C:\Documents and Settings\pshamel\My Documents\Camtasia Studio\TeachersDomain2\TeachersDomain2.html
Here is my video assignment. Sorry I didn't produce it correctly until now. Pam
Tuesday, April 21, 2009
Monday, April 20, 2009
Post 3 - April 13 - 20
http://66.102.1.104/scholar?hl=en&lr=&q=cache:BBl36KOeRHsJ:www.ahbrown.com/aect/podcasting_brown_and_green.pdf+research+podcasts+production+in+elementary+education
Video Podcasting: When, Where and How It's Currently Being Used for Instruction
In this article, the authors desribes the uses colleges are having with podcasting. They summarize the use in language classes, storing photos and audio clips, lectures, and listening to podcasts. They especially like the concept of the iPod being a body computer, not a stay at home or classroom computer that can't be moved. An on time, any time personal device.
The authors next go into the production of video podcasts or vodcasts. They mention the various Apple software programs that can assist a producer with completing a vodcast. The authors completed two 30 second episodes and it took them 2 days to complete their vodcasts. Though experienced with producing videos, they seemed surprised that it took that long to produce their episodes - They are cautious at recommending this media for the novice producer. They leave you with the feeling that future innovations will need to be designed to make this media more user friendly.
The authors point out evidence that this technology has quite a large learning curve and not many teachers will be using the vodcasts until the production software improves. With the publishing date being from 2006, I'm going to look into more recent articles to find out how folks are overcoming the stumbling blocks to vodcasting.
Reference:
Brown, A and Green, T, Video Podcasting: When, Where and How It's Currently Being Used for Instruction, Annual proceedings of the AECT, 2006.The use of a new technology may briefly imbue content with a certain temporary glamour, but ultimately that content and its delivery must be of some genuine help to the learner or it will ultimately be discarded
The use of a new technology may briefly imbue content with a certain temporary glamour, but ultimately that content and its delivery must be of some genuine help to the learner or it will ultimately be discarded
Video Podcasting: When, Where and How It's Currently Being Used for Instruction
In this article, the authors desribes the uses colleges are having with podcasting. They summarize the use in language classes, storing photos and audio clips, lectures, and listening to podcasts. They especially like the concept of the iPod being a body computer, not a stay at home or classroom computer that can't be moved. An on time, any time personal device.
The authors next go into the production of video podcasts or vodcasts. They mention the various Apple software programs that can assist a producer with completing a vodcast. The authors completed two 30 second episodes and it took them 2 days to complete their vodcasts. Though experienced with producing videos, they seemed surprised that it took that long to produce their episodes - They are cautious at recommending this media for the novice producer. They leave you with the feeling that future innovations will need to be designed to make this media more user friendly.
The authors point out evidence that this technology has quite a large learning curve and not many teachers will be using the vodcasts until the production software improves. With the publishing date being from 2006, I'm going to look into more recent articles to find out how folks are overcoming the stumbling blocks to vodcasting.
Reference:
Brown, A and Green, T, Video Podcasting: When, Where and How It's Currently Being Used for Instruction, Annual proceedings of the AECT, 2006.
Sunday, April 19, 2009
Post 2 - Week April 13 - 21
http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=20797591&site=ehost-live
The Proof Is in the Podding
The author, Steve Abrams, presents information on the use of iPods at Duke University by college students and a presentation by Christine Dowd, a K - 20 education consultant with Apple. He recounts 18 uses for iPods, though I believe they must be the video iPods they're referring to. Retail and free sites are listed as teaching resources as well. Two new web based resources are explained; an iTunes server software where a private digital school can be structure. The second is specialized search engines for podcasts through Podscope and Podzinger.
Abrams reports back that Duke University is continuing their iPod experiment and ends with a list of web site resources for pod casting - which I will be following up with.
This article has further opened up my eyes to other media to use in education. With all my investigation into streaming video and reading blogs about digital cameras, e-Books and digital white boards I was interested in checking out more media hardware. I thought the iPod was mostly used for music listening and wasting time! I'm going to check out further information on podcasting because I feel like that will allow more project learning situations like the digital camera. The iPod's heavy emphasis on auditory learning skills could definitly assist students who prefer that learning style. It would also allow repetition at a learners preferential timeline. I didn't realize that there are microphones and ways to produce visual podcasts, especially with Apple's new touch screen technology. As an older student and teacher I can see how all of these choices in technology could overwhelm a teacher in practice. And as the movie assignment showed, the appropriate, confident use of technology brings about good results. Inept, unprepared use of technology BLOWS. Pam
The Proof Is in the Podding
The author, Steve Abrams, presents information on the use of iPods at Duke University by college students and a presentation by Christine Dowd, a K - 20 education consultant with Apple. He recounts 18 uses for iPods, though I believe they must be the video iPods they're referring to. Retail and free sites are listed as teaching resources as well. Two new web based resources are explained; an iTunes server software where a private digital school can be structure. The second is specialized search engines for podcasts through Podscope and Podzinger.
