The primary focus of this session is the introduction of 10 emerging technologies and associated pedagogical strategies to support historical inquiry and active student participation in the social studies classroom.
10 Emerging Technologies Every Social Studies Educator Should KnowRichard Hartshorne
The primary focus of this presentation is the introduction of 10 emerging technologies and associated pedagogical strategies to support historical inquiry and active student participation in the social studies classroom.
Unlocking the Power of Google, YouTube, and Drive in the ClassroomRichard Hartshorne
In this session, we will explore a variety of lesser known, yet very powerful, features of Google to improve search skills of teachers and students; explore advanced functionality of YouTube, and examine a variety of applications of Google Drive in the classroom. Resources that support the integration of images and video in the classroom will also be addressed.
10 (+) Emerging Technologies Every Primary Source Educator Should KnowRichard Hartshorne
The primary focus of this presentation is the introduction of 10 emerging technologies and associated pedagogical strategies to support historical inquiry and active student participation in the primary source classroom.
10 (+) Emerging Technologies Every Primary Source Educator Should KnowRichard Hartshorne
The primary focus of this presentation is the introduction of 10 emerging technologies and associated pedagogical strategies to support historical inquiry and active student participation in the primary source classroom.
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
Live dissection of a Twitter-based educational activityAnnalisa Manca
This presentation, containing slides from @nlafferty, @e_hotersall and myself, was used at a workshop for the ASME ASM conference, the 16th of July 2014 in Brighton (ASMEASM2014).
10 Emerging Technologies Every Social Studies Educator Should KnowRichard Hartshorne
The primary focus of this presentation is the introduction of 10 emerging technologies and associated pedagogical strategies to support historical inquiry and active student participation in the social studies classroom.
Unlocking the Power of Google, YouTube, and Drive in the ClassroomRichard Hartshorne
In this session, we will explore a variety of lesser known, yet very powerful, features of Google to improve search skills of teachers and students; explore advanced functionality of YouTube, and examine a variety of applications of Google Drive in the classroom. Resources that support the integration of images and video in the classroom will also be addressed.
10 (+) Emerging Technologies Every Primary Source Educator Should KnowRichard Hartshorne
The primary focus of this presentation is the introduction of 10 emerging technologies and associated pedagogical strategies to support historical inquiry and active student participation in the primary source classroom.
10 (+) Emerging Technologies Every Primary Source Educator Should KnowRichard Hartshorne
The primary focus of this presentation is the introduction of 10 emerging technologies and associated pedagogical strategies to support historical inquiry and active student participation in the primary source classroom.
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
Live dissection of a Twitter-based educational activityAnnalisa Manca
This presentation, containing slides from @nlafferty, @e_hotersall and myself, was used at a workshop for the ASME ASM conference, the 16th of July 2014 in Brighton (ASMEASM2014).
A Gayle Geitgey presentation for co-asis&t on the topic Future Ready: Preparing for the Third Grade Reading Guarantee and College/ Career Readiness with INFOhio Resources.
For more information visit our website:http://www.asis.org/Chapters/coasis
Invited Workshop for the Blended Learning Conference
#blend14
Title: Supporting Blended Learners' Engagement: Curriculum and Community Involvement Using Social Media & Experiential Learning
July 8, 2014
Denver, CO, USA
The #Altac Track: Strategies to imagine and build alternative academic careersJo Hawkins
Tuesday, 18 March 2014 from 9:00 AM to 12:00 PM (AWST)
Digital Humanities Australasia
#Altac careers have been described as off the tenure track, but within the academic orbit. These positions are serviced by “hybrid humanities scholars” who work in a diverse range of institutions including universities, cultural heritage bodies, libraries, museums, academic publishing, and the public sector. Roles often include a combination of administration, project management, teaching and research work.
This free, 3-hour workshop explored strategies and tools to help PhD candidates and early career researchers imagine and build alternative academic careers. It included a panel session with several practicing “alt-academics”, hands-on activities and plenty of lively discussion and debate.
The workshop was facilitated by Jo Hawkins (PhD Candidate, University of Western Australia) and Dr Jason Ensor (Research & Technical Development Manager, Digital Humanities, University of Western Sydney).
