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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
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

Active Learning For The College Classroom - 0 views

www.calstatela.edu/...main.htm

learning teaching active

shared by Ann Steckel on 09 Nov 11 - Cached
  • Visual Lists - Here students are asked to make a list--on paper or on the blackboard; by working in groups, students typically can generate more comprehensive lists than they might if working alone. This method is particularly effective when students are asked to compare views or to list pros and cons of a position. One technique which works well with such comparisons is to have students draw a "T" and to label the left- and right-hand sides of the cross bar with the opposing positions (or 'Pro' and 'Con'). They then list everything they can think of which supports these positions on the relevant side of the vertical line. Once they have generated as thorough a list as they can, ask them to analyze the lists with questions appropriate to the exercise. For example, when discussing Utilitarianism (a theory which claims that an action is morally right whenever it results in more benefits than harms) students can use the "T" method to list all of the (potential) benefits and harms of an action, and then discuss which side is more heavily "weighted". Often having the list before them helps to determine the ultimate utility of the action, and the requirement to fill in the "T" generally results in a more thorough accounting of the consequences of the action in question. In science classes this would work well with such topics as massive vaccination programs, nuclear power, eliminating chlorofluorocarbons, reducing carbon dioxide emissions, and so forth.
  • Note Comparison/Sharing - One reason that some students perform poorly in classes is that they often do not have good note-taking skills. That is, while they might listen attentively, students do not always know what to write down, or they may have gaps in their notes which will leave them bewildered when they go back to the notes to study or to write a paper. One way to avoid some of these pitfalls and to have students model good note-taking is to have them occasionally compare notes. The instructor might stop lecturing immediately after covering a crucial concept and have students read each others' notes, filling in the gaps in their own note-taking. This is especially useful in introductory courses or in courses designed for non-majors or special admissions students. Once students see the value of supplementing their own note-taking with others', they are likely to continue the practice outside of class time.
  •   Reading Quiz - Clearly, this is one way to coerce students to read assigned material! Active learning depends upon students coming to class prepared. The reading quiz can also be used as an effective measure of student comprehension of the readings (so that you may gauge their level of sophistication as readers). Further, by asking the same sorts of questions on several reading quizzes, you will give students guidance as to what to look for when reading assigned text. If you ask questions like "What color were Esmerelda's eyes?" (as my high school literature teacher liked to do), you are telling the student that it is the details that count, whereas questions like "What reason did Esmerelda give, for murdering Sebastian?" highlight issues of justification. If your goal is to instruct (and not merely to coerce), carefully choose questions which will both identify who has read the material (for your sake) and identify what is important in the reading (for their sake).
  • ...3 more annotations...
  • Clarification Pauses - This is a simple technique aimed at fostering "active listening". Throughout a lecture, particularly after stating an important point or defining a key concept, stop, let it sink in, and then (after waiting a bit!) ask if anyone needs to have it clarified. You can also circulate around the room during these pauses to look at student notes, answer questions, etc. Students who would never ask a question in front of the whole class will ask questions during a clarification pause as you move about the room.
  • Muddiest (or Clearest) Point - This is a variation on the one-minute paper, though you may wish to give students a slightly longer time period to answer the question. Here you ask (at the end of a class period, or at a natural break in the presentation), "What was the "muddiest point" in today's lecture?" or, perhaps, you might be more specific, asking, for example: "What (if anything) do you find unclear about the concept of 'personal identity' ('inertia', 'natural selection', etc.)?".
  • Affective Response - Again, this is similar to the above exercises, but here you are asking students to report their reactions to some facet of the course material - i.e., to provide an emotional or valuative response to the material. Obviously, this approach is limited to those subject areas in which such questions are appropriate (one should not, for instance, inquire into students’ affective responses to vertebrate taxonomy). However, it can be quite a useful starting point for courses such as applied ethics, particularly as a precursor to theoretical analysis. For example, you might ask students what they think of Dr. Jack Kevorkian's activities, before presenting what various moral theorists would make of them. By having several views "on the table" before theory is presented, you can help students to see the material in context and to explore their own beliefs. It is also a good way to begin a discussion of evolutionary theory or any other scientific area where the general public often has views contrary to current scientific thinking, such as paper vs. plastic packaging or nuclear power generation.
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."
Marjorie Shepard

Hit the Mark with Digital Media Exit Cards - 0 views

www.edutopia.org/...media-exit-cards-matt-levinson

assessment formative instagram edmodo twitter mixbit

shared by Marjorie Shepard on 02 Aug 14 - No Cached
  • Marjorie Shepard on 02 Aug 14
     
