How To Be An Awesome Client To A Design Agency by Stuart Karten and Raymond C...Mack McCoy
The document provides 10 steps for clients to be an awesome client to a design agency. The steps are to be prepared, have courage, trust, patience, communicate effectively, facilitate the process, get excited, invest in the project and agency, focus on the big picture, maintain a sense of humor. An additional secret step is to show appreciation and love for the work of the agency.
This document provides information about the route from Pinto to Chinchón to Aranjuez in Spain. It describes Las Lagunas de San Juan natural lakes near Chinchón, the village of Chinchón known for its architecture and central square. It discusses the Church and Castle of Chinchón and the surrounding "Campiña" transformed agricultural landscape. It then covers Aranjuez, known for its Palace and Gardens complex that has created an oasis of beauty through architecture and nature, and its historic huertas or gardens between the Jarama and Tajo rivers.
This document provides information on door locks, intelligent keys, and other vehicle security systems. It includes:
1) Sections on inspecting and diagnosing power door locks, intelligent key systems, door lock functions, and more.
2) Diagrams of system components and wiring diagrams.
3) Troubleshooting guides for common door and security issues.
4) Removal and installation procedures for door lock components.
The document is a technical service guide for repairing and maintaining exterior door locks and related vehicle security systems. It contains detailed information to assist technicians in inspection, diagnosis, and repair of these systems.
IDBM Pro sustainable design lecture, 25.8.2011, Design FactorySeos Design
The document outlines an agenda for a seminar on sustainable design and research, including discussions on why sustainability is important, lessons from pre-assignments, a simple life cycle assessment exercise, lunch, and a practical sustainability design exercise. It provides background information on sustainability principles and challenges like climate change, waste, and resource scarcity to motivate the importance of sustainable design approaches. The seminar aims to equip participants with tools and frameworks for integrating sustainability into their design processes.
The document discusses using iPad and iPhone apps to foster literacy learning, outlining various apps that can be used for activities like accessing and analyzing information, reading and writing digitally, discussing and collaborating, and playing games and simulations to support learning. It provides examples of apps for social reading and writing, concept mapping, blogging, tweeting, essay writing, discussing online, screencasting, and texting that teachers can utilize to engage students in literacy skills.
This document outlines a three-part assignment on learning and cognition. Part A involves writing about elements of authentic learning and applying it to one's teaching subject. Part B requires discussing the role of prior knowledge, emphasizing understanding over memorization, and engaging children in self-regulation. Part C entails writing an essay on applying cognitivism in the classroom with specific examples. The document provides formatting instructions and defines plagiarism and proper citation of sources.
Professional Development Project- study groupFanny Dickinson
This document outlines the agenda and materials for a professional development study group about digital literacy. The study group will include a prezi presentation on digital literacy, readings from articles on embracing digital texts, philosophical chairs to debate replacing traditional texts, group readings with discussion, and a feedback survey. Teachers will learn about the importance of technology and digital literacy for 21st century skills and see classroom website examples.
How To Be An Awesome Client To A Design Agency by Stuart Karten and Raymond C...Mack McCoy
The document provides 10 steps for clients to be an awesome client to a design agency. The steps are to be prepared, have courage, trust, patience, communicate effectively, facilitate the process, get excited, invest in the project and agency, focus on the big picture, maintain a sense of humor. An additional secret step is to show appreciation and love for the work of the agency.
This document provides information about the route from Pinto to Chinchón to Aranjuez in Spain. It describes Las Lagunas de San Juan natural lakes near Chinchón, the village of Chinchón known for its architecture and central square. It discusses the Church and Castle of Chinchón and the surrounding "Campiña" transformed agricultural landscape. It then covers Aranjuez, known for its Palace and Gardens complex that has created an oasis of beauty through architecture and nature, and its historic huertas or gardens between the Jarama and Tajo rivers.
This document provides information on door locks, intelligent keys, and other vehicle security systems. It includes:
1) Sections on inspecting and diagnosing power door locks, intelligent key systems, door lock functions, and more.
2) Diagrams of system components and wiring diagrams.
3) Troubleshooting guides for common door and security issues.
4) Removal and installation procedures for door lock components.
The document is a technical service guide for repairing and maintaining exterior door locks and related vehicle security systems. It contains detailed information to assist technicians in inspection, diagnosis, and repair of these systems.
