Five reasons for using video
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Video can enhance online courses in several ways: 1) It provides context by filling important gaps in meaning, personalities, and cultural situations. 2) Using video of yourself adds familiarity, trust, and clarity to personalize students' experiences. 3) Multiple ways of accessing content through video can improve understanding and learning. Students can narrate videos, take notes, conduct research, and create tutorials or snippets of learning. 4) Video submissions provide compelling evidence of student learning through assignments, role-plays, or ePortfolios.
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Points: 10
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This project consists of two parts: a written outline and a presentation video. You will
develop a detailed outline in preparation for your speech, then present an informative
speech on the topic of your choice. Your speech will be submitted through the Bongo
platform in Mindtap. The outline for your speech is due in Unit 5 and the video speech
presentation is due in Unit 7.
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The intent/focus of your speech should be to inform the audience on a topic of your
choosing. Keep in mind and incorporate all lectures/activities leading up to the
presentation. Your presentation must be supported by a minimum of three credible
sources - this excludes personal experience. You will utilize the Bongo platform in
Mindtap to record your video.
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1. A clear visual aid
2. An attention getter
3. A thesis
4. A preview of main points
5. In speech citations of supporting materials (Say them out loud during your
speech)
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7. A memorable ending
8. A works cited page
Optional: If you choose to, you can use a PowerPoint presentation along with your
speech (5 slide limit). Use the following tutorial to help you combine your video with
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o Return to Unit 7 in Blackboard, click on the assignment, and type ”Done”
in the box for it to be graded.
Tips and Guidelines:
• Pay attention to your presentation style. Be sure to speak loudly and clearly so
the audience can hear you.
• Record your video in a small, quiet space with plenty of light and be sure there is
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• Position yourself in the center of the frame so your facial expressions and other
body language are in clear view.
• Dress appropriately for speaking in front of your peers.
• Pay attention to the time requirements and stay within the limits.
• Utilize the practice assignment in unit 6 to prepare for your presentation.
Requirements:
• Speak clearly and concisely.
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
Evaluation Rubric for Unit 7 Assignment
CRITERIA Deficient Needs Improvement Proficient Exemplary
(0-5 Points) (6-7 Points) (8-9 Points) (10 Points)
Introduction Intro is
significantly over
or under 10% of
the total time of
presentation.
Speaker does not
use an attention-
getter.
Intro is over or ...
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Due Date: Sunday at 11:59 pm of Unit 7
Points: 10
Overview:
This project consists of two parts: a written outline and a presentation video. You will
develop a detailed outline in preparation for your speech, then present an informative
speech on the topic of your choice. Your speech will be submitted through the Bongo
platform in Mindtap. The outline for your speech is due in Unit 5 and the video speech
presentation is due in Unit 7.
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The intent/focus of your speech should be to inform the audience on a topic of your
choosing. Keep in mind and incorporate all lectures/activities leading up to the
presentation. Your presentation must be supported by a minimum of three credible
sources - this excludes personal experience. You will utilize the Bongo platform in
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1. A clear visual aid
2. An attention getter
3. A thesis
4. A preview of main points
5. In speech citations of supporting materials (Say them out loud during your
speech)
6. A summary of points in the conclusion
7. A memorable ending
8. A works cited page
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• Record your video in a small, quiet space with plenty of light and be sure there is
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• Position yourself in the center of the frame so your facial expressions and other
body language are in clear view.
• Dress appropriately for speaking in front of your peers.
• Pay attention to the time requirements and stay within the limits.
• Utilize the practice assignment in unit 6 to prepare for your presentation.
Requirements:
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Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
Evaluation Rubric for Unit 7 Assignment
CRITERIA Deficient Needs Improvement Proficient Exemplary
(0-5 Points) (6-7 Points) (8-9 Points) (10 Points)
Introduction Intro is
significantly over
or under 10% of
the total time of
presentation.
Speaker does not
use an attention-
getter.
Intro is over or.
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Overview:
This project consists of two parts: a written outline and a presentation video. You will
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speech on the topic of your choice. Your speech will be submitted through the Bongo
platform in Mindtap. The outline for your speech is due in Unit 5 and the video speech
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The intent/focus of your speech should be to inform the audience on a topic of your
choosing. Keep in mind and incorporate all lectures/activities leading up to the
presentation. Your presentation must be supported by a minimum of three credible
sources - this excludes personal experience. You will utilize the Bongo platform in
Mindtap to record your video.
