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From DSC:
How will these types of technologies affect what we can do with K-12 education/higher education/workplace training and development? I’d say they will open up a world of new applications and opportunities for those who are ready to innovate; and these types of technologies will move the “Forthcoming Walmart of Education” along.
Above item from:
Evidence of learning online: Assessment beyond the paper — from CampusTechnology.com by Judith Boettcher
…learning designer Judith Boettcher examines online assessment strategies beyond the traditional end-of-term paper.
Excerpts:
Professional Work Products
Interviews
The interview medium is a very flexible communication tool and can be used by both faculty and students for demonstrating understanding and eliciting the state of concept development. Here are some possible strategies that can require research, critical thinking, and writing.
Audio, Video, and Visual Projects
What about other media such as audio and video projects? Today’s learners live surrounded by audio and video and the tools that make it possible for everyone to create and produce audio and video products. Here are some of the possibilities with audio and video spaces.
Blogs
Blogs are a very underutilized writing space. Blogs share many characteristics with journals and thus can capture snapshots of what learners are thinking, and when; plus they often can also capture the sources of some of their thinking. Blogs help learners understand the growth cycle of learning new concepts and how and why they think the way they do. Here are some ideas on how blogs, both personal and class, might be used.
Wikis
Google’s Gadfly — from InsideHigherEd.com
“Uncomfortably familial.” That is how Siva Vaidhyanathan, a professor of media studies at the University of Virginia, describes the relationship between higher education and Google — a company that has, in a little more than a decade, evolved from pet project of Stanford doctoral students to chief usher of the information age.
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But as is often the case with cousins, the genetic differences between higher education and Google are more striking than their similarities. Beneath the interdependence and shared hereditary traits, tensions creep. And like an awkward Thanksgiving dinner, Vaidhyanathan’s new book, The Googlization of Everything (And Why We Should Worry) (University of California Press), provokes these tensions to the surface.
The Virginia professor, who is not afraid to confess his affection for the ease and usefulness of Google, nevertheless distrusts the company’s basic motivations as it vies for our intellectual inheritance. “Google has fostered a more seamless, democratized, global, cosmopolitan information ecosystem,” he writes. “Yet it has simultaneously contributed to the steady commercialization of higher education and the erosion of standards of information quality.”
Embedplus.com — resource and quote below from Shola ‘Tay’ Omojokun, Co-founder, EmbedPlus.com
EmbedPlus can allow users to seamlessly and freely upgrade the videos they embed with attractive features that the standard YouTube player does not currently offer. It was recently mentioned to me that supported features like annotations and scene editing would be useful for teachers wanting to mark up lecture, demo, and videos posted on wikis, blogs, etc. Slow motion and zoom can have some useful applications for art, nature, and science videos.
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EmbedPlus as an educational tool for videos
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From DSC:
With the increase of digital video, digital storytelling, lecture capture, and other related educational technologies, this tool may be helpful to you. Thanks Tay for the resource.
Addendum on 2-18-11 — also see:
The following airs Sunday, February 13, 2011 at 10:30 p.m. ET/PT:
Digital Media – New Learners Of The 21st Century Digital Media: Chapter 1
Chapter 1 features experts in the field of digital media and its use in education.
Chapter one of Digital Media: New Learners of the 21st Century criss-crosses the nation to highlight real-life examples of how digital media is exploding in educational environments.
Originally seen at startl.org
Cambridge Global Grid for Learning Partner with Moodlerooms
Leading broker and aggregator of digital educational content has established a joint partnership with proven provider of enterprise Moodle-based e-learning solutions to improve access to digital content.
Baltimore, MD — Moodlerooms, Inc., the provider of proven, enterprise Moodle-based e-learning solutions has established a joint partnership with leading broker and aggregator of digital educational content, Cambridge Global Grid for Learning (GGfL), a wholly owned subsidiary of Cambridge University Press, one of the world’s most respected publishers, to further the effort of providing educators and learners across the world with a safe and reliable environment to search, stream and download high quality and copyright-cleared learning resources from multiple content providers.
Over 40 content providers are currently available through GGfL, including Cambridge University Press, Intel, Science Photo Library, Classical Comics, Corbis, Reuters, EduPuzzles, and Bridgeman Education, making it one of the most comprehensive digital educational content collections in the world.
Related:
Semantic technologies and learning — from Steve Wheeler
Excerpt:
The January special issue of Interactive Learning Environments is out right now. Our guest editors have done a great job drawing together 5 excellent papers under the banner of ‘Semantic Technologies for Multimedia Enhanced Learning Environments’ and for Learning with ‘e’s readers, here is the editorial in full, with excellent summaries of all the papers by our special issue editors Marco Bertini, Vladan Devedzic, Dragan Gasevic and Carlo Torniai…
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This special issue solicited papers focused on the use of semantic technologies in multimedia-enhanced learning environments. In this call, we were especially interested in publishing research reports and lessons learned in the following research tasks:
- Ontologies and semantic annotations for multimedia learning objects.
- Collaborative tagging and folksonomies for multimedia learning objects.
- Semantic social networking in multimedia-based learning environments.
- Semantic technologies for enabling pedagogical theories in multimedia-enhanced learning environments.
- Semantic-enhanced learning designs in multimedia-enhanced learning.
- Semantic technologies for personalization and adaptation of multimedia-enhanced learning.
- Semantic-rich service-oriented architectures for multimedia learning environments.
- Semantic multimedia content for (collaborative) mobile learning.
Digital Media and Technology in Afterschool Programs, Libraries, and Museums
Becky Herr-Stephenson, Diana Rhoten, Dan Perkel, and Christo Sims — with contributions from Anne Balsamo, Maura Klosterman, and Susana Smith Bautista
© 2011 Massachusetts Institute of Technology | The MIT Press | Cambridge, Massachusetts | London, England
Excerpt:
This report synthesizes research and examples of the diverse ways in which organizations approach and integrate digital media and technology into their youth programs, practices, and philosophies. We aim to clarify a framework for understanding organizational efforts related to digital media and technology and to establish a foundation for future research in this area. Our guiding questions for this report are:
An overview of HTML5 — from Integrated Learning Services
Also see:
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See also:
From DSC:
I’ll wager that in the future, this is the type of “wall” that will be in many classrooms. Students will be able to hold up their devices to send their files to it…then interact with the various programs/files on the displays. Such a “wall” will read/process QR codes as well.
From DSC:
Not only is this a slick way to learn about a musician and about history…but it made me think…how about having students create something like this? Project-based learning with a great splash of creativity!
— apologies…I can’t recall where I first saw this.
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“Every Prodigi ® lesson begins with Easy questions that review prerequisite concepts and get students warmed up. Based on student performance, questions increase in difficulty to Medium, and then to Hard (examination level), and finally Extreme (recreational). Not only that, but students have live access to hints and worked solutions to plug any gaps in their knowledge”