IDBM Pro sustainable design lecture, 25.8.2011, Design FactorySeos Design
The document outlines an agenda for a seminar on sustainable design and research, including discussions on why sustainability is important, lessons from pre-assignments, a simple life cycle assessment exercise, lunch, and a practical sustainability design exercise. It provides background information on sustainability principles and challenges like climate change, waste, and resource scarcity to motivate the importance of sustainable design approaches. The seminar aims to equip participants with tools and frameworks for integrating sustainability into their design processes.
The document discusses using iPad and iPhone apps to foster literacy learning, outlining various apps that can be used for activities like accessing and analyzing information, reading and writing digitally, discussing and collaborating, and playing games and simulations to support learning. It provides examples of apps for social reading and writing, concept mapping, blogging, tweeting, essay writing, discussing online, screencasting, and texting that teachers can utilize to engage students in literacy skills.
This document outlines a three-part assignment on learning and cognition. Part A involves writing about elements of authentic learning and applying it to one's teaching subject. Part B requires discussing the role of prior knowledge, emphasizing understanding over memorization, and engaging children in self-regulation. Part C entails writing an essay on applying cognitivism in the classroom with specific examples. The document provides formatting instructions and defines plagiarism and proper citation of sources.
Professional Development Project- study groupFanny Dickinson
This document outlines the agenda and materials for a professional development study group about digital literacy. The study group will include a prezi presentation on digital literacy, readings from articles on embracing digital texts, philosophical chairs to debate replacing traditional texts, group readings with discussion, and a feedback survey. Teachers will learn about the importance of technology and digital literacy for 21st century skills and see classroom website examples.
This lesson teaches 9th-12th grade students about modern technology. Students will research causes of global warming using computers and present solutions in a PowerPoint or poster. They will also use simulations on blood types and create a donor-recipient chart. Students will take photos showing the effects of littering using devices and make a slideshow describing its environmental and personal impacts and solutions. Finally, students will research "recycling" from various sources, write a 2 paragraph report with pictures and citations, and include a reference list using APA format.
This lesson teaches 9th-12th grade students about modern technology. Students will research causes of global warming using computers and present solutions in a presentation. They will also use simulations on blood types and determine possible offspring genotypes and phenotypes from parent genotypes. Students will take pictures using devices to document environmental impacts of littering and make a slideshow presenting solutions. They will research recycling using various sources and write a paper with pictures, citations, and a reference list using APA format.
This lesson teaches 9th-12th grade students about modern technology. Students will research causes of global warming using computers and present solutions in a presentation. They will also use simulations on blood types and determine possible offspring genotypes and phenotypes from parent genotypes. Students will take pictures using devices to document environmental impacts of littering and make a slideshow presenting solutions. They will research recycling using various sources and write a paper with pictures, citations, and a reference list using APA format.
Critical thinking in english. how to evaluate webpagesMariangel Carreño
Proyecto realizado en el año 2012 con alumnos de 6° año del Liceo N°1 Florida en la asignatura inglés como lengua extranjera sobre la Unidad Temática: Media, en particular sobre internet y cómo evaluar páginas webs.
Mobile Technologies as Course Research Tools - BEA 2014 Presentation by Dr. D...Samuel Edsall
This document discusses mobile device ownership statistics and various studies related to college students and mobile devices. Some key findings are that 90% of American adults own cell phones, 58% own smartphones, and college students believe tablets can improve learning and replace textbooks. The document recommends that faculty design courses to incorporate formal and informal mobile learning and collaborative assignments. It also describes a mobile media study project for students to research how people use mobile devices for social media.
1. The document discusses technology integration in a Project-Based Learning (PLN) classroom. It provides examples of different technology tools and levels of technology use, from presenting lessons to having students use technology to solve problems.
2. The goals of technology integration are discussed, ranging from students following teacher directions to using technology for creation and collaboration. Integrating technology can transform learning when used for designing content-area activities.
3. Setting essential questions, using tools like Inspiration for planning research and mapping ideas, and starting small with blogs or wikis are some suggestions for meaningful technology use provided in the document.
