The document discusses the use of audio feedback to provide formative assessment to students. It defines audio feedback as recorded messages distributed digitally to students in response to ongoing or submitted work. There are several potential models of audio feedback delivery, including personal tutor monologues, one-on-one conversations, podcasts, peer feedback, and group tutor conversations. Benefits cited include the ability to provide more detailed and personalized feedback to students compared to written comments alone. Guidelines are provided on using audio effectively and structuring feedback recordings.
Mike and Jessie introduce Innertoob, an asynchronous learning tool for communication and sharing information. They highlight that it allows users to listen, reflect on introductions to topics, and participate in communication through reading, listening, viewing and typing. The tool has been used at education conferences and for company meetings. Key features they like are its easy navigation, ability to edit and reply to posts, embed content in other webpages, and use asynchronous annotation and collaboration. They suggest potential improvements like making the interface more appealing through better color and ensuring audio players are compatible with Flash. Resources include a beginner tutorial and FAQ.
Mike and Jessie introduce Innertoob, an asynchronous learning tool for communication and sharing information. They highlight that it allows users to listen, reflect on introductions to topics, and engage in communication through reading, listening, viewing and typing. It also enables asynchronous annotation and collaboration through embedding videos and building connections between users and content. While they like the easy navigation and ability to edit posts, they note the interface could be more appealing and audio playback needs compatible Flash to avoid sounding like chipmunks.
This document provides tips for managing online classroom behaviors. It discusses establishing expectations by encouraging learners to log in early and resolve technical issues. Short, positive rules should be established and modeled by the instructor. Instructions should be clear, include time limits, and use encouragement. Participation should be acknowledged both verbally and through tools like the attendee status to recognize all learners. The document advises reflecting on techniques to improve instruction giving and engagement.
This document discusses using web 2.0 tools to practice discussion and interview skills with English as a foreign language (EFL) learners. It describes two online voice discussion tools, Voicethread and Voxopop, that were used in a study with 78 business students. The discussions averaged 17 minutes and covered topics like university exchange and gender roles. Students provided feedback that the tools were convenient but not as good as face-to-face discussions. Recommendations include having students create their own discussions and materials to integrate the tools more fully into courses.
This document discusses various media used in medical education, including computer-assisted learning, multimedia, online learning, and web-based learning. It provides examples of how to effectively use PowerPoint presentations, overhead projectors, chalkboards, flipcharts, and models/simulations. It also discusses the advantages and limitations of different media, as well as best practices for creating clear and engaging presentations using tools like PowerPoint by focusing on font size, color use, image quality, and animation. Common audiovisual errors are identified and recommendations are provided for avoiding distractions and maintaining audience attention.
A training of research based and clinically proven partner techniques to teach functional augmentative and alternative communication to non-verbal or low-verbal individuals.
This document discusses literacy instruction and accommodations using assistive technology. It covers the major components of reading including phonological awareness, phonics, fluency, vocabulary and comprehension. For each component, it describes effective instructional strategies and technologies that can support students, such as phonics apps, text-to-speech tools, and digital dictionaries. Writing instruction components and stages are also outlined along with technologies for planning, drafting, revising and publishing. The document concludes by briefly mentioning mathematics instruction and learning management strategies.
The document discusses the use of audio feedback to provide formative assessment to students. It defines audio feedback as recorded messages distributed digitally to students in response to ongoing or submitted work. There are several potential models of audio feedback delivery, including personal tutor monologues, one-on-one conversations, podcasts, peer feedback, and group tutor conversations. Benefits cited include the ability to provide more detailed and personalized feedback to students compared to written comments alone. Guidelines are provided on using audio effectively and structuring feedback recordings.
Mike and Jessie introduce Innertoob, an asynchronous learning tool for communication and sharing information. They highlight that it allows users to listen, reflect on introductions to topics, and participate in communication through reading, listening, viewing and typing. The tool has been used at education conferences and for company meetings. Key features they like are its easy navigation, ability to edit and reply to posts, embed content in other webpages, and use asynchronous annotation and collaboration. They suggest potential improvements like making the interface more appealing through better color and ensuring audio players are compatible with Flash. Resources include a beginner tutorial and FAQ.
Mike and Jessie introduce Innertoob, an asynchronous learning tool for communication and sharing information. They highlight that it allows users to listen, reflect on introductions to topics, and engage in communication through reading, listening, viewing and typing. It also enables asynchronous annotation and collaboration through embedding videos and building connections between users and content. While they like the easy navigation and ability to edit posts, they note the interface could be more appealing and audio playback needs compatible Flash to avoid sounding like chipmunks.
