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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

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.
Allan Gyorke

Recording Video Lectures - Part 0 - JShook - 3 views

www.personal.psu.edu/...g-video-lectures---part-0.html

lecture capture kahn academy mobile learning

shared by Allan Gyorke on 20 Jun 11 - No Cached
  • Allan Gyorke on 20 Jun 11
     
    "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."
  • ...1 more comment...
  • Allan Gyorke on 20 Jun 11
     
    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.
  • bartmon on 21 Jun 11
     
    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.
  • Allan Gyorke on 21 Jun 11
     
    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.
Allan Gyorke

Apps in Education: Explain Everything - 2 views

appsineducation.blogspot.com/...explain-everything.html

screencast app ipad khan academy

shared by Allan Gyorke on 12 Oct 11 - No Cached
  • Allan Gyorke on 12 Oct 11
     
    "The beauty of this app is that you can create professional slick interactive presentations all on the iPad. You simply take a series of screen shots, order the images and then include any written instructions you need and then when it is all ready you simply hit the little red record button and put your voice-over onto the presentation."
  • Allan Gyorke on 12 Oct 11
     
    Gary Chinn shared this with me. We've been talking about some other apps like ShowMe and ScreenChomp
Emily Rimland

Alison J. Head on Modeling the Information-Seeking Process of College Students in the D... - 0 views

cyber.law.harvard.edu/...alisonhead

information_literacy students

shared by Emily Rimland on 26 Jan 12 - No Cached
  • Emily Rimland on 26 Jan 12
     
    "What is it like to be a college student in the digital age? Alison Head - lead researcher for the national study, Project Information Literacy, Berkman Fellow, and Research Scientist in University of Washington's Information School - presents a working typology of the undergraduate information-seeking process, including students' reliance on and use of Web sources."
Allan Gyorke

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

mediacommons.psu.edu/stac

students mobility ipad2

shared by Allan Gyorke on 16 Aug 11 - No Cached
  • Allan Gyorke on 16 Aug 11
     
    "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."
  • Allan Gyorke on 16 Aug 11
     
    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.
Chris Millet

Governing Boards Turn to Technology to Reinvent the University - Leadership & Governanc... - 0 views

chronicle.com/...127023

shared by Chris Millet on 06 Apr 11 - No Cached
  • Eduardo M. Ochoa, assistant secretary for postsecondary education at the U.S. Department of Education, said at a panel session on Monday that "less labor-intensive" instruction methods will be required to increase the nation's number of college graduates. He conceded that technology presents upfront costs for colleges. But, he said, "eventually, the way things are done becomes qualitatively different."
  • While the course redesigns differ from campus to campus, they often involve the use of low-stakes online quizzes to promote student mastery of material. Such quizzes and other online tasks can replace the need for class time and reduce the number of professors required to teach a course, Ms. Twigg said. On average, the course redesigns reduce costs by 37 percent, she said.
  • Ms. Twigg has argued for more than a decade that, when used effectively, technology can both improve student achievement and reduce costs.
  • ...1 more annotation...
  • It is a "myth" in higher education that "we can cut our way into survival," Mr. Yudof said.
bkozlek

Dan Milward: Games Powered By WordPress « WordPress.tv - 0 views

wordpress.tv/...ard-games-powered-by-wordpress

wordpress gaming egc

shared by bkozlek on 19 Apr 11 - No Cached
  • bkozlek on 19 Apr 11
     
    PResentation by the creator of the social game creation site, double happy 
Cole Camplese

Peer Review Process - English 202C: Technical Writing - 1 views

www.personal.psu.edu/...peer-review-process.html

ipad psuipad process facultyhack studenthack psuhack

shared by Cole Camplese on 06 Mar 11 - No Cached
  • Below is the process we will follow for peer review in this class. This post will take you through the following steps: 1.) Emailing your draft to your peer reviewer 2.) Opening your peer's draft in iAnnotate and adding your comments 3.) Emailing your comments to your peer, and 4.) Turning in your commented draft.
  • Cole Camplese on 06 Mar 11
     
    A great set of instructions from Patricia on how to use the iPad in a peer review mode.
  • Chris Millet on 06 Mar 11
     
    I talked about this process in my presentation at Abilene. Michael Farris (from last semester's pilot) said this was the most effective use of iPads in this class, and that students were actually more engaged with peer review in class doing it this way vs. on paper.
  • Cole Camplese on 06 Mar 11
     
