily change pretty much any part of the CMS without hacking the core, which allows us to maintain the integrity of the system."
  • bkozlek on 05 Jul 11
     
    how to stop worrying and embrace the google docs......
  • Allan Gyorke on 05 Jul 11
     
    Brad and Matt: can the two of you talk? When Matt and I discussed this, I suggested that we could give something like this a try with our Hot Team white papers as a test to see how the pieces would fit together.
bartmon

Newell sees no distinction 'between games and educational games' | Joystiq - 0 views

www.joystiq.com/...en-games-and-educational-games

shared by bartmon on 24 Jun 11 - No Cached
  • "The interesting thing about Portal 2 is it doesn't sort of fit the traditional simplistic model of what a game is. It's not a collection of weapons. It's not a collection of monsters. It's really about science. It's about spatial reasoning, it's about learning physics, it's about problem solving.
  • "There seems to be this distinction between games that are educational, and games that are going to be commercially successful. I'm not really sure I buy into that."
  • A lot of times [the label] 'educational games' is a way of being an excuse for bad game design or poor production values."
  • ...3 more annotations...
  • "Games are becoming increasingly useful as educational tools. From our perspective, it's one of the things we always think about -- we always think about games as a learning experience. You can't design a game without thinking about the progression of experiences and skills that a person is gonna have. The value that we have is that they're self-directed. Rather than that being a problem -- rather than resisting the chaotic nature of an individual one-on-one play experience that people have, we embrace it."
  • "Someone should write a book, "Everything I Needed to Know to be Successful I Learned From World of Warcraft."
  • "In terms of what educational psychologists are sort of starting to discover about what are the highest value educational experiences, games are a lot closer to being those things than traditional middle school/high school kinds of curriculum,"
  • bartmon on 24 Jun 11
     
    Some interesting notes from Gabe Newell's keynote at Games for Change. This is interesting because it's the first time a president and figurehead for one of the biggest game developers out there has really put a stake in the ground for using games as educational tools.
Erin Long

Next-Gen Classrooms: Aces of Space -- Campus Technology - 3 views

campustechnology.com/...-Classrooms-Aces-of-Space.aspx

shared by Erin Long on 07 Jul 11 - No Cached
Allan Gyorke liked it
  • Erin Long on 07 Jul 11
     
    Interesting examples of how schools are getting more engagement out of students (even when lecture size has doubled) based simply on the design of the classroom and experience.
bkozlek

Hype - 0 views

tumultco.com/hype

html5 animation Mac design tools web iPad iphone

shared by bkozlek on 03 Jun 11 - No Cached
  • Using Hype, you can create beautiful HTML5 web content. Animations and interactive content made with Hype work on desktops, smartphones and iPads. No coding required.
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