Panel members included:
Sarah McQuade
Director - Community, Learning & Discovery
State Library of WA
@sarah_mcquade
Ingrid Mason
eResearch Analyst, Intersect Australia
Data specialist, Australian National Data Service
@1n9r1d
Daniel Powell
PhD candidate, Digital Humanities
University of Victoria, Canada
@djp2025
http://djp2025.com/
Jonathon Hutchinson
Researcher and Lecturer, Online Media
University of Sydney
@dhutchman
http://jonathonhutchinson.com/
The #altac track: Strategies to imagine and build alternative academic careers.Jo Hawkins
#Altac careers have been described as off the tenure track, but within the academic orbit. These positions are serviced by “hybrid humanities scholars” who work in a diverse range of institutions including universities, cultural heritage bodies, libraries, museums, academic publishing, and the public sector. Roles often include a combination of administration, project management, teaching and research work.
Workshop outline:
This free, 3-hour workshop will explore strategies and tools to help PhD candidates and early career researchers imagine and build alternative academic careers. It will include a panel session with several practicing “alt-academics”, hands-on activities and plenty of lively discussion and debate.
We’ll be asking questions such as:
- How can PhD students better locate their research and work in an employable context?
- How can PhD students prepare for alternative academic careers during and after their candidature?
- What are the main opportunities and challenges associated with alternative academic careers?
Date: Tuesday 18 March, 2014
Time: 9:00 – 12:00
Location: CLT, Ground Floor Physics Building, UWA Crawley Campus
Who should attend this workshop?
Postgraduate students and early career researchers.
Prerequisites:
No prior knowledge is required. Participants are encouraged to bring a laptop or a tablet.
About the presenters:
The workshop will be facilitated by Jo Hawkins (PhD Candidate, University of Western Australia) and Dr Jason Ensor Research & Technical Development Manager, Digital Humanities, University of Western Sydney).
Anecdotal claims that Twitter is used for professional learning inspired this Doctoral research. This presentation describes how I interviewed professionals working in higher education about how they used Twitter for learning. Interestingly a number of barriers for professionals use of Twitter arose and are highlighted here.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
A Gayle Geitgey presentation for co-asis&t on the topic Future Ready: Preparing for the Third Grade Reading Guarantee and College/ Career Readiness with INFOhio Resources.
For more information visit our website:http://www.asis.org/Chapters/coasis
Invited Workshop for the Blended Learning Conference
#blend14
Title: Supporting Blended Learners' Engagement: Curriculum and Community Involvement Using Social Media & Experiential Learning
July 8, 2014
Denver, CO, USA
The #Altac Track: Strategies to imagine and build alternative academic careersJo Hawkins
Tuesday, 18 March 2014 from 9:00 AM to 12:00 PM (AWST)
Digital Humanities Australasia
#Altac careers have been described as off the tenure track, but within the academic orbit. These positions are serviced by “hybrid humanities scholars” who work in a diverse range of institutions including universities, cultural heritage bodies, libraries, museums, academic publishing, and the public sector. Roles often include a combination of administration, project management, teaching and research work.
This free, 3-hour workshop explored strategies and tools to help PhD candidates and early career researchers imagine and build alternative academic careers. It included a panel session with several practicing “alt-academics”, hands-on activities and plenty of lively discussion and debate.
The workshop was facilitated by Jo Hawkins (PhD Candidate, University of Western Australia) and Dr Jason Ensor (Research & Technical Development Manager, Digital Humanities, University of Western Sydney).
Panel members included:
Sarah McQuade
Director - Community, Learning & Discovery
State Library of WA
@sarah_mcquade
Ingrid Mason
eResearch Analyst, Intersect Australia
Data specialist, Australian National Data Service
@1n9r1d
Daniel Powell
PhD candidate, Digital Humanities
University of Victoria, Canada
@djp2025
http://djp2025.com/
Jonathon Hutchinson
Researcher and Lecturer, Online Media
University of Sydney
@dhutchman
http://jonathonhutchinson.com/
The #altac track: Strategies to imagine and build alternative academic careers.Jo Hawkins
#Altac careers have been described as off the tenure track, but within the academic orbit. These positions are serviced by “hybrid humanities scholars” who work in a diverse range of institutions including universities, cultural heritage bodies, libraries, museums, academic publishing, and the public sector. Roles often include a combination of administration, project management, teaching and research work.
Workshop outline:
This free, 3-hour workshop will explore strategies and tools to help PhD candidates and early career researchers imagine and build alternative academic careers. It will include a panel session with several practicing “alt-academics”, hands-on activities and plenty of lively discussion and debate.
