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wlampner

Serendip-o-matic: Let Your Sources Surprise You| About - 0 views

serendipomatic.org/about

tools search research

shared by wlampner on 17 Sep 13 - No Cached
  • wlampner on 17 Sep 13
     
    "Serendip-o-matic connects your sources to digital materials located in libraries, museums, and archives around the world. By first examining your research interests, and then identifying related content in locations such as the Digital Public Library of America (DPLA), Europeana, and Flickr Commons, our serendipity engine helps you discover photographs, documents, maps and other primary sources. Whether you begin with text from an article, a Wikipedia page, or a full Zotero collection, Serendip-o-matic's special algorithm extracts key terms and returns a surprising reflection of your interests. Because the tool is designed mostly for inspiration, search results aren't meant to be exhaustive, but rather suggestive, pointing you to materials you might not have discovered. At the very least, the magical input-output process helps you step back and look at your work from a new perspective. Give it a whirl. Your sources may surprise you."
Stephen Allen

YouTube - Broadcast Yourself. - 1 views

www.youtube.com/my_speed

youtube speed test speedtest Tools performance

shared by Stephen Allen on 15 Jun 11 - Cached
  • Stephen Allen on 15 Jun 11
     
    This is the test. It takes about one second. I suppose it could point to or eliminate connection speed as an issue when a user is having trouble with one of our videos.
wlampner

Beyond Videos: 4 Ways Instructional Designers Can Craft Immersive Educational Media | E... - 1 views

www.edsurge.com/...ft-immersive-educational-media

online videos retention

shared by wlampner on 31 Mar 17 - No Cached
  • Harvard reportedly spends $75,000-$150,000 building each new MOOC, most of which goes towards video production costs.
  • resourceful teachers and nonprofits like Khan Academy are still creating low-budget screencasts.
  • et, until we get the learning design right, these questions about production values are premature
  • ...22 more annotations...
  • makes little sense to convert your narrated PowerPoint into a 360 video if you’re still not sure whether students walk away having learned from the content.
  • This is where instructional designers come in
  • ven if an instructional designer can get an expert to explain a concept clearly, this sometimes has little effect on student understanding
  • students bring their own prior knowledge and misconceptions to educational media
  • ideo presents concepts in a clear, well-illustrated way, students believe they are learning, but they do not engage with the media on a deep enough level to realize that what has been presented differs from their own prior knowledge,
  • ou need a little friction in your educational media to actually modify the viewer’s understanding of the world and get the new understanding to stick
  • talk through the steps that people will need to take to apply their learning or complete an assignment
  • Relate” videos get the student to feel connected to the instructor. They seek to establish instructor presence. They also prompt students to reflect on their own prior experiences with the topic and reasons for taking the course.
  • arrate” videos share stories, anecdotes, or case studies that illustrate a concept or put the learning in context. They tap into the power of narrative to make learning sticky.
  • Demonstrate” videos illustrate how to do something in a step-by-step way.
  • “Debate” videos are perhaps the most important if you want students to actually change the way they think. These videos explicitly surface and address the misconceptions that students have about a domain and showcase competing points of view.
  • that social belonging interventions can be the key to helping students persis
  • coaching your experts to unfold their narratives in ways that will be riveting to an audience
  • A study by Columbia University School of Continuing Education found that videos in an online course that get the highest number of views have a direct connection to the course assignments
  • videos turn out best if I help the expert do four things: relate, narrate, demonstrate, and debate
  • focus on the places where people tend to make mistakes
  • gaps between novice understanding and expert knowledge
  • As the instructional designer, you should also be looking for controversies that might have surfaced about the expert’s work
  • minefields of misconceptions and asking the instructor to unpack them can yield rich pedagogical footage
  • o film a “debate” video, you can also invite someone else into the shoot—such as a colleague or a student—and have them discuss a topic with the instructor or receive feedback on a piece of work
  • alternative viewpoints or ways of doing things, you trigger higher cognitive load for viewers, but also prompt deeper engagement
  • tudents who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation
wlampner

