Aziza Ellozy, Center for Learning and Teaching, Founding Director, Associate Dean for LearningTechnologiesHoda Mostafa, As...
Workshop ObjectivesIntroduce teaching and learning with image and videoannotationsShowcase examples of teaching and learni...
Learning and Teaching with Video and ImagesAdapted from Video Use and Higher Education: Options for the Future. Retrieved ...
SuperficialcomprehensionPassive viewing andlack of activeengagementDifficulty in modelingrigorous scholarlypractices of ut...
Overcoming the ChallengesScaffold to ensure active viewingHands-on experience with video and imagesources enables in dep...
Examples of learning activities withvideo and image annotations Looking for logical fallacies in visual media * The “dig...
Learning and Teaching with ImageAnnotationExample - Art History by Beth Harris
Annotating images for key details or creative assignmentsArt History by Beth Harrishttp://www.flickr.com/photos/ha112/2342...
Annotating images for key details or creative assignments
Annotating images for key details or creative assignments
Annotating images for key details or creative assignments
Rhetorical Analysis of an ImageChoose from the Duke University Ad Access Databases of historicaladvertisements . The categ...
Social Change Portfolio The social change research project provides an opportunity to choose a contemporarysocial issue (...
StatelessnessA Socio-Political Analysis of the World’s “Nowhere People”Sherine Mikhail
Digital Critique Write a minimum of 1500 wordscritical essay analyzing thehypothesis presented in thedocumentary “Technol...
We used Mediathread -• Innovative open source platform developed byColumbia University• Allows for research and collection...
Media ThreadAnalysisPlatformAnalyze andannotateCollectSynthesize andquoteCompatibleVideo andimagedatabases
Pedagogical FeaturesSearch Collect SelectNotes Cite
New Form of Composition
Alternatives to MediathreadSPLICDTubeChop
How would you use video orimage annotation in your course?
Learning and Teaching WITH andTHROUGH digital content
Overview Sharing platform Teachers and Students Supports and encourages multimodal content Draws content from the web ...
How can teachers use it?
How can students use it?
EXAMPLE 1EXAMPLE 2CLASS CANVAS SITE
How would you incorporateEdCanvas in your teaching?
… and now let’s practice“MediaThread” and “EdCanvas” in Action
References Lane, D., & Tang, Z. (2003). An Online Multimedia Resource in BehavioralNeuroscience. The Journal of Undergrad...
QuestionsThank you
Extra Examplesaellozy@aucegypt.eduhodamostafa@aucegypt.edu
Do Animals Have Rights?
Challenging The Ideal of Female Beauty: An Examination of Real Beauty Dove Campaignby Nadia Salah
Would You Shake Hands With an AIDS Patient?: An Examination of AIDS/HIVDisease through a Social LensRabaa Ismail Radwan
http://www.universetoday.com/51894/define-gravity/
Amical 2013 wksp multimodal projects for 21st century learning
Amical 2013 wksp multimodal projects for 21st century learning
Amical 2013 wksp multimodal projects for 21st century learning
Amical 2013 wksp multimodal projects for 21st century learning
Amical 2013 wksp multimodal projects for 21st century learning
Amical 2013 wksp multimodal projects for 21st century learning
Amical 2013 wksp multimodal projects for 21st century learning
Amical 2013 wksp multimodal projects for 21st century learning
Amical 2013 wksp multimodal projects for 21st century learning
Amical 2013 wksp multimodal projects for 21st century learning
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Amical 2013 wksp multimodal projects for 21st century learning

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  • Intro to the benefits and types of uses and disciplinesChallenge with current use of multimedia in learning and teachingIntroduce the tool and what it doesGive examples of assignmentsExplain the benefits for learning and teachingBrainstorm uses in your own courses
  • Increased video/image usage across a variety of learning contexts and across different disciplines to:Source: Video Use and Higher Education: Options for the Future. Retrieved from http://library.nyu.edu/about/Video_Use_in_Higher_Education.pdf
  • Learning Goals:The purpose of the rhetorical analysis essay is to help you develop your visual literacy and your powers as a rhetorician. You are both to argue for a text’s persuasiveness and to be persuasive in doing so. In addition, the purpose of this assignment is to help you implement the methods of rhetorical analysis we have discussed in class so far t help you develop the expertise in rhetorical argumentation that you will need for the research paper.Essay Format:(1)   Use Media Thread to create the text with the image(s) for the assignment.(2)   Annotate and tag specific elements from the image which is the focus of your argument.  Your annotations will help enrich your argument.(3)   Include in-text citations and a list of Works Cited using MLA format.
