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Live Internet video for language learning

On 02/25/2011, in ideas, internet, languages and translation, online media, pedagogy, teaching & learning, by Daniel Christian

Live Internet video for language learning — from Dr. Sarah Elaine Eaton

Web-based video is a hot topic in 21st century language education. The Internet offers a cornucopia of options for language students to include video and television in their target language in order to help them learn the language. Researcher Elizabeth Mejia points out that “video” can mean a variety of things including popular films, documentaries, television advertisements, materials produced by textbook companies to accompany their books and accompany classroom instruction, educational broadcast and amateur videos made by teachers and students.

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Evidence of learning online: Assessment beyond the paper [Judith Boettcher]

On 02/24/2011, in assessment, blogs / blogging / vlogging, digital audio, digital learning, digital video, education technology, multimedia, online learning, pedagogy, teaching online, tools, by Daniel Christian

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

  • Written and audio communications of all types, such as press announcements, white papers, briefs, summaries, memos, project management documentation
  • Creating and planning news events, such as announcements, interviews, or regular updates of interests, such as podcasts
  • Setting up personal or group blogs within different contexts of leadership, business, etc.
  • Setting up wikis for team projects, areas for monitoring developments
  • Many more listed…

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.

  • Learners identify an expert or a person of interest to them in a particular field germane to the course and then prepare the interview questions, do the interview, and then post the results
  • Learners identify and interview the author of a textbook or article closely related to the course, possibly updating information critical to the course
  • Many more listed…

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.

  • Podcasting resources now are very common so learners are familiar enough with the format to embrace creating audio and video podcasts of their own
  • Video shorts and ad hoc documentaries engage learners and draw in their friends and families
  • Creating and posting short reports via VoiceThread is another “writing space” to consider as are Flickr, YouTube, and Slideshare

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.

  • Personal commentary and self-reflection
  • Capturing thought processes and generating new ideas
  • Assist learners in finding their “voice”
  • Many more…

Wikis

  • Collaborating on group and team projects of all kinds
  • Capturing and developing ideas for solving critical problems and case studies and simulations
  • Developing “featured” Bronze star Wikipedia articles on specific topics in particular disciplines
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Putting the Learning in Blended Learning

On 02/21/2011, in blended learning, hybrid learning, instructional design, learning, pedagogy, by Daniel Christian

Putting the Learning in Blended Learning — from Faculty Focus by Ike Shibley, PhD. in Instructional Design

Blended learning involves using a combination of face-to-face interactions and online interactions in the same course. Students still regularly meet in the classroom in a blended course, but the frequency of those meetings is usually decreased. The goal of blended learning is to facilitate greater student learning and could thus fit within a learner-centered paradigm.

Many discussions about blended learning, however, focus not on learning but on blending. “Blended” is an adjective and “learning” is a noun; why has our focus been directed at the adjective? Do we assume, as is often done in the teaching paradigm, that learning is automatically assumed? I think that blended learning has become widely established enough that attention can now be paid to the learning portion of the name.

In higher education learning must be the focus—the push for learner-centered teaching is a noble, pedagogically defensible goal. Improving the cost-effectiveness of teaching should play only a secondary role. An instructor should not begin a blended design by asking how many face-to-face hours are really necessary, even though some administrators may use reduced hours as a starting point. The course should be designed to maximize learning.

Also see:

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What’s the optimum length of an online video?

On 02/18/2011, in digital video, India, pedagogy, by Daniel Christian

What’s the optimum length of an online video? — from Digital Inspiration by Amit Agarwal

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The Fisch Flip in Michigan: Dale Eizenga on flipping traditional lecture and homework routines

On 02/16/2011, in chemistry, faith, flipping -- inverted learning, Michigan, pedagogy, strategy, teaching & learning, by Daniel Christian

The Fisch Flip in Michigan: Dale Eizenga on flipping traditional lecture and homework routines — from singaporeeducationdirectory.com

Excerpt:

Today I had the opportunity to spend time visiting with teachers and students at Holland Christian Schools in Holland, Michigan. One highlight of my day was the following five minutes of sharing by Holland Christian Schools’ chemistry teacher Dale Eizenga. Dale explained how access to a variety of technology resources has enabled him to flip the traditional in-class lecture and at-home assignment model of learning. Using software and websites, Dale records many lessons for students and makes those screencast videos available online and via the school’s podcast channel.