Students may use electronic devices such as cell phones, smartphones, and mp3 players at school for educational purposes with teacher approval. Teachers are encouraged to incorporate these devices into lesson design and classroom activities. Some examples provided include using Google Docs for collaborative writing, recording songs to demonstrate learning, taking photos of assignments to share via email or blogs, and using polling apps for student feedback. By engaging students with the devices they use regularly, teachers can increase student buy-in, hands-on learning, and opportunities for communication, collaboration, and creativity.
1) Researchers examined the effect of visual distractions on reading comprehension by having participants read an article under two conditions - one with flashing "E-Shrooms" graphics and one with a steady green background.
2) Participants who read under the E-Shrooms condition scored significantly lower on a multiple choice test about the article compared to those in the steady background condition, suggesting visual distractors negatively impact reading comprehension.
3) However, the time it took to read the article was not significantly different between conditions, even though comprehension was lower for those with the visual distraction, indicating readers may not realize how distractions affect their understanding.
Students will complete an assignment where they read a short story and identify the main idea. They will post the main idea to the social networking site Edmodo and respond to two other classmates' posts. Next, students will create a concept map using Popplet to demonstrate their understanding of the main idea and supporting details from the story. Finally, they will post the concept map to Edmodo and review one other student's concept map. The goal is for students to learn how to appropriately communicate and collaborate online.
This document provides examples of how teachers can incorporate student mobile devices into lessons to meet curriculum standards in various subjects. It offers scenarios for using devices to collaboratively summarize texts, research and illustrate food chains, explain algebraic concepts through pictures and equations, and more. The examples are meant to spark ideas for lesson redesign that engages students and promotes deep learning through mobile technologies. Teachers are encouraged to join a task force to further explore bringing student-owned devices into the classroom.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
The document discusses various note-taking methods including the Cornell note-taking system, column notes, and clock buddies. The Cornell system involves dividing a page into three sections - a cue column on the left, a note-taking column on the right, and a summary section at the bottom. Column notes also separate information into columns by type. Clock buddies is a partnering method where students are assigned partners based on positions on a clock face.
The document discusses a study that compared the reading comprehension and test scores of high school students when using electronic devices versus printed materials. The study found that students performed significantly better on reading comprehension tests and had higher scores when using printed materials rather than electronic devices like iPads. While electronic reading may be preferable for leisure, students are not yet as effective at academic reading on screens. More research is needed on students who have learned to read primarily using electronic materials.
This document summarizes the results of a survey about millennials' preferences for printed vs. digital educational and professional materials. Some key findings from the survey include:
- Most millennials consume both printed and digital content and find value in multiple formats.
- For learning complex concepts or committing information to memory, many millennials prefer printed materials.
- Printed materials are seen as better for note-taking and reference compared to digital options.
- While digital content consumption is expected to increase, most millennials still expect to use printed materials at the same or higher levels in the future.
The document provides information on how to build independent learners through teaching the inquiry process, benchmark skills, and information literacy. It defines information literacy and inquiry, describes the inquiry cycle, and gives examples of benchmarks for different grade levels. It also discusses how to embed these concepts into lessons across different subjects using resources like reference works, discussion groups, and electronic media like wikis, blogs, audio and video. Sample lessons on the topic of cloning are provided for different subjects to illustrate how to develop benchmarks, use inquiry phases, and create end products.
This document provides suggestions for how to modify an existing lesson plan on T.S. Eliot's poem "The Love Song of J. Alfred Prufrock" to integrate technology. It outlines the original lesson activities and standards then provides technology options for each step, such as using polling apps, interactive whiteboards, online discussion forums, and mobile-friendly assignments. The options are meant to engage students and allow for flexibility.
Students will solve a mystery about an unknown molecule by researching common materials and their corresponding organic functional groups. They will form groups, each focusing on a different functional group. The groups will construct 3D models and research examples of products containing their functional group. Finally, they will collaborate to determine which product matches the mystery molecule and present their findings.
Teaching in the Distracted Age: What Students Expect from Online Courses - P...Samuel Edsall
This document discusses trends, tools, expectations, and challenges for teaching online courses. It notes that the majority of University of Utah students are in-state, married, or work more than 30 hours per week, creating demand for flexible online classes. Effective online teaching tools include the Canvas platform, videos under 10 minutes, and organized course structures. Students expect quick email responses, timely feedback, clear rubrics, and opportunities for peer collaboration. However, motivating minimal-effort students and ensuring engagement remain challenges for online courses.