  •  section 3StatelessnessA Socio-Political Analysis of the World’s “Nowhere People”Sherine Mikhail “Through his black and white photos Constantine tells the different stories of individual stateless persons. His photos visually display these people’s life stories and bring forth the problems they struggle with”
  • The documentary,  Technologies of The Gods is your assigned viewing for this project. Before attempting digital critique below, you must take some time to first plan your essay by answering these questions and thinking about the guidelines below:What is the Hypothesis presented in this documentary? What lines of evidence does the documentary offer to support the hypothesis?Your task here is to evaluate the argument presented in this documentary in support of the HYPOTHESISYou should use the tools covered in UNIT 1. You do not need to use them all.  i.  The Baloney Detection Kit (assigned reading and video)  ii.  Logical Fallacy detection (in-class activity 3)  iii.  Standards of Critical Thinking (assigned reading)You should research some of the claims presented in support of the documentary’s hypothesis. This will help you build your own evaluation of the documentary and the hypothesis being presented. You should arrive at a clear, concise and logical analysis of the video documentary.Critique: Analyze using MediaThread Using MediaThread, the tool demonstrated in the workshop, write your critical essay analyzing the hypothesis presented in the documentary “Technology of the Gods”.Instead of using citations, use Mediathread to select portions or clips of the documentary that illustrate/support your argument.Your essay should be 750-1000 words and you should support your argument with video “citations”
  • How Does it work?Browse SourcesCollect Items for AnalysisCreate and Annotate SelectionsEmbed Selections into your Compositions
  • Video can be treated as raw material to be controlled, segmented, reorganized, reviewd, discussed and debated as part of the activelearningexperience.
  • In addition to enabling the association of metadata and note-taking, the emerging standards also support and suggest new forms of composition and presentation. By specifying a particular sub-selection of a video, students can embed video clips in addition to creating a traditional bibliographic citation. This style of composition allows students to “quote” their video directly, instead of describing it in the text, or referring to the time codes corresponding to their analysis. Students might then produce a PowerPoint presentation, “film essay,” interactive media environment, or hyperlinked text with embedded multimedia.
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  • Amical 2013 wksp multimodal projects for 21st century learning

    1. 1. Aziza Ellozy, Center for Learning and Teaching, Founding Director, Associate Dean for LearningTechnologiesHoda Mostafa, Associate Professor of Practice, Center for Learning and Teaching, Pedagogy and AssessmentSchool of Sciences and Engineering, Scientific Thinking Course Director
    2. 2. Workshop ObjectivesIntroduce teaching and learning with image and videoannotationsShowcase examples of teaching and learning withMediaThreadLearning and Teaching with “EdCanvas”: showcasingexamplesBrainstorming: using video/image annotations and Ed canvasin your coursesHands -on experimentation
    3. 3. Learning and Teaching with Video and ImagesAdapted from Video Use and Higher Education: Options for the Future. Retrieved fromhttp://library.nyu.edu/about/Video_Use_in_Higher_Education.pdfProvide content andInformationIllustrate a concept or aprinciplePresent alternative viewpointsPrompt for learningactivities
    4. 4. SuperficialcomprehensionPassive viewing andlack of activeengagementDifficulty in modelingrigorous scholarlypractices of utilizingand citingimages/videosChallenges
    5. 5. Overcoming the ChallengesScaffold to ensure active viewingHands-on experience with video and imagesources enables in depth proceduralknowledge Tools for new forms of composition andcitation
    6. 6. Examples of learning activities withvideo and image annotations Looking for logical fallacies in visual media * The “digital multimedia critical essay”: new form ofcomposition* Annotating images for key details or creative assignments * Choosing images from curated collections and using them toformulate an argument about a specific social issue * Reflecting/evaluating a performance (pre-service teachers,doctors, etc.)