The length of the speech should be 5 minutes and include:
1. A clear visual aid
2. An attention getter
3. A thesis
4. A preview of main points
5. In speech citations of supporting materials (Say them out loud during your
speech)
6. A summary of points in the conclusion
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8. A works cited page
Optional: If you choose to, you can use a PowerPoint presentation along with your
speech (5 slide limit). Use the following tutorial to help you combine your video with
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• You will record and save your speech in Bongo Platform in MindTap:
o Click on the MindTap Content folder link in the Unit.
COM107: Introduction to Communication
Unit 7 Assignment: Informative Speech Presentation
https://www.bandicam.com/how-to-record-powerpoint-presentation/
o Choose “Present Your Informative Speech” and record your speech.
o Return to Unit 7 in Blackboard, click on the assignment, and type ”Done”
in the box for it to be graded.
Tips and Guidelines:
• Pay attention to your presentation style. Be sure to speak loudly and clearly so
the audience can hear you.
• Record your video in a small, quiet space with plenty of light and be sure there is
no audio feedback on the recording.
• Position yourself in the center of the frame so your facial expressions and other
body language are in clear view.
• Dress appropriately for speaking in front of your peers.
• Pay attention to the time requirements and stay within the limits.
• Utilize the practice assignment in unit 6 to prepare for your presentation.
Requirements:
• Speak clearly and concisely.
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
Evaluation Rubric for Unit 7 Assignment
CRITERIA Deficient Needs Improvement Proficient Exemplary
(0-5 Points) (6-7 Points) (8-9 Points) (10 Points)
Introduction Intro is
significantly over
or under 10% of
the total time of
presentation.
Speaker does not
use an attention-
getter.
Intro is over or ...
Due Date Sunday at 1159 pm of Unit 7 Points 10 .docx
Due Date: Sunday at 11:59 pm of Unit 7
Points: 10
Overview:
This project consists of two parts: a written outline and a presentation video. You will
develop a detailed outline in preparation for your speech, then present an informative
speech on the topic of your choice. Your speech will be submitted through the Bongo
platform in Mindtap. The outline for your speech is due in Unit 5 and the video speech
presentation is due in Unit 7.
Instructions:
The intent/focus of your speech should be to inform the audience on a topic of your
choosing. Keep in mind and incorporate all lectures/activities leading up to the
presentation. Your presentation must be supported by a minimum of three credible
sources - this excludes personal experience. You will utilize the Bongo platform in
Mindtap to record your video.
The length of the speech should be 5 minutes and include:
1. A clear visual aid
2. An attention getter
3. A thesis
4. A preview of main points
5. In speech citations of supporting materials (Say them out loud during your
speech)
6. A summary of points in the conclusion
7. A memorable ending
8. A works cited page
Optional: If you choose to, you can use a PowerPoint presentation along with your
speech (5 slide limit). Use the following tutorial to help you combine your video with
your PowerPoint presentation using a free app called Bandicam.
MindTap Tools:
• You will record and save your speech in Bongo Platform in MindTap:
o Click on the MindTap Content folder link in the Unit.
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Unit 7 Assignment: Informative Speech Presentation
https://www.bandicam.com/how-to-record-powerpoint-presentation/
o Choose “Present Your Informative Speech” and record your speech.
o Return to Unit 7 in Blackboard, click on the assignment, and type ”Done”
in the box for it to be graded.
Tips and Guidelines:
• Pay attention to your presentation style. Be sure to speak loudly and clearly so
the audience can hear you.
• Record your video in a small, quiet space with plenty of light and be sure there is
no audio feedback on the recording.
• Position yourself in the center of the frame so your facial expressions and other
body language are in clear view.
• Dress appropriately for speaking in front of your peers.
• Pay attention to the time requirements and stay within the limits.
• Utilize the practice assignment in unit 6 to prepare for your presentation.
Requirements:
• Speak clearly and concisely.
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
Evaluation Rubric for Unit 7 Assignment
CRITERIA Deficient Needs Improvement Proficient Exemplary
(0-5 Points) (6-7 Points) (8-9 Points) (10 Points)
Introduction Intro is
significantly over
or under 10% of
the total time of
presentation.
Speaker does not
use an attention-
getter.
Intro is over or.
