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Ann Steckel

Integrating Digital Audio Composition into Humanities Courses - ProfHacker - The Chroni... - 0 views

chronicle.com/...24266

humanities integrating education audio digital collaboration teaching resources

shared by Ann Steckel on 26 May 10 - Cached
  • Ann Steckel on 26 May 10
     
    "May 25, 2010, 02:00 PM ET Integrating Digital Audio Composition into Humanities Courses By Prof. Hacker Edison Phonograph[This guest post is by Jentery Sayers, who is a PhD candidate in English at the University of Washington, Seattle. In 2010-2011, he will be teaching media and communication studies courses in Interdisciplinary Arts and Sciences at the University of Washington, Bothell. He is also actively involved with HASTAC. You can follow Jentery on Twitter: @jenterysayers.] Back in October 2009, Billie Hara published a wonderfully detailed ProfHacker post titled, "Responding to Student Writing (audio style)". There, she provides a few reasons why instructors might compose digital audio in response to student writing. For instance, students are often keen on audio feedback, which seems more personal than handwritten notes or typed text. As an instructor of English and media studies, I have reached similar conclusions. Broadening the sensory modalities and types of media involved in feedback not only diversifies how learning happens; it also requires all participants to develop some basic-and handy-technical competencies (e.g., recording, storing, and accessing MP3s) all too rare in the humanities. In this post, I want to continue ProfHacker's inquiry into audio by unpacking two questions: How might students-and not just instructors-compose digital audio in their humanities courses? And what might they learn in so doing? Designing Courses with Audio Composition in Mind One of the easiest ways to integrate digital audio composition into a humanities course is to identify the kinds of compositions that might be possible and then find some examples. Below, I consider five kinds of digital audio compositions: * recorded talks * audio essays * playlists * mashups * interviews Each entails its own learning outcomes, technologies, and technical competencies. The recorded talk consists of students reading their own academic essays a
Ann Steckel

A great How-to Tutorial on Creating Student Portfolios on iPad Using Google Drive App ~... - 0 views

www.educatorstechnology.com/...w-to-tutorial-on-creating.html

google ipad drive portfolio portfolios tutorial

shared by Ann Steckel on 31 May 13 - No Cached
  • Ann Steckel on 31 May 13
     
    Watching the video tutorial you will get to learn how students can easily create a complete portfolio using Google Drive app for iPad. You will also learn how to create and collaborate in real time on a document or spreadsheet and everything in between from editing to sharing finished work.
Ann Steckel

The Power of Real-World Gender Roles in Second Life - Pixels and Policy - 0 views

www.pixelsandpolicy.com/...female-avatars.html

virtual_worlds virtual worlds virtualworlds research secondlife avatar gender

shared by Ann Steckel on 19 Apr 10 - Cached
  • Ann Steckel on 19 Apr 10
     
    "The Power of Real-World Gender Roles in Second Life Pixels and Policy recently tackled the issue of how racial bias crept across the real-virtual divide and found a home in the virtual world. Dozens of our readers responded with their own stories of virtual prejudice as well as their critiques of our research. As we researched the role of race is Second Life, more and more female residents asked us to take a look at how female avatars reflect real-world gender expectations. The topic is too important to pass up. Over the course of three weeks, Pixels and Policy conducted interviews with over 40 residents of Second Life to see just what gender in the Metaverse meant to them."
Jim Aird