This document provides tips for managing online classroom behaviors. It discusses establishing expectations by encouraging learners to log in early and resolve technical issues. Short, positive rules should be established and modeled by the instructor. Instructions should be clear, include time limits, and use encouragement. Participation should be acknowledged both verbally and through tools like the attendee status to recognize all learners. The document advises reflecting on techniques to improve instruction giving and engagement.
This document discusses using web 2.0 tools to practice discussion and interview skills with English as a foreign language (EFL) learners. It describes two online voice discussion tools, Voicethread and Voxopop, that were used in a study with 78 business students. The discussions averaged 17 minutes and covered topics like university exchange and gender roles. Students provided feedback that the tools were convenient but not as good as face-to-face discussions. Recommendations include having students create their own discussions and materials to integrate the tools more fully into courses.
This document discusses various media used in medical education, including computer-assisted learning, multimedia, online learning, and web-based learning. It provides examples of how to effectively use PowerPoint presentations, overhead projectors, chalkboards, flipcharts, and models/simulations. It also discusses the advantages and limitations of different media, as well as best practices for creating clear and engaging presentations using tools like PowerPoint by focusing on font size, color use, image quality, and animation. Common audiovisual errors are identified and recommendations are provided for avoiding distractions and maintaining audience attention.
A training of research based and clinically proven partner techniques to teach functional augmentative and alternative communication to non-verbal or low-verbal individuals.
This document discusses literacy instruction and accommodations using assistive technology. It covers the major components of reading including phonological awareness, phonics, fluency, vocabulary and comprehension. For each component, it describes effective instructional strategies and technologies that can support students, such as phonics apps, text-to-speech tools, and digital dictionaries. Writing instruction components and stages are also outlined along with technologies for planning, drafting, revising and publishing. The document concludes by briefly mentioning mathematics instruction and learning management strategies.
This document discusses effective strategies for teaching literacy skills including reading, writing, and mathematics to students with disabilities. It outlines research-based components of reading instruction including phonological awareness, phonics, fluency, vocabulary, and comprehension. Specific technologies are presented that can support students in developing these skills, such as text-to-speech, speech recognition, and digital planning tools. Effective elements of writing instruction are also summarized, along with technologies that can aid the writing process from pre-writing to publishing. The document concludes by noting the broad nature of mathematics instruction and importance of positive behavior supports and Universal Design for Learning.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
ย
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
The document discusses flipping the classroom model of education. In a flipped classroom, students gain content knowledge at home through videos and other media so class time can be used for discussion, exploration, and experimentation. Teachers provide content through various modalities to accommodate different learning styles. Flipping benefits students by providing multiple ways to gain knowledge and understand concepts. The document recommends free or low-cost apps and programs teachers can use to create videos and facilitate flipping the classroom. It also provides examples of how students can create videos to demonstrate their understanding.
This document provides strategies for teaching augmentative and alternative communication (AAC) to students. It discusses traditional instruction methods like labeling and navigation practice, and their limitations. Alternative instructional strategies presented include functional communication teaching, aided language input, joint action routines, sabotage, recasting and expanding utterances, following the student's lead, prompting hierarchies, and momentum strategies. Each strategy is explained with examples and its goal. The document aims to move beyond non-communicative instruction to more functional and motivating AAC teaching.
Classroom AAC Implementation AAC Bootcamp ESMA August 2014Kate Ahern
ย
1. This document provides guidance and strategies for implementing augmentative and alternative communication (AAC) in classroom settings. It discusses using communication boards, color-coding systems, visual supports, descriptive labels, teaching core vocabulary words, and engaging peers to support students using AAC.
2. Tips are provided for creating inclusive environments, such as training paraprofessionals and peers, adapting lessons, and finding creative solutions for different settings like field trips.
3. Educators are encouraged to develop an action plan for implementing AAC that addresses training needs, physical environment changes, materials, and goals.
This document provides tips and strategies for promoting learning and understanding in a virtual classroom setting. It discusses using tools like chat, emoticons, and polling in web conferences to encourage interaction. It also recommends using games, worksheets, activities, and exercises to help learners process and apply the material in an engaging way. Some key tips mentioned include practicing presentations, allowing for long pauses, considering class size, and recording demonstration videos. The overall message is that doing activities helps solidify understanding better than just hearing or seeing material.
