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Patrick Tabatcher

CloudConvert - convert anything to anything - 0 views

cloudconvert.com

web2.0 file.sharing file.conversion

shared by Patrick Tabatcher on 01 Jun 15 - No Cached
  • Patrick Tabatcher on 01 Jun 15
     
    A cloud-based tool to convert almost any format to another format. Includes an iOS app and the ability to save directly to cloud storage. Free with limits. Also includes a pay-version.
Patrick Tabatcher

Office Sway - Create and share amazing stories, presentations, and more - 0 views

sway.com

presentations presentation_tools storytelling

shared by Patrick Tabatcher on 27 Jul 15 - No Cached
  • Patrick Tabatcher on 27 Jul 15
     
    Interesting looking product from Microsoft for creating interesting presentations.
wlampner

DoubleTake by Purdue University - Mobile learning and video sharing - 1 views

www.itap.purdue.edu/...doubletake

video

shared by wlampner on 26 Jul 11 - No Cached
  • wlampner on 26 Jul 11
     
    DoubleTake provides instructors an easy way to assign, manage, and grade student video projects. Students can use the DoubleTake mobile application to produce and submit videos for course assignments or, alternatively, upload captured video through a separate Web interface. 
Patrick Tabatcher

Sounds of CCentury group on SoundCloud - Create, record and share your sounds for free - 0 views

soundcloud.com/...sounds-of-ccentury

creative-commons history audio-clips

shared by Patrick Tabatcher on 01 Aug 11 - No Cached
  • Patrick Tabatcher on 01 Aug 11
     
    A brief list of sound clips that can be embedded in a Springboard course. Includes Obama confirming the death of Bin Laden and Nixon's resignation address.
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
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