How blogs, wikis and video help teach writing
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Blogs, wikis, and videos follow the same five-step writing process as traditional pen-and-paper writing: brainstorming/prewriting, drafting, revising, editing, and publishing. However, electronic writing requires additional considerations like determining the appropriate technology to use and where the content will be published. While blogs allow for more informal writing, wikis and videos involve outlining content and crafting narratives or storyboards before publication online. Overall, these technologies motivate students and provide alternatives for those who struggle with traditional writing by engaging skills like planning, creating, and sharing content electronically.
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The progression in the past decade of blogs from personal web journals to a platform for established professionals, corporations and writers has also created opportunities for education. This session looks at the use of blogs with graduate students at NJIT over the past two years as a method for regular student reflection on learning. Using either free services or commercial products, blogs offer the easiest method for students to publish online to a large audience without sophisticated web design skills. This allows them to focus on specific topics and on their knowledge construction. Built-in feedback tools allow teacher-to-student and peer-to-peer commentary. Though blogs can serve as e-portfolios, this project focused on writing concepts, publishing practices, intellectual property and digital design as a learning portfolio. This project will be incorporated into program competencies for students as reflective practitioners in addition to an established e-portfolio program.
Differentiating Instruction with Technology
This document provides an overview of various digital tools that can be used for differentiation, content creation, and assessment. It discusses tools like ThingLink that allow adding interactive content to images, Educreations and Explain Everything for creating videos, Haiku Deck and Popplet for presentations, and Blendspace for creating learning pathways. It also covers tools for developing writing like Boomwriter and Storybird, creating digital stories with apps like iMovie and MovieMaker, and building ePortfolios using Google Drive, blogs, and other platforms. Recommendations and resources for using these tools in the classroom are provided.
G322 Foundation Portfolio in Video Production (OCR Media Conference 2009)
This document provides information and recommendations for delivering a video production unit as part of a media studies course. It discusses delivering a preliminary continuity exercise and main opening titles task. It also provides extensive recommendations for using blogging platforms to support student work, including setting up a departmental blog, providing blogging guidelines and criteria, celebrating student work, and facilitating peer review and assessment through blogging. Tips are given for supporting students who are new to blogging and ensuring blogs remain appropriate and focused on their productions.
Hybrid Documentary Forms
The document discusses interactive and participatory documentaries that use social media. It defines documentaries as providing opportunities to witness other lives from the same historical time period. It then discusses the key elements of an interactive documentary project, including having a clear concept or theme, planning production, post-production which includes testing, completion, and evaluation. The document provides guidance on each stage of creating an interactive documentary using social media.
Digital portfolio 1 overview and examples
The document provides guidance on creating a digital portfolio, including what constitutes a digital portfolio, how to structure it, and tips for design and content. It recommends including sections about yourself, your work, resume, and contact information. Examples of purposes for a portfolio and principles like creating content once and publishing everywhere are discussed. Draft layouts, professional portfolio examples, and tips for evaluating student samples are also referenced. The overall document offers a comprehensive overview of developing an effective digital portfolio.
Digital portfolio overview with examples
The document provides guidance on creating a digital portfolio, including what constitutes a digital portfolio, how to structure it, and tips for design and content. It recommends including sections about yourself, your work, resume, and contact information. Examples of purposes for a portfolio and principles like creating content once and publishing everywhere are discussed. Draft layouts, professional portfolio examples, and tips for evaluating student samples are also referenced. The overall document offers a comprehensive overview of developing an effective digital portfolio.
Charttes June 05
The document discusses e-learning options for training including blogs, wikis, digital stories, and other tools. It provides details on upcoming workshops that will cover topics like mind mapping, digital storytelling, and assessing hospitality training. Examples and instructions are given for how to start blogs and wikis.
Digital portfolio 1 overview and examples
The document provides guidance on creating a digital portfolio, including defining a portfolio, tips for different types of content and pages, and examples. Key points include:
- A digital portfolio is a goal-driven collection that demonstrates growth over time through artifacts and reflections. It tells a story.
- Content can include work samples, photos, videos, writings, and must focus on the intended audience and purpose.
- Suggested pages are home, about, work, resume and others like testimonials or skills.
- Tips provided for designing each page, using multimedia, and branding yourself through the portfolio.
Sharefest val garton
This document provides information about several online tools for education:
- Today's Meet allows for backchanneling during presentations through online discussions.
- MindMeister is a free mind mapping tool that allows collaborative brainstorming and organizing ideas.
- Prezi is an alternative presentation tool where elements zoom and pan across a canvas rather than using slides.
- Poll Everywhere facilitates instant polling from texts or a website to gather audience feedback in real time.
- SumoPaint is a free and basic image editing program that teaches computer skills through creating graphics.