This document provides guidance for students creating a visual essay based on Edgar Allan Poe's short story "The Tell-Tale Heart". It outlines what a visual essay is, what elements it should contain, and software that can be used. Students are instructed to choose a theme from the story, include examples and quotes, and tie it together with images, text, voiceover and music. Rubrics are provided for assessment levels of Achieved, Merit, and Excellence.
This document discusses strategies for using Apple iDevices and augmentative and alternative communication (AAC) apps. It begins by explaining what AAC is and its purposes. It then reviews iPad accessibility features like Guided Access and Switch Access that can help users access AAC apps. The document provides guidance on choosing AAC apps through feature matching and considering the user's needs. It lists examples of quality AAC apps and discusses implementing AAC at school through techniques like modeling, descriptive teaching, and using a prompt hierarchy.
Lawrence School is an independent K-12 school that uses assistive technology and differentiated instruction to help students with various learning differences succeed academically and socially. Most students use text-to-speech software to read materials, and teachers incorporate assistive tools like speech-to-text, word prediction and mapping tools into classroom lessons. The school started implementing assistive technology in 2003 and now trains both students and staff on tools to help with tasks like organizing work, spelling, writing and testing. Their goal is to normalize assistive technology use so it is not stigmatized.
Digital Storytelling for Low Achieving Studentsjorech
ย
This document provides guidance for teachers on adapting digital storytelling for low-achieving students. It recommends breaking the process down into smaller, sequenced steps and assessing students at each stage. Teachers should narrow the focus of each story to one or two elements, like point of view or dramatic question. The time of finished products can be reduced to one paragraph, five pictures, and one minute. Simplifying the editing process, like using PhotoStory 3 and limiting effects, is also suggested. Accommodations should be made according to students' IEPs, like providing assistance with technology or reducing voiceovers. The overall goal is to never sacrifice the integrity of digital storytelling while making it accessible.
This document provides an overview of online facilitation best practices. It discusses the benefits of online facilitated learning, including blended learning options. It also addresses some common challenges facilitators may face, such as keeping participants engaged and managing technology issues. The document recommends using a variety of synchronous tools and activities to encourage participation. These include breakout groups, polling, peer review, and action learning. It emphasizes the importance of preparation, limiting lectures, and providing multiple ways for learners to contribute. The overall message is that online facilitation requires actively engaging learners and promoting discussion.
The document discusses learning styles and provides information to help teachers understand and accommodate different learning styles in their classroom. It defines three primary learning styles: visual, auditory, and tactile. For each learning style, it outlines how students with that preference learn best, strategies for teaching to that style, and ideas for assessment. The purpose is to help teachers understand learning styles, incorporate varied instructional techniques, and ensure all students have opportunities to learn in a way that matches their preferences.
Voicethread is a tool that allows users to narrate PowerPoints, documents, videos or images and leave comments via text, voice or video. The document discusses how Voicethread is easy to use, versatile, and more interactive than other platforms as it allows asynchronous participation and commenting. Examples provided include teacher tutorials for student questions and group presentations where each member can contribute separately.
This training is for caregivers of individuals who use augmentative and alternative communication (AAC) devices. The presenters will discuss how to incorporate AAC into everyday life seamlessly and include family members to be strong communication partners. They will provide strategies to gradually implement AAC without disrupting routines and empower siblings and other caregivers to effectively communicate.
The document discusses flipping innovation games on their head by inverting or reflecting on the typical structure and goals. It encourages attendees of the Innovation Games Summit in Amsterdam to prepare to flip games themselves to refocus on goals and avoid getting lost in technology. The founder of Soulsailor Consulting then describes games he has already flipped and urges participants to now take their turn to prepare and flip innovation games.
interacting with social media content about eventsmor
ย
This document discusses research into creating new experiences for consuming social media content about events. It describes three systems created: Vox Civitas for journalistic inquiry into events using Twitter data, Multiplayer for organizing YouTube videos from live events, and an evaluation of social multimedia experiences. Evaluations of Vox Civitas and Multiplayer provided insights into how journalists and users interact with such systems and tasks they support. The research aims to understand user interactions beyond a specific implementation and produce generalizable insights.
El paciente Juan Torres se quejaba de dolor al orinar y mareos. El mรฉdico le tomรณ los signos vitales y le informรณ que le realizarรญan un cultivo de sangre y un examen urogenital segรบn la orden mรฉdica. Tambiรฉn le indicaron una hidrataciรณn intravenosa. El mรฉdico le asegurรณ al paciente que la inyecciรณn no le dolerรญa y procediรณ a tomarle los signos vitales. Esperarรกn los resultados del cultivo para transferir al paciente a otra sala.