    It might be a good idea to get the English 202 people together to share their experiences a bit with us ... maybe just as a moderated conversation.
Cole Camplese

The Who, Why, And How Of Twitter - 5 views

blog.buysellads.com/...the-who-why-and-how-of-twitter

twitter psutlt statistics

shared by Cole Camplese on 03 Jun 11 - No Cached
  • bartmon on 07 Jun 11
     
    Nice graphic. Unfortunately I can't find an "N" value for overall twitter accounts. I always find it interesting to compare this to some of the popular Zynga data. For instance: 20.6 million US adults access twitter once a month 59 million zynga players access a zynga game at least once a day Last I heard, the total Zynga account tally was at 277m (if viewed as a country, Zynga would be the fourth largest behind the US). At one point, more people were playing farmville than there were twitter accounts, but that stat is 2 years old so I'm sure that's changed quite a bit (but in what direction, I have no idea).
  • Allan Gyorke on 08 Jun 11
     
    Agreed - I like the way this is presented, especially the 8% on the U.S. map. I might have to steal that one.
bartmon

Intro to GLaDOS 101: A Professor's Decision to Teach Portal - Giant Bomb - 1 views

www.giantbomb.com/...3206

games

shared by bartmon on 10 Jun 11 - No Cached
  • "This is a course about what it means to be human, focused on some of the enduring questions our existence inevitably raises for us. The goals of this course reflect this focus."You roll your eyes, figuring the next four (or five (or six)) years were supposed to be about shaping your own destiny, learning how to drink alcohol without throwing up and playing a bunch of games until some ungodly hour in the morning. Grudgingly, you look at the reading list. Gilgamesh, Aristotle, Goffman, Donne, Portal....Portal. No, you haven't misread. But understandably, you look closer.Week 4February 7: Montaigne, Essays, selectedFebruary 9: Goffman, Presentation of Self, Introduction and Ch. 1February 11: Portal (video game developed by Valve Software)
  • "She's got her forestage and she's got her backstage, the stuff she doesn't want you to see," he said. "The game does an amazing job of slowly peeling back her veneer, and the stuff she doesn't want you to see or know is so slowly revealed. Those students started to exchange stories about what they saw behind the scenes or writing on the walls, little stuff they would find, little artifacts. That really provoked a lot of interesting connections between the Goffman text and GLaDOS as a character, as a personality, and the way that the environment is an extension of her and her personality. That really clicked."
  • bartmon on 10 Jun 11
     
    Interesting read regarding the game Portal being used in a freshman humanities course, alongside classics like Gilgamesh and readings about Aristotle.
Allan Gyorke

60+ Interesting Ways* to use an iPad in the Classroom - 2 views

docs.google.com/...view

ipad mobility apps

shared by Allan Gyorke on 31 Aug 11 - No Cached
  • Allan Gyorke on 31 Aug 11
     
    62 Interesting Ways to use an iPad in the Classroom
  • Allan Gyorke on 31 Aug 11
     
    Some ideas for using iPads in a classroom. Many of them are focused on elementary school, but there are a few golden nuggets in the mix.
Cole Camplese

How Long Does It Take To Develop An Hour Of Elearning? | Upside Learning Blog - 5 views

www.upsidelearning.com/...o-develop-an-hour-of-elearning

elearning costs

shared by Cole Camplese on 15 Sep 11 - No Cached
  • As I was looking through my feeds this morning, I noticed a post from Karl Kapp in which he mentions a presentation by the Chapman Alliance, which talks about development costs for an hour of Elearning based on a survey.
Cole Camplese

Clickers: Assessment and Beyond - Teaching with Clickers - 3 views

blogs.tlt.psu.edu/...ers-assessment-and-beyond.html

clickers assessment teaching education psutlt

shared by Cole Camplese on 23 Jun 11 - No Cached
  • Dr. Suann Yang teaches Ecology in the department of Biology here at Penn State. In this presentation, she describes best practices and strategies for effective clicker use in a large (~300 student class).
Cole Camplese

New Cultures of Scholarship - Christopher P. Long's ePortfolio - 4 views

www.personal.psu.edu/...w-cultures-of-scholarship.html

cultures scholarship christopher cpl

shared by Cole Camplese on 28 Oct 11 - No Cached
  • The presentation is divided into two parts. The first part focuses on the theoretical background that helps us put the transformation of literacy through which we are living into a wider context. In the second part, I focus on a few of the ways I have sought to integrate digital technologies into my scholarly practices. 
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