Abrams reports back that Duke University is continuing their iPod experiment and ends with a list of web site resources for pod casting - which I will be following up with.
This article has further opened up my eyes to other media to use in education. With all my investigation into streaming video and reading blogs about digital cameras, e-Books and digital white boards I was interested in checking out more media hardware. I thought the iPod was mostly used for music listening and wasting time! I'm going to check out further information on podcasting because I feel like that will allow more project learning situations like the digital camera. The iPod's heavy emphasis on auditory learning skills could definitly assist students who prefer that learning style. It would also allow repetition at a learners preferential timeline. I didn't realize that there are microphones and ways to produce visual podcasts, especially with Apple's new touch screen technology. As an older student and teacher I can see how all of these choices in technology could overwhelm a teacher in practice. And as the movie assignment showed, the appropriate, confident use of technology brings about good results. Inept, unprepared use of technology BLOWS. Pam
Wednesday, April 15, 2009
Post 1 - Week of April 14 - 21
http://uh7qf6fd4h.search.serialssolutions.com/?genre=article&issn=03601315&title=Computers+%26+Education&volume=50&issue=1&date=20080101&atitle=Evaluating+the+use+of+learning+objects+in+Australian+and+New+Zealand+schools.&spage=271&pages=271-283&sid=EBSCO:Academic+Search+Premier&aulast=Schibeci%2c+Renato
Evaluating the use of learning objects in Australian and New Zealand schools.
This is a formalized study on the effectiveness of learning objects for students, teachers teaching science in grades preschool to tenth grade. The media they used were talking books, drills, tools, video, and simulations. The Department of Education assisted with training teachers in the
use of learning objects. Schools were selected for the study for their diversity and balanced populations which represented the spectrum of students in Western Australia. The author noted that teachers who volunteered for the study were more experienced and open to the observations needed to measure results.
Results from teachers: They were more motivated in their teaching techniques because they could introduce unique learning objects not readily available in the classroom. They did not want learning objects that could have been done physically in the classroom.
Results for students: They, too, were more motivated, concentrated focus on topic,ability to control the pace of the information. Students with
varying learning styles found a good fit between their preferences and the learning objects.
Downfall of learning objects & students - they did not like to read long portions of text - and they liked to cheat to get through the materials more quickly and with the same reward. (That is something I've seen with students, too...)
"Our major conclusions are as follows:
1. Generally, students are open to, and interested in, computer-based learning, and there is evidence that students with a range of abilities can achieve success using learning objects such as those provided by The Le@rning Federation.
2. Teachers need guidance when introducing learning objects into classroom lessons to optimise the impact on student learning outcomes. This is an integral aspect of the initiative necessary to ensure long-term, effective use of learning objects.
3. A substantial and sustained support programme should be provided for teachers, school administrators and support staff to develop awareness of learning objects, to encourage and facilitate uptake and to support development of skills and strategies in their use.
4. Appropriate technical and system infrastructure should be identified and established at system and school levels to expedite the uptake of learning objects in schools.
5. A resource bank of learning objects should continue to be developed in the targeted curriculum areas at a range of levels." (Schibeci, p.4)
These results are all things that I have experienced while teaching students, too. Again, too, there is a call for a resource bank of learning objects and PBS is on that trail through EDCAR.
Reference:
Schibeci,Renato 2008, Evaluating the use of learning objects in Australian and New Zealand schools, retreived April 15, 2009.
Evaluating the use of learning objects in Australian and New Zealand schools.
This is a formalized study on the effectiveness of learning objects for students, teachers teaching science in grades preschool to tenth grade. The media they used were talking books, drills, tools, video, and simulations. The Department of Education assisted with training teachers in the
use of learning objects. Schools were selected for the study for their diversity and balanced populations which represented the spectrum of students in Western Australia. The author noted that teachers who volunteered for the study were more experienced and open to the observations needed to measure results.
Results from teachers: They were more motivated in their teaching techniques because they could introduce unique learning objects not readily available in the classroom. They did not want learning objects that could have been done physically in the classroom.
Results for students: They, too, were more motivated, concentrated focus on topic,ability to control the pace of the information. Students with
varying learning styles found a good fit between their preferences and the learning objects.
Downfall of learning objects & students - they did not like to read long portions of text - and they liked to cheat to get through the materials more quickly and with the same reward. (That is something I've seen with students, too...)
"Our major conclusions are as follows:
1. Generally, students are open to, and interested in, computer-based learning, and there is evidence that students with a range of abilities can achieve success using learning objects such as those provided by The Le@rning Federation.
2. Teachers need guidance when introducing learning objects into classroom lessons to optimise the impact on student learning outcomes. This is an integral aspect of the initiative necessary to ensure long-term, effective use of learning objects.
3. A substantial and sustained support programme should be provided for teachers, school administrators and support staff to develop awareness of learning objects, to encourage and facilitate uptake and to support development of skills and strategies in their use.
