Andrea boehmecimt543spring2012video
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The video aims to teach distance education students how to find full text library resources through two key steps: [1] Using the library catalog, Fusion, to locate ISU holdings and call number information, and [2] If an electronic version cannot be found, using the Interlibrary Loan (ILL) link to request an article. The video was created using principles of instructional design, with the learning objectives clearly stated upfront. It focuses on capturing the process of searching for full texts across multiple library databases and web pages using screen recordings and callouts for emphasis. Closed captions were added to make the video accessible for learners with hearing problems.
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Creating mobile friendly courses in Moodle is important as more students access courses from mobile devices like smartphones and tablets. Some tips for creating mobile friendly courses include using the page and book resources to "chunk" content into manageable segments, identifying and providing alternatives for large files, using succinct labels, embedding audio files, streaming video content, including short introductory text for resources and activities, resizing images and media, using topics, grid or weekly course formats, being mindful of plugins that may not display in mobile apps, and avoiding important information in blocks which are not displayed in mobile apps. Over 90% of students at the school covered in the document use smartphones to support their learning.
Byod byot assignment
The BYOD/BYOT implementation plan for 6th-8th grade PE selects the Apple platform because most students own Apple devices. It allows students to use apps to track fitness activities, perform exercises, analyze skills, video conference with experts, and create videos. For students without devices, iPads are available, and lessons allow device sharing. Grants will be sought to acquire more devices. Depending on the activity, students will work individually or in groups of 2-4 using apps like iWorkout Muse, Runkeeper, iFitness, and Hudltechnique.
Developing Interactive Video presentation for Edtech 17
This document discusses how digital video can engage students in learning and provides examples of student-generated and teacher-generated interactive video tools. It describes Recap, a video response app that allows teachers to assign prompts and students to record short video responses. It also describes Vizia, which allows teachers to import videos from platforms like YouTube and insert multiple choice or open-response questions on the video timeline to collect feedback in Google Sheets. The document emphasizes that digital video can inspire students and tools like these provide simple ways to incorporate video into the classroom in a relevant manner that students appreciate.
36 iPads, 1 Faculty, 101 ideas
A walk through the many methods being used in the university's Health faculty to make teaching and learning richer by using iPads and apps. Robin was accompanied by staff (Melanie Lindley, Mandy Braisford and Dave Ridley) and students (Lizzie May and Ryan Morton) who talked about their many experiences of using this technology and their ideas for the future.
Accessible Learning - UDL
This document discusses assistive technology and its use in education. It provides examples of assistive technologies that can help remove barriers to learning for students, such as text-to-speech, speech recognition software, screen readers, and magnification tools. The document also addresses principles of universal design for learning and how tools like audiobooks, closed captioning, and predictive text were originally designed for specific purposes but are now commonly used by many. It aims to show how assistive technologies are not just for students with disabilities and can benefit all learners by making content more accessible.
Short formvideo longtermlearning_041415h
This document discusses using short video training to improve employee performance. It notes that video training can be delivered anywhere, anytime through mobile devices. Short, bite-sized videos are recommended for adult learners as they allow flexibility and are practical. Curation of video content involves organizing it to make it searchable and relevant to context. Content delivery should provide easy access through systems and tools when and where users need it.
Creating effective student-edited, self reflective essays
This document provides instructions for students to create effective self-edited and self-reflective video essays. It outlines a process where students film videos of themselves at the beginning and end of a course and edit them together with commentary. Students reflect on their strengths/weaknesses, progress toward goals, and areas to continue improving. The document recommends designing courses with multiple video assignments and provides sample questions and editing software options. It suggests ways the approach could be adapted for other skills like writing and reading by incorporating files like concept maps, highlighted text, or book descriptions into the videos.
