This presentation provides a review of the instructional potential of digital music to enhance postsecondary students’ experience in online courses by involving them in music-driven instructional activities. It is based on an article in which the authors describe how music-driven instructional activities, when used appropriately, can (a) humanize, personalize, and energize online courses by enhancing social presence through student-to-student interaction; (b) tap into students’ interests, and elicit positive feelings and associations; and (c) involve students in relevant and meaningful student-to-content interaction by engaging them in active knowledge construction. This article includes descriptions of several music-driven instructional activities that rely on digital music resources to engage students in generative, multisensory student-content interactions that leverage their interest in music, as well as a set of guidelines to support the design and use of music-driven instructional activities in online courses.
A pre-print of the article can be found online @ http://www.patricklowenthal.com/publications/HotforTeacherPrePrint.pdf
Pecha Kucha (pronounced peh-cha ku-cha) is an alternative format for presentations that, when done well, stimulates creativity, enthusiasm, high-energy, and engagement. The basic structure of a Pecha Kucha presentation is 20 slides/images, 20 seconds per slide/image. During this session, I will demonstrate the Pecha Kucha format for in-person and stand-alone online presentations, describe similar formats (e.g., Ignite and Lightning Talk), and provide a set of guidelines for making the most of the Pecha Kucha format.
Joni Dunlap
Patrick Lowenthal
Say What?!? Ensuring Everyone has a Voice during Online Course DiscussionsPatrick Lowenthal
The document discusses strategies for keeping students engaged in online course discussions. It recommends a three-pronged approach of preparing students, getting discussions started, and maintaining momentum. Specific techniques include assigning roles, limiting posting lengths, acknowledging contributions, using discussion protocols, and giving students responsibilities like summarizing discussions. The goal is to make discussions meaningful and equitable while avoiding them becoming tedious busywork.
Pearson CiTE 2011 - Things i've learned in my online course so farPatrick Lowenthal
A few years ago, renowned graphic designer and typographer Stefan Sagmeister shared his list of 20 things he had learned in his life so far, such as “Helping other people helps me,” “Assuming is stifling,” and “Having guts always works out for me.” Stefan’s list inspired us to create a list of things we have learned in our online courses so far. During this session, we will share our top 10 lessons learned with examples from our online courses. We will then involve the audience in guided brainstorming to determine 10 additional lessons learned that should be included in the list.
AECT 2011 - "Once upon a time...": What students stories tell us about good i...Patrick Lowenthal
Each semester, our students tell stories about their best learning experiences and analyze those stories to identify common themes. From this activity we generate a list of common instructional strategies to guide our assessments throughout the remainder of the course. In this session, we present the results of this assignment as a series of case stories. We will focus on what students discover and the resulting instructional design guidelines that inform their practice (and ours).
We Don't Need No Education: Using Music-driven Instructional Activities OnlinePatrick Lowenthal
This document discusses using music to enhance online instruction. It outlines several benefits of incorporating music, such as improving social presence and student engagement. Specific music-driven activities are proposed, like having students create a soundtrack for a topic or developing a concept-specific playlist. The document suggests that music appeals to students and can help promote interaction with course content by involving them in creative activities that apply the material to musical products.
For more on this see: Dunlap, J. C., & Lowenthal, P. R. (2009). Horton hears a tweet. EDUCAUSE Quarterly, 32(4). http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/HortonHearsaTweet/192955
And
Dunlap, J., & Lowenthal, P. R. (2009). Instructional uses of Twitter. In P. R. Lowenthal, D. Thomas, A. Thai, & B. Yuhnke, B. (Eds.), The CU Online handbook. Teach differently: Create and collaborate (pp. 46-52). Raleigh, NC: Lulu Enterprises.
http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Documents/Chapter_8.pdf
And
Dunlap, J. C. & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-136.
http://www.patricklowenthal.com/publications/Using_Twitter_to_Enhance_Social_Presence.pdf
The document describes the development of a construct map for teacher attentiveness based on responses to open-ended assessment items. It involved the following steps:
1. The researchers reviewed literature to identify potential levels of attentiveness and coded responses from teachers and teacher candidates to assessment items.
2. The coded responses were organized into qualitative categories that were hierarchically ordered to show increasing levels of attentiveness.
3. The ordered categories were organized into a construct map diagram to operationalize the attentiveness construct and show how it is measured by the assessment. The goal was to provide an example of developing a construct map for a complex teaching skill based on open-ended response data.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
Pecha Kucha (pronounced peh-cha ku-cha) is an alternative format for presentations that, when done well, stimulates creativity, enthusiasm, high-energy, and engagement. The basic structure of a Pecha Kucha presentation is 20 slides/images, 20 seconds per slide/image. During this session, I will demonstrate the Pecha Kucha format for in-person and stand-alone online presentations, describe similar formats (e.g., Ignite and Lightning Talk), and provide a set of guidelines for making the most of the Pecha Kucha format.