4. Appropriate technical and system infrastructure should be identified and established at system and school levels to expedite the uptake of learning objects in schools.
5. A resource bank of learning objects should continue to be developed in the targeted curriculum areas at a range of levels." (Schibeci, p.4)
These results are all things that I have experienced while teaching students, too. Again, too, there is a call for a resource bank of learning objects and PBS is on that trail through EDCAR.
Reference:
Schibeci,Renato 2008, Evaluating the use of learning objects in Australian and New Zealand schools, retreived April 15, 2009.
Saturday, April 11, 2009
Post 3 - Week April 7 - 13
Media Equation and my work:
Wow - seeing this information in print has blown me away. At some introspective level I was aware that I interacted with media in a social sense, but had not realized it. To realize that all humans do, is life altering to me. It makes me an even bigger "Apostle of PBS" when it comes to children and the impact of media on children. What they watch truly is who they become. I read further into chapter 2 and 3 of the book (by mistake!) but am glad I did because there are more concrete examples of how humans socialize and interact with media. The role of polite interactions whether it be human or human/media was amazing. Really makes you consider how you would shape a lesson on the computer - like our Camtasia project. Chapter 3 covered the perception of interpersonal distance when a human uses a computer - again another impact in my design process for the Camtasia project. When I looked at Joe's Captasia lesson and saw him within the display, it brought it "home" about him relating to his students who would be using the media. Good job, Joe!
An additional responsibility I have on my job is overseeing our WUFT web page. That was a decision made by my bosses, even though I told them I had NO special knowledge of the creation or utilization of web sites other than on a personal use basis. (That is on THEM!) Ever the people pleaser, I'm trying to keep on top of it and learn new things. This article really helped me understand about the social needs of the citizens who come to our site. I was just going back over it at www.wuft.tv and I'm thinking that our pledge pages need more personalization to make the donating of money more "friendly" and socially interactive. Overall, I think I need to incorporate more human faces onto the various pages to personalize the experience as well. One example of the social and natural response people have with media is this:
Our bosses at WUFT tasked a committee of us staffers to research PBS web sites and make recommendations on ours. As we met and individually reviewed which sites were our "favorites", we independently thought the sites with human faces on the front were "better". There were 3 women and 1 male on the committee. 100% of the females pointed out the human face factor and the 1 guy agreed with us. We were certainly reacting to the social interaction of the human face as a positive aspect! Our committee recommended that we get a professional web designer, but the bosses budget wouldn't allow it.....So, here I am!
Wow - seeing this information in print has blown me away. At some introspective level I was aware that I interacted with media in a social sense, but had not realized it. To realize that all humans do, is life altering to me. It makes me an even bigger "Apostle of PBS" when it comes to children and the impact of media on children. What they watch truly is who they become. I read further into chapter 2 and 3 of the book (by mistake!) but am glad I did because there are more concrete examples of how humans socialize and interact with media. The role of polite interactions whether it be human or human/media was amazing. Really makes you consider how you would shape a lesson on the computer - like our Camtasia project. Chapter 3 covered the perception of interpersonal distance when a human uses a computer - again another impact in my design process for the Camtasia project. When I looked at Joe's Captasia lesson and saw him within the display, it brought it "home" about him relating to his students who would be using the media. Good job, Joe!
An additional responsibility I have on my job is overseeing our WUFT web page. That was a decision made by my bosses, even though I told them I had NO special knowledge of the creation or utilization of web sites other than on a personal use basis. (That is on THEM!) Ever the people pleaser, I'm trying to keep on top of it and learn new things. This article really helped me understand about the social needs of the citizens who come to our site. I was just going back over it at www.wuft.tv and I'm thinking that our pledge pages need more personalization to make the donating of money more "friendly" and socially interactive. Overall, I think I need to incorporate more human faces onto the various pages to personalize the experience as well. One example of the social and natural response people have with media is this:
Our bosses at WUFT tasked a committee of us staffers to research PBS web sites and make recommendations on ours. As we met and individually reviewed which sites were our "favorites", we independently thought the sites with human faces on the front were "better". There were 3 women and 1 male on the committee. 100% of the females pointed out the human face factor and the 1 guy agreed with us. We were certainly reacting to the social interaction of the human face as a positive aspect! Our committee recommended that we get a professional web designer, but the bosses budget wouldn't allow it.....So, here I am!
Thursday, April 9, 2009
Post 2 - Week 4/7-13
http://uf.catalog.fcla.edu/uf.jsp?I=3&ADV=S&N=20&searchBoolean=Boolean+Search&S=2241239331537888&Ntk=Keyword&NttBool=%22learning+object%22+multimedia&V=D&Nty=1#top
Full text: http://purl.fcla.edu/fcla/etd/UFE0011589
I've only had time to preview this e-book abstract, but this information is adding to the complexity of my understanding of creating learning objects for all learner's use. In the beginning, I thought that video that filled out a teacher's lesson plan was the latest and greatest thing since instant grits. Now, with my use of Camtasia, gaming articles and these web based learning object resources, I'm aware of so much variety and capacity for instruction in these different formats.