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The document discusses the power of video compared to other media like text, images, and audio. It notes that video appeals to multiple senses and engages viewers through visual and auditory elements like body language, tone of voice, and visual aids. Video is also able to incorporate other media like images, text, and graphics, making it a complete medium. The document recommends producing video content to fully engage audiences and highlights the growing popularity and usage of video platforms like YouTube.
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The document discusses using video recording and blogs to assess students' oral presentation skills in an English speech training class. Students give speeches that are recorded and uploaded to blogs for self-evaluation and feedback from peers and teachers. This blended learning approach allows students more opportunities to improve by watching their performances and learning from others.
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Now a days most of the students seek for video lectures if they can't attend the classes.So at shiksha abhiyan We are basically focusing on providing the video lectures of NCERT Class 9th, 10th, 11th, 12th for almost all the subjects. For more information please visit- https://shikshaabhiyan.com/
Adding audio and video presentation
This document provides guidance on adding audio and video to PowerPoint presentations. It discusses including slide narration, embedding videos from files or the web, and evaluating the effectiveness of multimedia additions. The document also covers challenges like different file formats and devices, considerations for accessibility and copyright, common audio and video file types and sizes, and learning outcomes related to using multimedia in presentations.
Building the course
The document provides tips for delivering an effective oral presentation, including using transitions to smoothly connect ideas, budgeting time for each presentation section, and keeping a good pace that is not too rushed or slow. It recommends visiting several websites for more advice on oral presentations, such as explaining technical details clearly without rushing and using examples to illustrate main points presented in a logical order.
COMM 110 Entire Course NEW
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Farsi l2 greetings
The document contains common Persian phrases for asking about and responding to how someone is doing in both informal and formal contexts. Some example phrases translated to English include:
- "How are you?" (informal) - "Chetori?"
- "How are you?" (formal) - "Haaletun chetore?"
- "I'm fine, thanks!" - "Khubam, Merci!"
- "Not bad" - "Bad nistam"
- "How about you?" (informal) - "To chetori?"
- "How about you?" (formal) - "Shomaa chetorin?"
- "
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How to use Voiceboards for asynchronous discussions. You can text, audio, video (depending on your browser) or uploaded media files to the discussion.
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This document provides instructions for students to create an audio portfolio and audio journal using the ANVILL platform to practice speaking and writing in German. It outlines four steps for making recordings and uploading audio or video files: 1) recording yourself by clicking the plus sign to create a new entry, 2) filling in information and clicking start to begin recording, 3) uploading files by clicking choose file and then upload, and 4) checking that the uploaded file is visible in the attachments box before saving. Only the student and instructor will be able to view the private posts.
Anvill2 portfolios-tutorial-ger411
This document provides instructions for students to create audio journal entries in their German language course using the ANVILL platform. It outlines a 4 step process for recording and uploading audio files, as well as adding written reflections. Students can record directly in the system or upload existing audio/video files. Only the student and instructor will be able to view the private journal entries. Assistance is available by writing to the help desk.
Anvill2 portfolios-tutorial-port101
The document provides instructions for students to summarize a video or personal story using the ANVILL note-taking platform. It consists of 4 steps: 1) Watch the video and write a summary in the private portfolio entry. 2) Give the summary a title and write it in the provided box or copy from another source. 3) Upload any additional files by clicking "Choose File" and "Upload" buttons. 4) Check that the uploaded file appears in the attachments box and save the entry, which only the instructor can see. Students are asked to follow these steps to share their written summary privately with the instructor using ANVILL's note-taking and file sharing features.
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The document provides instructions for creating a lesson in ANVILL 2 that includes a video prompt and a voiceboard for student responses. It is an 8 step process: 1) Add a new lesson, 2) Name the lesson, 3) Customize the lesson, 4) Add a media file by choosing YouTube, 5) Enter the YouTube URL, 6) Add the video to the lesson, 7) Rearrange content blocks, and 8) Add a voiceboard for student responses. The instructions explain how to drag and drop blocks and add different content types to create interactive oral/aural tasks.
Virtual Exchanges
The document discusses notes on developing intercultural competency in virtual exchanges. It references reports that emphasize the importance of developing students' translingual and transcultural competence. It also references publications by the Council of Europe that promote integrating an intercultural dimension into language teaching. The document discusses definitions of intercultural skills put forth by the Common European Framework of Reference for Languages, including the ability to relate different cultures and deal with intercultural misunderstandings. It notes that teachers need skills for teaching intercultural communication, not just language.