    Fun formative assessment ideas... - A six-second Vine video to capture the most critical six seconds of class - A 16-second video to post to MixBit, YouTube's new video sharing tool - A tweet that boils down the essence of the class to 140 characters - A photo illustrating the key learning moment that can then be posted on a class Instagram account - A question posted to a class Edmodo account inviting a continuation of the learning outside of class The key 21st century skill in all of these approaches is synthesis, the ability to cut to the essence of an idea or concept and communicate in an effective, succinct, compelling manner.
Ann Steckel

LMO - 0 views

web.me.com/...3_Future_Trends.html

shared by Ann Steckel on 04 May 09 - Cached
  • Ann Steckel on 04 May 09
     
    This is a group collaborative project from the "Wild Bunch" . (graduate students of the Educational Media Design and Technology Masters Degree Program at Full Sail University) This video was made to fulfill one of the requirements of EDM641, Dr. Gibson Course Director. This video is a news broadcast about the mashing of the VLE Second Life with the LMS of Moodle to form Sloodle.
Jim Aird

College papers: Students hate writing them. Professors hate grading them. Let's stop as... - 1 views

www.slate.com/...ors_hate_grading_them_let.html

technology education teaching online online learning essay writing papers college

shared by Jim Aird on 17 Dec 13 - No Cached
  • fter reading your article, I feel sorry for the author.  I do not know the identity of the alleged plagiarizing, font-adjusting, slackers are, but they certainly did not attend any four-year university I, or my family has attended.  I agree with Hannah Dodd that you show nothing but "complete contempt and loathing for" your students as well as for her career.  This author's experience sounds like high school, but the truth is that universities require most papers be submitted through programs that scan essays and compare the writing with hundreds of thousands of sources to expose plagiarism.  This article is extremely insulting to every student, including me, who ever wrote a college essay.   Essays written for the history department of CSU Long Beach had to pass the plagiarism test, as well show that the student can think critically and relate that critical thinking to a PhD-holding professor.   Those few who do not pass muster will eventually find themselves outside the halls of the college, as California universities do not tolerate plagiarism or patterns of poor grades.  How dare this woman belittle the hard work of tens of thousands of hard-working, INTELLIGENT students and professors.
Ann Steckel

Blackboard Adds Testing to Mobile Learning App -- Campus Technology - 0 views

campustechnology.com/...ng-to-mobile-learning-app.aspx

blackboard adds testing mobile technology campus app learning mobile learning

shared by Ann Steckel on 23 May 12 - No Cached
  • Ann Steckel on 23 May 12
     
    "Blackboard Adds Testing to Mobile Learning App By Dian Schaffhauser 05/21/12 Blackboard has updated its mobile app to accommodate test taking and to deliver alerts to students when changes happen to their courses without the learning management system (LMS) app being opened. Version 3.0 of Blackboard Mobile Learn allows students to take tests through their devices. That includes a feature that enables the user to start a mobile-based test by "cutting" a red ribbon on a traditional exam blue book. He or she can flag a question for later review by tapping a corner of the screen to create a "dog ear" and eliminate multiple choice answer options from the list by swiping them. The new features of the latest release are currently available only for Apple iOS and Google Android devices. The company said the previous version of the app will continue being supported on Blackberry and WebOS and it will "continue to evaluate viable platforms for future development based on usage and popularity.""
Marjorie Shepard

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.474.318&rep=rep1&type=pdf - 0 views

citeseerx.ist.psu.edu/...download

shared by Marjorie Shepard on 03 Dec 15 - No Cached
  • Marjorie Shepard on 03 Dec 15
     
    The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements-course content, assignments, demands, and classroom instruction- were held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable e-peer review. 
Ann Steckel

Google Life Project; A Resource of Great Images to Use in Classroom ~ Educational Techn... - 0 views

olivieralfieri.sharedby.co/...jhZwow

photos google technology educational technology History domain public classroom

shared by Ann Steckel on 26 Feb 13 - No Cached
  • Ann Steckel on 26 Feb 13
     
    Search millions of historic photos Search millions of photographs from the LIFE photo archive, stretching from the 1750s to today. Most were never published and are now available for the first time through the joint work of LIFE and Google.
Marjorie Shepard

First Day of Class Activity: The Interest Inventory - 1 views

www.facultyfocus.com/...ctivity-the-interest-inventory

first week of class icebreakers inventory interest

shared by Marjorie Shepard on 03 Aug 15 - No Cached
  • Marjorie Shepard on 03 Aug 15
     