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 0 views

cjlt.csj.ualberta.ca/...177

teaching online design building excellence technology

shared by Jim Aird on 24 Jun 13 - No Cached
  • Simply taking material that was developed for classroom delivery and directly porting it into course management programs such as WebCT or Blackboard tends neither to be effective nor recommended (Ellis & Hafner, 2003)
  • The retooling and redesigning of course materials often takes significant time
  • The online world is a medium unto itself and if instruction is to be effective, material for online courses needs to be developed with the unique strengths and dynamics of the web in mind
  • ...15 more annotations...
  • one of those changes is that the instructor role is moving from provider of content to designer of student learning experiences
  • As with teaching in a face-to-face environment, we need to constantly gauge our audience and discern what tools and strategies are going to be effective at the time.
  • Specific aspects of online teaching that are reported to contribute to enhanced learning and student satisfaction also include: quick turnaround time by instructor on email and assignments (Hopper and Harmon; 2000); frequent and engaged contact and individual feedback (Anderson, 2006); having goals and objectives that are clearly stated (Carr-Chellman & Duchastel, 2000; King, 1998; Orde, et al., 2001; Sieber, 2005) and detailed enough to clarify “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it” (Ellis & Hafner, 2003, p. 643); great communication skills (Hopper and Harmon, 2000; White, 2000); regular use of student names (Aragon, 2003) and the capacity to be real and genuine (Aragon, 2003; Beaudin & Henry, 2007).
  • Regardless of how stellar the content or how wondrous the technology, if they are to be excellent, online courses must also involve excellent online teaching.
  • Social presence and a sense of community are influenced by many things, including collaborative learning activities (Aragon, 2003), enhanced communication (Steinweg, et al., 2006), use of humour (Aragon, 2003), small group activities (Rovai, 2002) and it is an essential part of online learning.
  • The expertise involved in developing excellent online courses is not optional; it is essential. And we either gain those areas of expertise ourselves or we look for help and support. Otherwise, significant aspects of the courses we develop will be weak, and possibly even mediocre.
  • in post-secondary education instructors tend to be subject matter experts and not necessarily experts in learning theory and educational processes (Ellis & Hafner, 2003; Oblinger & Hawkins, 2006). As such, a team approach is often encouraged.
  • Excellence in online education requires multiple areas of expertise. A content expert is necessary but not even close to sufficient.
  • It is not enough to simply inform students of these areas, the instructor must request that students respond once they have found the required information or activity in question.
  • There are a few things that some online instructors/developers provide that can go a long way with students. One is to provide exemplars of the course assignments.
  • Perhaps the most common of these provide direction on being effective self-guided learners. Unless the students in an online course can manage their time and provide some degree of self-motivation, they tend not to do well in a virtual course environment.
  • Brief personal email messages are also appreciated by students
  • Another little extra is the inclusion of brief audio clips
  • The integration of related video material also provides another little extra, especially for those students who tend to be auditory or visual in nature.
  • Knowledge and understanding of such principles can help us find success in the exciting world of online education, and can help us move from the mere uploading of content to creating absolutely riveting online courses.
  • Jim Aird on 27 Jun 13
     
    Great article about online course design.
Ann Steckel

moonflowerdragon: How to cite Twitter posts in APA style - 1 views

moonflowerdragon.blogspot.com/...witter-posts-in-apa-style.html

Twitter APA citation

shared by Ann Steckel on 28 Apr 09 - Cached
  • Ann Steckel on 28 Apr 09
     
    How to cite Twitter posts - the comments at the end are worth a read as well.
Ann Steckel

How NOT to Teach Online: A Story in Two Parts | Online Learning | HYBRID PEDAGOGY - 1 views

www.hybridpedagogy.com/...How_Not_to_Teach_Online.html

teach online story parts pedagogy hybrid learning online learning

shared by Ann Steckel on 29 Apr 13 - No Cached
  • The funny thing about teaching with technologies, online or even in a face-to-face context, is that if you focus primarily on the technologies themselves the important things can fade from view too easily.
  • they focus on the technology and the how first and foremost, to the point where the purpose for the learning gets lost.  
  • a key role of any facilitator is to make those norms and expectations explicit, so learners can begin to take ownership of their own participation on shared, sanctioned terms
  • ...2 more annotations...
  • Online is different, in the sense that bringing people fully into an experience requires some explicit scaffolding that face-to-face tends not to
  • And yet online is no different at all, in the sense that it is teaching and learning for all the same reasons as any other teaching and learning experience, and we need to approach it with our whole selves, not just as mediators of technology
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