Securing Attention: How to Teach the Selfie Culture - Serena CarpenterSamuel Edsall
The document discusses how to teach selfie culture in education. It proposes that students be taught to highlight positive attributes about themselves through sharing selfies, text, and other media to increase their self-status and immerse themselves in a visually saturated social ecosystem. The curriculum would involve assignments such as creating a personal symbolic self-portrait, presenting and critiquing oneself, and writing a personal impact statement to encourage self-reflection and deeper connection through visual communication and critical reflection of one's online presence. The goal is to educate students on self-performance culture and social mobile marketing through a focus on selfies.
More Related Content
Similar to BEA New Technologies to Enhance Student Learning - The iPad Effect: How Platform Choice Affects Information Consumption and Retention
This lesson teaches 9th-12th grade students about modern technology. Students will research causes of global warming using computers and present solutions in a PowerPoint or poster. They will also use simulations on blood types and create a donor-recipient chart. Students will take photos showing the effects of littering using devices and make a slideshow describing its environmental and personal impacts and solutions. Finally, students will research "recycling" from various sources, write a 2 paragraph report with pictures and citations, and include a reference list using APA format.
This lesson teaches 9th-12th grade students about modern technology. Students will research causes of global warming using computers and present solutions in a presentation. They will also use simulations on blood types and determine possible offspring genotypes and phenotypes from parent genotypes. Students will take pictures using devices to document environmental impacts of littering and make a slideshow presenting solutions. They will research recycling using various sources and write a paper with pictures, citations, and a reference list using APA format.
This lesson teaches 9th-12th grade students about modern technology. Students will research causes of global warming using computers and present solutions in a presentation. They will also use simulations on blood types and determine possible offspring genotypes and phenotypes from parent genotypes. Students will take pictures using devices to document environmental impacts of littering and make a slideshow presenting solutions. They will research recycling using various sources and write a paper with pictures, citations, and a reference list using APA format.
Critical thinking in english. how to evaluate webpagesMariangel Carreño
Proyecto realizado en el año 2012 con alumnos de 6° año del Liceo N°1 Florida en la asignatura inglés como lengua extranjera sobre la Unidad Temática: Media, en particular sobre internet y cómo evaluar páginas webs.
Mobile Technologies as Course Research Tools - BEA 2014 Presentation by Dr. D...Samuel Edsall
This document discusses mobile device ownership statistics and various studies related to college students and mobile devices. Some key findings are that 90% of American adults own cell phones, 58% own smartphones, and college students believe tablets can improve learning and replace textbooks. The document recommends that faculty design courses to incorporate formal and informal mobile learning and collaborative assignments. It also describes a mobile media study project for students to research how people use mobile devices for social media.
1. The document discusses technology integration in a Project-Based Learning (PLN) classroom. It provides examples of different technology tools and levels of technology use, from presenting lessons to having students use technology to solve problems.
2. The goals of technology integration are discussed, ranging from students following teacher directions to using technology for creation and collaboration. Integrating technology can transform learning when used for designing content-area activities.
3. Setting essential questions, using tools like Inspiration for planning research and mapping ideas, and starting small with blogs or wikis are some suggestions for meaningful technology use provided in the document.
Students may use electronic devices such as cell phones, smartphones, and mp3 players at school for educational purposes with teacher approval. Teachers are encouraged to incorporate these devices into lesson design and classroom activities. Some examples provided include using Google Docs for collaborative writing, recording songs to demonstrate learning, taking photos of assignments to share via email or blogs, and using polling apps for student feedback. By engaging students with the devices they use regularly, teachers can increase student buy-in, hands-on learning, and opportunities for communication, collaboration, and creativity.
1) Researchers examined the effect of visual distractions on reading comprehension by having participants read an article under two conditions - one with flashing "E-Shrooms" graphics and one with a steady green background.
2) Participants who read under the E-Shrooms condition scored significantly lower on a multiple choice test about the article compared to those in the steady background condition, suggesting visual distractors negatively impact reading comprehension.
3) However, the time it took to read the article was not significantly different between conditions, even though comprehension was lower for those with the visual distraction, indicating readers may not realize how distractions affect their understanding.
