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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

Simply Speaking - Teaching and Learning with Technology - 5 views

tlt.its.psu.edu/...simplyspeaking

learning teaching education technology

shared by Cole Camplese on 18 Oct 11 - No Cached
  • Simply Speaking is a series of brief videos created by Teaching and Learning with Technology that explain technology topics in everyday language and with a little humor. They are modeled after the "... in plain english" videos that explain more general technologies such as Google Docs.
  • Allan Gyorke on 18 Oct 11
     
    "Simply Speaking is a series of brief videos created by Teaching and Learning with Technology that explain technology topics in everyday language and with a little humor. They are modeled after the "... in plain english" videos that explain more general technologies such as Google Docs."
  • Allan Gyorke on 18 Oct 11
     
    A new page to show all of the Simply Speaking videos that we have created over the past couple of years. Other ideas for similar videos like this are in the works, such as one to explain the importance of open educational resources and another talking about the ideas behind flipping a course.
Elizabeth Pyatt

"The Ruin" - 0 views

poppy.nsms.ox.ac.uk/...80

video

shared by Elizabeth Pyatt on 06 Sep 11 - No Cached
  • Elizabeth Pyatt on 06 Sep 11
     
    Video of an Old English poem about a Roman ruin, but shot with newer 20th century industrial ruins. Interesting use of video to literature to "real life"
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

Facebook Introduces Video Chat in a Partnership With Skype - NYTimes.com - 0 views

www.nytimes.com/...-a-partnership-with-skype.html

skype facebook videoconferencing

shared by Allan Gyorke on 07 Jul 11 - No Cached
  • Allan Gyorke on 07 Jul 11
     
    "Hoping to give its users a more intimate way to stay in touch, Facebook on Wednesday introduced video chatting inside its online social network through a deal with Skype, the Internet calling service. "
  • Allan Gyorke on 07 Jul 11
     
    Interesting partnership between two communication giants. Much of the rest of the article discusses this as a counter-attack on Google+. Honestly, this must have been in the works for a while, but it's also okay if it is true. When companies feel the need to innovate to stay competitive, users win.
Cole Camplese

Civil War Project Shows Pros and Cons of Crowdsourcing - Wired Campus - The Chronicle o... - 4 views

chronicle.com/...31749

Crowd source psutlt transcription bambooproject

shared by Cole Camplese on 17 Jun 11 - No Cached
  • Cole Camplese on 17 Jun 11
     
    It makes me wonder how we might take advantage of crowd sourcing here on campus? I worn if we could open videos to transcription by students or other fiends of the university.
  • Allan Gyorke on 18 Jun 11
     
    There may be a magic formula involving a distributed community of hobbyists here. There's a lot of interest in the Civil War. The article mentions going to historical societies for help with the transcription. Oddly enough, this is a perfect example of "Cognitive Surplus" in action.
  • Jamie Oberdick on 22 Jun 11
     
    One big message here was pretty clear: Expertise still matters, and crowdsourcing doesn't change that (despite a stunningly silly argument I saw recently online that crowdsourcing laypeople is better than a doctor at diagnosing an illness. I mean, c'mon, let's not be ridiculous.). However, there are a few things going on here - building a community of people creating something based on a shared interest, which has manifold benefits. Cole, your example of transcribing videos....working with say the National Association of the Deaf to gather volunteers would make for a fantastic project. Also, there is a lot of learning potential in something like this. If something is done wrong by the crowd, then that's a teachable moment as to why it's wrong. Then you get a better crowd.
Cole Camplese