We’ll be asking questions such as:
- How can PhD students better locate their research and work in an employable context?
- How can PhD students prepare for alternative academic careers during and after their candidature?
- What are the main opportunities and challenges associated with alternative academic careers?
Date: Tuesday 18 March, 2014
Time: 9:00 – 12:00
Location: CLT, Ground Floor Physics Building, UWA Crawley Campus
Who should attend this workshop?
Postgraduate students and early career researchers.
Prerequisites:
No prior knowledge is required. Participants are encouraged to bring a laptop or a tablet.
About the presenters:
The workshop will be facilitated by Jo Hawkins (PhD Candidate, University of Western Australia) and Dr Jason Ensor Research & Technical Development Manager, Digital Humanities, University of Western Sydney).
Anecdotal claims that Twitter is used for professional learning inspired this Doctoral research. This presentation describes how I interviewed professionals working in higher education about how they used Twitter for learning. Interestingly a number of barriers for professionals use of Twitter arose and are highlighted here.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Thesis Statement for students diagnonsed withADHD.ppt
10 Emerging Technologies Every Social Studies Educator Should Know
1. 10 Emerging Technologies Every Social
Studies Educator Should Know
Richard Hartshorne, Ph.D.
Assistant Director, Teaching with Primary Sources at UCF
Associate Professor, Instructional Design & Technology
E-mail: richard.hartshorne@ucf.edu
Skype: rhartsho49er
Phone: 407.823.1861
5. 1. Hooking Your Students
2. Questioning
3. Engagement (with) and Organization of Sources and
Resources
4. Developing Narratives & Facilitation Authentic Assessment
5. Reflection
The Social Studies Classroom
As you all know, history is more than people, places, dates, and events and learning history involves more than knowing these people, places, dates, and events….it involves engaging in historical inquiry. To promote historical inquiry, we are going to use a 7-step process. These include “hooking” your students, identifying fundamental questions (both non-dichotomous and those that encourage inquiry), engaging learners with primary and secondary sources, considering multiple perspectives and historic causation, piecing together a plausible narrative, completing authentic assessment, and reflecting on the experience. As we move through the rest of this presentation, I am going to address these briefly, as well as provide an introduction to the types of tools we will be exploring in future webinars.
Send a quick resource, hint, question, clue. Could be extra credit items....etc. “What does the term ‘Red Scare’ refer to?” Great way to keep in touch with students...quick and easy...not too intrusive...helps develop rapport.
Were there any benefits or positive outcomes of the “Red Scare”?
Padlet is a great way to use many of hooking strategies. For example, if we wanted to take a concept attainment type of approach, we might have students view a series of images, and then, in a collaborative setting, work together to classify them in some way. For example, we might have a series of images that we want placed in some order...or we might have a series of images and we want students to identify which one does not below. We could include the images on a padlet, and then also provide a series of web resources to get them started with the investigation. This could be used as a hook...or as a culminating activity.
Put some of the photos on a padlet and have students post the order. You could have the padlet…with some resources…and then have a poll where students, at the end of class, for example, post the sequence of the images. The ranking could be a discussion, or could be set up in another tool, such as Socative….or any survey tool.
Robert E. Lee
Lincoln
1.) General George B. McClellan (U): Commander of the Union Army of the Potomac at the time, mostly known for his slow moving "cautious" actions during battles. 2.) General Ambrose Burnside (U): Divisional Commander under McClellan, made famous for taking the "Burnside" Bridge, but criticized because of his slow actions of taking it. *Held off for hours by only a few hundred Georgia Troops* 3.) General A.P Hill (C):
Another tool that I like quite a bit is EdModo, which is a social network, much like Facebook, for K-12 students. PULL UP EDMODO SITE AND DO A QUICK WALKTHROUGH. Within EdModo, you can join and follow various communities...either teacher-centered or student-centered, share resources; post content, such as primary sources, and prompts; you can load assignments, send out alerts, create quizzes and polls...all within a single entity. To foster specific types of environments, you could create groups. You can create a library of sources and instructional materials, organize these by folders, and search the entire EdModo social network for apps and existing lessons and resources. You can also apply badges to students for completing various tasks. EdModo is a very comprehensive tool...with a great deal of functionality...all in one place.