Joni Dunlap
Patrick Lowenthal
Say What?!? Ensuring Everyone has a Voice during Online Course DiscussionsPatrick Lowenthal
The document discusses strategies for keeping students engaged in online course discussions. It recommends a three-pronged approach of preparing students, getting discussions started, and maintaining momentum. Specific techniques include assigning roles, limiting posting lengths, acknowledging contributions, using discussion protocols, and giving students responsibilities like summarizing discussions. The goal is to make discussions meaningful and equitable while avoiding them becoming tedious busywork.
Pearson CiTE 2011 - Things i've learned in my online course so farPatrick Lowenthal
A few years ago, renowned graphic designer and typographer Stefan Sagmeister shared his list of 20 things he had learned in his life so far, such as “Helping other people helps me,” “Assuming is stifling,” and “Having guts always works out for me.” Stefan’s list inspired us to create a list of things we have learned in our online courses so far. During this session, we will share our top 10 lessons learned with examples from our online courses. We will then involve the audience in guided brainstorming to determine 10 additional lessons learned that should be included in the list.
AECT 2011 - "Once upon a time...": What students stories tell us about good i...Patrick Lowenthal
Each semester, our students tell stories about their best learning experiences and analyze those stories to identify common themes. From this activity we generate a list of common instructional strategies to guide our assessments throughout the remainder of the course. In this session, we present the results of this assignment as a series of case stories. We will focus on what students discover and the resulting instructional design guidelines that inform their practice (and ours).
We Don't Need No Education: Using Music-driven Instructional Activities OnlinePatrick Lowenthal
This document discusses using music to enhance online instruction. It outlines several benefits of incorporating music, such as improving social presence and student engagement. Specific music-driven activities are proposed, like having students create a soundtrack for a topic or developing a concept-specific playlist. The document suggests that music appeals to students and can help promote interaction with course content by involving them in creative activities that apply the material to musical products.
For more on this see: Dunlap, J. C., & Lowenthal, P. R. (2009). Horton hears a tweet. EDUCAUSE Quarterly, 32(4). http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/HortonHearsaTweet/192955
And
Dunlap, J., & Lowenthal, P. R. (2009). Instructional uses of Twitter. In P. R. Lowenthal, D. Thomas, A. Thai, & B. Yuhnke, B. (Eds.), The CU Online handbook. Teach differently: Create and collaborate (pp. 46-52). Raleigh, NC: Lulu Enterprises.
http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Documents/Chapter_8.pdf
And
Dunlap, J. C. & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-136.
http://www.patricklowenthal.com/publications/Using_Twitter_to_Enhance_Social_Presence.pdf
The document describes the development of a construct map for teacher attentiveness based on responses to open-ended assessment items. It involved the following steps:
1. The researchers reviewed literature to identify potential levels of attentiveness and coded responses from teachers and teacher candidates to assessment items.
2. The coded responses were organized into qualitative categories that were hierarchically ordered to show increasing levels of attentiveness.
3. The ordered categories were organized into a construct map diagram to operationalize the attentiveness construct and show how it is measured by the assessment. The goal was to provide an example of developing a construct map for a complex teaching skill based on open-ended response data.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
In search of a better understanding of social presence: An investigation into...Patrick Lowenthal
This document summarizes a study that analyzed how researchers define social presence in highly cited social presence research. The study found that the most common definitions referred to social presence as being salient, being real, or being there. Specifically, 36% of definitions described social presence as the degree of salience between communicators, 38% defined it as the degree to which a person is perceived as real, and additional definitions focused on feelings of connection, belonging, or being present. While many definitions referenced the Community of Inquiry framework, the study found there is still variability in how social presence is conceptualized among researchers.
This document provides 10 guidelines for improving PowerPoint presentations: 1) Ensure PowerPoint supports learning objectives; 2) Avoid templates which are distracting; 3) Use a maximum of one level of bullets to avoid confusion; 4) Keep slides and words minimal to engage students and limit technology control; 5) Avoid unrelated images and clip art which distract; 6) Remove flashy transitions which annoy students; 7) Use design principles of contrast, alignment, repetition and proximity; 8) Avoid all capital letters which are harder to read; 9) Leverage multimedia like videos when appropriate rather than just text; 10) Do not let PowerPoint control teaching and ensure it promotes learning.