Education Needs a Digital-Age Upgrade - NYTimes.com - 4 views

opinionator.blogs.nytimes.com/...on-needs-a-digital-age-upgrade

education psuhack digitalliteracy digitalhumanities

shared by Cole Camplese on 10 Aug 11 - No Cached
  • According to Cathy N. Davidson, co-director of the annual MacArthur Foundation Digital Media and Learning Competitions, fully 65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet.
  • For those two-thirds of grade-school kids, if for no one else, it’s high time we redesigned American education.
  • What she recommends, in fact, looks much more like a classical education than it does the industrial-era holdover system that still informs our unrenovated classrooms.
  • ...7 more annotations...
  • An institutional grudge match with the young can sabotage an entire culture.
  • When we criticize students for making digital videos instead of reading “Gravity’s Rainbow,” or squabbling on Politico.com instead of watching “The Candidate,” we are blinding ourselves to the world as it is.
  • But digital video and Web politics are intellectually robust and stimulating, profitable and even pleasurable.
  • It’s possible that any of these educational approaches would be more appropriate to the digital era than the one we have now.
  • “What if bad writing is a product of the form of writing required in school — the term paper — and not necessarily intrinsic to a student’s natural writing style or thought process?” She adds: “What if ‘research paper’ is a category that invites, even requires, linguistic and syntactic gobbledygook?”
  • Her recommendations center on one of the most astounding revelations of the digital age: Even academically reticent students publish work prolifically, subject it to critique and improve it on the Internet. This goes for everything from political commentary to still photography to satirical videos — all the stuff that parents and teachers habitually read as “distraction.”
  • The new classroom should teach the huge array of complex skills that come under the heading of digital literacy. And it should make students accountable on the Web, where they should regularly be aiming, from grade-school on, to contribute to a wide range of wiki projects.
  • Cole Camplese on 10 Aug 11
     
    Reminds me of the things Chris Long and I were trying to articulate in our Hacking Pedagogy talk from last year's LDSC.  Must read.
Elizabeth Pyatt

10 Award-Winning Scientific Simulation Videos - 0 views

www.wired.com/...science-simulation-videos

video visualization

shared by Elizabeth Pyatt on 10 Aug 11 - No Cached
  • Elizabeth Pyatt on 10 Aug 11
     
    This kind of visualization not scalable yet, but will it be soon? "Thanks to increasingly cheap, fast and efficient computing power, scientific simulations are now a crucial tool for researchers who want to ask once impractical scientific questions or generate data that laboratory experiments can't. "The human eye can pick out patterns in simulations that are are otherwise hard to describe, and they can do it better than any computer," said visualization scientist Joseph Insley of Argonne National Laboratory ."Plus, with the incredible amount of data gathered these days, it's difficult to analyze it any other way."
Cole Camplese

DTLT Today - 3 views

dtlttoday.com

DTLT video psutlt podcast

shared by Cole Camplese on 25 Aug 11 - No Cached
  • Cole Camplese on 25 Aug 11
     
    Jealousy. Dave Stong was always pushing us to do a video version of ETS Talk. As usual, he was right.
  • Allan Gyorke on 26 Aug 11
     
    We have so many posts to Diigo every week that it's not like we'd run out of topics. It's all a matter of time and priorities. Plus you know how much I love podcasting - I've been writing about it non-stop for two weeks now.
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.
gary chinn

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

www.connectedprincipals.com/...1534

reverseinstruction flip Teaching

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

Built-in video editor for Team Fortress 2 - 0 views

www.teamfortress.com/replayupdate

games video

shared by bartmon on 06 May 11 - No Cached
  • bartmon on 06 May 11
     
    Kind of wild...TF2 now has the ability to not only record your in-game footage, but now edit it as well with some custom tech. Even more interesting, you can toggle the camera from FPS view, to 3rd person view, to a 'free roam' view, allowing you to get different angles out of replay. Figures they also have direct links to YouTube, tied the video making/editing to achievements, as well as offering special in-game items if youtube vids hit certain view thresholds.
Christian Johansen

dotSub Video Captioning - 0 views

blog.dotsub.com/?utm_source=dotSUB+LLC+List&utm_campaign=d7a5f891fe-dotSUB_Newsletter_May_20115_26_2011&utm_medium=email

accessibility caption video

shared by Christian Johansen on 26 May 11 - No Cached
  • Christian Johansen on 26 May 11
     