Lastly, I wanted to talk about PollDaddy. Last week we discussed the polling tool called SurveyAnywhere, where students can log in and respond to poll items. Polldaddy is a bit more comprehensive in that it allows for much more functionality in the number of poll items allowed. It also has a nice mobile app, and can be shared with anyone via a public or private URL. PULL UP POLLDADDY AND DO QUICK WALKTHROUGH. As you can see, there are quite a few types of survey-type items that can be conducted here....from simple surveys, to polls, to quizzes, to ratings. You can also organize content into specific folders. On the left, you see all of my polls. The number of responses, and whether the poll is active or not...as indicated by the green check or the red x. By clicking on the link to the poll, you will see a summary of results. So, if I click on the week 5/6 feedback, I can see the results for this. I can also see the participants, if I choose, and can create various data filters. If I rollover an area, I can see additional options. In the historical inquiry process, a teacher might have students rank order a series of causes for a historical event after they have engaged with primary sources...or something along those lines. While PollDaddy is asynchronous in nature, it could also be a nice tool to check for understanding of content.
Another tool that is useful for both teachers and students to organize content is Zotero, which is similar to the bibliographic tool End Note....but it is a cloud-based version. With Zotero, you can collect PDFs, images, audio, video websites, and other document types, organize them into various collections, cite sources, and share or collaborate with others.
The screenshot here is of the downloadable software, but you can also add plug-ins for your browsers. Then, what Zotero does, is pulls in all of the associated data for a particular source. Because of limitations to installing software at my university, I am unable to install Zotero to show this feature, but we can take a quick look at the type of information that will be pulled in, as well as how you would do it. OPEN FIREFOX AND GO TO ZOTERO.ORG...Here, you see there are browser plug-ins, which are really useful. When you install these and go to a site, where you want a resource, clicking on the Book icon in your browser, which is not here because of a compatibility issue, will pull in all of the bibliographic content related to the source. PULL UP THE UNTITLED SOURCE IN ZOTERO AND LOOK AT THE TYPE OF INFORMATION IT WILL PULL IN. So, I hope you see how this is a very powerful tool for engaging students with primary sources and scaffolding the experiences. Students can then work with these sources, cite them automatically and appropriately, when using them in other tasks of the historical inquiry process. Also, with the plug-ins and desktop software, this information can be accessed and shared from any site.
Dropbox is a cloud-based storage site...an online, sharable place to store files. When you get a Dropbox account, you are provided with 2 GB of storage for videos, images, audio clips, etc. You can get additional storage by having people sign up to Dropbox, and other ways that the site posts randomly. So, Dropbox is a great site for hosting primary sources, and then sharing with others. Within Dropbox, there is a great deal of flexibility to create as many folders as you like, share individual folders with specific groups of people, and to get links directly to shared documents. You can install Dropbox on laptops, desktops, smartphones, and tablets, and have access to any of your Dropbox files from any machine you use. From a learner perspective, students can create and share folders with content...sources, drafts of narratives, useful information, or anything else, and then share with a specified group of individuals. Additionally, it can be used as a place to submit activities. So, if an instructor had students create videos where they discussed the results of their analysis of a series of sources, the video could then be uploaded to Dropbox and shared with the instructor. If you have students create websites using tools like Spruz or Weebly, they could store supporting materials, such as audio or video in their Dropbox account, make them public, and then link to or embed them in their sites. So, Dropbox has quite a bit of functionality for both teachers and students. PULL UP MY DROPBOX AND WALK-THROUGH QUICKLY...talk about collaboration, linking, and working with folders.
Tizmos is a tool that allows you to share websites and videos with your class using visual bookmarks. CLICK ON LINK AND WALK THROUGH QUICKLY.
With the free account, you are allowed one folder, and can include up to 30 tizmos. The visual nature of tizmos is great for some students, as it gives them a preview of the content. Resources can be organized by topic, or a specific project, and the site is extremely easy to use. One of the benefits of such a tool for scaffolding is that it keeps students focused on the topic at hand....unlike what might occur if they were to do a search on their own. This is particularly useful with younger students, as well as those with limited experience with the content or with technology. There are also privacy tools that allow you to control who can see what. As a tool for students, they can collect and organize resources, tag them, share them...and then utilize them when piecing together a plausible narrative.
