So this is what my new Streaming TV studio looks like – I call it ‘Keynote Television’ — from futuristgerd.com by Gerd Leonhard
Excerpt:
Many of you have asked me how I do my online keynotes, specifically my green screens, lights, virtual backgrounds etc. So here are some pictures and below is a short video from Twitter but the bottom line is… it’s complicated and took me some 6 months to learn it all:)). But well worth it: Keynote Television rocks!
From DSC:
I was one of those people who asked Gerd if he would tell teachers, professors, trainers, IDs, and others how he does what he does. Thanks Gerd for sharing this information! May it be a blessing to many!
Best Document Cameras for Teachers — from echlearning.com by Luke Edwards
Get the ultimate document camera for classroom use and beyond with this guide
Better Questions in the Classroom Lead Students to Think Harder—and Learn Deeper — from edsurge.com by Staci Bradbury and Rebekah Berlin
Excerpt:
The takeaway here is that teachers should ask questions and design tasks that require students to engage in effortful thinking. This “teacher action,” as we like to call it, is one of the ways in which Deans for Impact has operationalized the vast body of research about how people learn in a way that teachers can use.
Also see:
Before providing evidence to support that claim, a quick recap of our organizational journey. Two years ago, we launched the Learning by Scientific Design (LbSD) Network to begin the vital—albeit challenging—work of redesigning how teachers are prepared. This effort is informed by principles of learning science and taking place in what is now a network of 10 educator-preparation programs across the country. More than 70 faculty are working with us to change the arc of experiences that teacher-candidates receive as they prepare to become teachers.
Potential unfulfilled: COVID-19, the rapid adoption of online learning, and what could be unlocked this year — from christenseninstitute.org by Thomas Arnett
Excerpt:
The foundational tenets of conventional instruction hinge on uniformity and compliance. Schools and classrooms, by and large, need students to conform to a common set of requirements in order for cohort-based learning to work. Unfortunately, nearly all students struggle to one degree or another to fit conventional instruction’s norms.
For example, conventional instruction requires students to show up to school ready to learn at times dictated by the school schedule, but for some students, life gets in the way. Conventional instruction moves all students through content at a uniform pace, but not all students master content in the time allotted. And conventional instruction often obliges students to sit and work or sit and listen for large portions of the day, yet some students struggle to sit quietly for extended periods of time. Fortunately, online learning offers the ability to replace many of these systemic rigidities with greater adaptability to students’ needs.
From DSC:
The above excerpt brings the image (below) back to my mind. The image represents our educational systems’ ways of never stopping or slowing down for anyone. They leave the station at such and such a time and then they move at a very face pace for everyone. There’s no stopping them — regardless of whether a student has mastered the content or not.
From DSC:
You want to see some incredible animation? Check out the piece “What’s Inside of the Statue of Liberty?“ by Jared Owen. His video channel on YouTube is located here.
10 Best Accessibility Tools For Designers — from hongkiat.com by Hongkiat Lim
Excerpt:
Today is the world of inclusive technology – websites, apps, and tech gadgets that are made for people with different kinds of abilities and inabilities. So when you’re designing a website, you include features that make your design accessible to as many people as possible. And this is where accessibility tools come into play.
Instead of creating everything from scratch, here’s a list of cool accessibility tools for designers. From creating color combinations according to WCAG standards to adding different reading modes to your website, these tools are a must-haves for every designer. Take a look at the list to know about each tool in detail.
40 Ideas For Using FlipGrid In The Classroom — from teachthought.com
Optimizing High-Quality Digital Learning Experiences A Playbook for Faculty — from onlinelearningconsortium.org
Excerpts:
This playbook is a collaboration between the Online Learning Consortium (OLC), the Association of Public and Land-grant Universities (APLU), and the Every Learner Everywhere Digital Learning Network. This playbook is designed to serve as a concise guide to address faculty needs for online course design, teaching, and continuous improvement.
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One strategy that can enhance teaching presence in an online course is to provide audio and video content that can be developed with relative ease using multimedia applications. Creating micro-lectures along with other multimedia is a great option for designing online course content.
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Creating your own closed-caption video content, along with video transcripts, is a practical option for communicating course concepts to students. You might also consider providing supplementary written materials or curating content from other sources to help students master course concepts.