Several things are notable here. First, Dale didn’t read about Jonathan Bergmann and Aaron Sams, or Karl Fisch, online or in print. He stumbled upon this instructional model when his school provided all teachers and students with a robust digital learning environment. That not only includes access to laptops (for everyone in grades 6-12) but also an online learning management system (Moodle,) robust digital curriculum resources, school-supported options for sharing videos online, AND certified educators supporting technology integration. There are a lot of ingredients to this situation, and that’s critical to understand.

Secondly, Dale addresses in the video how some students struggle with this SHIFT to a “lecture at home on video” model. Dale still shares some lectures in class with students. He mixes it up. Dale explains this model forces students to “own their learning” in ways they may not have needed to in a traditional lecture-in-class setting. Dale relates this as “more of a college model,” where students are responsible for THEIR OWN learning. Dale explains his instructional role as one where he surrounds students with learning resources, and then assists students as they access / utilize those resources. When students aren’t “getting it,” he’s able to talk with them to find out if they’ve watched the podcast video which applies to the current topic or skill, and find out what students need specifically to master new content.

From DSC:
The folks at Holland Christian are doing an awesome job! Keep up the great work over there!

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IMG_0421

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“Learning about learning” — an excellent resource re: learning theories

On 01/29/2011, in adjunct faculty, faculty, formal learning, informal learning, instructional design, learning ecosystem, learning theories, pedagogy, teachers, teaching & learning, by Daniel Christian

Excellent resource for understanding the basics of a various learning theories!

From DSC:
I’d like to thank:

  • Doug Lynch, Dr. Stanton Wortham, and Elliott Masie for recording these videos and for sharing their insights/expertise
  • The University of Pennsylvania for making these items available
  • Capella University for including the above resource in a course that I’m currently taking from Dr. Katherine Emmons entitled, “Learning Theory and the Educational Process.”

2/8/11:
Note/correction from my original posting:
Doug Lynch and Stanton Wortham are not at Penn State, but rather they are at the University of Pennsylvania; Elliot Masie is an Adjunct Faculty Member at the University of Pennsylvania.

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10 ways technology supports 21st century learners in being self directed

On 01/29/2011, in 21st century, 24x7x365 access, education technology, ideas, metacognition / metacognitive skills, online learning, pedagogy, Personal Learning Networks (PLNs), personalized/customized learning, publishing, ubiquitous learning, videoconferencing, web-based collaboration, by Daniel Christian

10 ways technology supports 21st century learners in being self directed — from the Innovative Educator

  1. Personal Learning Networks
  2. Tweet to Connect with Experts
  3. Skype an Expert
  4. Free Online Educational Resources
  5. Online Learning
  6. Authentic Publishing
  7. Use YouTube and iTunes to Learn Anything
  8. Passion (or talent) Profiles
  9. Develop Authentic Learning Portfolios
  10. Empower Students to Assess and Learn Themselves
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Voki for education

On 01/29/2011, in A/V -- audio/visual, blogs / blogging / vlogging, communications, creativity, digital audio, digital video, ideas, pedagogy, web design and production, by Daniel Christian

Voki for education
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Originally saw this item at iLearnTechnology.com

Excerpt:

Voki is a free web tool that let’s students create personalized speaking avatars that can be used in a variety of online formats (blogs, email, direct link, social network profiles, etc.).  Now, Voki has released an exclusive education edition of their service. Voki Education has some additional features that make it even more useful for the classroom. Sharing is now easier than ever.  Students and teachers can embed their finished Voki in webpages, email, and social network profiling, they can also share using a “Voki link” which will allow students to share a simple URL to a Voki page.  Students no longer need access to a website or blog to share their Voki scene!  Voki also provides custom links for educational partners like SymbalooEdu, very handy. A new lesson plan database provides teachers with a searchable database of lesson plans that utilize Voki for learning. Teachers are encouraged to share their Voki enhanced lesson plans. In the new Teacher’s Corner, teachers and “expert” users can discuss anything related to Voki. There is even a Newbies corner with a series of discussions in Q&A format. Voki is now ad-free, this makes it an even sweeter deal for the classroom!