Creating Learning-Centred Environments - IDEA13 - 121113
In a world where knowing how to learn and monitor your own learning is more important than just knowing the facts, education and training is gravitating to more learning-centred approaches. Learning-centred environments support learners to not only have input into what is they need to learn, but they also help them determine how their work should be monitored and evaluated. In learning-centred practice, the monitoring of learner progress is no longer the sole responsibility of the teacher, but that of learner, their peers and their mentors through the use of online personal learning spaces or eportfolios (Brown, Chen & Gordon, 2012).
Cimt 687 project ii
The document provides a project management plan for creating an educational website about the human body systems and water cycle for elementary school students. Key aspects of the plan include setting up the website using Google Sites, adding text, images, and videos from external sources to the site layout and structure, creating assessments for students, testing and revising the site, and delivering the final website. The project is intended to help spark students' interest in STEM subjects and fulfill the requirements of an educational technology course.
Ch9visualtech
Visualization tools allow learners to visualize ideas in ways that help interpret and communicate concepts. There are two main uses - interpretive tools help extract meaning from information, while expressive tools help convey meaning. Examples of interpretive tools include programs that enable visualizing science concepts like molecular structures. Expressive tools include drawing programs. Visualizing mathematics with technologies also helps comprehension through manipulatives and graphing calculators. Digital cameras, videos, and phones further aid visualization.
Sped277 final project
The document provides information on several online educational resources:
- Google Drive allows students to collaborate, edit, revise, comment and share documents with a Gmail account. It helps students socially collaborate.
- Brain Pop features educational videos on various subjects accompanied by activity sheets and questions. Videos are aligned to standards.
- Quizlet is a free website for students to create and study flashcards digitally. It includes text-to-speech and practice sets for standardized tests.
- Read, Write, Think is a website with English language arts resources, lessons, and interactive programs for students. It also has videos of teacher instruction.
- Grammar Gorillas is a website with grammar games to help students practice their skills
Edpuzzle.pdf
The document describes Edpuzzle, a video learning platform that allows teachers to create interactive video lessons. It highlights key features such as embedding questions to increase engagement and provide feedback, self-paced learning, supporting different class structures and grade levels, promoting understanding through short lessons, and analytics to help teachers differentiate instruction. It also mentions finding ready-made lessons, recording your own videos, transforming any internet video into a lesson, integrations, privacy protections, standardized content sharing, and usage data. Testimonials praise how it serves individual student needs and is a useful tool across grades and subjects.
Interactive E-Lecture Using Video Annotation in Learning Groups
Now day‘s users are interested in distance learning as there is rapid growth in digital data due to day today
development in information as well as computer technology. Also its applications or usage have tremendous
response in market. Peoples are attracted towards interactivity in each thing, we found that for e-learning is a
very interactive way to learn and understand things. Currently, YouTube is the global way of video sharing. It is
having certain limitations such as, it having inactivity in online learning. In online study students expecting
some extra guidelines from given resources. In this project we developed video annotation system for foster
active learning. In this project, we achieved active participation of students. There is certain kind of technologies
that extracts some important keywords from textual information. MOOC‘s model is another technology to solve
interaction problem of users in active learning. It also has limitations that it suffered from the problem of
gamification. Our system is interactive as it provides real-time annotations to the video. In our system user can
give their active participation as they have direct interaction to our system. As part of our contribution in this
project we did SVM analysis to provide recommended videos for end users. SVM is Support Vector Machine
algorithm; it classifies the things according to user interest. So, in our system user can search for video and they
get recommended video list for their study.