    Another valuable question is "What else do you want me to know about you?" Many times the answers will require that you take some kind of action. Some students might tell you that they have Attention Deficit Disorder or a different learning disability, that they need to see written notes to understand material, or that they need extra time during exams. You will have to determine how to respond to the answers they provide, but it often is far more useful to have the information at the start of class so that you can work with each student appropriately.
Laura Sederberg

finalreport.pdf (application/pdf Object) - 0 views

www2.ed.gov/...finalreport.pdf

Online Blended Learning online learning education elearning onlinelearning Evaluation

shared by Laura Sederberg on 03 Nov 11 - Cached
  • Laura Sederberg on 03 Nov 11
     
    A research article from US Dept of Ed on Evaluation of Evidence-Based Practices in Online Learning. A Meta-Analysis and Review of Online Learning Studies.
Marjorie Shepard

Problem-Based Learning: Six Steps to Design, Implement, and Assess - 0 views

www.facultyfocus.com/...to-design-implement-and-assess

shared by Marjorie Shepard on 08 Dec 15 - No Cached
  • Marjorie Shepard on 08 Dec 15
     
    h an embedded problem that will emerge through student brainstorming. Think of a real, complex issue related to your course content. It's seldom difficult to identify lots of problems in our fields; the key is writing a scenario for our students that will elicit the types of thinking, discussion, research, and learning that need to take place to meet the learning outcomes. Scenario
Jim Aird

Could Many Universities Follow Borders Bookstores Into Oblivion? - Wired Campus - The C... - 1 views

chronicle.com/...35711

education universities higher education online future

shared by Jim Aird on 26 Mar 12 - No Cached
  • Jim Aird on 26 Mar 12
     
    I just love getting glimpses of the future through the eyes of people with real vision.
Claudine Franquet

University of Pennsylvania : PennTags - 0 views

tags.library.upenn.edu/...21851

clickers student engagement interactive clicker

shared by Claudine Franquet on 13 Jul 10 - Cached
  • Claudine Franquet on 13 Jul 10
     
    an evolving bibliography of resources related to the pedagogy of classroom response systems ("clickers")
Jim Aird

Why a leading professor of new media just banned technology use in class - The Washingt... - 0 views

www.washingtonpost.com/...banned-technology-use-in-class

choice education technology class

shared by Jim Aird on 22 Oct 14 - No Cached
  • Multi-taskers often think they are like gym rats, bulking up their ability to juggle tasks, when in fact they are like alcoholics, degrading their abilities through over-consumption.
  • I’ve stopped thinking of students as people who simply make choices about whether to pay attention, and started thinking of them as people trying to pay attention but having to compete with various influences, the largest of which is their own propensity towards involuntary and emotional reaction.
  • Professors are at least as bad at estimating how interesting we are as the students are at estimating their ability to focus.
Peter DiFalco

RSC Policy Brief on Copyright (suppressed and retracted) - full PDF - 0 views

marylandpirates.com/...fix_it_--_november_16_2012.pdf

copyright copyleft republican policy brief paper

shared by Peter DiFalco on 19 Dec 12 - No Cached
  • Peter DiFalco on 19 Dec 12
     
    This is a policy brief prepared for the Republican Study Commission which takes a refreshing common sense approach to copyright reform. Unfortunately, the influence of copyright holders is strong and the brief was retracted and disavowed within hours of its release.
Laura Sederberg

http://comm.astd.org/public/?q=preview_message&fn=Link&t=1&ssid=21122&id=ahh21kpzi2cbqd... - 0 views

comm.astd.org/public

e-learning courses quality online

shared by Laura Sederberg on 08 Jan 13 - No Cached
  • Laura Sederberg on 08 Jan 13
     
    Best Of collection of books around course redesign for online or e-learning.
  • Laura Sederberg on 08 Jan 13
     
    Share with faculty or read yourself...
Peter DiFalco

Digital Accessible Math Images Webinar Video - 0 views

diagramcenter.org/...training.html

math accessibility diagram alttext alternative accessible instructional materials imap mathematics

shared by Peter DiFalco on 29 Oct 12 - No Cached
  • Peter DiFalco on 29 Oct 12
     
    A training webinar from the DIAGRAM Center, this presentation focuses on creating accessible math images, giving participants an understanding of the end-to-end process of converting conventional math display into digital formats that can be accessed by students with print disabilities. Special attention will be given to the tools being created by the OSEP-funded DIAGRAM Center to facilitate image description
Peter DiFalco

Speaker List for Ed Tech Conferences - 0 views

resourcesforedtech.wikispaces.com/Speaker+List

speakers keynote list edtech

shared by Peter DiFalco on 05 Jan 12 - No Cached
  • Peter DiFalco on 05 Jan 12
     
    Crowdsourced list of inspiring keynote speaker possibilities for educational technology conferences. Product of a discussion on the New Media Consortium mailing list.
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