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The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by helping people feel more relaxed and focused.
Weekly Reflections (in ANVILL 2)
ANVILL's "portfolio tool". This short tutorial explains how to add your weekly reflections. These reflections are a dialog between you and your instructor. You're the only ones who can view them.
Week 1 -Trace Effects and Chunquing
While "chunquing" is not a household word in ELT, it is a good attempt to capture a "360 view" of what we try to do in a language lesson.
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This document provides instructions for copying and pasting files from a word processor into the course site. It outlines a 4-step process: 1) click the "+" button to add a file, 2) copy text from the word processor document, 3) paste the text using Ctrl-V and click insert, 4) the file will appear with a yellow background and may require a page refresh. Students are asked to document their game journal and ePortfolio for certain tasks in this manner.
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The document provides a 6 step tutorial for getting started with integrated discussions on the ANVILL 2 course system. It explains how to post a new message by clicking the "+" button and writing or pasting in a message. It describes how the message will appear with the option to edit it or add formatting and images. It also explains how to comment on other posts and view notifications and messages on the dashboard.
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Participating in online course discussions benefits all students by allowing them to share what they're learning. The document then provides step-by-step instructions for posting and commenting on discussion messages, including how to edit or delete your own posts and view notifications of responses from other students. It highlights the discussion board, dashboard, and notifications features for following and contributing to online conversations.
Using Voiceboards on Blackboard
1. The document provides instructions for checking and setting up microphone and audio settings to complete a voice recording assignment using Voiceboards.
2. It guides the user to check their Adobe Flash Player and microphone are installed and working properly.
3. Detailed steps are outlined for recording and submitting an audio message within a group on Voiceboards, including selecting the group, giving the recording a title, testing and recording the audio, and listening to the submission.
Audio File types
Kim's Game is an exercise where students are shown different sets of objects, sounds or images. They then must communicate with a partner to determine which items were the same or different between the sets. It helps develop language and memory skills. This game can also be played asynchronously online using tools that allow students to share media and communicate virtually. Students first see something individually, then must convey it to a partner over video chat or messaging. The pair decides how many items were the same versus different.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Five reasons for using video
- 1. Why Use Video in an Online Class simple techniques for using video to enhance personalization and interaction ANVILL 2 Course System Wednesday, July 10, 13
- 2. The Main Reason: Context Rationale: Video provides context to an online course: it can fill important gaps in meaning, personalities, and cultural situations. This short presentation looks at 7 ways you might want to use video in your online course. Quicktime Player Pro: A Live Version of What You’re Teaching Online Wednesday, July 10, 13
- 3. Personalization-Inserting Yourself and Your Learners Personalization: Besides their communicative/ linguistic value, your voice, your face, or better yet, both, add “familiarity” “trust” and “ clarity”. ANVILL 1-TCast Feature Wednesday, July 10, 13
- 4. Amplified Learning: Understanding and Building There’s more to do and more ways to understand and create when you have multiple ways of accessing content. iMove HD Editing Exercise Wednesday, July 10, 13
- 5. Amplified Learning: Narration Any video editor lets you replace one sound track with another, so, for example, can you describe what’s going on in this conversation? iMove HD Sound Editing Exercise: Replace the Audio Track Wednesday, July 10, 13
- 6. Amplified Learning: Note-taking and Research Any video editor lets you cut pieces from a movie and re-use them, e.g.: Find 2 instances where Healey talks about “constraints” in online learning. Upload them to ANVILL and summarize. Simple Editing: The “trim” command in Quicktime X. Wednesday, July 10, 13
- 7. Amplified Learning: “Chalk Talks”, Tutorials ScreenCasts, etc. If you’re dedicated, you can become famous (and maybe pay the rent) by posting “small snippets of learning” online. Or maybe just help your students and others. Shoot, edit, upload to YouTube (iMovie, Windows Movie Maker, etc. Wednesday, July 10, 13
- 8. Evidence of Learning: Social Media & “Can-Dos” Whether it’s a simple assignment, like a Voiceboard message, or a complex role-play submitted as part of a “Can-Do” to LinguaFolio, video is compelling evidence (that can be shared). LinguaFolio: An example of an ePortfolio Wednesday, July 10, 13
- 9. More Questions? You can always post them to the Help Desk discussion board! Wednesday, July 10, 13