Upon reading the various portions of the dissertation, I now understand how instruction and assessment are necessary parts of the learning object design. A lot of the information was WAY over my head, but I could see the involved development and layout of a web based instructional learning object. Check out page 68/164 for a visual representation of the e-learning community's roles and functions. The last new aspect that I learned about is the web hosting of these learning modules and the necessary infrastructure you need to consider for implementation.
Reference
Lee, G. (2005). A Web-service-based e-learning service infrastructure for achieving dynamic and collaborative e-learning. [Gainesville, Fla.]: University of Florida. http://purl.fcla.edu/fcla/etd/UFE0011589. Retrieved April 10, 2009.
Full text: http://purl.fcla.edu/fcla/etd/UFE0011589
I've only had time to preview this e-book abstract, but this information is adding to the complexity of my understanding of creating learning objects for all learner's use. In the beginning, I thought that video that filled out a teacher's lesson plan was the latest and greatest thing since instant grits. Now, with my use of Camtasia, gaming articles and these web based learning object resources, I'm aware of so much variety and capacity for instruction in these different formats.
Upon reading the various portions of the dissertation, I now understand how instruction and assessment are necessary parts of the learning object design. A lot of the information was WAY over my head, but I could see the involved development and layout of a web based instructional learning object. Check out page 68/164 for a visual representation of the e-learning community's roles and functions. The last new aspect that I learned about is the web hosting of these learning modules and the necessary infrastructure you need to consider for implementation.
Reference
Lee, G. (2005). A Web-service-based e-learning service infrastructure for achieving dynamic and collaborative e-learning. [Gainesville, Fla.]: University of Florida. http://purl.fcla.edu/fcla/etd/UFE0011589. Retrieved April 10, 2009.
Tuesday, April 7, 2009
Post 1 - Week 4/7 - 13
http://booksonline.iospress.com/Content/View.aspx?piid=2408
This article offers a synopsis of 18 research projects that look at the use of computer games in instructional situations. Everything from education, psychology, computer design, gaming, etc, are brought together to find new ways to make educational technology effective.
To this point, I've been focused on video use in the classroom to aide instruction. In searching through the research, I found this article on the use of gaming in education and thought it gave new aspects to technology use in the classroom. I, myself, have not really enjoyed gaming on computers, but that may be my age showing! I wanted to open up my eyes to additional possibilities.
Of particular interest to me were the reviews of the research reports on "Motivation and Learning". Beginning indications report that having a relationship between the tutor and the student is important. Building in motivation and hedonic enjoyment for the student are important areas for further research. Another aspect of the research was in studying the gaming use of 3 different generations of users. One new aspect I hadn't been aware of is the all encompassing environment of the game experience and all the research being done to shape them for educational use. One concern I have is that there isn't communication going on between students or student and teacher in the gaming environment. I would question the use of gaming for any great length of time for young students because I believe research shows that students 3 - 10 years of age really need the real 3-D experience of live relationships. For older students I can see how gaming could really suit their needs for motivation and learning.
Reference
Pivec, Maja, Affective and Emotional Aspects of Human-Computer Interaction - Game-Based and Innovative Learning Approaches, The Future of Learning,Volume 1, 2006, Retrieved April 9, 2009.
This article offers a synopsis of 18 research projects that look at the use of computer games in instructional situations. Everything from education, psychology, computer design, gaming, etc, are brought together to find new ways to make educational technology effective.
To this point, I've been focused on video use in the classroom to aide instruction. In searching through the research, I found this article on the use of gaming in education and thought it gave new aspects to technology use in the classroom. I, myself, have not really enjoyed gaming on computers, but that may be my age showing! I wanted to open up my eyes to additional possibilities.
Of particular interest to me were the reviews of the research reports on "Motivation and Learning". Beginning indications report that having a relationship between the tutor and the student is important. Building in motivation and hedonic enjoyment for the student are important areas for further research. Another aspect of the research was in studying the gaming use of 3 different generations of users. One new aspect I hadn't been aware of is the all encompassing environment of the game experience and all the research being done to shape them for educational use. One concern I have is that there isn't communication going on between students or student and teacher in the gaming environment. I would question the use of gaming for any great length of time for young students because I believe research shows that students 3 - 10 years of age really need the real 3-D experience of live relationships. For older students I can see how gaming could really suit their needs for motivation and learning.
Reference
Pivec, Maja, Affective and Emotional Aspects of Human-Computer Interaction - Game-Based and Innovative Learning Approaches, The Future of Learning,Volume 1, 2006, Retrieved April 9, 2009.
Sunday, April 5, 2009
Blog 3 March 31 - April 6
http://metalib.fcla.edu/V/DCJYP57A7256FGV17HY6AYYQLXS54KM54QK362BKS2K61SHHGC-01018?func=quick-3-next&set-entry=000001
Taking the Initiative
This article covers the first three generations of immersive education.