    The ATeam is researching tools and processes for captioning. This is one tool.
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.
Chris Millet

2 Universities Under the Legal Gun - Technology - The Chronicle of Higher Education - 1 views

chronicle.com/...127688

copyright fairuse

shared by Chris Millet on 31 May 11 - No Cached
  • What they're fighting about: The educational video publishers claim that UCLA is violating copyright and breaching its contract by copying DVD's of Shakespeare plays acquired from Ambrose and streaming them online for faculty and students to use in courses. They say UCLA had the right only to lend copies to teachers for in-class use or to show the DVD's in the library itself.
  • The university did not "secure the right to stream our programs from a library server to any class and any student whenever it chooses," said Allen Dohra, president of the trade group, in a written statement. UCLA says copyright law permits streaming.
  • Much is also at stake for publishers, who say UCLA's practice could be catastrophic for the educational-video business. They fear it will cut off new markets for distributors like Ambrose, which sells its own streaming service.
  • ...2 more annotations...
  • Kevin Smith, the university's scholarly-communications officer, described the plaintiffs' request to limit how much material can be used as "a nightmare scenario for higher education."
  • Publishers Weekly described the case as "the most significant copyright trial for publishers since the Kinko's course-pack litigation," referring to a 1991 case in which Basic Books sued the Kinko's chain for copyright infringement. (The publisher won.)
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.
gary chinn

Chomp, chomp chomp! Welcome ScreenChomp and TechSmith Labs! (Visual Lounge) - 5 views

visuallounge.techsmith.com/...welcome_screenchomp.html

screencasting ipad

shared by gary chinn on 26 Jul 11 - No Cached
  • ScreenChomp is a digital whiteboard that users can write and draw on with the touch of a finger. You can draw using twelve different pen colors. All activity on ScreenChomp can be easily recorded and then if you want, edited through Camtasia for Mac or Camtasia Studio. The videos produced in ScreenChomp can be downloaded as MP4 files, making them easy to share on ScreenChomp.com, Facebook, YouTube, iTunes, Blackboard and other video hosting platforms.
  • gary chinn on 26 Jul 11
     
    another ipad app for screencasting. as far as I know, this is the first example of an app from one of the big established screen capture software companies.
  • Allan Gyorke on 28 Jul 11
     
    I downloaded it (for free). It's very nice. I tried ShowMe before, which also lets you write and record what you're saying, but there is too much of a time delay between your drawing and it showing up on the iPad. ScreenChomp is much faster. Another advantage is that you can see your recording before posting it.
  • gary chinn on 29 Jul 11
     
    we had the same delay complaint with showme. also didn't like that there were no export options outside of posting to their site.
bartmon

Games and Accessibility - 0 views

www.joystiq.com/2

shared by bartmon on 23 Jan 12 - Cached
  • The AbleGamers Foundation, an organization focused on providing disabled peoples with information and technology that allows them to more easily enjoy video games, has awarded Star Wars: The Old Republic its 2011 Accessible Mainstream Game of the Year Award for launching with "colorblind friendly options, full subtitles, and control options to let those with mobility impairments play the game as easy as possible."
  • bartmon on 23 Jan 12
     
    Interesting blurb about the new Star Wars game winning an award for accessibility.
Derek Gittler

University of Chicago's new Mansueto Library | wordlessTech - 1 views

wordlesstech.com/...-chicagos-new-mansueto-library

Library

shared by Derek Gittler on 25 May 11 - No Cached
  • As more books and journals become easily accessible online, it’s easy to wonder if brick-and-mortar libraries could go the way of the video store. But research at the university has shown that the more people look to digital resources, the more they consult physical materials as well, according to Judith Nadler, director of the University of Chicago Library.
  • Derek Gittler on 25 May 11
     
    I know, I know, online research methods, but darn it if this doesn't just get me all excited.
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