From DSC:
I put together a short listing of some solid tools for working with multimedia on the Mac. There are many more out there, but these should do the job(s) for you…especially Telestream’s ScreenFlow.
From DSC:
You might be interested in reviewing one or more of the items out at Faculty Focus Live Podcasts.
Some example podcasts:
EDUCAUSE QuickPoll Results: Artificial Intelligence Use in Higher Education — from educause.edu by Christopher Brooks
Despite the visibility and energy surrounding artificial intelligence, higher education is taking measured steps toward incorporating this technology.
Excerpt:
We are on the verge of peak hype about how artificial intelligence (AI) can (and will) transform our lives. No fewer than seven emerging AI technologies were prominently featured on “The Gartner Hype Cycle for Emerging Technologies, 2020.” Several technologies on EDUCAUSE’s “The Top 10 Strategic Technologies for 2020” explicitly incorporate or are reliant on AI. And while AI might seem to be a technology in search of a campus, some promising applications have been emerging in domains such as teaching and learning, student success, and accessibility. But how widespread is the use of AI in higher education today? In this QuickPoll, we operationalized Elana Zeide’s categories of AI applications in higher education to better understand how and how widely AI is being used for institutional tasks, student success and support tasks, and instructional tasks.
AI is not going to replace instructors anytime soon.
The Future of Social Media: Re-Humanisation and Regulation — by Gerd Leonhard
How could social media become ‘human’ again? How can we stop the disinformation, dehumanisation and dataism that has resulted from social media’s algorithmic obsessions? I foresee that the EXTERNALTIES i.e. the consequences of unmitigated growth of exponential digital technologies will become just as big as the consequences of climate change. In fact, today, the social media industry already has quite a few parallels to the oil, gas and coal business: while private make huge profits from extracting the ‘oil’ (i.e. user data), the external damage is left to society and governments to fix. This needs to change! In this keynote I make some precise suggestions as to how that could happen.
Some snapshots/excerpts:
From DSC:
Gerd brings up some solid points here. His presentation and perspectives are not only worth checking out, but they’re worth some time for us to seriously reflect on what he’s saying.
What kind of future do we want?
And for you professors, teachers, instructional designers, trainers, and presenters out there, check out *how* he delivers the content. It’s well done and very engaging.
Why Professors Should Ask Students For Feedback Long Before the Semester Is Over — from edsurge.com by Rebecca Koenig
This article is part of the guide Better, Faster, Stronger: How Learning Engineering Aims to Transform Education.
Excerpt:
About a month into each semester, Gayle Golden sets aside a little time to ask her students about their learning.
The journalism instructor at the University of Minnesota keeps the process simple, with brief questions similar to these:
Golden collects the results, which students give anonymously, then studies the feedback and makes a list of all the information she’s received. During the next class period, she discusses the findings with her students. She tells them which suggestions she plans to put into practice, which recommendations she can’t act on, and why.
From DSC:
Speaking of feedback…
I think it would be good to have our students journal about their learning — integrating their notes, readings, experiments, lectures, etc. Students could check in on these 3 questions for example.
And in the (potentially) digital process, they could also submit a form to their faculty member to answer the question:
Such a question could be electronically delivered to the professor on any given day. This type of feedback loop would provide real-time, formative feedback to the professor as well as help the students develop their metacognitive skills.
I would think that such a process could also be used within the K-12 realm, including homeschoolers.
Also from edsurge.com, see:
Planning for a blended future: A research-driven guide for educators — from everylearnereverywhere.org by Every Learner Everywhere in partnership with Online Learning Consortium (OLC) & National Research Center for Distance Education and Technological Advancements (DETA)
Excerpt:
The purpose of this guide
This resource is a collaboration among the National Research Center for Distance Education and Technological Advances (DETA), the Online Learning Consortium (OLC), and the Every Learner Everywhere Network. It is designed to serve as a resource for educators — faculty, instructors, instructional staff, instructional improvement staff, instructional designers, learning experience designers and developers, technological support staff, and other stakeholders — to guide strategic planning for blended learning courses and programs.
Therefore, blended learning is instruction that blends technological, temporal, spatial, and pedagogical dimensions to create actualized learning. Students feel they are successful when they actually learn and that does not always equate to grade and course completion.
KEY IDEAS