Students will complete an assignment where they read a short story and identify the main idea. They will post the main idea to the social networking site Edmodo and respond to two other classmates' posts. Next, students will create a concept map using Popplet to demonstrate their understanding of the main idea and supporting details from the story. Finally, they will post the concept map to Edmodo and review one other student's concept map. The goal is for students to learn how to appropriately communicate and collaborate online.
This document provides examples of how teachers can incorporate student mobile devices into lessons to meet curriculum standards in various subjects. It offers scenarios for using devices to collaboratively summarize texts, research and illustrate food chains, explain algebraic concepts through pictures and equations, and more. The examples are meant to spark ideas for lesson redesign that engages students and promotes deep learning through mobile technologies. Teachers are encouraged to join a task force to further explore bringing student-owned devices into the classroom.
Jenny Bixby and Joe McVeigh present tips and procedures for designing reading activities for ESL/EFL students. Download the accompanying Word handout at www.joemcveigh.org/resources
The document discusses various note-taking methods including the Cornell note-taking system, column notes, and clock buddies. The Cornell system involves dividing a page into three sections - a cue column on the left, a note-taking column on the right, and a summary section at the bottom. Column notes also separate information into columns by type. Clock buddies is a partnering method where students are assigned partners based on positions on a clock face.
The document discusses a study that compared the reading comprehension and test scores of high school students when using electronic devices versus printed materials. The study found that students performed significantly better on reading comprehension tests and had higher scores when using printed materials rather than electronic devices like iPads. While electronic reading may be preferable for leisure, students are not yet as effective at academic reading on screens. More research is needed on students who have learned to read primarily using electronic materials.
This document summarizes the results of a survey about millennials' preferences for printed vs. digital educational and professional materials. Some key findings from the survey include:
- Most millennials consume both printed and digital content and find value in multiple formats.
- For learning complex concepts or committing information to memory, many millennials prefer printed materials.
- Printed materials are seen as better for note-taking and reference compared to digital options.
- While digital content consumption is expected to increase, most millennials still expect to use printed materials at the same or higher levels in the future.
The document provides information on how to build independent learners through teaching the inquiry process, benchmark skills, and information literacy. It defines information literacy and inquiry, describes the inquiry cycle, and gives examples of benchmarks for different grade levels. It also discusses how to embed these concepts into lessons across different subjects using resources like reference works, discussion groups, and electronic media like wikis, blogs, audio and video. Sample lessons on the topic of cloning are provided for different subjects to illustrate how to develop benchmarks, use inquiry phases, and create end products.
This document provides suggestions for how to modify an existing lesson plan on T.S. Eliot's poem "The Love Song of J. Alfred Prufrock" to integrate technology. It outlines the original lesson activities and standards then provides technology options for each step, such as using polling apps, interactive whiteboards, online discussion forums, and mobile-friendly assignments. The options are meant to engage students and allow for flexibility.
Students will solve a mystery about an unknown molecule by researching common materials and their corresponding organic functional groups. They will form groups, each focusing on a different functional group. The groups will construct 3D models and research examples of products containing their functional group. Finally, they will collaborate to determine which product matches the mystery molecule and present their findings.
Similar to BEA New Technologies to Enhance Student Learning - The iPad Effect: How Platform Choice Affects Information Consumption and Retention (20)
Teaching in the Distracted Age: What Students Expect from Online Courses - P...Samuel Edsall
This document discusses trends, tools, expectations, and challenges for teaching online courses. It notes that the majority of University of Utah students are in-state, married, or work more than 30 hours per week, creating demand for flexible online classes. Effective online teaching tools include the Canvas platform, videos under 10 minutes, and organized course structures. Students expect quick email responses, timely feedback, clear rubrics, and opportunities for peer collaboration. However, motivating minimal-effort students and ensuring engagement remain challenges for online courses.
Securing Attention: How to Teach the Selfie Culture - Serena CarpenterSamuel Edsall
The document discusses how to teach selfie culture in education. It proposes that students be taught to highlight positive attributes about themselves through sharing selfies, text, and other media to increase their self-status and immerse themselves in a visually saturated social ecosystem. The curriculum would involve assignments such as creating a personal symbolic self-portrait, presenting and critiquing oneself, and writing a personal impact statement to encourage self-reflection and deeper connection through visual communication and critical reflection of one's online presence. The goal is to educate students on self-performance culture and social mobile marketing through a focus on selfies.