Immersive education is exploring 3D imaging environments and playing
interactivve learning games. All of this can be done in collaboration with
students across the city or the world. Another cool aspect is that the students
themselves can produce their own learning environment like the example of the
Boston Tea Party reinactment.
As a former special education teacher, I can see how effectively these new learning
environments could stimulate a student and reach more of their learning styles. The
collaboration aspect is another part of special education students need for
interpersonal skills practice. The author points out that some teachers would disapprove
of these learning environments because they may seem too much like games that
students play at home. Careful linking to curriculum objectives would be necessary
as well as time management skills for students. I personally like this form of education
because I believe it would reach certain students and, once finished with designing their
own environment, it would be a learning tool for others to use and learn by. Also, please
note that this article was published in the fall of 2008. These more up to date articles
more accurately represent current technology use in education. PBS is doing its part by developing a 3-D game to teach pre-Algebra skills with the game Labyrinth through Thinkport. There is professional development training for teachers to learn the game environment classroom use as well as keepiing track of students progress. Some teachers like to use the software in their own classroom or suggesting to students that they play from home.
References
Donelan, J. (2008). Taking the initiative. Computer Graphics World, 31(10), 40-44.
Taking the Initiative
This article covers the first three generations of immersive education.
Immersive education is exploring 3D imaging environments and playing
interactivve learning games. All of this can be done in collaboration with
students across the city or the world. Another cool aspect is that the students
themselves can produce their own learning environment like the example of the
Boston Tea Party reinactment.
As a former special education teacher, I can see how effectively these new learning
environments could stimulate a student and reach more of their learning styles. The
collaboration aspect is another part of special education students need for
interpersonal skills practice. The author points out that some teachers would disapprove
of these learning environments because they may seem too much like games that
students play at home. Careful linking to curriculum objectives would be necessary
as well as time management skills for students. I personally like this form of education
because I believe it would reach certain students and, once finished with designing their
own environment, it would be a learning tool for others to use and learn by. Also, please
note that this article was published in the fall of 2008. These more up to date articles
more accurately represent current technology use in education. PBS is doing its part by developing a 3-D game to teach pre-Algebra skills with the game Labyrinth through Thinkport. There is professional development training for teachers to learn the game environment classroom use as well as keepiing track of students progress. Some teachers like to use the software in their own classroom or suggesting to students that they play from home.
References
Donelan, J. (2008). Taking the initiative. Computer Graphics World, 31(10), 40-44.
Saturday, April 4, 2009
Blog 2 March 31 – Apr. 6
http://metalib.fcla.edu/V/K27GB4KVAKT77JILI9A8B3RHIH3L356DSS1EQD2GCFE53PHA8G-45490?func=quick-3&short-format=002&set_number=012225&set_entry=000005&format=999
Mrs. Nugent summarizes the involvement of PBS and United Streaming in the development, distribution and utilization of the learning objects in K-12 digital media. She presents a table of PBS station digital media resources and examples of the storage space needed in schools for various digital media formats. One new aspect I hadn’t heard of is data casting which a TV station can broadcast to a specific computer in the station’s broadcast area.
At last, I’ve found an article which notes research results and further sources for me to check out . The idea of describing the video available through PBS or United Streaming as learning objects was new to me. The article cites research from education and the Department of Defense for the use and utility of incorporating the video learning objects into the classroom. Mrs. Nugent has a good idea of the challenges teachers go through while using digital media. The 2 main problems are 1.) training teachers on how to incorporate the learning objects into lesson plans/standards based objectives and 2.) the school’s ability to store the digital media with the hardware/servers available at the school site.
The author closes with the assertion that PBS has been working on their digital learning object inventory but that it is not based on technical standards. The article was published in July/August 2005, and to date, PBS has begun basing their video inventory on state educational standards. Other plans in the pipeline are an educational repository called EDCAR and a media player called COVE. More and more, stations will be able to encapsulate their own learning objects from the media filmed in their station.
Work Cited:
Nugent, G. C. Use and Delivery of Learning Objects in K-12: The Public Television Experience. TechTrends v. 49 no. 4 (July/August 2005) p. 61-6Thursday, April 2, 2009
Post 1 - Week 3/31 - 4/6/09
Internet: www.learn360.com
The Learn360 video streaming service for K-12 education now offers a My Learn360 homepage designed to individualize the user experience for educators. The page provides a variety of teacher-requested tools developed to help educators complete tasks quickly and strengthen communication with students and colleagues.
The new page features access to activities and teacher's guides, as well as tools for creating assignments and quizzes, uploading and sharing documents and media, publishing classroom blogs, developing a personalized calendar, and podcasting.
Some highlights among the new offerings include the ability to create multimedia assignments and quizzes, pull questions from an existing question bank, create quizzes that are easily assigned and automatically graded, upload and instantly share a diverse variety of document types (Word, PDF, Excel, PowerPoint, CSV, RTF, TXT, SMART Notebook, and Promethean Flipchart), and add podcasts to iTunes in one click.