This document discusses building community and social presence in online classrooms. It provides a history of social presence theory and how definitions of social presence have evolved over time. Bounded online learning communities are described as having required participation, fixed time periods, and explicit efforts to connect students. Benefits of online communities include providing social context for learning, bridging school and work environments, and helping students feel more connected. The document cautions that online communities can privilege certain types of students and discusses striving for good instruction that is effective, efficient and engaging.
Open Access Journals in Educational Technology: Results of a Survey of Exper...Patrick Lowenthal
As the academic publishing industry evolves, there has been an unprecedented growth of “open access journals” (OAJs). In educational technology alone, with an estimated 250 or more total journals, nearly one-third are designated as “open.” Though OAJs are lauded for their contribution to social justice issues (reduction of subscription requirement barriers), many people are suspicious of the content found in them and question the legitimacy of publishing in them. In this study, we sought to discover the opinions of educational technology scholars about OAJs in their own field. We were able to learn which OAJs were deemed to be most valuable, as well as the characteristics of OAJs thought to be particularly important. A companion site accompanies this article, http://edtechjournals.org
This document discusses social presence in online courses. It begins with an overview of the concept of social presence theory and its history. It then outlines the evolution of social presence research over time from a focus on telecommunications to computer-mediated communication (CMC) to online learning. Key figures and their work in different eras are identified. The document also discusses varied understandings of social presence and strategies to build social presence, community, and learning community through interaction. It concludes with mentioning recent work on instructor social presence, situated presence, and findings that video is not always the best medium for presence.
This document summarizes research on definitions of social presence. It finds that while researchers agree social presence involves the sense of others being real and feeling connected, they define it in various ways. The document analyzes definitions from highly cited articles, finding common elements of feeling real, being there, and a sense of connection or belonging. It presents social presence as existing on a continuum and potentially leading to interaction, collaboration and community. The lack of an agreed definition has led researchers to continually redefine social presence.
The document discusses strategies for educational technology professionals to create an intentional online presence. It recommends getting a personal website, engaging with social networks like sharing materials and conducting scholarship, and maintaining complete profiles across multiple networks. The key strategies highlighted are to start small, be intentional in online activities, ensure efforts are sustainable, and engage with others by participating and contributing in authentic ways. The final message is that digital presence is about more than just self-promotion and one size does not fit all.
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...Patrick Lowenthal
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved them into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this paper, we present the results of our inquiry, with a specific focus on the implications the results have on day-today practice of designing online courses.
Getting graphic About Infographics: Design Lessons Learned From Popular Infog...Patrick Lowenthal
People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 “liked” infographics on a popular infographic sharing website in an effort to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.
Distance Teaching & Learning 2015 -- Social Presence and Online VideoPatrick Lowenthal
This document summarizes research on students' perceptions of social presence and online video. It finds that students generally perceive video as better for establishing social presence than audio or text. Specifically, students value video announcements, instructional videos, and video feedback from instructors. They report feeling more connected to instructors who use video and knowing instructors better as a result. Preliminary data suggests undergraduate students may place slightly less importance on social presence cues than graduate students. Additional research explored the use of synchronous video sessions and found they helped students get to know instructors and answer questions. Cues in videos like an instructor's picture were also found to improve perceptions of an instructor's social presence.
Intentional Web Presence for Research and Technology ProfessionalsPatrick Lowenthal
Intentionally creating a well-crafted online presence, sometimes called a web presence, is important not only for recent graduates but for any professional in a community of practice that values technology use and innovation (e.g., information technology, computer science, digital and graphic design); also, professionals who work with external stakeholders (e.g., consultants working with clients, teachers working with parents, artists working with customers and funding sources) benefit from attention to their web presence. In this presentation, I will share why professionals need to attend to their web presence and share some strategies for crafting the components of a vibrant and dynamic professional web presence and digital footprint.
Reaching out and Being There: What we know and don't know about social presencePatrick Lowenthal
This document discusses strategies for building social presence in online courses. It begins by introducing the authors, Patrick Lowenthal and Joanna Dunlap, and their backgrounds. It then explores what social presence means and why it matters for engagement. The authors investigated lessons learned about social presence through two inquiries. The first identified themes around connections, working together, access, fun, and the unexpected. The second examined high impact and low-cost strategies like orientations, feedback, discussions, and introductions. The document concludes by matching high- and low-tech tools to foster social presence and engagement.