Digitizing the Classroom for the Online Environment - John HebbelerSamuel Edsall
The focus of this presentation will be on the conversion and application of a traditional media production course to an online class. Topics include the process involved in converting the traditional classroom experience to an online environment, effectively presenting information to users in the online environment, evaluation of digital media projects, and digital tools that enhance online pedagogy.
Applying Classroom Research to Improve Online Course Communication - Paul He...Samuel Edsall
We know a lot about what stimulates students in the classroom--but can we apply it to online coursework? There are a number of routes to effective teaching, even online--here's what the research says, and what you can do to move from just "high tech," to "high touch," online.
NewTek Lightwave 3D: Keyframing in LightwaveSamuel Edsall
Keyframing involves setting reference points (keyframes) to define an object's position, rotation, or scale at specific points in time. Between keyframes, Lightwave interpolates the changes to the object. Fewer keyframes generally result in smoother motion. The document discusses setting a start and end keyframe to define an animation's pacing, then adding intermediate keyframes to refine the motion. Specific techniques covered include having the camera track an object, aligning an object's rotation to follow its motion path, parenting a light to an object, and using different views to properly position objects in 3D space over time.
This document provides instructions for modifying 3D objects in Lightwave. It demonstrates how to:
- Load objects like a ground plane and triceratops model.
- Adjust the camera and grid size to frame the scene properly.
- Modify object properties like adding displacement maps to warp the surface based on images.
- Use clip maps to make parts of the object invisible.
- Adjust render settings to control how the object appears, such as making it matte, semitransparent, or changing edge highlighting over time.
NewTek Lightwave 3D: Working in 3D SpaceSamuel Edsall
The document provides instructions for loading an animated object from another scene file in Lightwave 3D and then further animating it. It describes how to load the animated MustangLowRes object from the Aviation folder along with its lights. It then demonstrates how to move, rotate, size and further animate the object over 120 frames to create a flying sequence. Settings for rendering the animation as a QuickTime movie are also outlined.
The document provides instructions for modeling 3D objects in Lightwave Modeler. It discusses starting with primitive shapes like boxes, discs, balls and modifying them. It demonstrates how to make a simple table by starting with a box primitive, adding disc leg primitives, and grouping the pieces together. The document also covers other primitive shapes like cones, capsules, toroids and text. It provides steps to assign surface categories to different parts of an object in order to apply separate colors. Finally, it walks through making a multi-colored logo object as an example of the modeling process.
NewTek Lightwave 3D: Learning the LayoutSamuel Edsall
The document provides an overview of the Lightwave 3D interface and how to navigate around a 3D scene. It describes the main interface elements like the viewport, timeline, and tabs. It then demonstrates how to import an object, manipulate it using translate, rotate and scale tools, and create a basic animation by setting keyframes at different times on the timeline. It also shows how to play previews and render individual frames and full animations.
Education on the Move: Mobile Technologies, Online Platforms, and Pedagogy - ...Samuel Edsall
Education with mobile technologies and online platforms is, for the most part, education on the move. It is education that is convenient to populations of students who for whatever reason cannot commit to site- and time-specific class meetings. This kind of education serves a good purpose, by making education available to demographics of students, who, without mobile education, may not have any education. But in order for convenient education to produce quality learning, instructors must organize and structure the mobile and online presentation of educational content methodically and carefully. In a brick-and-mortar classroom, where course instruction occurs in a set place and time period, the regularity of place and time provide structure. With mobile and remote education, it is in the interest of both instructors and students for instructors to determine precisely when students will engage with educational content. Structuring the availability of learning information structures the educational experience. Structure can be created in a number of ways with technology: by date and time control mechanisms built into e-learning systems, with specialized client-side soft- ware, as well as with server-side controls on the computers storing the instructional data. With remote instruction, the technological framework is responsible for the
success of the pedagogy.
Social Media: Expanding Pedagogic Opportunities in Film and Television Produc...Samuel Edsall
Social media has changed the way television and films can be produced. Producers in New York can interactively discuss scripts, storyboards and rough cuts with their contacts in Los Angeles via on-line or via mobile devices and applications. The implications for integrating mobile media technology into higher education curricula and pedagogic methodology are equally transformative. For faculty teaching film and video production, mobile media can provide students with access to an infinite number of resources that exponentially expand what can be taught, how it can be conveyed, and where learning can take place.