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Curiosity-Driven Education

On 01/27/2011, in education, education reform, love of learning, passions, pedagogy, strategy, teaching & learning, vision/possibilities, by Daniel Christian

Curiosity-Driven Education — from Futurist Thomas Frey

Curiosity-Driven Education

“If a teacher can be replaced by a machine, they should be.” – Arthur C. Clark
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Wilhelm Konrad von Roentgen became famous for “accidentally” discovering x-rays. Roentgen found something in nature that seemed useless, but fascinated him. He devoted countless hours to studying how electrons move from one point to another within a gas. He did this because he had an amazing sense of curiosity that was driven by a need to understand nature.

X-rays weren’t discovered by chance. Chance is when something comes from nothing. Yes, his discovery was serendipitous, but it was followed by a lot of hard work. Today, a scientist in a similar situation would be confronted with the challenges of finding the funding to proceed with this type of research.

Roentgen’s story is a classic example of a scientist who didn’t begin with a well-defined question. So, how do we remove the constraints and incentivize people to build on a hunch, with the remote possibility that their hunch may lead to an enormous breakthrough in society?

We do it by creating systems that empower our curiosity.

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“Seeking Evidence of Impact” — Educause online event

On 01/20/2011, in pedagogy, strategy, teaching & learning, by Daniel Christian

EDUCAUSE Learning Initiative 2011 Online Spring Focus Session: Seeking Evidence of Impact

Join us April 13 and 14 for “Seeking Evidence of Impact,” the 2011 ELI Online Spring Focus Session, where we will engage the teaching and learning community in exploring initial questions on seeking evidence. Do our innovations accomplish our desired outcomes? How do we define “impact”? How do we measure impact? Through plenary sessions and various institutional case studies, we will:

  • Examine research strategies designed to evaluate teaching and learning innovation and practice
  • Review various approaches and designs for collecting evidence
  • Explore evaluation tools and methodologies and how they can be used to effectively measure the impact of our innovations and practices
  • Discuss evidence-of-impact challenges and opportunities at various institutional levels and across various institutional types and controls (public, private, two year, four year)
  • Learn how to infuse instructional objectives and pedagogy into the evidence-seeking process
  • Tour institutional case studies and the research frameworks that have been used to evaluate their effectiveness and construct future improvements
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Carnegie authors featured in ISSOTL Journal

On 01/19/2011, in instructional design, pedagogy, teaching & learning, by Daniel Christian

Carnegie authors featured in ISSOTL Journal

Carnegie authors featured in  ISSOTL Journal
Carnegie is well represented in the Fifth Anniversary Issue of the International Journal for the Scholarship of Teaching & Learning.



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Inverted learning [also called “flipping”]

On 01/15/2011, in flipping -- inverted learning, pedagogy, by Daniel Christian

Nothing is Off the Table — from The Future of Education by Jesse Moyer

Excerpt re: Inverted Learning

Inverted learning involves students accessing and listening to teachers’ lectures outside of the classroom, think homework, and using the time in the classroom to apply those lessons.  Teachers quoted in the eSchool News article entitled “Teachers Turn Learning Upside Down,” believe this new style of instruction allows students to focus on the class, not the teacher, while in the classroom.  Says one forward thinking educator, “Students can absorb the material as homework and then practice what they’ve learned with guided help from the teacher if they need it. This new learning style not only makes class time more productive for both teachers and students, but also increases student engagement, increases achievement, and caters to all forms of personalized learning.”