This document discusses strategies for incorporating infographics in the classroom. It begins with definitions of infographics as visual representations of data or information presented in a way that is easy to understand. The document then discusses why infographics should be used, noting they can improve learning by tapping into visual memory and being more engaging. Tips are provided on how to interpret existing infographics or have students create their own. Guidelines are offered for the effective design of infographics, such as using a clear focus, visual elements to represent relationships, and credible data sources. Examples of potential student-created infographics are also presented.
AERA 2015 Instructional Design Lessons Learned From Reviewing Popular Infogra...Patrick Lowenthal
Infographics are one way of presenting complex and dense informational content in a way the supports cognitive processing, learning, and future recognition and recollection. Infographics, as the name implies, are a way of presenting information graphically. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear. In this session we will share the results of our inquiry into what makes an effective infographic. Derived from our inquiry, we will share recommendations on how educators might leverage the power of infographics in their classrooms, and assignments we now use with our students.
Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
Intentional Web Presence for Educational Technology ProfessionalsPatrick Lowenthal
Educational technology professionals must be digitally literate. Part of this involves effectively managing one’s web presence. In this presentation, I will argue that educational technology professionals need to practice what they preach by attending to their web presence. I will share strategies for crafting the components of a vibrant and dynamic professional web presence such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).
PASSHE 2015: If You Record It, Will They Watch It? And Will It Matter? Explor...Patrick Lowenthal
This document summarizes a study on student perceptions of online video use. It found that students generally perceive video as establishing more social presence and prefer asynchronous video over other media. Specifically, students valued instructional videos the most, followed by video announcements and feedback. One-on-one synchronous video was rated as establishing the strongest social presence while group synchronous text-based communication the weakest. Factors like timeliness, video length and focus also impacted perceptions. The discussion notes that different communication tools and a variety of asynchronous and synchronous options best meet student needs and accessibility considerations.
A study was conducted to investigate instructor perceptions of integrating mobile devices into the classroom. Results from interviews with six instructors found that instructors often needed to modify assignments to incorporate mobile devices, students were actively engaged using mobile devices to find and share information, and mobile devices generally facilitated achievement of learning outcomes. However, more focused training for instructors on integrating mobile devices was still needed.
Boise State Blackboard Conference -- Building Learning CommunityPatrick Lowenthal
This document outlines strategies for building online community. It discusses communities of practice and how they function. Online learning communities are examined, including their benefits such as providing social context and connection for students. Strategies are presented for building community through interaction, social presence, and collaboration between students and instructors. These strategies include using student and teacher bios, threaded discussions, feedback, and group work.
The document reports on a study that examined students' perceptions of different uses of online video and its impact on social presence. The study found that students generally perceive video as the most effective medium for establishing social presence compared to audio and text. Specifically, students rated one-on-one synchronous video the highest while group asynchronous text-based discussions the lowest. Additionally, students agreed that video announcements, instructional videos, and video feedback helped establish instructor presence and they enjoyed when instructors incorporated these uses of video into their online courses.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
In search of a better understanding of social presence: An investigation into...Patrick Lowenthal
This document summarizes a study that analyzed how researchers define social presence in highly cited social presence research. The study found that the most common definitions referred to social presence as being salient, being real, or being there. Specifically, 36% of definitions described social presence as the degree of salience between communicators, 38% defined it as the degree to which a person is perceived as real, and additional definitions focused on feelings of connection, belonging, or being present. While many definitions referenced the Community of Inquiry framework, the study found there is still variability in how social presence is conceptualized among researchers.
This document provides 10 guidelines for improving PowerPoint presentations: 1) Ensure PowerPoint supports learning objectives; 2) Avoid templates which are distracting; 3) Use a maximum of one level of bullets to avoid confusion; 4) Keep slides and words minimal to engage students and limit technology control; 5) Avoid unrelated images and clip art which distract; 6) Remove flashy transitions which annoy students; 7) Use design principles of contrast, alignment, repetition and proximity; 8) Avoid all capital letters which are harder to read; 9) Leverage multimedia like videos when appropriate rather than just text; 10) Do not let PowerPoint control teaching and ensure it promotes learning.
This document discusses building community and social presence in online classrooms. It provides a history of social presence theory and how definitions of social presence have evolved over time. Bounded online learning communities are described as having required participation, fixed time periods, and explicit efforts to connect students. Benefits of online communities include providing social context for learning, bridging school and work environments, and helping students feel more connected. The document cautions that online communities can privilege certain types of students and discusses striving for good instruction that is effective, efficient and engaging.