At the University of Cincinnati a group of thirty-three students from four academic programs in three different colleges utilized a variety of social media technologies to experience an interdisciplinary class that was "team-taught" by both their UC Professor and professionals from the film and TV industry in LA and NY. Their work resulted in the 2012 Gold Rush Expedition Race documentary, an hour-long film that will air this March on a national cable television channel.
Video Project Grading Rubric - BEA 214 Presentation by Sam EdsallSamuel Edsall
This document discusses student assessment of video projects in the Broadcasting Department at Western Illinois University. It outlines the department's program with 200 majors across 3 tracks. The Provost's office requires departments to develop and revise plans for assessing student learning in their major. The document then discusses moving from narrative evaluations of student projects to using rubrics, with the benefits being easier assessment, identifying student strengths and weaknesses, and informing curriculum improvements. It provides an example rubric used with 10 scoring categories to holistically evaluate various elements of student video projects. Results are analyzed to track individual student and whole class progress.
Final Cut Pro X Weynand Certification Lesson 12Samuel Edsall
This document discusses various options for exporting and sharing projects created in Final Cut Pro X. It covers adjusting audio and video levels, exporting files like QuickTime movies and audio files, publishing to services like iTunes and YouTube, and backing up projects. The goals are to prepare projects for export by fixing any issues in audio peaks or video brightness, and to understand the various export formats and sharing options available in Final Cut Pro X.
Final Cut Pro X Weynand Certification Lesson 11Samuel Edsall
This document provides instructions for a lesson on applying effects and enhancing color in Final Cut Pro X. It describes how to apply over 200 video and audio effects, modify effect parameters, animate effects using keyframes, audition effects, and enhance color using tools like the color board and video scopes. Step-by-step instructions are provided for applying, modifying, copying, and animating various video and audio effects to clips in a sample project. The document also explains color correction fundamentals and how to balance and enhance color in Final Cut Pro X.
Final Cut Pro X Weynand Certification Lesson 10Samuel Edsall
This document provides an overview of the lesson on retiming and transforming clips in Final Cut Pro X. The lesson covers retiming clips by changing their speed, applying freeze frames, and using the retime editor. It also demonstrates how to reverse clip direction, apply preset speed effects like rewind and instant replay, and transform clips by scaling, positioning, cropping, and applying Ken Burns effects. The goals are to understand FCPX retiming tools and to create keyboard shortcuts for common retiming commands.
Final Cut Pro X Weynand Certification Lesson 9 Samuel Edsall
- The document discusses working with titles, generators, and themes in Final Cut Pro X. It provides instructions on adding different types of titles like lower thirds, credits, and placeholders. It also covers using generators to add elements like colors, textures and timecodes. The document demonstrates how to modify titles using the inspector and themes to provide unity.
Final Cut Pro X Weynand Certification Lesson 1Samuel Edsall
The document provides instructions for using lesson content from the Apple Pro Training Series Final Cut Pro X book and DVD. It explains how to copy lesson files to the computer and access them through Final Cut Pro X. The document then gives an overview of the Final Cut Pro X interface and basic functions like using menus, tooltips, and keyboard shortcuts. It also provides guidance for viewing and organizing media in the Event Browser, building a project in the Timeline, and navigating playback of projects.
Final Cut Pro X Weynand Certification Lesson 7Samuel Edsall
This document discusses applying transitions in Final Cut Pro X to refine edits between video clips. It describes different types of transitions like dissolves and wipes, and when each type is best used. It provides instructions for applying, modifying, and replacing transitions. It also covers transition mechanics, using the transitions browser, and dealing with transitions on connected clips and compound clips.
Final Cut Pro X Weynand Certification Lesson 6Samuel Edsall
The document provides instructions for fine-tuning a rough cut project in Final Cut Pro X. It describes duplicating the project for refinement, removing selected ranges of clips using different deletion methods, adding gaps, moving clips, trimming clips precisely, and adjusting edit points. Precision editing in the precision editor is demonstrated by trimming an edit point to remove a repeated line of dialogue from one of the clips. The document provides guidance on pacing, content selection, and narrative flow when refining a video project.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
BEA New Technologies to Enhance Student Learning - The iPad Effect: How Platform Choice Affects Information Consumption and Retention
1. The iPad Effect:
How Platform Choice Affects Information
Comprehension and Retention
Dr. Susan L. Lewis
Abilene Christian University Kenneth R. Pybus, J.D.
