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This document outlines a video editing project for computer science students in grades 9-11. The goal of the project is for students to work individually or in groups to produce a 3-minute video on a topic selected by the instructor. Students must submit a portfolio including a proposal, tasks list, resources list, and descriptions of individual responsibilities. The portfolio is due January 16th, and any delays will result in failing grades. Acceptable topics range from historical scenarios to motivational speeches to biographies of scientists.
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The following resources come from the 2009/10 B.Sc in Media Technology and Digital Broadcast (course number 2ELE0073) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
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The document proposes constructing a one-storey residential building to address the client's housing needs. It will include three bedrooms, two kitchens, and a porch. The building will cost approximately 1.15 million pesos to build and will solve the client's current problems of high rental costs and transportation expenses, while providing a comfortable living environment. Facility requirements like appliances, electricity, and water access are also addressed. The construction is proposed to alleviate the client's housing issues for many years.
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The document outlines guidelines for formatting a final year project proposal. It includes sections for the project title, student names and roll numbers, main text formatting, headings formatting, figures and tables, and references. Guidelines are provided for font type, size, indentation, spacing, capitalization, and other formatting rules to maintain a consistent structure and appearance.
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Cindy's ict lesson template
The document outlines a lesson plan for a secondary 4 social studies class on the Iraq-Kuwait War. Students will learn about the war through a PowerPoint lecture and mind map activity before working in groups to create educational video clips on different aspects of the war as an assessment. Rubrics will be used to evaluate the video clips based on accuracy, production quality, creativity, and engagement.
What the Instructor Can Learn by Recording Students’ Desktop Screens in Onlin...
In programming courses, instructors need to know the status of students during exercise sessions because they often make mistakes while creating programs. This study analyses desktop screens recorded by thirdyear students in a web programming course at Kindai University in Japan, categorizes the problems, and proposes content and methodological improvements for learning through online lectures. The results of the experiment revealed that (a) the students watched the lecture video at half the screen size, (b) it was difficult to rewind the video, and (c) even though students faced difficulties in completing the task, they decided not to ask questions and worked on the same problem for more than 30 minutes. While most previous studies have used questionnaire-based surveys, this study demonstrates that instructors viewing recorded desktop screens of students can identify issues that students may not be aware of on their own.
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.
English everywhere, anywhere
The document proposes a new teaching framework to improve English language learning in Spanish secondary schools. It involves implementing an "everywhere" system using tablets, computers, smartphones, and a central server to assign communicative language tasks to students to complete both in and out of class. The framework aims to increase students' self-confidence, intrinsic motivation, and ability to use English for real-life communication needs outside of school. It would organize tasks like a video game to unlock new ones upon completion. The technology aspects and proposed implementation plan are described. The overall goal is for students to view English as an important life skill rather than just a school subject.
Mms course guide
This document provides information about the course "IT 212 – Multimedia Systems" including the course description, goals, outline, schedule of activities, requirements, and house rules. The course focuses on designing, implementing, and evaluating multimedia products combining various media types. It will discuss tools and techniques for planning, designing, and implementing multimedia. The course is divided into two units covering multimedia principles and learning with technological innovations. Students will complete individual and group projects, assignments, and exams over the course of several Saturday sessions with deadlines for submission. Academic honesty is expected, and attendance of at least two sessions is required to pass.
Lesson Plan 2 - Using Multimedia
This document provides a lesson plan for a 6th grade social studies class to complete a community profession interview project over 4 weeks. The plan details:
- Characteristics of the 25 student class from diverse backgrounds
- Entry competencies on careers and technology tools to be used
- Objectives of choosing an interview subject, creating a script, recording a video interview, and uploading it to a website
- Methods, media and materials to be used including computers, cameras, and video uploading website
- A week-by-week breakdown of the assignment steps and deadlines
- Rubrics for evaluating student performance, media components, and instructor performance. Feedback from students will also be gathered.
ACTIONS
The document describes a proposed study skills course that will be evaluated using the ACTIONS model. The course consists of 5 units covering topics like motivation, exam preparation, presentation skills, learning strategies, and critical thinking. Each unit includes lesson prerequisites, objectives, content and activities. The evaluation will focus on usability and involve interviews and a checklist to assess students and instructional designers perspectives on aspects like navigation, visual design, and learner guidance. The interviews and checklist contain questions related to visibility, matching real world concepts, user control, consistency, error prevention and other usability factors.
IRJET- Enhanced In-House Portal for UG Students
This document describes the development of an enhanced in-house portal for undergraduate students at Sreenidhi Institute of Science and Technology. The researchers aimed to expand the existing student portal by adding features like video lectures, a discussion forum, and online assignment submission. The proposed portal would allow students to access course content and materials remotely through video lectures. It would also facilitate interaction between students and faculty through a discussion forum and direct messaging. Faculty would be able to upload video lectures, assign and grade assignments, and manage course materials through the portal. The enhanced portal was intended to improve the quality of remote education for students.