Open Access Journals in Educational Technology: Results of a Survey of Exper...Patrick Lowenthal
As the academic publishing industry evolves, there has been an unprecedented growth of “open access journals” (OAJs). In educational technology alone, with an estimated 250 or more total journals, nearly one-third are designated as “open.” Though OAJs are lauded for their contribution to social justice issues (reduction of subscription requirement barriers), many people are suspicious of the content found in them and question the legitimacy of publishing in them. In this study, we sought to discover the opinions of educational technology scholars about OAJs in their own field. We were able to learn which OAJs were deemed to be most valuable, as well as the characteristics of OAJs thought to be particularly important. A companion site accompanies this article, http://edtechjournals.org
This document discusses social presence in online courses. It begins with an overview of the concept of social presence theory and its history. It then outlines the evolution of social presence research over time from a focus on telecommunications to computer-mediated communication (CMC) to online learning. Key figures and their work in different eras are identified. The document also discusses varied understandings of social presence and strategies to build social presence, community, and learning community through interaction. It concludes with mentioning recent work on instructor social presence, situated presence, and findings that video is not always the best medium for presence.
This document summarizes research on definitions of social presence. It finds that while researchers agree social presence involves the sense of others being real and feeling connected, they define it in various ways. The document analyzes definitions from highly cited articles, finding common elements of feeling real, being there, and a sense of connection or belonging. It presents social presence as existing on a continuum and potentially leading to interaction, collaboration and community. The lack of an agreed definition has led researchers to continually redefine social presence.
The document discusses strategies for educational technology professionals to create an intentional online presence. It recommends getting a personal website, engaging with social networks like sharing materials and conducting scholarship, and maintaining complete profiles across multiple networks. The key strategies highlighted are to start small, be intentional in online activities, ensure efforts are sustainable, and engage with others by participating and contributing in authentic ways. The final message is that digital presence is about more than just self-promotion and one size does not fit all.
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...Patrick Lowenthal
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved them into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this paper, we present the results of our inquiry, with a specific focus on the implications the results have on day-today practice of designing online courses.
Getting graphic About Infographics: Design Lessons Learned From Popular Infog...Patrick Lowenthal
People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 “liked” infographics on a popular infographic sharing website in an effort to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.
Distance Teaching & Learning 2015 -- Social Presence and Online VideoPatrick Lowenthal
This document summarizes research on students' perceptions of social presence and online video. It finds that students generally perceive video as better for establishing social presence than audio or text. Specifically, students value video announcements, instructional videos, and video feedback from instructors. They report feeling more connected to instructors who use video and knowing instructors better as a result. Preliminary data suggests undergraduate students may place slightly less importance on social presence cues than graduate students. Additional research explored the use of synchronous video sessions and found they helped students get to know instructors and answer questions. Cues in videos like an instructor's picture were also found to improve perceptions of an instructor's social presence.
Intentional Web Presence for Research and Technology ProfessionalsPatrick Lowenthal
Intentionally creating a well-crafted online presence, sometimes called a web presence, is important not only for recent graduates but for any professional in a community of practice that values technology use and innovation (e.g., information technology, computer science, digital and graphic design); also, professionals who work with external stakeholders (e.g., consultants working with clients, teachers working with parents, artists working with customers and funding sources) benefit from attention to their web presence. In this presentation, I will share why professionals need to attend to their web presence and share some strategies for crafting the components of a vibrant and dynamic professional web presence and digital footprint.
Reaching out and Being There: What we know and don't know about social presencePatrick Lowenthal
This document discusses strategies for building social presence in online courses. It begins by introducing the authors, Patrick Lowenthal and Joanna Dunlap, and their backgrounds. It then explores what social presence means and why it matters for engagement. The authors investigated lessons learned about social presence through two inquiries. The first identified themes around connections, working together, access, fun, and the unexpected. The second examined high impact and low-cost strategies like orientations, feedback, discussions, and introductions. The document concludes by matching high- and low-tech tools to foster social presence and engagement.
This document discusses strategies for incorporating infographics in the classroom. It begins with definitions of infographics as visual representations of data or information presented in a way that is easy to understand. The document then discusses why infographics should be used, noting they can improve learning by tapping into visual memory and being more engaging. Tips are provided on how to interpret existing infographics or have students create their own. Guidelines are offered for the effective design of infographics, such as using a clear focus, visual elements to represent relationships, and credible data sources. Examples of potential student-created infographics are also presented.
AERA 2015 Instructional Design Lessons Learned From Reviewing Popular Infogra...Patrick Lowenthal
Infographics are one way of presenting complex and dense informational content in a way the supports cognitive processing, learning, and future recognition and recollection. Infographics, as the name implies, are a way of presenting information graphically. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear. In this session we will share the results of our inquiry into what makes an effective infographic. Derived from our inquiry, we will share recommendations on how educators might leverage the power of infographics in their classrooms, and assignments we now use with our students.
Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
Intentional Web Presence for Educational Technology ProfessionalsPatrick Lowenthal
Educational technology professionals must be digitally literate. Part of this involves effectively managing one’s web presence. In this presentation, I will argue that educational technology professionals need to practice what they preach by attending to their web presence. I will share strategies for crafting the components of a vibrant and dynamic professional web presence such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).
PASSHE 2015: If You Record It, Will They Watch It? And Will It Matter? Explor...Patrick Lowenthal
This document summarizes a study on student perceptions of online video use. It found that students generally perceive video as establishing more social presence and prefer asynchronous video over other media. Specifically, students valued instructional videos the most, followed by video announcements and feedback. One-on-one synchronous video was rated as establishing the strongest social presence while group synchronous text-based communication the weakest. Factors like timeliness, video length and focus also impacted perceptions. The discussion notes that different communication tools and a variety of asynchronous and synchronous options best meet student needs and accessibility considerations.
A study was conducted to investigate instructor perceptions of integrating mobile devices into the classroom. Results from interviews with six instructors found that instructors often needed to modify assignments to incorporate mobile devices, students were actively engaged using mobile devices to find and share information, and mobile devices generally facilitated achievement of learning outcomes. However, more focused training for instructors on integrating mobile devices was still needed.
Boise State Blackboard Conference -- Building Learning CommunityPatrick Lowenthal
This document outlines strategies for building online community. It discusses communities of practice and how they function. Online learning communities are examined, including their benefits such as providing social context and connection for students. Strategies are presented for building community through interaction, social presence, and collaboration between students and instructors. These strategies include using student and teacher bios, threaded discussions, feedback, and group work.
The document reports on a study that examined students' perceptions of different uses of online video and its impact on social presence. The study found that students generally perceive video as the most effective medium for establishing social presence compared to audio and text. Specifically, students rated one-on-one synchronous video the highest while group asynchronous text-based discussions the lowest. Additionally, students agreed that video announcements, instructional videos, and video feedback helped establish instructor presence and they enjoyed when instructors incorporated these uses of video into their online courses.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
AECT 2010 - Using Digital Music to enhance Online Learning
1. Using digital music to enhance
students’ experience in online course
Joanna C. Dunlap & Patrick R. Lowenthal
University of Colorado Denver
2. I think of all the education that I missed,
but then my homework was never quite like this…
~ Hot for Teacher, Van Halen
3.
4.
5. Music offers great opportunities for
communication and expression,
for creativity and…it’s good for the brain and
can enhance learning and intellectual development.
~ Weinberger, 1998, p. 38
6.
7. Music and interest
Students rarely relate fun and interest with formal
educational experiences.
8. Music and interest
Students rarely relate fun and interest with formal
educational experiences.
Music is important to adolescents and gets their
attention and interest; but music helps people of all
ages express their individual identities.
9. Music and interest
Students rarely relate fun and interest with formal
educational experiences.
Music is important to adolescents and gets their
attention and interest; but music helps people of all
ages express their individual identities.
Using music begins new learning with something
students are already interested in.
10. Music and interest
Students rarely relate fun and interest with formal
educational experiences.
Music is important to adolescents and gets their
attention and interest; but music helps people of all
ages express their individual identities.
Using music begins new learning with something
students are already interested in.
Intrinsically motivated students will expend more
effort on tasks and activities they find inherently
enjoyable and interesting.
13. Music and social presence
Social presence is the sense of being “there” and
being “real”.
14. Music and social presence
Social presence is the sense of being “there” and
being “real”.
Music can inform people about the presence and
mood of others and increase people's perceptions
about the social richness of a medium.
15. Music and social presence
Social presence is the sense of being “there” and
being “real”.
Music can inform people about the presence and
mood of others and increase people's perceptions
about the social richness of a medium.
Music can help promote social interactions,
specifically the types of social interactions needed
to connect with others and be perceived as real
online.
18. Music and content interaction
Interaction is the standard for student engagement
and a critical component of learning experiences.
19. Music and content interaction
Interaction is the standard for student engagement
and a critical component of learning experiences.
Music involves students in student-to-content
interaction through generative learning activities,
which require students to be responsible for
creating, elaborating, and representing domain
knowledge in an organized manner.
20. Music and content interaction
Interaction is the standard for student engagement
and a critical component of learning experiences.
Music involves students in student-to-content
interaction through generative learning activities,
which require students to be responsible for
creating, elaborating, and representing domain
knowledge in an organized manner.
Through music-driven generative learning activities,
students take an active role in forming new
understandings through the application of learned
content to the creation of musical products.