2. Context
Recent implementation of touch screen technology devices
such as Apple’s iPad and e-readers such as the Amazon
Kindle and the adoption of digital textbooks for students, it is
imperative to consider:
how information is best retained
the effects of different media formats on comprehension.
3. Literature
Kintsch and van Dijk’s (1978) Hierarchy of comprehension
the formation of the coherent whole (what does this say?)
the gist (what does this mean?)
new texts (how can I talk/write about it?)
Sanchez and Wiley’s (2009) Affect of Scrolling
Essay methodology
Smith (2010)
complex interruptions (like pop-ups) caused a decrease in
retention
4. Methodology- Participants
90 respondents in 3 conditions
30 read on iPads
All 30 were frequent iPad users
30 read from a paper magazine
30 read from a website on a 27-inch desktop monitor
51 female/39 male respondents
Ages 19-24
5. Methodology - Experiment
Respondents were assigned a condition and given
10 minutes to read an article titled “The Nostalgia Trap” from
the May 2011 issue of The Atlantic. They were told they could
read anything else in the issue or do something else when they
had finished reading.
15 minutes to write a brief essay about the piece
5 minutes to respond to a 13-question multiple choice survey
about the piece
Students could not refer back to the article after the reading
time.
6. iPad Condition
Respondents downloaded The Atlantic app and the issue of
the magazine, for which they were reimbursed the purchase
price plus tax.
This took 25 minutes to complete.
The iPad version of the article could be read in the magazine
style or the reader style, and a slide show of related images
was available.
10. Paper Condition
Respondents were given paper copies of the magazine and
instructed to turn to the first page of the article.
The article was displayed in three columns. It began on one
page, progressed through a double-truck ad to a full page of
text, and ended with three lines of text on the last page.
12. Computer Condition
Each respondent was told to open the browser of his or her
choice.
They were given a piece of paper with the URL of the article
on The Atlantic’s website.
They were instructed to open the site and read the article.
A slideshow was available near the beginning of the one-
page article.
14. Essay – Measuring Comprehension
Similar to Sanchez and Wiley’s 2009 study on
scrolling, respondents were asked to write an essay using the
following prompts:
What’s the author’s perspective on preservation of old
buildings?
How did he support his perspective?
Do you agree or disagree with his perspective? Why?
15. Essay Coding – Measuring
Comprehension
Essays were scored by two coders for inclusion of the
following themes from the article.
Cities are living entities and must change to adapt.
Nostalgia prevents change and progress
Nostalgia forgets the unpleasant part of history.
Nostalgia disregards or ignores the needs of design.
Decisions based on nostalgia are not based on reason.
16. Essay Findings - Comprehension
iPad
26.6% of respondents didn’t write about any of the themes
Paper
16.6% of respondents didn’t write about any of the themes
Desktop
40% of respondents didn’t write about any of the themes
Cohen’s Kappa for the essays was an excellent .80
17. Survey – Measuring Retention
Respondents answered 13 multiple choice questions
regarding the content of the article.
Demographic information also was collected.
The questions were objective.
The surveys were scored for correct answers.
18. Survey Findings – Retention of facts
33% 32% 33%
INCORRECT
CORRECT
67% 68% 67%
Computer iPad Paper
19. Limitations
Download time and frustration with iPad app may have
affected those readers.
We did not record the condition of the iPad version each
reader chose (reader view or magazine view).
20. Conclusions
The data seem to suggest that respondents who read on the
each type of medium retained the facts of the story at an
equal level (just under 70%).
Respondents who read on the desktop computer (60%
indicated some level) indicated a much lower
comprehension of the meaning of the article than those
reading on the iPad (73.4% ) or paper (83.4%).
Of those respondents who indicated comprehension of the
themes, the platforms compared more closely – desktop
(23%), iPad (27%) and paper (32%).
21. Conclusions
Although retention of facts was fairly equal among
respondents, the comprehension of themes was not.
In other words readers read the sentences synthesized the
information at varying levels (paper>iPad>computer).
We believe this may be because of the distraction created by
the computer condition of the test. Readers were subject to ads
and motion on the screen while they were reading the story.