The Making of a Teaching Evangelist - The Chronicle of Higher Education - 1 views

chronicle.com/...236706

problem_based_learning active_learning lecture

shared by wlampner on 20 Jun 16 - No Cached
  • Mr. Mazur realized what he had really been teaching them: to memorize formulas.
  • Joy is not a word that often describes the lecture.
  • One humanities professor wrote last year that lectures work because they demand that students pay close attention, connect ideas, and understand how to build an argument.
  • ...22 more annotations...
  • Mr. Mazur wondered whether lecturing was an ethical teaching choice.
  • a lecture is only as passive as the listener
  • Students learn when they think about what they’re hearing and organize it into salient points. "This places the responsibility for learning on the student,
  • modern zeitgeist places the responsibility on the instructor.
  • Lecturing, he says, serves another important purpose. It reaffirms the importance of expertise and allows students to see how an expert role-models the process of working through a problem.
  • Learning is not a spectator sport,"
  • Lectures are inexpensive for institutions, allowing hundreds of students to be assigned to one faculty member.
  • Mr. Mazur often likes to cite education research suggesting that students overestimate how much they learn from a smoothly delivered lecture.
  • The lecture creates the perfect illusion
  • Students read material before class on an online platform
  • Students post comments on the reading and respond to one another’s annotations
  • comments drive the next class.
  • o answer each problem, students do four things: articulate the problem in their own words, devise a plan to answer it, execute it, and evaluate how well it worked.
  • omplete the problem sets alone before class and work in teams during it to correct errors
  • not graded on how correct their answers are but on their effort and their accuracy in judging how well they understood the problem.
  • udents do complete five hourlong "Readiness Assurance Activities" during the semester. In the first half-hour they solve the problems alone; they can consult the internet but not one another. In the second, they go over the problems again, this time with their teams. Their scores reflect individual mastery and collective contribution.
  • Project-based learning is the center of the new course. Students work in teams. Many projects have low-stakes competitions attached to them, like constructing the most secure safe by using magnets as locks. Other projects have an explicit social benefit, like building musical instruments for an orchestra for poor children in Venezuela.
  • Mr. Mazur has moved himself far offstage; he missed about 40 percent of the meetings this past semester. Class just rolls on without him.
  • Peers, Mr. Mazur says, are a far greater source of motivation than a professor.
  • His syllabus dedicates two paragraphs to the virtues of failure
  • They should see failures, he writes, as "learning opportunities, not negatives, as steppingstones to success."
  • Repeated failure, as he has learned, is necessary for success.
Stephen Allen

Check Streaming Video Speed With Youtube Test Video - 1 views

www.ghacks.net/...-speed-with-youtube-test-video

video streaming connection test

shared by Stephen Allen on 15 Jun 11 - No Cached
  • Stephen Allen on 15 Jun 11
     
    I never saw this tool before. I wonder if it can help us figure out what's going on when UA-hosted videos aren't playing nicely with others.
wlampner

The Backchannel - Help TodaysMeet - 0 views

todaysmeet.com/backchannel

tools backchannel

shared by wlampner on 23 Nov 15 - No Cached
  • TodaysMeet is the premier backchannel chat platform for classroom teachers and learners. Designed for teachers, TodaysMeet takes great care to respect the needs and privacy of students while giving educators the tools for success. Students join fast, easy to start rooms with no registration, and can immediately start powerful conversations that augment the traditional classroom.
  • odaysMeet helps harness the backchannel and turn it into a platform that can enable new activities and discussions, extend conversations beyond the classroom, and give all students a voice. Embracing the backchannel can turn it from distraction to engagement. Participants can learn from each other and share their insights, improving participation and deepening learning. TodaysMeet enables instant formative assessment, feedback, and much more.
  • wlampner on 23 Nov 15
     
    "The backchannel is the conversation that goes on alongside the primary activity, presentation, or discussion. TodaysMeet helps harness the backchannel and turn it into a platform that can enable new activities and discussions, extend conversations beyond the classroom, and give all students a voice. Embracing the backchannel can turn it from distraction to engagement. Participants can learn from each other and share their insights, improving participation and deepening learning. TodaysMeet enables instant formative assessment, feedback, and much more."
wlampner

Online Education and the War Against Remote Work | Learning Innovation - 0 views

www.insidehighered.com/...on-and-war-against-remote-work

online remote

shared by wlampner on 24 Jan 20 - No Cached
  • We have discovered that learning is less about propinquity and more about design.
  • ractices that work well in online courses - such as a focus on presence and a commitment to timely and energetic feedback
  • low-residency and online learning is preferred. (And indeed, often the only possible method to complete or continue an education
  • ...3 more annotations...
  • We have years of experience in optimizing distance education. We know it works. We know how to do it.
  • As we push more and more into low-residency and online education, are we doing enough to make our campuses remote work-friendly?
  • ctively researching the connections between learning design for online education and job design for remote work
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