10 Educational Apps
This document summarizes and reviews several educational apps for use in K-12 classrooms. It begins by discussing Canva, an app that allows students to create graphic designs, presentations and posters using various media. It highlights Canva's versatility and ability to promote creativity. Next, it covers Google Meets, noting that it was important for virtual learning during COVID-19 as it enabled video communication between teachers and students. It then summarizes TeamBuildr, an app for coaches to assign and track workout plans for players. Following this, it briefly reviews iMovie for creating educational videos and Vocabulary Builder for improving vocabulary. Finally, it summarizes Khan Academy Kids for supplementary early learning and Reading Eggs to encourage reading skills development
Computer Applications Guide
This document provides an overview and guide for using Computer Applications Technology (CAT) teaching resources from Mindset Learn. It includes interactive lessons, video lessons, and online tutorials (How To's) covering topics like word processing, spreadsheets, presentations, web design, databases, systems technologies, information management, network technologies, and internet technologies. Teachers can use the resources in their lessons by having students work through interactive lessons individually or in groups, introducing lessons with relevant video lessons, having students review sections with video lessons, and using the How To's as references for students to look up quick questions. An example is provided of how a teacher would use the resources available for a section on presentations.
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Effective use of video modelling to teach individuals with reading difficulties
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More from Andrea Boehme
Browsing handbook
This document provides an overview and instructions for tasks related to being the browsing clerk at Indiana State University Library. It covers initial tasks for getting settled in the role, key places and systems used, how to navigate and update item records in Millennium, common browsing tasks, and tips. The browsing clerk is responsible for maintaining the browsing media collections, communicating with patrons, and working with other departments. Tasks include tracking issues, sending items for processing or cataloging, weeding materials, and getting new items ready for the shelves. Maintaining accurate records in Millennium is important for these tasks.
Cimt 687 initial planning documents
This document provides an initial project charter for creating an educational website about science topics for elementary school students. It outlines the need for the project, which is to create an engaging science resource and fulfill a class requirement. The project scope includes developing content about the water cycle and human body systems using existing open educational resources. Key deliverables and timelines are identified. Constraints include the timeframe and copyright restrictions. An initial budget and business case are presented, arguing that incorporating multimedia like videos and images can improve student learning and interest in STEM topics.
Designing training for circulation student workers
This document analyzes the learning context and environment for training new circulation staff at the Cunningham Memorial Library. It evaluates three potential training locations: Room 028, the Instruction Lab, and individual on-the-job training. Room 028 where the training originally took place is large with projector capabilities but lacks computers. The Instruction Lab has more technology but risks distraction. Individual training occurs through peer instruction while working but space is limited. The analysis considers factors like lighting, noise level, seating and equipment for each location.
Technology stats
The document summarizes the results of a pilot project that tracked technology questions asked at the circulation desk of a university library. Over 112 days, 743 questions were recorded from two tracking systems. Most common questions related to printing and Microsoft Office. Analysis found that 31% of questions occurred after the campus IT help desk closed. Recommendations included improving consistency in reporting, addressing issues like late-night printer access, and streamlining the tracking systems.
Patron conduct handout
This document outlines the patron conduct policy for the Cunningham Memorial Library. It provides expectations for patron behavior, including maintaining proper hygiene, following rules for library equipment and facilities, and cooperating with library staff. Violations of the policy, such as disruptive behavior, may result in patrons being asked to leave the library or facing legal action. The policy aims to foster a safe environment for all library users.
Cyberbullying
This document defines cyberbullying and discusses its various forms, effects, examples, and legislative efforts to address it. Cyberbullying involves repeated harmful or exclusionary behavior enacted through electronic means. It most commonly affects students, LGBT individuals, and those with disabilities. The document outlines types of cyberbullying like flaming, harassment, and impersonation. It also provides discussion questions on the scope of anti-bullying legislation and whether cyberbullying represents a change in medium or an inherent risk of technology.
Andrea boehmecimt543spring2012storyboard
Serials Solutions didn't turn up any results, but there are still options available through the library. You can check the physical periodical collection or use Fusion to search for a specific journal title. Once you find the journal, view the library's holdings to see which volumes are available. If the library does not have the needed material, you can request an interlibrary loan through ILLiad by logging in and submitting the required fields which are pre-filled from the Serials Solutions link. Physical items are mailed to distance students at their registered address and most articles are delivered digitally within 2 weeks.