The Learn360 service offers materials selected to provide targeted curriculum support from a variety of educational video producers such as PBS, National Geographic, Standard Deviants, Slim Goodbody, Sunburst Media, and others. The service includes thousands of educational videos, video clips, newsreels, audio and video files, and still images. All of the full-length videos and video clips are aligned to state standards. New content is added on a regular basis as Learn360 develops or licenses new materials.
Each video is available in three formats for viewing and downloading: Flash, Windows Media, and Quick-Time. Still images are offered in .jpg format; audio files are in MP3 format. The internet-delivered content can be offered on LAN (local area network) or WAN (wide area network) systems.
Users can add links to their own content in any digital or audio format. Districts or schools can customize their Learn360 site to provide access to additional previously owned media. State standards correlations can be added to the Learn360 database.
The service provides flexible administrative features and Flash tutorials on Learn360's components and functions. Toll-free telephone technical support is available every business day from 7 a.m. to 5 p.m., Eastern Time.
Learn360, for Macintosh and Windows users with internet access, is offered as an annual subscription that allows on-demand access for educators, administrators, and students using school and home computers. The price includes access to all content (including premium National Geographic and PBS brands, as well as optional local hosting) with no additional fees. A free 30-day trial is available at www.learn360.com.
By Kathie Felix
Copyright of MultiMedia & Internet@Schools is the property of Information Today Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
I found the above article through a search of the UF libraries. It reviews a paid service provider of video and software for the classroom. With our study of how to use media in new ways, this article points out some pretty boring options like making up quizzes and making a calendar. The open aspects are the ability to podcast, develop multimedia lesson plans tied to state standards, and setting up student blogs. The offer of technical support is also important as few schools have IT specialists to assist teachers in their classrooms. The 30 day free trial is a bonus!
Monday, March 30, 2009
Post 3 - Week 3
A Vision of K-12 Students Today
http://www.youtube.com/watch?v=_A-ZVCjfWf8&NR=1
As a follow up to the college student perspective on their educational needs, here is a K-12 perspective. The author had a bibliography at the end of the video which I found different. It was good to see how the writer/producer, B. Nelson, gave credit for the subject matter. A good lesson for me!
These younger students follow the same technology use as college students with iPods, texting with phones, blogs. They seem to yearn for the same, engaging assignments which use technology. To truly make it meaningful education is important to the children. There was additional statistics on the teacher's ability to use technology and their need for further training. This summary of the inability of the teaching staff to use and be comfortable with technology is what I figured it would be from my own experience. Since I've had this job with PBS, and found out all of the educational resources through technology, I've been on a mission of getting out this information to teachers because I know I didn't receive it while teaching. I am going to follow my goal of validating the use of technology in the classroom as well as what are the roadblocks for teachers with these new tools.
The bibliography has given me further sources to check out for this blog. If anyone has tips on searching the library research sources, let me know!
http://www.youtube.com/watch?v=_A-ZVCjfWf8&NR=1
As a follow up to the college student perspective on their educational needs, here is a K-12 perspective. The author had a bibliography at the end of the video which I found different. It was good to see how the writer/producer, B. Nelson, gave credit for the subject matter. A good lesson for me!
These younger students follow the same technology use as college students with iPods, texting with phones, blogs. They seem to yearn for the same, engaging assignments which use technology. To truly make it meaningful education is important to the children. There was additional statistics on the teacher's ability to use technology and their need for further training. This summary of the inability of the teaching staff to use and be comfortable with technology is what I figured it would be from my own experience. Since I've had this job with PBS, and found out all of the educational resources through technology, I've been on a mission of getting out this information to teachers because I know I didn't receive it while teaching. I am going to follow my goal of validating the use of technology in the classroom as well as what are the roadblocks for teachers with these new tools.
The bibliography has given me further sources to check out for this blog. If anyone has tips on searching the library research sources, let me know!
Sunday, March 29, 2009
Post 2 - Week 3
A Vision of Students Today
mwesch, 10/12/2007, retrieved March 26, 2009
Professor Michael Wesch & students of the Introduction to Cultural Anthropology Class of Spring 2007 Kansas State University CC Some Rights Reserved.
Digital ethnography @Kansas State University
This video was the most searing condemnation of business as usual in education for me. I am a "50 something" with 30 years experience in education - I was brought up short with the magnitude of change in a student's world. Not only are the students doing so many more interactions through technology, but they are aware of more of the world around them. They see the discrepancies between their lives and lives of people across the globe or across their city. It has spurred me on to gain more knowledge of the technology to use with students and educators. What do you think?
Wednesday, March 25, 2009
Post 1 - Week 3 Blog
This will take you to an article that will be published in Education Week March 26, 2009. They allowed folks to view ahead of publishing date online. The author goes over the frustrations of surfing the net for teacher lesson plans and offers several resources to check out. I really liked the 4 tips that were offered. If teachers build social networks for the purpose of sharing their web/technology implementation, a large body of resources can be established. They mentioned some free and some subscription sites that can offer teachers standards based lesson plans. (No mention of PBS:(
The author also mentions that a social network might help to form a "consumer's review" of technology that is worth purchasing.