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.
Education for kids
1) PBS Kids is an educational website for children aged 2-6 that provides learning materials like games, puzzles and videos to teach basic concepts in a fun way.
2) The website content is divided into sections that include learning materials, sharing content with friends, and a ratings page to provide feedback.
3) Users can access different pages on the site through navigation links on the home page and content is implemented using scripts, storyboards and flowlines to map the user experience.
Experience with Online Teaching with Open Source MOOC Technology
This memo describes experiences with online teaching in Spring Semester 2014. We discuss the technologies used and the approach to teaching/learning.
This work is based on Google Course Builder for a Big Data overview course
Jot2 dg1 slideshare
The document provides an overview of strategies for teaching C# computer programming. It discusses applying learning theories such as cognitivism, behaviorism, and constructivism. It summarizes the existing teaching approach which uses online modules that build on each other, requiring students to complete hands-on programming projects and discussions. The approach aims to trigger student motivation using Keller's ARCS model and engage multiple intelligences. Areas for improvement include incorporating more of Gagne's instructional events model into the lesson plan.
Moving Student Presentations Online - Online Learning Consortium Blended Lear...
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
E content dvpmt
The document discusses the process of developing e-content. It begins by defining e-content and the two approaches to e-learning - self-paced and instructor-led. It then outlines the six phases of e-content development: analysis, design, development, testing, implementation, and evaluation. Each phase is described in 1-2 sentences. It also discusses instructional design models and the ADDIE model. The document provides details on developing individual e-content modules, including elements such as objectives, content, practice activities, and assessments. It outlines standards for developing various components of an e-content module such as text, audio, video, images, animation, and simulations.
Similar to PPT (20)
Using innovative technology in the third grade science
Using innovative technology in the third grade science
What the Instructor Can Learn by Recording Students’ Desktop Screens in Onlin...
What the Instructor Can Learn by Recording Students’ Desktop Screens in Onlin...
General course and actors recognition activity activity guide
General course and actors recognition activity activity guide
Experience with Online Teaching with Open Source MOOC Technology
Experience with Online Teaching with Open Source MOOC Technology
Moving Student Presentations Online - Online Learning Consortium Blended Lear...
Moving Student Presentations Online - Online Learning Consortium Blended Lear...
PPT
- 1. Computer Science Department Grades 9 – 11 Video Editing Project Introduction: Computerized systems are an essential element in all businesses and professions in the modern world. Computers are integrated in medicine, engineering, arts and many other daily life applications and evidently a doctor had used a computerized pair of glasses known as “Google Glass” to perform a surgery for a patient. It is thus, very important to utilize computers in various ways and a good example is digital arts such as image editing and film productions. Aim: The purpose of this project is to develop a video production that discusses a topic set by the instructor. This production will be created using video editing and assembly software such as Sony Vegas, Adobe Premiere and Adobe AfterEffects. Requirements and Important Remarks: 1. Project is to be done individually or in a group where each member has to have a clear set of tasks. 2. Students are free to group themselves within the same grade level, yet each member must have to participate efficiently with his friends in order not to affect the final grade. All students will be questioned about their role in the production throughout the project progress. 3. Each project must have a portfolio that includes the following: a. A proposal sheet that includes a detailed description of the project and the reason for choosing the topic. b. A list of all tasks that the student(s) will be responsible for. c. An individual description of the responsibilities by each member (applicable only for groups) d. List of all resources to be used in the project. 4. The production must be at least 3 minutes and it must be fully students’ work. 5. The student/group may ask for consultancy from an IB Film student. 6. Submitted by 16th of January, 2014. Any delay will subject the student(s) to a failing grade in the project. 7. The project rubric will be discussed within the class.
- 2. Topics: The project must be chosen from the topics set by the instructor. Topic Name What If? International Face of AIS Motivation in the Air Novels Come to Life The Scientist Creative I want to be Cross-curricular Subject Integration/ Category History/Economics Description Students will choose a historical/economical event that had a significant impact on human history and suggest an alternate scenario if that incident hasn’t happened. The topic can be chosen after consulting the History/Economics teacher. Society and Communication Students will create a video presentation to reflect the diverse nationalities within the AIS family of students, faculty and staff. English/Society and Students will produce a Communication motivational video for peer students. The students will have to write the motivation speech and shoot the video scenes included. English Based on a novel the students read, a video production must be created to show their own vision of it. Students may add some personal contribution to the scenery yet may not affect the course of the novel itself. Biology/Chemistry/Physics Students will choose a scientist who contributed into the development of one of the studied sciences in school and highlight his/her inventions and biography. Society and Communication Students may choose their own topic yet to be approved by instructor.