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!
Subscribe to:
Posts (Atom)
Posts
