Clil Lesson - Topic : Creative Commons Licenses
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This document outlines steps for a lesson on using Creative Commons licenses and the Genial.ly presentation platform. The lesson introduces key concepts like different license types, how to search for licensed images online, and how to create a Genial.ly presentation inserting images and text. Students work in pairs to research Creative Commons icons, create a Genial.ly slideshow explaining the icons, and define terms in their own words.
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General course and actors recognition activity activity guide
The document provides guidance for an activity where students will create a PowerPoint presentation with audio explaining how information and communication technologies (ICT) can enhance language teaching and learning. Students will discuss how ICT helps education and is useful for teaching English as a foreign language. They will also explore three Web 2.0 tools they could use in their English classroom and explain how. Students will upload their presentation, with audio, to Slideboom and post the link in the forum for others to view, receiving feedback from peers on two presentations. The goal is for students to reflect on using technology in their current or future experience learning English.
Intro To Edu749
This document outlines the key activities and assignments for an education technology course, including:
1. Students will research and blog weekly about an emerging trend in education or technology throughout the semester.
2. Students will create an online portfolio using multimedia tools to showcase their coursework.
3. Each class will begin with a student presentation on a new education technology trend, site, app or news item.
4. Students will complete assignments involving creating and embedding content across various web tools, converting multimedia files, designing websites, and creating and editing short movies.
The goal is for students to learn new skills and how to teach them to others. Students will explore emerging trends, tools and how to integrate technology
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The document discusses using video streaming to enhance classroom instruction. It begins with definitions of video streaming and how it works, then discusses the effectiveness of video streaming in instruction. Some advantages include minimal computer memory requirements, free plug-ins, and providing a large video collection at low cost. Disadvantages include variable bandwidth and a limited amount of content cleared for digital rights. The document then provides examples of how teachers can use video streaming, such as for research projects, customized assignments, and bringing real-world examples into the classroom.
A Survey of Web 2.0 Technologies Pang
The document summarizes the use of various Web 2.0 technologies for online classroom learning, including wikis, blogs, social networks, podcasting, video sharing, and more. Specific classroom assignments using these tools are described, such as having students collaboratively write a job posting using a wiki or creating individual social networking sites. Both benefits and drawbacks of each tool are outlined from a classroom perspective.
Digital content leading practice _webconference
This document outlines 10 challenge activities for participants in a 10 week Digital Content - Leading Practice Capability program. The activities include: connecting with a buddy weekly; commenting on blog posts; creating digital content; contributing a podcast; co-creating a video; completing moderator training; collaborating with a mentor; setting up a portfolio; designing an infographic; and attending web conferences.
Learning Presentations: Handouts
Ilene D. Alexander alexa032@umn.ed @IleneDawn
Christina I. Petersen pete6647@umn.edu @CIPetersenZ
Center for Teaching and Learning Services
@UMinnTeachLearn
http://UMinnTILT.wordpress.com
Ch.9 multimediatools
The document discusses how multimedia tools can be integrated into classroom projects and presentations. It provides examples of how students can use tools like PowerPoint, movies makers, and digital photography to create multimedia reports, presentations, and stories. The document also discusses the importance of planning, such as creating storyboards, before developing multimedia projects. Teachers are encouraged to set appropriate limits on multimedia use to help students learn effectively while having fun and being creative.
Ch9 multimediatools
The document discusses the use of multimedia in the classroom and provides guidance for teachers and students. It defines multimedia and lists examples like PowerPoint, digital photography, and video. It then provides suggestions for how students can create multimedia projects and presentations, including creating a storyboard, using video editing software, and developing PowerPoint presentations with graphics, animations, and hyperlinks. The document emphasizes that multimedia can help students develop creativity, research and information literacy, and technology skills. It concludes by having students create a multimedia PowerPoint on chapter topics and how to apply their new knowledge in the classroom.
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Evaluation question 4
- According to media theorist Henry Jenkins, media was once controlled by conglomerates but is now participatory due to broadband and affordable equipment, allowing people to become "prosumers" who can create professional-looking content.
- The document discusses the various digital tools used to research, plan, shoot, edit, and distribute a short film, including Celtx, Premier Pro, Audition, YouTube, and social media platforms.
- As a "prosumer," the author was able to purchase affordable equipment like a DSLR camera to create a film comparable to professional standards and distribute it online.
As media studies evaluation pol march 2016 final version
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E learning environment & digital learning material
This document provides a summary of an e-learning workshop discussing copyright issues, digital learning materials, and engaging learners. It discusses which images can be used under various Creative Commons licenses and exceptions. It also covers linking to and quoting other documents, as well as tips for making videos, interactive content, and digital tools to attract learners. The document lists popular tools for creating e-learning content and checklists for designing e-learning courses.