Finding Full text articles
This document provides instructions for using EBSCO and ProQuest databases to locate full text articles and find print holdings at Indiana State University (ISU). It outlines how to use the Serials Solutions links within databases to search for articles, check ISU holdings, and request articles through interlibrary loan (ILL) if not available locally. The key steps described are identifying the Serials Solutions page sections, searching Fusion for ISU call numbers, and filling out an ILL request that will be automatically populated from Serials Solutions information. Contact information is provided for getting help from reference and ILL librarians.
My experience with technology integration
My experience with technology integration by Andrea Boehme
At first, education involved discussion and books. Computers then became central - papers were printed and returned marked in red ink. Word processors and email made drafting and sharing papers easier. Over time, learning management systems like Blackboard became more integral, though still challenging to fully utilize. Overall, the author's experience shows the progression of integrating newer technologies into education.
Finding full text test
This document is a quiz testing knowledge of using Serials Solutions to find journal articles. It contains multiple choice questions about the contents of Serials Solutions pages, searching for journals in the database Fusion, and creating interlibrary loan requests. The questions cover topics like what links on Serials Solutions pages connect to, how to determine if a library has a needed journal volume, and where to search for a journal if Serials Solutions finds no results.
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Andrea boehmecimt543spring2012video
- 1. Andrea Boehme CIMT 543 Spring 2012 Dr. Ziaeehezarjeribi Video Planning Document Title of the Video Finding Full Text: Library resources.http://www.youtube.com/watch?v=LNhLctQyGf8 Target Learner Target Learners are distance education students. It is expected that these students will be self-motivated, and purpose driven. Therefore, they will seek out this information, and want only the facts needed to complete the task. Subject Area Information Science - Information Literacy Learning Objectives The learning objectives for this video are adapted from the ASSURE plan created for the lesson “Finding Full Text”. Owing to the limited time requirements for the video, the focus was placed on what to do if an electronic version cannot be found. The objectives are as follows: Students will learn how to: Use Fusion Plus to locate ISU holdings and call number information. Use the Serial Solutions ILL link to fill out an ILL request for an article Methodology: Using the ASSURE model created for the lesson Finding Full Text and suggestions from Smaldino, Lowther, and Russell (2012), the video was created with principles of instructional design in mind. The objectives are clearly stated at the beginning of the video and incorporate
- 2. behavior and conditions so that the learner knows what to expect. This video is a teacher centered strategy that aims to teach students a complex cognitive task. The media of video has several advantages; however, the main advantage for this task is the ability to capture motion. Smaldino et al. (2012) recommend video to enhance the learning of processes. Finding full texts requires many steps that happen on several web pages and requires the user to move their mouse to various points on the page. A still picture does not capture changes from one page to another and does not show the process in real time. Additionally, I closed captioned the video for learners with hearing problems. This was done by converting the Camtasia caption file to a .svb file so that YouTube could read it. This also made the captions searchable in YouTube. Video Shots: As this video showed the steps to finding digital full text, the shots focus on the screen. All screen images, and video editing was done using the program Camtasia. Incorporation of “callouts” (as the program calls them) add emphasis and make for a more engaging video. Callouts also work to bring attention to important information in the video. The video is organized by the method students should use when looking for material. We start with using Fusion to find the library’s holding because ILL will not order material the library has. The students would waste their time if they went straight to ILL. This organization also goes from shortest to longest turn around.
- 3. References Association of College and Research Libraries (2000).Information Literacy Competency Standards for Higher Education Indiana State University (2011).Interlibrary Loan & Distance Learners.Retrived from http://library.indstate.edu/about/units/ill/DISTANCE_ILL_Handout_2011.pdf Indiana State University (2012).Finding Full Text.Retrived from http://libguides.indstate.edu/content.php?pid=215324&sid=1791438 International Society for Technology in Education.(2011). Standards.Retrived from http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx Smaldino, S. E., Lowther, D. L., and Russell, J. D. (2012). Instructional Technology and Media for Learning. Boston: Pearson.