ISTE Interactive Video Presentation
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This document outlines Graham Johnson's efforts to make his flipped classroom videos more interactive and engaging for students. It describes several features Graham included, such as a table of contents, additional resources, different paths through content, optional examples, and embedded quizzes. The goal was to increase student engagement, differentiate instruction, improve navigation, assess understanding, and increase accountability. The document concludes by sharing a link to a how-to guide for creating interactive videos using TechSmith software and provides links to examples of Graham's interactive videos.
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Using technology to improve student retention, completion, and performance2
This document discusses using technology to improve student retention, completion, and performance. It aims to empower students to put in extra effort needed to succeed, not just entertain or motivate them. Technology solutions addressed remedial needs like skills practice for students missing classes or concepts, and supplemental needs like providing expanded explanations or review materials. Suggested tools included games like Battleship and Hangman, fill-in-the-blank and matching exercises, screen recording software Jing and Camtasia for making instructional videos. Contact details were provided for follow up.
Constructing a Virtual Community Of Mathematical Practice amongst Teacher Can...
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Webinar: Five-Minute Idea Exchange for Teaching and Learning with Brightspace...
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Instructor online development teaching hacksSlide Deck
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Interactive Video for Teaching and Learning
Why use video in your classes? Introduction to some concept or phenomena
Demonstration of problem solving
Illustration of a technique or approach
Inclusion of alternative viewpoints or perspectives
Evaluation of the source (the video content itself)
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The survey summarizes findings from a faculty needs assessment survey conducted by the University of Wisconsin Milwaukee's Learning Technology Center (LTC). Key findings include:
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- Common technologies like Dropbox, Discussions, and content delivery were used frequently in courses.
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- Creating online content like narrated presentations and lecture capture were of interest.
- Overall
Online Teaching Best Practices
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
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The use of digital and online tools to measure performance is causing educators to rethink not only how we collect assessment data but also how we teach and learn in information age schools. The upcoming Common Core online assessments are driving school districts to build out infrastructure, purchase devices, shift to digital content and capture student performance data that would be extremely difficult using paper and pencil methods. Regardless of whether your state is participating in the Common Core, online assessments will play a critical role in the future of education.
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Sue Hardman - video lectures
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DNLE Go FORTH Final Project
The document proposes a variation on the flipped classroom model where students take a more active role in preparing lesson materials and asking questions. In the variation, students are divided into teams to prepare instructional videos and activities that their peers complete as homework. In class, the teacher supports student teams and answers questions prepared by students. This allows the teacher to focus on individual support while developing student expertise and engagement through peer teaching and questioning. The approach aims to improve learning outcomes over traditional passive lectures.
Lessons learned video in the online classroom 04_10_14_final
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
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Laycock: Beyond Books
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Podcasting CDETG
Video podcasting has changed the author's teaching in several ways. It allows students to view instructional videos on their own time and at their own pace by downloading them to mobile devices. This level of control over their learning enhances students' experience. It also enables the author to more easily create and share videos with students using low-budget methods. Students respond well to the engaging and humorous content in the videos. Going forward, the author aims to have students create their own media projects and compile learning resources to further improve the experience.
Podcasting St. Rose
Video podcasting has changed the author's teaching in several ways. It allows students to view instructional videos on their own time and at their own pace by downloading them to mobile devices. This level of control over their learning enhances students' experience. It also enables the author to more easily create and share videos with students using low-budget methods. Students respond well to the engaging and humorous content in the videos. Going forward, the author aims to have students create their own media projects and compile learning resources to further improve the experience.
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ISTE Interactive Video Presentation
- 1. Interactivity – The Future of Flipped Classroom Video Graham Johnson @math_johnson www.mathjohnson.com Kelowna, BC, Canada
- 2. My videos were not meeting the needs of ALL my learners…
- 3. • Increase engagement • Differentiate the experience • Create easier navigation • Assess understanding • Increase accountability
- 4. What I included: • Table of Contents • Additional Resources • Different Paths • Optional Examples • Fast-forward Options • Embedded Quiz
- 5. Table of Contents Introduction & Inquiry Content Part 1, then Question Question is Correct Optional extension instruction or examples Question is incorrect Additional Instruction & Examples Content Part 2, then Question Question is Correct Question is incorrect Addition Instruction & Examples Conclusion & Embedded Quiz Additional Resoruces Flow-Chart Video Creation
- 6. What’s Next… • Add additional elements? • Streamline process! • Incorporate inquiry
- 7. A How to guide. To making your own interactive video from TechSmith… http://www.screencast.com/t/0mh6M12UDzK Links to my video examples: Parent Video (HD) Parent Video (Low D) Lesson Video
- 8. Graham Johnson Teacher Okanagan Mission Secondary School (Kelowna, BC, Canada) graham.johnson@sd23.bc.ca @math_johnson www.flippingmath.wordpress.com www.mathjohnson.com www.canflip.ca Don’t forget to get your name badge scanned to receive your ISTE discounts! Tweet your thoughts: #TechISTE Follow us: @TechSmithEDU