    7. 7. Learning and Teaching with ImageAnnotationExample - Art History by Beth Harris
    8. 8. Annotating images for key details or creative assignmentsArt History by Beth Harrishttp://www.flickr.com/photos/ha112/234233755/Photo Source
    9. 9. Annotating images for key details or creative assignments
    10. 10. Annotating images for key details or creative assignments
    11. 11. Annotating images for key details or creative assignments
    12. 12. Rhetorical Analysis of an ImageChoose from the Duke University Ad Access Databases of historicaladvertisements . The categories in this advertising collection include:Beauty and Hygiene (1911-1956); Radio (1922-1956);Television(1937-1957);Transportation (1938-1957); World War II (1942-1945).Examine and Draw on the collections to begin to understandadvertising for a certain product or time period. While the collectionreflects major developments in American society, culture, business,and technology, examine the cross-cultural representations they willfind in the ads.Compose a rhetorical analysis essay with annotated images tosupport your argument.Assignment created by Doris Jones
    13. 13. Social Change Portfolio The social change research project provides an opportunity to choose a contemporarysocial issue (gender issues, environmental conservation, poverty, urban development,advertising, consumerism, etc.) Given the immense number of documentaryphotographic collections, please choose from one of the following: UNESCO Photobank Online United Nations High Commissioner for Refugees - Photographs Images from the History of Medicine (IHM) Choose 10 photographs that formulate an argument about a specific social issue; Formulate a thesis statement about the photos. Your argument should consider whyare the photos you have chosen important for research and discussion? Annotate each of the 10 photographs and describe as well as argue how each photorepresents historical, cultural and political importance. Integrate relevant theoretical and/or cultural texts to support your arguments. Thismeans you will perform additional research and locate a minimum of 6 academicsources for your project (only 2 may be websites; the others must be journal articles,books, or other scholarly sources).Assignment created by Doris Jones
    14. 14. StatelessnessA Socio-Political Analysis of the World’s “Nowhere People”Sherine Mikhail
    15. 15. Digital Critique Write a minimum of 1500 wordscritical essay analyzing thehypothesis presented in thedocumentary “Technology of theGods”. Use Mediathread to cite theportions or clips of thedocumentary thatillustrate/support your argument.Digital CritiqueAssignment created by Aziza Ellozy and Hoda Mostafa
    16. 16. We used Mediathread -• Innovative open source platform developed byColumbia University• Allows for research and collection of media, forcomposition and assessment
    17. 17. Media ThreadAnalysisPlatformAnalyze andannotateCollectSynthesize andquoteCompatibleVideo andimagedatabases
    18. 18. Pedagogical FeaturesSearch Collect SelectNotes Cite
    19. 19. New Form of Composition
    20. 20. Alternatives to MediathreadSPLICDTubeChop
    21. 21. How would you use video orimage annotation in your course?
    22. 22. Learning and Teaching WITH andTHROUGH digital content
    23. 23. Overview Sharing platform Teachers and Students Supports and encourages multimodal content Draws content from the web to create learning and teaching“packages” Allow teachers to create classes and connect to edmodo(LMS)  Copyright
    24. 24. How can teachers use it?
    25. 25. How can students use it?
    26. 26. EXAMPLE 1EXAMPLE 2CLASS CANVAS SITE
    27. 27. How would you incorporateEdCanvas in your teaching?
    28. 28. … and now let’s practice“MediaThread” and “EdCanvas” in Action
    29. 29. References Lane, D., & Tang, Z. (2003). An Online Multimedia Resource in BehavioralNeuroscience. The Journal of Undergraduate Neuroscience Education.1(2), A8-A15. Retrieved from http://www.funjournal.org/downloads/LaneA8.pdf Cruse, E. (2006).Using Educational Video in the Classroom: Theory, Researchand Practice. Retrieved from http://www.libraryvideo.com/articles/article26.asp Bossewitch, J., & Preston, M. (2001).Teaching and Learning with VideoAnnotations. In Trebor Scholz (Ed.), Learning through digital media:Experiments in technology and pedagogy (pp. 175-183). Institute for DistributedCreativity Retrieved from http://learningthroughdigitalmedia.net/ Video Use and Higher Education: Options for the Future. Retrieved fromhttp://library.nyu.edu/about/Video_Use_in_Higher_Education.pdf Wald, M., Wills, G., Millard, D., Gilbert, L., Khoja, S., Kajaba, J., Li, Y., & Singh,P. (2009) Enhancing Learning Using Synchronised MultimediaAnnotation. In, EUNIS 2009: "IT: Key of the European Space forKnowledge”, Santiago de Compostela, Spain, 23 - 26 Jun 2009. EUNIS.Retrieved from http://eprints.soton.ac.uk/268218/ Berk, R. (2009). Multimedia teaching with video clips: TV, movies, YouTube, andmtvU in the college classroom. International Journal of Technology in Teachingand Learning. 5(1), 1-21.
    30. 30. QuestionsThank you
    31. 31. Extra Examplesaellozy@aucegypt.eduhodamostafa@aucegypt.edu
    32. 32. Do Animals Have Rights?
    33. 33. Challenging The Ideal of Female Beauty: An Examination of Real Beauty Dove Campaignby Nadia Salah
    34. 34. Would You Shake Hands With an AIDS Patient?: An Examination of AIDS/HIVDisease through a Social LensRabaa Ismail Radwan
    35. 35. http://www.universetoday.com/51894/define-gravity/

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