El documento compara las teorรญas organizativas tradicionales y actuales. Las teorรญas tradicionales se caracterizan por una estructura jerรกrquica estricta, flujo de informaciรณn unidireccional y resistencia al cambio. En contraste, las teorรญas actuales promueven la descentralizaciรณn, el enfoque en el empleado, la retroalimentaciรณn en todos los niveles y el aprovechamiento de la tecnologรญa. Aunque el liderazgo y el enfoque en el cliente siguen siendo importantes, las organizaciones actuales dan mรกs
This document discusses effective strategies for teaching literacy skills including reading, writing, and mathematics to students with disabilities. It outlines research-based components of reading instruction including phonological awareness, phonics, fluency, vocabulary, and comprehension. Specific technologies are presented that can support students in developing these skills, such as text-to-speech, speech recognition, and digital planning tools. Effective elements of writing instruction are also summarized, along with technologies that can aid the writing process from pre-writing to publishing. The document concludes by noting the broad nature of mathematics instruction and importance of positive behavior supports and Universal Design for Learning.
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
ย
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
The document discusses flipping the classroom model of education. In a flipped classroom, students gain content knowledge at home through videos and other media so class time can be used for discussion, exploration, and experimentation. Teachers provide content through various modalities to accommodate different learning styles. Flipping benefits students by providing multiple ways to gain knowledge and understand concepts. The document recommends free or low-cost apps and programs teachers can use to create videos and facilitate flipping the classroom. It also provides examples of how students can create videos to demonstrate their understanding.
This document provides strategies for teaching augmentative and alternative communication (AAC) to students. It discusses traditional instruction methods like labeling and navigation practice, and their limitations. Alternative instructional strategies presented include functional communication teaching, aided language input, joint action routines, sabotage, recasting and expanding utterances, following the student's lead, prompting hierarchies, and momentum strategies. Each strategy is explained with examples and its goal. The document aims to move beyond non-communicative instruction to more functional and motivating AAC teaching.
Classroom AAC Implementation AAC Bootcamp ESMA August 2014Kate Ahern
ย
1. This document provides guidance and strategies for implementing augmentative and alternative communication (AAC) in classroom settings. It discusses using communication boards, color-coding systems, visual supports, descriptive labels, teaching core vocabulary words, and engaging peers to support students using AAC.
2. Tips are provided for creating inclusive environments, such as training paraprofessionals and peers, adapting lessons, and finding creative solutions for different settings like field trips.
3. Educators are encouraged to develop an action plan for implementing AAC that addresses training needs, physical environment changes, materials, and goals.
This document provides tips and strategies for promoting learning and understanding in a virtual classroom setting. It discusses using tools like chat, emoticons, and polling in web conferences to encourage interaction. It also recommends using games, worksheets, activities, and exercises to help learners process and apply the material in an engaging way. Some key tips mentioned include practicing presentations, allowing for long pauses, considering class size, and recording demonstration videos. The overall message is that doing activities helps solidify understanding better than just hearing or seeing material.
This document provides guidance for students creating a visual essay based on Edgar Allan Poe's short story "The Tell-Tale Heart". It outlines what a visual essay is, what elements it should contain, and software that can be used. Students are instructed to choose a theme from the story, include examples and quotes, and tie it together with images, text, voiceover and music. Rubrics are provided for assessment levels of Achieved, Merit, and Excellence.
This document discusses strategies for using Apple iDevices and augmentative and alternative communication (AAC) apps. It begins by explaining what AAC is and its purposes. It then reviews iPad accessibility features like Guided Access and Switch Access that can help users access AAC apps. The document provides guidance on choosing AAC apps through feature matching and considering the user's needs. It lists examples of quality AAC apps and discusses implementing AAC at school through techniques like modeling, descriptive teaching, and using a prompt hierarchy.
Lawrence School is an independent K-12 school that uses assistive technology and differentiated instruction to help students with various learning differences succeed academically and socially. Most students use text-to-speech software to read materials, and teachers incorporate assistive tools like speech-to-text, word prediction and mapping tools into classroom lessons. The school started implementing assistive technology in 2003 and now trains both students and staff on tools to help with tasks like organizing work, spelling, writing and testing. Their goal is to normalize assistive technology use so it is not stigmatized.