21. Music and content interaction
Concept-specific soundtrack
School’s Out
Rock and Roll High School
Another Brick in the Wall Part 2
Hot for Teacher
22. Music and content interaction
Concept-specific soundtrack
Astronomy: As a unit starter early in the course,
have students listen to Eric Idle's "The
Insignificance Song" and determine if the
information shared in the lyrics is correct and
complete.
23. Music and content interaction
Concept-specific soundtrack
Political science: As a starter activity for a unit on
the Politics of War, students can be asked to
collect songs that represent both public support
for and protest of wars during the 20th century.
24. Music and content interaction
Representational soundtrack
Composition: Have students compile a playlist of
songs that illustrate the effective use of
metaphor, such as Stairway to Heaven (Led
Zeppelin), Dust in the Wind (Kansas), Hazy Shade
of Winter (Simon & Garfunkel), Bittersweet
Symphony (The Verve), and Don't Let the Sun Go
Down on Me (Elton John).
25. Music and content interaction
Representational soundtrack
Composition: Take a song and rewrite it so that it
no longer includes metaphors and similes.
If there's a bustle in your hedgerow, don't be alarmed now
It’s just a spring clean for the May queen.
Yes, there are two paths you can go by, but in the long run
There’s still time to change the road you're on.
26. Music and content interaction
Knowledge-comprehension recital
Computer science
27. Music and content interaction
Music video
Language, literacy, and culture
28. Our research findings
Students consistently find these activities highly engaging
and a highlight of their online learning experience
A little goes a long way
Music-driven instructional activities have the potential to:
(a) tap into students' interests, and elicit positive feelings and
associations;
(b) humanize, personalize, and energize online courses by
enhancing social presence through student-to-student
interaction; and
(c) involve students in relevant and meaningful student-to-
content interaction by engaging them in active knowledge
construction.
29. Concluding remarks…
And…what is the soundtrack
of this conference?
Joanna C. Dunlap | joni.dunlap@ucdenver.edu
Patrick R. Lowenthal |patrick.lowenthal@ucdenver.edu
30. Slides and Paper
Download slides @ www.slideshare.net/plowenthal
www.patricklowenthal.com/publications/Hot_for_Teacher_Preprint.pdf
Editor's Notes
Power of music, sense memories. It’s personal, emotional, memorable, compelling.
What do you think of, if anything, when you hear this song? (Louis Armstrong’s Wonderful World--http://tinysong.com/6JTU, or IK’s Somewhere Over the Rainbow--http://tinysong.com/6OBy)
And, not only do we have this strong connection to specific songs…that bring to mind vivid memories and feelings…but we remember the message of songs.
Ask audience to raise their hands when they know the songs:
All the leaves are brown, and the sky is grey
I’ve been for a walk on a winter’s day
I’d be save and warm if I was in LA
You might not ever get rich
But let me tell you it’s better than digging a ditch
There ain’t no telling who you might meet
A movie star or maybe even an Indian chief
Just a small town girl, living in a lonely world
She took the midnight train going anywhere
Just a city boy, born and raised in south Detroit
He took the midnight train going anywhere
With the lights out it’s less dangerous
Here we are now, entertain us
I feel stupid and contagious
Here we are now, entertain us
Hello, hello baby, you called? I can’t hear a thing
I have got no service in the club, you see you see
What, what did you say, huh? You’re breaking up on me
Hello, I cannot hear you, I’m kind of busy
Music has been linked to memory, speech and language acquisition, intelligence, emotion, and identity. Music’s potential to enhance students’ learning and experience has documented in a variety of P-12 settings, including foreign languages, humanities and social sciences, English as a second language, and history.
Music has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
Music has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
Music has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
Music has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
Music has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
Music has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
Music has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
Music has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
Music has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
Music has the potential to humanize, personalize, and energize a learning environment or experience; elicit positive feelings and associations for learners; and engage learners in conceptual learning and knowledge construction. However, even with music's historical and societal context, and clear benefits for learning and human development, we have removed music as an instructional strategy from the postsecondary-education toolbox. The rise of Web 2.0 and social networking technologies, specifically those focused on digital music, provide new opportunities to integrate music into our courses. In this article, we describe the potential of digital music as an instructional tool in postsecondary learning environments -- specifically, eLearning courses -- and share specific instructional activities that use music as a catalyst for learning and development.
