Bringing good ideas together
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This document discusses resources for a barista training course available on the Virtual Learning Environment (VLE). It includes video tutorials hosted on YouTube, a barista simulation game, and a mobile barista course accessible via smartphones. The video tutorials provide step-by-step instruction, while the simulation allows trainees to practice barista skills in a game-like format with tasks, feedback, and assessment. The mobile course delivers tutorials, videos and quizzes for on-the-go reference to support training staff and learners.
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This document provides guidance on creating engaging video content for education and training. It discusses using video to illustrate processes, depict real-world scenarios, and enhance learning through activities, quizzes and interactive elements. Tips are provided on video production, including filming techniques, editing software, file formats and delivering video to learners. Effective uses of video include demonstrations, assessments, and supporting group projects. Overall the document aims to showcase how video can be integrated into education to improve learner engagement, identification with course material, and cater to different learning preferences.
Wemta flipped classroom1
The document provides an overview of flipped learning and how to implement a flipped classroom model. It defines flipped learning and discusses its origins. Key elements of flipped learning include providing instructional videos for students to watch at home, engaging in-class activities, and robust assessments. The document offers advice on creating instructional videos and provides examples of activities to do in the classroom. It emphasizes that the goal is to shift direct instruction outside of class to allow more class time for hands-on learning, collaboration, and addressing students' individual needs.
Assistive technology tools for struggling students in post-secondary education
Assistive technology tools for struggling students in post-secondary education should be goal directed, supported within the curriculum plan, integrated with other technology, and supported with training and learning. The document provides examples of apps and software that can help with reading, writing, organization, note-taking, video creation, and more, as well as tips on using technology to minimize distraction and support cognitive load. Recommendations emphasize using technology to support, not replace, instruction.
Virtual classroom technology and apps
This document discusses and compares several virtual classroom tools:
1. Virtual Classroom, Braincert, Virtual Blackboard, and Eliademy which allow setting up virtual classrooms, teaching online, collaborating, creating courses, and managing content.
2. Google Classroom, Elect Live, Live Board Interactive Whiteboard, and Ez Talks Webinar which enable creating online classes, conducting live classes and webinars, real-time collaboration through whiteboards and messaging.
3. Blackboard Collaborate, WizIQ, Zoom, and Cisco WebEx which provide features like video conferencing, screen sharing, file sharing, attendance tracking and recording for virtual meetings and classrooms.
iPad App Suggestions for the 1 iPad Classroom
This document provides a summary of popular apps that can be used in a one iPad classroom setting. It lists over 20 apps including Animoto, Common Core Standards from Mastery Connect, Educreations, Evernote, Flashcards+, Flipboard, Google Drive, iBooks, Lino, Nearpod, Poll Everywhere, Quizlet, Socrative, SoundCloud, Stage, Timer Plus, and options for mirroring the iPad screen such as Air Server, Reflector, and Apple TV. For each app, it provides a brief description of its functionality and tips for how teachers can integrate the app into classroom lessons and activities.
Presentation11
This document provides information and guidance about using video in training. It discusses how video can illustrate concepts, demonstrate processes, and engage learners. Guidelines are presented for planning video projects, selecting recording equipment, capturing and formatting video, and embedding video within online learning systems like Moodle. Specific software, tools, and technical considerations are also reviewed. The overall document aims to equip readers with knowledge for effectively designing and incorporating video-based content into their training programs and delivery.
Assistive technology
This document discusses four assistive technology tools for functional living: video modeling, covert audio coaching ("bug in ear"), video email, and portable digital video tools. Video modeling can be used to teach skills, provide reminders, and increase independence and confidence. Covert audio coaching provides discrete, real-time coaching to encourage independence. Video email improves understandability for non-readers or non-writers. Portable digital video tools like visual schedules, picture prompts, and video schedulers combine scheduling with video modeling on mobile devices.
Fiona Aldwin - A2 Media Evaluation – Question 4
Fiona used various media technologies at different stages of her project. She used Skype to contact a script writer for feedback, Prezi to document her ideas, and Pinterest for research and poster design ideas. She recorded Skype conversations on SoundCloud, watched tutorials on YouTube, and researched on SlideShare. Fiona edited footage using Adobe Premiere and recorded feedback using a Flip camera. She created designs in Photoshop and filmed footage using a Canon digital camera. Overall, Fiona found digital cameras more effective than analog due to easier uploading, touchscreen controls, better sound and image quality, and a more professional final product.
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Bringing good ideas together
- 1. Bringing good ideas together Liz Hilton Learning Technologist Charnwood Training Group
- 2. What it comprises The Barista course on the Virtual Learning Environment (VLE) comprises: •Video tutorials •Simulation •Mobile resource
- 4. Video • A series of instructional videos • Step by step guidance on using automated barista machine to make a range of coffees and hot drinks • Hosted on YouTube
- 5. Advantages of using YouTube • YouTube is world renowned and now owned by Google • Ease of use • Videos load faster • Sharing & embedding functionality • Compatibility with all web browsers, smartphones & tablets • Free platform
- 6. Barista Simulation • Aimed at people who’ve already had some training • Enables trainees to rehearse tasks • Capable of allowing you to make several kinds of drink, however we’ve only implemented cappuccino • Learners try to make a cappuccino using objects on screen • Game based technology
- 7. Tasks • Cleaning equipment • Grinding coffee • Dispensing the right quantity of ground coffee • Using the machine to dispense espresso • Steaming and frothing milk • Serving the drink
- 8. Game begins…
- 10. Select utensils
- 11. Timed tasks…
- 12. Assessment & feedback
- 13. Advantages • Learners ‘learn by doing’ • Well suited to the practical nature of the environment • Safe approach to hazardous tasks • Positive feedback from learners
- 14. Mobile barista course • Web application • Works on all smartphones • All Charnwood Training staff are equipped with iPhones and can use this as a handy reference • Comprises YouTube video clips, tutorials, and also quizzes
- 15. Advantages • Quick way to deliver “how to” Tutorials to Training officers in the field • Ideal way to deliver learning, tutorials, reference materials • Can use video/screen capture • Easily accessible revision tool for learners • Create quizzes • Future proof
- 16. • Templates can be repurposed to rapidly create learning objects • Works across platforms – it is compatible with all smartphones • Cost effective – no need to pay Apple developers fee • Not limited to App Store/Android market • Wifi /3G access essential
- 17. Mobile learning • QR codes – scan these with smart phone to access web page