Digital Storytelling for Low Achieving Studentsjorech
ย
This document provides guidance for teachers on adapting digital storytelling for low-achieving students. It recommends breaking the process down into smaller, sequenced steps and assessing students at each stage. Teachers should narrow the focus of each story to one or two elements, like point of view or dramatic question. The time of finished products can be reduced to one paragraph, five pictures, and one minute. Simplifying the editing process, like using PhotoStory 3 and limiting effects, is also suggested. Accommodations should be made according to students' IEPs, like providing assistance with technology or reducing voiceovers. The overall goal is to never sacrifice the integrity of digital storytelling while making it accessible.
This document provides an overview of online facilitation best practices. It discusses the benefits of online facilitated learning, including blended learning options. It also addresses some common challenges facilitators may face, such as keeping participants engaged and managing technology issues. The document recommends using a variety of synchronous tools and activities to encourage participation. These include breakout groups, polling, peer review, and action learning. It emphasizes the importance of preparation, limiting lectures, and providing multiple ways for learners to contribute. The overall message is that online facilitation requires actively engaging learners and promoting discussion.
The document discusses learning styles and provides information to help teachers understand and accommodate different learning styles in their classroom. It defines three primary learning styles: visual, auditory, and tactile. For each learning style, it outlines how students with that preference learn best, strategies for teaching to that style, and ideas for assessment. The purpose is to help teachers understand learning styles, incorporate varied instructional techniques, and ensure all students have opportunities to learn in a way that matches their preferences.
Voicethread is a tool that allows users to narrate PowerPoints, documents, videos or images and leave comments via text, voice or video. The document discusses how Voicethread is easy to use, versatile, and more interactive than other platforms as it allows asynchronous participation and commenting. Examples provided include teacher tutorials for student questions and group presentations where each member can contribute separately.
This training is for caregivers of individuals who use augmentative and alternative communication (AAC) devices. The presenters will discuss how to incorporate AAC into everyday life seamlessly and include family members to be strong communication partners. They will provide strategies to gradually implement AAC without disrupting routines and empower siblings and other caregivers to effectively communicate.
The document discusses flipping innovation games on their head by inverting or reflecting on the typical structure and goals. It encourages attendees of the Innovation Games Summit in Amsterdam to prepare to flip games themselves to refocus on goals and avoid getting lost in technology. The founder of Soulsailor Consulting then describes games he has already flipped and urges participants to now take their turn to prepare and flip innovation games.
interacting with social media content about eventsmor
ย
This document discusses research into creating new experiences for consuming social media content about events. It describes three systems created: Vox Civitas for journalistic inquiry into events using Twitter data, Multiplayer for organizing YouTube videos from live events, and an evaluation of social multimedia experiences. Evaluations of Vox Civitas and Multiplayer provided insights into how journalists and users interact with such systems and tasks they support. The research aims to understand user interactions beyond a specific implementation and produce generalizable insights.
El paciente Juan Torres se quejaba de dolor al orinar y mareos. El mรฉdico le tomรณ los signos vitales y le informรณ que le realizarรญan un cultivo de sangre y un examen urogenital segรบn la orden mรฉdica. Tambiรฉn le indicaron una hidrataciรณn intravenosa. El mรฉdico le asegurรณ al paciente que la inyecciรณn no le dolerรญa y procediรณ a tomarle los signos vitales. Esperarรกn los resultados del cultivo para transferir al paciente a otra sala.
El documento compara las teorรญas organizativas tradicionales y actuales. Las teorรญas tradicionales se caracterizan por una estructura jerรกrquica estricta, flujo de informaciรณn unidireccional y resistencia al cambio. En contraste, las teorรญas actuales promueven la descentralizaciรณn, el enfoque en el empleado, la retroalimentaciรณn en todos los niveles y el aprovechamiento de la tecnologรญa. Aunque el liderazgo y el enfoque en el cliente siguen siendo importantes, las organizaciones actuales dan mรกs
Partnerships to inform, support and enhance health promotion programscraig lefebvre
ย
This presentation focuses on the critical steps and processes in developing partnerships for health promotion programs. It integrates theory, research and best practices into a strategic approach designed to increase the effectiveness of partnerships as public health strategy. This slideshow was originally narrated and presented at the Health Promotion Conference held at Haifa University School of Public Health, 2015. Sorry the audio track did not upload, but the slides will carry the story.
El documento trata sobre el proyecto de ciencias de Joceline Ithzeel Jimรฉnez sobre jabones. Explica que los jabones se han utilizado desde hace miles de aรฑos de manera natural y artesanal, y que su proceso de obtenciรณn se basa en la reacciรณn quรญmica de saponificaciรณn. Tambiรฉn incluye preguntas y respuestas sobre jabones y su producciรณn.
