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"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

"efore the groups are formed and the task is set out, teachers should make clear why this particular assignment is being done in groups. Students are still regularly reporting in survey data that teachers use groups so they don't have to teach or have as much work to grade. Most of us are using groups because employers in many fields want employees who can work with others they don't know, may not like, who hold different views, and possess different skills and capabilities."

Great tutorial and notes about finding exactly the YouTube video you want through the Mashup Tool even if the search results aren't bringing you the right one.

When I rezzed in Second Life, the first thing I wanted to do was shop. But like many newbies, I had no idea where to buy clothes, had pretty low standards for outfits and no lindens, so I haunted freebie warehouses and collected everything I could get my virtual hands on. I've finally deleted most newb finds, but my quest for free or inexpensive, yet stylish, fashion remains. Among the many fashion choices in SL, like many librarians, I like classic, professional looking styles that I would feel comfortable wearing anywhere - Second Life or real life.

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.

August 26, 2014 There is a growing number of tools for students offering benefits from organizing assignments to creating study groups to taking notes. Here are some notable options for your students to consider. ClassOwl was founded by a group of Stanford sophomores wanting to improve the hectic academic experience.