For a concept-specific soundtrack, we present a course concept and then have students collect songs that offer insight and perspective on the concept. This activity works well as a unit or lesson starter because it immediately gets students involved with the concept in a fun and engaging way. And, the songs that they collect to represent the concept are often interesting grist for rich discussions about the concept (e.g., how the literature we are reading supports or contradicts the views expressed in the song, the possible circumstances that lead to the songwriter composing those lyrics, and how their own experiences are supported or contradicted by the song).
Presenting students with a predetermined set of songs (e.g., a playlist of five songs) and having them determine what the songs say about the concept is a variation to this soundtrack-creation activity. Using the course readings, lectures, and activities, as well as their own prior knowledge and experience, students can then engage in a discussion about the concept; they can describe what the songs accurately and inaccurately represent, what cultural-historical perspectives are reflected, what actions they would take to change the views expressed by the songwriters, and so on.
Astronomy: As a unit starter early in the course, have students listen to Eric Idle's "The Insignificance Song" and determine if the information shared in the lyrics is correct and complete. If students determine that the lyrics are incomplete in terms of explaining our galaxy, they can then work in pairs or small groups to add additional verses that provide the missing content.
Political science: As a starter activity for a unit on the "Politics of War”, students can be asked to collect songs that represent both public support for and protest of wars during the 20th century. Referring to their collection, students can engage in a discussion about the perspectives reflected in the song lyrics, and how those perspectives tie to the historical, cultural, and political context of the time. For example, students might consider the nature of protest songs in the first half of the 20th century versus the second half, or the power of music during World War II to elicit support for the war effort versus the power of music during the Vietnam War to undermine support of the war effort.
A representational soundtrack involves presenting students with a word (e.g., power), emotion/state-of-mind (e.g., confidence), historical event (e.g., the Gettysburg Address), or a personal event (e.g., when they felt like they had really succeeded at something) related to the topic or concept we are studying, and then having them locate and share a song that represents that word, emotion, or event. Students include an explanation of how and why the song represents that word, emotion, or event for them, supported by the course readings and their prior knowledge and experience; if we use this activity for assessment purposes, we assess the quality of their explanation. Alternatively, students can engage in a 20-question activity to discern why each student selected her or his song.
A representational soundtrack involves presenting students with a word (e.g., power), emotion/state-of-mind (e.g., confidence), historical event (e.g., the Gettysburg Address), or a personal event (e.g., when they felt like they had really succeeded at something) related to the topic or concept we are studying, and then having them locate and share a song that represents that word, emotion, or event. Students include an explanation of how and why the song represents that word, emotion, or event for them, supported by the course readings and their prior knowledge and experience; if we use this activity for assessment purposes, we assess the quality of their explanation. Alternatively, students can engage in a 20-question activity to discern why each student selected her or his song.
Other examples: Economics, Clinical Psychology
We primarily use the knowledge-comprehension recital activity for summative assessment purposes. For this activity, we have students (a) select a popular song and rewrite the lyrics or (b) write an original song (everyone can write lyrics for a 12-bar blues, after all!) to reflect a topic or concept we have been studying in the course.
Professor John Dougherty and his computer science students at Haverford College take popular songs and compose new lyrics on a computer science topic or concept. "Computational singing" is used by Professor Dougherty to reinforce students' learning of fundamental computational concepts.
http://triluminary.cs.haverford.edu/songs/JDlaw/JDsLaw.mp3
Related to the knowledge-comprehension recital activity described above, we also have students create music videos to demonstrate their understanding of course topics. There are several ways to have students create music videos, but here are two strategies we have found consistently effective:
We provide all of the students with the same song, and ask them to present an interpretation of the song (on their own or in small groups) that reflects a specific course topic using 20-30 images of their choice; we encourage students to take their own digital photos, but allow them to use stock photos as long as they have acquired permission. For example, if we were teaching a mathematics course, we could ask students to creative a unique music video for Jonathan Coulton's song, Mandelbrot Set, using any visuals they believe will help students understand the concept specifically and/or fractals in general. Another example, for an English composition course, is to have students find examples of metaphor in the lyrics of a song, interpret the meaning of the metaphors they find, find or create images that depict the metaphors found in song lyrics, and then combine the images with the song to create a unique music video. We like this version of the music video activity because it allows students to see all of the different ways a song can be tied to a topic, illustrating the range of perspectives and applications of the topic to the world outside of the online course.
We ask students (on their own or in pairs or small groups) to create a unique music video to illustrate a particular course topic using any song and a set of 10-20 images. For example, if we were teaching a course on language, literacy, and culture, we could ask students to create a music video that illustrates the concept of diversity and social justice using images and music of their choosing. Or if we were teaching a course in sociology, we could ask students to create a music video that captured their views on how to represent American society at the start of the 21st century using music and visuals of their choosing.