This document provides an agenda for hosting and posting podcasts. It includes discussing questions and help with podcast recordings and uploads. It schedules a group podcast commercial project and dinner break. Finally, it addresses case study presentations, social networking sites, and leaves time for general questions.
The document provides information about an upcoming Boatdance event being held on November 10th in San Francisco. It details the location and timing of the event, what to bring and not bring, forms for participants and drivers to fill out, transportation and parking options, rules and safety information, and contact information for any additional questions.
Este documento presenta el trabajo de los trendtrotters, personas que recopilan informaciรณn sobre tendencias a pie de calle y a travรฉs de herramientas en lรญnea. Describe cรณmo los trendtrotters identifican tendencias emergentes en รกreas como la moda, la alimentaciรณn y los negocios observando lo que es local y global. Ademรกs, resalta 10 tendencias actuales como el mundo conectado, el individualismo en red y el capitalismo funky que pueden ofrecer oportunidades empresariales.
Ubiquitous Language Learning (2014 AILA World Congress presentation)Steve McCarty
ย
"Ubiquitous Language Learning from Mobile Internet to iPod to iPad" for the AILA World Congress symposium "Utilizing Emerging Technologies and Social Media to Enhance EFL Learning" on 11 August 2014, 16:30-18:30, in Room P5 at the Brisbane Convention and Exhibition Centre. This Slideshare version has much text for reading convenience.
SharePoint Evolution 2013 - BUS611 - New ways of working with Office365Antony Clay
ย
The document discusses how Office365 supports a new way of working in the modern workplace. It notes that the traditional 9-5 workday no longer exists, work can be done from anywhere, and collaboration occurs in various places like coffee shops. It explains that Office365 allows for cloud-based, nearly always accessible work that reduces costs while focusing on business needs. The document cautions that technology projects should focus on people, use both quantitative and qualitative metrics, involve end-users, and align with organizational goals rather than focus solely on technology. Progress should be measured according to achieving the overall vision.
The SharePoint Governance Manifesto Sample ChaptersAntony Clay
ย
Get the full version of the book here: http://bit.ly/SPGovManifesto
The SharePoint Governance Manifesto - Disruptive Governance thinking for the masses.
Leadership involves influencing people through trust and shared vision, rather than managing people through position or authority. True leadership subtly influences followers to believe in and follow a leader's vision willingly. Effective leaders are strategic thinkers who look ahead to create a vision, challenge and motivate others through authenticity, transparency, and building trust within a shared community.
This document provides an overview of how email works. It explains that email uses a "store and forward" approach where messages are stored on servers until the destination server is available. It describes the basic infrastructure components like domain name servers, mail servers, and internet service providers. It discusses issues like privacy, security, and best practices for using email safely and efficiently. The goal is to help users understand email concepts and why certain behaviors are important for protecting themselves online.
Presentation to TLt 2010 held April 26-28 in Saskatoon, SK . The session discusses research findings re audio feedback provided by faculty to students in their course work.
(1) The document summarizes research into faculty and student perceptions of using asynchronous audio feedback for student coursework. (2) Both faculty and students found that audio feedback provided a more personal touch and helped with retention compared to just written feedback, though using both audio and written feedback together was viewed as most effective. (3) While audio feedback required more time, it allowed faculty to elaborate more and students felt it increased their sense of connection to instructors and motivation.
These slides are part of the Audio Feedback Toolkit. You are free to use these resources.
Further ideas, guidance and information is available in the toolkit and elsewhere on the MELSIG site.
Students completed group presentations using PowerPoint to explain course concepts. They analyzed blogs to determine the nature and effects of blogs. Students modified an image from the internet to create dissent. Instructors provided audio feedback on essay drafts. Criteria-based assessments showed student proficiency and grades improved after using the innovations. Students found using technology helped understand concepts and the audio feedback improved their revised drafts compared to written feedback.
An Evaluation of Formative Audio Feedback within Part Time Professional Devel...clairemcdonnell5
ย
This document summarizes a study that evaluated the use of formative audio feedback within three part-time professional development programs at Dublin Institute of Technology. Sixty-two participants received asynchronous audio feedback on draft assignments. Surveys found that participants found the audio feedback clear and effective, and preferred it to written feedback because it felt more personal and the tone was encouraging. However, some participants reported that it took more effort to engage with the audio feedback compared to written feedback. Overall, the study found that audio feedback enhanced the feedback experience but may not be practical at large scales.