It was a good source for resources, but not actually research based.
Monday, March 23, 2009
Post 2 - 3
http://www.ceoforum.org/downloads/report3.pdf
This report is an interesting collaboration between business and education. With education's goal of preparing the employees of tomorrow, I think it's best practices to be collaborating with business. Plus, legislators pay more attention to business leaders than educators, so it's another positive link.
Section III, p. 14+, concerns digital content in education. I really liked the get down to it 3 steps the CEO Forum came up with,
"Steps
1. Identify Educational Goals and Link
Digital Content to Those Objectives
2. Select the Student Outcomes and
Performance Standards That Will Be
Achieved by Digital Content
3. Measure and Evaluate Outcomes Against
Standards and Adjust Accordingly" (p.14)
On p. 18-20, the CEO Forum covers 2 goals for educational systems to work for. The great thing is that PBS is already working on Step #1, Complete a digital inventory of assets. In PBS' case, that includes a ton of science/engineering topics and literacy for preschoolers - 12th grade. PBS is working on a system they call EDCAR which they hope will be one huge repository of digital media for educators to access.
Step #2, the CEO Forum recommends education spends 100% of their instructional materials monies for digital media.
One other great resource is the Appendix C list of Internet links to integrate digital content. Pretty cool! Pam
summary of rec., curriculum connections
p.30 Huge internet resources! Appendix C
This report is an interesting collaboration between business and education. With education's goal of preparing the employees of tomorrow, I think it's best practices to be collaborating with business. Plus, legislators pay more attention to business leaders than educators, so it's another positive link.
Section III, p. 14+, concerns digital content in education. I really liked the get down to it 3 steps the CEO Forum came up with,
"Steps
1. Identify Educational Goals and Link
Digital Content to Those Objectives
2. Select the Student Outcomes and
Performance Standards That Will Be
Achieved by Digital Content
3. Measure and Evaluate Outcomes Against
Standards and Adjust Accordingly" (p.14)
On p. 18-20, the CEO Forum covers 2 goals for educational systems to work for. The great thing is that PBS is already working on Step #1, Complete a digital inventory of assets. In PBS' case, that includes a ton of science/engineering topics and literacy for preschoolers - 12th grade. PBS is working on a system they call EDCAR which they hope will be one huge repository of digital media for educators to access.
Step #2, the CEO Forum recommends education spends 100% of their instructional materials monies for digital media.
One other great resource is the Appendix C list of Internet links to integrate digital content. Pretty cool! Pam
summary of rec., curriculum connections
p.30 Huge internet resources! Appendix C
Sunday, March 22, 2009
Post 2 - 2
http://books.google.com/books?id=5c95CHIrni4C&pg=PA954&lpg=PA954&dq=Mann,+Shakeshaft,+Becker,+and+Kottkamp,+1999&source=bl&ots=eyF1gIQFrH&sig=j92oCD6BVG6w1Ok32eH8mp6kKug&hl=en&ei=bODGSbiGMYnFtgeMseHEAg&sa=X&oi=book_result&resnum=3&ct=result#PPA965,M1
Yea! I finally figured out how to activate my link! Well, I went back into my last post article and looked for research sources that would further my knowledge of the efficacy of using multimedia lesson plans with students. Pages 959 - 966 were especially appropriate as some of the research of subjects went back to the 1950's & 1960's. There were studies mentioned which looked at various combinations of audio or visual or combined stimuli and memory. One strange thing is that not all pages were included in the online copy. They announce and tell you that it's missing, but I'm not sure why they exclude some pages. I hope this research will assist me in my blog goal of assertaining whether PBS educational multimedia resources are valid resources in the classroom.
Yea! I finally figured out how to activate my link! Well, I went back into my last post article and looked for research sources that would further my knowledge of the efficacy of using multimedia lesson plans with students. Pages 959 - 966 were especially appropriate as some of the research of subjects went back to the 1950's & 1960's. There were studies mentioned which looked at various combinations of audio or visual or combined stimuli and memory. One strange thing is that not all pages were included in the online copy. They announce and tell you that it's missing, but I'm not sure why they exclude some pages. I hope this research will assist me in my blog goal of assertaining whether PBS educational multimedia resources are valid resources in the classroom.
Friday, March 20, 2009
Posting2 - 1
http://www.medialit.org/reading_room/pdf/545_CICReportLearningwithTechnology.pdf
A white paper prepared
for Cable in the Classroom
James M. Marshall, Ph.D.
San Diego State University
May 2002
Until now, I had not found articles which used research to make the point that media in the classroom does indeed impact the learner positively. My favorite quote is:
"The ability of media to engage the learner,
activate emotional states, initiate interest in a
topic, and allow for absorption and processing
of information shares a direct relationship to
the potential that learning will occur."(Marshall, p.4)
The PBS philosophy of media literacy was to present students a theme of instruction which included View - Do - Read. I'm glad to find that my "company line" is validated by others not associated with PBS.