Kevin Egan: Handout on Student Multimedia Presentations
Handout from USC Professor Kevin Egan from the February 17, 2012 Faculty Forum: Student Multimedia Presentations
Publishing 102 11 18
This document provides an overview and agenda for a "Publishing 102" training session. It includes dates and objectives for upcoming online publishing trainings. The Publishing 102 agenda covers industry trends in 4D publishing, peer review using tools like Crocodoc and BackBoard, publishing and critiquing student work, and types of online publishing for personal and professional audiences. Guidelines are provided on making peer review effective and dos and don'ts for online publishing. Participants are encouraged to bring materials to an upcoming hands-on session on Web 2.0 tools and coaching days are scheduled for individual meetings. Contact information is provided for the presenter, Karen Brooks.
RP presentation tech tools 2
This document provides an agenda and overview for a workshop on making best use of cutting-edge technology tools in the social studies classroom. The agenda includes introductions to various tech tools, break times, discussions of the Common Core standards and resources, and sessions on tools for organization, collaboration, presentation, student response and feedback, and iPad apps. The overview describes tools for backchanneling, learning management systems, collaboration, video creation, student blogging, flipping the classroom, and accessing primary sources. The goal is to engage and support teachers in effectively integrating new technologies into the social studies curriculum.
Personal project to do by september 12th
1. The document provides instructions for students to complete their personal project proposal in ManageBac by September 12th. This includes entering a topic, goal, global context, and inquiry questions.
2. Students are instructed to complete three process journal entries by the deadline: the first on prior knowledge and reasoning for their project topic, the second on their planning process, and the third brainstorming potential products/outcomes and evaluation criteria.
3. The first meeting with a supervisor will be on September 12th to determine the project product/outcome. Students are provided examples and guidance for completing all components of the personal project proposal.
Buzinski 2 Virtual Classroom
This document outlines suggestions for designing training for webinar hosts. It recommends limiting classes to 6 participants and having them introduce themselves. The training should demonstrate how to use interaction tools like polling, chat, and application sharing. It suggests practicing with the tools, such as creating breakout rooms. The document provides an example practice assignment for participants to create a session using various tools. It concludes with reviewing the sessions and asking for feedback to improve hosting skills.
Blackboard ePortfolios
The document provides guidance on using the new ePortfolios tool in Blackboard at Montgomery College. It describes how ePortfolios allow students to showcase their work and reflect on their learning in a digital format. Instructions are provided on creating portfolios, designing their appearance, adding pages and artifacts, and setting sharing options. Faculty are encouraged to use portfolios to help students make connections between courses and demonstrate learning outcomes. The document concludes by informing readers that workshops will be offered in the fall semester to provide more training on the ePortfolios tool.
Blogs & wikis
This document discusses using blogs and wikis for blended learning. It defines blogs and wikis, outlines their benefits for educational purposes, and provides examples of how teachers and students can use them. Specific ideas are given for blog and wiki activities, such as book reviews, photo blogs, and collecting information on course topics. Resources for tutorials and hosting services are also listed. The document encourages readers to set up sample blogs and wikis of their own to experience using these tools.
Teaching Writing With Technology
This document provides guidance for teaching writing with technology. It outlines benefits such as enhancing writing skills, accommodating different learning styles, and increasing computer literacy. Potential objections like the time commitment are addressed. The document recommends beginning by considering teaching goals and how technology can support them, visually organizing content, and creating a map of student online activities. It suggests some technologies to consider and emphasizes not giving up if things do not work perfectly the first time. Collaboration and having fun are also encouraged.
Technology teaching college writing class
The document discusses the pros and cons of using technology in the classroom. It acknowledges that technology can engage students and keep up with their interests, but it can also overwhelm students and take focus away from the core lessons. The document provides tips for teachers on gradually integrating technology, using tools that fit their strengths and class needs, and ensuring technology helps students become better learners. It also highlights specific technologies like Blackboard, presentation software, audio/video recording, and screen capturing that teachers can utilize.
10 28-15 digital portfolio ppt
The document provides guidance on creating digital portfolios, including rubrics for evaluating slideshow and digital portfolio assignments. It discusses key elements of portfolios such as focus, organization, style, and technical competency. It defines digital portfolios and explains that they contain multimedia content and tell a story. Tips are provided on linking portfolio content to one's story, branding oneself, creating draft layouts, and including examples of portfolio purposes and pages. Students are asked to evaluate example portfolio websites and prepare to learn how to use Adobe Muse for portfolio creation.
Rocket Fueled Writing - Summer 2015 Houston ISD HUBcamp Session
Students' writing is amplified through digital communication and collaboration using online platforms. When students share their work digitally, their audience expands as they engage in online discussions. Connecting students through digital writing tools motivates writing and supports 21st century literacy skills. Three examples of digital writing platforms - Storybird, Kidblog, and Biteslide - were presented that allow students to write, collaborate, and share work while developing skills in areas like digital citizenship.
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