From DSC:
This “flips” the lecture/lesson to outside the classroom, and moves the homework and other types of activities to the classroom setting where one can instantly get help if one needs it.

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What can I do with a document camera?

On 01/15/2011, in A/V -- audio/visual, education technology, learning spaces, pedagogy, smart classrooms, teaching & learning, by Daniel Christian

What can I do with a document camera? — from NspireD2

From DSC:
By the way, great picture from the archives here:

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General techniques

  • Show a flat document, like a magazine
  • Show a more substantial object, such as an archaeological artifact
  • Zoom in on fine print or a small object – product label, postage stamp, fossil, insect, leaf, etc.
  • Project a ruler or coin along with other objects to convey a sense of scale
  • Point the camera away from the stand to show a large object or capture students at work
  • Project a kitchen timer or watch to help with time management
  • Start from a blank page or graph paper, lined, music staff, etc.
  • Capture still pictures for later use
  • Send an image to a “guest” during a videoconference

Show students how to …

  • Draw or paint
  • Operate a camera
  • Dissect a fish
  • Read a scientific instrument
  • Use an iPhone app
  • Graph with a compass and protractor

Have students …

  • Work out a math problem
  • Annotate a text
  • Manipulate a room layout design using pieces of paper
  • Fill in country names on an outline map
  • Sign a song from sheet music
  • Act out a scene with clay figures, finger puppets, or tiny dolls

More objects you might project

  • Flat documents
    • Newspaper, or dictionary
    • Clipping – chart from USA Today or editorial cartoon
    • Photo – loose or in a coffee table book
    • Student work
  • Other objects
    • Circuit board, thermometer or calculator
    • Work of art
    • Prism or magnet
    • Toy or board game
    • Model rocket
    • Handheld game or DVD player

More resources from NspireD2:

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Can blogging make a difference?

On 01/13/2011, in blogs / blogging / vlogging, education technology, higher education, instructional design, pedagogy, web-based collaboration, by Daniel Christian

Can blogging make a difference? — from CampusTechhnology.com by Denise Harrison featuring the work of Todd Ide, a Michigan State University doctoral student

Excerpt:

Positive Results
Students reported positive results, with benefits such as “providing an outlet for thinking about things we talked about in class.” Students began almost immediately as a result to make more interesting observations online than in class or in papers. In collaboration with peers they extended the analysis beyond the obvious, building arguments carefully yet succinctly, often by synthesizing the postings preceding theirs. “They made a real attempt to communicate something about which they felt strongly,” said Ide.

Other positive results included:

  • The class was only held once a week, and blogging proved to be effective for extending the discussion during the days in between;
  • When a student encountered something interesting pertaining to the subject, he or she didn’t have to wait an entire week to share that information with the rest of the class;
  • Blogging also provided a way for students reluctant to share in a classroom setting to find their voices and express themselves in a less intimidating setting. One student thought it was “cool that she was interested enough in the subject to post about it”;
  • The blogging aspect of the class helped some students overcome a sense of isolation;
  • The blogging helped create more intimacy with fellow students, leading to a greater sense of community;
  • The exposure of their posts to meaningful audiences, including other students, and a potential global audience, encouraged careful reflection and articulation of the subject;
  • Blogging helped students direct their own learning;
  • Blogging increased the sense of engagement in the course material, providing the scaffolding necessary to support student learning.

Challenges of Incorporating Blogs into Curricula
“While the students reported positive experiences with blogging overall, that’s not to say this technology is without its problems,” said Ide. [Article here.]

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The updated monster list of 111 online learning resources

On 01/07/2011, in blogs / blogging / vlogging, elearning, instructional design, online learning, strategy, tools, by Daniel Christian

The updated monster list of 111 online learning resources — from Bloomfire.com by Nehemiah Chu

Categories include:

  • Instructional design
  • eLearning
  • Learning strategy
  • Tool talk
  • Industry news
  • Inspiration
  • Educational musings
  • Knowlege management
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