A white paper prepared
for Cable in the Classroom
James M. Marshall, Ph.D.
San Diego State University
May 2002
Until now, I had not found articles which used research to make the point that media in the classroom does indeed impact the learner positively. My favorite quote is:
"The ability of media to engage the learner,
activate emotional states, initiate interest in a
topic, and allow for absorption and processing
of information shares a direct relationship to
the potential that learning will occur."(Marshall, p.4)
The PBS philosophy of media literacy was to present students a theme of instruction which included View - Do - Read. I'm glad to find that my "company line" is validated by others not associated with PBS.
Monday, March 16, 2009
Prosumer in the Classroom
I was also searching for more all-encompassing coverage of educational classroom structuring when I ran across this article about "prosumers". It is an idea that seems very similar to this week's assignment to design a product. In the blog, Bob Sprankle explains how business is involving the consumer in redesign and then explains how this could apply in a classroom. In my years as a special ed teacher and all the lip service to "individualize instruction", let me be honest and say it didn't happen - without the technology and this open idea sharing, I had no idea of how to truly individualize. The other huge impact of this classroom technique, from a teacher's point of view, is that I wouldn't have CONTROL!!! Let's be honest again and say that it would take a very talented and secure teacher to follow up with this prosumer technique. And I think I'm there! How are less experienced teachers feeling about this idea?
http://www.pbs.org/teachers/mediainfusion/2008/06/4_weeks_to_a_flatter_us.html#more
http://www.pbs.org/teachers/mediainfusion/2008/06/4_weeks_to_a_flatter_us.html#more
Visual images in classrooms
My interest is in confirming the usage of PBS resources as valid educational materials and finding the best way to use them based on educational best practices. I was interested in this blog entry about using PBS programming in social studies and science. The blogger, Steve Kluge,mentioned his use of video from PBS & BBC "provide visually engaging, content-rich experiences that draw and hold students’ attention."
http://www.pbs.org/teachers/mediainfusion/science_technology/
It seems to agree with the learning theory in Brain and Mind. Just like the rat study, the enriched learning environment causes learning to occur, new brain wiring achieved. Now, if you could also have kids get active around science and social studies, you'd have a winning combination of learning and activity. The activity allowed with a smart board might allow a bit of that. Also, the GPS devices add activity and learning in a sweet combination. I'm going to check those resources out next.
http://www.pbs.org/teachers/mediainfusion/science_technology/
It seems to agree with the learning theory in Brain and Mind. Just like the rat study, the enriched learning environment causes learning to occur, new brain wiring achieved. Now, if you could also have kids get active around science and social studies, you'd have a winning combination of learning and activity. The activity allowed with a smart board might allow a bit of that. Also, the GPS devices add activity and learning in a sweet combination. I'm going to check those resources out next.
Sunday, March 15, 2009
Preschool Educators
I've absolutely been berserk with work loads leading up to an educational conference for 500 preschool educators at the Reitz Union, last Saturday, March 14th. I had been trying to read about learning theories before the event in order to complete our PowerPoint assignment, but found it impossible. Today, with that huge stressor out of the way (and the conference highly acclaimed!) I was able to process our readings for this week. That led me to checking out the impact of stress based on brain based learning and my own preferential learning style of reflective processing(I have coined the phrase "gestational thinking" to describe the birth of ideation for me!).
http://www.sciencedaily.com/releases/2008/03/080311182434.htm
University of California - Irvine (2008, March 13). Short-term Stress Can Affect Learning And Memory. ScienceDaily. Retrieved March 15, 2009.
I was aware of the high level of cortisol measured in infants who are under stress, but not the, " acute stress activated selective molecules called corticotropin releasing hormones, which disrupted the process by which the brain collects and stores memories." That was definitely happening to me last week. Which leads me to more awareness of what a child under stress must be going through in a school situation. I believe many maladies of our brain chemistry will be discovered and cures found in the near future!
Pam
http://www.sciencedaily.com/releases/2008/03/080311182434.htm
University of California - Irvine (2008, March 13). Short-term Stress Can Affect Learning And Memory. ScienceDaily. Retrieved March 15, 2009.
I was aware of the high level of cortisol measured in infants who are under stress, but not the, " acute stress activated selective molecules called corticotropin releasing hormones, which disrupted the process by which the brain collects and stores memories." That was definitely happening to me last week. Which leads me to more awareness of what a child under stress must be going through in a school situation. I believe many maladies of our brain chemistry will be discovered and cures found in the near future!
Pam
Thursday, March 5, 2009
Interview with John Palfrey
PBS Teachers' February webinar, "Teaching and Learning with Digital Natives", (with guest John Palfrey) archive link is now available: http://www.pbs.org/teachers/webinar/archive.html
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