The document discusses using audio feedback rather than traditional written feedback for students. It finds that 90% of students prefer audio feedback and find it more personal. Audio feedback allows for more feedback, less ambiguity, and conveying empathy. The author records audio feedback by annotating documents and recordings. Students found the audio feedback very useful and easy to listen to multiple times. However, there are some drawbacks like file sizes and not being able to ask questions. Overall, audio feedback provides benefits to students in giving feedback.
The document discusses the use of podcasting at the University of Hertfordshire. It provides an overview of how podcasts can be created cheaply and easily using digital voice recorders and uploaded to the university's online learning system. The benefits of podcasting include allowing students to learn on the move through listening on MP3 players. Podcasts can be used to record lectures, tutorials, and other educational content. Staff workshops were held to train academics on how to create podcasts and add them to courses.
Audacity and Gabcast for Course and Learner Generated Audio ContentLisa Johnson, PhD
ย
The document discusses using audio tools like Audacity and Gabcast to incorporate audio content in online courses. It provides reasons for using audio like engaging different learning styles and reducing monotony. Gabcast allows recording audio over the phone while Audacity is a free multi-platform audio editor. Considerations for using audio include providing transcripts for accessibility and managing file sizes. Examples from a history course demonstrate using instructor-generated and student-generated audio content.
This document discusses using podcasts to provide assessment feedback to students. It provides definitions of podcasting and examines how podcasts can increase student engagement with feedback and enhance learning. The authors created podcasts with assessment feedback for two modules and studied student responses. Students found the podcasts provided more detailed, personalized feedback than traditional written comments. However, producing and editing podcasts requires more time from instructors. More research is needed to understand the long-term impacts of using audio feedback.
This document summarizes the findings of a study on providing audio feedback to nursing students. Students received digitally annotated scripts with either a typed feedback sheet, audio without grade, or audio with grade. Those who did not receive audio feedback wished they had. The audio groups found the feedback more personal, in-depth, and listened to it more. Audio feedback improved self-awareness, collaborative work, and practical skills more than written. While audio takes faculty longer to record, students consistently prefer and engage more with audio feedback formats.
The document examines using blended learning and student-edited podcasts to improve engagement and retention of part-time postgraduate students. It discusses using free and open-source audio editing software like Audacity to create podcasts summarizing lectures. Students incorporated their views into podcasts and provided feedback, expressing enthusiasm for the podcasts. The approach showed potential to support learning and may help with recruitment in the future.
This document provides an overview of different technologies that can be used to improve literacy in elementary schools. It discusses how technologies like computers, software programs, eBooks, and online tools can be used to support reading, writing, research, and collaboration. Specific technologies mentioned include word processing, desktop publishing, multimedia compositions, online publishing, email/bulletin boards, search engines, and collaborative online spaces. Presentation, assessment, and scaffolding functions of technologies are described. Podcasting, blogging, and wikis are also introduced as expressive technologies students can use. Potential benefits and examples of implementing these technologies in the classroom are provided.
The document discusses using technology like objective testing and audio feedback for assessment. It outlines different types of objective testing like multiple choice questions and their uses and limitations. It also describes a project called "Sounds Good" that used digital audio feedback for student coursework and assessments. Students found the audio feedback more personal and detailed compared to written feedback. However, audio feedback requires more effort from staff and may not always save time. The document concludes that while technology has benefits, it's not a replacement for all assessment methods and needs to be used appropriately.
This document discusses synchronous communication tools that can be used in the classroom, including text chat, voice chat, and virtual worlds. It provides an overview of the advantages and disadvantages of these tools, such as engaging students but being reliant on internet connections. Examples of how these tools can be used for language learning activities like role-plays, discussions, and quizzes are also presented. The document encourages teachers to experiment with these tools while considering students' language levels and technical limitations.
This document outlines an online communications course for English language learners. The 12-day course was offered through Vancouver Community College for engineers and technologists. It focused on listening and speaking skills for professional settings. The course goals were to teach students technical skills for online communication tools, how to organize their time to complete tasks asynchronously and interact socially online. What worked well was having clear instructions, student-generated content, and Elluminate sessions. Not all students consistently participated fully or in the Voicethread activity. The instructor felt planning was more stressful than running the course and saw more online participation than usual for an in-person class.
Faqs what can i use the e portfolio in knet forBexslideshare
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KnowledgeNET is an online platform that allows teachers, students, and parents to share learning experiences. It includes features such as learning stories, journals, assignments, forums, and polls. Research shows that feedback has one of the highest positive effects on student achievement. KnowledgeNET aims to facilitate feedback through these sharing and response features. It allows multimedia content like documents, presentations, videos, and more to be uploaded or embedded. The goal is to provide a central place for recording, sharing, reflecting on, and responding to the learning process.