Diigo is a social bookmarking tool with some neat educational applications. First, a social bookmarking tool is similar to the bookmarking or favorites tools on your browsers. However, rather than being accessible from only a single computer, social bookmarks are cloud-based and linked to your user account, so they are accessible from any computer or mobile device with Internet access. There are a few popular social bookmarking tools, such as Delicious—which is more web 2.0-like in appearance, and iKeepBookmarks, which is more old-school desktop-like in appearance, allowing for the creation of folders and sub-folders rather easily. PULL UP DIIGO IN FIREFOX AND SHOW DIIGOLET. ALSO, PULL UP DIIGO AND WALK THROUGH MY SITE....I am particularly fond of diigo because of the Diigolet applet, which allows you to highlight, annotate, share, and read sources at a later date, rather easily. In the example on this slide, I have highlighted a sentence and started a Sticky Note. I can then share this annotated site with students or other teachers. I can also tag sources, provide descriptions, and do much more...all with the diigolet applet. So, as a teacher, I could, again, share a specified collection of sources, provide highlights and notes for the selection, I could share either the original source or the annotated source very easily...and at any point in the instructional process. So, if I wanted students to work with a source, but wanted to provide some issues to consider or thoughts, I could easily provide the annotated link at a specific point in the activity. Students can also work with sources, highlight important aspects, make notes, and then save for use in the larger task of constructing a plausible narrative.
Sort of a combo of Dropbox and Diigo…collect and annotate. There is a web clipper for all major browsers, but in Chrome, there is quite a bit more functionality, as it allows you to mark up a page. You can share clips, view them in Evernote, search for related content, create notes and lists, set up reminders, and organize sources and class materials. OPEN EVERNOTE...and WALK THROUGH THE EXAMPLE
If I pull up one of my notes, might provide some notation related to this cartoon....and then a task at the end. For example, you might mention that this political cartoon was published around the time the Soviet Union tested their first atomic bomb, which only heightened the anti-Communist sentiment of the time. Consequently, Joseph McCarthy began to increase his “witch-hunt.”....and nearly anything people did could be interpreted as un-American. This is illustrated in this cartoon. I might follow up with some questions related to the cartoon....such as....What do you see here? What elements of the cartoon support this assertion. Who are the individuals in the cartoon? What is the significance of the map in the back? What is occurring with the map? What is the underlying theme of this cartoon? Then, I could provide instructions on everyone to respond in a traditional paper/pencil format...or even to create their own NOTE in EverNote responding.
Dipity is a multimedia-based timeline creator that allows for the creation of timelines featuring audio, video, graphics, social media, and other timelines....a great fit for the history or social studies classroom. Let’s take a quick look at how easy it is to use this tool to facilitate the development of a plausible narrative.
PULL UP AND WALK-THROUGH.
The first tool is voxopop, which is essentially an audio-based discussion forum. So, all of the benefits of discussion forums apply here—such as the asynchronous nature allowing for more reflection--but it also allows for much richer interaction because students are having an audio discussion, rather than a text-based discussion.
PULL UP MY VOXOPOP ACCOUNT AND DO A QUICK WALKTHROUGH.
From an instructional standpoint, the teacher might provide a prompt related to a primary source or a historical event...and students could then address the prompt via the audio-discussion talkgroup set up by the teacher. As with other tools, there are privacy settings that allow for control of access to the talkgroups, and Voxopop postings are extremely easy to create. As a tool for students, collaborative talkgroups could be established to allow for small group collaboration. One nice feature of Voxopop is that you can add or include Discussion Zones with a TalkGroup. This allows you to group similar discussions together. So, if you were working with a specific topic or various perspectives on an event....perhaps having a Voxopop debate, you could have studnets post their individual or small group perspectives in appropriate discussion zones. This is also a community, so teachers and students can conduct searches for related content posted by others.
A second tool we are going to look at is Storify, which is essentially an online story creator, which allow for the inclusion of a wide array of web-based media, such as social media integration...such as tweets and Facebook/Google Plus posts, video via YouTube, images via Flickr and Instragram, and then basic web links and search results. Then, after a story is completed, the author is given a URL to share with whomever they wish.
PULL UP AND WALK THROUGH.
Google Drive is our next tool, and is a very robust tool for facilitating the design and development of narratives. Google Drive has a great deal of functionality and allows students to collaboratively create text documents, PowerPoint-type presentations, forms, drawings, as well as a variety of other products—using MORE APPS. Tools with similar functionality to the things we have been talking about today are present in the MORE APPS section of Google Drive.
PULL UP AND WALK-THROUGH.