Full training presentation ppt1 1
The document provides an overview of the Discovery Education Streaming platform and its features for accessing educational digital media resources. It describes key areas such as searching for and viewing videos, using video segments in lessons, organizing content into playlists and assignments, and implementing the resources in the classroom. Technical support information and copyright guidelines are also summarized. Professional development resources for training educators on the platform are highlighted.
28 digital learning objects
This document discusses how to create effective digital learning objects (DLOs). It provides guidelines for the key components that should be included in a DLO, such as a title, learning objectives, explanation of content, examples for application, relationship to other concepts, assessment, and summary. It also describes how DLOs can assist with understanding complex topics, engage learners, and support knowledge retention. Additionally, the document outlines requirements for a related student assignment involving creating a DLO video and presentation.
Assignment nº4 heick
The document outlines 4 activities for students to complete using various web 2.0 tools to create presentations about environmental issues and pollution. The activities include: 1) Creating an animated video using Animoto to raise awareness about pollution. 2) Designing a sketch with Sketchcast promoting reducing, reusing and recycling. 3) Developing a listening comprehension quiz about an environmental problem using Eslvideos. 4) Generating a word cloud advertisement about the environment using Wordle. The goal is to persuade others to change behaviors and become more environmentally conscious.
Technology workshop
The document discusses using various technologies in the classroom, including blogs/wikis, digital video, and document sharing services. It describes the differences between blogs and wikis and provides examples of how each could be used to target different language skills. Digital video is discussed as a way to work on pronunciation, speaking, presentations, and collaborations. Document sharing services like Google Docs and Zoho allow students to collaborate online. The document provides guidance on choosing a technology, designing an activity around a language focus, and practical considerations for implementation.
Presentation Mea bfi Conference 14
iPads can be useful tools in the media classroom for several reasons. They allow for quick research in the classroom through internet searches and accessing prepared resources. Students can screengrab, annotate, and comment on videos and articles. This aids formative assessment as evidence of student understanding is captured. iPads also save time by providing instant access to resources and allowing quick uploading of student work to sites like YouTube. Examples showed how iPads can support collaborative work, critique and redrafting through apps like Explain Everything and iMovie. This makes the learning process visible and supports literacy development.
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- 1. Unit: How to steal like an artist in five steps - Introduction to the presentation system (Genial.ly) - Search for images. - Download and upload images and videos. - Know and explain different Licenses. Introduction/ Revision Learning Outcomes - Revision of vocabulary referred to licenses in general and creative commons in particular. - Introducing the topic and setting outcomes. - Remember how to login into Genial.ly web page. CultureCognitionCommunication Material creat i adaptat de diversos autors pel Servici d'Ensenyaments en Valencià – Conselleria d'Educació 2010 Lesson:3/5 - Specific vocabulary for licenses: attribution, share, distribute, permission,.. - Specific vocabulary for Internet:download,upload, Icon, attach, communicate,.. - Passive: the license is based on …, - Organization of work. - Construct knowledge collaborativelly. - Being able to properly synthesize information. - Interact with peers. - Compare different licenses. - Identify what is allowed on the Internet. - Remember what is CCL with a short video: https://www.youtube.com/watch?v=WXe6e-ZHIys - Make a short test ( http://j.mp/rememberCCtest ) from the typescript of the previous video. - Introduce key vocabulary. - In groups of two, search for the four icons which identify the four possibilities of Creative Commons licenses and download them. (http://search.creativecommons.org) - Login into Genial.ly and watch the first 3 videos about: pages, texts, images and resources). - Talk with the whole class about what short of multimedia we can insert into a Genial.ly slide. - Create a Genial.ly presentation with 4 slides. Upload the images downloaded before (each one in each slide) and add a text with an explanation of what that icon means. - Share the presentation with the teacher. - Write a short text explaining most of the characteristics about Genial.ly. Use the vocabulary learned/worked in Genial.ly. (http://j.mp/learnedToday ) - Reinforcement: Some students may need help answering the questionnaire. Let them watch the videos again or other students to help them. - Reinforcement: If some students cannot sign up or login into Genial.ly, they can use Google Presentations instead. - Extension: encourage students to create their own videos explaining the licenses and the benefits (http://creativecommons.org.au/content/Benefits_of_CC_08.pdf) of using them in their own presentations. Continue with the other 4 videotutorials from Genial.ly. - Observe pair-work interaction helping when writing the defintions of the four icons of Creative Commons licenses. - Assess vocabulary with two short tests and give feedback. - Assess when talking and writing about the multimedia that can be inserted into Genial.ly. - Personal Computers (at least one for two students) - Internet connection. - Headphones. Warm up Activities Main Activities Want to know/ Reinforcement/ Extension Assessment/ Reflection Material/ Resources Content