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This document provides an overview of simple, free tools that can be used for student engagement. It describes tools such as VoiceThread, instructor videos, YouTube, discussion forums, Yammer, Google Docs, and blogs. For each tool, it provides reasons for using the tool and best practices, such as keeping videos short, setting clear expectations for discussion boards, and providing instructions for using collaborative documents. The document was created by two instructional designers at Penn State to help instructors select and effectively implement digital tools for online courses.
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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2. Plan How it works Advantages Disadvantages Cost to the Program ...faculty and student perspectives ...
3. How Audio Commenting Works Technical Process Convert student document to pdf (can do several docs with one command). Ensure that Adobe Acrobat Professional is configured for comment and mark-up tools. Use Adobe Acrobat Pro, microphone/headset and Microsoft Sound Recorder to embed comments. Listen to recording to ensure clarity Inform students to double-click sound icon to listen to audio comments. Provide upfront note to students to contact faculty if difficulty in accessing audio
4. How Audio Commenting Works Feedback Process Give feedback informally as though you were sitting face-to-face with the students and discussing their coursework. Use audio feedback to elaborate details, summarize, give examples and references. Integrate and situate audio and text comments so students clearly understand their meaning and relevance. Do not repeat the written word in audio feedback. Some faculty situate mark in audio comment to increase possibility that student listens to it.
5. Feedback Process ... Use text mark-up for specific grammar, punctuation etc. Use mark-up tools such as customized stamps, highlighting, sticky notes, callout, arrows... Can insert attachments into student coursework (e.g., APA checklist) Consider including rubrics in pdf
7. Advantages Students regard feedback as an extension of their faculty, much like a face-face encounter with the faculty commenting on their assignment as they read it Associated with perceptions of increased involvement and enhanced interaction with faculty members regarded as caring individuals Students find oral feedback more understandable and motivational Some students retained verbal feedback better than reading alone
8. Advantages ... Personalized support and thorough explanations facilitate studentsโ engagement in learning All faculty involved in SIAST research project see value in and recommend the use of audio feedback to enhance social, cognitive, and teaching presence Especially useful for more complex student coursework (e.g., case studies, papers) Focus on learning (suggest some assignments with no marks attached) Important considerations: use feedback to โfeed forwardโ โ students improve what they do next
9. Disadvantages Requires equipment: Adobe Acrobat Pro, headset/microphone Learning curve to get started: set up equipment, learn technique More time required to listen and/or provide audio comments Quality of audio dependent on various factors: audio settings, equipment, background noise
10. Cost Orientation time Instructor time to provide meaningful feedback Equipment: USB noise cancelling headset & microphone (e.g., Dynex~$53.) Now available Adobe Acrobat X Pro - $56. Considerations: Consider installing software on laptop for portability โ providing feedback anywhere
12. Possibilities Summary & weaving of discussion posts Examination review commentary Use software for interactive pdfs (e.g., students may complete form fields and submit; documenting nurseโs notes)
13. Research Findings - Students Overall Positive Comments โI liked the audio because this instructor said more than โgood jobโ.โ โThis is my first experience with audio feedback and I think it is AWESOME. The insertion of text is also beneficial.โ โCertainly tone of voice and inflection help to distinguish intended meaning more accurately than written text.โ โListening to feedback as you went through a paper was very helpful, almost like a one on one with the instructor to hear their thoughts as they progressed through reading the paper.โ โmore personal, negative comments seen as more constructive. Increased perception of teacher engagement.โ โoption was easy to accessโ
14. Research Findings - Students Negative feedback โIt seemed the instructor was trying to sound neutral in the audio feedback which left a feeling of apathy.โ โThe auditory feedback didnโt always work; couldnโt rely on it as a resource.โ โAudio feedback was annoying, a true conversation or written comments would be better.โ
15. Research Findings - Faculty Affords elaboration of instructor comments (used for summation and/or specific feedback) Personalizes feedback (expression, inflection, humour) Easier to express oneself than formalized written comments (โfeel freer to expand on commentsโ) Technical glitches when starting (audio setup; eliminate background noise) More valuable with complex assignments, research papers, critiques large than small class size All faculty would recommend use of audio commenting to other faculty
16. Faculty Example Example of student paper Example of student paper with audio and text-based commenting
17. Thank you for Listening http://programs.siast.sk.ca/nelson/
Editor's Notes
Students regard feedback as an extension of their faculty, much like a face-face encounter with the faculty commenting on their assignment as they read it